A common language is the most singularly unifying factor within any given culture. It is the primary vehicle by which our thoughts, ideas, feelings, and information are communicated to others. The proficient use of language in communicating with other people in one's society is the premier guarantor of an individual's success. While the ability to read and write a language proficiently is one of the major goals of a society's educational establishments, proficiency in hearing and speaking that language is assumed of those who aspire to participate and advance within that society. Indeed, the structure of a language and communication system is normally acquired through the repetitive hearing and speaking of that language prior to one's learning how to read and write. The subtleties of a language are assimilated through thousands of exposures, as we hear others use them in oral expression, and by experimenting with them ourselves.

When hearing and/or speaking "normally" is not possible for an individual, that person is automatically excluded from full participation within his/her society, regardless of intellectual and/or creative ability. When hearing is absent prelingually (before the acquisition of language) neither language nor speech can be acquired without significant intervention by trained professionals. Often even deaf individuals with superior intellectual ability and sophisticated language proficiency are unable to develop speech to the point that it can be used for effective communication. Therefore, in order for a deaf individual to participate and advance in society it is necessary to intervene throughout the individuals life with effective "vehicles" of communication (e.g., interpreters, transliterators, communication devices, individualized education and training). If the problems encountered because of deafness are further complicated by blindness, mental retardation, learning disabilities, and/or other handicapping conditions, the individual encounters exponentially greater barriers to success within his/her society.

While the communication needs of the deaf may seem to be obvious, there is another even larger segment of the hearing impaired population who have special communication needs which also limit access to successful participation in society. This group is much less obvious because they are hard-of-hearing and/or late deafened adults. Their ability to speak usually masks the severity of isolation and discrimination which they experience. They often have difficulty accepting their hearing loss and may even deny its existence. They are essentially a forgotten but growing minority now averaging 8.8% of our total population. (Orlans, 1985)

The Division of Services for the Deaf and Hard-of-Hearing is charged with the responsibility of identifying and addressing the needs of these two distinctly different populations. In response to that charge of responsibility, the Secretary of the Department of Human Resources, Mr. David Flaherty, appointed a Task Force on Quality Assurance for the Deaf and Hard-of-Hearing in North Carolina. This Task Force, whose work began in January 1992, was asked to formulate a "Comprehensive Cradle-to-Grave Plan" for all deaf and hard-of-hearing citizens of North Carolina. The purpose of this plan is to assure that every deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped person has access to an appropriate and high quality education, along with those human services which are guaranteed to all citizens, are also available and accessible to these populations without undue hardship.

The Task Force is comprised of representatives from a variety of areas where educational and other service delivery issues are of great concern. Representatives include consumers, parents, state agency representatives, educators from DPI and DHR, and representatives from private organizations. It includes deaf, hard-of-hearing, and hearing persons who utilize the full spectrum of communication modes and educational placements. This heterogeneous group was assembled for the purpose of eliminating the politics and polemics which have resulted from failure to cooperate and communicate effectively in the past.

viii

The task Force has decided that, in the future, any failure to adequately and appropriately serve the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped in North Carolina, will not be the result of lack of unity among these groups.

The Task Force has divided its work into two major categories:

1. Education

2. Adult Service Delivery

A broad range of deficiencies has been identified in each of these areas. Many of the Task Force recommendations are intended to eliminate some of those deficiencies, while others are designed to put strategies in place which will address deficiencies on a more long term basis. In essence, these recommendations, when implemented, will guarantee the basic rights of equal access to which all Americans are entitled.

It is a sad, but true, fact that the work of this Task Force is a "first ever" attempt by any state to address the global problems of providing for equal access and full participation to the deaf, hard-of-hearing, deaf-blind, and the deaf multi-handicapped. North Carolina is already gaining national attention for this effort. (See letters from Jordan, Bowe, et. al.) If we are successful in this effort, North Carolina will serve as a national model for tackling one of the most complex areas of human need, the need for effective communication without hearing.

The Quality Assurance Task Force and the Division of Services for the Deaf and Hard-of-Hearing have decided to demonstrate a model for "effective communication" and "full accessibility" during the proceedings of the Task Force work. This has involved the concept of "team interpreting" during the Task Force meetings to ensure that the deaf understand and are understood completely by everyone in the meeting. It has also employed assistive listening devices/systems at these meetings to ensure that the hard-of-hearing members are fully included. However, in its public forums, called "Town Hall Meetings" which were held in six locations throughout the state, it has employed a variety of interpreters and technologies which has made the proceedings accessible and understandable to everyone, regardless of degree of hearing loss or mode of communication used. These "vehicles of effective communication" are as follows:

1. Team Interpreting

a. one signing interpreter (interpreting for non-signers)

b. one voicing interpreter (interpreting for deaf speakers)

c. one interpreter monitoring and assisting the others to assure accuracy.

