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UNCG Home > School of Education > SES Home

Teacher Education Preparation
K–12 Hearing Impaired Teacher Licensure Concentration

NOTE: This site is still under construction.

(127 semester hours)

The K-12 Hearing Impaired Standard Professional I licensure program provides preparation at the undergraduate level for students planning to teach children who are deaf or hard of hearing. Upon completion of the teacher licensure degree program, graduates are eligible for “A” licensure from the North Carolina Department of Public Instruction in K-12 Hearing Impaired. Students who transfer into the program may require additional semesters to complete the program.

Fieldwork and internship experiences take place in area public school programs with students who are deaf or hard of hearing.

The K-12 Hearing Impaired Standard Professional I Licensure degree program is a North Carolina Department of Public Instruction approved licensure program, and listed coursework cannot be waived. The Bachelor of Science degree will not be awarded until all requirements, including student teaching, have been completed in adherence with UNCG policies, procedures, and guidelines.

Please note: some items require the Adobe Acrobat PDF Reader, which can be downloaded from the Adobe web site.

Download Education of Deaf Children Program Handbook (PDF)

Student Learning Goals

Students completing the K–12 Hearing Impaired Teacher Licensure program are able to

• Explain basic knowledge of typical speech, language, and auditory development.
• Demonstrate knowledge of the specific structure of the English language.
• Demonstrate knowledge of the content and curriculum sequence of the language arts and mathematics curricula in the North Carolina Standard Course of Study, Kindergarten through eighth grade and extensions.
• Demonstrate knowledge of research-based learning strategies and their relationship to the learning of individual students who are deaf or hard of hearing.
• Demonstrate knowledge of speech and hearing science, audiology, and communication modalities/options related to teaching students who are deaf or hard of hearing.
• Use specific strategies to assess the receptive and expressive communicative functioning of students who have hearing losses.
• Use specific strategies to assess and diagnose specific learning patterns of students who are deaf or hard of hearing.
• Instruct students who are deaf or hard of hearing in the use of strategies to facilitate learning across the curriculum.
• Assess, plan, implement, and monitor literacy progress of students who are deaf or hard of hearing in conjunction with the N.C. Standard Course of Study.
• Facilitate student participation in the N.C. state assessment program.
• Design and implement individualized service delivery and transition plans.
• Collaborate with other professionals and families in a variety of service delivery options for deaf or hard of hearing students.
• Communicate fluently with children or adults who are deaf or hard of hearing who may use a variety of communication options/modalities.
• Demonstrate understanding of the impact of hearing loss from intercultural and cross-cultural perspectives.
• Demonstrate understanding of the role of the family in serving children who are deaf or hard of hearing.
• Apply appropriate technology in serving deaf or hard of hearing children and their families in a variety of educational contexts.
• Demonstrate appropriate professional behavior and dispositions in interactions with deaf or hard of hearing students, their families, and other professionals.

The K–12 Hearing Impaired Teacher Licensure concentration provides training at the undergraduate level for teachers of deaf or hard of hearing children. Students must be admitted to Teacher Education/Teachers Academy before enrolling in the following courses: SES 350B, SES 379, SES 451, SES 461, SES 483, SES 578. Students must have an overall GPA of 2.75 in order to enroll in these courses.

If a student receives a grade below C (2.0) in an SES, Related Area, or Teacher Licensure course, the student is required to retake the course.

Students must be admitted to Teacher Education/Teachers Academy at least one semester before being admitted to Student Teaching. Practicum and student-teaching internship experiences take place within the central North Carolina Piedmont area in public school programs that serve students who are deaf or hard of hearing. Thus, students must have reliable transportation to and from practicum and/or internship sites.

Upon completion of the program, and receiving a passing score on the Praxis II Specialty Area exam: Deaf or Hard of Hearing, students are eligible for licensure by the North Carolina Department of Public Instruction (K–12 Hearing Impaired). Transfer students may require additional semesters to complete the undergraduate degree program.

Program Requirements

I General Education Core Requirements (GEC)

See complete GEC requirements and approved course listings for all categories.

