Program for Deaf and Hard-of-Hearing Children


     The Program for Deaf and Hard-of-Hearing Children has been in operation since the mid 1970s and provides educational services within a public school setting, Pre-K through high school, as well as early intervention.  The preschool setting is a self-contained classroom with specialized programming.  At the lower elementary level, students are introduced to mainstreamed classes to gradually teach them how to use an interpreter.  Academics are provided with the DHH classroom settings until the students are ready to participate in mainstream classes.  As the students reach upper elementary and middle school levels, they have the opportunity to continue to receive primary academic instruction with the DHH classes or to enter the mainstream classes.  All mainstreaming is done with support services necessary to the individual.  The DHH Program also provides services tailored to each student’s type of hearing loss, communication needs, and choice of amplification (hearing aids, cochlear implants).

     At the high school level, regular high school and vocational programming options are available.  READS utilizes a philosophy of living and learning founded on the premise that all Deaf and Hard-of-Hearing people are entitled to full access to communication at all times.  Each person is unique with respect to the type of communication that he/she needs and prefers in different contexts and under various conditions.  Linguistic/communication options ranging from American Sign Language to spoken English are able to be integrated into the student’s educational programming, while keeping the student’s intellectual and academic goals as the priority at all times.

Services include: 

  • Small group & individual instruction

  • Interpreted mainstream opportunities

  • Speech/Language therapy

  • Small-group and individual counseling

  • Extra-curricula support

  • School-to-work programming at the high school level

  • Occupational/physical/adaptive physical education

  • Vision consultation as needed

  • Optional summer program

 

      Early Intervention Services for children from birth to age 3 consist of speech/language therapies, as well as linguistic and early childhood services.  Support and education for parents is an integral aspect of this service, and the program coordinates with early intervention agencies to maximize each child’s potential and to assist the family in developing communication skills.

 

     The DHH Program also provides support services to students who attend school in their home districts.  Services include:

  • Educational interpreters

  • Consultation in the area of academics

  • Consultation in the area of speech/language, including cochlear implant habilitation, audition, language

  • Program development

  • Support staffing

  • Sign Language instruction

  • Assistance with FM systems

  • Educational audiological consultation

Site#1 Mary K. Goode Lower Elementary School/ Burkland Upper Elementary School Middleboro, MA (both schools are in the same complex)

A.) Preschool classroom: For ages 3-entering kindergarten (5 years). Staffed with a teacher and full time aide. Students are taught in self-contained classroom. Students eat lunch with regular education students. Full time (5 days/wk) from 9AM-3PM or part time (3/4 day/wk) enrollment options.

B.) Lower Elementary classroom: For K-2 grades. Staffed with a teacher and full time aide. School day is full time - 9AM-3PM. Students are taught in self-contained classroom for most academics; interaction with regular education students via Team teaching and mainstreaming for Physical Education and Art classes - interpreter provided for these classes. Students participate in all school wide assemblies/activities with interpreters.

C.) Upper Elementary classrooms: For grades 3-5. Staff with a teacher and full time aide. School day is full-time - 9AM - 3PM. Students are taught in self- contained classroom for most academics; interaction with regular education students via Team teaching and mainstreaming for Physical Education, Library, and Art. Students have lunch and recess with regular education classes. Students participate in all school wide assemblies/activities with interpreters.
 

Site #2 J.T. Nichols Middle, 112 Tiger Drive, Middleboro, MA

The Middle School is for grades 6-8. The school day is from 8:00AM - 2:35PM. Staffed with teachers and full time aide. Full time interpreters are on site; the number of interpreters varies with the number of students at the site. Students have the option to begin more academic mainstreaming at this level; the specific schedules are determined by the Team. The students' mainstreaming progress in monitored by the DHH teacher via regular meetings. Students are also instructed in the self-contained classroom model. Students participate in all school wide assemblies/ activities with interpreters. Students may join all school teams and clubs.

Site #3 Bristol-Plymouth Vocational High School, Taunton, MA

The Vocational school is for grades 9-12. The school day is from 7:45AM to 2:15PM. Staffed with a Teacher and several full time interpreters. Students participate in all technical courses and shops in mainstream settings. Academics may be taught in a self contained or mainstream model, depending on individual students needs. The students' mainstreaming progress in monitored by the DHH teacher via regular meetings. Students are also instructed in the self-contained classroom model. Students participate in all school wide assemblies/ activities with interpreters. Students may join all school teams and clubs.
 

Services: 

  • Speech and language therapy
  • Occupational /physical therapy
  • Adaptive physical education

Services will address the following areas:

  • Communication/assistive technology
  • Academic development
  • Self-help skills
  • Motor development
  • Appropriate recreational/social skills
  • Life skills
  • Transitional planning
  • Behavior

Classrooms are housed in age-appropriate settings, and the programs follow a school-year schedule with an additional six-week summer component.

The program includes speech and language services as part of the tuition costs. Occupational therapy, physical therapy, and adaptive physical education services would be an additional cost.

Support Services

Support services include educational counseling, speech and language therapy, physical & occupational therapies as well as Adaptive Physical Education. All teachers are DOE certified in Deaf Education, and therapists have appropriate certifications.


READS

Deaf and Hard-of Hearing Summer Program

for Preschoolers

Evelyn Rankin, Program Director

Call for more details and availability

v: 508-947-3634 ext 109

tty: 508-947-8530

The READS Deaf & Hard-of-Hearing Consultation Project

Introduction

READS Collaborative is proud to announce an exciting new consultation project for the Deaf and Hard-of-Hearing students. Serving the needs of Deaf and Hard-of-Hearing children presents one of the more difficult challenges for Special Education Directors. With new technology and competing educational philosophies, providing services for this population is becoming increasingly difficult. With respect to these needs, the READS Collaborative is offering a variety of support services to help area communities meet this challenge within their own school districts.

Services

Mediation, IEP Conflict Resolution
  • Analyze existing issues with a formal report of recommendations
  • Formal professional representation provided for meetings related to Deaf and Hard-of-Hearing issues

Audiological Evaluations and Support

  • Direct observation and recommendations related to environmental issues with regard to the inclusion of Deaf and Hard-of-Hearing students
  • Instruction in hearing aid usage
  • Testing of middle ear integrity
  • Full written reports with diagnostic prescriptive recommendations

Interpreting Services
  • Available for after-school activities and special events
  • Recruitment of full and part-time educational interpreters
  • Substitute interpreters (limited availability)

Program Evaluation Inclusionary Support

  • Formal evaluation of present or projected service delivery model for Deaf and Hard-of-Hearing students in an inclusionary classroom
  • Direct support services related to evaluation recommendations
  • After-school tutoring
  • Comprehensive written report with formal recommendations

Deaf Culture Programs

  • Consultation regarding the establishment of a Deaf Culture Program for inclusionary classrooms with Deaf and Hard-of-hearing students
  • Direct service delivery of a Deaf Culture Program for inclusionary classrooms
  • American Sign Language classes for children, parents, community, and educational staff

Staff

READS has been providing services to Deaf and Hard-of-Hearing children of Southeastern Massachusetts for over 20 years. Our staff are fully credentialed and provide a wide range of competencies to meet the varied needs of area school districts.

 
Call 508 947-3634 or 508 947-8530 tty for more information
Evelyn Rankin, Program Director