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Master of Arts in Early Childhood Education and Deaf Education

Additional Program Admission Requirement

Pass DC requirements for Praxis II Early Childhood Education Content Knowledge

Program Requirements

To complete the Master of Arts in Education: Teacher Preparation Program and be recommended for dual licensure in the District of Columbia, candidates must satisfy the following requirements:

  1. Completion of graduate degree requirements.
  2. Successful completion (grade of B or better) of all academic and practicum requirements specified by the Department of Education. 
  3. Successful completion of all field experiences and student teaching.
  4. Successful completion of all appropriate Praxis II examinations, and of program performance assessments aligned with courses, field experiences, and student teaching. [Candidates who successfully complete the degree program (i.e., grades of B or better in all coursework) but not the performance assessments may graduate from the program but are not recommended for licensure.]
  5. American Sign Language Proficiency Interview (ASLPI) rating of 2.

This program leads to DC Licensure. If you are seeking licensure in another state you are responsible for checking into their reciprocity policy. 

Fall 1

CodeTitleCredits
EDU 600K-12 Curriculum and Instructional Technology3
EDU 601Reading and Writing for Teachers K-123
EDU 620Historical & Curricular Foundations of Early Childhood Education2
EDU 701Deaf Learners and Education in Bilingual Communities3
EDU 707The Structures and Application of American Sign Language and English in the Classroom4
EDU 785Field Experience and Seminar: Deaf Education1
GPS 700Culture & Language Seminar1

Spring 1

CodeTitleCredits
EDU 621Literacy Teaching and Learning: Early Childhood3
EDU 622Observing, Documenting and Assessing Young Children's Development3
EDU 670Teaching Students with Disabilities3
EDU 713Language Acquisition and Cognitive Development3
EDU 731Home, School, and Community Collaboration for Diverse Learners3
EDU 787Practicum I and Seminar: Deaf Education1

Summer 1

CodeTitleCredits
EDU 665Children's Literature3
EDU 720Introduction to Research3
EDU 750Persp. & Edu. Implications of Audiology/Spoken Eng Development in ASL/ENG Bi Edu3

Fall 2

CodeTitleCredits
EDU 624Integrative Methods for Early Childhood Education:Preprimary3
EDU 639Elementary School Teaching Methods in Mathematics3
EDU 711Literacy Applications in ASL/English Bilingual Classrooms K-123
EDU 719K-12 Classroom-Based Assessment3
EDU 789Practicum II and Seminar: Deaf Education2

Spring 2

CodeTitleCredits
EDU 626Integrative Methods for Early Childhood Education: K-33
EDU 628Student Teaching in Early Childhood Education9
EDU 694Student Teaching Seminar3

Fall 3

CodeTitleCredits
EDU 792Student Teaching Seminar2
EDU 797Student Teaching in Deaf Education7
 

EDU 600 - K-12 Curriculum and Instructional Technology (3)

This course will familiarize students with the nature and importance of curriculum in education from K-12. The course also provides an initial experience in integrated curriculum planning that incorporates the use of current technologies. Current theories of assessment, curriculum, instruction and learning across diverse educational settings are applied in classroom laboratory settings. Content assessments and evaluation in the candidate area(s) of study are emphasized. Field experience in a school setting is a required part of this course.

  • Pre-requisite: Admission to the program or permission of the program director.
    Course fee: $75 for purchase of Inspiration software to be used in the laboratory.
  • Course Fee: $75.00

EDU 601 - Reading and Writing for Teachers K-12 (3)

This course for K-12 teacher candidates provides an integration of literacy theory and research, content-based instructional practices, and assessment and evaluation cycles for diverse learners including ASL-English bilingual learners, English Language Learners (ELL), struggling readers and writers, and students with disabilities. In this course, candidates explore literacy issues, research, and effective practices in reading and writing instruction and assessment; make personal connections in defining literacy, in experiencing first-hand the reading and writing processes, and in reflective and responsive teaching; discuss ways to motivate and engage learners in authentic and meaningful language use through reading and writing; and synthesize their learning by creating and maintaining a personal/professional literacy portfolio.