Core Category	S.H.
Students may select courses for:
Literature (GLT)	3
Fine Arts (GFA)	3
Philosophical, Religious, Ethical Principles (GPR)	3
One additional GLT, GFA, or GPR course	3
Historical Perspectives on Western Culture (GHP)	3
Mathematics (GMT)	3
Natural Sciences (GNS) one must be a laboratory course; each must have a different departmental prefix	6–7
Reasoning and Discourse (GRD) ENG 101 or FMS 115 or RCO 101, and one additional GRD course	6
Department specifies courses for:
Social and Behavioral Sciences (GSB) required: SES 240 and SOC 101	6

 

II General Education Marker Requirements

See details and courses. It is possible to meet all GE Marker Requirements while completing the GE Core requirements or courses required by the major/ concentration.

 

III Major Requirements

Minimum 68 s.h.: SES 101, 102, 203, 240, 245, 250, 252, 350A, 350B, 360, 379, 444, 450, 451, 460, 461, 464, 469, 483, 578. Completion of Sign Proficiency Test I.

IV Related Area Requirements

Minimum 15 s.h.: CSD 295, 334, 557; CST 207 or 350; PSY 250 or HDF 302

V Teacher Licensure Requirements

13 s.h.: TED 450; ELC 381; LIS 120 or TED 120

Students must have a 2.75 overall grade point average (GPA) to be admitted to Teacher Education/Teachers Academy, and a 2.75 grade point average in all courses with an SES prefix in order to be admitted to Student Teaching. If a student receives a grade below C- (1.70 GPA) in an SES, Related Area, or Teacher Licensure course, the student is required to retake the course.

Students desiring to pursue a degree in K–12 Hearing Impaired Teacher Licensure must:

• Document that they have read and understood the Technical Standards for the K–12 Hearing Impaired Teacher Licensure program (available in program handbook).
• Have reliable transportation to and from fieldwork and student teaching placement sites.

VI Electives

Electives sufficient to complete the 127 semester hours required for degree.

Teacher Licensure Courses: 13 semester hours

Teacher Licensure Courses: 13 semester hours

Course number	Sem hours	Course name
TED 420	3	Reading Education
TED 450	3	Psychological Foundations of Education
ELC 381	3	The Institution of Education
HEA 201	3	Personal Health

A one-hour course in educational technology applications (LIS/TED 120) is recommended, but not required to assist students in preparing their Teaching and Technology Portfolio as required for teacher licensure by the NC Department of Public Instruction.

Sign proficiency requirement:

Students who enter the program with signing skills are interviewed by a faculty member who will determine the appropriate sign language course placement commensurate with the student’s demonstrated expressive and receptive signing skills.

Students are expected to demonstrate a passing score on a receptive and expressive sign language evaluation prior to beginning the student teaching internship.

GPA Requirements

Minimum GPA of 2.75 overall is required to be admitted to Teacher Education

Minimum GPA of 2.75 in all courses with an SES prefix is required in order to be admitted to student teaching.

If a student receives any grade below C - in a departmental or a cognate course, the student is required to retake the course.

Technical Standards

Students desiring to pursue a degree in K-12 Hearing Impaired teacher licensure must:

• Document that they have read and understood the Technical Standards for the K-12 Hearing Impaired teacher Licensure program.
• Have reliable transportation to and from practicum or observation sites.

 

ADMISSIONS PROCEDURE

Admission to UNCG

Initial admission procedures for all programs are managed by the Admissions Office of the University of North Carolina at Greensboro, 123 Mossman Building, UNCG, Greensboro, NC, 27402, (336) 334-5234 (voice). Once admitted, students may declare a major (e.g., Education of Deaf Children) immediately, or they may wait until the end of their sophomore year. Students who have not declared a major or who wish to change a major should do so in the Student Academic Advising Office in 341-A Curry Building.

