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Reyna Reynolds, Teacher of Deaf/Hard of Hearing

Contact information:


        Phone: 408-423-1417

Education B.S. Deaf Education, University of Oklahoma

Graduate work through San Jose State University

Credential California Deaf and Hard of Hearing



Preschool Deaf/Hard of Hearing Program

Program Goals

The basic goals of the preschool program are: 

  • To develop students who are motivated, comfortable and competent in communicating their needs, their ideas and their feelings with their families, teachers and peers.  
  • To maximize each child's potential for developing intelligible speech and age-appropriate language, which will determine the extent to which the child will be able to later access the academic curriculum in the mainstream.

Speech and language, listening, cognitive, and academic readiness skills are emphasized in all classroom activities.  These skills are developed through an integrated curriculum revolving around monthly thematic units such as Community Helpers, Zoo, Transportation, Ocean, Holidays etc.  A monthly letter is sent home regarding the theme, activities that were done, and ways that families can support this language building at home.

The preschool students are immersed in vocabulary and language building activities of each theme throughout the month. This is supported in a developmentally appropriate and highly motivational manner through cooking projects, art activities, storybooks, role playing, movement, and songs.

On a daily basis, the students work on a variety of skills including advocacy, self-help, and pragmatics such as verbal and nonverbal social language.  For example, students learn how to track the speaker, communication repair strategies for when they don't understand or hear information, turn taking skills, eye contact, etc.  Also, auditory training, building listening skills, expanding and using grammatically correct sentence structures are incorporated within all monthly themes and activities.  When appropriate, the class also includes hearing peers as language models.   

Hearing aids, FM systems and cochlear implants are monitored on a daily basis and staff is trained on how to troubleshoot equipment issues when necessary. 


A monthly parent information class is provided to the parents where topics on audiology, speech and language development, impact of hearing loss on the family and academic ramifications of hearing loss are discussed by staff and outside consultants. Ongoing emotional support is provided by the staff and the other parents as parents become educated regarding hearing loss and the needs of their child. Parents are given consistent communication regarding the language, speech and academic curriculum with follow-up activities to do at home.

Teacher note

Welcome to Preschool!  My name is Reyna Reynolds.  I was born and raised in Oklahoma City, Oklahoma, but I have been a resident of California for seventeen years.  I have three brothers, one of which is my twin, and two sisters.   I have been deaf since the age of three, and grew up oral, with assistance of bilateral hearing aids, in a public school system.  Having little or no support, I relied heavily on lip reading to compensate for lack of hearing language.  Later, in high school, I learned sign language because I wanted to be able to communicate with other deaf people who were unable to use spoken language.  I believe this was and continues to be an asset to be able to converse with hearing and deaf individuals alike.

I have been a deaf education teacher at Jean Weingarten Peninsula Oral School for the Deaf (JWPOSD) for five years and then John F. Kennedy Middle School for six years.  In my first year at JWPOSD, I was working with a child with a Cochlear Implant and could hear without reading lips.  This fascinated me and I immediately began researching the possibility of becoming a cochlear implant candidate.  In the summer of 2005, I received a cochlear implant.  This surgery changed by life and allowed me to hear without completely relying on lip reading.  It has also allowed me to focus my attention on my students’ speech needs and express to parents what their children may be feeling or hearing when they too are implanted.

The reason I became a teacher is that I wanted to give back to the community in the areas of my own personal loss and work with children who have similar disabilities.  I wanted to be a role model for deaf children because I lacked that growing up.  I think that children with any kind of hearing loss need an adult who can relate and discuss with them the possible situations or obstacles that may arise in their life.  I think it is important that the mode of communication, whether it be American Sign Language (ASL), Total Communication (TC), or the Auditory/Oral method, be based on the individual needs of each student.  There is no single mode of communication that fits all deaf children.

My philosophy of education is that any child, no matter what their disability, has the potential to learn if they are given access to the proper tools and are taught in a manner that allows them to explore and be successful.  Each child is different and it is my job to ensure that I individualize by teaching to fit each student so they can reach their full potential.

Overall, teaching is a field that one can give themselves and help students in many areas of their lives.  I want to be one of the people that make a difference and help children grow and mature as they move through their life experiences.  I believe I would be an excellent addition to your child’s team and have the expertise and experience to offer deaf or hard-of-hearing students just what they need.

Preschool Classroom
students with art
students with legos