Texas Register, Volume 14, Number 4, Pages 235-293, January 13, 1989 Page: 259
235-293 p. ; 28 cm.View a full description of this periodical.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
are such they should not be admitted to
residential institutions operated by the
Texas Department of Mental Health and
Mental Retardation;
(iv) be a primary resource
to school districts for promoting excellence
in educational services for hearing impaired
students;
(v) b.: a traeming and staff
development resource for those at the com-
munity level who are involved in providing
educational and related services to hearing
impaired students; and
(vi) be a research and
demonsLtation facility to improve methods
of providing educational services to meet
the current and future needs of hearing im-
paired students.
(B) TSD serves approxi-
mately 375 students. Currently, 14% re-
flects the Early Childhood Elementary
Program, 17% Middle School, and 52%
High School and 14% the
Multihandicapped Program. The school's
two campuses are located in Austin.
(C) At enrollment, TSD
schedules an admissions meeting involving
a representative of the local school district,
a parent, the educational diagnostician,
teachers and other school personnel. Com-
prehensive re-evaluations of dl students are
conducted at least once every three years.
Specific educational programs provided by
TSD are as follows:
(i) Parent infant/ pre-
school/ kindergarten.
(I) Staff provide edu-
cation and counseling to parents of children
who are deaf in the home as well as at
school as they jointly work with the chil-
dren to begin language development, hear-
ing aid management, communication
(speech and sign), and audition (listening
skills). Staff work with the extended family
at the school; some hearing sibhngs and
peers are mainstreamed into the classroom
setting at TSD on certain school days.
(II) The preschool
children (age four) and kmderganen chil-
dren (ages five and six), begin full day
classroom instruction in addition to the sup-
port services that are offered.
(ii) Elementary, middle,
and high schools. Students continue full-
time classes through elementary, middle,
and high schools. The elementary school
begins formal classes in subject areas which
are consistent with the statewide essential
elements with some modifications. There
are two elementary curricula, academic and
adapted. Middle school offers discovery
classes for talented and gifted students and
an honors program. All students take lifeskill classes which use a hands on approach
to basic subject matters. In high school,
students are placed in programs which meet
their individual potential; academic tracks
as well as vocational placements are of-
fered. Some std cents who concentrate in
vocationAl are: can participate in the Ju-
nio, and Senir Vo ftionr l Adjustinent Pro-
gran wh c they world: at job.: both within
and without th: school. Students pursuing
an academic track may be recorrunended for
mainstreamrning classes within the public
schools.
(iii) Multihenndicapped/d-
eaf. Students in this program work in small
groups or one-on-one with the teacher to
develop independent living skills. This pro-
gram specializes in 2 -ihour rogramming
which is coordinated twee t , 'ork training
and instructional a : resid, :, ial staff.
(; ') Edc t.onal support
services. To fac;;rinate the reduction n of spe-
cialized educt nal m, -rials, TSO) has a
resource med, center whichh mat c;es spe-
cial media projects. ists teacris, :s in de-
veloping speci a,. ma ,, and
maintains a caption ,; tape lit, ty which is
accessed by organ - Ktiorns -:c a the state.
) Supp: l .ourvices. Stu-
dents receive .chologic:t medical, and
dental service ithin the '::O commumty
by contracted i;, ofession', -: state employ-
ees. These so, -ices are . ided with the
assistance of two full-o.-O and two part-
time staff interpreters. 'T these interpreters
also provide their serve > ?cs for any other
school-related situation as needed, such as
parent teacher conferences.
(vi) Residential programs.
(1) Most of the stu-
dents at TSD are residential; cottages on the
campuses provide supervised living. These
cottages have special flashing light fire
alarm systems for student safety and each
cottage is equipped with a TDD and a tele-
vision decoder. A food service manager co-
ordinates the provision of meals through the
two cafeterias.
(II) Recreational pro-
grams are varied and include many sports,
special events, and scout programs with
hearing children also as participants.
(vii) Staff qualifications.
(I) All teachers must
be qualified by the Texas Education
Agency certification requirements to work
with deaf students. In addition, educational
and residential staff must meet specific cri-
teria related to deafness and child care prior
to consideration for a position.
(II) TSD requires all
employees to have or attain sign language
skills appropriate to their job responsibili-ties. Levels of strif abilities required in-
clude basic, intermediate, end advanced
sign language -!kills Sign klnguage classes
are offered a no charge to employees.
(viii) 'dcininistration.
TSD is accredited U' the Conference of
Educational Adnmiistrators Serving the
Deaf and the Tr, as Education Agency.
(ix) Community educa-
tion. TSD maintains a community education
program which coordinates classes in adult
basic education and GED studies at local
community colleges. Rcantly, it supported
a pilot project to establish bilingual sign
language classes in both English and Span-
ish in eight cities across the state.
(c) Coordination of services.
(1) The Texas Commission for
the Deaf (TCD) target population is all per-
sorts in Texas who are deaf; TSD's target
population is all children in Texas who are
deaf or deaf and multihandicapped ages
birth-21 years. These are the two state agen-
cies which :ne primarily responsible for
serving persons who are deaf. Because of
this, both agencies are experts in the spe-
cialized needs of this population.
(2) Students at TSD may use the
telephone relay, m nicki, -;, c:d information
and referral services available froin the lo-
cal TCD contracted Council for the Deaf.
When needed, TSD obtains additional inter-
preter services from the local Council for
the Deaf.
(3) TCD's summer outdoor
training program typically includes many
students from the Texas School for the
Deaf, as well as students who are deaf from
the Regional Day School Programs for the
deaf coordinated by the Texas Education
Agency.
(4) 'iCD and TSD participate in
and/or mornlor similar actuvites, such as
Deaf Awareness Week, the Annual Sympo-
sium on Deafness, the National Council on
Agencies for the Deaf, etc.
(5) TSD's full and part-time in-
terpreters are required to be certified.
(d) Duplication of services. In the
process of developing ths, document, the
two agencies identified no duplication in
the provision of services.
(e) Gaps in the delivery of services.
In the process of developing this document,
the two agencies identified the following
gaps in the delivery of services and have
included methods for reducing or eliminat-
ing these gaps.
(1) Case management services.
(A) Because of the commu-
nication needs caused by deafness, many
persons who are deaf are not informed
about the health, human, and educational
services that are required to be made acces-
sible to them by federal law: the Rehabilita-* Proposed Sections January 13, 1989 14 TexReg 259
* Proposed Sections
January 13, 1989 14 TexReg 259
Upcoming Pages
Here’s what’s next.
Search Inside
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
Texas. Secretary of State. Texas Register, Volume 14, Number 4, Pages 235-293, January 13, 1989, periodical, January 13, 1989; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth215991/m1/25/: accessed April 25, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.