A world-class institute of changemakers in the deaf and signing community.
Since 1864, we have been investing in and creating resources for deaf and hard of hearing children, their families, and the professionals who work with them.
Over 50 degree programs, with online and continuing education for personal and professional development.
Innovating solutions to break down barriers, and using science to prove what does and doesn’t work.
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Director Cindy Officer, Ph.D.
Kendall Hall (KH)
PST Registration-related questions: email ccoe@gallaudet.eduASL Registration questions: email aslconnect.admissions@gallaudet.edu
AccountingAmerican Sign Language (ASL)Cued American EnglishDeaf Studies and CultureEducationEnglishHistoryInfants, Toddlers, and Families Interpreting Education LinguisticsPeer Mentoring Praxis Test PreparationPsychology
The registration deadline is 2 weeks prior to the start date of course. International Tuition Application Fee and Refund Policy
This course is synchronous.
Course Description
This course introduces students to basic financial accounting theory and practice. It teaches students the knowledge and tools to identify and record business activities and to prepare and interpret financial statements and reports in accordance with Generally Accepted Accounting Principles. Students will learn how accounting methods affect the evaluation of business results and the quality of business decisions.
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To apply for American Sign Language 1 through 6, Fingerspelling, Classifiers, and Visual Gestural Communication, please submit your application via ASL Connect
Visual media has changed the way we communicate. With the advent of new tools and platforms, possibilities of publishing has proliferated, allowing a wider discourse of ideas to be shared with a vast audience. This course explores these opportunities and will introduce students to the tools and skills necessary to produce digital media. Through a hands-on approach, this course will allow students to capture, import and edit digital video in a variety of platforms and genres. Students will participate in a workshop approach to hone their skills at ”writing” through digital media.
This course covers two critical areas in Beginner Cued Speech: skills development and context. The skills portion of this course covers all eight handshapes and phonemes used in the system then focuses on developing proficient expressive skills and beginning receptive skills. This course also covers related topics such as the various applications of cued American English and evidence-based use with children who are deaf or hard-of-hearing. Discussions on various ways how cued American English and American Sign Language can be immersed in a variety of settings will also take place.
This is an introductory survey to the field of Deaf Studies that highlights cutting edge concepts and theories at use in this field. The course will show how deaf people and sign languages are integral aspects of human diversity and how societies have responded to this diversity across different social, temporal, and cultural moments and movements.
This course investigates how culture shapes the way people see the world. Students will explore cultural readings and examine various texts around us to understand how culture, identity and history frame experiences. Traditional courses in cultural studies assume that the meanings in this world are central in creating us -- individually and collectively. Students will examine how culture transmits a view of the world and power through critical analysis.
This course examines various forms of oppression by looking across different cultures and communities, then examines possible parallels occurring within the deaf community.
This course will begin with developing an understanding of the concept of culture and then will focus on the complexities and varieties of Deaf cultural experiences. Students will be asked to engage course materials through multi-disciplinary approaches in order to gain a critical appreciation of Deaf lives within historical, political and global contexts.
This course will explore how the field of women's studies came into being by way of the 1848 Seneca Falls Convention. Issues faced by both hearing and deaf women will be investigated: career, educational opportunities, reproduction, and patriarchy, among others.
This course primarily examines black deaf people in America including the Caribbean Islands and Africa. The course is organized to focus on history, education, community culture, language, and psychosocial forces that influence black deaf people's experience. It will concentrate on the social, political, and cultural development of a unique group of people that is a part of the general deaf community and the black community.
This course examines the presence of Black Deaf people in Deaf history, beginning with the first student to receive a formal education at a school for the Deaf. Starting with a theoretical survey of the condition of being a black person during slavery, Reconstruction era and colonialism, the course concludes with a discussion of the Reconstruction era decision to provide education for Black Deaf students in the South.
This course provides students with a survey of the concept of linguistic human rights. First included as an international right in the 1948 Universal Declaration of Human Rights, linguistic human rights has become an important concept for identifying and furthering the rights of peoples based on languages. Students will examine the historical and theoretical underpinnings to this concept as it emerged within human rights discourse and tools which have been developed from this concept to further human rights aspirations based on language. The course will look at how this concept has been – and continues to be— used with deaf communities.
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 oracy and literacy, and critical pedagogy will be addressed.
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.
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 basic working knowledge of Part C and Part B of the IDEA regulations as members of an early childhood education team.
