California School for the Deaf

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Director of Instruction » CSD Statement of Beliefs

CSD Statement of Beliefs

The California School for the Deaf, Fremont has made a commitment to be a Deaf-centered environment in which the design of learning and the language of instruction are consistent with a Bilingual-Bicultural approach to educating Deaf children. The school values itself as a multi-cultural community of varied ethnic backgrounds through which people are able to learn and work together to promote academic, linguistic, career/technical education, and the cultural, social, emotional and physical development of Deaf children. The involvement of parents, students, staff, the Deaf community, the business community and the community at large is regarded as essential to the mission of the school.

We Believe

  • Students are best served through PARTNERSHIPS with and the INVOLVEMENT of all stakeholders and constituencies: parents, students, staff, the Deaf community, business, government and other agencies, as well as local communities in the areas served by the California School for the Deaf.

  • The needs of students are best met by STAFF proficient in American Sign Language and English who affirm that children can learn, do quality work, develop a positive self-image, and establish career goals that reflect their skills and potential.

  • Early, consistent and meaningful communication in any form between family and child is essential in fostering the innate ability of Deaf children for LANGUAGE. Acquisition of American Sign Language and written English is of paramount importance and should begin as early as possible to ensure fluency. Deaf students have the right to understand and be understood through access to direct and spontaneous communication in a signing environment where effective COMMUNICATION strategies can be developed.

  • Students have the right to a standards-based core CURRICULUM, or to specialized programs as appropriate where reading, writing and math skills are developed and where critical thinking, problem-solving and decision-making skills can be fostered.

  • The CITIZENSHIP of students is enhanced by emphasizing responsibility for one’s actions, a sense of civic duty, and the development of ethical and moral decision-making skills. 

  • Extracurricular activities and participation as members of the Deaf Community as well as the community at large, are crucial to the PERSONAL DEVELOPMENT of the whole child.

  • DIVERSITY in the school and community is to be embraced by nurturing respect, acceptance and appreciation for the differences among human beings.