Assessment Design and
Framework

Field 044: Special Education Specialist: Deaf/Hard of Hearing

The assessment design below describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this assessment measures.

Assessment Design

Format	Computer-based test (CBT)
Number of Questions	100 multiple-choice questions
Time*	120 minutes
Passing Score	220

*Does not include 15-minute CBT tutorial

Framework

Pie chart of approximate test weighting outlined in the table below.

Domain		Range of Competencies	Approximate Percentage of Assessment Score
I	Understanding Children and Youth Who Are Deaf or Hard of Hearing	0001–0004	21%
II	Assessing Children and Youth Who Are Deaf or Hard of Hearing and Developing Individualized Programs	0005–0009	21%
III	Promoting Development and Learning in Children and Youth Who Are Deaf or Hard of Hearing	0010–0015	35%
IV	Foundations and Roles and Responsibilities of the Deaf Education Professional	0016–0019	23%

Domain I–Understanding Children and Youth Who Are Deaf or Hard of Hearing

0001 Understand human growth and development and factors that affect development and learning.

Includes:

Typical and atypical cognitive, linguistic, communicative, physical, social, and emotional growth and development.
Similarities and differences between individuals with and without disabilities in regard to growth and development.
The role and impact of families in the development and learning of individuals with and without disabilities.
Ways in which cultural and linguistic differences may affect learning and development and strategies for addressing such differences.
Ways in which various disabilities may affect physical, sensory, motor, cognitive, linguistic, communicative, social, and/or emotional development and functioning.
Educational implications of various types of disabilities (e.g., emotional/behavioral disorders, learning disabilities, physical disabilities).
Implications of various disabilities upon an individual's life (e.g., education, career, vocation, recreation).
Familiarity with the uses and possible side effects of various types of medication (e.g., stimulant, antidepressant, seizure) in relation to learning, development, and functioning.

0002 Understand the processes involved in hearing and the types and degrees of hearing loss.

Includes:

Anatomy and physiology of the auditory system.
Typical auditory development and the processes involved in hearing.
Indicators that may suggest the presence of deafness or a hearing loss.
The types and degrees of hearing loss.
Causes, characteristics, and implications of deafness or hearing loss.
Etiologies of deafness or hearing loss that can result in additional sensory, motor, and/or learning differences.

0003 Understand the effects of hearing loss on development and learning.

Includes:

Potential effects of deafness or hearing loss on linguistic, communicative, cognitive, psychological, social, and/or emotional development and functioning of children and youth.
Typical speech development and characteristics of speech development for children and youth who are deaf or hard of hearing.
Typical sign language development and characteristics of sign language development for children and youth who are deaf or hard of hearing.
Factors that may affect learning in children and youth who are deaf or hard of hearing (e.g., etiology and onset of hearing loss, age at which hearing loss is identified and services are initiated, family and community involvement, cultural and linguistic differences, amplification).
Learning characteristics unique to children and youth who are deaf or hard of hearing and who have additional disabilities and/or learning challenges.

0004 Understand the development of language and cognition in children and youth who are deaf or hard of hearing.

Includes:

Current theories of language development (e.g., English, ASL) in children and youth who are hearing and those who are deaf or hard of hearing.
Stages, processes, and characteristics of first- and second-language acquisition (e.g., oral/aural, written, and sign language).
Research related to the cognitive development of children and youth who are deaf or hard of hearing.
Effects of sensory input (e.g., visual, spatial, tactile, auditory) on the development of language and cognition of individuals who are deaf or hard of hearing.
Knowledge of the interrelationships among communication, socialization, and cognition.
Knowledge of various learning styles (e.g., visual, spatial, tactile, auditory) of children and youth who are deaf or hard of hearing and ways of supporting these styles to enhance cognitive, linguistic, communicative, social, and emotional development.
The impact of early and ongoing meaningful communication on the linguistic and cognitive development of children and youth who are deaf or hard of hearing.

Domain II–Assessing Children and Youth Who Are Deaf or Hard of Hearing and Developing Individualized Programs

0005 Understand types, characteristics, and procedures for conducting assessments that address the individual needs of children and youth.

Includes:

Basic concepts and terminology used in assessment, including specialized terminology used in the assessment of children and youth who are deaf or hard of hearing.
Uses and limitations of various formal and informal assessments.
Strategies for collaborating with parents/guardians, classroom teachers, related service providers, and others to gather background information on the academic, medical, and family history of children and youth.
Procedures for early identification of young children who may be at risk for disabilities, including those who may be deaf or hard of hearing.
Screening, prereferral, referral, and classification procedures for children and youth who may be deaf or hard of hearing.
Principles and procedures for modifying or adapting formal, standardized national, state, and local assessments for students who are deaf or hard of hearing, including those with additional disabilities.
Development, selection, adaptation, and modification of assessments for children and youth with diverse characteristics and needs (e.g., related to age, culture, language, nature and severity of disabilities, communication modes).
Procedures to ensure the use of nonbiased formal and informal assessments, including assessments of children and youth from culturally and linguistically diverse backgrounds.

