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Deaf & Hard of Hearing The Burbank Unified School District and Foothill SELPA operate the regionalized program for students who are deaf or hard of hearing. The program serves deaf and hard of hearing students from Burbank, Glendale and La Canada Unified School Districts as well as Pasadena, as per a Memo of Understanding. The program is a co-enrollment model where DHH students are co-enrolled with their hearing peers. DHH students from preschool through 12th grade are currently enrolled in three schools in the Burbank Unified School District: George Washington Elementary (Pre/K – 5th grade), John Muir Middle School (6th – 8th grades) and Burbank High School (9th through 12 grades). Early Start Program The Foothill SELPA Early Start Program serves children birth to age 3 who have solely low incidence disabilities (hearing, vision and/or orthopedic impairments). The program provides a variety of services for children who have hearing impairments and their families. Families receive home visits from a Teacher of the Deaf and Hard of Hearing (DHH Teacher) and a Speech/Language Pathologist (SLP). In addition, families are invited to attend our Parent Infant Toddler Group (PIT), which meets once per week. The program provides time for parents to interact with each other and the DHH Teacher. The parents also have the opportunity to meet with a Social Worker and discuss issues relating to hearing loss and child development. All of the families enrolled in the program have the opportunity to consult with the SELPA's Educational Audiologist. Individualized Family Service Plans (IFSPs) are written for all of the enrollees and reviewed every six months. Between the ages of 2 years, 6 months and 2 years, 9 months, the SELPA and the families begin to plan the child's transition to preschool. Montessori-based Preschool/Kindergarten Program: The Preschool/Kindergarten program is a reverse mainstreamed classroom where two-thirds of the children are deaf or hard of hearing and one-third of the children are typically developing, hearing children who have a deaf siblings or deaf parents. The ratio is strictly adhered to throughout the school year. Specific admission criteria are used in order to enroll hearing children into the program. The curriculum is based on the Montessori philosophy, or a “child centered approach” so that children are able to learn academics in an environment that is rich in language and structure. The Pre-K program also focuses on developing the responsibility and independence that students need to have to successfully participate in the co-enrollment program or in a mainstream setting. Elementary Program: – Grades 1 through 5 Teachers who hold a credential in deaf education co-teach with general education teachers in grades 1 through 6. From constant exposure to sign language during the day, hearing students in these classrooms often become fluent signers and communicate directly with the deaf and hard of hearing students. All students are working on the standard grade-level curriculum. Some students require modifications to the grade level work while others are working at or above grade level. For those students who need extra assistance, a “Moving Ahead” teacher provides academic support in the student’s classroom or on a pullout basis. The student’s IEP determines the amount of time and support he/she will receive from this extra support service. Middle School: (Grades 6 – 8) At the middle school level we have DHH teachers as well as sign language interpreters to assist the students. The 6th graders are in a co-enrollment/co-teaching setting for their four core courses and are mainstreamed with an interpreter for PE and two electives. In grades 7 and 8, most of the students are mainstreamed with interpreting services and a DHH teacher supports the regular education teacher. We also have a DHH Special Day Class for those students who have academic skills more than two years below grade level. These students receive specialized instruction by a DHH teacher. High School: (Grades 9 – 12) At the high school, DHH teachers as well as sign language interpreters assist the students. The majority of the DHH students are fully mainstreamed in regular education classes with the support of sign language interpreters. Depending on the individual students, modifications are made for those who need assistance. One of the DHH teachers has a dual role of teacher/interpreter in the English classes. Deaf and hard of hearing students often have difficulty in English because it is a language that is different than their own and because it is primarily an auditory language. The DHH teacher spends time modifying and explaining concepts and language used in literature in addition to interpreting. Other DHH teachers work primarily with in the DHH/SDC classroom with those students who need extensive support in Math, English, Writing, and Study Skills. All DHH students are mainstreamed for their elective classes. A DHH teacher also teaches an American Sign Language class. Although not under the “Special Education” umbrella, this class is a crucial part of the program, which benefits our students in the mainstream. ASL is taught as a foreign language at both the middle and high school. DHH students who participate in the general education curriculum need to have signing peers within their classroom environment in order to work on group assignments and to feel socially accepted in the educational environment. Students who have experienced the program in Burbank and have taken the ASL class often become “student helpers/interpreters” and are able to assist with interpreting sports and activities where there are DHH students participating.
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Foothill SELPA 1700 E. Mountain St. More Resources: GLAD (Greater Los Angeles Council on Deafness
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