Academic Catalog
M.A. in Deaf Education: Advanced Studies
Overview
Web: Department of Education
Dr. Julie Mitchiner, Program Director
Fowler Hall, Room 302B
The Advanced Studies in Deaf Education master of arts program is designed specifically for teachers of deaf and hard of hearing students who have state licensure in deaf education or provisional CED certification (or the equivalent) and who are currently working in the field. The program is designed to provide recent graduates of deaf education teacher preparation programs and experienced teachers the opportunity to acquire more in-depth knowledge in the specific concentration area of their choice.
The program offers two delivery options. The on-campus program is a self-paced, individualized degree program. The online program follows an existing plan of study in one of two specializations: Educating Students with Disabilities or ASL/English Bilingual Early Childhood Education.
The masters in deaf education advanced studies program is not intended to lead to licensure and does not lead to licensure in Washington, D.C. Gallaudet University has also determined that the program also does not meet professional licensure requirements in all 50 states and U.S. territories.
Requirements
Admissions Procedures
Applicants for the M.A. in Deaf Education: Advanced Studies must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions website for more information and a checklist of application requirements. Detailed program information and course descriptions are also available under the 'Overview' and 'Courses' tabs.
| DEADLINE | DATE |
|---|---|
| First Date for Consideration of Application: | Feb. 15th |
| Last Date for Completed Application: | June 30 |
Program Specific Requirements
- Minimum 3.0 GPA
- ASLPI result of 2 or above and/or multi-measurement artifacts (use of ASL)
- A bachelor's degree in Deaf Education, Special Education, Counseling, Social Work and/or any related fields
- License/certificate of teaching (optional)
- Evidence of successful paid or volunteer work with infants, children, or adolescents and/or families (at least two years)
Program of Study
Program Requirement
Candidates in the Advanced Studies program are required to complete a capstone project that will result in a product and presentation. Each candidate works with the advisor to establish a committee of three, including the advisor and two faculty members, and to develop a capstone proposal. The capstone proposal must include: (1) a justification for the project; (2) goals and learning outcomes; (3) learning activities; and (4) assessments of the learning outcomes. The proposal must also specify the nature of the product and a plan for the presentation. The committee will meet with the candidate to review and approve the proposal within two weeks of the submission. An approved capstone proposal must be signed off by the MA program director no later than one month prior to graduation.
Course of Study
The advanced studies course of study is individually designed by the student and advisor within the following framework (approximate credit hours indicated):
On-site: Flexible Concentration
Fall 1
Spring1
Online: ASL/English Bilingual ECE Concentration
Fall 1
Spring 1
Summer 1
Online: Deaf Students with Disabilities Concentration
Fall 1
Spring 1
Summer 1
Courses
EDU 707 - The Structures and Application of American Sign Language and English in the Classroom (4)
This course is designed to provide the students with the knowledge of the specific linguistic structures and introduce them to basic similarities and differences in the linguistic structures and uses of American Sign Language (ASL) and English. Examining categories from a universal perspective, the linguistic contrastive analysis is accomplished by focusing on: phonological and morphological processes, syntactic properties, discourse types, word classes, and linguistic variation in Deaf and Hearing communities in the United States. Also, the students will examine the basic phonological, morphological, syntactic, and semantic features of ASL and English. Application of the instructional ASL/English linguistics and structures in the classroom and activities will be presented. Students will develop activity plans, and adapt and implement the methodologies and materials used in ASL/English learning to the needs of the individual Deaf/Hard of Hearing child.
Prerequisite: Admission to the program or permission of the program director.
EDU 720 - Introduction to Research (3)
The focus of this course is research as a strategy of inquiry for improving practice and advancing our professions. The general principles of qualitative, quantitative, and action research designs will be considered, along with related problems of measurement, statement and clarification of research problems, and basic statistical methods for describing data. The goal is to produce professionals who are consumers of research in their fields who can apply research for the improvement of their school or work settings.