0006 Understand and apply procedures for assessing the receptive and expressive spoken language skills of children and youth who are deaf or hard of hearing.

Includes:

Various types and characteristics of informal and formal assessments used in a variety of settings to measure the auditory, speech, and receptive and expressive language skills of children and youth who are deaf or hard of hearing.
Basic procedures for evaluating the auditory, speech, and receptive and expressive language skills of children and youth who are deaf or hard of hearing, including those with additional disabilities.
Interpretation of results of formal and informal assessments of audition and speech (e.g., audiograms, speech reception threshold assessments, articulation and phonological assessments).
Strategies for communicating assessment results of auditory functioning and speech to all stakeholders (e.g., students, parents/guardians, general education teachers, service providers).

0007 Understand and apply procedures for assessing the receptive and expressive American Sign Language (ASL) skills of children and youth who are deaf or hard of hearing.

Includes:

Various types and characteristics of informal and formal assessments used in a variety of settings of receptive and expressive ASL skills of children and youth who are deaf or hard of hearing.
Basic procedures for evaluating the receptive and expressive ASL skills of children and youth who are deaf or hard of hearing, including those with additional disabilities.
Interpretation of results of formal and informal assessments of ASL (e.g., morphology, semantics, syntax, pragmatics).
Strategies for communicating ASL assessment results to all stakeholders (e.g., students, parents/guardians, general education teachers, service providers).

0008 Understand and apply procedures for assessing reading and writing skills of children and youth who are deaf or hard of hearing.

Includes:

Various types and characteristics of informal and formal assessments used in a variety of settings of reading and writing of children and youth who are deaf or hard of hearing.
Basic procedures for evaluating the reading and writing skills of children and youth who are deaf or hard of hearing, including those with additional disabilities.
Interpretation of results of formal and informal assessments of reading and writing.
Strategies for communicating reading and writing assessment results to all stakeholders (e.g., students, parents/guardians, general education teachers, service providers).

0009 Understand procedures for developing and implementing Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), and Communication Plans.

Includes:

Strategies for using assessment information to determine eligibility and to make program, placement, and service delivery decisions for children and youth who are deaf or hard of hearing, including those from culturally and linguistically diverse backgrounds and those with additional disabilities.
Strategies for evaluating various educational placement options for children and youth who are deaf or hard of hearing, considering cultural, linguistic, communicative, academic, and social/emotional factors.
Strategies for collaborating with children and youth and their families in developing and monitoring progress toward academic, communication, behavioral, social, career, and independent living goals.
Development and implementation of comprehensive, longitudinal individualized programs (e.g., IFSPs, IEPs) in collaboration with children and youth who are deaf or hard of hearing, parents/guardians, general education teachers, and other professionals.
Development of effective Communication Plans for children and youth who are deaf or hard of hearing, including those with additional disabilities.
Familiarity with national, state, and local content and performance standards.
Strategies for sequencing, implementing, and evaluating short- and long-term individualized learning goals to provide access to the general education curriculum.

Domain III–Promoting Development and Learning in Children and Youth Who Are Deaf or Hard of Hearing

0010 Understand strategies for planning and managing the learning environment for children and youth who are deaf or hard of hearing.

Includes:

Strategies for designing and modifying learning environments (e.g., teaching methods, support services, acoustic and visual environments, appropriate technologies) to meet the physical, cognitive, cultural, social, and communication needs of children and youth who are deaf or hard of hearing, including those with additional disabilities.
Strategies to promote students' active participation, academic success, self-advocacy, and independence in the classroom.
Strategies for designing a classroom environment that maximizes opportunities for visual and/or auditory learning for students who are deaf or hard of hearing (e.g., captioning, acoustical modifications, technology).
Classroom management strategies, including structuring and managing daily routines (e.g., transitions between lessons or classes) to optimize students' time on task and facilitate students' effective use of instructional time.
Techniques for supporting students' meaningful integration into various program placements.
Appropriate behavior-management strategies and techniques to use with students who are deaf or hard of hearing to establish and maintain socially acceptable behavior in the learning environment.
Influence of teacher dispositions and behaviors, including effective strategies for establishing and maintaining rapport with all students.
Strategies for preparing children and youth to live harmoniously and productively in a culturally diverse world, including strategies for creating a learning environment that enables them to retain and appreciate their own and others' linguistic and cultural heritages (e.g., Deaf Culture).
Uses of technology for planning and managing the teaching and learning environment.
The proper functioning, care, and use of assistive/augmentative technology for children and youth who are deaf or hard of hearing.

