Test Design and
Test Framework
Field 229: Teacher of Students Who Are Deaf or Hard of Hearing
Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time* | 3 hours, 15 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
Pie chart of approximate test weighting outlined in the table below.
| test subarea | number of test objectives | number of scorable items | number of nonscorable items | subarea weight as percent of total test score |
|---|---|---|---|---|
| subarea 1—Understanding Students Who Are Deaf or Hard of Hearing | 2 | 13 | 3 | 17 percent |
| subarea 2—Assessing Students and Developing Individualized Learning | 3 | 20 | 5 | 25 percent |
| subarea 3—Promoting Students' Language and Communication Skills | 2 | 14 | 4 | 17 percent |
| subarea 4—Managing the Learning Environment and Planning and Delivering Instruction | 3 | 20 | 5 | 24 percent |
| subarea 5—Maintaining Effective Communication, Collaboration, and Professionalism | 2 | 13 | 3 | 17 percent |
| totals | 12 | 80 | 20 | 100 percent |
Subarea 1—Understanding Students Who Are Deaf or Hard of Hearing
Objective 0001—Understand the auditory system and the significance of hearing loss for human development and learning.
For example:
- Demonstrate knowledge of the structure, development, and function of the auditory system.
- Demonstrate knowledge of the nature and characteristics of degree (e.g., mild to profound), configuration (e.g., unilateral, bilateral, shape), type (e.g., conductive, sensorineural, mixed), and longevity (e.g., permanent, progressive, fluctuating) of hearing loss and Auditory Neuropathy Spectrum Disorder.
- Demonstrate knowledge of various etiologies of hearing loss that can result in additional sensory, motor, and/or learning differences in students who are deaf or hard of hearing.
- Apply knowledge of the interrelationships between the age of onset of hearing loss, age of identification, type and etiology, level of hearing, auditory development, age of amplification, and provision of services and the effect they have on the development of students who are deaf or hard of hearing.
- Apply knowledge of factors that impact visual and/or auditory learning (e.g., differences in quality and quantity of incidental language/learning experiences; impact of early comprehensible communication on academic, linguistic, social-emotional, and cultural development; and age of amplification), including the effects of families and/or primary caregivers on the overall development of students who are deaf or hard of hearing.
- Apply knowledge of the effects of sensory input on language, cognition, social-emotional, and cultural development of students who are deaf or hard of hearing.
- Demonstrate knowledge of cultural dimensions that being deaf or hard of hearing may add to a student's life experiences.
- Apply knowledge of the impact of additional disabilities on the development of language learning for students who are deaf or hard of hearing, including the ways in which disabilities may interact with hearing status resulting in different and/or complex needs.
- Demonstrate knowledge of types and uses of amplification systems, auditory devices, and Hearing Assistive Technology (H A T) (e.g., hearing aids, cochlear implants) and procedures for using and maintaining them for development of auditory skills.
- Apply knowledge of the impact of the use of amplification systems, auditory devices, and H A T for students who are deaf or hard of hearing.
Objective 0002—Understand the historical and legal foundations of education for students who are deaf or hard of hearing.
For example:
- Demonstrate knowledge of current educational definitions, identification criteria, current incidence and prevalence figures, and issues in definitions and identification procedures for individuals who are deaf or hard of hearing (e.g., cultural versus medical perspective).
- Apply knowledge of current theory and models of practice for the education of students who are deaf or hard of hearing, including how first and/or multiple languages develop in both students who are hearing and those who are deaf or hard of hearing.
- Apply knowledge of how to incorporate models and theories of spoken and signed language (e.g., bilingual-bicultural, total communication, oral/aural) and components of communication competence that provide the basis for educational practices for students who are deaf or hard of hearing, as consistent with program philosophy.
- Apply knowledge of the sociocultural, historical, and political considerations in the field of deaf education as well as current and best practices to inform educational programming and planning for students who are deaf or hard of hearing.
- Apply knowledge of the rights and responsibilities of parents/guardians, students, teachers, and schools as they relate to the learning needs and educational programs for students who are deaf or hard of hearing.
- Demonstrate knowledge of laws, policies, and ethical principles guiding policies and procedures for students who are deaf or hard of hearing; and guiding equal access to communication in students' preferred modes of communication.
