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Department of Specialized Education Services (SES)
School of Education

341 Curry Building
(336) 334-5843
http://www.uncg.edu

Education of the Deaf Major (BS) | Educational Interpreter Training Concentration | Specialized Education Services Courses (SES) | Teacher Education Preparation Concentration

Faculty

Edgar H. Shroyer, Professor and Interim Chair of Department

Associate Professors Compton, Vallecorsa; Assistant Professor Niemeyer; Lecturers Brandon, Kurtts, Shroyer, S. Torres

The primary goal of the Department of Specialized Education Services is to prepare professionals for diverse roles in working with individuals with disabilities across the lifespan in a variety of educational and community environments. Programs in the department emphasize the delivery of services in integrated settings, with a focus on interdisciplinary and interagency collaboration. Upon graduation, students are prepared for professional careers in public and private schools, residential settings, community agencies, clinics, and organizations. Faculty teaching, research, and service activities facilitate these outcomes. The Department offers a Bachelor of Science degree in Education of Deaf Children as well as undergraduate coursework in the interdisciplinary Birth-Kindergarten (B-K Program).

Education of the Deaf Major
Degree: Bachelor of Science

Available Concentrations and AOS Codes:

Teacher Education Preparation, U145
Required: 128 semester hours, to include at least 36 hours at or above the 300 course level
Educational Interpreter Training, U154
Required: 129 semester hours, to include at least 36 hours at or above the 300 course level

The Education of Deaf Children Program provides opportunities for study in two concentrations: Teacher Preparation and Educational Interpreting. Both areas of study focus on the unique educational needs of deaf and hard-of-hearing children emphasizing language acquisition, teaching methods and communication modes. Specialized training in communication modes is offered through sign classes and the Sign Language Laboratory. Supervised experiences are available for student observations, volunteer work and practicum in area public schools and the Central North Carolina School for the Deaf.

Also see Teacher Education Programs for admission requirements and second major requirement.

 

Teacher Education Preparation Concentration Requirements

The Teacher Preparation concentration provides training at the undergraduate level for teachers of deaf and hard-of-hearing children. In addition to courses in the major area, students elect a specialization such as preschool education, elementary education, or secondary education (mathematics, history, English, etc.). Internships for teaching take place at the Central North Carolina School for the Deaf and in area public school programs with students who are deaf or hard-of-hearing. Transfer students may require additional semesters to complete the undergraduate degree program. Upon completion of the program, students are eligible for licensure by the North Carolina Department of Public Instruction (K-12 Hearing Impaired) and the Council on Education of the Deaf.

All University Liberal Education Requirements (39 semester hours)

All students in this program must complete AULER requirements. Areas with specific requirements for this concentration are indicated below. See detailed listing of the complete AULER area requirements and courses meeting those requirements.

AULER Area/Required Courses and Semester Hours

Natural Science (NS) 6
Required: one Physical Science course and one Life Science course; no lab required
Social and Behavioral Sciences (SB) 6
Required: PSY 121, SOC 101
AULER Electives 3
Required: HEA 201

Waivers have been approved for this program in the areas of: Literature (BL or WL), 3 hours, and AULER Electives, 3 hours.

Note: Where appropriate, teacher licensure requirements (listed below) may be selected to fulfill liberal education requirements.

Major Requirements

Minimum 39 semester hours in the major:

  • SES 135, 240, 243, 335, 461, 483, 485, 555, 577, 578; CSD 334
  • Completion of Sign Assessment I

Related Area Requirements

  1. PSY 121
  2. HDF 302 or PSY 250
  3. SOC 101 (or approved substitute)
  4. ELC 381
  5. PSY 502, or SES 540, or approved substitute

Specialization

21 semester hours in elementary education, preschool education, secondary education, or in another sequence approved by the Department of Communication:

Preschool Specialization

Required: HDF 452, 552, with 9 hours to be selected from: CUI 346 or LIS 346; HDF 212, 441, 532

Elementary Specialization

Required: ART 367; CUI 346 or LIS 346, with 9 hours or 3 courses to be selected from: CUI 320 or 521, 360 or 520, 370 or 519, 380 or 518; LIS 556, 582

Secondary Specialization

The Secondary Specialization is met by the second major requirement (see below).

Teacher Licensure Requirements

  1. AULER requirements as identified within each major.
  2. PSY 121
  3. ELC 381
  4. CUI 430 or 450
  5. CUI 420 or 470 (secondary) or 517
  6. HEA 201
  7. SES 461
  8. Completion of pre-student-teaching field experience
  9. Students must have a 2.7 overall grade point average to be admitted to teacher education, and a 2.7 grade point average in all courses with a SES prefix in order to be admitted to student teaching. Any grade below C- in a required core course makes a student ineligible to continue in the licensure track.

