R277-304-7. Deaf Education Preparation Programs

  (1) Prior to approval by the Board, a deaf education preparation program shall:

  (a) be operated by or partnered with a Utah institution of higher education or the Utah State Board of Education;

  (b) be aligned with the National Association of State Directors of Special Education, Inc., Optimizing Outcomes for Students who are Deaf or Hard of Hearing, Educational Service Guidelines, Third Edition;

  (c) be focused on one or more of the following areas:

  (i) teaching students who are deaf or hard of hearing from birth to age five using both listening and spoken language strategies and American Sign Language;

  (ii) teaching students who are deaf or hard of hearing with listening and spoken language strategies; or

  (iii) teaching students who are deaf or hard of hearing with strategies that promote the development of American Sign Language and English literacy across the curriculum;

  (d) require the passage of a deaf education content knowledge assessment approved by the Superintendent;

  (e) require demonstration of competency in:

  (i) the areas detailed in Section R277-304-3.

  (ii) legal and ethical issues surrounding special education, including:

  (A) the IDEA;

  (B) the Special Education Rules Manual incorporated by reference in Section R277-750-2; and

  (C) all other applicable statutes and Board rules;

  (iii) addressing specific linguistic and cultural needs of deaf and hard of hearing students throughout the curriculum;

  (iv) skills for incorporating language into all aspects of the curriculum;

  (v) pedagogical skills unique to teaching reading, writing, mathematics, and other content areas to deaf and hard of hearing students;

  (vi) basic fluency in the use of American Sign Language;

  (vii) knowledge of the audiological and physiological components of audition;

  (viii) skills for teaching speech to deaf and hard of hearing students;

  (ix) the socio-cultural and psychological implications of hearing loss; and

  (x) assessing and addressing the educational needs and educational progress of deaf and hard of hearing students.

  (2) For a program applicant accepted after January 1, 2020, a deaf or hard of hearing education preparation program shall require multiple opportunities for a program applicant to successfully demonstrate application of knowledge and skills gained through the program in a school-based setting in each of the following:

  (a) all requirements outlined in Subsection R277-304-3(6);

  (b) for a program focused on Subsection R277-304-7(1)(c)(i):

  (i) assessing early childhood language development and assessment in American Sign Language and spoken English;

  (ii) working with families with students who are deaf or hard of hearing while respecting a variety of communication modalities;

  (iii) integrating language, speech, and listening everyday activities;

  (iv) sharing knowledge with families with students who are deaf or hard of hearing about the complexities of deaf culture, including norms and behaviors of the deaf community;

  (v) developing auditory perception in children and educating parents about developmental milestones for listening skills; and

  (vi) proficiency in American Sign Language as demonstrate by passing an assessment approved by the Superintendent;

  (c) for a program focused on Subsection R277-304-7(1)(c)(ii):

  (i) developing auditory perception in children and strategies for developing listening and spoken language in deaf and hard of hearing students;

  (ii) demonstrating understanding and expertise regarding early childhood spoken language development;

  (iii) involving family members with students who are deaf or hard of hearing in learning and therapeutic activities;

  (iv) integrating speech, listening, and spoken language in preschool and early elementary content areas; and

  (v) integrating current listening technology, including troubleshooting such technology; and

  (d) for a program focused on Subsection R277-304-7(1)(c)(iii):

  (i) integrating American Sign Language into instruction of core academic content for all school-age students;

  (ii) enhancing bilingual literacy of students who are deaf or hard of hearing in both American Sign Language and English;

  (iii) integrating respect and understanding of deaf culture into instruction;

  (iv) demonstrating understanding and expertise regarding American Sign Language language development; and

  (v) proficiency in American Sign Language as demonstrated by passing an assessment approved by the Superintendent.