EDU 731 - Home, School, and Community Collaboration for Diverse Learners (3)
This course focuses on developing knowledge, skills, and dispositions in creating and maintaining meaningful collaboration among home, school, and the community for diverse learners (from birth to 21 years old) and their families. The course prepares students to achieve collaborative and respectful relationships with student's family and community as valuable contributors to the educational process. The course also includes developing knowledge in multicultural education and culturally pluralistic educational practices for all students. 25 hours of related field experience is required.
Prerequisite: Admission to the Department of Education or the consent of program director.
EDU 760 - Foundations of Policy and Legislative on Bilingualism: Implications for ASL/ENG Biling for 0-5 (3)
This course is designed to educate candidates about state and federal education policies, particularly as they pertain to bilingualism. In addition, the course addresses a basic working knowledge of regulations essential to the role and as bilingual early childhood professionals. Candidates will implement policies and regulations using the language planning framework in their work in homes, schools and agencies, and the community. It elaborates and builds upon knowledge and dispositions learned in foundation courses.
Prerequisite: Instructor or program coordinator's approval
EDU 761 - Theoretical Perspectives of ASL/ENG Bilingual Education for 0-5 (3)
This course introduces the candidates theoretical perspectives and current research of bilingualism. It is designed for the candidates to acquire an understanding of the concepts related to the development of bilingual language abilities (signacy, oracy, and literacy) for children 0-5 years of age. This course examines bilingual communities, bilingual deaf and hearing children and their language development and use, the bilingual brain, language maintenance and shift, transference, code switching and language attitudes. The course will also address historical and cultural aspects of bilingualism in early childhood deaf children.
Prerequisites: Instructor or program director's approval
EDU 762 - Early Language Acquisition and Cognitive Development of Bilingualism (3)
This course describes the early development of ASL and English in young deaf and hard of hearing children and their impact on cognitive development. The course examines how deaf and hard of hearing children go through developmental stages of acquiring and learning American Sign Language, which is similar to how hearing children go through developmental stages of acquiring a spoken language and how this development is tied to cognitive functions that are the precursors for further linguistic and academic growth (sign babbling, sign jargon, first words, ASL grammatical development and vocabulary expansion). In addition, the course will address factors intrinsic to the bilingual child as well as to the environment that promote and/or prevent their linguistic and cognitive development.
Prerequisite: Department's chair or program director's approval
EDU 764 - Applications in ASL/English Bilingual Early Childhood Education for 0-5 (3)
This course is designed to prepare the candidates to apply an ASL/English Bilingual Framework in Early Childhood Education for deaf and hard of hearing children. This framework describes how the acquisition and learning of ASL and English (written and spoken) are being facilitated. This course reflects upon bilingual models and concepts and discusses the language planning process required to establish an environment that demonstrates value for both languages. Also, it focuses on meeting the needs of the deaf and hard of hearing children and families that it serves. Use of bilingual methodologies, assessment, effective strategies, and language teaching including signacy, oracy and literacy and critical pedagogy will be addressed.
Prerequisites: Department's chair or program coordinator's approval
EDU 765 - The Family Collaboration and Partnership: The ASL/ENG Bilingual Lens (3)
ASL and English Bilingualism at home and in school promotes healthy language development and communication, and creates positive self-esteem among deaf/hard of hearing children from diverse backgrounds. This course/seminar is designed for professionals to acquire the knowledge and skills to work collaboratively with diverse families and other professionals to support the bilingual development and education of young deaf and hard of hearing children. Participants will discuss a working model of bilingual language acquisition (American Sign Language and English), approaches to providing support and encouragement to families, ways to promote positive communication with families, and the creation of culturally responsive and inclusive early childhood educational communities for all families. IN addition, participants will apply a basic working knowledge of Part C and Part B of the IDEA regulations as members of an early childhood education team.
