Plan of Study – MAT Deaf and Hard of Hearing

Note: A Semester Hour (s.h.) is a unit of academic credit representing an hour of class (such as lecture class) or three hours of laboratory work each week for an academic semester. Most courses are two, three or four semester hours.

Deaf and Hard of Hearing: MAT

Program Requirements (Minimum of 42-49 semester hours required.)

Education Foundation Core (Minimum of 6 semester hours required. (Required for degree, and experimental program.))

EDU 5050/5070 Option (Choose from: EDU 5050 or EDU 5070.)

EDU 5050 American Education: Historical, Social, and Political Perspectives (3 s.h.)

A focus on the historical events, ideological controversies, and political and social forces that have shaped the American education system from the colonial period to the present. Designed to develop in educational leaders an understanding of the relationship between schooling and society.

EDU 5070 Schooling in Comparative and International Perspectives (3 s.h.)

Provides an overview of education systems and developments in selected countries; describes major similarities and differences among these systems of education; and delineates exemplary practices of some countries that may be worth emulating by others. Particular attention is given to assessing Americans education in international context, and to inquiring about developments around the world that may have important implications for the improvement of American schools.

EDU 5060 Research and Educational Practice (3 s.h.)

A focus on the knowledge and skills needed by educators to understand, evaluate, and use research. Critical analysis of the major principles of teaching and classroom learning. Applying research skills to researching and critically analyzing recent trends and traditional theories in the field of education.

Special Education Core (Minimum of 13 semester hours required. *Undergraduate prerequisite to the special education and Deaf and Hard of Hearing sequences: EDU 3300, The Exceptional Learner in the Classroom, 3 s.h. (Required for endorsement, degree, and experimental program.))

SED 5330 Transition Planning Issues and Practices (3 s.h.)

The legal basis and practices of transition planning, articulating both philosophical and pragmatic concerns. Given the unique needs of students with disabilities in light of the demands posed by various curriculum areas, situations, and settings, course participants acquire skills and techniques designed to help students experience less dependence on care givers and greater independence in school settings and the broader community.

SED 5500 Methods of Teaching Students with Mild Disabilities (3 s.h.)

Overview and analysis of special education practices based on current learning theories and research findings related to teaching students who experience high incidence learning and behavior problems. Review of specific procedures for planning via IEPS and delivering instruction in both academic and nonacademic areas. Specific topics addressed include social skills development, prevocational and vocational training, general curriculum modification, and accommodation strategies.

SED 6090 Formative and Summative Assessment for Instruction (4 s.h.)

Application-oriented, hands-on experience in the use of formative and summative assessments to facilitate the creation of evidence-based instructional practices and their impact on specialized strategies for students with special needs. Examination of the purpose, statistical foundations, and application of assessment results within the context of instructional design and teacher growth.

SED 6220 Consultation and Collaboration (3 s.h.)

An overview of the staff and parent interaction roles and responsibilities of the teacher consultant in inclusive settings. The distinct and differentiating characteristics of consultation and collaboration are delineated, and extensive guided practice opportunities are afforded to students in both areas. Inter-agency collaboration strategies are presented and students review and discuss selected pieces of broader ranging organizational change literature.

Deaf & Hard Hearing Conc (Minimum of 16 semester hours required. *Undergraduate prerequisite to the special education and Deaf and Hard of Hearing sequences: EDU 3300, The Exceptional Learner in the Classroom, 3 s.h. (Required for endorsement, degree, and experimental program.))

DHH 5010 Foundations in Deaf Education (2 s.h.)

Introduces basic concepts for the education of students who are Deaf, Deaf/Blind, or Hard of Hearing. Topics include the psychological, physical and sociological impact of hearing loss, including knowledge of the community and culture of persons who are Deaf, Deaf/Blind, and Hard of Hearing. Addresses language acquisition and literacy development in children who are Deaf, Deaf/Blind or Hard of Hearing. Examines educational philosophies and approaches, sign language systems in education, assistive technology, placement options, supports for inclusive practices and specifically designed instruction, including adaptations for students who are Deaf, Deaf/Blind, and Hard of Hearing and children.

DHH 5020 Audiology for Educators (2 s.h.)

Study of historical foundations of the Deaf community to include the linguistic, audiological, sociological, and legislative forces of the Deaf community. Examines hearing and hearing disorders to include basic acoustics, anatomy and physiology of the auditory and speech systems, and types and degrees of hearing loss. Explores the audiological assessment process, and its application as one component of individualized education programs, and personal and group amplification devices, including their maintenance. Analysis of informal assessment tools and procedures to collect communication samples.

DHH 5050 Integrated Language Instruction for DHH Students (3 s.h.)

