Volume 25 Issue 10

HOH-LD-News
Vol. 25, Issue 10
December 3, 2005

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Table of Contents
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- Article 1: The Awakening Educational Community - Part 1

- Article 2: Coaching - A Partnership That Can Help Cope with Late-Onset Hearing Loss

- Article 3: NAD and DHHCAN Seek Disaster Stories

- Article 4: ATIS Files Hearing Aid Compatibility Status Report

Our advertisers make it possible for us to provide HOH-LD-News as a free service. Please let them know you appreciate their support, and please mention that you saw their message in HOH-LD-News.

- Advertisers in this Issue
First Premium Placement: More Holiday Savings at Harris Communications
Second Premium Placement: Hearing Loss Web "New to Hearing Loss" Info
Third Premium Placement: IHHD Online Educational Opportunities
Classified Section: One Education Opportunity and four Employment Opportunities

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Contact information and disclaimers are at the end of this newsletter.
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More Holiday Savings at Harris Communications
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What products are on your holiday gift list? Do you need to buy a new amplified phone, or maybe a new clock? Save now at Harris Communications where there is a 10% discount on equipment products (some product restrictions apply). Order now and receive FREE shipping on orders of $50 or more*. This offer is available December 4 - 11, 2005.

* Free shipping only available for UPS ground shipments within the Continental US.

For more information go to, http://www.harriscomm.com/link/?www.harriscomm.com?sr=hlw or contact us at mailto:info@harriscomm.com

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- Article 1: The Awakening Educational Community - Part 1
by Grace W. Tiessen
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Editor: Here's another article on how schools are accommodating the needs of students who prefer an oral approach to education. Grace Tiessen reports on a free AG Bell program that supports oral programs in existing schools. Grace is the editor of The SHHH Californian and past president of SHHH-CA.

This is part 1 of 2 parts.

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AG Bell Program Assistance Project offers FREE assistance nationwide to public school systems to establish an auditory/oral language program or improve existing programs

For many years hearing loss separated children from their parents, other children and from the normal process of learning language. This situation is changing due to three remarkable elements, 1) the success of Cochlear Implants, 2) screening infants for hearing loss and 3) revised auditory-oral methods of teaching language to children with hearing loss.

These three elements have converged and their impact will change forever how we educate Hard of Hearing or Deaf children. In the next 10 years it is estimated that 85 percent of children who are born with severe to profound hearing loss will receive cochlear implants.

Others with mild to moderate loss will benefit from improved hearing aids and revised methods of teaching language. It is predicted that in this decade all children who are born in the U.S. will be tested within the first weeks of birth for hearing loss. If diagnosed with a hearing loss a team of specialists will work with the family and child in the process of early language development. While these are remarkable factors, the one area which is lagging behind in the field of hearing loss is teacher training.

In California, credentialing of teachers of the hard of hearing or deaf requires no coursework on how to teach hard of hearing or cochlear implanted students. Ninety percent of hard of hearing or deaf babies are born to hearing parents. These hearing parents want teachers prepared to teach oral language options such as auditory-oral and Auditory-Verbal. Teachers who were trained to teach Hard of Hearing or Deaf students from the mid 1970's to the present have generally not been exposed to revised Auditory-Oral methods of language development and new methods of teaching language to children with cochlear implants.

This is beginning to change. In 1994, the AG Bell Association for the Deaf and Hard of Hearing formed a Public School Caucus. Then in 2000, recognizing the need to strengthen quality auditory/oral options within the public schools, the AG Bell Public School Caucus organized a nationwide Public School Caucus Program Assistance Program (PAP). PAP is having a major impact on the quality of programs and services for deaf and hard of hearing children in the United States. Together with the district, PAP designs an implementation plan to meet the district's needs. This includes staff development, curricula development, site visitation to observe current best practices and coaching to assure quality classroom implementation. All support is free to the public school districts. In 2005 PAP will provide support for up to 30 districts for 3 years.

PAP is carried out by Program Development Team (PDT) coordinators. The number of PDT coordinators varies. Right now there are between 6-8, but they utilize many professionals from both public school and private school programs to be members of the support teams.

Jean Ching, is a Program Development Team (PDT) coordinator working in California and Texas. She is currently supporting three districts in California (Palo Alto, Fresno and Riverside County) and two districts in Texas (El Paso and Wichita Falls). She is a long time member of AG Bell and LIDAC (Low Incidence Disability Advisory Committee). Jean was not only a teacher, but for twenty five years was Coordinator of Special Education, Palo Alto Unified School District, which included being the head of Jackson Hearing Center, an oral/auditory preschool through high school program.

