IV. Instructional Content and Practice

Knowledge

27. Sources of specialized materials for students who are deaf or hard of hearing.

28. Components of the nonlinguistic and linguistic communication that students who are deaf or hard of hearing use.

29. The procedures and technologies required to educate students who are deaf or hard of hearing under one or more of the existing modes or philosophies (consistent with program philosophy).

30. Information related to American Sign Language (ASL) and existing communication modes used by students who are deaf or hard of hearing.

31. Current theories of how languages (e.g., ASL and English) develop in both children who are hearing and those who are deaf or hard of hearing.

32. Subject matter and practices used in general education across content areas.

33. Ways to facilitate cognitive and communicative development in students who are deaf or hard of hearing (e.g., visual saliency) consistent with program philosophy.

34. Techniques of stimulation and utilization of residual hearing in students who are deaf or hard of hearing consistent with program philosophy.

35. Research-supported instructional strategies and practice for teaching students who are deaf or hard of hearing.

Skills

36. Demonstrate proficiency in the language(s) the beginning teacher will use to instruct students who are deaf or hard of hearing.

37. Demonstrate the basic characteristics of various existing communication modes used with students who are deaf or hard of hearing.

38. Select, design, produce, and utilize media, materials, and resources required to educate students who are deaf or hard of hearing under one or more of the existing modes or philosophies (e.g., bilingual-bicultural, total communication, oral/aural).

39. Infuse speech skills into academic areas as consistent with the mode or philosophy espoused and the ability of the student who is deaf or hard of hearing.

40. Modify the instructional process and classroom environment to meet the physical, cognitive, cultural, and communicative needs of the child who is deaf or hard of hearing (e.g., teacher's style, acoustic environment, availability of support services, availability of appropriate technologies).

41. Facilitate independent communication behavior in children who are deaf or hard of hearing.

42. Apply first and second language teaching strategies (e.g., English through ASL or ESL) appropriate to the needs of the individual student who is deaf or hard of hearing and consistent with program philosophy.

43. Demonstrate the ability to modify incidental language experiences to fit the visual and other sensory needs of children who are deaf or hard of hearing.

44. Provide appropriate activities for students who are deaf or hard of hearing to promote literacy in English and/or ASL.