2. Cued Speech Transliterating

3. Deaf Blind Interpreting

4. FM Assistive Listening System (with/without headsets)

5. Computer Assisted Notetaking (live captioning)

6. Closed Circuit Television (on the face of the speaker for lipreading)

Most of these approaches have been employed in a number of settings, usually at national conventions for SHHH or other organizations for the hearing impaired. To our knowledge, this is the first time that closed circuit television of the speaker's face for lipreading has been used in North Carolina in a group setting. It is the brain child of Ms. Joan Black from the North Carolina Council for the Deaf and hard-of-hearing, who is herself hard-of-hearing. This pioneering model for access to effective communication and full participation of the deaf and hard-of-hearing is revolutionary. It has brought together two groups who should be working together for the benefit of all persons with hearing loss, but who have rarely been able to communicate meaningfully with each other in the past due to the vastly different methods of communication necessitated by the nature of their specific hearing loss. While they have in common the need for effective communi-cation, the means of achieving it have been so different that it has kept them apart. We hope that the methods for achieving effective communication employed by these "Town Hall Meetings" will be implemented regularly in meetings and service delivery sites across North Carolina.

In 1988, the nation witnessed an event which demonstrated that the deaf of this country are as capable of full participation in the American way of life, as anyone in America. In a well organized demonstration of self-advocacy, they demanded a voice, and insisted that their ideas be considered in matters affecting their lives. In this instance it was the naming a new president for Gallaudet University. Because of this most successful demonstration of self-determination, the door of opportunity has been opened for a small number of well educated and talented deaf individuals. Progress is being made. However, it is slow, and this "door of opportunity" is not yet open for the vast majority of people with hearing deficits.

We are now faced with an important opportunity, which has presented itself at a unique moment in the history of North Carolina. We can seize this moment and demonstrate to the nation, and to the world, that it is possible to include the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped in the mainstream of society. We can improve their education and meet their communication needs.Our challenge is first, to believe that it is possible, and then, to make the necessary investment in human potential and assistive technology to insure that the future of these able, proud, and worthy citizens holds the same opportunities for success and happiness that it holds for all others in this great state.

The recommendations contained in this report are echoed throughout the Draft 1993-99 Strategic Plan for the Department of Human Resources. The emphasis of that Strategic Plan is on providing access to quality education and other human services. The emphasis of this Task Force is precisely the same.

DEFINITIONS OF TARGET POPULATIONS:

1. Deaf: Unable to hear and/or understand speech, with or without a hearing aid. Such persons' primary communication modes are visual, rather than auditory, and they are often best served by various modes of manual communication and visual assistive devices.

2. Hard-of-Hearing : A hearing loss which interferes with, but does not totally preclude, auditory and vocal communication in an individual. Such persons are often significantly assisted by hearing aids and other amplification devices.

3. Deaf-Blind: The combined disability of hearing loss and visual loss. Depending on age at onset and relative

severity of the disabilities, persons who are deaf-blind will identify themselves primarily with either the deaf or blind communities. Between five and ten

percent of the deaf population has a significant visual loss.

4. Deaf Multi-Handicapped: The combined disability of hearing loss and other disabilities besides visual loss. Depending on age at onset and relative severity of the disabilities, persons who are multi-handicapped will identify themselves primarily with the deaf, blind, or multi-handicapped subgroups.

OTHER DEFINITIONS, TERMS, AND ACRONYMS

COED Commission On Education of the Deaf

CEASD Conference of Educational Administrators of Schools for the Deaf

DHR Department of Human Resources

DPI Department of Public Instruction

DSD/HH Division of Services for the Deaf and Hard of Hearing

IEP Individual Education Plan

IFSP Individual Family Service Plan

IWRP Individualized Written Rehabilitation Plan

ITP Individual Transition Plan

GMSB Governor Morehead School for the Blind

DSB Division of Services for the Blind

IWRP Individualized Written Rehabilitation Program

Intervenor- An individual who has been trained to serve as an intermediary between a deaf-blind individual and the total environment

LEA Local Education Agency

Task Force Members

• J. Craig Greene, Ed.D., Parent, Chairperson
• Representative Theresa Esposito
• Representative Ray Fletcher
• Senator Roy Cooper
• Frank Turk, Ed.D., Director, DSD/HH (ex-officio)
• Mary Bethel, DOA
• Edward Clifford, Ph.D, SHHH
• Mary V. Compton, Ph.D., UNC-Greensboro
• Mary Elsie Daisey, National Cued Speech Center
• Elmer Dillingham, NCSD
• Martha Downing, DPI
• Sue Ethridge, DSB
• Brenda Jones, Parent
• Terry Kemp, DVR
• Glenn T. Lloyd, Ed.D., AARP
• Thomas F. Paquin, Ph.D., DHR
• Brenda Patton, Parent
• Carol Rahn, NCRID
• Andree Stanford, Parent
• Claude Stout, DSD/HH
• Fran Tomlin, DSD/HH
• Chris Turner, Parent
• Madan Vasishta, Ph.D., ENCSD
• Michelle Wheeler, BEGINNINGS
• James Wilson, NCAD
• Ron Wilson, CNCSD

