Educators of Deaf/Hard of Hearing Students
Marjorie L. Harrington, Director; Douglas K. Hinton, Director of Professional Experiences.
At Canisius College students are challenged to become teachers in a rigorous two-year graduate program that prepares them to teach children in a wide variety of settings: residential schools, public day schools, resource rooms, inclusion settings and itinerant situations. The program is an accredited comprehensive course of study, and students experience that thoroughness as they take classes and interact with children who are deaf or hard of hearing. The program develops teaching professionals who are able to interrelate the effects of hearing loss on language, learning, cognition, and speech; to develop competency in presenting academic content to children who have hearing losses; and to collaborate with families, as well as with professionals and non-professionals in related fields.
The Canisius College Deaf Education program is a collaborative program with St. Mary’s School of the Deaf. Canisius has had this special arrangement with St. Mary’s for more than 40 years and is located less than one mile from the St. Mary’s campus. Graduate interns can choose to live at St. Mary’s while they attend the graduate program. This arrangement with St. Mary’s gives interns a unique opportunity to interact on a more continuous basis with the resident students attending the school.
The Canisius College program enables graduate students to earn a master of science degree to teach students who are deaf or hard of hearing from birth through 21 anywhere in the United States. Certification is received from New York State and from the Council on the Education of the Deaf (CED), the only national organization that grants teacher certification to deaf education colleges and universities.
Admission
In addition to meeting the general requirements for admission to graduate work in education, program applicants must also submit three letters of recommendation, submit a letter of intent describing their interest in teaching the deaf and complete a personal interview. Admission is competitive and students only begin in the fall semester.
A candidate must hold a public school teaching certificate prior to admission or must complete all requirements for such certification before the candidate receives the master of science degree in Education of Deaf/Hard of Hearing Students.
NOTE: Candidates who do not possess an unexpired New YorkState provisional certificate (or a certificate of qualification) under NYS regulations prior to 2004 must pass the required examinations in order to obtain an initial teaching certificate in elementary or secondary education and also the certificate as an educator of deaf/hard of hearing students. The student must complete all the coursework required of the master’s degree in order to qualify for certification in New York State.
Applicants must pass the Liberal Arts and Sciences Test (LAST) and the Assessment of Teaching Skills-Written (ATS-W), prior to starting instructional practicum experiences and must demonstrate completion of NYS approved workshops in child abuse and in school violence issues.
Other electives, when needed for New York State certification, will be selected from elementary, secondary or special education upon advisement by the program director.
Core Courses
| EDD 536 | Language Theories and Strategies I | 3 |
| EDD 537 | Language Theories and Strategies II | 3 |
| EDD 545 | Methods of Teaching Literacy for Deaf and Hard of Hearing Persons | 3 |
| EDD 533 | Introduction to Speech and Hearing Science | 3 |
| EDD 535 | Introduction to Audiology and Assistive Devices | 3 |
| EDD 542 | Oral/Aural Development Skills and Methods of Teaching Speech with Practicum |
3 |
| EDD 534 | Introduction to Deaf and Hard of Hearing Persons | 3 |
| EDD 550 | Theory, Research and Assessment of Deaf Learners |
3 |
| EDD 555 | Psychology/Counseling of Deaf and Hard of Hearing Persons | 3 |
| EDD 548 | The Deaf or Hard of Hearing Child 0-8 Years Methods and Partnerships | 3 |
| EDD 532 | Curriculum/Methods of Teaching Subject Areas to Deaf and Hard of Hearing Learners | 3 |
| EDD 551 | Sign Communication I | 1 |
| EDD 553 | Sign Communication II | 1 |
| EDD 600 | American Sign Language I | 3 |
| EDD 601 | American Sign Language II | 3 |
Capstone Courses
| EDD 539 | Instructional Practicum | 3 |
| EDD 556 | Student Teaching | 6 |
| EDD 557 | Student Teaching II | 6 |
| EDD 603 | Professional Seminar/Portfolio To Deaf and Hard of Hearing Learners |
3 |
COURSES 2008 - 2010
NOTE: All required courses and most optional electives in this program are taught at St. Mary’s School for the Deaf, 2253 Main Street, Buffalo, New York. All program courses are limited to program majors.