  • Pre-requisite: Admission to the program or permission of the program director.

EDU 620 - Historical & Curricular Foundations of Early Childhood Education (2)

This course provides an introduction to the field of early childhood education. The course will include the study of the foundations of early childhood education including: theories, models, evidence-based practices, issues and developmentally appropriate practice. In addition, the course will address the role of the teacher, families, and other professionals in supporting young children (ages 3-8).

  • Pre- or Co-requisites: EDU 622, and admission to the program or permission of the program director.
  • Course Fee: $0.00

EDU 621 - Literacy Teaching and Learning: Early Childhood (3)

This course for teacher candidates specializing in early childhood provides an integration of literacy theory and research, content-based instructional practices, and assessment and evaluation cycles for diverse learners including ASL-English bilingual learners, English language learners (ELL), struggling readers and writers, and students with disabilities. In this course, candidates explore in depth an integrated approach to the study of early childhood literacy, curriculum building, methods and materials for literacy instruction, including language development, reading and writing.

  • Prerequisites: EDU 600; EDU 311 or EDU 601; and admission to the education program, or permission of the program director.

EDU 622 - Observing, Documenting and Assessing Young Children's Development (3)

This course prepares teacher candidates with the basic techniques for observing, documenting, and interpreting the development and behavior of young children. Candidates will learn to utilize child observation and documenting methods to gather information on development and learning and to make inferences for education planning based on information gathered. The main focus for this course is on the development of diverse learners (3-8 years old) within developmental domains (e.g., social-emotional skills, cognitive, language, and motor skills.)

  • Pre-requisite: Admission to the program or permission of the program director.

EDU 624 - Integrative Methods for Early Childhood Education:Preprimary (3)

This course emphasizes developmental learning environments, materials, and experiences for teaching young children, birth through preschool. Focus will be on curriculum based in home-school interactions, as well as the integration of language arts, reading, science, social studies, mathematics, and creative expression. 20 hours of related field experience required.

  • Pre-requisites: EDU 620; and admission to the program or permission of the program director.

EDU 626 - Integrative Methods for Early Childhood Education: K-3 (3)

This course emphasizes developmental learning environments, materials, and experiences for teaching young children, 6 to 8 years of age. Focus will be on curriculum based in home-school interactions, as well as the integration of all subject areas (social studies, mathematics, language arts, reading, arts, science, and physical education). 30 hours of related field experience is required.

  • Pre- or Co-requisites: EDU 620 and admission to the program or permission of the program director.

EDU 628 - Student Teaching in Early Childhood Education (9)

This course is the final professional experience in the early childhood education program and is a required field experience in a school classroom for a period of ten weeks under the supervision of the classroom teacher (cooperating teacher) and a University Supervisor. During the course, the candidate will take responsibility for planning, teaching, and evaluating all aspects of the classroom program. Candidates co-register for and attend a required weekly seminar held weekly on campus for purposes of common problems and/or concerns, and exchange of useful teaching experiences.

  • Pre-requisite: An approved student teaching application and permission of the Program Director.
    Co-requisite: EDU 694

EDU 639 - Elementary School Teaching Methods in Mathematics (3)

Students will learn about the current curriculum, content, materials, and methodologies utilized by educators in the elementary school mathematics curriculum. Students will explore methodological principles and apply them by developing lesson plans, a mathematics portfolio, activities, and projects. Observation, laboratory activities and participation in a field experience are included in the course. Students will learn mathematics by doing mathematics using Childhood Education International (ACEI) & Elementary Education Standards and Supporting (EESS).

  • Pre- or Co-requistes: EDU 600 and admission to the program or permission of the program director.