REGIONAL RESOURCE CENTERS STAFF

• Asheville, North Carolina
  • Kathy Rickman Hembree, Consultant
  • Alexis Brown, Interpreter for the deaf
• Charlotte, North Carolina
  • James M. Wilson, Coordinator
  • Linda Campbell Consultant
  • Carol Rahn, Interpreter Coordinator
  • Linda Duckett, Secretary/Interpreter
• Morganton, North Carolina
  • Connie King, Consultant
  • Trula Baker, Interpreter for the deaf
• Raleigh, North Carolina
  • H. Dee Clanton, Consultant
  • Greg Ellis, Interpreter for the deaf
• Wilmington, North Carolina
  • Rita Ward, Consultant
  • Joanie Hughes, Interpreter for the deaf
• Wilson, North Carolina
  • Carmen Green, Interpreter for the deaf

NORTH CAROLINA SCHOOLS FOR THE DEAF STAFF

• Elmer L. Dillingham, Superintendent, North Carolina School for the Deaf, Morganton
• Ronald F. Wilson, Superintendent, Central North Carolina School for the Deaf, Greensboro
• Madan M. Vasishta, Ph.D., Superintendent, Eastern North Carolina School for the Deaf, Wilson

Consultants

• Robert Davila, Ph.D., Asst. Secretary of Education, OSERS
• I. King Jordan, Ph.D., President, Gallaudet University
• Frank Bowe, Jr. Ph.D., Chairperson, COED
• Charles Estes, Executive Director, National Association of the Deaf
• Al Sonnenstrahl, Executive Director, Telecommunications for the Deaf, Inc.
• Rocky Stone, Executive Director, Self Help for Hard of Hearing
• Michael Deninger, Dean of Precollege Programs, Gallaudet University
• Jan Harrelson Asst. Director of Outreach Programs Kendall Demonstration Elementary School for the Deaf
• Don Moores, Ph.D, Director, Center for Studies in Education and Human Development, Gallaudet Research Institute
• Nancy Shook, Principal Kendall Demonstration Elementary School for the Deaf
• Wilton McMillan, Dean of Student Life, Model Secondary School for the Deaf
• Mike Baer, Director of Sign Communications Interpreter Services, Gallaudet University
• Patti Singleton, Director, the National Academy, College of Continuing Education, Gallaudet University
• Larry Stewart, Ph.D. Professor, Psychology Department (Mental Health), Gallaudet University
• Tom Allen, Center for Demographic Studies, Gallaudet Research Institute

Editorial Consultant

• Glenn Lloyd, Ed.D.

Interpreters

• Cathy Sweet
• Pat Howser
• Rick Norris
• Marcy Maury
• Elaine Smith
• Jo Ann Kinsey
• Anna Witter-Merithew

Task Force Staff

• Judy DeLong
• Jamone Johnson
• Sarah Harrington
• Monica Hunnicutt

INTERAGENCY COOPERATIVE AGREEMENT

RECOMMENDATION # 1: It is recommended that educational programming for the deaf and hard-of-hearing be accomplished through cooperative and reciprocal planning between DPI's Division of Exceptional Children, DHR's Division of Services for the Deaf and Hard-of-Hearing, and the Division of Services for the Blind (as it relates to the education of deaf-blind children). It is further recommended that this process occur with the advice of an Advisory Committee working with DHR's Educational Policy Committee and made up primarily of parents and adults who are deaf and/or hard-of-hearing.

COMPREHENSIVE REGIONAL RESOURCE CENTERS

RECOMMENDATION # 2: It is recommended that a comprehensive regional resource center for education of deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped children and their families be established on or near each of the sites of the three North Carolina Schools for the Deaf. So that they might serve all deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped children and their families free of bias, it is imperative that these Comprehensive Regional Resource Centers be established and maintained as philosophically and methodologically independent. It is further recommended that these Centers be under the supervision of an advisory board which is representative of the broad spectrum of interests in deaf education.

PARENT EDUCATION AND TRAINING

RECOMMENDATION # 3: It is recommended that DSD/HH, DSB, and DPI work cooperatively to establish an independent family service center at each regional resource center which will provide support (emotional), educational, and advocacy services, free of bias, and using the BEGINNINGS model (see chart #2).

