Nebraska Administrative Code
Topic - EDUCATION, DEPARTMENT OF
Title 92 - NEBRASKA DEPARTMENT OF EDUCATION
Chapter 24 - CERTIFICATE ENDORSEMENTS
Section 92-24-006.56 - Special Education-Hearing Impaired

Universal Citation: 92 NE Admin Rules and Regs ch 24 ยง 006-56

Current through March 20, 2024

006.56A Grade Levels: Pre-kindergarten through grade 3, K-9, 7-12, or Pre-kindergarten through grade 12 dependent on other certification.

006.56B Endorsement Type: Subject.

006.56C Persons with this endorsement may teach hearing impaired students at the following levels: Pre-kindergarten through grade 3, K-9, 7-12, or Pre-kindergarten through grade 12.

006.56D Certification Endorsement Requirements: This endorsement shall require completion of at least one of the grade level set of requirements (Pre-kindergarten through grade 3, K-9, 7-12, or Pre-kindergarten through grade 12), and 30 semester hours of coursework related to hearing impairment.

006.56D1 Grade Level Sets of Requirements:
006.56D1a Pre-kindergarten through grade 3 must complete Early Childhood endorsement requirements or Elementary Education endorsement requirements with 6 semester hours of Early Childhood included either in the Elementary program or in addition to the Elementary program.

006.56D1b K-9 must complete Nebraska teacher certification requirements in Elementary Education, Middle Grades, or Special Education-Mild/Moderate Disabilities.

006.56D1c7-12 must complete teacher certification requirements in one of the secondary education programs.

006.56D1d Pre-kindergarten through grade 12 must complete teacher certification requirements in Elementary Education or one of the secondary education programs.
006.56D1d(1) Individuals with an Elementary teacher certification must complete additional content in the area of early childhood education and secondary education.

006.56D1d(2) Individuals with secondary level teacher certification must complete additional content in the area of early childhood education and elementary education (minimum 6 semester hours).

006.56D1e Individuals with a baccalaureate degree in a related area seeking certification in Special Education-Hearing Impaired at a post-baccalaureate level must complete a specially designed sequence of coursework in regular education consistent with the level of certification sought.

006.56E Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement

THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR INCLUSION AS PART OF THE INSTITUTION'S PLAN UNDER THIS ENDORSEMENT.

Through the courses identified in its plan, the institution should provide the following:

A. Additional course work suggested for Grade Level Requirements
1. Pre-kindergarten through grade 3
a. Six (6) semester hours of Early Childhood included either in the Elementary program or in addition to the Elementary program, including the following:
1. development of the child from birth through age 5;

2. curriculum for early childhood education;

3. methods and materials in early childhood education;

4. working with parents and families in early childhood education;

5. assessment in early childhood education, and

6. collaboration and/or interagency planning and service provision in early childhood special education.

b. K-9 must complete Nebraska teacher certification requirements in Elementary Education, Middle Grades, or Special Education-Mild/Moderate Disabilities.

c.7-12 must complete teacher certification requirements in one of the secondary education programs.

d. Pre-kindergarten through grade 12 must complete teacher certification requirements in Elementary Education or one of the secondary education programs.

2. Individuals with an Elementary teacher certification must complete additional content in the area of early childhood education (Hearing Impaired Guideline Sections A1a1 through A1a6) and secondary education (6 semester hours), including:
a. nature and needs of the adolescent learner;

b. structure of secondary schools;

c. career/vocational programs; and

d. transition.

3. Individuals with secondary level teacher certification must complete additional content in the area of early childhood education (Hearing Impaired Guideline Sections A1a1 through A1a6) and elementary education (6 semester hours), including:
a. nature and needs of the school-aged learner;

b. methods of teaching in elementary schools; and

c. structure of elementary schools.

4. Individuals with a baccalaureate degree in a related area seeking certification in Special Education-Hearing Impaired at a post-baccalaureate level must complete a specially designed sequence of coursework in regular education consistent with the level of certification sought and including the following areas:
a. nature and needs of the learner;

b. curriculum and instructional methodology; and

c. organization and management of the learning environment.

B. Thirty hours of coursework related to hearing impairment, including:
1. Foundations of Education of the Hearing Impaired- 3 hours covering the following:
a. philosophical approaches to education of the hearing impaired;

b. psychological characteristics of the deaf and hard of hearing population;

c. sociological implications of hearing impairment;

d. historical background of the education of the hearing impaired;

e. problems and issues in the education of the hearing impaired and present and future trends;

f. characteristics and needs of the multicultural/bilingual hearing impaired population;

g. role and responsibility of the teacher in collaborating with parents of hearing impaired children;

h. role and responsibility of the teacher in supervising educational interpreters and para-educators; and

i. legal issues and compliance requirements under state and federal statutes and regulations.

C. Speech Science and Audiology-- 3 hours covering the following:
1. psychoacoustic aspects of sound and their relationship to speech acquisition and development in normal hearing and hearing impaired individuals;

2. physical characteristics of speech and hearing mechanisms;

3. physical dimensions of sound; and

4. practical preparation in the use and care of hearing aids and amplification systems in educational settings.

D. Communication and Language-12 hours covering the following:
1. the structure of the English language (linguistics) and the implications of this area for the education of individuals with hearing impairments;

2. research on communication and language of the hearing impaired;

3. acquisition and development of communications and language(s) (e.g., first language, second language, etc.) as it relates to individuals with normal hearing and individuals with hearing impairments;

4. disorder of language development;

5. assessing, prescribing, implementing and evaluating instructional methods and procedures to effect communication and language learning in individuals with hearing impairments;

6. communication processes and the effects of hearing loss on communications;

7. various modes of communication (e.g., reading, writing, speech reading, auditory perception, speech, finger spelling, sign language, TDDs, decoders and computers) used in teaching individuals with a hearing impairment;

8. methods, procedures and materials used in teaching communication and language;

9. acquisition and development of literacy in individuals with normal hearing and individuals with hearing impairments; and

10. assessing, prescribing, implementing and evaluating instructional methods and procedures to effect literacy learning in individuals with hearing impairments.

E. Curriculum and Instruction-12 semester hours covering the following:
1. purpose and nature of the curriculum as it relates to learning and the instructional processes;

2. curriculum and instruction procedures common to education of the hearing impaired and regular education;

3. adaptation of regular curriculum and instructional procedures for the hearing impaired;

4. curriculum and instruction unique to education of the hearing impaired including special resources, communication needs, and technology (computers, TDDs, amplification, captioning);

5. assessment instruments appropriate for determining learning needs of individuals with hearing impairment;

6. techniques for managing the learning environment including role and use of educational interpreters and para-educators.

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