Admission to UNCG and Declaration of K-12 Hearing Impaired Teacher Licensure Major

In meeting the requirements for admission to UNCG as freshmen, prospective candidates in the K-12 Hearing Impaired Standard Professional I licensure program provide the following information:

• a secondary school diploma (or its equivalent) and at least 15 acceptable units of credit from an accredited secondary school,
• official secondary school transcript including cumulative grade point average on a 4.0 scale,
• official results of SAT I or ACT Assessment with the Writing Test option

Transfer students must have a 2.0 or higher grade point average on a 4.0 scale on all previous work attempted and on all transferable coursework from a regionally accredited college or university.

Technical Standards for Admission to the K-12 Hearing Impaired Teacher Licensure Program:

The K-12 Hearing Impaired teacher licensure program is a rigorous and intense program that places specific requirements and demands on students enrolling in the program. The primary goal of this program is to prepare graduates to enter the profession of teaching deaf or hard of hearing students from Kindergarten through the twelfth grade. The Technical Standards set forth by the K-12 Hearing Impaired teacher licensure program establish the essential qualities considered necessary for students admitted to the program so that they can achieve the knowledge, skills, competencies, and dispositions of an entry-level teacher of deaf or hard of hearing students. (See Technical Standards).

Students are not allowed to enroll in the following K-12 Hearing Impaired courses until they have been officially admitted to Teacher Education (and the K-12 Hearing Impaired program):

SES 350B Interprofessional Field Experience and Seminar

SES 350C Interprofessional Field Experience and seminar

SES 451 Spoken Language Facilitation in Deaf Children

SES 483 Instructional Methods with Deaf Students

SES 578 Language Teaching Methods with Deaf Students

TED 420 Reading Education

The requirements for admission to Teacher Education are communicated to students in both the Teachers Academy Teacher Education Handbook as well as the K-12 Hearing Impaired Program Handbook, both of which are available on the UNCG website.

In individual advising sessions with each student faculty review the admission criteria and how progress is limited until formal admission is granted.

LICENSURE-ONLY CANDIDATES

Program policies and procedures for licensure-only candidates

Admission criteria:

Candidates who already have a bachelor’s degree or who already hold a teaching license and desire additional licensure in another area have an opportunity to obtain K-12 Hearing Impaired licensure. Requirements for admission to the Standard Professional I Licensure-only program are as follows:

• Documentation of graduation from a regionally accredited college or university
• Documentation of a minimum grade point average of 2.50

NOTE: The PPST is waived for candidates who hold a degree from a regionally accredited university or who are licensed to teach in North Carolina in another subject area.

OR documentation of obtaining the DPI designated passing scores on the SAT/ACT as approved by the State Board of Education in January 2006 .

• A copy of the license(s) held (as applicable)
• Transcripts of coursework from an accredited university

Plan of Study:

Upon candidate admission, the Licensure-Only Coordinator submits the candidate’s transcripts to the Program Coordinator who reviews the transcripts and develops an individual Plan of Study that lists coursework, field experiences, Teaching and Technology Portfolio, and internship requirements the candidate needs to satisfactorily complete in order to be recommended for licensure.

Alternate assessment procedures through which Licensure-Only candidates can demonstrate they meet state standards.

Licensure – Only candidates can demonstrate that they meet NC DPI Core, Diversity, Technology, and K-12 Hearing Impaired Standards via the following products:

• Case studies of students/families
• Videotapes of interactions with students and families
• Videotapes of instruction
• Observations by principals
• Evaluation of instruction by university faculty
• Completion of projects such as a language sample analysis, unit of instruction, in-service presentation, reflective perspectives research paper
• Completion of the Teaching and Technology Portfolio

STUDENT TEACHING INTERNSHIP

During the student teaching semester, students register for SES 461, Internship in Teaching Deaf and Hard of Hearing Students. Students will complete a semester (12-16 weeks) of student teaching under the guidance of a cooperating teacher and university supervisor. Although consideration is given to students’ preferences, it is not always possible to place students at a specifically requested site. Students are responsible for their own transportation and housing for pre-student teaching and student teaching internship experiences. The UNCG Teachers Academy

Teacher Education Handbook outlines School of Education policies, procedures, and guidelines for the student teaching internship at the following web address: http://www.uncg.edu/ted/teach_acad_handbooks.html

APPLICATION FOR NORTH CAROLINA LICENSURE

During the student teaching semester, students file an application for North Carolina licensure in Exceptional Child Services (Hearing Impaired K - 12). Application for North Carolina Licensure is made in The Teachers Academy, 318 Curry. The application must be completed and sent to the address listed on the application within 10 days after the student has completed student teaching. A fee is required with your application for your NC License.

