Department of
Specialized Education Services
Teacher Education Preparation
Birth-12 Deaf and Hard of Hearing Teacher Licensure Concentration
Click here for the Professions in Deafness website
B-12 Deaf and Hard of Hearing Teacher Licensure program overview
The Birth -12 Deaf and hard of hearing Standard Professional I teacher licensure program provides preparation at the undergraduate level for students planning to provide educational services for children from birth - high school (grade 12) who are Deaf or hard of hearing. Coursework and fieldwork are designed to ensure that graduates acquire the 21st century professional knowledge and skills to communicate with and facilitate language and academic learning in infants, toddlers, young children and youth with hearing loss who are served in a variety of educational placement options. Upon completion of the teacher licensure degree program, graduates are eligible for “A” licensure from the North Carolina Department of Public Instruction in Birth -12 Deaf and hard of hearing.
Fieldwork and internship experiences take place in area public school programs with students who are Deaf or hard of hearing. Students are responsible for their own reliable transportation to and from fieldwork and internship sites.
Students who transfer into the program may require additional semesters to complete the program.
The B -12 Deaf and hard of hearing Standard Professional I teacher licensure Bachelor of Science 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 and the successful completion of an electronic Teaching Portfolio have been completed in adherence with UNCG policies, procedures, and guidelines.
Birth - 12 Deaf and hard of hearing teacher licensure Candidate Learning Outcomes (student learning goals):
Candidates successfully completing the Birth -12 Deaf and hard of hearing Impaired Standard Professional I teacher preparation program are able to:
- Demonstrate a comprehensive working knowledge of language through spoken and signed communication, and implement programs for infants, young children and youth who are Deaf or hard of hearing that successfully incorporate these understandings.
- Use a variety of assessments to develop educational plans, document learning and evaluate the effectiveness of instruction with infants, young children and youth who are Deaf or hard of hearing.
- Implement strategies that support the literacy and learning of infants, young children and youth who are Deaf or hard of hearing.
- Facilitate access to the standard curriculum by infants, young children and youth who are Deaf or hard of hearing by developing and adapting instruction based on communicative, linguistic, social and cognitive abilities of the learner.
- Foster relationships with families of infants, young children and youth who are Deaf or hard of hearing that support children’s development and learning
Program of Study
Major Professional Area Courses: 72 semester hours
The program of study provides coursework as well as fieldwork preparation in the education of children who are deaf or hard of hearing including communication, audition, speech, language, cognitive, and psychological functioning.
Major B -12 DHH Courses (2010-2011): 72 semester hours
| Course Number | Sem Hours | Course Name |
| SES 101 | 3 | American Sign Language I |
| SES 102 | 3 | American Sign Language II |
| SES 203 | 3 | American Sign Language III |
| SES 240 | 3 | Communication Development in Children |
| SES 245 | 3 | Introduction to the Deaf Community |
| SES 320 | 3 | Seminar and Practicum with Deaf Students I |
| SES 321 | 3 | Seminar and Practicum with Deaf Students II |
| SES 360 | 3 | Assessment for Exceptional Learners |
| SES 379 | 3 | Teaching Deaf Students |
| SES 410 | 3 | Early Intervention and Hearing Loss |
| SES 415 | 3 | Deaf Learners’ Literacy Development |
| SES/HDF 435 | 3 | Preschool Curriculum |
| SES/HDF 436 | 3 | Kindergarten: Development, Learning & Curriculum |
| SES 444 | 2 | Issues in Teaching Deaf Students |
| SES 450 | 3 | Audition Development in Deaf Children |
| SES 451 | 4 | Spoken Language Facilitation in Deaf Children |
| SES 460 | 3 | Home School Partnerships for Students with Exceptional Needs |
| SES 461 | 12 | Internship in Teaching Students with Hearing Loss |
| SES 463 | 3 | Visual English Systems |
| SES 483 | 3 | Instructional Methods: Students with Hearing Loss |
| SES 578 | 3 | Language Teaching Methods with Deaf Students |
Writing Intensive and Speaking Intensive Major Area Courses:
Students complete one Writing intensive and one Speaking Intensive course in the B-12 Deaf and hard of hearing major (concentration) in addition to the Writing and Speaking Intensive courses General Education Core requirement of one Writing Intensive and one Speaking Intensive course. SES 578 Language Instruction Methods with Deaf Students is designated as both Writing intensive and Speaking Intensive.
