Special Education Teacher for Deaf and Hard of Hearing Students

3 weeks ago

Sioux Falls, South Dakota, United States State of Montana Full time

This position will work with a team in our DHH Department at the State of Montana. The provider is a special education teacher specifically trained to teach students who are deaf and hard of hearing and address their unique language and learning needs. The provider is an expert in teaching various skills such as self-advocacy, expressive and receptive language, hearing assistive technology, vocabulary, listening, and transition skills. The provider will also be required to teach State of Montana Content Standards. In addition, they design and implement instructional plans individualized to each student's needs.

Knowledge of Special Education

  • Understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities.
  • Demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning.
  • Demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities.
  • Use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions.
  • Select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning.
  • Use foundational knowledge of the field along with professional ethics and standards.
  • Collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications.
  • Demonstrate an understanding of the philosophical, historical, and legal foundations of special education.
  • Demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms.
  • Demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification.

Knowledge of Deaf/Hard of Hearing Pedagogy

  • Understand the foundations of special education services for infants, children, and youth who are deaf or hard of hearing, deaf-blind, and those with additional disabilities coexisting with hearing loss on which to base practice.
  • Understand the impact of various hearing levels on language development.
  • Understand research-based instructional methods applicable for deaf and hard of hearing students in a bilingual environment and apply them to create an inclusive, language-rich, supportive, learning environment.
  • Understand how to use individualized education program plans to design, implement, monitor, and adjust instruction for children and youth with hearing loss.
  • Understand the texts, materials, supplies, and equipment necessary in carrying out educational or recreational programs for the deaf and hard of hearing students.
  • Understand and use communication systems used by infants, children, and youth who are deaf, hard of hearing, deaf-blind, and those with additional disabilities coexisting with hearing loss to facilitate learning.
  • Knowledge of hearing devices (hearing aids, cochlear implants, FM systems, etc) and how they can support learning in the classroom.
  • Ability to adapt language development strategies to accommodate variations in communication abilities.

Knowledge of Family and Community Partnerships

  • Know about, understand, and value the complex characteristics and importance of children's families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, childhood trauma and adverse childhood experiences, and community resources.
  • Collaborate with families as equal partners in creating respectful, reciprocal relationships.
  • Promote and encourage family engagement in all aspects of children's development and learning including assisting families to find curriculum and resources concerning parenting, mental health, health care, and financial assistance.
  • Demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage and value families' participation in curriculum and program development as well as assessment of children's learning.

Knowledge of Observation, Documentation, and Assessment

  • Understand the importance of different types of developmentally appropriate assessments, including, but not limited to, observation, portfolio assessment, and work samples for children to demonstrate their skills and abilities.
  • Understand the goals of assessment to summarize, analyze, and use assessment information gathered.
  • Understand assessments with established reliability and validity that consider children's development, ability, culture, and language.

Knowledge of Teaching and Engagement

  • Utilize the environment, schedule, and routine as learning opportunities.
  • Create a caring community of learners.
  • Utilize a broad repertoire of appropriate teaching skills and strategies supportive of learners.
  • Provide curriculum and learning experiences that reflect the principles of universal design for learning, the languages, cultures, traditions, and individual needs of diverse families and children, with particular attention to the cultures of the children and families in the classroom and to American Indians and tribes in Montana.

Knowledge of Curriculum

  • Design, implement, and evaluate developmentally meaningful, integrated, and challenging curriculum for each child using professional knowledge, Montana Content Standards (K-12), and Indian Education for All.
  • Integrate and support in-depth learning using both spontaneous and planned curricula and teaching practices in each of the academic discipline content areas including language and literacy; science; mathematics; social studies; the performing and visual arts; health and well-being; and physical development, skills, and fitness.
  • Understand and base curriculum planning on the significance of social, emotional, and behavioral development as the foundation for young children's school readiness and future achievements.

For more detailed information on this vacancy, please see our website.

Minimum qualifications (Education and Experience):

Must possess or have the ability to possess the following from The Montana Office of Public Instruction by the first instructional day of the academic calendar:

Class 1 Professional Teaching License, or

Class 2 Standard Teaching License

32A HI, 32A SPE, 32E SPE, or 32S SPE

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