The Indiana School for the Deaf is the American Sign Language (ASL) and English bilingual educational environment where student belong, excel, and thrive academically and socially.

The Indiana School for the Deaf is committed to providing meaningful learning opportunities for students that foster academic and social excellence where languages and diversity are valued.

Belong. Excel. Thrive.

The bilingual philosophy provides language acquisition and facilitates proficiency in two languages, American Sign Language (ASL) and English. The status of both languages is equal. By providing an enriched academic and cultural learning environment, Deaf and Hard of Hearing students develop a sense of identity within the Deaf community. Students also develop the knowledge, skills, and attitude to function effectively with members of a multi-cultural, diversified community.

Through a holistic experience for a quality education and with appropriate resources, Deaf students at the Indiana School for the Deaf (ISD) have the opportunity to develop to their full potential socially, emotionally, and academically in a safe, comfortable and challenging environment.

Mission Statement

Indiana School for the Deaf strives to promote a safe, stable, and nurturing environment for the ISD community through awareness, dialogue, action, and transformation.

Given its mission, the Indiana School for the Deaf has a responsibility to an increasingly diverse Deaf* population. We recognize that each of us has an obligation to the ISD community of which we have chosen to proudly be a part of. We will strive to build and maintain a diverse, equitable, and inclusive, culture and climate based on these principles of community.

Through compassionate listening, we strive to transform relationships and policies to shape the ISD of the future. Committed to these principles of diversity, ISD will encourage a safe, stable and nurturing environment through:

Awareness: As a school, ISD commits to promoting awareness and education regarding social justice and the continued endeavor of ensuring equity and inclusion for all.

Dialogue: ISD encourages healthy, constructive dialogue between students, staff, and members of the community. Through healthy dialogue, students and staff will be able to achieve a higher level of understanding of the numerous issues that students face in relation to diversity, equity, and inclusion.

Action: We have the right to be treated and the responsibility to treat others with fairness, equity and civility, the duty to challenge prejudice and discrimination, and to uphold the laws, policies and procedures that promote justice in all respects.

Transformation: With awareness, dialogue, and action, we are prepared to make and improve changes necessary for a safe, stable and nurturing environment. We welcome, value, and affirm all members of our community, including their various identities, skills, ideas, talents and contributions. We create and nurture inclusive environments that support the living, well-being and belonging of all community members.

Adults (staff) will collaborate with and affirm each student’s identity by creating a respectful learning environment inclusive of their race, ethnicity, culture, language, religion (creed), gender, gender expression, age, national origin (ancestry), physical and mental ability, socio-economic status, and sexual orientation; and that each student, staff, family, and community member has access to opportunities to thrive to their fullest potential.

Ensuring that the ISD community upholds the principles above is an ongoing, transformative effort, which all members engage in. This statement will make it a priority that students, staff, families, and community members feel welcomed, valued, and heard. This policy will ensure that diversity, equity, and inclusion are implemented schoolwide through awareness, dialogue, action, and transformation.

* In this document, Deaf is used as an umbrella term to describe those who identify as: D/deaf, DeafBlind, DeafDisabled, Hard of Hearing or Late-Deafened.

· Culture: Broadly described, culture can include economic systems, ways of life and social mores, educational institutions, social programs, the environment, technological systems, political ideologies and processes, recreational practices, customs and traditions, artistic and heritage activities, transportation and communication industries, and religious and spiritual activities.

· Diversity: Identifications that include race, ethnicity, culture, language, religion (creed), gender, gender expression, age, national origin (ancestry), disability, socio-economic status, and sexual orientation, etc.

· Equality: Everyone has equal (the same) opportunities and access.

· Equity: Each person has the (individualized) opportunities and access they need.

· Inclusion: A way of thinking and acting that demonstrates universal acceptance and promotes a sense of belonging for all learners. It is an attitude and approach that embraces diversity and learner differences and promotes equitable opportunities for all learners.

The responsibility for educational success involves the school staff, families, and students. With the cooperation of all persons, it will be possible to maintain an environment that is safe, orderly, and fosters learning. Everyone in the community needs to understand their responsibilities to observe the regulations contained in the guidelines.

Students have a responsibility to:

1. Take pride and ownership in their learning journey.

2. Attend school regularly, arrive on time to school and class, and be prepared to learn.

3. Conduct themselves properly in ISD buildings, on campus, on vehicles/buses, or at any ISD related activity.

4. Respect the rights and feelings of fellow students, families, staff, and visitors.

5. Respect the materials, equipment, and property of ISD.

Families have a responsibility to:

1. Provide affection for the child and allow each child to be an important member of the family.

2. See that their child attends school regularly and on time; notify school/residential of absences. Provide an atmosphere suited for learning and the development of good study habits.

3. Take care of your child's health and personal cleanliness and keep your child home if sick to prevent spread of illness to other students and staff.

4. Cooperate with school personnel and community agencies in solving student-related problems, this includes picking them up when they are hurt or sick.

5. Keep your family contact information (address, phone, email) up to date with the department secretary and in Skyward as soon as a change has occurred to ensure communication is possible between home and school.

6. Any concerns or questions should be addressed through the child’s classroom teacher, families may ask for a meeting to address academic or social/emotional concerns about the child.

7. Please access our school website at www.deafhoosiers.com for all up-to-date information.

Education & Residential Staff Members have a responsibility to:

1. Provide a positive atmosphere for learning and teaching; and continually build relationships with each student.

2. Help students realize that as individuals they are important and a valued part of the learning community.

3. Teach responsible behavior and what is expected of them.

4. Maintain communication between home and school; and seek conferences with students, parents, and other school personnel in an effort to understand and resolve learning/behavior challenges.

5. In addition to teacher and staff communications, the principal will send a department newsletter through Skyward on a weekly basis. The newsletter includes upcoming dates, events, and school news. Please check Skyward on a regular basis.

6. Always demonstrate respectful conduct and be a role model for our students.