Prerequisites: Department's chair or program director's approval
EDU 767 - Capstone I (1)
This capstone project course provides the opportunity for candidates in the Advanced Studies Program, Special Program & Graduate Certificate programs to apply and demonstrate skills, knowledge, and dispositions developed throughout the courses in the program through completing a self-designed capstone project. Candidates will complete their proposal plan for the capstone project by the end of the fall semester.
Prerequisites: Program Director's approval, completion of EDU 760 and EDU 761
EDU 768 - Capstone II (1)
This capstone project course provides the opportunity for candidates in the Advanced Studies Program, Special Program & Graduate Certificate programs to apply and demonstrate skills, knowledge, and dispositions developed throughout the courses in the program through completing a self-designed capstone project. Candidates will show evidences of making progress with the capstone project by the end of the spring semester.
Prerequisites: Program Director's approval, completion of EDU 767
EDU 771 - Introduction to Educating Deaf Students with Disabilities (3)
This course uses a disability studies approach to familiarize students with major trends and issues in special education with a focus on deaf students with disabilities. Topics include historical roots, perception of disability, policies impacting students with disabilities, labeling, overrepresentation, and discipline. Other topics in the course include research in the education of deaf students with disabilities, developing Individualized Education Plans (IEPs), examining instructional practices, and working with families.
Prerequisite: EDU 670 or equivalent introductory course to special education
EDU 772 - Behavior Interventions and Supports for Deaf Students with Disabilities (3)
This course introduces students to a variety of classroom management approaches and techniques, with an emphasis on working with deaf students who have disabilities. Students are provided with a foundation and background in behavior management and positive behavioral in special education that they can utilize to support deaf students with disabilities.
Prerequisite: EDU 670 or equivalent introductory special education course.
EDU 773 - Collaboration & Partnerships that Support Deaf Children with Disabilities (3)
This course focuses on research and productive strategies for establishing successful collaborative relationships with families, educators and other professionals. It fosters sensitivity to the needs of culturally and linguistically diverse families and cultures. Significance is placed on partnerships and networking with other professionals, paraprofessionals and families as team members designing, implementing and evaluating appropriate educational experiences for deaf students with disabilities. Co-teaching as a means of effectively partnering with general educators is highlighted as well as the importance of staying current with best practices in the field via professional development.
Prerequisite: EDU 670 or equivalent introductory special education course
EDU 775 - Language and Literacy Development for Deaf Students with Disabilities (3)
This course is designed to prepare graduate students to address issues related to language and literacy development for deaf students with disabilities. Topics include language and communication disorders, augmentative and alternative communication systems, cultural influence on language and literacy development, and how language and communication impact classroom performance. The course will also provide strategies to promote metacognitive skills and literacy development.
Prerequisite: EDU 670 or equivalent introductory special education course
EDU 776 - Teaching Functional Curriculum to Deaf Students with Disabilities (3)
This course provides an overview of functional academics for deaf students with disabilities. Topics include teaching vocational skills, teaching life skills, supporting motor development, supporting social-emotional development, developing transition plans, and selecting assistive technology devices. Course assignments are designed to allow students to apply these concepts in their current teaching setting.
Prerequisite: EDU 670 or equivalent introductory special education course.
EDU 777 - Differentiating Instruction for Deaf Students with Disabilities (3)
The course reviews the literature and research on differentiation, including universal design for learning (UDL). Effective approaches to differentiating instruction for teaching content; making sense of ideas; and developing teaching materials and assessment measures are explored, and students will apply the strategies to their lesson planning.
Prerequisite: EDU 670 or equivalent introductory special education course
EDU 779 - Assessment of Deaf Students with Disabilities (3)
Students in the class will focus on concepts and methods of assessment of deaf students with disabilities with attention to administering, scoring, interpreting, and reporting on standardized educational tests. Special attention will be paid to progress monitoring through curriculum-based assessments and Response to Intervention techniques for measuring student learning. In addition, emphasis will be placed on administration and interpretation of formal and informal diagnostic procedures diagnostic reports for the purposes of IEP development and professional ethics.
Prerequisite: EDU 670 or equivalent introductory special education course