EDU 665 - Children's Literature (3)

An in-depth study of children's literature primarily for early childhood and secondary education majors. Focuses on the evaluation, selection, and sharing of children's and young adult books in instructional settings. Participants will read, respond to, and evaluate picture books and chapter books of various genres. Emphasizes the identification and teaching of literary elements in context, strategies for sharing books with children, and the importance of using authentic children's and young's adult literature in schools.

EDU 670 - Teaching Students with Disabilities (3)

This course is designed to familiarize students with the identification of exceptional children in terms of developmental needs, interpretation of assessment data, development and evaluation of appropriate intervention strategies for the regular classroom teacher, and legislation in special education. This course will prepare teacher candidates to work with children and youth with a broad range of disabilities and educational needs. Topics will include understanding disability; understanding principles of legislation and curriculum and instruction; establishing positive learning environments; and working collaboratively.

  • Prerequisite: Admission to the program or permission of the program director

EDU 694 - Student Teaching Seminar (3)

The student teaching seminar is a capstone course in which student teachers in the Undergraduate Education Program meet regularly as a group to discuss, analyze, reflect upon and resolve classroom issues that occur during their full-time internship experiences with hearing students. This course is designed to be taken in tandem with Student Teaching. Students will be participating in student teaching at various clinical sites every weekday for 10 weeks. Educational topics related to assessment, classroom management, certification, portfolio development, and related areas are covered in depth.

  • Corequisites: EDU 628, EDU 638, or EDU 648; and permission of the Department of Education

EDU 701 - Deaf Learners and Education in Bilingual Communities (3)

This course introduces the fundamentals of general, special, and bilingual education and how they are infused into deaf education. It will also acquaint candidates with current trends and issues, and research in the education of Deaf and hard of hearing learners of all ages, including historic and current objectives, techniques, and results. The cultural, historical, philosophical, psychological, linguistic and social aspects of the Deaf community will also be addressed from educational perspective. Candidates are challenged to rethink their conceptualization of "Deaf education" as well as "general education" based on their perceptions of their own cultural dimensions. The course typically is taken in the first semester of study.

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.

  • Pre-requisite: Admission to the program or permission of the program director.

EDU 711 - Literacy Applications in ASL/English Bilingual Classrooms K-12 (3)

This course addresses literacy instruction through a bilingual and ESL instructional methodology in general bilingual education and their application to a diverse group of deaf and hard-of-hearing children. Students will apply the theories and instructional strategies they learn during their practicum experiences, and reflect on these applications through on-line, group activities, and assignments designed to promote the creation of optimal bilingual k-12 classrooms.

  • Prerequisites: EDU 707; 311 OR 601; and EDU 621, 631 OR 641; Admission to the program or permission of the program director.

    Co-requisite: EDU 789 Practicum II

EDU 713 - Language Acquisition and Cognitive Development (3)

This course addresses several theories and theorists on language acquisition and cognitive development, with a focus on educational applications with deaf children. The instructor presents information, facilitates cooperative learning activities, and models educational strategies. Class participants fully participate in cooperative learning activities, complete required readings and journal response activities, and complete projects/assignments, individually or in teams.

  • Prerequisite: EDU 707

    Corequisite: EDU 787

EDU 719 - K-12 Classroom-Based Assessment (3)

This course provides synthesis of professional, legal, and ethical practices related to the provision of meaningful learning experiences for deaf and hard of hearing learners in array of educational programs. Current theories of assessment and learning across diverse educational settings are studied with a focus on deaf children and youth. Assessment and standards-based programming and evaluation are emphasized. Reflection and application of effective assessment practices are demonstrated through classroom and field-based experiences. IN meeting the standards of the following District of Columbia's state learning standards, the National Council for Accreditation of Teacher Education (NCATE) and the Council for Exceptional Children (CEC), this course is designed to prepare candidates to teach K-12 learners.

  • Pre-requisite: EDU 600; Admission to the MA 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.

  • Pre-requisite: Admission to the Department of Education or the consent of program director.