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Hearing Loss Web "New to Hearing Loss" Info
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We are happy to announce a new website section specifically for
people who are new to hearing loss. We have provided answers to
the questions we are most frequently asked by people with newly
identified hearing loss - and also to some questions people
don't ask, but should! ;-)

Check it out at http://www.hearinglossweb.com/Misc/new.htm.
Please send questions, comments, or suggestions to
larry@hearinglossweb.com.

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- Article 2: Coaching - A Partnership That Can Help Cope with Late-Onset Hearing Loss
By Bonnie O'Leary
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Editor: There's a growing movement in the US to achieve social justice for members of the Oral Hearing Loss (OHL) Community. (We define the OHL community as consisting of folks with hearing loss who prefer spoken language as their primary means of communication. This includes the overwhelming majority of people who consider themselves hard of hearing, late-deafened, or oral deaf.)

OHL Advocates are defining what services are required, how they should be provided, who should provide them, etc. This approach is very different from the approach of many DeafAndHardOfHearing agencies, whose personnel often believe that adding CART to their current services satisfies the needs of OHL folks.

Coaching for late-deafened folks is an example of a service that is crucial to some OHL folks and is not provided by existing DeafAndHardOfHearing agencies. Bonnie O'Leary reports on the SHHH Convention workshop that addresses this issue.

If you wish to share this report, please acknowledge NVRC as the source. See their credit at the end of the article.

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This workshop, presented by Homer S. Mullins, J.D., and Norma Svedosh, Ph.D., took a look at coaching as an interactive process between client and coach, focusing on the potential benefits to persons experiencing late onset hearing loss.

Coaching is a partnership designed to facilitate self-awareness, set reasonable goals, determine strategies and establish accountability. It should be non-judgmental in nature to assure a nurturing atmosphere for best results. In people who have late onset hearing loss, identity and self image problems need to be reframed, often deteriorating relationships need to be re-examined, and the issue of assertiveness becomes paramount.

Late onset hearing loss typically produces depression because of the loss of hearing health and the assumption that becoming hearing impaired renders a person powerless. There is also a great deal of anxiety about how to support a lifestyle and dependents. The shift in relationship roles can produce anger, guilt, and a sense of abandonment in all members of the family and even among friends.

A Coaching partnership explores the client's identity and the needs for structure and empowerment. This can be done through questioning, understanding, strategizing, taking action and monitoring once a plan is in place. Questions should be crafted more as observations in a non-critical way. Understanding should focus on self-awareness, self-acceptance and self-advocacy. Strategizing looks at how to plan, how to select alternatives, how to develop appropriate strategies, and how to anticipate as well as overcome obstacles. Taking action encompasses the learning of persistence, the management of frustrations, the celebration of successes, the learning from failures and how to reach goals. Coaching involves monitoring the client to observe, measure, record and remind the client about how well he or she is doing, offering non-judgmental feedback while creating a sense of accountability. Coaching also helps the client identify and tame his or her 'gremlins', those roadblocks that keep people from achieving their goals.

Coaching can take place on an individual or group basis, face to face, on the phone, through email or chat groups. An effective way to help a client understand all aspects of what he or she hopes to achieve is by use of the 'Wheel of Life.' This wheel is equally divided between career, money, fun, Significant Other, health, physical environment, personal growth, friends, family. The inner most part of the wheel is designated as a 1, the outermost as a 10. The client makes an x in each division marking where he or she sees herself, and then the x's are connected. This creates a visual image of what aspects of the client's life need the most work to make the wheel turn smoothly.

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(c)2005 by Northern Virginia Resource Center for Deaf and Hard of Hearing Persons (NVRC), www.nvrc.org. When sharing this information, please ensure credit is given to NVRC

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You're Career Oriented... Career Driven...and Hard of Hearing or Deaf
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The Institute for Persons Who Are Hard of Hearing or Deaf (IHHD) is a nonprofit Congressionally-funded agency dedicated to facilitating workplace and career advancement for aspiring professionals like you.

IHHD provides important online educational opportunities to share experiences, access top professional leaders, and develop crucial communication and business skills. Choose from a number of programs that cover all aspects of career growth - from starting a business to leadership and advocacy development.

