Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 23 - LICENSURE REGULATIONS FOR SCHOOL PERSONNEL › Part V - Licensure Regulations Governing PreK-12, Special Education, Secondary Grades 6-12, and Adult Education Endorsements › Section 8VAC20-23-530 - Special education deaf and hard of hearing preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
Endorsement requirements. The candidate shall have:
1. Earned a baccalaureate degree from a
				  regionally accredited college or university and graduated from an approved
				  teacher preparation program in special education deaf and hard of hearing;
				  or
2. Earned a baccalaureate degree
				  from a regionally accredited college or university and completed a major in
				  special education deaf and hard of hearing or 27 semester hours in education of
				  students who are deaf and hard of hearing distributed in the following areas:
a. Foundations: 3 semester hours. Includes
				  knowledge of the foundation for educating students with disabilities;
				  historical, ethical and legal aspects that include understanding and
				  application of the regulatory requirements; and expectations associated with
				  identification, education, and evaluation of students with
				  disabilities.
b. Characteristics: 3
				  semester hours. Includes the ability to demonstrate knowledge of etiologies of
				  hearing loss, definitions, characteristics, learning, and support needs of
				  students who are deaf and hard of hearing from pre-K through secondary levels,
				  who may be using various communication modalities/languages and who may have
				  additional disabilities.
c.
				  Assessment and evaluation: 3 semester hours. Includes an understanding and
				  application of the foundation of assessment and evaluation related to best
				  practices, including types and characteristics of assessments, formal and
				  informal assessment, and the use of assessment information to determine special
				  education eligibility and inform service delivery, curriculum, accommodations,
				  instructional methods, and student progress. Understanding comprehensive
				  evaluation requirements, participation of students with disabilities in state
				  and local accountability systems, assessment options, appropriate testing
				  accommodations, and assessment of students from diverse backgrounds.
d. Instructional planning: 3 semester hours.
				  Includes the following:
(1) Familiarity with
				  individual family service plans (IFSPs).
(2) An understanding and application of
				  development and implementation of the individualized education program (IEP)
				  including service delivery, curriculum, and instruction of students who are
				  deaf and hard of hearing and in transition.
(3) Knowledge of the general curriculum
				  requirements and expectations and how to provide access to the curriculum based
				  on student characteristics and needs.
(4) Ability to assess, interpret data, and
				  implement instructional practices to address the identified needs of the
				  students. Skills in this area include the ability to identify, understand, and
				  implement a range of specialized instructional strategies and research-based
				  interventions that reflect best practice in instruction for students who are
				  deaf and hard of hearing.
(5)
				  Ability to align the instructional practices and intervention with the Virginia
				  Standards of Learning and state assessments.
(6) Ability to develop and use
				  curriculum-based and standardized assessments to conduct ongoing evaluations of
				  instructional materials and practices to assess student needs as they relate to
				  the curriculum design and delivery.
(7) Ability to model and directly teach
				  instructional strategies in a variety of settings, collaborate with general
				  educators to develop and implement instructional practices that meet the needs
				  of students who are deaf and hard of hearing, and monitor student
				  progress.
e. Speech,
				  language, and literacy development: 3 semester hours. Includes an understanding
				  of the normal developmental sequence of speech, language (oral, signed, and
				  written), auditory, and cognitive milestones, varying methodologies and
				  strategies used in assessing language skills (through the air and spoken) of a
				  student who is deaf and hard of hearing; demonstrate skills necessary to foster
				  and enhance language development and communication skills in students who are
				  deaf and hard of hearing including American Sign Language, cued speech, and
				  listening and spoken language skills. Ability to model and directly teach
				  instructional strategies that foster language and literacy
				  development.
f. Classroom and
				  behavior management: 3 semester hours. Includes an understanding and knowledge
				  of research-based classroom management techniques, positive behavior
				  intervention supports and individual interventions; and demonstrated ability to
				  create a safe, orderly classroom environment including classroom organization,
				  instructional design, and establishment of classroom routines and procedures.
				  Knowledge of the elements of effective instructional planning, differentiation
				  of instruction, and other instructional approaches to enhance student
				  engagement and achievement. Understanding of behavior assessments, data
				  collection and analysis, development, and monitoring of behavior intervention
				  plans
g. Audiology and speech and
				  hearing science: 3 semester hours. Understanding of the basic principles of
				  sound reception and production including neuroanatomy of speech and hearing
				  mechanisms and physical characteristics and measurement of acoustic stimuli;
				  biological, neurological, and acoustic bases of communication; reading and
				  interpreting audiograms and other audiologic assessments used in determining
				  eligibility; knowledge of types, degrees, and effects of hearing loss on
				  developmental domains; relevance of age of onset, age of identification of
				  hearing loss, and age of amplification and intervention in speech and language
				  development; ability to troubleshoot hearing aids, external components of
				  cochlear implants, and other assistive listening devices; and ability to foster
				  development of listening skills.
h.
				  Collaboration: 3 semester hours. Includes skills in consultation, case
				  management, co-teaching, and collaboration that includes understanding roles
				  and responsibilities, knowledge and application of effective communication
				  skills, of culturally responsive practices and strategies, and the ability to
				  develop home, school, and community partnerships to address the needs of
				  students who are deaf and hard of hearing.
i. Communication modalities: 3 semester
				  hours. Includes introduction to the various communication modalities used by
				  students who are deaf and hard of hearing, including listening and spoken
				  language, cued speech, speech reading, and through the air communication
				  including use of American Sign Language (ASL) and contact varieties of signed
				  language and coursework to learn ASL.