An overview and study of contemporary trends, problems, and issues in general education in terms of educational philosophies, types of educational programs, the relation of education to the individual and society, and curriculum and instruction. Some consideration of the relevance of regular education to special education and education of deaf and hard of hearing students. Discussion of organizations and agencies related to education.
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.
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 simulate techniques for interacting with parents and examine collaboration strategies for interdisciplinary team efforts. sibling support, respite care, financial planning, transition planning, independent living, and IEP meetings.
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.
Study and practice of professional writing skills and genres, such as resumes, letters of application, emails, memos, proposals, short and long reports, and manuals. Also covers technical aspects of editing. Cross-listings: ENG 380/ENG 395/GSR 220 Business and Technical Writing
Study and intensive practice of writing in social media genres such as blogs and tweets. Examines rhetorical conventions for digital communication and the dissemination of information through social media for professional purposes, including developing a business social media strategy. Integrates editing techniques and competencies. May also cover theoretical issues such as copyright and authorship, visual literacy, and collaborative online environments.
Special Topics in the discipline, designed primarily for sophomores. Students may enroll in 295 Special Topics multiple times, as long as the topics differ.
An examination of the people and the historical processes that brought together deaf individuals to form a cohesive community in the United States.
This course is the first course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Graduate Certificate Program and serves as an orientation to the program. This course requires both on-campus and online participation.Participants will examine perspectives on working with young deaf and hard of hearing children, their families, and communities and will discuss the historical foundations of birth-to-three programs and services. The impact of early hearing detection and intervention principles and practices on newborn hearing screening and programs will be addressed. The course will provide an overview of the following topics: professionalism, advocacy, ethics, dispositions, diversity, and other factors that impact deaf and hard of hearing infants and toddlers and their families. Resources to support collaboration, leadership, and change will be included. Evidence-based research and best practice guidelines that benefit deaf and hard of hearing infants and toddlers and their families will be addressed.
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.
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 online and on-campus participation. The course will focus on both content and skill development in the areas of assessment and programming. The 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. May 18th to June 28th. The majority of the course will be taught asynchronously except for the final two days of the course. From June 26th to June 28th the online course will be synchronous.
This course is the third course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Certificate Program. The course requires on-line participation. This course examines the family system's 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 advocacy. The course will address strategies and resources that promote family and professional collaboration, family-to-family support networks, and family involvement.
This course is the first course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Graduate Certificate Program and serves as an orientation to the program. This course requires both on-campus and online participation. Participants will examine perspectives on working with young deaf and hard of hearing children, their families, and communities and will discuss the historical foundations of birth-to-three programs and services. The impact of early hearing detection and intervention principles and practices on newborn hearing screening and programs will be addressed. The course will provide an overview of the following topics: professionalism, advocacy, ethics, dispositions, diversity, and other factors that impact deaf and hard of hearing infants and toddlers and their families. Resources to support collaboration, leadership, and change will be included. Evidence-based research and best practice guidelines that benefit deaf and hard of hearing infants and toddlers and their families will be addressed. May 16th to June 14th. The class will meet from 12p-4p on both Saturday and Sunday (May 16-17) via Zoom, then will resume a traditional online course format until June 14th (with Zoom meetings for 2-3 hours every Sunday).
This is designed for Deaf students to expand foundational interpreting skills and knowledge of the interpreting profession. This prepares students for the Certified Deaf Interpreter (CDI) exam. Students will learn about the history and trends of the field, and study the Code of Professional Conduct (CPC). The course will also provide practice with specialized skills most needed in the Deaf Interpreting field: English to ASL translation, reformulation, and platform interpreting, and Pro-Tactile interpreting skills for working in the DeafBlind community.
An introduction to the basic theories, principles, and practices of interpreting, this online course will address the history of the profession, interpreters' roles and responsibilities, and national/local organizations for interpreters. It is appropriate for beginning interpreters, advanced sign language students, and professionals who work with deaf people. Information is divided into four units: the field, the process, the ethics, and the setting.
This online course is a two-credit adaptation of PST 352 - Interpretation Immersion: Enrich Your Interpretations with Depiction. This online course is designed for interpreters working in scientific and technical settings that often require expression in advanced ASL discourse. This course will explore and teach the three vital components of an effective ASL message: advanced non-manual signals, classifiers, and facial grammar. Students will get real-time and virtual practice with scientific, medical, and technical texts, and learn to create more effective and engaging translations, using videoconferencing technology and GoReact. *Note: PST credit is not applicable to a degree program at Gallaudet University. The credits may be accepted at another institution or state depending on their specific credit transfer policies.