These month-long courses are delivered online using National University's acclaimed state-of-the-art interactive learning system to provide optimal accessibility. Visit: http://cha.nu.edu/ec/formihhd-careerdev.html?ypd002
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- Article 3: NAD and DHHCAN Seek Disaster Stories
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Editor: People with disabilities are often overlooked by the agencies that do emergency planning. Rather than thinking about the 40% of Americans with a disability, many agencies base their planning on the assumption that they'll be dealing only with healthy, young, affluent folks. The results are that services appropriate to folks with disabilities are often lacking, and this unfortunate fact is only discovered in the middle of a disaster.

This was certainly true in the recent hurricanes, and the most affected group according to the National Council on Disability was people with hearing loss! (You can see their report at http://www.ncd.gov/newsroom/publications/2005/transcript_emergencymgt.htm)

In an attempt to ensure that the needs of people with hearing loss are accommodated in future disasters, NAD and DHHCAN are seeking disaster stories involving people with hearing loss.

Here are portions of their press release.

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Silver Spring, MD - The National Association of the Deaf (NAD) and Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN) want to learn about the experiences of deaf and hard of hearing adults and children during the recent disasters, such as the hurricanes, tornadoes, floods, and wildfires that occurred in 2005. Your stories will be very important in helping us improve the preparation, response, and recovery to emergencies. We will keep your name confidential if you wish.

Here are some examples of stories the DHHCAN would like to learn about:

* How you found out about the emergency, and any problems you had in getting information.

* Whether you were able to continue to get information throughout the emergency, and how you got it.

* What your biggest problems or concerns were during the emergency.

* Where you stayed during the emergency (or afterward if you could not return home) and any problems you encountered there because of your deafness or hearing loss.

* What individuals or groups you feel were the most help to you before, during, and after the emergency, and how they helped you (for example: a neighbor, a friend, an organization, a business, a church, a government agency).

* What problems you still have to deal with because of the emergency, and whether you are getting the help you need.

* What you would like to see different or better to help you feel more prepared and safe in a future emergency.

We recognize that many of the people hit hardest by the disasters may not have the time or resources to tell us about their experiences. It is very important to us that we hear their stories, so we ask that others who know these individuals write about them or record them by video. We want to hear not just from deaf and hard of hearing individuals but also from their families, friends, and people who have worked with them.

We are also interested in hearing about the experiences of deaf, hard of hearing, late-deafened and deaf-blind individuals who have assisted in these recent emergencies, whether as a volunteer or part of their job.

Information can be sent by email to Cheryl Heppner at cheppner@nvrc.org.

Videotapes or CDs can be sent to Cheryl Heppner at:
NVRC
3951 Pender Drive, Suite 130
Fairfax, VA 22030

In December 2004, the Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN), through a partnership with the Northern Virginia Resource Center for Deaf and Hard of Hearing Persons (NVRC), released "Emergency Preparedness and Emergency Communication Access: Lessons Learned Since 9/11 and Recommendations." The NAD is one of the 16 members of the DHHCAN coalition.

This national report -- also called "the deaf and hard of hearing community's 9/11" report -- has already resulted in policy changes and an increased awareness of the needs of deaf and hard of hearing individuals in preparing for emergencies, during emergencies, and in the aftermath of emergencies. To view the full report, please go to: http://www.nad.org/DHHCANer

Your information and stories will become part of a second report with additional recommendations based on what we learn from you and others.

[snip]

About the NAD
The National Association of the Deaf (NAD), founded in 1880, safeguards the civil rights of deaf and hard of hearing Americans. As a national federation of state association, organizational and corporate affiliates, the advocacy work of the NAD encompasses a broad spectrum of areas including, but not limited to, accessibility, education, employment, healthcare, mental health, rehabilitation, technology, telecommunications, and transportation. The NAD website (http://www.nad.org) has a wealth of advocacy information and resources.

About DHHCAN
Established in 1993, Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN) serves as the national coalition of organizations representing the interests for deaf and/or hard of hearing citizens in public policy and legislative issues relating to rights, quality of life, equal access, and self-representation. DHHCAN also provides a forum for proactive discussion on issues of importance and movement toward universal, barrier-free access with emphasis on quality, certification and standards.

