Courses

PSG 660 - SOCIO-CULTURAL & POLITICAL CONTEXTS OF EARLY EDUC. FOR DEAF/HH INFANTS, TODDLERS AND FAMILIES (3)

This course is the first in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Certificate Program and serves as an orientation to the program and requires both face-to-face and on-campus participation. Participants will understand the impact of early hearing detection and intervention principles and practices on newborn hearing screening and programs. The course will provide an overview of the following topics: professionalism, advocacy, ethics, dispositions, diversity, cultural and linguistic backgrounds, socio-economic resources, ethnicities, religion and other factors that influence values, beliefs and practices and the impact of these factors on deaf and hard of hearing infants and toddlers and their families. Resources to support collaboration, leadership and change will be included.

Prerequisite: Admission to the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Certificate Program, or permission of instructor(s).

PSG 661 - DEVELOPING COMMUNICATION, LANGUAGE & COGNITION IN DEAF/HH INFANTS AND TODDLERS (3)

This course is the second course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Graduate Certificate Program. The course requires on-line participation. The course addresses language, communication, and cognitive development and developmental milestones. Participants will examine socio-cultural factors that impact linguistic, cognitive and communication development from diverse perspectives. The course addresses language learning models for ASL and English, bilingual, multilingual and dual language learning. Participants will explore visual, auditory and tactile modalities, technological devices for supporting language and communication development, and the research that underlies current practices. Participants will explore how professionals with varying disciplinary expertise can collaborate to provide support to families to enhance their child's development. Family language learning models including Deaf Professional/ Advisor programs and family sign language programs will also be addressed.

Prerequisites: Admission to the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Certificate Program and completion of PST660 or Permission of Instructor(s).

PSG 662 - LEADERSHIP PERSPECTIVES ON FAMILIES WITH DEAF/HH INFANTS AND TODDLERS & THEIR CULTURES & COMMUNITIES (3)

This course is the third course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Graduate Certificate Program. The course requires on-line participation. This course examines family systems' perspectives and the interrelationships among the young child who is deaf or hard of hearing, family and communities. Family and community cultures, values and beliefs will be explored. Participants will understand the importance of building relationships and the research underlying the importance of family support systems, acceptance and accommodation. Emphasis will be on collaboration with professionals from different disciplinary backgrounds, leadership and advocacy. The course will address strategies and resources that promote family and professional collaboration, family-to-family support networks, and family involvement.

Prerequisites: Admission into the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Certificate Program and completion of PST 660 and PST661, or permission of the Instructor(s).

PSG 663 - STRATEGIES FOR DEVELOPING COMMUNICATION, LANGUAGE & COGNITION FOR D/HH INFANTS AND TODDLERS (3)

This online course is the fourth course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Certificate Program. The course addresses the methods, strategies and techniques for developing language, communication, cognition and literacy for infants and toddlers who are deaf or hard of hearing and their families. Candidates will acquire knowledge of assessments used to describe the strengths and needs of these children. The course emphasizes an interdisciplinary collaborative approach and the roles of related professionals (e.g., audiologists, early childhood educators, speech-language pathologists, social workers, psychologists, etc). Strategies and resources will address the continuum of communication and language opportunities including the development of spoken English and American Sign Language.

Prerequisites: Admission to the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Certificate Program and completion of PST 660, PST 661, and PST 662, or permission of the instructor(s).

PSG 664 - A DEVELOPMENTAL APPROACH TO PROGRAMMING FOR INFANTS/TODDLERS AND THEIR FAMILIES (3)

This course is the fifth course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Graduate Certificate Program. The course requires both on-line and on-campus participation. The course will focus on both content and skill development in the areas of assessment and programming. Collaboration will be emphasized in the assessment and implementation of goals and services for young children and their families. The processes underlying the development of IFSPs and IEP's and transitions from early intervention to preschools will be explored. Strategies and resources will emphasize best practice in interdisciplinary, developmentally and individually appropriate and culturally responsive programming. Candidates for the certificate will present their capstone projects and final portfolios to provide evidence of their knowledge, skills and professional dispositions for working with infants and toddlers who are deaf or hard of hearing, birth-to-three and their families.

