Educational Service Guidelines for the Students who are Deaf and Hard of Hearing

Standard 15: Supplemental Specialized Curricula

In addition to the state core standards, students who are D/HH will be provided with supplemental specialized curricula coordinated among service providers, which contains well-defined, rigorous, and relevant instruction and evidenced based practices in the areas of need as identified on the IFSP/IEP/504 Plan.

Web graphic organizer with “Core Academics” in the middle and eight prongs listing the ECC domains including: social emotional skills, technology, self determination and advocacy, communication, family education, functional skills for educational success, career education, and audiology.

Supplemental specialized curricula in areas that are not part of the general education curriculum are required by many students who are D/HH. These curricula areas are necessary to address the impact of hearing loss on the development of communication, language, and general learning skills.

The following areas may be included:

American Sign Language
Use of an interpreter or language facilitator in the classroom
Listening and spoken language
Hearing assistive technology
Use of a captionist
Orientation and use of assistive technology
Deaf Studies
Self-advocacy skills
Social skills
Independent living skills
Direct instruction around phonemic/graphemic awareness
Career and vocational education

The IEP team identifies the specialized areas that need to be addressed to meet each individual student's needs. Service providers work together to implement the supplemental curricula (e.g., listening skills, ASL literacy, self advocacy, Deaf culture) so that it is integrated with general education and other academic instruction. Irrespective of the curriculum used, each area must have content and performance standards that align with state standards.

Curricula for families of infants and young students who are D/HH focus on skills that families need in order to develop their children's communication skills and linguistic competence. The curricula also work towards building skills in other developmental domains commensurate with the student's cognitive development. Early intervention services are family centered, provided according to the IFSP, and integrated consistently across all services. Curriculum for infants, toddlers, and preschoolers who are D/HH focuses on the development of communication skills and linguistic competence to help ensure later academic, social, and vocational success. Intense language training is required during the critical first three years of life. Early interventionists provide opportunities for infants and toddlers to participate in accessible and meaningful language interactions that are family centered. Training and support for parents and family members result in an enriched communication environment in the home that continues through the preschool and school-age years.