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CAL-ED believes that for many individuals, identity can be fluid. Deaf- when the term Deaf is used, consider that it does not encompass all the lived experiences of multiple identities of Deaf individuals. These identities may change over time and place, some examples include; Deaf, Hard of Hearing, DeafBlind, Deaf Disabled, & Late-Deafened.

CAL-ED believes full access to language is a human right for all Deaf children.

CAL-ED believes that a strong language foundation, American Sign Language (ASL) and English (spoken/written), is necessary to access education.
CAL-ED emphasizes that the purpose of Early Start for children who are Deaf is to ensure that these children acquire age-appropriate language skills to enable them to do well in school and career. (EC 56000.5[b][2])
CAL-ED emphasizes that Deaf programs have a responsibility to provide on-going assessment of language development, and work with families to provide services that will lead to age-appropriate language development. (EC 56320[g])
CAL-ED believes that children who are Deaf have the right to receive appropriate services that will provide them with exposure to fully accessible natural languages – American Sign Language (ASL) and English (spoken/written) + other signed/spoken/written languages. (EC 56000.5[b][3])
CAL-ED believes that parents of children who are Deaf should be informed that the use of ASL supports and enhances the development of spoken language and cognition for all children.
CAL-ED believes that parents should not be compelled to choose between spoken and signed language. They may choose to use both. Ed code 56000.5

CAL-ED believes Deaf children have the right to communication equity.

CAL-ED believes that parents of children who are Deaf should be encouraged to explore all language opportunities, communication tools, and educational approaches. (EC 56360)
CAL-ED believes that visual text/print to be provided for students to learn English via different modalities.

CAL-ED believes Deaf children have the right to an education that is equitable and inclusive of all parts of their identity. CAL-ED places a high value on the integration of academic, social, and emotional development.

CAL-ED believes Deaf children should have access to services to promote successful learners. (EC 56345[b][5]
CAL-ED supports the need for critical mass for academic, social and emotional development. (EC 56345[e])
CAL-ED emphasizes that Deaf children have the right to have access to the State Curriculum or the Alternate Curriculum if appropriate.
CAL-ED believes that Deaf children should be taught with “college and career ready standards and high quality preschool and higher education” (US Department of Education).

CAL-ED believes in providing resources and support to the state’s Deaf students, their families and the professionals that serve them.

CAL-ED believes in disseminating equitable and appropriate resources pertaining to the education of our Deaf Students.
CAL-ED believes in educational planning and placement, including accommodations, and instructional best pedagogical practices used in the education of Deaf Students. (EC 56000.5[b][1])

CAL-ED believes in following the anti-bias curriculum, which is an approach to educational curricula that attempts to challenge prejudices such as racism, sexism, ableism, audism, linguicism, and other forms of discrimination.

CAL-ED believes anti-bias education should be at the root of all teaching and learning practices.
CAL-ED believes in transformative justice to address the oppression of multiple identities our Deaf children experience.
CAL-ED believes in restorative justice to create fundamental change in Deaf children and their communities.
CAL-ED believes in pedagogy that is affirming of the Deaf learner’s languages and cultures that also brings about social justice and transformative learning.
CAL-ED believes that socio-emotional development is essential for the well-being of the Deaf child.