Related Area Course Requirements: 15 semester hours
Related Area Courses: 15 semester hours
| Course Number | Semester hours | Course Name |
| CSD 295 | 3 | Fundamentals of Speech and Language Analysis |
| CSD 334 | 3 | Introduction to Audiology |
| CSD 557 | 3 | Pediatric Aural Rehabilitation |
| SES 242 or SES 540 |
3 | Introduction to Exceptional Children: Early Years or Introduction to Exceptional Individuals |
| HDF 302 | 3 | Infant and Child Development and the Family |
Teacher Licensure Courses: 4 semester hours
Teacher Licensure Courses: 4 semester hours
| Course number | Semester hours | Course name |
| LIS 120 | 1 | Introduction to Instructional Technology for educational Settings |
| ELC 381 | 3 | The Institution of Education |
2010 Plan Of Study
The following section outlines the Plan of Study effective for students entering the program in fall 2010.
B-12 Deaf and Hard of Hearing Teacher Licensure Program
Plan of Study for Fall 2010 Freshmen TOTAL 128 hours
Freshman Fall 15 semester hours
SES 101
4 GEC courses (12 GEC hours)
(Students will be advised to select courses that are FMS as well as Speaking Intensive or Writing Intensive and that also fulfill Global and Nonwestern categories)
*Take and receive a passing score on the Program Entry Potential for Sign Language Interpreters (PEPSI)*
Freshman Spring 16 semester hours
SES 102
4 GEC courses (12 -13 GEC hours-1, a 1-hour lab course)
(Students will be advised to select courses that are FMS as well as Speaking Intensive or Writing Intensive and that also fulfill Global and Nonwestern categories)
| Sophomore Fall 18 semester hours | Sophomore Spring 15 semester hours | |
| SES 203 | SES 463 | |
| SES 240 | SES 242 or SES 540 | |
| CSD 295 | SES 360 | |
| CSD 334 | SES 410 | |
| HDF 302 | GEC (3 GEC hours) | |
| GEC (3 GEC hours) |
**Become formally Admitted to Teacher Education/Teachers Academy**
[SO= 33]
**By the end of the sophomore year students should have completed all
but 6 hours of GEC courses including the GN and GL requirements **
| Junior Fall 18 semester hours | Junior Spring 18 semester hours | |
| SES 320 | SES 321 | |
| SES/HDF 435 | SES 450 | |
| SES 460 | SES 415 | |
| ELC 381 | SES 379 | |
| SES 245 | CSD 557 | |
| GEC (3 GEC hours) | SES/HDF 436 |
**Take and receive a passing score on the Sign Proficiency Test**
[JR=36]
| Senior Fall 16 semester hours | Senior Spring 12 semester hours | |
| SES 578 | SES 461 | |
| SES 483 | ||
| SES 451 (4sh) | ||
| SES 444 (2sh) | ||
| LIS 120 | ||
| GEC (3 hours) |
**Submit electronic Teaching and Technology Portfolio via TaskStream**
[SR= 28]
SUMMER SCHOOL OFFERINGS:
The following courses are routinely offered during summer school, so students can adjust their schedules accordingly to make sure they include the following courses during their plan of study ELC 381, SES 240, CSD 334, LIS 120.
NOTES:
1. Students are advised to take CSD 334 during a fall (NOT summer) semester.
2. The semsters listed below are current (Fall 2010); however the semesters in which courses are offered may be subject to changes.