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- Article 4: ATIS Files Hearing Aid Compatibility Status Report
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Editor: The 2005 FCC Hearing Aid Compatibility (HAC) deadline specifies that, beginning last September, all cell phone providers had to distribute a minimum number of HAC phones. It further requires that, beginning in September 2006, they must provide a minimum number of telecoil-compatible phones. Here's a press release from an industry group called the Alliance for Telecommunications Industry Standards (ATIS) with a status report on industry efforts to comply with these regulations.

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November 21, 2005, Washington - Despite challenges, to date the wireless industry has made tremendous progress in satisfying the Federal Communications Commission's (FCC) hearing aid compatibility rules. More than 60 wireless devices with M3 or M4 (microphone/radio frequency emissions (RF)) ratings are available on the market, according to a status report ATIS filed late last week on behalf of the industry members of the ATIS Hearing Aid Compatibility Incubator.

Significant challenges remain for the ATIS Incubator and the industry to ensure compatibility testing of devices is accurate and that results provide consistent and meaningful measures for consumers. This is of critical importance, as the industry needs to develop products and services in a short timeframe to comply with an evolving standard.

"The large number of wireless devices that are hearing aid compatible demonstrates the effectiveness of the ATIS Incubator," said Susan Miller, president and CEO of ATIS. "By working together through the Incubator, the wireless carriers, device manufacturers, and representatives of the hard of hearing community are identifying and addressing the technical challenges."

Work has begun to measure wireless devices for magnetic (T-coil) compatibility in advance of the September 2006 FCC requirements for compatibility with T-coil hearing aid devices. The ATIS Incubator will apply technical review and methodology similar to that used to evaluate RF emissions, applying lessons learned from the past year's experience.

The ATIS Incubator anticipates that similar issues to those identified in the RF emissions procedure may arise with the interpretation of the C63.19 Standards' measurement and testing setups for T-coil compatibility, and is committed to recommending updates to the Standard to eliminate any possible discrepancies or misinterpretations.

This is the fourth Status Report filed by AISP.4-HAC. It represents collective inputs from ATIS Incubator members and, pursuant to the FCC's March 8, 2004, Public Notice, is submitted in lieu of individual status reports from those members.

About ATIS

ATIS is a technical planning and standards development organization that is committed to rapidly developing and promoting technical and operations standards for the communications and related information technologies industry worldwide using a pragmatic, flexible and open approach. Participants from more than 350 communications companies are active in ATIS' 23 industry committees and Incubator Solutions Program. http://www.atis.org

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- Classifieds
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One Education Opportunity and four Employment Opportunities appear in this issue. (Ads appear after this brief table of contents.)

Education Opportunity 1
MSW Degree
Gallaudet University
Washington DC

Employment Opportunity 1
Various Opportunities
GLAD
Various Southern California Locations

Employment Opportunity 2
Superintendent
Illinois School for the Deaf
Jacksonville, IL

Employment Opportunity 3
Educators
Illinois School for the Deaf
Jacksonville, IL

Employment Opportunity 4
Multiple Opportunities
Illinois School for the Deaf
Jacksonville, IL

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Education Opportunity 1
MSW Degree
Gallaudet University
Washington DC
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JOIN THE RANKS!

Get an MSW Degree from Gallaudet University!

Graduates of the Masters of Social Work program at Gallaudet University in Washington DC are highly sought after, top of the line professionals employed in a wide variety of social work practice settings throughout the world. Gallaudet University offers deaf, hard of hearing and hearing graduate students a unique learning opportunity with cultural and linguistic immersion on a beautiful campus in our nation's capitol.

Exciting student internships where students learn to provide school social work services, clinical services, case management, program development, community and advocacy services are available. Sites for the advanced year include schools, mental health centers and other service centers throughout the country and in possible international settings. During the foundation year, the Laurent Clerc National Deaf Education Center and other schools in the Washington/Baltimore metropolitan area, nationally recognized public policy, advocacy and research organizations such as the American Association of People with Disabilities, The Maryland Governor's Office for Persons with Disabilities, and Advocates for Justice and Education. Internships are also available in substance abuse, medical social work, aging, child and family service settings to name a FEW! Courses can also be added from The Consortium of Universities of the Washington Metropolitan area. Students have the opportunity to advance their sign language proficiency prior to graduation.

The program is the only Council on Social Work Education accredited MSW program offering a generalist foundation and an advanced curriculum in social work practice with deaf and hard of hearing populations. An NCATE accredited specialization in school social work is available to interested students. Scholarships are available! The program offers full time, part time and advanced standing options for study.

