This course takes a sociological approach to disability and the historical foundations of special education. Three models of disability are introduced: medical, social, and political. These three models provide a foundation for the course, and guide study of three major aspects of disability and special education. First, the class will explore how each of these models has historically guided and, in some cases, continues to guide services and social institutions for persons with disabilities, including educational and rehabilitation services. Second, the course will examine the process through which people with disabilities are so labeled and the interaction between these individuals and others (family, peers, school, community). Third, the course will analyze the changing role of the human service professional (including teachers) and the ways in which professional preparation programs reflect the various models of disability. The course will draw heavily on a variety of philosophical, theoretical, conceptual and methodological perspectives, including phenomenology, symbolic interaction, and human ecology.

This course focuses on providing students with basic information regarding the needs of deaf and hard of hearing learners with special educational needs, including (1) developmental disability, (2) emotional or behavioral disorder (3) learning disability, attention deficit disorder or attention deficit hyperactivity disorder, or (4) visual impairment. Topics include incidence, identification, assessment, teaching strategies, and working with parents. The goal is to enable students to see students in a holistic fashion, and thus will include the perspectives of parents, teachers and deaf and hard of hearing learners with special educational needs. Learning strategies may include site visits, presentations, films, and interactive workshop style classes offered by experienced teachers, psychologists, counselors, disability advocates, and parents of learners with special educational needs. The course will regularly incorporate guest lecturers who have specialized expertise in teaching or research in one or more of the topic areas covered in the course.

This course will prepare students to work with Deaf and Hard of Hearing children and youth with a broad range of disabilities and educational needs in mainstreamed school settings. The course is designed to foster acceptance of diversity among individuals as well as to develop skills in writing appropriate Individualized Education Programs (IEPs), including behavior modification methods, communication strategies, and psycho-educational approaches.

This first assignment consists of 8 weeks (40 days or 250 hours) of teaching and observation. Teacher candidates are placed with cooperating teachers in residential schools for the Deaf or mainstreamed programs. They develop lesson and unit plans and teach in the content area in which they plan to receive New York State certification. To progress to MSSE-761, students must pass this student teaching assignment with a minimum grade of B and submit a student teaching portfolio.

This second assignment consists of 8 weeks (40 days or 250 hours) of teaching and observation. Student teachers are placed with cooperating teachers in residential schools for the Deaf or mainstreamed program. They develop lesson and unit plans and teach in the content area in which they plan to receive New York State certification. Students must pass this student teaching assignment with a minimum grade of B and submit a student teaching portfolio.