MoCeDET - GIVING VOICE TO THE DEAF

We in MoCeDET believe that:
 The development of the whole child is essential and that each child has unique interests, needs and abilities.
 All children who are deaf can learn, achieve and be responsible for their education.
 A student’s positive sense of self is critical for school achievement and success throughout life.
 involved families are more effective advocates for their children.
 a cooperative partnership among the student, family, school and community is essential for student growth and development.
 Literacy skills are fundamental to student success.
 an academic program should be broad, challenging and individualized to promote a lifelong desire to learn.
 Acquisition of language must begin as early as possible at home and in school.
 Exposure to and experience with deaf culture will enrich the lives of students and their families.
 School community should embrace cultural diversity, a spirit of learning, mutual caring and respect.
 Competence with technology is integral to deaf students’ access to information and communication.

1. Academic achievement
Our goal is to provide an academically challenging educational environment for all deaf students in order that they leave school fully equipped to move successfully into college, other forms of postsecondary education, or the workforce and to become effective participants in, and contributors to, society. Deafness does not limit a child’s ability to achieve academically. Every student will get the benefit of our highest expectations. For our students to achieve high levels of academic achievement, we will use teaching approaches that are broad-based literacy i.e. linguistic, quantitative and cultural. We will strive to develop critical thinking, problem solving and decision making skills. Our diverse teachers and staff impact positively on student’s motivation to set their sights high. MoCeDET takes a proactive stance towards the academic achievements of its students, provides increased options for all students, and maintains high academic standards and expectations without regard to cultural, racial, gender or other stereotypes.

2. Family involvement
MoCeDET acknowledges parents or guardians as the ultimate decision makers in their child’s education because their intimate knowledge of their own child is viewed as a valuable and highly respected source of information. Family members are actively invited to express their views, questions, hopes and concerns. Our aim is to provide the kind of support, information and opportunities that help parents or guardians make informed decisions, develop effective communication with their deaf child, and become effective advocates who are knowledgeable about their child’s rights and their rights as parents or guardians.
MoCeDET works closely with parents or guardians as partners in guiding their child’s development and in identifying goals and outcomes for their child. We provide opportunities for them to participate in a wide range of activities throughout their child’s education that provides information about, exposure to, and comfort with all aspects of that child’s education, communication and socialization. Some of these include opportunities to learn KSL, receive information about deaf communities, exchange knowledge and interact with other parents or guardians. These are important components in the growth, adjustment, language learning and communication skills of both the parents, guardians and their deaf child.

3. Language and communication
MoCeDET recognizes the right of deaf children to utilize their innate abilities for language development. Through effective cooperation between home and school, our goal is to provide a linguistically rich environment for the acquisition of KSL and English, as well as to encourage the continued development of these languages at home. MoCeDET believes that visual communication is crucial to a deaf child’s linguistic, cognitive, social and emotional growth and must begin as early as possible at home and at school. This creates a positive sense of self and provides the foundation for each deaf child to acquire the high levels of proficiency in language and literacy needed for academic success. Such proficiency also empowers students to develop and utilize their individual abilities to communicate effectively through various forms of signed and written communication in a wide range of settings.
To acquire solid early language competence, deaf children need frequent and sustained interaction with people who use a language that is fully accessible to them. Family members, deaf peers and deaf adults whose primary language is KSL, play very important roles in promoting that competence. Well-developed English literacy is a critical factor in a deaf person’s full participation in society. A print-rich environment that provides early and meaningful experiences with text is an extremely important part of a deaf child’s education. MoCeDET ensures that deaf children are surrounded by books from an early age to develop the love of reading.

4. Student development
MoCeDET provides a challenging and supportive environment that fosters interdependent growth in students’ intellectual, social, emotional and physical development. The students’ total development is enhanced through the integration of classroom and non-classroom experiences that actively involve them and that promote positive social interactions and effective work habits.
Students are encouraged to get involved in activities that promote decision-making, leadership, positive work habits, social interaction, promotion of democratic values and community service. The environment at MoCeDET provides an excellent milieu for teachers, staff and parents or guardians to work together in enhancing each student’s overall growth and development.

5. Diversity
MoCeDET affirms its commitment to value and nurture the diversity reflected in its students, families, teachers, staff and society at large. Through its instructional, student life, and support programs, students have the opportunity to learn accurate, comprehensive and non-biased information about diverse groups. Teachers and staff who reflect society’s diversity are highly valued and actively sought.
Every attempt is made to ensure that our curricula, instructional materials and publications reflect diversity and are non-sexist and free from bias. Teachers and staff work together to develop curricula that fosters critical thinking skills and promote empathetic interactions. They support students in becoming confident, knowledgeable citizens who actively challenge stereotypes, prejudices and discriminatory practices. Students are expected to live and learn in an environment that demonstrates respect, acceptance, appreciation for differences and communication needs. They will learn about their own cultural heritage and appreciate its uniqueness as well as the cultural heritage of others.
MoCeDET is committed to providing an environment where appreciation for diversity and healthy cross-cultural relations are reflected in all aspects of school life; where each student learns to communicate, associate, and participate in a diverse community and a pluralistic society.

6. Transition
MoCeDET will explore, implement and assess effective, comprehensive transition services that meet the individual needs of each student. This will be best accomplished through a coordinated set of activities that encompasses all major aspects of the transition from early childhood to living independently and participating fully in the community. Each student will be given opportunities to develop the skills necessary to successfully move into a variety of academic and non-academic environments by providing them with the knowledge and experiences to prepare them to move into job and career opportunities that capitalize on their preferences, interests and abilities.