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In analyzing Florida’s data from previous years, RMTC-DHH continues to see an increase in the number of students identified as deaf/hard of hearing, and little to no increase in the number of teachers of the deaf serving them. This data is reflective of what is described as a national crisis in a letter from the Council on Education of the Deaf (CED). During biannual DHH program focus groups and resulting reports, staffing is consistently one of the first issues brought up by focus group participants, reiterating in Florida what is being reported at the national level. District representatives (2019) indicate that the staffing issues have “reached a level such that many are concerned about their district’s ability to provide a free and appropriate public education (FAPE).” The CED letter further emphasizes this concern revealing data that many students who are deaf/hard of hearing are “unserved or underserved, despite needing specialized instruction delivered by qualified teachers of the deaf” (Council on Education of the Deaf, 2017).
In order for FDOE to understand the impact of these critical shortages, districts must report accurate numbers of teacher shortages for DHH programs by June 1st of each year. Section 1012.07, Florida Statutes (F.S.), requires the State Board of Education (SBE) to annually identify critical teacher shortage areas based on the recommendations of the Commissioner of Education.
Additionally, sections 1012.22(1)(c)4.b., F.S., and 1012.22(1)(c)5.c.(III), F.S., include provisions requiring local school districts to incorporate critical teacher shortage areas into both their grandfathered and performance salary schedules.
Reporting critical shortage of ToDHHs leads to continued support for programs like Para-to-Teacher Tuition Support for Exceptional Student Educators and TEACH Grant.