1. (1) Before approval by the Board, a deaf education preparation program shall:

   1. (a) be operated by or partnered with a Utah institution of higher education or the Board;
   2. (b) be aligned with the National Association of State Directors of Special Education, Inc., Optimizing Outcomes for Students who are Deaf or Hard of Hearing, Educational Service Guidelines, Third Edition;

   3. (c) be focused on one or more of the following areas:

      1. (i) teaching students who are deaf or hard of hearing from birth to age five using both listening and spoken language strategies and American Sign Language;
      2. (ii) teaching students who are deaf or hard of hearing with listening and spoken language strategies; or
      3. (iii) teaching students who are deaf or hard of hearing with strategies that promote the development of American Sign Language and English literacy across the curriculum;

   4. (d) require competency in:

      1. (i) the areas detailed in Subsections R277-304-4(4) through (7).

      2. (ii) legal and ethical issues surrounding special education, including:

         1. (A) the IDEA;
         2. (B) the Special Education Rules Manual incorporated by reference in Section R277-750-2; and
         3. (C) all other applicable statutes and Board rules;
      3. (iii) addressing specific linguistic and cultural needs of deaf and hard of hearing students throughout the curriculum;
      4. (iv) skills for incorporating language into all aspects of the curriculum;
      5. (v) pedagogical skills unique to teaching reading, writing, mathematics, and other content areas to deaf and hard of hearing students;
      6. (vi) basic fluency in the use of American Sign Language;
      7. (vii) knowledge of the audiological and physiological components of audition;
      8. (viii) skills for teaching speech to deaf and hard of hearing students;
      9. (ix) the socio-cultural and psychological implications of hearing loss; and
      10. (x) assessing and addressing the educational needs and educational progress of deaf and hard of hearing students.

2. (2) For a program candidate accepted after January 1, 2020, a deaf or hard of hearing education preparation program shall require multiple opportunities for a program candidate to successfully demonstrate application of knowledge and skills gained through the program in a school-based setting in each of the following:

   1. (a) all requirements outlined in Subsections R277-304-4(4) through (7);

   2. (b) for a program focused on Subsection R277-304-8(1)(c)(i):

      1. (i) assessing early childhood language development and assessment in American Sign Language and spoken English;
      2. (ii) working with families with students who are deaf or hard of hearing while respecting a variety of communication modalities;
      3. (iii) integrating language, speech, and listening into everyday activities;
      4. (iv) sharing knowledge with families with students who are deaf or hard of hearing about the complexities of deaf culture, including norms and behaviors of the deaf community;
      5. (v) developing auditory perception in children and educating parents about developmental milestones for listening skills; and
      6. (vi) proficiency in American Sign Language as demonstrate by passing an assessment approved by the Superintendent;

   3. (c) for a program focused on Subsection R277-304-8(1)(c)(ii):

      1. (i) developing auditory perception in children and strategies for developing listening and spoken language in deaf and hard of hearing students;
      2. (ii) demonstrating understanding and expertise regarding early childhood spoken language development;
      3. (iii) involving family members with students who are deaf or hard of hearing in learning and therapeutic activities;
      4. (iv) integrating speech, listening, and spoken language in preschool and early elementary content areas; and
      5. (v) integrating current listening technology, including troubleshooting such technology; and

   4. (d) for a program focused on Subsection R277-304-8(1)(c)(iii):

      1. (i) integrating American Sign Language into instruction of core academic content for all school-age students;
      2. (ii) enhancing bilingual literacy of students who are deaf or hard of hearing in both American Sign Language and English;
      3. (iii) integrating respect and understanding of deaf culture into instruction;
      4. (iv) demonstrating understanding and expertise regarding American Sign Language, language development; and
      5. (v) proficiency in American Sign Language as demonstrated by passing an assessment approved by the Superintendent.

KEY: teacher preparation, programs, educators

Date of Last Change: March 10, 2026

Notice of Continuation: March 15, 2024

Authorizing, and Implemented or Interpreted Law: Art X Sec 3; 53E-3-401; 53E-6-201