EARLY IDENTIFICATION AND INTERVENTION

RECOMMENDATION # 4: Draft and support legislation to establish statewide registries to allow for "at risk" identification of:

a. Real/definite hearing loss.

b. Suspected hearing loss.

c. other handicapping conditions

RECOMMENDATION # 5: Draft and support legislation which will establish a pre-birth survey which could be of great value in locating prospective mothers who are at risk of delivering a baby with a hearing deficit or other disability.

RECOMMENDATION # 6: Draft and support legislation which will mandate neonatal audiometric screening of all babies in order to identify and follow up on those babies not responding normally. When a hearing loss or other handicapping condition is determined, appropriate intervention can be initiated at the earliest possible age.

RECOMMENDATION # 7: Draft and support legislation which will help to identify and assist women with high risk pregnancies with support, counseling, and appropriate medical care.

RECOMMENDATION # 8: Draft and support legislation which will promote participation by "high risk" mothers to be, according to an appropriately developed and clearly written plan, in the effort to prevent language and developmental delays which limit the child's potential. Therefore, there should be mandatory referral to a Family Resource Center at the time of diagnosis as a "high risk" mother.

RECOMMENDATION # 9: DSD/HH and DPI will work cooperatively with other divisions of State government, other agencies, programs, and professional groups to assure that the curricula and/or inservice training of the following shall contain informational and awareness components.

1. OB/GYN's, pediatricians, GP's, etc. (individuals & societies)

2. Public Health Departments.

3. Developmental Evaluation Centers

4. NC Hospital Association

5. Teacher Education Programs

6. Exceptional Children Programs

7. Other Relevant Agencies and Programs

RECOMMENDATION # 10: Materials for educational efforts for prevention and early identification of hearing loss shall be developed and put into use through a cooperative effort of all affected entities.

1. These materials, (video tapes, brochures, posters, position papers, etc.) must be specific to the various disciplines.

2. Public awareness/education efforts through the media must be an ongoing effort in which DSD/HH and other state agencies cooperate.

3. Workshops in early identification techniques must become a part of the educational program of medical and health care providers.

4. Professional conferences must be provided with papers, workshops, etc. to enhance awareness of early identification techniques.

RECOMMENDATION # 11: North Carolina must embrace Individuals with Disabilities Education Act (IDEA), Part H and mandate its utilization to assure early identification (see appendix).

RECOMMENDATION # 12: Educational program development shall be an ongoing cooperative process between the NC Schools for the Deaf, the Governor Morehead School for the Blind, and LEA programs.

1. Program development must be based upon recognized needs of deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped children.

2. Free and appropriate education across communication modalities within a variety of settings will be the philosophy which guides program development.

RECOMMENDATION # 13: Referral to a Family Service Center, at the time of diagnosis of a hearing loss, is a necessary and desirable goal.

RECOMMENDATION # 14: North Carolina shall assure timely evaluation of children with suspected hearing loss by appropriate, qualified, and competent professionals experienced in deafness and hearing loss. This service must be available and accessible to all children in NC.

RECOMMENDATION # 15: Appropriate referrals for services shall be made by an interagency team which includes parents and a parent advocate (if desired by parent).

LEAST RESTRICTIVE ALTERNATIVE

RECOMMENDATION # 16: Educational programming for IEP development shall be an ongoing cooperative process between parents, the NC Schools for the Deaf, the Governor Morehead School for the Blind, LEA programs, and private programs.

RECOMMENDATION # 17: DPI and DHR shall exercise strong support for the identified recommendations from COED (Task Force Recommendation # 54), with special emphasis being given to recommendation 3, regarding language development, and to recommendations 4 & 5 regarding the definition of LRE and FAPE for deaf and hard-of-hearing children. In addition, recommendations 2-7, 9-15, 29-34, and 36-38 are rephrased to reflect North Carolina's responsibility.

RECOMMENDATION # 18: DPI, GMSB, and NCSD shall work with parents as equal partners to develop a mutually agreed upon program of parental support/assistance toward full appropriate participation in IEP/IFSP development.

1. Provide for appropriate scheduling and "release" time for IEP/IFSP planning & development.

2. Provide personnel who coordinate the IEP/IFSPs within each school and/or region.

RECOMMENDATION # 19: North Carolina's educational entities which serve the target populations shall work cooperatively to extend inservice training for IEP/IFSP orientation and instruction to:

1. LEA's, the Governor Morehead School for the Blind, and the North Carolina Schools for the Deaf, and other agency personnel.

2. Parents

3. Parent Advocates

RECOMMENDATION # 20: The three North Carolina Schools for the Deaf shall adopt a statement of educational philosophy, which guarantees within their programs:

(a) a full continuum of instructional communication alternatives.

(b) educational programming for each child based upon his/her IEP.

