BILL REQ. #:  H-0427.1 

Read first time 01/17/2005.   Referred to Committee on Higher Education.

     AN ACT Relating to education programs for teachers of the deaf and hard of hearing; and adding new sections to chapter 28B.76 RCW.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:

NEW SECTION.  Sec. 1   A new section is added to chapter 28B.76 RCW under the subchapter heading "Part III - Education Services Administration" to read as follows:
     (1) The legislature finds that improving education and services for children who are deaf or hard of hearing requires a corps of highly trained teachers, knowledgeable of the most recent research and pedagogy, and competent to address the full range of communication and educational options for their students.
     (2) The legislature also finds that the preservice training and professional development necessary to create such a corps of teachers are not currently available through teacher preparation or in-service programs in Washington.
     (3) Therefore the legislature intends to provide an incentive for institutions of higher education to develop curricula, design education and training programs, and use innovative service delivery models for teachers of the deaf and hard of hearing.

NEW SECTION.  Sec. 2   A new section is added to chapter 28B.76 RCW under the subchapter heading "Part III - Education Services Administration" to read as follows:
     (1) Subject to legislative appropriation, the higher education coordinating board may award, on a competitive basis, grants to public institutions of higher education or consortia of institutions to develop education programs for teachers of the deaf and hard of hearing.
     (2) The board shall develop guidelines for grant proposals, including:
     (a) Developing interdisciplinary curricula that cover the full range of communication options for deaf and hard of hearing children, including oral communication, American sign language, total communication, and other communication modes. Program curricula shall also address the full range of education for deaf and hard of hearing children, including early intervention services, education in mainstream classrooms, and education in separate learning environments with other deaf and hard of hearing students;
     (b) Using service delivery models that reach future and current teachers across the state in a cost-effective manner; and
     (c) Incorporating the curricula into both teacher preparation and in-service programs and addressing the needs of both classroom teachers and itinerant teachers.
     (3) Priority shall be given to proposals from consortia of institutions working in collaboration and proposals with the greatest potential to reach a maximum number of teachers across the state.