Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION
Section 28.220 - Standards for the Teacher of Students who are Deaf or Hard of Hearing
Current through Register Vol. 48, No. 12, March 22, 2024
By October 1, 2025, all candidates for an endorsement in Deaf and Hard of Hearing will be required to complete a program aligned to the Initial Specialty Set for Deaf and Hard of Hearing (2018), published by the Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington VA 22202-3557, and available at https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas. (No later amendments to or editions of these guidelines are incorporated.) The standards effective until September 30, 2025 are as follows:
a) Foundations - The competent teacher of students who are deaf or hard of hearing understands the philosophical, historical, and legal foundations of special education for individuals who are deaf or hard of hearing and is able to incorporate this knowledge within the context of the educational system.
b) Characteristics of Learners - The competent teacher of students who are deaf or hard of hearing understands the impact that disabilities have on the cognitive, physical, emotional, social, and communication development of an individual and creates opportunities that support the communication, intellectual, social, and personal development of all students.
c) Assessment, Diagnosis, and Evaluation - The competent teacher of students who are deaf or hard of hearing understands the educational assessment process and utilizes various assessment strategies to support the continuous development of all students.
d) Instructional Content and Practice - The competent teacher of students who are deaf or hard of hearing understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands instructional planning and designs instruction based on knowledge of the discipline, students, community, and curriculum goals.
e) Planning and Managing the Teaching and Learning Environment - The competent teacher of students who are deaf or hard of hearing uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
f) Managing Student Social Interaction Skills - The competent teacher of students who are deaf or hard of hearing understands processes and opportunities for interaction and prepares students to interact in a variety of communication situations.
g) Communication and Collaborative Partnerships - The competent teacher of students who are deaf or hard of hearing uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction among professionals, parents, paraprofessionals, and students.
h) Professionalism and Ethical Practices - The competent teacher of students who are deaf or hard of hearing understands teaching as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being.