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M.A. in Deaf Education: Advanced Studies

Web: Department of Education

Dr. Christina Yuknis, Program Director
Fowler Hall, Room 409A

The Advanced Studies in Deaf Education Master of Arts program is a 34-36 semester hour program (with 3 plans of study options). 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. Each student follows an existing plan of study or develops an individually-tailored course of study based on educational background.

Graduates may be prepared for an additional specialization and/or certification area.

 

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 web site 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

  • ASLPI result of 2 or above. Applicants must have at least sufficient signing skills to be considered candidates. The degree to which students' current level of signing will allow them to be successful in the classroom will be determined during the application process.
  • Three Letters of Reference

Prerequisite Coursework

A bachelor's degree in deaf education from an accredited institution with a grade point average of 3.0 or better.

Prior Professional Experience

Provisional-level CED certification or state licensure in the education of deaf and hard of hearing students

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, due to the committee no later than November 1. 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 December 1. The capstone project, including the presentation, must be completed on or before April 15th.

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):

Option A (current requirement which serves as Option 1):

  • Advanced foundations in education (16 credits covering the following 5 areas):
    • EDU 771 Trends in Special Education (3)
    • EDU 707 The Structures and Applications of ASL/English in the Classroom (4)
    • EDF 720 Introduction to Research (3)
    • EDF 731 Home, School, and Community Collaboration for Diverse Learners (3)
    • DST 714 Critical Pedagogy (3)
  • Bilingualism (6);
  • Professionalism (Content areas or Specializations) (11-12)

Advanced foundations in education (16 credits covering the following 5 areas):

CodeTitleCredits
DST 714Critical Pedagogy3
EDU 707The Structures and Application of American Sign Language and English in the Classroom4
EDU 720Introduction to Research3
EDU 731Home, School, and Community Collaboration for Diverse Learners3
EDU 771Trends in Special Education3

Option B: ASL/English Bilingual ECE

Required Educational Foundations Courses (15 credits)

CodeTitleCredits
EDU 720Introduction to Research3
EDU 760Foundations of Policy and Legislative on Bilingualism: Implications for ASL/ENG Biling for 0-53
EDU 764Applications in ASL/English Bilingual Early Childhood Education for 0-53
EDU 765The Family Collaboration and Partnership: The ASL/ENG Bilingual Lens3
EDU 771Trends in Special Education3

Bilingualism (9 credits)

CodeTitleCredits
EDU 761Theoretical Perspectives of ASL/ENG Bilingual Education for 0-53
EDU 762Early Language Acquisition and Cognitive Development of Bilingualism3
EDU 763Assessment and Individualized Planning in ASL/English Bilingual Early Childhood3

Professionalism (Content Areas or Specialization: ASL/English Bilingual ECE) (12 credits)

CodeTitleCredits
EDU 767Capstone I: ASL/English Bilingual Early Childhood Education for 0-51
EDU 768Capstone II: ASL/English Bilingual Early Childhood Education for 0-51
EDU 769Capstone III: ASL/English Bilingual Early Childhood Education for 0-51
Choose any 3 courses below:
EDU 772Classroom Management3
EDU 773Home-School Continuum: Collaboration with Families, Paraeducators, and Professionals3
EDU 775Language and Literacy Development for Deaf Students with Disabilities3
EDU 776Teaching Functional Curriculum3
EDU 777Differentiating Instruction in the Content Areas3
EDU 779Assessment of Deaf Students with Disabilities3

Option C: Teaching Deaf Students with Disabilities

Required Educational Foundation Courses (15 credits)

CodeTitleCredits
EDU 720Introduction to Research3
EDU 760Foundations of Policy and Legislative on Bilingualism: Implications for ASL/ENG Biling for 0-53
EDU 771Trends in Special Education3
EDU 773Home-School Continuum: Collaboration with Families, Paraeducators, and Professionals3
EDU 777Differentiating Instruction in the Content Areas3

Bilingualism (6 credits)

CodeTitleCredits
EDU 761Theoretical Perspectives of ASL/ENG Bilingual Education for 0-53
EDU 762Early Language Acquisition and Cognitive Development of Bilingualism3

Professionalism (Content Areas or Specialization: Deaf Students with Disabilities) (15 credits)

CodeTitleCredits
EDU 772Classroom Management3
EDU 775Language and Literacy Development for Deaf Students with Disabilities3
EDU 776Teaching Functional Curriculum3
EDU 779Assessment of Deaf Students with Disabilities3
EDU 799Independent Study1-3
 

DST 714 - Critical Pedagogy (3)

This course focuses on the field of inquiry known as Critical Pedagogy, which examines the role that education plays in shaping and transmitting the ideology of those in power. This course also inquires into the use of education as a means of resistance and emancipation. Particular focus will be given to the disparate conditions relating to the education of those populations considered to be in the margins, i.e.,class, race, ethnicity, gender, and disability.