RECOMMENDATION # 21: North Carolina shall assure that IEP/IFSPs are implemented properly and serve as a working document for each child, with the process for such assurance clearly outlined in the Cooperative Agreement between DPI and DHR.

RECOMMENDATION # 22: DSD/HH will sponsor, and provide logistical support for, a Statewide Parents for Education and Advocacy for Kids (SPEAK) organization. This organization will include parents of deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped children from all settings and communication methodologies employed in North Carolina. They will provide mutual support for each other and promote understanding of the need for a full continuum of educational and communicative alternatives.

CURRICULAR AND PERSONNEL NEEDS

RECOMMENDATION # 23: Coordinated statewide preschool programs shall be based on appropriate developmental and language development goals for deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped children regardless of setting.

1. General goal statements of the preschool program must be developed.

2. Preschool programming should be guided by the same principles that guide the IEP.

3. To the extent possible, the preschool program should be experience based.

RECOMMENDATION # 24: The curricula in the North Carolina Schools for the Deaf shall be consistent, in content, with state public school curricula.

RECOMMENDATION # 25: The curriculum shall reflect the IEP and be flexible in addressing the needs of the total child. It shall include life-skills training beyond the classroom. This is particularly important for the deaf, deaf-blind, and deaf multi-handicapped child.

RECOMMENDATION # 26: The manner in which curricular content is experienced (method-ology, setting, philosophy) shall be constantly evaluated as to its effectiveness for each child.

RECOMMENDATION # 27: The curricula shall be transition oriented for each child starting at the earliest age possible and continuing through "successful" assimilation into the world outside the school.

RECOMMENDATION # 28: DHR (DSD/HH) shall establish model programs at the three North Carolina Schools for the Deaf which reflect the most successful center school approaches. These schools must be maintained as "equal" in quality of programming, staffing, and facilities. They shall contain the fine arts as well as contemporary vocational training.

RECOMMENDATION # 29: Model programs shall be developed and made available for deaf-blind and multi-handicapped students in North Carolina.

1. In LEA's

2. In NCSD's

3. Independent living options

a. transitional programs

b. group homes

RECOMMENDATION # 30: DSD/HH will encourage the inclusion of athletics, recreation, and extra-curricular activities in the IEP for all students at the North Carolina Schools for the Deaf. They should be funded as a facet of free and appropriate education for students in these settings.

RECOMMENDATION # 31: Access to SIMS (Student Information Management Systems) shall be provided to the three North Carolina Schools for the Deaf and the Governor Morehead School for the Blind.

RECOMMENDATION # 32: Programs designed to prepare teachers of deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped students shall follow program standards outlined by NCDPI, CED, and those recommended by COED.

RECOMMENDATION # 33: DSD/HH, DPI, and DSB shall work cooperatively to provide inservice training designed to upgrade/expand competency of teachers, aides, and support staff. This training shall be provided on a regular basis.

RECOMMENDATION # 34: A joint DSD/HH, DPI, DSB program to determine inservice needs of teachers shall be developed and should be ongoing.

RECOMMENDATION # 35: North Carolina shall require adequate and appropriate skills and communication competencies of all administrators, teachers, and aides who work with the target populations. Assessment and training must be provided on a continuing basis.

RECOMMENDATION # 36: The current state level-federally supported DPI summer institute for teachers of deaf and hard-of-hearing children shall be continued and expanded to include all teachers of the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped.

RECOMMENDATION # 37: DHR and DPI will work cooperatively to develop a program of competitive compensation for instructional personnel who work with deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped children regardless of the setting in which they work. This will be accomplished through the provision of salary supplements which are at least equal to those provided by the local LEA.

RECOMMENDATION # 38: Additional personnel who are qualified to meet the instructional / communication needs of deaf-blind and deaf multi-handicapped children according to State mandated ratios shall be provided by DPI and DHR.

RECOMMENDATION # 39: Appropriate personnel, who are qualified to meet the needs of the children, must be employed in all areas, including hospital and training school settings. Once employed they must be appropriately compensated. Therefore, many of these positions may need to be redefined and reclassified so as to attract appropriately qualified individuals.

a. Appropriate interpreter/transliterator services (e.g., cued speech, oral, manual communication, and sign language) when appropriate, psychological services, etc., must be provided to meet the needs of individual children, as determined by the IEP.

b. Responsible state agency personnel must be educated as to their responsibilities regarding access through appropriate communication under ADA.

RECOMMENDATION # 40: An ongoing program of staff development and training (specific to the needs of children in the target populations) for LEA, GMSB, and NCSD staff shall be developed, adequately funded, and promptly implemented.

RECOMMENDATION # 41: Adequate and appropriate skills for communicating with students, teachers, parents, and other adults shall be a minimum requirement for employment and advancement in educational programs serving the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped.