EDD 532 Curriculum/Methods of Teaching Subject Areas to Deaf and Hard of Hearing Learners 3
Comparative curriculum theory: planning, design based upon the work of Wiggins & McTigue 2000. Major influences on curriculum development; integrating technology in the self-contained classroom, preK-12th grade; teaching in the public school in the inclusionary setting, in the resource room, in the self-contained room, or in settings as an itinerant teacher with particular consideration of the NYS Learning Standards as they are used to plan curriculum/methods for teaching subject areas. This course covers the IEP, the ITP, the multidisciplinary team, the law, classroom and behavior management, collaborative partnerships, educational services, vocational issues, curriculum adaptations, differentiated instruction and children who are deaf or hard of hearing with additional disabilities.
EDD 533 Introduction to Speech and Hearing Science 3
Anatomy and physiology of the speech and hearing mechanisms; acoustic and neurological correlates of signal representations; etiologies of hearing loss, communication theory and application in education of students who are deaf or hard of hearing.
EDD 534 Introduction to Deaf and Hard of Hearing Persons 3
Students study deaf culture and history, etiologies, methodologies, educational placement options, school law, communication modes, parent issues, socio-cultural issues, ethical issues and learn about students who are deaf or hard of hearing with additional disabilities.
EDD 535 Introduction to Audiology and Assistive Devices 3
Students study the identification and assessment of hearing loss from infancy to adult. Individual and group amplification systems, assistive listening devices, medical rehabilitative correlates of typical audiological profiles are presented. Interpretation and application of audiological data and understanding the cochlear implant are part of the course.
EDD 536 Language Theories and Strategies I 3
Students receive an overview of language and theories in teaching students who are deaf or hard of hearing. Review of function and structure of language, the grammar of English, theories of language acquisition, issues in language learning and deafness and research on cognition and language learning are presented. Language learning issues for students who are deaf or hard of hearing with multiple disabilities are discussed.
EDD 537 Language Theories and Strategies II 3
Applications of language theories in teaching deaf and hard of hearing students are presented. Review of language curricula, assessment of language acquisition and development of language strategies in teaching academic subjects to students who are deaf or hard of hearing and students who are deaf or hard of hearing with multiple disabilities are discussed. Students discuss the differences of educational systems in the United States and other countries of the world.
EDD 539 Instructional Practicum 3
A minimum of 150 hours of observations and teaching in self-contained classrooms, resource rooms, and inclusionary settings are included in the practicum prior to student teaching. Observations include a professional field trip to three exemplary schools for the deaf and professional meetings in major agencies in Western New York. Weekly seminars.
EDD 542 Oral/Aural Developmental Skills and Methods of Teaching Speech with Practicum 3
Development of speech perception and language production strategies using the oral philosophy and methodology are presented. Instructional possibilities for students who are deaf or hard of hearing in residential schools or public schools are explored. Survey of assistive technology for classroom communication and understanding students’ use of the cochlear implant are part of the course. A minimum 65 hours of a practicum assignment is attached to the course so each intern will practice the theories and methods presented in the course.
EDD 545 Methods of Teaching Literacy for Deaf and Hard of Hearing Persons 3
This course presents the theories and pedagogy related to teaching reading and writing to students who are deaf or hard of hearing. Discussion of research on teaching English as a second language is included. The study of language diversity, deafness and language development as it pertains to reading and writing is part of the course. New York State Learning standards are emphasized.
EDD 548 The Deaf or Hard of Hearing Child-0-8 Years Methods and Partnerships 3
A study of the critical time period of infancy to age 8 of the child who is deaf or hard of hearing for the development of cognition, language, psychological, and socio-cultural skills. The IFSP, parents and family issues, school education issues and children who are deaf or hard of hearing who have multiple disabilities are presented.