0011 Understand principles and methods for individualizing instruction for children and youth who are deaf or hard of hearing.

Includes:

Ways in which hearing loss or deafness may affect children and youths' progress in the general education curriculum.
Strategies for planning instruction for children and youth who are deaf or hard of hearing to facilitate their linguistic, communicative, cultural, academic, cognitive, physical, and social/emotional development.
Strategies for planning and implementing differentiated instruction for children and youth who are deaf or hard of hearing.
Methods for selecting, adapting, and using research-based instructional methods and materials to address the strengths and needs of students who are deaf or hard of hearing, including those who have additional disabilities.
Strategies for helping children and youth who are deaf or hard of hearing maintain and generalize skills across learning environments.
Strategies for teaching children and youth who are deaf or hard of hearing how to use self-assessment, self-advocacy, problem-solving, and metacognitive skills, and other cognitive strategies to identify and meet their own needs.
Familiarity with sources of specialized materials for children and youth who are deaf or hard of hearing.
Knowledge of organizations, agencies, and research centers that can be of assistance in working with children and youth who are deaf or hard of hearing.
Effective strategies for teaching children and youth who are deaf or hard of hearing to use various assistive technologies.
The identification of appropriate goals, instructional objectives, activities, programs, and support to promote students' transitions from home to school; between teachers, grade levels, schools, and service options; and into postsecondary education or work.

0012 Understand the development of language and literacy skills in children and youth who are deaf or hard of hearing.

Includes:

Knowledge of various language and literacy assessments and strategies for interpreting and applying the results to plan instruction for children and youth who are deaf or hard of hearing.
Evidence-based strategies for teaching children and youth who are deaf or hard of hearing to develop spoken and/or sign language.
Familiarity with the development and structure of American Sign Language (ASL).
Knowledge of the phonological, semantic, morphemic, syntactic, and pragmatic aspects of language and the linguistic differences between English and American Sign Language.
Knowledge of first- and second-language teaching strategies appropriate to the needs of children and youth who are deaf or hard of hearing.
Evidence-based strategies for developing reading and written language skills of children and youth who are deaf or hard of hearing.
Strategies for facilitating the transfer of language and literacy skills between languages (e.g., first language [L1] to second language [L2], L2 to L1).

0013 Understand how to meet the overall communication needs of children and youth who are deaf or hard of hearing.

Includes:

Strategies for using communication assessment data to select and adapt instructional methods, resources, and technologies to meet the overall educational needs of children and youth who are deaf or hard of hearing.
Various evidence-based communication practices for instructing children and youth who are deaf or hard of hearing.
Strategies for facilitating independent communication and incidental language learning in children and youth who are deaf or hard of hearing, including those with additional disabilities.
Strategies for incorporating communication skills into content-area instruction.
Methods of providing children and youth who are deaf or hard of hearing with a wide variety of communication strategies to facilitate interactions with people in various places, situations, and organizations within the community.

0014 Understand how to promote life skills for children and youth who are deaf or hard of hearing.

Includes:

Strategies for evaluating, selecting, and adapting instructional materials, assistive technologies, and community resources to promote functional living skills, vocational/career competence, independent and community living skills, citizenship skills, and participation in civic, leisure, and recreational activities for individuals from birth through 21 who are deaf or hard of hearing.
Familiarity with model programs (e.g., early childhood, academic, career, vocational, transitional) that have been effective for children and youth who are deaf or hard of hearing.
Strategies for teaching students who are deaf or hard of hearing how to contact resources (e.g., Deaf community, vocational rehabilitation, relay services) appropriately and effectively.
Strategies for teaching students who are deaf or hard of hearing to use educational support personnel appropriately and effectively (e.g., educational interpreters, tutors, note takers).
Strategies for preparing students who are deaf or hard of hearing in the appropriate use of various interpreters.

0015 Understand how to promote positive social interactions and self-advocacy skills in children and youth who are deaf or hard of hearing.

Includes:

Strategies for teaching children and youth who are deaf or hard of hearing appropriate social skills and behaviors needed for educational and other environments.
Strategies for enhancing self-awareness, self-management, self-control, self-esteem, assertiveness, responsibility, and independence of children and youth who are deaf or hard of hearing.
Knowledge of common social/emotional issues experienced by children and youth who are deaf or hard of hearing and strategies for teaching children and youth to express their emotions appropriately.
Strategies for promoting in children and youth an understanding of their rights as individuals and for preparing children and youth who are deaf or hard of hearing to advocate for themselves and to seek out available services.
Familiarity with the basic elements of American Deaf Culture and with the contributions of prominent historical and contemporary figures who were/are deaf or hard of hearing.
Methods for promoting interaction with communities of individuals who are deaf or hard of hearing.