RECOMMENDATION # 42: Personnel, who work in the after-school program, shall be adequately and appropriately prepared (e.g., demonstrated adequate communication skills) as a requirement for employment in the residential programs of the North Carolina Schools for the Deaf.

a. Adequate compensation is essential for the recruitment of qualified personnel. Therefore, job descriptions must accurately reflect the required skills.

b. An ongoing program of training and assessment of appropriate and effective communication skills shall be provided.

RECOMMENDATION # 43: Staff utilization must be flexible, in LEA programs and in the North Carolina Schools for the Deaf, and it must be based on the changing needs of individual children. Expansion of staff from year to year must also meet this criterion.

RECOMMENDATION # 44: Professional recruitment practices, meaningful orientation programs, and inservice training for school staff in all settings shall be developed immediately.

RECOMMENDATION # 45: Development of professional standards for support staff positions shall proceed immediately. Implementation of the standards must be mandatory.

RECOMMENDATION # 46: Job descriptions for all positions at the North Carolina Schools for the Deaf and in LEA programs must be evaluated and written in accordance with professional function/service needs. This is a critical need within the residential programs dormitory settings where appropriate communication skill levels are needed. This reflects a philosophy which recognizes the schools as educational units, rather than "institutions", and it requires that the residential programs function accordingly. This change will permit the recruitment of more appropriately qualified personnel.

RECOMMENDATION # 47: Education will be provided to state agency personnel which will help them learn to view the North Carolina Schools for the Deaf as "SCHOOLS" rather than as institutions.

RECOMMENDATION # 48: DSD/HH, DPI, and DSB shall develop an ongoing program for assessment of effectiveness in deaf education.

1. Include parental and professional input.

2. Parent and graduate surveys re: performance outcomes and effectiveness.

3. Tracking of students beyond graduation

RECOMMENDATION # 49: Ongoing cooperative/joint assessment of personnel needs/staff development opportunities shall be provided by DSD/HH, DPI, and DSB.

1. DHR school with DPI program personnel.

2. Based on needs expressed by personnel.

RECOMMENDATION # 50: Examination of state certification requirements for teachers and educational interpreters/ transliterators shall be an ongoing cooperative effort between DSD/HH and DPI.

RECOMMENDATION # 51: North Carolina should encourage the establishment of teacher of interpreters (training) programs (TIP) and deaf bicultural/bilingual instructor (TAP) programs in some North Carolina college.

RECOMMENDATION # 52: Examination of the appropriateness of job descriptions and the resulting personnel classifications and salary schedules for all positions at the North Carolina Schools for the Deaf should be on-going and consistent for all three schools.

RECOMMENDATION # 53: EEO compliance is required in all personnel areas. Therefore, it is recommended that, where and when appropriate (e.g., role model visibility), hearing status should be factored in when all other factors are equal.

RECOMMENDATION # 54: Communication technology shall become a strong emphasis in the educational programming and logistical support for education of the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped. Funding must be provided. This support will include:

1. computer technology

2. assistive listening systems

3. communication technology

RECOMMENDATIONS FROM THE

COMMISSION ON EDUCATION OF THE DEAF (COED)

ENDORSED BY THE TASK FORCE FOR NORTH CAROLINA

These recommendations, which apply to the states, have been rephrased slightly in order to reflect North Carolina's responsibilities and to ensure that they address the needs of all hearing impaired populations, including hard-of-hearing, deaf-blind, and deaf multi-handicapped. The Task Force on Quality Assurance presents these as recommendations with status equal to all others in this report.

RECOMMENDATION # 54: North Carolina shall . . .

Early Identification

2. Implement improved screening procedures for each live birth. The guidelines used should include the use of high-risk criteria and should delineate subsequent follow-up procedures for infants and young children considered to be at risk for hearing impairments.

Language Acquisition

3. Ensure that facilitating English language acquisition in students who are deaf and hard-of-hearing (including vocal, visual, and written language) is a paramount concern guiding the implementation of exemplary practices; the establishment of program models; the determination of research priorities; the design of curricula, materials, and assessment instruments; and the provision of professional and parent training. Language acquisition should be a top priority in state and federally funded research.

Appropriate Education

4. Ensure that an individualized education Program (IEP) for a child who is deaf, hard-of-hearing, deaf-blind, or deaf multi-handicapped takes into consideration the following: severity of hearing loss and the potential for using residual hearing; academic level and learning style; communicative needs and the preferred mode of communication; linguistic, cultural, social, and emotional needs; placement preference; individual motivation; and family support.

Least Restrictive Environment

5. Refocus the least restrictive environment concept by emphasizing appropriateness over least restrictive environment.

6. Issue a policy statement to permit consideration in placement decisions of curriculum content and methods of curricular delivery required by the nature or severity of the child's handicapping conditions.