Second Major Requirement

All students majoring in Teacher Education Preparation -Deaf and Hard-of-Hearing Children, who select the preschool or elementary specialization are required to complete another approved major or a second major or a concentration consisting of a minimum of 24 semester hours in a basic academic discipline. Depending on the academic discipline selected, a maximum of 6 hours may be counted toward both the All-University Liberal Education Requirements. The following majors have been approved for Education of the Deaf: Art, English, Linguistics, Mathematics, Psychology, and Sociology. Other second majors require program approval.

Electives

Electives sufficient to complete the 128 semester hours required for degree.

 

Educational Interpreter Training Concentration Requirements

The Educational Interpreter Concentration provides training at the undergraduate level for individuals to work with students who are deaf and hard-of-hearing in public school settings. Internships for interpreting occur in area public schools having programs for students who are deaf and hard-of-hearing. Transfer students may require additional semesters to complete the undergraduate degree program.

All University Liberal Education Requirements (42 semester hours)

All students in this program must complete AULER requirements. Areas with specific requirements for this concentration are indicated below. See detailed listing of the complete AULER area requirements and courses meeting those requirements.

AULER Area/Required Courses and Semester Hours

Natural Science (NS) 6
Required: one Physical Science course and one Life Science course; no lab required

Major Requirements

A minimum of 60 semester hours to include:

  • SES 135, 240, 243, 335, 462, 463, 483, 486, 487, 488, 540, 543,555, 557, 558, 572, 578; CSD 334
  • Completion of Sign Assessment I and Interpreting Assessment I

Related Area Requirements

  • 24 semester hours: BCT 250; CED 310; CST 105, 207; CUI 202; ELC 381; ENG 260 or CUI 526; PSY 121
  • Six semester hours selected from the following: ATY 385 or 387; CSC 101; CUI 555 or 450; LIS 346, 554 or 556; PSY 341

Electives

Electives sufficient to complete the 129 semester hours required for degree.

 

Interdisciplinary Birth-Kindergarten (B-K) Program

The Specialized Education Services Department participates as part of an interdisciplinary team which offers an undergraduate program in Early Childhood Education resulting in B-K licensure. This degree provides inclusive coursework and field experiences in settings for young children with and without disabilities. The emphasis of this program is to prepare professionals (i.e. teachers, early interventionists, itinerant teachers) to work with infants, toddlers, preschoolers, and kindergartners with and without disabilities and their families. For additional information about admission to this program and its requirements, contact the Department of Human Development and Family Studies.

 

Specialized Education Services Courses (SES)

For Undergraduates

135 Sign Language for the Deaf I (3:3).

American Sign Language and fingerspelling with emphasis on the development of basic receptive and expressive skills. (FA,SP,SU) (Formerly EDC 135)

240 Communication Development in Children (3:3).

AULER/CLER: SB/CSB

  • Students cannot receive credit for both this course and CSD 308.

Psychosociolinguistic and developmental processes in the acquisition of communication in typically developing children. Emphasis on interpersonal communication patterns in diverse cultures that contribute to and influence social interaction. (FA,SU) (Formerly EDC 240)

242 Introduction to Exceptional Children: Early Years (2:2).

Provides an overview to early childhood special education. Issues related to legislation, identification, characteristics, family roles, and programmatic concerns will be addressed. (SP) (Formerly CUI 240)

243 History and Psychology of the Deaf (3:3).

Traditional and experimental methods of educating deaf children. Review of psychological studies of deafness and implications for education. (FA) (Formerly EDC 243)

333 Special Problems (1 to 3).

Pr. permission of faculty supervisor

  • May be repeated for credit.

Guided individual study in an area of special interest to the student. (Formerly EDC 333)

335 Sign Language for the Deaf II (3:3).

Pr. 135 or permission of instructor.

Development of conversational skills in American Sign Language (ASL). Review of origin and application of contemporary manual communication systems. (FA,SP) (Formerly EDC 335)

425 Infant and Toddler Programs: Foundations and Methods (4:3:3).

Pr. HDF 211, 302; SES 242

Theories, principles, methods and issues related in infant and toddler programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs. Laboratory experience required. (Same as HDF 425) (FA) (Formerly CUI 425)

435 Preschool/Kindergarten Curriculum (4:3:3).

Pr. HDF 211, 302; SES 242

Provides information on principles and components of preschool kindergarten curricula, and strategies of learning for young children. Emphasis includes young children with and without disabilities. Laboratory experience required. (Same as HDF 435) (SP) (Formerly CUI 435)

441 Young Children's Learning Environments (3:3:2).

Pr. HDF 211, 302; SES 242

Principles and methods of working with typical and atypical young children. Emphasis on identifying and evaluating strategies for enhancing children's development with a program setting. Lab experience required. (Same as HDF 441) (FA) (Formerly CUI 441)

455 Rural Education I: Deaf and Hard-of-Hearing (3:3).

Pr. permission of instructor.

Study and description of rural communities and social problems within communities. Emphasis on change and diversity and how unique responses to needs of deaf and hard-of-hearing children are warranted. (FA) (Formerly EDC 455)

456 Rural Education II: Deaf and Hard-of-Hearing (3:3).

Pr. 455 and permission of instructor.