For more information visit our website at: http://depts.gallaudet.edu/social.work or contact social.work@gallaudet.edu . For an application log into http://inquiry.embark.com/gallaudet/grad/ .

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Employment Opportunity 1
Various Opportunities
GLAD
Various Southern California Locations
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JOB OPPORTUNITIES AT GLAD

GLAD is an Affirmative Action Employer with equal opportunity for men, women and people with disabilities. For more information on the following positions, go to: www.gladinc.org. The status of all positions is: Regular, Full-time, Non-Exempt, Full Fringe Benefits unless otherwise noted. All positions are open until filled.

JOB DEVELOPER/INTERPRETER in Anaheim and Crenshaw
Brief summary: Employment services offered at GLAD assist deaf and hard of hearing individuals with job information, job training, job placement and accessibility for the deaf and hard of hearing individuals. Co-located at 5 Employment Development Department (EDD) Offices and at each local office. The programs under employment services are: Job Readiness Training, Workplace Accessibility, Job Development, Placement and Follow-up...

COMMUNITY ADVOCATE in Cypress
Brief summary: Under the supervision of the Regional Center Director, the Community Advocate will assist deaf and hard of hearing consumers in the area of communication access via TTY relay, document translation, and other duties, provide advocacy in the areas of social security, education, employment, consumer affairs, and others, record statistics on a daily basis related to provision of services, counsel deaf and hard of hearing consumers with problems related to personal and family adjustments, finances, employment, food, clothing and housing, assists deaf and hard of hearing consumers with independent living skills...

COMMUNITY HEALTH EDUCATOR - Teen Pregnancy Prevention Program in Los Angeles
Brief summary: Under the supervision of the Director of Health Services, using the guidelines of the assigned scope of work provided by the California Department of Health Services' Community Challenge Grant, the Community Health Educator will: Provide teenage pregnancy prevention and education services to Deaf and Hard of Hearing youths, adults and parents in Los Angeles County using the "Be Cool...Sign NO to Sex" curriculum; Plan and implement daily activities; Coordinates Family PACT clinic referrals/linkages; Coordinates Passport to GLOW; Conduct "Young Deaf Parents Village" program; Provide mentoring program; Conduct individual and group sessions and events to target groups...

COMMUNITY INTERPRETER - Los Angeles
Brief summary: Under the supervision of the Los Angeles Regional Director, the Community Interpreter will interpret assignments as delegated by the Interpreter Referral Specialists and/or Regional Director for assignments that can range from routine medical appointments, staff meetings at large companies, formal speeches (platform interpreting), press conferences or any other situation that requires communication access. Assignments will depend on level of interpreting skills, record statistics on a monthly basis related to provision of service, in-house tasks such as answering phones and providing information and referral to general public as needed, assist Interpreter Referral Specialists with filling assignments as needed...

COMMUNITY HEALTH EDUCATOR-HIV PREVENTION PROGRAM - Los Angeles
Brief summary: Work under the supervision of Director of Health Education/Services to implement the assigned scope of work; Schedule and implement outreach encounters, individual counseling sessions and multi-session workshops on HIV Risk Reduction to deaf woman and sexual risk and men having sex with men (MSM); Maintain calendar of sites, dates and times; Make necessary referrals for high-risk women and MSM; Work collaboratively with subcontracted Outreach Specialist for recruitment and project related activities; Administer risk assessment and behavior commitment forms...

HIV PROGRAM INTERPRETER - Los Angeles
Brief summary: Perform all duties and tasks as outlined in the HIV Interpreting program scope of work; Interpret initial HIV antibody test and results; Interpret in a variety of HIV/AIDS related services for people diagnosed with HIV/AIDS; Update and maintain a pool of qualified HIV-trained interpreters to assist with interpreting assignments; Promote the availability of interpreter services to the deaf community and service providers; Implement survey to assess client satisfaction of interpreter services provided; Generate monthly reports and IMACS for the Office of AIDS Programs and Policies...

If interested for any of these positions then please submit resume and application to:
Jeff Fetterman
Human Resources Specialist
Greater Los Angeles Agency on Deafness, Inc.
2222 Laverna Avenue
Los Angeles, CA 90041
V/TDD: (323) 550-4207
Fax #: (323)550-4204
E-mail: jfetterman@gladinc.org

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Employment Opportunity 2
Superintendent
Illinois School for the Deaf
Jacksonville, IL
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The Illinois School for the Deaf, in Jacksonville, Illinois, announces an upcoming vacancy for the position of Superintendent. Applications are due February 15, 2006, with a planned start date of June 1, 2006.