Analysis of research and theories in early intervention for language development and the field of language acquisition in signed and spoken languages, and language learning in a range of social learning environments for Deaf, Deaf/Blind or Hard of Hearing children. An overview of methods to assess expressive and receptive linguistic differences, develop language competence, and facilitate instruction across the curriculum to foster independent communication.

DHH 6010 Integrated Literacy and Writing Instruction for DHH Students (3 s.h.)

Overview of principles and techniques used to enhance cognitive development, reading and writing skills across the curriculum, and content knowledge in Deaf, Deaf/Blind, and Hard of Hearing children. The components of literacy, diagnostic procedures, and components of evidence based reading programs for students with hearing loss are examined. Candidates create and implement lesson plans and rubrics, and select technology tools, resources and instructional strategies to support instruction. Prerequisite: Completion of DHH 5000-level courses, or program director approval.

DHH 6030 Learning and Instruction for DHH Students (3 s.h.)

Explores the design and implementation of instruction for Deaf, Deaf/Blind, and Hard of Hearing students in a bi-lingual, bi-cultural and multi-modal learning environment across all content and subject areas based on theories of linguistic and non-linguistic communication development. Curriculum planning focusing on academic, cognitive, and language/communication needs, to include specific strategies and modifications to promote higher level thinking skills in the general education classroom. Prerequisite: Completion of DHH 5000-level courses, or program director approval.

DHH 6050 Early Intervention for DHH Students and Their Families (3 s.h.)

Focus is on a family centered approach to effectively provide early intervention for the language, social, and academic development of young deaf and hard of hearing children. Emphasis is on appropriate learning environments, assistive technology, and effective program development with visual and auditory learning opportunities and interventions, and the use of interpreters that promote language/communication skills. Prerequisite: Completion of DHH 5000-level courses, or program director approval.

DHH Research Project (Minimum of 2 semester hours required. (Required for degree, and experimental program.))

DHH 6960 Research Project (2 s.h.)

Students propose and complete a project demonstrating significant scholarly work in the field of Deaf and Hard of Hearing, or related areas of professional inquiry. The project is developed under the guidance of the program director. Prerequisite: EDU 5060.

Student Teaching or Pract ((Required for endorsement, degree, and experimental program.) Choose between following plans of study:)

TeachCert w Addl Endrsmnt (Minimum number of 5 semester hours required. Choice for students with teacher certification and an existing special education endorsement.)

DHH 6700 Practicum I Deaf and Hard of Hearing (2 s.h.)

Students who hold a previous Michigan endorsement in special education complete 90 hours of classroom teaching and related professional practice in each practicum. The cooperating teacher and the university supervisor monitor and evaluate the candidate’s field experience. Prerequisite: admission to Practicum field placement. Corequisite: DHH 6930.

DHH 6720 Practicum II Deaf and Hard of Hearing (2 s.h.)

DHH 6930 Deaf and Hard of Hearing Seminar (1 s.h.)

Seminar to support candidates as they practice and integrate effective teaching knowledge, skills, and dispositions based on evidence based practice. Candidates evaluate and reflect on specific aspects of their field experience as they relate to the national standards set forth by the Council on Education of the Deaf. Current issues in education, special education, and the field of Deaf and Hard of Hearing are synthesized in the traditional seminar format. Must be taken with DHH 6500, or with DHH 6700 and DHH 6720.

TeachCert No Add Endrsmnt (Minimum number of 6 semester hours required. Choice for students with teacher certification and no existing special education endorsement.)

DHH 6500 Student Teaching Deaf and Hard of Hearing (5 s.h.)

Capstone student teaching and professional practice experience comprised of 300 clock hours. Student teaching performance is monitored daily by a cooperating teacher who is an experienced professional holding a special education endorsement in Deaf and Hard of Hearing. The university supervisor makes two or more on-site visitations to monitor and evaluate progress in the field. Prerequisite: admission to student teaching. Corequisite: DHH 6930.

DHH 6930 Deaf and Hard of Hearing Seminar (1 s.h.)

ExpPgm No TchCert NoEndr (Minimum number of 7 semester hours required. Choice for students in experimental program (no teacher certificate, no special education endorsement))

DHH 6500 Student Teaching Deaf and Hard of Hearing (5 s.h.)

DHH 6930 Deaf and Hard of Hearing Seminar (1 s.h.)

DHH 6990 Seminar: Teacher as a Professional (1 s.h.)

University-based and employer-based coaching during the first semester of teaching, after student teaching. Designed to support the teacher’s application of professional knowledge, skills, and dispositions in their classroom. Must be taken in the first semester of employment and after DHH 6500 and DHH 6930.