Methods of working collaboratively with other school professionals to serve deaf and hard-of-hearing children in rural public schools. Emphasis on interpersonal working relationships and development of co-teaching strategies. (SP) (Formerly EDC 455)

457 Rural Education III: Deaf and Hard-of-Hearing (3:3).

Pr. 455, 456 and permission of instructor.

Specialized in-service training techniques and knowledge about deaf and hard-of-hearing children. Module development for staff, parents, and children in rural public schools. (FA) (Formerly EDC 457)

461 Internship in Teaching the Deaf (12:1:15).

Pr. admission to Student Teaching

Full-time supervised student teaching in one or more educational settings with deaf and hard of hearing students under direction of University supervisor. Conferences and seminars required. (FA,SP) (Formerly EDC 461)

462 Educational Interpreting I (3:3).

Pr. 335 or permission of instructor.

Basic principles and strategies of interpreting/transliterating for mainstreamed students who are deaf or hard-of-hearing. (FA) (Formerly EDC 462)

463 Educational Interpreting II (3:3).

Pr. 462 or permission of instructor.

A continuation of Educational Interpreting I with emphasis on technical and specialized terminology. Includes basic introduction of Cued Speech transliterating, oral interpreting, and interpreting for deaf-blind students. (SP) (Formerly EDC 463)

483 Teaching Academic Subjects to the Deaf - Primary (3:3:3).

Pr. permission of instructor.

Strategies for teaching academic content to elementary level deaf and hard of hearing students. Integration of manual, auditory, and oral communication skills. Field experience in schools required. (FA) (Formerly EDC 483)

485 Teaching Academic Subjects to the Deaf - Secondary (3:3:3).

Pr. permission of instructor.

Methods of teaching academic materials to secondary level deaf and hard of hearing students. Emphases include curricular principles and components; functional behavioral assessment; and teaching strategies. Field experience in schools required. (FA) (Formerly EDC 485)

486 Educational Interpreting: Seminar and Practicum (6:3:4).

Pr. 463.

Field experiences in mainstream programs at elementary, middle school, and high school levels. Observation, notetaking, and participating as interpreter for selected activities. Discussions of field experiences, assignments, projects, and job-related issues. (FA,SP) (Formerly EDC 486)

487 Educational Interpreting Internship (12).

Pr. 486; completion of Interpreting Assessment I.

Two consecutive full-time interpreting or transliterating assignments in public school mainstream programs under the direction of the cooperating interpreter/transliterator and the University supervisor. (FA,SP) (Formerly EDC 487)

488 Interpreting: Sign-to-Voice (3:3).

Development of receptive sign language techniques and voicing skills involved in interpreting or transliterating a signed message into spoken English. (SP) (Formerly EDC 488)

493 Honors Work (3-6).

Pr. see prerequisites under Honors Program, XXX 493

  • May be repeated for credit if the topic of study changes.

 

For Advanced Undergraduates and Graduate Students

540 Introduction to Exceptional Individuals (3:3).

  • May not be taken by students who have credit for PSY 502.

Introductory course designed to survey the field of exceptional children. Major attention focused on characteristics of the exceptional child. (FA) (Formerly CUI 540)

543 Inclusion of Students with Special Needs (3:3).

Pr. permission of instructor.

Explores critical issues, service delivery alternatives, and promising practices that promote responsible inclusion of individuals with special needs in integrated learning environments. (Formerly CUI 543)

555 Sign Language III (3:3).

Pr. 335 or permission of instructor.

Advanced manual communication with emphasis on interpreting and translating for deaf adults in specialized settings. (FA) (Formerly EDC 555)

557 Interpreting: English to ASL I (3:3).

Pr. 555 or permission of instructor.

Analysis of the linguistic principles of American Sign Language and its role in the education of deaf and hard-of-hearing children and in the Deaf community. (SP) (Formerly EDC 557)

558 Interpreting: English to ASL II (3:3).

Pr. 557.

Further study of American Sign Language with emphasis on the use of linguistic principles to interpret concepts presented in English. (FA) (Formerly EDC 558)

572 Issues in Educational Interpreting (3:3).

A study of the state and national code of ethics for interpreters/transliterators. Educational, cultural, legislative, and professional issues are addressed as they relate to the field of educational interpreting. (FA) (Formerly EDC 572)

577 Teaching Speech to the Deaf (3:3).

Pr. 240 or equivalent and CSD 334

Principles and strategies for developing and maintaining spoken language and using residual hearing and speechreading in children with hearing impairments. (SP) (Formerly EDC 577)

578 Teaching Language to the Deaf (3:3).

Pr. 240 or equivalent.

Principles and strategies for developing English language proficiency in deaf and hard of hearing students. Emphasis on integration of English instruction with academic content. (FA) (Formerly EDC 578)

Please refer to The Graduate School Bulletin for additional graduate level courses.

 
 
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