Title: Workforce watch
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00090862/00003
 Material Information
Title: Workforce watch
Series Title: Workforce watch
Physical Description: Serial
Language: English
Creator: Center on Personnel Studies in Special Education, College of Education, University of Florida
Publisher: Center on Personnel Studies in Special Education, College of Education, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: February 2004
 Record Information
Bibliographic ID: UF00090862
Volume ID: VID00003
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.


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Shortages and Demographic

Changes Require New


The Preparation of Qualified Deaf Education
Teachers: What States Should Know

There is a persistent, nationwide short-
age of qualified teachers of students
who are deaf or hard of hearing. More-
over, to address statewide shortages-
shortfalls that have been reported as
high as 82 percent-some states have
allowed individuals without appropriate
certification or licensure to teach stu-
dents who are deaf or hard of hearing.
The supply of new teachers is insufficient
to meet the demand. During the last de-
cade, more than a 20 percent increase
in the number of students who are deaf
or hard of hearing was reported. Yet,
the number of new teachers certified to
teach these students did not increase. In
the coming years, it is predicted that the
number of new certified teachers of stu-
dents who are deaf or hard of hearing
will actually decrease as a result of de-
clining numbers of teacher preparation
faculty in the area.
Although shortages are more pro-
nounced in western and southern re-
gions, the demand for qualified teach-
ers outstrips the supply in virtually every
state. As states look to support districts
in filling vacant positions for teachers of
students who are deaf or hard of hear-

ing, the emphasis will be on finding qual-
ified candidates. What should you know
about current trends, and what do the
experts recommend that you do about
them? Read on to find insights from the

The Student Population Is
Changing-Do You Know How
This Will Affect Teacher Quality?
Student demographics are changing.
These changes affect how deaf educa-
tors have traditionally "done business"
and, thus, they will affect teacher qual-
ity and preparation. The following trends
are cited:
* The cause of most hearing losses will
continue to be unknown. However,
most hearing losses will be classified
as having occurred at birth or shortly
* Approximately 20 to 40 percent of
students who are deaf or hard of
hearing will display a secondary dis-
* The primary ethnicity of students
who are deaf or hard of hearing will
change from Caucasian to Latino,
African American, or Asian. Cur-

Nationwide shortages of
qualified teachers of students
who are deaf or hard of
hearing exist-What should
states know to meet the




rently, only five to 10 percent
of teachers are from diverse
cultural and linguistic back-
grounds, and most of them
teach in residential schools.

* The number of students who
receive their education in resi-
dential or day schools will con-
tinue to decline, and the num-
ber of students who receive
their education in their local
public schools will continue to

* As more and more students
with mild to moderate hear-
ing loss are identified and
provided with educational ser-
vices, speech alone, rather
than speech and sign, will be-
come the predominant com-
munication modality. The use
of sign alone will continue to
increase for a small minority
of students, most of whom will
likely receive their educational
services at residential and day

Furthermore, 32 states have
passed legislation that requires

I hospitals to con-
duct newborn
Shoptl iocn~,,,

Shortages of ing tests. Such
qualified teachers screening prac-
come at a time tices may result
when the educa- in more students
tional results of bein identified
t n being identified
many students
who are deaf or as deaf or hard
hard of hearing of hearing in the
are being ques- schools.
tioned. Students' Children who
ability to achieve hav ben fi
academic success have benefited
is inexorably tied from early identi-
to the instruction- fiction (prior to
al effectiveness of six months) are
their teachers, just now begin-
ning to enter the
nation's schools. Perhaps even
more noteworthy will be the differ-
ences in learning characteristics

that these early identified students
may exhibit. It is likely that, as a
result of early identification and
intervention, a significant number
will begin their education with a
level of language skills that is at or
near that of their hearing peers. If
this does occur, it may well neces-
sitate a change in both the type of
educational programming that is
characteristically provided to stu-
dents who are deaf or hard of
hearing and the preparation and
ongoing professional develop-
ment of their teachers.

Teacher Preparation
Is Undergoing Major
Changes-Do You
Know What Experts
Working in the Area Are
The critical and ongoing short-
age of teachers of students who
are deaf or hard of hearing, com-
bined with few preparation pro-
grams (18 states and territories do
not offer one) and the prevalence
of individuals teaching without
appropriate certification or licen-
sure has led experts working in the
area to suggest large-scale solu-
tions. Two examples follow:
* Regional consortium. Six
southern states-Arkansas,
Florida, Georgia, Louisiana,
Mississippi, and Texas-have
entered into a collaborative
agreement for the design,
funding, implementation, and
evaluation of regional-rather
than state-specific-deaf edu-
cation teacher preparation.
States will establish common
certification requirements, de-
velop joint recruitment and ad-
missions programs, and share

* Virtual community of learn-
ers. The Association of Col-
lege Educators-Deaf/Hard

of Hearing designed the
Deaf Education Web Site
(www.deafed.net), which
links preservice teachers with
practicing teachers, students
who are deaf or hard of hear-
ing, and parents nationwide,
thereby enhancing the ex-
change of state-of-the-art in-
formation. Teacher preparation
faculty exchange course syl-
labi, assign cross-program stu-
dent tasks, and share course

For More Information
Information reported in this brief
was based on the COPSSE is-
sue brief, U.S. Deaf Education
Teacher Preparation Programs:
A Look at the Present and a Vi-
sion for the Future, by Harold A.
Johnson. This document can be
found on the COPSSE web site at

The Center on Personnel Studies in Spe-
cial Education is funded by the Office of
Special Education Programs of the U.S.
Department of Education [cooperative
agreement #H325Q000002]. COPSSE
research is designed to inform scholars
and policymakers about beginning teach-
er quality, effective initial preparation, and
the effects of preparation alternatives. The
Center is directed by Drs. Paul Sindelar
and Mary Brownell The policy briefs were
produced by Warger, Eavy & Associates.
University of Florida, 300 Norman Hall,
PO. Box 117050, Gainesville, FL 32611
352-392-0701 (X283), www.copsse.org

Opinons expressed herein
do not necessarily reflect the
views of the US Department
IJ, of Education


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