Prerequisites: Admission to the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Graduate Certificate Program and completion of PST 660, PST 661, PST 662, and PST 663, or permission of the instructor(s).

PSG 665 - DHH INFANTS TODDLERS AND THEIR FAMILIES: CAPSTONE I (1-3)

This course provides the opportunity for candidates in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Graduate/PST Certificate Program to engage in a capstone project related to deaf and hard of hearing infants, toddlers and their families.

Prerequisites: Admission to the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Graduate/PST Certificate Program and PST 660.

PSG 666 - DHH INFANTS TODDLERS AND THEIR FAMILIES: CAPSTONE II (1-3)

This course provides the opportunity for candidates in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Graduate/PST Certificate Program to engage in a capstone project related to deaf and hard of hearing infants, toddlers and their families.

Prerequisites: Admission to the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Graduate/PST Certificate Program and PST 660.

PSG 670 - FOUNDATIONS OF POLICY/LEGISLATIVE PERSP ON BILINGUALISM: IMPLICATIONS 0-5 ON BILINGUAL EDUCATION (3)

This course is designed to educate candidates about state and federal education policies, particularly as they pertain to bilingualism. In addition, the course will 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.

PSG 671 - THEORETICAL PERSPECTIVES OF ASL/ENGLISH BILINGUAL EDUCATION FOR BIRTH-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 education.

PSG 672 - 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.

PSG 673 - 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.

PSG 674 - 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.

PSG 675 - 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.

PSG 676 - FAMILY COLLABORATION AND PARTNERSHIP: THE ASL/ENGLISH 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 , ways to promote positive communication with families, and the creation of culturally responsive and inclusively 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.

PSG 677 - 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 complete the project before completing the program.

PSG 681 - 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 Plans (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.

PSG 682 - 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.

PSG 683 - 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 regarding 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 simulate techniques for interacting with parents and examine collaboration strategies for interdisciplinary team efforts. In addition, students will focus on topics/challenges that face families with children with disabilities such as: sibling support, respite care, financial planning, transition planning, independent living and IEP meetings.

PSG 684 - LANGUAGE AND LITERACY DEVELOPMENT FOR DEAF STUDENTS WITH DISABILITIES (3)

This course is designed to prepare graduate level students to address issues of language and literacy development for students with disabilities, with an emphasis on deaf children 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 inform students about augmentative and alternative communication systems for use by individuals who do not have or are limited in expressive language, whether it is ASL or English.

PSG 685 - 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.

PSG 686 - DIFFERENTIATING INSTRUCTION IN THE CONTENT AREAS (3)

This 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 for 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. 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.

PSG 687 - ASSESSMENT OF DEAF STUDENTS WITH DISABILITIES (3)

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

PSG 690 - SEMINAR: ORIENTATION TO PEER MENTORING (1)

This two-day orientation will introduce trainees to the concept of peer mentoring as a supplement to audiology professionals. Trainees will get an overview of the course materials, academic and experiential requirements, and actively participate in team building activities to establish a support network. The concept of mentoring as compared with counseling will be discussed. Participants will receive a brief overview of their responsibilities as peer mentors. Communication protocols and an online discussion forum will be established.

Prerequisite: Admission into Peer Mentor Training Certificate Program

PSG 691 - HEARING LOSS IN AMERICA: AN OVERVIEW (2)

This course will provide an overview of hearing loss in America. Students will read articles and complete experiential activities to help them develop a broad understanding of the impact of hearing loss on U.S. citizens. A weekly open discussion on readings and program related assignments will be chat-room based with ongoing dialogue through the Blackboard-based discussion forum. Topics of this course will include demographics of hearing loss in the U.S., micro-, meso- and macro-impact of hearing loss on individuals with hearing loss and their family, friends and co-workers; economic cultural, healthcare and legal impact, related social policy and law.
This course will be online. Learning approaches will include articles and book chapters, case studies, real time discussion, use of discussion forum and power point presentations. Projects which foster experiential learning will be incorporated for many objectives.

