D/HHProgramDescription

Photo BOCES D/HH student

For more than 30 years, the Capital Region BOCES Deaf /Hard of Hearing(D/HH) program has offered classes for children, teens and young adults ages 5 to 21 years. These public school-based classes for children who are deaf or hard of hearing are unmatched in the Capital District area.

People with hearing loss experience the world differently than those who can hear. The quality of that experience depends on a host of factors: the degree of hearing loss, the ability to learn and use a bi-cultural approach or alternative communication modes, access to a support network of both hearing and deaf or hard of hearing individuals, and, most importantly, a sound educational program that begins as soon as the hearing loss is identified and diagnosed.

An educational team comprised of a certified teacher of the deaf, speech pathologist, social worker, educational interpreters for the deaf, teaching assistants and notetakers works in conjunction with the rest of the school community to ensure that both the social and scholastic needs of each deaf/hard of hearing student is met.

We provide classes housed in the Guilderland Central School District for children K-12. Sign language instruction is frequently incorporated into our mainstream classes. Staff has experience working with children with diversified communication needs who use American Sign Language (ASL), Cochlear Implants, Total Communication and an Auditory-Oral Approach. Staff is knowledgeable in a variety of sign language methods such as American Sign Language (ASL) and/or Manually Coded English (MCE).

Certified teachers of the deaf work directly with students with a hearing loss in public schools throughout the Capital District. They understand deaf culture and have extensive professional experience working with students with various types and degrees of hearing loss. Their training allows them to target both the communication and academic needs of their students, as well as other areas that may challenge a student’s ability to succeed in school.

Speech/language pathologists have extensive experience working with students who are deaf/hard of hearing with diversified speech and language needs including children who utilize cochlear implants. Speech pathologists work closely with the educational team as well as the students’ audiologists to meet the individual speech and language needs of each child/teen. Students have access to the use of our Phonak FM System that attaches to their personal hearing aids and/or cochlear implant processors. Therapists are trained to monitor and manage the FM equipment to ensure students receive optimal auditory benefit in the educational setting.

Certified school social workers are specifically skilled in working with the deaf/hard of hearing population. They work side-by-side with teachers and students throughout the school to address issues of self-esteem, self-concept, interpersonal relationships and how hearing loss impacts on daily living. Using total communication, social workers help students and their families navigate the challenges of being deaf in a hearing world.

Educational interpreters are an integral part of the mainstreaming process. The educational interpreters have daily contact with the regular classroom teacher and teacher of the deaf regarding various topics, concepts and student activities that may come up in the mainstream environment.

Teaching assistants work closely with students to support their academic progress. In addition, some adult staff members are deaf or hard of hearing and serve as excellent role models.

Notetakers are paraprofessionals who attend academic classes with middle and high school students allowing the deaf or hard of hearing student to focus on the teacher and/or interpreter rather than note taking.

Since the Deaf/Hard of Hearing classes are housed in local public schools, students who are deaf/hard of hearing have the opportunity to participate in the same school activities as their hearing peers. They also have opportunities for social interactions with both deaf and hearing peers. Academic programming is highly individualized. Families work with teachers and school districts when making decisions on the type of program that is best for the students. In addition, middle and high school students themselves have input into their individual program and curriculum.

A strong continuum of program options ensures that students can make the move from school to college or the adult community with relative ease. In fact, Capital Region BOCES prides itself on the successes of its graduates, many of whom have distinguished themselves at college, in the community and on the job.

We offer students a sense of belonging in the hearing community that deaf/hard of hearing persons often miss. Our host schools support the concept and practice of mainstreaming deaf/hard of hearing students into the regular school program, and have a long history of working to enhance the academic experiences of these students. Host schools support activities such as sign language clubs. In addition, many deaf/hard of hearing students participate fully in extracurricular activities such as team sports and student organizations. These interactions help students develop positive personal relationships with each other, regardless of hearing ability. In addition, the BOCES’ Special Education Training and Resource Center (SETRC) offers sign language classes to families of students who are deaf/hard of hearing.

The Capital Region BOCES Deaf/Hard of Hearing program is committed to providing the most comprehensive educational program of its kind in the Capital District, with classes for children and young adults, ages 5 to 21 years. Students in the Deaf/Hard of Hearing program consistently excel academically, socially and vocationally. The quality of our programs is so well known that some families have relocated to the Capital Region specifically so that their children can attend the BOCES D/HH program.

While technology, legislation and self-advocacy have made the world more accessible for people who are deaf and hard of hearing, none of this could have been accomplished without a strong educational foundation.