ADVANCED TECHNOLOGY SKILLS PORTFOLIO

To receive teacher licensure in North Carolina, students must successfully pass the Essential Skills Inventory and submit an acceptable Advanced Technology Skills Portfolio. Guidance for these two requirements is provided through LIS/TED 120 Introduction to Technology in Educational Settings and from program faculty

SCHOLARSHIPS

The UNCG School of education offers scholarships from designated, named scholarship monies. The Cato scholarship is awarded annually to a student who is preparing to be a teacher of deaf and hard of hearing students. Application for this and other school of education scholarships is made through the School of Education, Office of Student Advising and Recruitment Center (SARC), 341-A Curry Building (336) 334-3410.

STUDENT CONDUCT

The UNCG Student Code of Conduct addresses student behavior by outlining policies for ensuring that members of the UNCG community live and work in a safe campus environment that supports honesty, trust, fairness, respect, and responsibility. Students are expected to demonstrate appropriate behaviors that reflect those values as set forth in the student Code of Conduct available at the following UNCG website address: http://deanofstudents.uncg.edu/policy/

ACADEMIC INTEGRITY

The Academic Integrity Policy affirms the values of honesty, trust, fairness, respect, and responsibility by governing student conduct directly related to the academic life of UNCG. This includes policies regarding cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. Students are expected to display academic integrity throughout their program of study. The Academic integrity Policy is available at the following UNCG website address: http://academicintegrity.uncg.edu/

TECHNICAL STANDARDS FOR THE K-12 HEARING IMPAIRED TEACHER LICENSURE PROGRAM

These Technical Standards are provided to applicants to the K-12 Hearing ImpairedStandard Professional I teacher licensure program to help them make an informed decision regarding choice of career.

Technical standards include all academic requirements and non-academic criteria essential for participation in the K-12 Hearing Impaired teacher licensure program. Technical standards include, but are not limited to physical, cognitive, and attitudinal abilities essential to becoming a teacher of deaf or hard of hearing students as required by the North Carolina Department of Public Instruction, (NC DPI) Council on Exceptional Children (CEC), and the International Society for Technology in Education (INSTE).

The K-12 Hearing Impaired teacher licensure program is a rigorous and intense program that places specific requirements and demands on students enrolling in the program. The primary goal of this program is to prepare graduates to enter the profession of teaching deaf or hard of hearing students from Kindergarten through the twelfth grade. The Technical Standards set forth by the K-12 Hearing Impaired teacher licensure program establish the essential qualities considered necessary for students admitted to the program so that they can achieve the knowledge, skills, competencies, and dispositions of an entry-level teacher of deaf or hard of hearing students. The abilities and expectations listed below must be met by all students admitted to the program. In the event that a student is unable to meet these Technical Standards, with or without reasonable accommodations, the student will not be admitted to the program or allowed to remain enrolled in or to graduate from the program.

To be admitted to or to maintain enrollment in the K-12 Hearing Impaired teacherlicensure programeach student must demonstrate:

PHYSICAL CAPACITY

With or without reasonable accommodation, a candidate for K-12 Hearing Impaired teacher licensure must have sufficient stamina, sense of vision, hearing, neuromuscular control and touch in order to:

• Observe/participate in activities associated with preparing to be a teacher of deaf or hard of hearing students, including but not limited to classroom demonstrations, lessons, classroom interactions, student assessment, classroom and student management, lesson planning and lesson implementation.
• Observe students accurately at a distance and at close hand.
• Perform the typical techniques used during instruction such as visual assessment of student engagement and the management of a safe and orderly instructional environment
• Accurately receive and express communication via signing (manual communication), fingerspelling or cues (Cued Speech/language).
• Work a teacher’s contracted day and perform extended and additional duties such as conducting parent conferences, attending after-school events, and other assigned duties.