7. Follow guidelines and standards by which school officials and parents can, in selecting the least restrictive environment, consider potential harmful effects on the child or on the quality of services which the child needs.

9. Ensure that center schools are maintained and nurtured as placement options as required by law.

10. Ensure the availability and appropriateness of integrative programs for students in center schools.

Parents Rights

11. Issue a policy statement requiring that school personnel inform parents of all options in the continuum of alternative placements and communication methodologies during each individualized education program conference.

Evaluation and Assessment

12. Ensure that the evaluation and assessment of children who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped be conducted by professionals knowledgeable about their unique needs and able to communicate effectively in the child's primary mode of communication.

Program Standards

13. Establish program standards for deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped students requiring special schools or classes.

Quality Education

14. Enact a "Quality in Education" law that would provide incentives to enhance the quality of services provided to students who are deaf, hard-of-hearing, deaf-blind, or deaf multi-handicapped.

American Sign Language

15. Encourage practices under the Bilingual Education Act that seek to enhance the quality of education received by limited-English-proficiency children whose native (primary) language is American Sign Language.

Professional Standards and Training

Early Childhood

29. Conduct statewide planning and implementation activities, including the establishment of program and personnel standards that specifically address the educational and psychological needs of families with young children who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handi-capped. Individuals working these children and their families should be professionally trained in the area of deafness and early intervention.

State Councils

30. At least one member appointed to each State Interagency Coordinating Council be knowledge-able about deafness.

Pre-service and In-Service Training

31. Insure that grants for personnel training be targeted to personnel providing special services, preschool, and early intervention services to deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped children, from birth to age 5, and their families. Training should also be provided to adults from these same populations to prepare them to work as facilitating team members in local intervention programs.

Elementary and Secondary Teacher Training

32. Ensure that state plans include policies and procedures at least as stringent as those set by the Council on Education of the Deaf, to ensure that professionals in programs for students who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped are adequately prepared and trained.

Competency Requirements

33. Ensure that persons employed to teach in special education programs demonstrate competence in the educational practices and communication methods utilized within those programs.

Training for Teachers in Regular Education Settings

34. Ensure that regular classroom teachers serving students who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped in their classes receive the necessary technical assistance and training to meet the special education needs of their students.

Educational Interpreters/Transliterators

36. In consultation with consumers, professionals, and organizations, the state should create policies and procedures for the establishment standards to ensure that interpreters and transliterators in educational settings are adequately prepared, trained, and evaluated.

37. Provide funding to develop training programs, design curricula, and award stipends to recruit and train potential and working educational interpreters and transliterators.

Rehabilitation Interpreters/Transliterators

38. Establish standards for interpreters and transliterators in the field of rehabilitation and other human service areas.

1. Recreation

2. Transportation

3. Community Integration

4. In-home Assistance

OLDER ADULT ISSUES

RECOMMENDATION # 114: It is recommended that the needs of older adults who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped be addressed by DSD/HH and the Division of Aging by working cooperatively to increase awareness of the needs of older adults with hearing losses in concert with:

1. Service agencies throughout North Carolina

2. Churches

3. Homes

4. AARP

5. Senior citizens centers

6. Family members

RECOMMENDATION # 115: DSD/HH and the Division of Aging will develop a program of education/counseling, applied statewide, which will lead older adults to acceptance of their needs as hard-of-hearing individuals.

RECOMMENDATION # 116: DSD/HH and the Division of Aging shall work cooperatively to promote senior citizens centers throughout the state as sites for supportive services for older deaf and hard-of-hearing adults and their families. Examples of roles that a senior citizens center might play are listed in the body of the report.

RECOMMENDATION # 117: DSD/HH and the Division of Aging shall work cooperatively to

establish programs in homes for older adults who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped.

RECOMMENDATION # 118: Provision of basic human services/ communication devices must be assured, under penalty of law, wherever older adults with hearing losses require service and access through effective communication.

RECOMMENDATION # 119: DSD/HH and the Division of Aging shall work cooperatively to assure that appropriate support services are provided within the home for older adults who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped.

RECOMMENDATION # 120: DSD/HH and the Division of Aging shall work cooperatively to assure that independent living options are provided for older adults who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped.

RECOMMENDATION # 121: DSD/HH, the Division of Aging, and the Attorney General's office shall work cooperatively for the improvement of consumer protection provisions and their enforcement.

RECOMMENDATION # 122: Access to services available to hearing persons, shall be established as a basic right for the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped older adult.

RECOMMENDATION # 123: A directory of services shall be developed by the Department of Human Resources, DSD/HH, and the Division of Aging. It will then be distributed to the entire older adult service population, their families, all service providers, and advocacy groups. It will be updated and redistributed every two years.