Duties of this position include, but are not limited to:

Planning, organizing and directing comprehensive programs of education, habilitation, child care and research.

Directing and supervising a large and complex staff of educators, child care personnel, social workers, recreation workers, housekeeping, dietary, clerical and maintenance personnel, providing comprehensive education, habilitation and residential services program for children who are deaf and hard of hearing.

Planning and directing all professional and management programs for the entire school.

Formulating the budgetary requests for the school and approving all expenditures.

Qualifications:

Requires knowledge, skill and mental development equivalent to four years college, prefer a Bachelors degree in deaf education, supplemented by a Specialists degree in Education Administration or a Doctor of Philosophy in education, preference in deaf education. Requires three years administrative experience in the field of education of children and adolescents. Must possess a valid administrative Type 75, K-12 Certificate with a Superintendent's endorsement or qualify for a Superintendent's endorsement. Must have knowledge of deaf culture and meet the requirement of advance level of the sign communication proficiency instrument (SCPI).

Application Information:

If interested in applying for this position, please send via e-mail or regular mail, your resume to:

Marjorie Olson
IL Department of Human Services
Division of Rehabilitation Service
400 W. Lawrence
Springfield IL 62794-9429

217-524-1379 (Voice/TTY)

DHSVR29@dhs.state.il.us

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Employment Opportunity 3
Educators
Illinois School for the Deaf
Jacksonville, IL
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State of Illinois
DEPARTMENT OF HUMAN SERVICES
DIVISION OF REHABILITATION SERVICES
Illinois School for the Deaf

All educator positions are for the 2005/2006 school year. Salary range is from $28,896 to $52,116 per year, based on the current IFT contract.
All educators duties include but are not limited to:
- Preparing and coordinating Individual Education Plans (IEP).
- Preparing lesson plans; presenting daily instructional/learning activities based on the IEP.
- Encouraging the development of good habits and cooperation; utilizing sign language in daily performance of duties.
- Evaluating program; making recommendations for program improvements and revising the course of study.

Classroom Educators requirements:
- Bachelors Degree in Deaf & Hard of Hearing with a Type 10 certificate
- Additional certification in Learning Specialist 1 & 2 preferred
- Requires fluency in sign language

Automotive Technology Educator
Construction Trades/Woods Educator

- Providing instruction to Jr Hi & High School students who are deaf or hard of hearing, in the areas of automotive body repair, automotive mechanics, automotive detailing and small engine repair or woods and basic construction.
Vocational Educator requirements:
I. Bachelor's Degree, a valid teaching certificate or the ability to obtain one.
II. Ability to learn sign language.

For more information Contact Personnel at ISD, 125 S. Webster, Jacksonville, 62650, 217-479-4224. ISD is an Equal Employment Opportunity employer.

MISSION STATEMENT
The mission of the Illinois School for the Deaf is to educate students who are Deaf or Hard-of-Hearing to be responsible, self supporting citizens.

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Employment Opportunity 4
Multiple Opportunities
Illinois School for the Deaf
Jacksonville, IL
-------------------

Illinois School for the Deaf is currently accepting applications for the following positions:

Media Center Director

* Provide administrative direction for the school's media/technology program & curriculum department.
* Research, plan, develop and write new grants. * Manage present grants.
* Direct the adaptation, design & production of video taped, graphic & audible materials.
* Requires a Masters Degree with an Instructional Material Supervisory certificate or Type 75 certificate. Experience in grant writing and advanced sign language skills based on SCPI.

Assistant High School Principal

* Supervise, evaluate and provide leadership to educator and support staff
* Confers with Evaluation, Residential & Business staff in implementing effective programs.
* Makes recommendations for immediate & long-range improvement of existing education and related support programs.
* Requires a Masters Degree in Education, with an emphasis in Deaf Education . Minimum 3 years teaching experience & Type 75 certificate. Advanced sign language skills based on SCPI.

Contact:
ISD, 125 Webster
Jacksonville, Il 62650
217-479-4224 (voice/TTD)
E-mail:
Web: WWW.MORGAN.K12.IL.US/ISD
The State of Illinois is an Equal Opportunity Employer

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- Contact Information and Disclaimers
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