Domain IV–Foundations and Roles and Responsibilities of the Deaf Education Professional

0016 Understand how to communicate and collaborate with children and youth who are deaf or hard of hearing and their families to help them achieve desired learning outcomes.

Includes:

Concerns of parents/guardians of children and youth who are deaf or hard of hearing and effective strategies for addressing such concerns (e.g., regarding communication among family members, development of family relationships, choices of communication modes and philosophies, educational options, transitions, identifying cultural and community opportunities).
Strategies for facilitating communication between children and youth who are deaf or hard of hearing and their families and/or other caregivers.
Strategies for assisting children and youth who are deaf or hard of hearing and their parents/guardians to become active participants on educational teams (e.g., during assessment, during the development and implementation of an individualized program).
Awareness of culturally responsive strategies for ensuring effective communication and collaboration among families of children and youth who are deaf or hard of hearing, deaf education professionals, and representatives of community agencies.
Knowledge of family systems and the roles of families in the educational process.
Knowledge of the potential impact of differences in values, languages, and customs that can exist between the home and school and the importance of maintaining strong home-school connections.

0017 Understand how to establish partnerships with professionals, organizations, and community agencies to enhance learning opportunities for children and youth who are deaf or hard of hearing.

Includes:

The roles and responsibilities of various early-intervention service providers, teachers, related instructional service providers, and other support personnel for children and youth who are deaf or hard of hearing.
Strategies for coordinating and supervising support personnel to meet the diverse educational needs of children and youth who are deaf or hard of hearing.
Roles and responsibilities of the deaf education professional in regard to seeking assistance from and collaborating with other professionals to support student learning.
Various models and strategies of consultation, collaboration, and coaching and their implementation.
Effective strategies for collaborating with professionals and community agencies to promote participation of children and youth who are deaf or hard of hearing in various activities.
Strategies for evaluating the effectiveness of collaborative activities.
Effective strategies for communicating with professionals about the characteristics and needs of children and youth who are deaf or hard of hearing.
Strategies for coaching general education teachers and other service providers in the use of instructional methods, technologies, and accommodations for children and youth who are deaf or hard of hearing.
Knowledge of services provided by community agencies for children and youth who are deaf or hard of hearing and strategies for accessing and working effectively with such agencies.

0018 Understand the philosophical, historical, and legal foundations of education for children and youth who are deaf or hard of hearing.

Includes:

The philosophical and historical foundations of special education and the theories, models, and philosophies that have provided the basis of educational practice for children and youth who are deaf or hard of hearing.
Current educational definitions of deafness and hearing loss, including terminology, identification criteria, labeling issues, and current incidence and prevalence figures.
Historical and contemporary issues and trends related to the education of children and youth who are deaf or hard of hearing (e.g., cultural versus medical perspectives, modes of communication and methods of providing instruction, standards-based reforms, technology, person-centered planning).
The rights and responsibilities of all stakeholders (e.g., students, parents/guardians, teachers, other professionals, schools) related to the education of children and youth who are deaf or hard of hearing.
Legal standards and issues in the education of children and youth who are deaf or hard of hearing (e.g., confidentiality, eligibility, due process, referral, assessment, placement policies and procedures).
Legal regulations and guidelines important to the education of students who are deaf or hard of hearing.
Legal and ethical guidelines (e.g., Family Educational Rights and Privacy Act [FERPA]) in regard to maintaining confidentiality when communicating about children and youth who are deaf or hard of hearing.

0019 Understand the professional, ethical, and legal roles and responsibilities of the teacher of the deaf and hard of hearing.

Includes:

The importance of upholding high standards for professional practice by participating in professional activities and organizations that benefit children and youth who are deaf or hard of hearing.
Knowledge of various resources to enhance one's own professional knowledge and engage in lifelong professional growth and development.
Effective strategies for engaging in reflection and self-assessment activities for the purposes of identifying one's own cultural biases, improving instruction, and guiding professional growth.
Knowledge of the importance of interacting with deaf adults on a regular basis to maintain and/or improve communication skills.
Familiarity with the Council for Exceptional Children (CEC) Code of Ethics.
Strategies for complying with all applicable laws, policies, and procedures.
Procedures for creating and maintaining records regarding children and youth who are deaf or hard of hearing, including following legal and ethical guidelines for maintaining confidentiality.

Assessment Design and Framework

Field 044: Special Education Specialist: Deaf/Hard of Hearing