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 763 - Assessment and Individualized Planning in ASL/English Bilingual Early Childhood (3)

This course will address individualized planning for language and emergent literacy development that can be used as a guide for teaching and learning interventions to support a child's linguistic competence in American Sign Language (ASL) and English. Candidates will apply various American Sign Language (ASL) and English assessment tools to explore ways of assessing diverse deaf and hard-of-hearing candidates' language and literacy acquisition and learning at home and at school. Based on the results of these assessments, the Candidates will reflect on and identify the bilingual methodology approaches to meet the ASL and English language and literacy needs of candidates. They will apply these strategies to home plan, lesson and unit planning, and within their settings.

  • Prerequisites: Instructor or program coordinator'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: ASL/English Bilingual Early Childhood Education for 0-5 (1)

This capstone project course provides the opportunity for candidates in the ASL/English Bilingual Early Childhood Education: Birth to Five Certificate Program 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: ASL/English Bilingual Early Childhood Education for 0-5 (1)

This capstone project course provides the opportunity for candidates in the ASL/English Bilingual Early Childhood Education: Birth to Five Certificate Program 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 fall semester.

  • Prerequisites: Program Director's approval, completion of EDU 767

EDU 769 - Capstone III: ASL/English Bilingual Early Childhood Education for 0-5 (1)

This capstone project course provides the opportunity for candidates in the ASL/English Bilingual Early Childhood Education: Birth to Five Certificate Program 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 the project before completing the program.

  • Prerequisites: Program Director's approval, completion of EDU 768

EDU 771 - Trends in Special Education (3)

This course uses a disability studies approach to familiarize students with major trends and issues in special education, including: historical roots, perception of disability, policies impacting students with disabilities, labeling, overrepresentation, and discipline. Other topics in the course include developing Individualized Education Plan (IEPs), examining instructional practices, and working with families. This course will prepare teacher candidates to work with children and youth with a broad range of disabilities and educational needs.

EDU 772 - Classroom Management (3)

This course introduces students to a variety of classroom management approaches and techniques, with an emphasis on working with students who have disabilities. Students are provided with a foundation and background in behavior management and discipline in special education. They will also consider theories and techniques that apply to individual students, classroom communities, and schoolwide communities.

EDU 773 - Home-School Continuum: Collaboration with Families, Paraeducators, and Professionals (3)

In this course students will examine current trends and concerns which characterize the changing American family and draw implications for education, students with disabilities and their families. They will examine family, community and school structures, patterns and relationships. Students will explore a variety of theories, concepts, principles, and models utilized when implementing effective family, school, and community partnership, in addition to collaboration among IEP team members and when working with other professionals, in regard to students and families with special and diverse needs. Students will identify and discuss the uses and applications of community and school resources in supporting families and students with disabilities. They will also learn and stimulate techniques for interacting with parents and examine collaboration strategies for interdisciplinary team efforts. In addition, students will focus on topic/challenges that face families with children with disabilities such as: sibling support, respite care, financial planning, transition planning, independent living and IEP meetings.

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.

EDU 776 - Teaching Functional Curriculum (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.

EDU 777 - Differentiating Instruction in the Content Areas (3)

The course reviews what it means to be an effective teacher and introduces the concepts of universal design for learning (UDL) as well as differentiation to meet the needs of deaf students who have disabilities. Further studied is the concept of multiple literacies and access to content and opportunity for the development of literate and metacognitive thought. The lesson plan format is augmented with the development of tiered lessons by addressing three levels of content, process and/or product expectations as determined by interest level, learning style or readiness. In addition, candidates will become familiar with a variety of instructional strategies based on evidence-based practice in general and special education, the hierarchy of cognitive applications in Bloom's Taxonomy, Barbara Given's 5 natural learning systems, Robert Sternberg's Triarchic Intelligence model, as well as Howard Gardner's multiple intelligences. Evidence of learning focuses on the student's ability to prepare and teach developed lesson plans, and document student learning in clear and concise manner using visual documentation strategies. Candidates are taught to encourage a) self-regulation and other self-determination skills in their students; b) social interaction and true discussion as a method for developing metacognition; and c) developing receptive and expressive learning pathways for academic discourse.

  • Prerequisites: permission of the instructor

EDU 779 - Assessment of Deaf Students with Disabilities (3)

Students in the class will focus on concepts and methods of assessment in special education with an emphasis on administering, scoring, interpreting, and reporting on standardized educational tests. In addition, emphasis will be placed on administration and interpretation of formal and informal diagnostic procedures, diagnostic reports, IEP development, and professional ethics.

EDU 799 - Independent Study (1-3)

Grading System: letter grades only. Individualized course of study focusing on particular problem not covered in regular courses.

  • Prerequisite: Appropriate level of matriculation, permission of instructor and Special Independent Study Form.
 
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