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Deaf School Jobs in Indiana (NOW HIRING)

State of Indiana

Teacher of the Deaf

Indianapolis, IN · On-site

$90K/yr

The Indiana School for the Deaf (ISD) is a fully accredited school for Deaf and hard-of-hearing students in nursery school through high school. The Indiana School for the Deaf is accredited by ...

State of Indiana

Teacher of the Deaf

Indianapolis, IN · On-site

$90K/yr

The Indiana School for the Deaf (ISD) is a fully accredited school for Deaf and hard-of-hearing students in nursery school through high school. The Indiana School for the Deaf is accredited by ...

TheraPeds

Teacher of Deaf and Hard of Hearing

Hobart, IN · On-site

$55 - $70/hr

We partner with schools to provide Deaf and Hard of Hearing (DHH) services to PreK-12 students nationwide. As a team of special education providers, we understand the education process, IDEA ...

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All JobsDeaf School JobsDeaf School Jobs in Indiana

Deaf School information

See Indiana salary details

$10.5K

$52.6K

$379.2K

How much do deaf school jobs pay per year?

As of Aug 21, 2026, the average yearly pay for deaf school in Indiana is $52,606.00, according to ZipRecruiter salary data. Most workers in this role earn between $37,100.00 and $60,900.00 per year, depending on experience, location, and employer.

What is a deaf school?

A Deaf School is an educational institution specifically designed to serve students who are deaf or hard of hearing. These schools provide a learning environment where sign language, such as American Sign Language (ASL), is often used as the primary mode of communication. Deaf Schools offer specialized resources, teachers trained in deaf education, and programs that accommodate the unique needs of deaf students. They focus on both academic achievement and social-emotional development, helping students build confidence and connect with the Deaf community.

What are the key skills and qualifications needed to thrive as a deaf school teacher, and why are they important?

To thrive as a Deaf School Teacher, you need expertise in deaf education, fluency in sign language (such as ASL), and a relevant teaching certification or degree. Familiarity with assistive technologies, visual learning tools, and individualized education program (IEP) systems is important. Exceptional patience, cultural sensitivity, and strong communication skills help build trust and foster a positive learning environment. These skills ensure that deaf and hard-of-hearing students receive accessible, effective education tailored to their unique needs.

What are some common challenges teachers face when working at a deaf school, and how can they overcome them?

Teachers at Deaf Schools often encounter challenges such as communication barriers, varying levels of sign language proficiency among students, and the need to adapt mainstream curriculum for visual learning. To overcome these, educators typically receive specialized training in sign language and deaf culture, collaborate closely with speech therapists and interpreters, and use visual aids and technology to enhance lesson delivery. Building strong relationships with students and actively engaging with the Deaf community also helps teachers create an inclusive and effective learning environment.

What is the difference between Deaf School vs Sign Language Interpreter?

AspectDeaf SchoolSign Language Interpreter
Required CredentialsSpecialized education credentials, teaching certification, or Deaf education trainingCertification in sign language interpretation (e.g., NIC, RID)
Work EnvironmentClassrooms, schools for the Deaf, educational settingsConferences, medical appointments, legal settings, live events
Employer & Industry UsageEducational institutions, Deaf schools, special education programsHealthcare, legal, entertainment, and educational sectors

Deaf School professionals focus on teaching and supporting Deaf students within educational settings, often requiring specialized teaching credentials. Sign Language Interpreters facilitate communication between Deaf and hearing individuals across various environments, requiring interpretation certifications. While both roles serve the Deaf community, Deaf School staff work primarily in educational contexts, whereas interpreters operate across multiple sectors to enable effective communication.

What are popular job titles related to Deaf School jobs in Indiana?

For Deaf School jobs in Indiana, the most frequently searched job titles are:

What job categories do people searching Deaf School jobs in Indiana look for?

The top searched job categories for Deaf School jobs in Indiana are:

Deaf School jobs near you
Infographic showing various Deaf School job openings in Indiana as of August 2026, with employment types broken down into 1% As Needed, 76% Full Time, 20% Part Time, 2% Contract, and 1% Nights. Highlights an 96% Physical, 1% Hybrid, and 3% Remote job distribution, with an average salary of $52,606 per year, or $25.3 per hour.

GCS - Deaf/Hard of Hearing School Age Mentor (SAM)

Goshen Community Schools

Goshen, IN • On-site

Part-time

Re-posted 29 days ago

Job description

The following vacancy exists in Goshen Community Schools for the 2025-2026 school year:

Goshen Community Schools

Deaf/Hard of Hearing School Age Mentor (SAM)

POSITION PURPOSE:

The School Age Mentor (SAM) – Deaf/Hard of Hearing provides specialized support, consultation, and direct services to students who are Deaf or Hard of Hearing (DHH), their families, and school personnel. This position ensures that services are delivered in accordance with Indiana Article 7 and reflect the high-quality educational and communication-access supports historically provided by the Indiana School for the Deaf (ISD). The SAM works collaboratively with school teams to promote language access, communication development, academic engagement, and inclusive participation for DHH students across educational environments.

