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Course Criteria
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3.00 Credits
This course provides the participant with understanding of sound, audiological measures in assessing hearing loss, how to read and interpret audiological test results, knowledge of amplification devices and how to care for and troubleshoot these devices. This course also provides the participant with knowledge of the anatomy and physiology of the auditory and vestibular systems, embryological development of the systems and common causes of hearing loss.
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3.00 Credits
This course is designed to introduce students to the anatomy and physiology of the speech mechanism, including the neural basis for speech production. Students will be familiarized with the speech processes of speech production and how hearing loss in children affects the development of speech production skills. Characteristics of vowels and consonants will be discussed in relation to their acoustic properties for speech.
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1.00 Credits
Provides future teachers of students who are Deaf or Hard of Hearing a foundation of the linguistics of American Sign Language to analyze their students' language development and plan instruction to increase their accuracy, fluency and skills. This course provides an intense overview of ASL linguistics for future teachers who already have a basic communication in ASL. Prerequisites: ASL 2010 and Sign Language Competence Evaluation
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4.00 Credits
This course emphasizes the development auditory skills and speech in children who are deaf or hard of hearing with particular attention to the use of Auditory Verbal Strategies. Students will learn to analyze speech samples. They will gain knowledge in various aspects of phonetics and utilize IPA. Students will identify stages of phonetic and phonologic speech development and develop a speech program with appropriate goals and objectives. Students will also evaluate the functional auditory level of children with hearing loss, identify and describe the hierarchy of listening development, and develop an auditory skills program with appropriate goals and objectives. Students will identify and practice teaching strategies in audition and speech development with attention to the use of cochlear implants and the development of spoken communication. Field hours required. Prerequisites: SP ED 5520 and SP ED 5521
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4.00 Credits
The ramifications of a hearing loss on language development are discussed. The assessment of language across form, content and use to develop outcomes, goals and objectives leading to appropriate programming, planning and lesson implementation is emphasized. Spoken language development in early intervention, pre-school, elementary, and secondary levels are all included. Field hours required. Prerequisite: SP ED 3508 and 5030.
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4.00 Credits
The purpose of this course is to develop both the understanding and the skills of signed language communication in educational settings, with emphasis on the development of ASL/English strategies for classroom instruction of Deaf and hard of hearing students. Students participating in this course will compare, contrast and practice American Sign Language, English sign language systems and Cued Speech. Students will investigate home and educational use of sign language and the issues impacting sign language choice and implementation. Cultural issues as well as community impacts will be reviewed. Students will reinforce their classroom learning within the school and community settings. Prerequisite: ASL 2010 AND SP ED 5522 AND Sign Language Competency Test.
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3.00 Credits
This course focuses on effective and evidence-based practices for teaching students who are deaf and hard of hearing (DHH). Teacher candidates will identify the challenges that students who are DHH face when learning content in curricular subject areas. They will develop proficiency using instructional strategies across a variety of service delivery models and instructional settings. They will learn how to select, adapt, and modify curriculum to meet the unique and diverse needs of students who are DHH. Attention will be given to the development of lesson and unit plans that meet the state core curriculum standards as well as incorporate language, literacy, and IEP goals. Teacher candidates will analyze the social and emotional needs of students with hearing loss and their families. Discussion will include the needs of students and families with culturally diverse backgrounds and students with additional disabilities. Emphasis will be placed on the roles and responsibilities of teachers of the DHH to train, consult, and collaborate with families and other professionals. Prerequisite: SP ED 5530 and 5540.
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2.00 Credits
In this course, teacher candidates will consider the unique characteristics and needs of students who are deaf or hard of hearing, which influence programming in the early intervention, preschool, elementary, and secondary settings across the broad range of educational placement options. This course includes practice in developing IFSPs and IEPs including preschool and post-secondary transitions. Teacher candidates will use and interpret technically sound assessments to determine present levels of functioning, write goals, and make decisions regarding appropriate services and educational placement. Emphasis will be placed on accommodations and modifications of the instructional environment to meet the individual physical, cognitive, cultural, communication and social needs of students. Included will be the management of listening technology in the home and classroom.
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9.00 Credits
Students are assigned a full-time practicum setting with children who are Deaf and hard of hearing for 15 weeks under the direct supervision of cooperating teachers. This capstone experience provides opportunities to refine and develop key knowledge and skills specific to educating this population of students. Teacher candidates transition from theory to practice as they become responsible for educational programming, instructional planning, facilitation of language development, management of learning environments, assessment, and collaboration. Prerequisite: Department consent required.
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6.00 Credits
This course will create an opportunity for students to further develop the knowledge and skills integral to becoming a culturally competent and responsive professional. The goals of this course are toe provide students with (a) broader base knowledge about global issues and perspectives, (b) knowledge and understanding relative to Peru, (c) an opportunity to develop insight into the complexity of experiences that individuals from culturally and linguistically diverse cultures may face when they are immersed in the United States, and (d) an opportunity to develop a deeper understanding of how their own social, cultural, economic, political, educational, and historical experiences influence their behaviors as professionals.
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