SCOE is dedicated to ensuring that every Deaf and hard-of-hearing child has early and sustained access to a fully accessible language. This foundation supports academic, cognitive, and social-emotional growth and is implemented with care to meet each child’s unique linguistic and developmental needs. 

 

We believe every child deserves full access to language from the start. Through a bilingual approach—explicitly teaching both ASL and English—our programs nurture the whole child, fostering confidence, communication, and connection. 

Children who are Deaf or hard of hearing share a need for full and meaningful access to communication, yet they learn and develop language in diverse ways. In alignment with evidence-based practices and culturally responsive approaches, we honor each child’s unique linguistic profile.

 

American Sign Language (ASL) is recognized as a complete, natural language with its own grammar, structure, and cultural identity. Many of our students use ASL as a primary or foundational language, and our program supports its development as part of a bilingual, bicultural educational approach when appropriate for the student and family.

 

In addition to ASL, our staff may use a range of communication approaches to ensure full access, including:

- Spoken and Written English

- Visual, auditory, and multimodal communication strategies tailored to individual needs

 

Communication planning is guided by student strengths, family preferences, cultural identity, and ongoing assessment to ensure equitable, accessible language experiences for every learner.

The Early Start Infant home-based program supports families of children from birth to 18 months. Services are rooted in evidence-based practices for early intervention, emphasizing early, accessible language exposure—signed, spoken, or both—as determined by the family’s goals and the child’s needs. The Toddler program is designed for children who are between 18 months to 3 years old and emphasizes language skill development through structured and unstructured play, group activities, individual speech and listening therapy sessions (when appropriate), parent trainings, and resources about educational and community-based Deaf and Hard of Hearing services.

 

Key components include:

- Coaching families on language-rich interactions in their natural routines

- Monitoring developmental milestones with evidence-based tools

- Supporting auditory access when appropriate

- Partnering with families to implement Individualized Family Service Plan (IFSP) goals in the natural environment which may include the home and the community

 

Parents are recognized as their child’s first and most essential teachers, and services are designed to empower families in fostering their child’s communication development.

The School-Age Program provides a continuum of services, Preschool - 12th grade, designed to ensure full access to instruction, communication, and peer interaction. Supports are individualized based on assessment, student strengths, and IEP team decisions.

 

Continuum of services include:

- General education (mainstreaming) with access supports such as ASL interpreters, real-time captioning, and hearing assistive technology

- Special Day Class (SDC) placements providing direct instruction in ASL and/or English by Teachers of the Deaf (TOD)

- DHH Itinerant services

- Social-emotional and self-advocacy skill development, supporting students in understanding their communication access needs

 

The goal is to ensure that every student has meaningful access to grade-level content, peer relationships, and the broader school community.

Students ages 3 to 22 may receive itinerant D/HH services to support access, communication development, academic progress, and self-advocacy. Services are provided in the student’s school environment using either direct instruction or consultation, depending on individual needs.

 

Itinerant support may include:

- Ensuring/monitoring students language access in the classroom (via accommodations such as captioning, American Sign Language, preferential seating, and/or the use of assistive listening devices)

- Providing direct instruction to students and classroom staff around the use of American Sign Language

- Consulting with audiologists and IEP teams to understand students hearing levels and the impact in the educational setting

- Strengthening communication and spoken language skills through collaboration with SLPs and school site staff

- Teaching self-advocacy strategies (ex. advocating for the accommodations listed in the IEP, consistent use and maintenance of assistive listening devices, asking for repetition/clarification when needed)

- Collaborating with teachers and IEP teams to ensure optimal use of accommodations, modifications, and hearing assistive technology

- Promoting culturally responsive practices and inclusive participation

 

The focus is to ensure that students can fully engage with the curriculum, their peers, and the school community.

Family Sign Language Classes - Contact the SCOE Special Education Department for information and class schedule: 707-399-4865.

 

Sign Language Interpreting: an embedded educational service design to facilitate communication access for students within the educational setting.

 

Speech and Language Therapy