This course will prepare potential test CDI and NIC candidates to pass the NEW CASLI Generalist Knowledge Fundamentals of Interpreting Examination. The course will cover the content domains sampled in this examination and techniques for handling the type of multiple-choice test questions utilized. Students will take several practice tests with questions in both ASL and English text to gauge their readiness for the actual examination. This course has pass/fail grading.
This class prepares CDI and NIC candidates for the NEW ethics component of the certification examination. This is also called the “gap” test for candidates who have passed the previous written CDI or NIC knowledge exam. Students will be introduced to the domains measured by this test, have exposure to the exam structure, practice with multiple decision-points scenarios and receive feedback from both instructors and peers. This course has pass/fail grading.
This course will prepare test candidates to take the interview and performance components of the CURRENT National Interpreter Certification examination. For the interview portion, students will practice responding to ethical scenarios as they are presented in the test. They will practice with hypothetical questions and record themselves responding to a mock exam. For the performance portion, the ten skill domains will be covered. Students will record themselves taking a mock performance exam and analyze their work. This course has pass/fail grading.
An introduction to the "phonology," grammar, and semantics of American Sign Language, including studies of variations in structure related to factors of region, social class, ethnicity, age, and sex; studies of child language acquisition of American Sign Language; and studies of short-term memory processing in American Sign Language. Some comparisons with English and other languages will be offered.
An introduction to the major features of languages and to the structure, use, and variation in the sign languages and sign systems commonly used in the United States. The course will cover four major topics: (1) Language: The nature and definition of languages, the uniqueness of language, and contrasts between language and other forms of communication; (2) Language and Culture: The role of language in human society, with special focus on language acquisition, language identity, and bilingualism; (3) American Sign Language Structure: A survey of the major features of the linguistic structure of ASL. Topics are: Phonology: the structure of the physical signals; Morphology: the basic structure and composition of meaningful units of ASL; Syntax: word order and nonmanual syntactic signals in ASL sentences; (4) Language Variation: Language variation and language contact in the deaf community, including discussions of contact varieties of signing and systems for representing English.
This one-credit course is designed to introduce the layperson to the basics of first language acquisition, focusing on sign language acquisition as the point of departure. The first few lectures of the course will provide a crash-course in linguistics for beginners, as well as provide background for the importance of studying child language development, particularly in the context of deafness and sign language. The remainder of the course is organized chronologically, from birth to 36 months, highlighting the major developmental milestones for each age and expanding to discuss current research on selected topics of interest for each age period.
This session will focus on applying and integrating all the content learned through the coursework in the program to the realistic responsibilities of the peer mentor professional. It will use discussion, lecture, and group work to apply real case studies to different aspects of the scope of practice for peer mentors. Professional ethics and issues will be covered, as well as, how to cope in stressful situations, situations involving difficult to work with individuals, and situations requiring participating in a multidisciplinary team. Community resources will be explored. Advocacy issues will be addressed. Trends in audiology and aural rehabilitation will be discussed. Hands-on exposure will be given for audiometric interpretation and hearing technology. Strategic planning for the future will be introduced and covered on a group and individual basis.
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 PowerPoint presentations. Projects which foster experiential learning will be incorporated for many objectives.
This class provides participants with the opportunity for skill improvement, strengthening of test-taking, and sample test practice for the Reading section of the Praxis I: Pre-Professional Skills Assessments (PPST) test. Participants will work with the instructor to review strategies to understand, analyze, and evaluate written messages in a multiple choice format. Class is taught in ASL.
The class provides participants with the opportunity for skill improvement, strengthening of test-taking strategies, and sample test practice for the mathematics section of the Praxis 1: Pre-Professional Skills Assessments (PPST). Topics include problem solving, key concepts in mathematics, and the ability to reason in a quantitative way. Praxis practice tests provided.
Participants are provided the opportunity to improve their ability to communicate effectively through writing and receive feedback on their strengths and weaknesses in preparation for the writing section of the Praxis I: Pre-Professional Skills Assessment. The sessions will also provide practice in recognizing errors in grammar, structure, mechanics, word choice and idiomatic use in a multiple choice format.
An introduction to the scientific study of human behavior, providing an overview of the major issues, methods, and contributions of psychology. Content areas include development, language, learning, cognition, physiological psychology, intelligence, and abnormal and social psychology.
The course will consider the psychological development and psychosocial issues of Deaf people. Topics covered will include cognitive, linguistic, and personality development, mental health, and interpersonal behavior.
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Admissions Requirements
Spring 2021 – Dec 12Fall 2021 – May 15