Subarea 2—Assessing Students and Developing Individualized Learning
Objective 0003—Understand assessment instruments and procedures used for screening, evaluating, and identifying students who are deaf or hard of hearing.
For example:
- Demonstrate knowledge of appropriate specialized terminology, range of assessment types (e.g., informal to standardized), and strengths and limitations of various assessment instruments for students who are deaf or hard of hearing.
- Demonstrate knowledge of the legal provisions, regulations, and guidelines regarding unbiased diagnostic assessment; and components of a comprehensive evaluation for eligibility and program-planning decisions for students who are deaf or hard of hearing.
- Demonstrate knowledge of policies, procedures, and resources for universal newborn hearing screening and early intervention.
- Demonstrate knowledge of referral and placement procedures for students who are deaf or hard of hearing.
- Demonstrate knowledge of methods for collecting and analyzing a range of spoken, signed, written, or other language and communication samples from students who are deaf or hard of hearing.
- Apply knowledge of appropriate methods for administering assessments using the preferred communication mode of the student who is deaf or hard of hearing, identifying and developing specialized assessments that allow for alternative forms of expression, and recommending appropriate accommodations and modifications.
- Apply knowledge of administering technically sound and appropriate formative, summative, and diagnostic assessments of Expanded Core Curriculum (E C C) for Students Who Are Deaf or Hard of Hearing (D H H), auditory skills, visual language skills, self-advocacy, self-determination, functional listening, self-care skills, and student safety.
- Demonstrate knowledge of specific assessment instruments appropriate for students who are deaf or hard of hearing, including assessments administered in general education.
- Demonstrate knowledge of considerations and procedures used in assessing a student's assistive technology needs and access to and progress through the general education curriculum.
Objective 0004—Understand procedures for interpreting assessments and communicating assessment results to design instruction for students who are deaf or hard of hearing.
For example:
- Apply knowledge of interpreting the results of an audiological evaluation, including unaided/aided test results.
- Apply knowledge of principles for interpreting information from and across formal and informal assessment instruments specific to students who are deaf or hard of hearing as well as assessments administered in general education.
- Apply knowledge of procedures to evaluate the results of instruction and match necessary supports to individual students' needs.
- Apply knowledge of how to use data and information from students who are deaf or hard of hearing, their parents/guardians, teachers, audiologists, and other professionals to design instruction and determine appropriate modifications in learning environments, curriculum, and instructional strategies.
- Apply knowledge of the impact of hearing loss on test score validity to utilize assessment data to develop reports and advocate for appropriate programming and planning.
Objective 0005—Understand the process and procedures for the development and implementation of individualized services and programming, ranging from pre-intervention initiatives through individual interventions for students who are deaf or hard of hearing (documented through Individualized Family Service Plans [I F S Pees], Individualized Education Programs [I E Pees], behavior intervention plans [B I Pees], transition plans, and Section 5 0 4 plans).
For example:
- Demonstrate knowledge of components of Section 5 0 4 plans, I F S Pees, and I E Pees (e.g., present levels of academic achievement and functional performance [P L A A F P], B I Pees, transition plans, annual goals).
- Apply knowledge of the roles teachers of students who are deaf or hard of hearing, students, their parents/guardians, special education teachers, and other professionals play in planning and implementing I F S Pees, I E Pees, B I Pees, transition plans, and other individualized plans.
- Apply knowledge of strategies for collaborating with students who are deaf or hard of hearing, their parents/guardians, teachers, and other professionals to develop and implement individual student programs (e.g., I E Pees, B I Pees, transition plans).
- Apply knowledge of identifying and supporting all least restrictive environment (L R E) options to facilitate I E P team decisions, taking into account the individual communication strengths and needs of students who are deaf or hard of hearing.
Subarea 3—Promoting Students' Language and Communication Skills
Objective 0006—Understand language and communication principles and theories related to students who are deaf or hard of hearing.
For example:
- Demonstrate knowledge of communication features (e.g., visual, spatial, tactile, auditory) for students who are deaf or hard of hearing that are necessary to enhance linguistic, cognitive, and social-emotional development.
- Demonstrate knowledge of approaches for facilitating communicative development in students who are deaf or hard of hearing consistent with the student’s preferred mode of communication.