EDD 550 Theory, Research and Assessment of Deaf Learners 3
Students discuss assessment methods and materials applicable to the student who is deaf or hard of hearing and the student who is deaf or hard of hearing who has multiple disabilities. The role of the teacher, psychologist, counselor and social worker are discussed. Research theories, application of a variety of research methods and statistics are presented. Assessment instruments used for the 0-21 year old population are discussed. Assessments mandated by New York State and federal laws are discussed.
EDD 551 Sign Communication I 1
Implication of deafness in communication in language and the introduction of Signing Exact English vocabulary and syntax are presented in both the receptive and expressive formats. An introduction to deaf culture and the use of English based sign language systems is discussed.
EDD 553 Sign Communication II 1
This course is a continuation of EDD 551 and using the skills acquired in the previous course in assigned activities using Signing Exact English. Skill development and increased proficiency in expressive and receptive sign language are emphasized.
EDD 555 Psychology/Counseling of Deaf and Hard of Hearing Persons 3
Issues and trends in the field of psychology and counseling as they affect the field of deafness are presented. Psychological assessment of the student who is deaf or hard of hearing and the student who is deaf or hard of hearing who has multiple disabilities is discussed. Counseling methods and materials used by counselors and psychologists for persons who are deaf or hard of hearing are also discussed. Issues of the individual, the family, the community and society as they impact the person who is deaf or hard of hearing are presented. Psychosocial implications of deafness and the cognitive-emotional development of the individual who is deaf or hard of hearing are discussed.
EDD 556 Student Teaching I 6
Eight weeks of student teaching in a residential setting for students who are deaf. Several residential schools in New York State are available for placements.
EDD 557 Student Teaching II 6
Eight weeks of student teaching in a public school program-serving students who are deaf or hard of hearing in the surrounding area of Western New York.
EDD 599 Independent Study 1-3
Individual studies or research projects about the education of children who are deaf or hard of hearing is possible. Independent studies are designed to supplement or enrich the intern’s background.
EDD 600 American Sign Language I 3
This course is an introduction to American Sign Language (ASL); its structures, grammatical features, language functions and vocabulary acquisition. Deaf culture and sociolinguistic implications are discussed. An emphasis is given to developing interaction/interpersonal skills with deaf persons.
EDD 601 American Sign Language II 3
This course is the second course in American Sign Language (ASL) and emphasizes the development of receptive and expressive skills. Emphasis is on learning the nuances of ASL; the syntax, semantics and pragmatics of the language. Students must take the Sign Communication Proficiency Interview (SCPI) test the last semester before graduation.
EDD 603 Professional Seminar/Portfolio 3
Students complete an electronic portfolio based on reflections in the area of knowledge, service, and leadership, which include professionalism, technology use and dispositions while completing the two-year deaf education program. A formal presentation of the portfolio is required.
Electives
EDD 602 Characteristics of Deafblind Children and Youth 3
Comparative course based upon understandings of deafness and vision loss. Identification of deafblind children, characteristics and commonly seen etiologies and instructional implications are part of the course. Professional resources, local and national agencies will be discussed.
EDD 604 Braille I 3
An introduction to Braille. Development and skill in Braille reading. Implications for teaching children with vision problems.
EDD 605 Braille II 3
Intermediate skills in Braille reading. Development of instructional lessons for children with vision problems. Prerequisite: EDD 604.
EDD 606 Cued Speech 3
Complete skill development in Cued Speech, an oral communicative method for deaf persons.
EDD 607 Current Topics for Deaf Education Professionals 1-3
Professional development course for teachers of children who are deaf or hard of hearing. Distance learning and/or summer options.
EDD 608 Instructional Methods for Deafblind Children 3
Specific methods for the instruction of children who are deafblind. Instructional environments; one on one, resource room, self-contained classroom with children who are deaf or hard of hearing and inclusive strategies are discussed.
EDD 609 ASL III 3
Advanced ASL. Linguistic study, contrastive analysis and proficiency. Prerequisite: ASL II.