Cued Speech Transliterator uses Cued Speech to provide communication access between the teacher, the deaf/hard of hearing student and other hearing students according to the language level of the student and the goals of the IEP. The transliterator facilitates and supports the student’s participation and social communication and monitors student comprehension.

FAQs: Working with Cued Speech Transliterators

K-12 Educational Interpreter uses sign language to provide communication access between the teacher, the deaf/hard of hearing student and other hearing students according to the language level of the student and the goals of the IEP. The interpreter facilitates and supports the student’s participation and social communication and monitors student comprehension.

FAQs: Working with Interpreters

Notetaker records clear, concise notes for a deaf or hard of hearing student. There are three types of notetaking available:

1. Captioning—access to class discussions are provided on a computer in real time for the student to view on a laptop at their desk. This text is then edited later that day and transformed into class notes for the student.
2. Pen & Paper—a copy of class notes is created on paper
3. Tablet—a copy of class notes is created on a tablet computer

More information:

• FAQs: Working with Notetakers
• FAQs: Working with Captionists

Signing Skills Coach provides 1:1 support to a student for academic, behavioral and sign language development needs through the use of sign language.

• FAQs: Working with Signing Skills Coaches

Teacher of the Deaf/Hard of Hearing meets with and instructs deaf and hard of hearing students for the development of receptive and expressive language, self-concept and self-advocacy skills, transition needs and strategies for communication repair. On-going consultant to teachers and staff within schools.

• FAQs: Working with Teachers of the Deaf/Hard of Hearing

The Vision Teacher acts as a liaison between the educational team and the family, with responsibilities for:

• assessing the student's functional vision
• conducting print assessments
• training in the efficient use of residual vision
• training in the use of vision aids and adapted equipment
• instruction in learning and using Braille, as needed
• interpreting of visual information to classroom teachers and related personnel
• working in visual perception as it is related to the student’s visual impairment
• assisting the student to successfully transition to a work/training program or post
• secondary educational opportunity
• using activities to develop the student's remaining senses and vision stimulation

When appropriate the Vision/Orientation and Mobility Department will adapt curricular materials by:

• transcribing printed material into Braille
• enlarging print material for the low-vision student
• providing tactile graphics

The Mobility Teacher acts as a liaison between the educational team and the family, with responsibilities for:  

• assessing a child's needs as they relate to orientation and mobility on an on-going basis.
• teaching visually impaired students to travel with proficiency, safety, and confidence in familiar and unfamiliar environments
• preparing and using equipment and materials such as tactile maps, models, distance low vision devices, adaptive mobility devices, and long canes for the development of Orientation and Mobility skills

A student may be appropriate for an assessment if:

• visual acuity is 20/70—20/200+ with correction
• significant visual field restrictions (field of vision is the extent of space visible to an eye as it fixates straight ahead)
• significant etiology and prognosis (progressive eye condition) 

• training for the one-to one aide assigned to the student
• offering staff development activities