REQUIRED DEPARTMENTAL COURSES: (Total 75 semester hours)
SES 101 American Sign Language I (3) FALL
SES 102 American Sign Language II (3) SPRING
SES 203 American Sign Language III (3) FALL
SES 240 Communication Development in Children (3) FALL, SPRING, SUM
SES 242 Introduction to Exceptional Children: The Early Years (3)
OR SES 540 Introduction to Exceptional Individuals (3)
SES 245 Introduction to the Deaf Community (3) FALL, SPR
SES 320 Seminar and Practicum with Deaf Students (3) I FALL
SES 321 Seminar and Practicum with Deaf Students (3) II SPRING
SES 360 Assessment for Exceptional Learners (3) SPRING
SES 379 Teaching Deaf Students (3) SPRING
SES 410 Early Intervention and Hearing Loss (3) SPRING
SES 415 Deaf learners’ Literacy Development (3) SPRING
SES/HDF 435 Preschool Curriculum (3) FALL
SES/HDF 436 Kindergarten: Development, Learning and Curriculum (3) FALL
SES 444 Issues in Teaching Deaf Students (2) FALL
SES 450 Audition Development in Deaf Children (3) SPRING
SES 451 Spoken Language Facilitation in Deaf Children (4) FALL
SES 460 Home-School Partnerships for Students with Exceptional Needs (3) FALL, SPR, SUM
SES 461 Internship: Teaching Students with Hearing Loss (12) FALL, SPR
SES 483 Instructional Methods: Students with Hearing Loss (3) FALL
SES 463 Visual English Systems (3) SPRING
SES 578SIWI Language Teaching Methods with Deaf Students (3) FALL
REQUIRED Related Area Courses (Total 16 hours)
CSD 295 Fundamentals of Speech and Language Analysis (3:3) FALL
CSD 334 Introduction to Audiology (3:3) FALL, SUM
CSD 557 Pediatric Aural Rehabilitation (3:3) SPR
HDF 302 Infant and Child Development and the Family (3:3) FALL, SPR, SUM
ELC 381 The Institution of Education (3) FALL, SPR, SUM
LIS 120 Introduction to Instructional Technology for Educational Settings (1:1)
FALL, SPRING, SUMMER
NOTES:
- The Plan of Study may be influenced by the category and number of courses students have taken as advanced placement or college credit prior to entering UNCG. Transfer students are advised to check with Student Academic Services concerning courses that transfer to UNCG.
- Although every attempt has been made in this document to ensure accuracy of semesters in which courses are offered, course offerings in specific semesters may change.
- Students are recommended to visit the SES website and download the current version of the B-12 DHH Teacher Licensure Program Handbook: www.uncg.edu/soe/affiliates/teachers_academy/documents/ted_handbook.pdf
Sign Proficiency Requirement
Students who enter the program with signing skills take a written and performance - based sign placement test to determine the appropriate American Sign Language (ASL) course in which to enroll.
Students’ progress in developing receptive and expressive American Sign Language (ASL) competency is screened during SES 101 (American Sign Language I) via the Program Entry Potential for Sign Language Interpreters (PEPSI) screening instrument.
During the spring semester of the junior year, teacher candidates are expected to demonstrate a passing score on a receptive and expressive sign language evaluation (Sign Proficiency Test) 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 B – in an SES or a Related Area or a Teacher Licensure course, the student is required to retake the course.
Admission to the B -12 Deaf and hard of hearing teacher licensure concentration within the Professions in Deafness major
The following requirements must be met in order to be admitted to the program:
- Receive a passing score on the Program Entry Potential for Sign Language Interpreters (PEPSI) screening instrument.
- Attain a minimum GPA of 2.75 overall. Once admitted, students must maintain the 2.75 GPA throughout the program.
- Present documentation (e.g. a letter on letterhead) of a minimum of 20 clock hours of paid or volunteer experience with children (hearing or with hearing loss)
- Acceptance into Teacher Education (Teachers Academy)-See application online via the teachers Academy portion of the School of Education website
Students are not allowed to enroll in the following B-12 Deaf and hard of hearing courses until they have been officially admitted to Teacher Education (and the B-12 Deaf and hard of hearing teacher licensure program):
SES 321 Seminar and Practicum with Deaf Students II
SES 379 Teaching Deaf Students
SES 451 Spoken Language Facilitation in Deaf Children
SES 461 Internship in Teaching Students with Hearing Loss
SES 483 Instructional Methods with Deaf Students
SES 578 Language Teaching Methods with Deaf Students
Students must have a 2.75 GPA in order to enroll in these courses.
The requirements for admission to Teacher Education are communicated to students in both the Teachers Academy Teacher Education Handbook as well as the B -12 Deaf and hard of Hearing teacher licensure program handbook, both of which are available on the UNCG website. (See School of Education Teachers Academy website and Specialized Education Services departmental website under Professions in Deafness concentrations.
Requirements for admission the B-12 Deaf and hard of hearing teacher licensure program and admission to teacher education are communicated to students in individual advising sessions with each student. During these individual advising sessions faculty review the admission criteria and review how a student’s progress in the program is limited until formal admission to the program and teacher education are granted.
FIELDWORK AND STUDENT TEACHING INTERNSHIP: 18 SEMESTER HOURS
Students complete 2 field experiences prior to completing a semester-long (15 week) student teaching internship under the supervision of a cooperating mentor teacher in a public school setting and Professions in Deafness faculty member (university supervisor). Thus, students must have reliable transportation to and from practicum and/or internship sites.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:
www.uncg.edu/soe/affiliates/teachers_academy/documents/ted_handbook.pdf
Sign Proficiency Requirement
Students’ progress in developing receptive and expressive American Sign Language (ASL) competency is screened during SES 101 (ASL I) via the Program Entry Potential for Sign Language Interpreters (PEPSI) screening instrument.