MENTAL HEALTH/PUBLIC HEALTH SERVICES

RECOMMENDATION # 124: It is recommended that the mental health needs of the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped be met by adopting the Joint Proposal for Mental Health Programs for the Deaf and hard-of-hearing developed by DSD/HH and DMH/DD/SAS.

RECOMMENDATION # 125: DSD/HH and the various Divisions of the Department of Human Resources shall work cooperatively and expeditiously to assure timely and appropriate access to medical care for persons who are deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped by:

1. Undertaking an ADA compliance for deaf and hard-of-hearing education effort with the medical establishment throughout the state.

2. Observing the medical establishment for instances of failure to comply with the provisions of ADA which apply to access for those with hearing losses.

3. Emergency services support such as enhanced 911 must be provided statewide. Ongoing training in the use of this equipment by emergency 911 operators must be instituted.

4. Sensitization to these needs must be accomplished by networking in educational efforts with:

a. NC Nurses Association

b. NC Hospital Association

c. Various medical societies

d. Rest homes, nursing homes

1. provide access to services

AREAS OF SPECIAL NEED

RECOMMENDATION # 126: The Department of Corrections will make ALD's, TDD's, and closed caption devices available to deaf and hard-of-hearing inmates.

RECOMMENDATION # 127: The Department of Corrections will make information, intended for all inmates, accessible to the deaf and hearing impaired through written materials or other appropriate means such as ALD's and live captioning.

RECOMMENDATION # 128: The North Carolina General Assembly will enact legislation which allows a deaf person (with interpreter) to serve on a jury.

RECOMMENDATION # 129: The North Carolina General Assembly will enact legislation requiring the provision of appropriate assistive listening devices in the courtroom for use by hearing impaired individuals regardless of their reason for being there. This legislation should also prohibit disqualification of a hearing impaired individual from serving on a jury when an assistive listening device is shown to remove any problem of comprehension.

DSD/HH PERSONPOWER/EQUIPMENT/FACILITIES NEEDS

RECOMMENDATION # 130: DHR shall move immediately to enable the Division of Services for the Deaf and Hard-of-Hearing to become viable by meeting the immediate personnel needs of the Division listed in the body of the report.

RECOMMENDATION # 131: Compensation for all staff positions shall be commensurate with the skills required and the duties performed.

RECOMMENDATION # 132: Job descriptions and classifications for all positions shall include an "effective communication skills" clause, rendering them different from similar positions within DHR which do not require these skills.

RECOMMENDATION # 133: DSD/HH supports expansion of staff in DSB for providing adult access to deaf-blind services. This need has been expressed in the past but has gone unmet for some time.

RECOMMENDATION # 134: Four regional DSD/HH consultants shall be provided for meeting the service delivery needs of deaf-blind adults in North Carolina.

RECOMMENDATION # 135: DHR shall move quickly to plan and incorporate the use of "up-to-date" computer/electronic technologies to provide the highest and most efficient level of managerial, educational, communicative, and support services to the deaf and hard-of-hearing citizens through-out North Carolina. Division wide automation utilizing networking, in both inter- and intra-agency applications, is a necessity for the efficient and effective use of limited personnel and for statewide access to information and services provided by all Division components. The opportunity for research involving the development of new technologies, which offer hope for improving the conditions for deaf and hard-of-hearing citizens in North Carolina, will also be provided within the various programs of DSD/HH.

RECOMMENDATION # 136: The following computer hardware and software is needed by DSD/HH immediately.

1. Technology Hardware

a. Three additional computers networked for DSD/HH office utilization with full graphics capability

b. Two laser printers for DSD/HH office

c. One full-page digital scanner

d. Six computers with full graphics capability for RRCs

e. Six laser printers for RRCs

f. One high capability copy machine

g. Six fax machines for RRCs

h. TDDs for every phone in the Division

2. Software/systems/network

a. Word processor such as Word Perfect 5.1

b. Graphic organizer such as Pagemaker

3. Computer training for personnel

4. Cellular telephone capability/paging equipment

5. The availability of adequate communication equipment is a serious problem in every division of State government which provides services to these populations. This equipment must be made available.

RECOMMENDATION # 137: DHR will move quickly to meet the facility needs of the expanded Division of Services for Deaf and hard-of-hearing as outlined in the body of the report.

DEMOGRAPHIC DATA DEVELOPMENT

RECOMMENDATION # 138: It is recommended that a demographic study of the deaf, hard-of-hearing, deaf-blind, and deaf multi-handicapped must be undertaken in North Carolina in cooperation with Gallaudet University's office of Demographic Studies.

RECOMMENDATION # 139: Establish an office of demographics within State government.