Note: There are five discipline-specific courses here, designated by section: 01 (English), 02 (Mathematics), 03 (Science), 04 (Social Studies) and 05 (American Sign Language). Students will take only the section focusing on the content area in which they will be certified. Section 01 English. This course examines issues and methods related to teaching English in the secondary level to students who are Deaf or Hard-of-Hearing. Students investigate and analyze current approaches to curriculum, instruction and materials in the area of English instruction through readings, observations, and seminars. Students design content area projects to demonstrate a variety of methodological philosophies. Section 02 Mathematics. This course examines issues and methods related to teaching mathematics at the secondary level to students who are Deaf or Hard-of-Hearing. Current instructional methods, curriculum and professional resources in mathematics are studied through seminars, readings, special projects, observations and work with content-area specialists and teachers in secondary-level mathematics courses. Section 03 Science. This course examines issues and methods in teaching secondary-level science to Deaf or Hard-of-Hearing students, including the selection, modifications, and use of curriculum materials in science. Discussions will be concerned with instructional strategies, classroom managements, cognitive development, testing and evaluation, lab report writing and theories of science teaching. Students will be required to observe teachers in secondary level science courses. Section 04 Social Studies. This course examines issues and methods related to teaching social studies at the secondary level to students who are Deaf or Hard-of-Hearing. Through seminars, readings, special projects, and work with content area specialists/teachers, current instructional methods, curriculum and professional resources in social studies are examined. Students will be required to observe teachers of secondary level social studies courses at public schools, residential schools for Deaf students or in mainstream programs. Section 05 American Sign Language. This course examines issues and methods related to teaching American Sign Language at the secondary level. Students investigate and analyze current approaches to ASL curriculum, instruction, and materials through readings, observations, and seminars. Students design content area projects to demonstrate their understanding of teaching theories and methods, curriculum design, and evaluation techniques. To progress to MSSE-760, students must obtain a minimum grade of B in this course.

This course is designed to improve the sign language proficiencies of classroom teachers. It provides students strategies and skill building to teach content areas in and through sign language. Students will enhance their sign language skills for the purpose of conveying concepts to Deaf students clearly and accurately. Topics include signed instructional strategies, curriculum development in sign language, assessment modifications, student products in sign language, and vocabulary/ phrases for effective communication and instructional delivery.

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.

Global Education Seminar provides graduate students with the opportunity to conduct research on the unique historical, geographical, economic, social, and/or political circumstances of a country other than the United States, and consider those factors that shaped the relationship between the country being studied and its Deaf community. The students will research perspectives on and issues related to people who are deaf in the field of their interest (e.g., medicine, accessibility, technology, STEM, sign language, education, history, business, arts, among others). The students will exit the course with basic practitioner knowledge, especially in the area of research. The students will learn and use some basic language skills in the written and signed languages of the selected country as well as to interact with members of the Deaf community in the country. The country to be studied and the specific course topics for that country will vary by instructor. Specific knowledge and skills required for this experience and/or research project abroad will also be taught. This course is required for graduate students who travel in the NTID faculty-led experience and/or research project abroad. Students who do not participate in the study abroad experience may be allowed to enroll with the permission of the instructor.

This course is an introduction to research and inquiry in education. The course includes the evaluation of selected Deaf education research studies, including methodologies, data collection and analyses, and implications of the studies to teaching and learning. Action research in the classroom is examined in depth. Students will prepare a review of literature and an action research plan related to a specific curriculum topic or problem in the learning/teaching of their content areas. The focus of the course is upon the student as a consumer rather than a practitioner of research, however the student will exit the course with basic practitioner knowledge, especially in the area of teacher research.

Independent study courses will be developed based on student interest and demand as well as faculty interest and availability. These courses are usually taken on an elective basis.