Mission Statement

The mission of the Ohio School for the Deaf (OSD) directs OSD to be an educational facility and resource center on deafness that: provides comprehensive education for Ohio's Deaf and Hard-of-Hearing students which encourages independence and life-long learning, promotes social and cultural awareness, prepares students to attain their potential and become contributing members of their communities all via a barrier-free communication environment using American Sign Language (ASL) and English.

Belief Statement

In addition, faculty and staff members at OSD affirm the belief that:

• education must be relevant in order to prepare students for the rapidly changing social, technical, and economic world in which they live and work.

• a barrier-free communication environment which values both ASL and English on an equal basis promotes a higher level of academic achievement.
  
• opportunities for peer interaction and direct communication meet social, emotional, and cultural needs of our students.
  
• our residential program plays a unique role in the high quality K through 12 educationally designed plan for students enrolled on campus.

• the educational and social experiences provided for students at OSD will assure more independent, productive, and contributing citizens.

• OSD serves as an educational and social center of the Deaf community in the State of Ohio.

• OSD functions as a resource center for educational agencies serving deaf students statewide.

• the continued evaluation of our educational programs and students is necessary in order to design and implement positive educational approaches to increase student achievement.

• it is the responsibility of students, families, guardians, teachers, administrators, support personnel, local school districts, and the State of Ohio to work in partnership with individuals and organizations in the community.

Vision Statement

Our vision is to be the premier school which meets the needs of Ohio's Deaf and Hard-of-Hearing students and their families.

Communication Philosophy

The primary mission of the Ohio School for the Deaf is the education of its students. The needs of students are most critical. Communication should be based on the best interests of the students.

OSD offers deaf students an environment where they can receive information directly and visually. In the classroom, this enhances learning opportunities. Outside the classroom, this allows development of social and personal skills. OSD also offers students an opportunity to see Deaf and hearing staff interacting in an open, communicative barrier-free environment.

Communication is both more than and less than language. Every person has a right to be exposed to an accessible, bona fide language. Use of a common language facilitates clear communication. Good communication may occur without the benefit of a shared language when all parties are flexible and accommodating.

PRINCIPLES:

1. The purpose of communication is the exchange and discussion of ideas. Clear communication supports the learning environment, enhances students' understanding of lesson contents, and facilities resolution of disciplinary problems. When signing is marginal, the level of class content suffers. One measure of effective communication in the classroom is student learning.
   
   Learning occurs most effectively in a student's primary language. Concepts learned in the primary language transfer readily to second language instruction.
   
   All our students should have the fullest possible access to information, whether they are proficient in ASL or in English or have not yet developed a bona fide language. Because our student population is diverse, it is sometimes necessary to code-switch in the classroom.
   
2. Communication at OSD must be inclusive, respectful, and flexible. Everyone must be willing to make accommodations to foster understanding.
   
   OSD encourages respect for individuals' backgrounds and their communication styles and abilities. ASL users may differ in degree of proficiency, accent, and dialect. Signing is generally clearer when done without voice. However, signing with or without voice is sometimes a matter of choice to be negotiated between signer and audience.
   
   Students from different backgrounds have different needs; all should feel welcome however they communicate. The debate should not be about who is deafer than whom; it should be about communication that considers everyone's needs. We must respect ASL and Deaf culture, but students should not feel discriminated against or subject to criticism because of the way they communicate.
   
3. Attitude is a key ingredient of successful communication. Creating a campus climate that accepts differences is key. We must be patient with people who are learning sign language. New signers should be helped and encouraged. Leaders on campus, both Deaf and hearing, must model attitudes of inclusive and respectful communication.
   
4. Members of the OSD community need to understand and practice communication etiquette suitable for an environment which includes both Deaf and hearing people. Everyone should sign all the time in campus public places and whenever someone who is Deaf is present in order to allow equal access. Whichever language we use, it is possible to use behaviors that leave people out. Private conversations should be conducted in private.
   
5. Good training and assessment support good communication. Appropriate training and evaluation are crucial. People who work at OSD are encouraged to learn American Sign Language. OSD strives to make classes as accessible as possible to all staff members. Administrators and supervisors encourage all employees to attend sign classes. Deaf students and staff who know ASL still need to formally study ASL.
   
   Direct communication is crucial to OSD. Every member of the OSD community has the right and responsibility to understand and be understood through direct communication.
   
   OSD faculty should sign well enough for themselves to communicate clearly and spontaneously. OSD staff members should sign well enough after a fixed period to communicate without an interpreter in the completion of their duties.
   
   When direct communication is impossible, we should rely on the professional interpreters who work for OSD. We need to remember that when interpreters are present they are there for everyone, both Deaf and hearing.

(NOTE: This philosophy and supporting statements were adapted from Gallaudet University Communication statement)

Classroom Language Strategies

It is the philosophy of OSD that all languages and cultures are equal, and that knowledge of a second language and culture is valuable. OSD also believes that every student has a right to an education in her or his primary language.

English is the primary- language for most people -in the United States. American Sign Language is the predominant language of most Deaf people in the United States. These two languages are therefore most likely to be useful for Deaf students.

The goal is to provide a bilingual enrichment program, using ASL and English, for all OSD students. For students first entering the program, a majority of instruction should be provided in the students' primary language. As students remain in the program, the instruction provided in the second language should gradually be increased to a maximum of fifty percent of the school day.

OSD recognizes that some students come to the school program without a bona fide language.  For those students, the initial goal will be to develop primary competency in whichever of the two languages is most accessible to the individual student.

OSD recognizes the importance of English literacy and knowledge of the diversity of American culture for all students. Therefore, writing and reading across a variety of levels and for various purposes will be encouraged at all grade levels. OSD recognizes the value of speech and speech reading skills for students who can use these skills for communication, and will endeavor to encourage them.

OSD recognizes that acquiring competency in the secondary (written) form of any language is difficult without the ability to interact in that language. OSD also recognizes that code-switching is a natural behavior of all bilinguals, including Deaf individuals. We therefore acknowledge the use of English-based signing in situations where interactive practice in English is needed, where monolingual English-speakers are included in the communication, and in any other situation where code-switching would naturally occur.

OSD recognizes that, while ASL does not have a written form, there are literary forms of ASL. OSD strives to develop ASL literacy and knowledge of American Deaf culture in all students and staff through exposure to and opportunities to practice and preserve these literary forms.

Campus-Wide Communication

(Approved July 26,1996)

Formal Staff Communication:

• Departments/committees should request interpreters for meetings when they predict that the content will be particularly sensitive, in-depth, etc., so that people can use their primary language in an unadulterated form.

• General meetings at OSD are interpreted.

General Communication:

• Interaction following general meetings is encouraged with signing to ensure a communicative barrier-free environment.

• Signing is encouraged at all times in conversation when a Deaf person is present.

Communication between Staff and Parents or Visitors:

• Staff can request interpreter services for parents/visitors who do not know or are not comfortable with ASL/English.

• Staff are encouraged to use sign language (voice on or voice off) with parents/visitors, depending on their skill level, when a Deaf person is present.

• When no interpreter is present, staff will do their best to accommodate communication.

• In group settings, staff/students should communicate using their best ASL.

• Signing is encouraged at all times in conversation when a D/deaf person is present.

• During instructional time, staff and students follow the classroom language strategies.