- Demonstrate knowledge of the components of the nonlinguistic, prelinguistic, and linguistic communication that students who are deaf or hard of hearing use.
- Demonstrate knowledge of all visual and spoken languages, systems, and/or communication modalities used with students who are deaf or hard of hearing; and awareness of the impact of language models (e.g., teachers, parents/guardians, family, community) in supporting student outcomes.
- Apply knowledge of modifying incidental language experiences to fit the auditory, visual, and other sensory needs of students who are deaf or hard of hearing.
- Apply knowledge of strategies for integrating current and best practices to promote language, audition, speech, and literacy skills across all academic areas as consistent with the student’s preferred mode of communication and the ability of the student who is deaf or hard of hearing.
Objective 0007—Understand methods for promoting the language and communication skills of students who are deaf or hard of hearing.
For example:
- Demonstrate knowledge of the characteristics of various communication modes used with students who are deaf or hard of hearing.
- Apply knowledge of how to implement current and best practices for developing language in the preferred communication mode for each student who is deaf or hard of hearing.
- Demonstrate knowledge of and techniques to develop auditory skills in students who are deaf or hard of hearing based upon audiological information.
- Demonstrate knowledge of techniques/methods to develop expressive skills for students who are deaf or hard of hearing, and create opportunities to practice effective written, spoken, cued, or signed communication.
- Demonstrate knowledge of techniques/methods to develop receptive skills for students who are deaf or hard of hearing using a variety of visual and auditory strategies through direct communication and reading.
- Demonstrate understanding of ways to facilitate independent communication behavior in students who are deaf or hard of hearing, including strategies for facilitating communication processes between the student who is deaf or hard of hearing and the student's family and/or other caregivers, teachers, peers, and community.
- Demonstrate understanding of ways to prepare students who are deaf or hard of hearing in the appropriate use of interpreters and other support staff (e.g., in social situations, in academic situations).
- Apply knowledge of strategies for conserving vision and hearing for students who are deaf or hard of hearing.
- Apply knowledge of strategies for supporting audition (e.g., detecting and recognizing meaningful environmental sounds, identifying source and location of sound, perceiving and understanding spoken language) with students who are deaf or hard of hearing.
- Demonstrate knowledge of the value of and the processes for establishing and maintaining interactions with peers and role models who are deaf or hard of hearing and recognizing the impact on family decisions and student outcomes.
Subarea 4—Managing the Learning Environment and Planning and Delivering Instruction
Objective 0008—Understand methods for creating learning experiences and environments that encourage positive social interaction, active engagement in learning, and self-motivation for students who are deaf or hard of hearing.
For example:
- Demonstrate knowledge of the influence of educational placement, family communication, language, cultural identity, socioeconomic status, home and community environment, and trauma on development and learning.
- Apply knowledge of designing a language-rich learning environment and planning and implementing instruction that maximizes opportunities for multisensory learning that meets language, cognition, social-emotional, and cultural development and learning needs for students who are deaf or hard of hearing.
- Apply knowledge of principles for selecting, adapting, and implementing classroom management strategies for students who are deaf or hard of hearing that reflect understanding of each student's cultural needs, including a primarily visual Deaf culture when appropriate.
- Demonstrate knowledge of methods for modifying the instructional process and classroom environment (e.g., teacher's style, acoustic environment, availability of support services, appropriate technologies) to meet the physical, cognitive, cultural, and communication needs of students who are deaf or hard of hearing.
- Apply knowledge of how to structure the learning environment to encourage developmentally appropriate self-advocacy and self-determination skills for students who are deaf or hard of hearing.
Objective 0009—Understand principles and methods for preparing, selecting, using, and adapting specialized materials, equipment, and assistive technology for students who are deaf or hard of hearing.
For example:
- Demonstrate knowledge of the procedures and technologies required to educate students who are deaf or hard of hearing under one or more of the existing modes or philosophies.
- Demonstrate knowledge of methods for finding, selecting, designing, producing, and utilizing media, materials, and resources required to educate students who are deaf or hard of hearing under one or more communication modes or philosophies.
- Apply knowledge of strategies for differentiating and adapting curricula to support diverse populations (e.g., gender, race, ethnicity, nationality, religion, age, disability, or cultural, economic, or geographic background) across multiple educational settings.
