Resource Teachers for the Deaf and Hard of Hearing provide direct or consultative services for students who have a diagnosed hearing loss. They provide in-service to school teams on appropriate accommodations to address access and inclusion for students with hearing loss. They collaborate with Provincial Resource Programs and community audiologists to provide assistive listening devices for use at school and support/monitor their use. They liaise with school teams, community agencies and Provincial services.
The role of the Hearing Resource Teacher is to:
- assess the student's auditory functioning, speech, language development, and academic achievement
- interpret audiological reports and explain the educational implications
- support the care, use, and performance of assistive listening devices
- provide instruction in: auditory training, speech, speech reading, language development, social skills, self-awareness/determination, self-advocacy, and academic skills
- collaborate with Visual Language Interpreters/Signing CEAs to address visual language needs
- develop an Competency Based Individual Educational Plan for each student, as required, and support each student's classroom program
- liaise between home, school, and outside agencies
- provide consultative services to school-based teams regarding students at risk who may require referrals for hearing screenings
Who qualifies for this service?
Students qualify for this service if they:
- have been medically diagnosed with a sensori-neural or conductive hearing loss and require support as determined by the hearing resource teacher in consultation with the school-based team
What are the qualifications of the Teacher of the Deaf and Hard of Hearing?
Description of staff qualifications:
- certification from the BC College of Teachers
- certification or eligibility for certification by the Canadian Association of Educators of the Deaf and Hard of Hearing
How is the service provided?
Teachers of the deaf and hard of hearing may:
- collaborate with classroom teachers, parents/guardians, and other members of the school-based team to design Competency Based Individualized Education Plans (CBIEPs) for assigned students
- provide support for communication skills, language development, academics, cognitive development, social skills emotional development, and/or auditory management
- loan resource materials for use with deaf and hard of hearing students
- liaise among home, school, community agencies, and professionals to maintain effective ongoing support
- provide transition support at all levels for students and families
- support Certified Education Assistants, Visual language Interpreters, and Oral Interpreters
- support career and personal planning
- work with school-based teams in making decisions regarding student participation in school district resource programs
- consult with Provincial Outreach Programs
- facilitate secondary school ASL classes
- provide support for the use of technology