During the spring semester of the junior year, teacher candidates are expected to demonstrate a passing score on a receptive and expressive sign language evaluation (Sign Proficiency Test) prior to beginning the student teaching internship.
Admission to Student Teaching Requirements
Students must be admitted to Teacher Education/Teachers Academy at least one semester before being admitted to Student Teaching. Application for this can be found on the Teachers Academy portion of the UNCG School of Education website. 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. Students are responsible for their own reliable transportation to and from internship site(s). Upon completion of the program, candidates are eligible for recommendation by UNCG for teacher licensure by the North Carolina Department of Public Instruction (Birth –12 Deaf and hard of hearing). Transfer students may require additional semesters to complete the undergraduate degree program.
APPLICATION FOR NORTH CAROLINA LICENSURE
During the student teaching semester, students file an application for North Carolina licensure in Exceptional Child Services (B-12 Deaf and Hard of Hearing 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.
Electronic Teaching PORTFOLIO
To receive teacher licensure in North Carolina, students must submit an acceptable electronic teaching portfolio via TaskStream, an electronic portfolio management system. Guidance for these two requirements is provided through LIS/CUI 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://saf.dept.uncg/edu/studiscp/Discp_Code.html
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://saf.dept.uncg.edu/conduct/policies/academic.integrity.html
BIRTH - 12 DEAF AND HARD OF HEARING TEACHER 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 Birth – 12 Deaf and Hard of Hearing licensure.
Plan of Study:
Upon candidate admission to UNCG, 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 Portfolio, and internship requirements the candidate needs to satisfactorily complete in order to be recommended for licensure.
TECHNICAL STANDARDS: B -12 DEAF AND HARD OF HEARING TEACHER LICENSURE PROGRAM
TECHNICAL STANDARDS FOR ADMISSION to the Birth- 12 Deaf and Hard of Hearing Teacher Licensure Program
These Technical Standards are provided to applicants to the Birth - 12 Deaf and Hard of HearingStandard 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 Birth -12 Deaf and Hard of Hearing 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 Birth -12 Deaf and Hard of 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 birth through the twelfth grade. The Technical Standards set forth by the Birth -12 Deaf and Hard of Hearing 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. All students admitted to the program must meet the abilities and expectations listed below. 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 Birth -12 Deaf and Hard of Hearing Teacher Licensure Programeach student must demonstrate:
PHYSICAL CAPACITYWith or without reasonable accommodation, a candidate for B -12 Deaf and Hard of Hearing teacher licensure must have sufficient stamina, vision, (auditory processing/listening) skills sufficient to respond to Deaf or hard of hearing students’ spoken/signed communication; neuromuscular control sufficient to communicate with Deaf or hard of hearing students who may use a variety of manual or spoken communication modes 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.
With or without reasonable accommodation, a candidate for Birth-12 Deaf and Hard of Hearing 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, class discussions, 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.
With or without reasonable accommodation, a candidate for Birth-12 Deaf and Hard of Hearing teacher licensure must have sufficient communication skills in order to:
Express himself/herself effectively in communication interactions with university faculty, parents of students who are Deaf or hard of hearing and their parents, cooperating teachers, teaching assistants, school administrators, and support personnel (e.g. speech-language pathologists, audiologists) in:
- Spontaneous written English
- Spontaneous communication in their first language via spoken English or sign language (e.g., American Sign language, visual English systems)
Provide an accurate English model for spelling, grammar, and punctuation for students who are Deaf or hard of hearing.
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.
Communicate effectively with Deaf or hard of hearing professionals, parents, and students in their primary communication mode (i.e., speech, American Sign Language -ASL, Manually Coded English-MCE, Cued Speech/Language, or a contact language).
Provide an accurate language model for Deaf and hard of hearing students whose primary mode of communication is ASL or a manually coded English system. (e,g., Manually Coded English, Cued Speech/Language)
Engage in collaborative interactions with members of small groups.
With or without reasonable accommodation, a candidate for the Birth -12 Deaf and Hard of Hearing teacher licensure 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 the Birth -12 Deaf and Hard of Hearing teacher licensureprogram 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.
Download Education of Deaf Children Program Handbook (PDF)
Contact -
Program Coordinator:
Dr. Mary V. Compton, CCC/SLP
430 School of Education 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