- Apply knowledge of the sources and the use of visual tools, organizers, assistive technology, and other specialized materials that enhance access to communication and support programming and planning across a variety of service delivery models and instructional settings.
- Demonstrate knowledge of how to manage assistive technology devices appropriate for students who are deaf or hard of hearing in learning environments, and methods for assisting with routines related to assistive technology used by students who are deaf or hard of hearing to enhance access to the environments.
Objective 0010—Understand principles and methods of individualizing instruction for students who are deaf or hard of hearing.
For example:
- Apply knowledge of current and best practices in early intervention services specifically related to overall development of students who are deaf or hard of hearing and family outcomes.
- Demonstrate knowledge of the components of effective, research-supported instructional strategies and practices for teaching students who are deaf or hard of hearing, including the development of individualized programming in all settings across a variety of service delivery models and instruction that includes consideration of various aspects of hearing status and auditory development.
- Apply knowledge of coordinating and collaborating with students who are deaf or hard of hearing, their parents/guardians, teachers, peers, and other school professionals to ensure appropriate instruction and planning.
- Apply knowledge of the design, implementation, and integration of language and literacy strategies, instruction, and activities across all content areas (e.g., cognition, academic, social-emotional, cultural) for students who are deaf or hard of hearing through the student’s preferred mode of communication.
- Apply knowledge of the interrelationship between services and curricular sequencing and progressions for individual students who are deaf or hard of hearing.
- Demonstrate knowledge of Deaf cultural factors that may influence classroom management of students who are deaf or hard of hearing.
- Demonstrate knowledge of techniques/methods to address the unique needs of students who are deaf or hard of hearing with additional needs or disabilities.
- Apply knowledge of first- and second-language teaching strategies (e.g., English through American Sign Language [A S L] or English as a Second Language [E S L]) appropriate to the needs of the individual student who is deaf or hard of hearing and consistent with the student’s preferred mode of communication.
Subarea 5—Maintaining Effective Communication, Collaboration, and Professionalism
Objective 0011—Understand how to promote and develop communicative and collaborative partnerships to support students who are deaf or hard of hearing.
For example:
- Apply knowledge of the effects of communication on the development of family relationships and strategies used to facilitate communication in families with students who are deaf or hard of hearing.
- Apply knowledge of how to provide parents/guardians of students who are deaf or hard of hearing with information in an impartial manner to make informed choices regarding amplification, communication modes, educational options, and transitions.
- Apply knowledge of considerations, approaches, and ethical practices for coordinating and collaborating with teachers and support staff to ensure appropriate planning, instruction, and effective two-way communication between students who are deaf or hard of hearing and their hearing peers.
- Apply knowledge of communicating with teachers, administrators, and other professionals about needs of students who are deaf or hard of hearing and ways to use that knowledge to develop an effective learning climate within the school.
- Apply knowledge of effective interaction with students and other individuals who are deaf or hard of hearing and the importance of actively seeking interaction with adults in the Deaf community to maintain/improve communication skills as consistent with the student’s preferred mode of communication.
Objective 0012—Understand the professional roles and responsibilities of teachers of students who are deaf or hard of hearing.
For example:
- Apply knowledge of identifying, supporting, and advocating for equal access for students who are deaf or hard of hearing to language and communication in the student's preferred mode of communication across all educational settings to facilitate inclusive experiences, including effective two-way communication between students who are deaf or hard of hearing and their hearing peers.
- Demonstrate knowledge of the roles and responsibilities of teachers and support staff in educational practice for students who are deaf or hard of hearing (e.g., educational interpreters, paraprofessionals, tutors, note-takers), and prepare and assist team members to work with students who are deaf or hard of hearing across a variety of service delivery models and instructional environments.
- Apply knowledge of facilitating the coordination of support staff to meet the diverse communication needs of students who are deaf or hard of hearing and their families and/or primary caregivers.
- Demonstrate knowledge of consumer and professional organizations, publications, and journals relevant to the field of education of students who are deaf or hard of hearing, the process for acquiring additional job-related skills, and participating in activities of professional organizations relevant to the education of students who are deaf or hard of hearing.
- Demonstrate knowledge of governmental and nongovernmental services and organizations relevant to the educational and transition services for students who are deaf or hard of hearing.