007.01D Certification Endorsement
Requirements: This endorsement requires a minimum of a master's degree in
audiology, which includes at least 36 graduate semester hours in an educational
audiology program approved under this chapter. This program also includes 70
clock hours of a school internship in educational audiology supervised by a
standard institution faculty member (the internship requirement may be included
in the 36 graduate semester hours).
007.01E 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 prepare prospective educational audiologists to be able to demonstrate
the following competencies:
A. Conduct
identification audiometry, including pure tone audiometric screening,
immittance measures, and newborn screening criteria;
B. Conduct threshold audiometric evaluation
for pure tone air and bone conduction, speech reception and word recognition
testing, immittance measurements, otoscopy, special tests including
interpretation of electrophysiological measures, differential diagnosis of
auditory disorders;
C. Initiate
medical and educational referral and follow-up procedures and
criteria;
D. Provide audiological
assessment of individuals using procedures appropriate to their receptive and
expressive language skills, cognitive abilities, and behavioral
functioning;
E. Evaluate the need
for and selection of various forms of hearing assistance technology;
F. Assist with adaptations and accommodations
for the structure of the learning environment, including classroom acoustics
and implications for learning;
G.
Demonstrate an understanding of general child development and
management;
H. Provide written and
verbal interpretation of auditory assessment results and implications
appropriate for the intended audience, such as parents, teachers, physicians,
and other professionals;
I.
Participate in the individual education program (IEP) and individual family
service plan (IFSP) planning process and procedures, including being able to:
1. Interpret auditory assessment results and
their implications on psychosocial, communicative, cognitive, physical,
academic, and vocational development;
2. Explain educational options for
individuals who are deaf or hard of hearing; including appropriate intensity of
services, and vocational and work-study programming as part of the
multidisciplinary team process; and
3. Explain legal issues and procedures,
especially the legal rights of and due process for students, parents, teachers,
administrators, and school boards, including the implications of the American
with Disability Act, the Individual with Disabilities Education Act, and
Section 504 of the Vocational Rehabilitation Act of 1974;
J. Consult and collaborate with classroom
teachers and other professionals regarding the relationship of hearing and
hearing loss to the development of academic and psychosocial skills, including
being able to:
1. Ensure support for
enhancing the development of auditory functioning and communication skills;
and
2. Recommend appropriate
modifications of instructional curricula and academic methods, materials, and
facilities;
K.
Participate in team management of communication treatment for individuals who
are deaf or hard of hearing or who have difficulties processing speech/language
through the auditory system. These procedures should integrate the following:
1. Orientation to, and the use and
maintenance of, appropriate amplification instrumentation and other hearing
assistance technologies;
2.
Auditory skills development;
3.
Speech skills development including phonology, voice, and rhythm;
4. Visual communication including
speech-reading and manual communication;
5. Language development (expressive and
receptive oral, signed, and/or written language);
6. Selection and use of appropriate
instructional materials and media;
7. Structuring of learning environments
including acoustic modifications;
8. Case management/care coordination with
family, school, medical, and community services; and
9. Facilitation of transitions between
levels, schools, programs, agencies, etc.;
L. Demonstrate an understanding of
communication systems and language used by individuals who are deaf or hard of
hearing;
M. Provide counsel for the
family and individual who is deaf or hard of hearing, including emotional
support, information about hearing loss and its implications, and interaction
strategies to maximize communication and psychosocial development;
N. Select and maintain audiological
equipment;
O. Maintain records,
including screening, referral, follow-up, assessment, IFSP/IEP planning and
services;
P. Implement a hearing
conservation program;
Q.
Demonstrate an awareness of cerumen management concerns and
techniques;
R. Implement in-service
training for staff and support personnel;
S. Provide training and supervision of
audiology paraprofessionals;
T.
Demonstrate sensitivity to family systems, diversity, and cultures, including
deaf culture;
U. Demonstrate an
understanding of school systems, multidisciplinary teams, and community and
professional resources; and
V.
Employ effective interpersonal and communication skills.
