Pre School
The general mission of the early childhood program has been to provide an environment for socialization through exposure to structured interaction (formal, group, individual, and play) mediated by deliberately designed and accessible Signed and spoken models of language and communication within a curriculum which strives to match the cognitive interests of young children with hearing loss.
We also recognize the whole environment of the child and the importance of providing support to families which is tailored to their needs and strives to reflect the cultural values and social characteristics of which the family is a part.
A major focus of the curriculum has been the consolidation of basic language processes both in Sign and in spoken language which lay the foundation for social development, self awareness, and learning. In order to do this, we have a set of shared principles or assumptions about early language and learning and their roles in social development:
Curriculum content and design should reflect what is cognitively and socially salient to young deaf children. Learning events must be "developmentally appropriate" (NAEYC). Children are first and foremost meaning makers. In early childhood, an important unit of meaning for children are daily scripts and routines and stories or mini narratives. There is a core of meanings that are socially and cognitively salient to all young children.
Learning happens in an integrated context. The curriculum is unified by a single social, personal or cognitive concept or literary theme. Thematic groupings allow kids to see underlying patterns and to understand human motivations.
Elementary School
The Lower School Curriculum is a conceptually-based developmental spiraling curriculum, organized around large interdisciplinary units. The dynamic integration of information provides a framework that serves as an engaging curriculum in which Deaf children practice and learn to generalize information about their world while at the same time direct instruction is provided using a systematic approach to and monitoring of each child's acquisition of English (i.e., reading and writing). The Lower School provides an exciting, stimulating learning environment based on national and state learning standards that is visited by a number of educators and college students each year. The classroom environments are rich in visual representation of literature, art, and world culture.
Middle School
The RI School for the Deaf Middle School recognizes that its students are passing through a very special and critical period. Students will experience more changes during these years than at any other point in their lives. Thus, the curriculum is designed to meet the needs of its students as they pass from childhood to adolescence. In doing so, the Middle School bridges the gap between the Elementary Program and the Secondary Program.
The program of study is essentially a three year preparation for the secondary school experience. The governing metaphor for the Middle School level is "Student as Worker" and "Teacher as Coach". By the completion of the Middle School program, students should be able to demonstrate mastery of competencies which are grouped around four domains of activity.
- Knowledge with Understanding;
- Analysis or Interpretation of Data;
- Judgment and Decision Making;
- Investigation.
High School
The RI School for the Deaf offers a fully accredited high school diploma to graduates who meet the state requirements. In order to meet the diverse interests and needs of its students the high school program offers several different programming options. Some students pursue a rigorous academic course of study designed to prepare them for post secondary education, while other students choose to pursue vocational interests by taking course work at The East Providence Career and Technical School for a period of time each day. Additionally, there are some students who are involved in community based work study programs with a job coach. Transition plans are developed, as part of the IEP process, for all students beginning at age fourteen.
The Rhode Island School for the Deaf strives to provide a natural, social environment for all of its students. There are numerous extra-curricular activities which include; soccer, basketball, track and field and cheerleading. The high school experience also provides a variety of enrichment opportunities such as field trips, social events, and class outings.
Mainstreaming Programs
The RI School for the Deaf students are offered several mainstream opportunities as part of their educational program.
The RI School for the Deaf recognizes that our students need to gain experience interacting with hearing children and adults in preparation for full participation in the greater RI community. We encourage parents to involve their children in a variety of community-based programs at a very early age. Our preschool and early elementary classes often work with students and teachers from other schools on projects. As students grow, we offer more formal academic and vocational programs to supplement their course work the RI School for the Deaf.
Community Preparatory School
For thirteen years, RI School for the Deaf and Community Prep School have worked together, successfully mainstreaming deaf and hard of hearing students. RISD works with the participating communities to ensure that students have the support services necessary to take advantage of CP's rigorous academic program in grades four to eight.
East Providence High School
Career Technical Center
Academic and vocational mainstreaming opportunities for high school students are offered at EPHS and EPCTC. Presently many students from different communities are mainstreamed together in small groups, using the resources coordinated by the School for the Deaf, involving teachers, interpreters, and tutors.
Shared Programs with the Local Community
Some students elect to be mainstreamed in their own communities. Currently we have students participating in shared programs with Barrington High School and the Warwick school system. RISD staff work with the communities to coordinate schedules and support services.