ESSENTIAL FUNCTIONS:

Student Support

  • Collaborate with Teacher of Record for student(s) with DHH eligibility (review IEP, provide input for special factor of consideration when developing services and IEP.)
  • Provide direct and/or consultative services based on the IEP to support academic, communication, and social-emotional development.
  • Support language acquisition and communication access using the communication mode(s) identified in the IEP (e.g., ASL, spoken English, total communication, tactile supports).
  • Assist in monitoring auditory access, amplification, and assistive technology (e.g., hearing aids, cochlear implants, FM/DM systems, SoundField systems), collaborating with audiologists as needed.
  • Facilitate self-advocacy, self-determination, and communication repair strategies appropriate for the student’s age and language needs.
  • Provide reinforcement of skills in listening, spoken language, visual language, or multimodal communication, depending on the student's identified communication approach.
  • Support transition planning, including access needs, postsecondary readiness, and development of independent communication and self-management skills.

School & Staff Collaboration

  • In collaboration with DHH Teacher of Record:
  • Consult with general education teachers, special education staff, interpreters, audiologists, and related service providers to support accessible instruction and effective communication environments.
  • Offer guidance on instructional strategies, environmental modifications, visual supports, and classroom acoustics that promote full access.
  • Provide training, modeling, or coaching to staff regarding communication modes, DHH-specific needs, assistive technology use, and strategies for language-rich environments.
  • Collaborate with case conference committees to develop compliant and appropriate IEPs aligned with Article 7 and best practices in DHH education.

Family Collaboration

  • Communicate regularly with families to support understanding of their child’s communication development, educational progress, and assistive technology needs.
  • Provide families with resources regarding Deaf culture, language development, communication options, community supports, and state-level services.
  • Support families in navigating Article 7 procedures, rights, service options, and program placements in collaboration with educational team members ( general education teacher, DHH Teacher of Record, SLP and any other team members)

Assessment & Documentation

  • Assist in conducting functional listening assessments, communication observations, and other data collection to inform educational decisions.
  • Contribute to multidisciplinary evaluations and provide input consistent with the student's language and communication needs.
  • Complete service notes, reports, and documentation in compliance with Article 7, district policies, and timelines.
  • Participate in person or through written report in IEP meetings, re-evaluations, and progress monitoring.

Program & System-Level Support

  • Serve as a liaison to community and statewide resources, including the Indiana School for the Deaf, outreach providers, audiology centers, and family support organizations.
  • Support professional development efforts related to Deaf/Hard of Hearing education across the district.
  • Promote awareness and understanding of Deaf culture, communication equity, language access, and the unique educational needs of DHH students.

REQUIREMENTS:

  • Must be at least 18 years of age.
  • Possess a high school diploma or equivalent.
  • Proficiency demonstrated by Deaf Mentor Certificate, Deaf Hard of Hearing Teacher License, or significant documented ASL experience.

QUALIFICATIONS:

  • ASL proficiency demonstrated by Deaf Mentor Certification, Deaf Hard of Hearing Teaching License, or significant ASL experience.
  • Proficiency in American Sign Language (ASL) or willingness to attain and maintain competency.
  • Knowledge of auditory development, hearing technology, and communication access supports.
  • Understanding of Article 7 requirements and best practices for serving DHH students.
  • Ability to travel between schools and provide itinerant services.
  • Strong interpersonal, communication, organization, and collaboration skills.
  • Ensure all services are compliant with Article 7 requirements.
  • Provide high-quality, student-centered support consistent with state standards and statewide best practices.
  • Maintain confidentiality, professionalism, and cultural competence when working with students and families.
  • Itinerant position serving multiple school buildings and environments.
  • Requires communication across modalities (ASL, spoken English, written English).
  • Involves working with students from preschool through high school.
  • May require lifting, positioning, or supporting equipment related to assistive technology.

HOURS: As needed

SALARY: Schedule 25-3 beginning range of $31.00 to $32.80 an hour

BENEFITS: This position is not eligible for benefits.


For questions regarding this position please contact:

Cindy Berger

Director of Exceptional Learners

613 E. Purl Street

Goshen, IN 46526

574-533-8631

cberger@goshenschools.org

The Goshen Community School's Board of School Trustees is an equal opportunity employer. Selection of the applicant will be made without reference to race, color, creed, sex, age, handicap, or national origin.

THE CLOSING DATE FOR RECEIVING APPLICATIONS IS: Until Filled