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Department of Specialized Education Services
Education of Deaf Children – Teacher Preparation
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.
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Download Education of Deaf Children Program Handbook (PDF)
- The program is designed to be completed in four years (15-18 hours a semester).
- Students who transfer into the program may require additional semesters to complete the program.
- Fieldwork and internship experiences take place in area public school program with students who are deaf or hard of hearing.
PROGRAM OBJECTIVES
In order to achieve the goal of developing caring, collaborative, and competent teachers, the Education of Deaf Children program course content and field experiences reflect the Knowledge and Skills Statements approved by the Council on Exceptional Children (CEC), Council on Education of the Deaf (CED), the Knowledge, Practice, and Dispositions of National Council for Accreditation of Teacher Education (NCATE), and the Guidelines in Hearing Impaired K-12 of the NC Department of Public Instruction (NCDPI). Thus, the program develops teachers who are able to interrelate the effects of hearing loss on language, learning, cognition, and speech; to develop competency in presenting academic content to children who have hearing losses; and to collaborate with families, other professionals, and non-professionals.
K-12 HEARING IMPAIRED "A" LICENSURE STUDENT LEARNING OUTCOMES
Students completing the K-12 Hearing Impaired "A" Licensure teacher preparation program are able to:
- Explain basic knowledge of typical speech, audition, and language acquisition and functioning
- Demonstrate understanding of auditory and visual perception in children who are deaf or hard of hearing
- Demonstrate understanding of audiological assessment procedures commonly used with deaf and hard of hearing children
- Discuss the psychosocial functioning of children who have hearing losses
- Use specific strategies to assess receptive and expressive communicative functioning of children who are deaf or hard of hearing
- Design and implement individualized service delivery plans
- Facilitate the receptive and expressive communicative functioning of children who are deaf or hard of hearing
- Communicate with children or adults who are deaf or hard of hearing who use a variety of communication options
- Demonstrate knowledge of current research in the education of children who are deaf or hard of hearing and other exceptional children
- Demonstrate knowledge of current research-based strategies to develop the literacy abilities of children who are deaf or hard of hearing
- Understand the impact of deafness from inter-cultural and cross-cultural perspectives
- Understand 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 the ability to collaborate with other professionals in a variety of educational contexts
Program of Study
Major Professional Area Courses: 62 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 K-12 HI Courses (2006-2007): 62 semester hours
Course Number |
Sem Hours |
Course Name |
SES 135 |
3 |
Sign Language for the Deaf I |
SES 240 |
3 |
Communication Development in Children |
SES 245 |
3 |
Introduction to the Deaf Community |
SES 250 |
3 |
Introduction to Professions in Specialized Education |
SES 252 |
3 |
Survey of Behavior and Learning Differences |
SES 335 |
3 |
Sign Language for the Deaf II |
SES 350A |
2 |
Interprofessional and Instructional Field Experience |
SES 350B |
2 |
Interprofessional and Instructional Field Experience |
SES 350C |
2 |
Interprofessional and Instructional Field Experience |
SES 360 |
3 |
Assessment for Exceptional Learners |
SES 450 |
4 |
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 the Deaf |
SES 464 |
3 |
Manually Coded English |
SES 469 |
3 |
Reading Instruction for Learners with Disabilities |
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 K-12 Hearing Impaired major in addition to the Writing and Speaking Intensive courses General Education Core requirement of one Writing Intensive and one Speaking Intensive course.
Cognate Course Requirements: 15 semester hours
Cognate Courses : 15 semester hours
Course number |
Sem hours |
Course name |
CSD 334 |
3 |
Introduction to Audiology |
CSD 557 |
3 |
Pediatric Aural Rehabilitation |
CST 207 or CST 350 |
3 |
Relational Communication or Small Group and Team Communication |
PSY 250 or HDF 302 |
3 |
Developmental Psychology or Infant & Child Development & the Family |
SOC 101 |
3 |
Introduction to Sociology |
Teacher Licensure Courses: 13 semester hours
Teacher Licensure Courses: 13 semester hours
Course number |
Sem hours |
Course name |
CUI 420 |
3 |
Reading Education |
CUI 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/CUI 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
CUI 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/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://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