Prerequisite: Admission into Peer Mentor Training Certificate Program

PSG 692 - PRACTICAL AUDIOLOGY: FUNDAMENTALS FOR CONSUMERS (2)

This course provides an overview of audiology for consumer needs. Hearing Heath professionals and their scopes of practice will be explored. Learners will develop an understanding of the anatomy and physiology of the hearing mechanism and be able to describe how sound travels from its source to its interpretation by the brain. 21 of the most common etiologies which may cause hearing loss will be examined. Students will learn how to interpret basic audiologic information including pure tone results, speech audiometry and impedance results.
This course will be online. Learning approaches will include articles and book chapters, case studies, real time discussion, use of discussion forum and power point presentations. Projects which foster experiential learning will be incorporated for many objectives.

Prerequisites: Admission into Peer Mentor Training Certificate Program and successful completion of PSG 691

PSG 693 - BIOPSYCHOSOCIAL ASPECTS OF HEARING LOSS (2)

This course will explore the various aspects of the biopsychosocial model as it relates to hearing loss with particular emphasis on the psychological (affective, behavioral, cognitive) and social impact of hearing loss on individuals, their families and group contexts in which they communicate. Learners will examine the grieving process and crisis as it relates to progressive and sudden onset hearing loss. Parallel reactions of significant others will be investigated. The range of behavioral reactions will be assessed using the assertiveness continuum.
This course will be online. Learning approaches will include articles and book chapters, case studies, real time discussions, use of discussion forum and power point presentations. Projects which foster experiential learning will be incorporated for many objectives.

Prerequisite: Admission into Peer Mentor Training Certificate Program

PSG 694 - COMMUNICATION ASSISTIVE TECHNOLOGY (2)

This course focuses on communication technology which will enhance the ability of a person with hearing loss to communicate more effectively. Mentors will be taught to assess the communication needs of their peers and help them select and pursue appropriate options for one on one, group and computer-based communication, as well as to access the media (TV, radio, etc.). Emphasis will be on four areas of technology: Alerting and Warning Devices, Personal Amplification System, Group Listening Systems, and Cochlear Implants. Both Consumer Strategies and Communication Strategies will be addressed in this course.
This course will be online. Learning approaches will include articles and book chapters, case studies, real time discussion, use of discussion forum and power point presentations. Projects which foster experiential learning will be incorporated for many objectives.

Prerequisites: Admission into Peer Mentor Training Certificate Program and successful completion of PSG 691 and PSG 692.

PSG 695 - PEER MENTORING FOR HEARING LOSS (2)

This course is offered as part of a16-credit certificate program, the Peer Mentor Training Certificate Program, designed to train qualified hard of hearing or deaf individuals to help others adapt to their hearing losses by providing them the needed skills and support under the supervision of certified or licensed hearing health professionals. The course integrates all of the information learned in the previous six courses. Using case studies, role play and volunteer subjects, learners will assess peers and develop mentoring plans under supervision. Community resources will be explored and advocacy issues addressed. Trends in aural rehabilitation will also be discussed.

Prerequisites: Admission into Peer Mentor Training Certificate Program and successful completion of PSG 691, PSG 692, and PSG 694.

PSG 696 - FINAL SEMINAR: APPLICATIONS OF PEER MENTORING (1)

This course will focus on the mentoring process. Boundaries for mentors will be explored, clearly defined and contrasted with those of counseling professionals. A needs assessment format will be developed by each participant. Problem solving models will be introduced and applied. The use of anticipatory, maintenance and repair communication strategies will be demonstrated and practiced in role play. The assertiveness continuum will be applied to strategy use.
Learning approaches will include articles and book chapters, case studies, real time discussion, use of discussion forum and power point presentations. Projects which foster experiential learning will be incorporated for many objectives.

Prerequisites: Admission into Peer Mentor Training Certificate Program and successful completion of PSG 691, PSG 692, and PSG 694.
NOTE: This course may be waived if trainees have completed the RERC NCHAT program