INTELLECTUAL REASONING

With or without reasonable accommodation, a candidate for K-12 Hearing Impaired teacher licensure must have sufficient cognitive-intellectual abilities and skills in order to:

• Comprehend, assimilate and apply complex information presented in the form of lectures, small group work, written materials, and field experiences.
• Independently analyze, synthesize, integrate concepts and problem-solve to formulate educational judgments appropriate to the practice of teaching deaf or hard of hearing students.
• Understand and apply strategies for creating contextually-relevant learning experiences for deaf or hard of hearing students.

COMMUNICATION

With or without reasonable accommodation, a candidate for K-12 hearing impaired teacher licensure must have sufficient spoken, written and nonverbal communication skills in order to:

• Express himself/herself effectively in spontaneous written and spoken English in communication interactions with university faculty, parents of students who are deaf or hard of hearing, cooperating teachers, teaching assistants, school administrators, and support personnel (e.g. speech-language pathologists, audiologists).
• Provide models of correctly spelled written English for students.
• Provide models of Standard English in grammatically appropriate connected written and spoken English.
• Provide models of accurate manual communication appropriate for deaf or hard of hearing students’ primary communication modes.
• Communicate effectively, efficiently and sensitively with colleagues, supervisors, families and students in a manner respectful of diverse gender, race, life-style, socioeconomic, disability, religion or cultural and social backgrounds.
• Engage in collaborative interactions with members of small groups

PROFESSIONAL BEHAVIOR and DISPOSITIONS

With or without reasonable accommodation, a candidate for the K-12 hearing Impaired teacher licensure program must possess the professional behaviors and dispositions in order to:

• Successfully demonstrate the characteristics of caring, collaborative and competent teachers as defined in the UNCG School of Education Candidate Disposition Assessment process. These characteristics are as follows: reflective, ethical, inclusive, engaged and committed to professional practice, dedicated to life-long learning self-efficacious, receptive to feedback, affirming of diversity, responsible, collaborative
• Organize time and materials, prioritize tasks, perform several tasks at once and readily adapt to changing situations.
• Demonstrate flexibility under stress (e.g. work under time constraints, concentrate in distracting situations, cope with variations in workload)
• Display compassion, justice, empathy, integrity, responsibility and the emotional capacity to handle the varying demands of a teacher’s duties.
• Attend professional commitments, including classes and field experiences in a punctual manner.
• Seek assistance and follow supervision recommendations in a timely manner.
• Accept and respond in a professional manner to constructive feedback from field supervisors and faculty.
• Project an image of professionalism in personal hygiene, dress, self-discipline, honesty, perseverance, and diligence.

Candidates for selection to theK-12Hearing Impaired teacher licensure program are required to verify they understand and meet these Technical Standards or that they believe that, with certain accommodations they can meet the standards.

If a student’s ability to meet the Technical Standards changes while he/she is enrolled in the program, a hearing with the student, program coordinator, additional faculty member and a representative of the Office of Disability Services will be held to determine the best course of action.

The Office of Disability Services will coordinate documentation and evaluation of a student who states he/she could meet the program’s Technical Standards with accommodation. The student must provide appropriate documentation of a qualified disability and properly request a reasonable accommodation pursuant to applicable laws.

If the stated condition is a qualified disability, the university will confer with the student and appropriate professionals to identify possible reasonable accommodations and determine whether the student can meet the Technical Standards with a reasonable accommodation. The accommodation shall not jeopardize the safety or educational progress of deaf or hard of hearing students, the University student, or the University, including all coursework, fieldwork/practica, and internships deemed essential to graduation.

 

Contact -

Program Coordinator:
Dr. Mary V. Compton, CCC/SLP
317 Ferguson Building,
(336) 334-3771,
mvcompto@uncg.edu
Or the SES Department at ses@uncg.edu

Faculty:

Lynne Allen, M. A. lballen@uncg.edu (336) 256-1370

 

Page updated: 05-Oct-2009

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