BOISE SCHOOL DISTRICT
ELEMENTARY DEAF AND HARD OF HEARING PROGRAM
Curriculum and Program Qualifications

Curriculum

The Instructors in the Deaf and Hard of Hearing program have written a set of curriculum guides for use with Deaf students. This curriculum supplements the existing Boise School District Curriculum. These guides include a multisensory approach to instruction and address the special talents and needs of Deaf and Hard of Hearing students.

Language

This curriculum is based on a combined approach of natural(whole language and experience based learning methods)and a structured approach (emphasizing the components of language).

Reading

The reading curriculum emphasizes intensive vocabulary and concept development.

Science

This curriculum is comprised of instruction that is stimulating and includes high interest activities with an emphasis in current technology

Social Studies

This curriculum incorporates role playing, construction with manipulatives, guest speakers, and related field trips in the community.

Math

The math curriculum focuses on language and communication experiences. Many hands-on activities using a variety of materials are included.

Deaf Life Skills

This program was designed to promote the acquisition of practical skills which focus on Deaf and Hard of Hearing Students' daily interaction at home, school, and in the community.

Music

The music and drama curriculum incorporates visual and kinesthetic instruction. It builds on their inherent strengths and enhances self-esteem.

Program Qualifications

In order to be eligible for enrollment into the Program for the Deaf and Hard of Hearing, each of the following must exist:

• The student's primary handicapping condition is Deaf or Hard of Hearing. The student has a hearing impairment so severe that the child is limited in processing linguistic information through hearing, with or without amplification, which can adversely affect educational performance. (IDAPA 08.02.E.15,l.g.i.)
• The student relies on sign language as an expressive and receptive form of communication. The student requires sign language interpreting services when placed in the regular classroom setting.
• The student's hearing loss is permanent or long term.