Candidates in the Deaf Education Program will demonstrate content knowledge, pedagogical, and professional knowledge necessary for successful performance in their field.
Know the incidence and prevalence figures for individuals who are deaf and hard of hearing as well as the sociocultural, historical, and political forces unique to deaf education
Know the cognitive and language development of individuals who are deaf and hard of hearing as well as the current theories of the development of spoken and signed languages.
Know the effects of the interrelationship among onset of hearing loss, age of identification, andprovision of services on the development of the individuals who are deaf or hard of hearing
Know the influence of experience, educational placement, cultural identity, language, family communication and culture on all developmental domains
Know the visual tools and organizers that support content mastery and retention as well as the specialized terminology used in assessing individuals who are deaf or hard of hearing
Know the importance of early intervention to language development and
the effects of sensory input on the development of language and learning
Know spoken and visual communication modes along with the components of linguistic and non-linguistic communication
Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)
Candidates in the Deaf Education Program will demonstrate professional skills and dispositions necessary for successful performance in their field.
Provide activities to promote print literacy, content area reading and writing through instruction via spoken language and/or the signed language indigenous to the Deaf community
Provide ongoing opportunities for interactions between individuals who are deaf or hard of hearing with peers and role models who are deaf or hard of hearing.
Prepare individuals who are deaf or hard of hearing to use interpreters, facilitate independent communication in all contexts and provide access to incidental language experiences.
Design a classroom environment that maximizes opportunities for visual and/or auditory learning, meets developmental and learning needs as well as well as provide balance among explicit instruction, guided instruction, peer learning, and reflection
Apply strategies to facilitate cognitive and communicative development as well first and second language teaching strategies to the instruction of the individual.
Implement strategies for developing spoken language in orally communicating students, sign language proficiency in signing students while implementing strategies for stimulating and using residual hearing
Communicate proficiently in spoken language or the Sign Language indigenous to the Deaf community; use and manage specialized assistive technologies, resources, and instructional strategies unique to students who are deaf or hard of hearing
Plan instruction to address academic content standards, integrate language instruction into academic areas and plan and implement transitions across service continuums
Administer assessment tools to collect and analyze spoken, signed, or written communication samples and develop specialized assessment procedures that allow for alternative forms of expression
Learning Goal 3 (SERVICE)
Candidates in the Deaf Education Program will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, Candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.
Provide ongoing opportunities for interactions between individuals who are deaf or hard of hearing with peers and role models who are deaf or hard of hearing
Develop successful inclusion experiences
Provide families with support to make informed choices regarding communication modes, philosophies, and educational options
Learning Goal 4 (PROFESSIONALISM)
Candidates in the Deaf Education Program will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students have optimal opportunities to learn and grow.
Develop and enrich cultural competence relative to the Deaf community.
Increase proficiency and sustain a life-long commitment to maintaining instructional language competence
Know services, organizations, and networks that support individuals who are deaf or hard of hearing
Learning Goal 5 (LEADERSHIP)
Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students, organizations, and the wider community
Know model programs for individuals who are deaf or hard of hearing
Know the roles and responsibilities or teachers and support personnel in educational practice for individuals who are deaf or hard of hearing
Know professional resources and organizations relevant to the field of education of individuals who are deaf or hard of hearing.