South Dakota School for The Deaf

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The mission of the South Dakota School for the Deaf as cited in SDCL 13-62 is to provide quality, comprehensive, specialized programs of education and special related services to children from birth to age 21, with a range of hearing loss from diverse backgrounds. By developing linguistic, academic, and social competence, students are prepared to be independent, self-sustaining, life long learners and contributing citizens of the state of South Dakota and the United States of America. The schools mission includes service as a resource to patents/families, and to school/agencies in South Dakota to maximize possible educational benefits to students with hearing loss throughout the state.

Practices for promoting a native language by students who are Deaf or who have hearing loss must be guided by research which currently supports the consistent use of Auditory Oral methods to develop Spoken English and Bilingual Education methods to develop American Sign Language (ASL) and English. SDSD staff respect family choice in the selection of a first language. Consistent and correct adherence to best practice is (a) Auditory Oral Education is essential to promote Spoken English and (b) Bilingual Education is essential to promote ASL and skills with printed English.

Early acquisition of a first language, whether ASL or Spoken English, is essential for subsequent academic and social growth. Toward this end, SDSD personnel will provide family members with information about Deaf and mainstream cultural and linguistic choices, and encourage the selection of a first language that is consistent with the culture of the family and its expectations for the child, and provide instruction that promotes linguistic competence.

Acquiring English language and literacy skills is essential for educational development and communication purposes. Toward this end, SDSD personnel are committed to the development of a childs first language, as selected by family members. The development is supported by consistent, correct usage of the first language by family and staff at school and at home. Spoken English is the only language used in classrooms for Auditory Oral students. ASL is used in classrooms for Bilingual students as their native language and as the language through which relevant English literacy skills are developed. SDSD staff members are committed to the development and refinement of their skills in all relevant forms of a familys language of choice.

The needs of the individual student must be at the heart of appropriate educational programs. Responsibility for attaining the goals of each childs program is shared by students, family, and staff. SDSD personnel (a) are informed of appropriate educational options and practices; (b) gather and use data about the students on a regular basis from a variety of sources to identify goals and objectives; and (c) develop, implement, monitor, and evaluate an educational program that assists a student in meeting state standards while promoting linguistic, academic, and social competence; and emotional well-being.

Education must be relevant to prepare students for rapidly changing social/technological/economic world in which they live and work. SDSD personnel are committed to using technology that enhances teaching and learning and preparing students to be technologically proficient.

The response to the identification of a hearing loss may affect families differently, perhaps depending on the hearing status of other family members. SDSD personnel will provide resources (e.g., Deaf community members, members of parent organizations) to assist family members who experience emotional stress related to their childs hearing status.

Family choices and involvement enhance the success of a students educational program. SDDS personnel provide guidance and information to enhance parents competence and support parents as they make decisions about, and advocate for, their child.

Respect for the language and culture of the family is essential. SDSD personnel recognize and value the diversity of cultures represented among students who are Deaf or who have hearing loss. They affirm the importance of, and encourage cultural expression from, members of the majority culture, the Deaf Culture, and cultures that represent ethnic diversity such as Native Americans.

In addition to educational programs, SDSD provides students with social and cultural opportunities involving a critical mass of peers who are Deaf or who have a hearing loss. It is recognized, however, that family preference, culture, and the choice of first language may have implications for integration/inclusion/mainstreaming. Participation in these settings can promote an image of people who are Deaf or who have a hearing loss as equal and successful participants in society. In addition, it may increase student exposure to diverse learning and social environments that (a) contribute to cognitive and linguistic competence; (b) offer general curricular options that enhance academic development; (c) expand awareness of differing ideas, viewpoints, and lifestyles; and (d) provide experience interacting with hearing children and adults in preparation for full participation in the greater community. SDSD personnel are committed to working with families to assist students in meeting education goals through careful consideration and selection of general education options, collaboration with general education staff, and close monitoring of student performance.

Because the field is relatively small and South Dakota is a rural state, SDSD personnel are committed to (a) sharing resources with other schools and programs that serve students who are Deaf or who have a hearing loss, and (b) collaborating with other schools and educational programs at state, regional, and national levels to meet individual needs of students and their families.