EDU 750 - Persp. & Edu. Implications of Audiology/Spoken Eng Development in ASL/ENG Bi Edu (3)

Theories, research, methods, and perspectives pertaining to the development of auditory/oral skills in deaf and hard of hearing children and youth. Knowledge of the development, improvement, and /or maintenance of auditory/oral skills in an interdisciplinary bilingual educational environment.

  • Pre-requisite: Admission to the program or permission of the program director.

EDU 785 - Field Experience and Seminar: Deaf Education (1)

This course provides directed observation and participation in various educational programs; directed visits to schools and classes; and seminars focusing on these experiences and on professional, instructional, and child-related topics. Experiences include visits to general education, deaf education, early education, or bilingual programs in the metropolitan area surrounding Gallaudet University.

  • Prerequisite: Matriculation into the program

    Corequisite: EDU 601

EDU 787 - Practicum I and Seminar: Deaf Education (1)

This course is the second of three pre-professional field experiences in the Department of Education practicum/seminar series. It is designed to build on the knowledge, skills, and experiences of previous and concurrent coursework and lead to the terminal and capstone student teaching internship. Special emphasis is placed on the candidates' developing skills in reflective observation of best instructional practices, assessment strategies as they align with instruction, multiculturalism, diversity among hearing, deaf, hard of hearing learners in a range of educational settings (general, special, deaf, and bilingual), technology to support learning, behavior management, working with families/caregivers, and working within professional teams.

  • Pre-requisite: EDU 785
    Co-requisite: Students must be registered currently in one or few methods courses.

EDU 789 - Practicum II and Seminar: Deaf Education (2)

This course is designed to build on the knowledge, skills, and experiences of previous and concurrent coursework and lead to the terminal and capstone student teaching internship. Special emphasis is placed on the candidates' developing skills in reflective observation of best instructional practices, assessment strategies as they align with instruction, multiculturalism, diversity among hearing, deaf, hard of hearing learners in a range of educational settings (general, special, deaf, and bilingual). Emphasis is also placed on the use of instructional technology to support learning, behavior management, working with families/caregivers, and working within professional teams.

  • Pre-requisites: EDU 785 and EDU 787
    Co-requisite: EDU 711

EDU 792 - Student Teaching Seminar (2)

This course provides opportunities for student-teachers in K-12 deaf education teacher preparation program to participate in online discussions and activities that pertain to their anticipated professional responsibilities as teachers while on internships (and on-the job internships). The course covers topics and activities, which include discussion and sharing of student teaching experiences, building collaborative relationships with colleagues, families and related service personnel, curriculum and instructional planning for diverse learners, creating the classroom environment, classroom management strategies, and survival strategies for the beginning teacher, and preparing and interviewing for jobs in deaf education.

  • Co-requisite: concurrent enrollment in EDU 797

EDU 797 - Student Teaching in Deaf Education (7)

This course is the pre-professional capstone experience of the MA Programs in deaf education, and is comprised of full-time supervised student teaching for a minimum forty (50) clock hours per credit, typically completed within a ten (10) week period. During this experience, the student teacher is mentored by an on-site classroom cooperating teacher and supervised by a Department of Education university supervisor.

  • Pre-requisite: Department approval, after completion of all other program requirements except EDU 792 (Student Teaching Seminar)
    Co-requisite: concurrent enrollment in EDU 792.

GPS 700 - Culture & Language Seminar (1)

Beginning in fall 2010, GPS 700 Culture and Language Seminar is required for all incoming graduate students (with the exception of summers-only and online students) in their first fall semester at Gallaudet. The seminar was designed to prepare graduate students to understand the unique cultural and linguistic environment at Gallaudet University. Throughout the seminar, students will engage in discussions of major cultural issues in the lives of deaf individuals and their communities. Having the opportunity to explore these issues with other graduate students and faculty will deepen students' appreciation of the rich personal and academic experiences that can only be found at Gallaudet University.

 
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