Issue link: http://educator.cta.org/i/1081161
have the knowledge, experience and perspective to ensure a just system that taps into the strengths and abilities in Deaf children. Deaf children and families need role models." UTLA chapter co-chair Richard Hall is feeling cau- tiously optimistic these days. "I believe good things will happen," says Hall, who is Deaf and teaches ASL, English, career exploration and filmmaking. "We have had several meetings with Local Dis- trict West [the LAUSD office responsible for overseeing Marlton] and special education leaders. ey are interested in supporting us by providing resources in our search for a permanent princi- pal with proper qualifications. ey also recognize there's a lack of Deaf administrators in LAUSD — and there are obstacles that the hiring system created for the Deaf." e protests increased public awareness about a population that is traditionally underserved, says Hall. "I was very proud to see the protests happen. It was way over- due. Educators, students and parents are fed up with how things were handled. We often weren't included in decisions made by administrators who were not familiar with Deaf cul- ture. I am very grateful for the support the school received from our community." A once-prestigious school Founded in 1968, Marlton is the only school for Deaf and hard of hearing students run by a Cal- iforni a scho ol di strict. (Resi denti al scho ol s in Fremont and Riverside are operated by the state.) Ser ving students in preschool through 12th grade, Marlton of fers standards-based, college preparatory A-G curriculum. The goal of the bilingual school is to nurture the development of ASL and English language literacy skills in Deaf and hard of hearing children. e school, which currently has about 15 teachers (not count- ing several long-term substitutes), also has hearing students enrolled in a program for siblings of Deaf students, created by Carol Billone, the first Deaf teacher hired in LAUSD. About 85 percent of the school population is low-income. Ne st l e d i n B a l dw i n Hi l l s , Ma rl t o n i s n o t e a si ly OUT Third- and fourth-grade Marlton School teacher Claire Ettlin works with Glenford Reneau. Opposite page: a mural in the school hallway. I was proud to see the protests happen. We oen weren't included in decisions made by administrators who were not familiar with Deaf culture." — Richard Hall, UTLA chapter co-chair 33 F E B R U A R Y / M A R C H 2 019 Richard Hall