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 introductory course provides an overview of the current theories of assessment, curriculum, instruction, and learning across diverse educational settings in the field of deaf education. The course covers the use of educational technologies to enhance the learning experiences of deaf students and options for classroom management, learning environment appropriate to K-12 classrooms, and methods for assessment. Reflection and application of effective instructional practices are demonstrated through microteaching and field-based experiences. To progress to MSSE-714 Practicum, student must obtain a grade of at least B in this course.

As required by the New York State Education Department, each MSSE student is required to complete 100 hours of practicum experience during their first year in the program. This practicum experience provides students with opportunities to observe and reflect on their content, professional, pedagogical knowledge, skills and disposition in classroom settings at both schools for the deaf and mainstreamed programs. There will also be course-related observations. Students will also be required to attend selected Deaf culture events. After completion of all of the required observations, the students are required to submit a practicum experience portfolio. Guidelines will be provided to the student. The practicum experience must be completed with a grade of least a B before the first student teaching assignment.

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 familiarize students with the process involved in English literacy development. Particular emphasis is placed on the literacy development of deaf and hard-of-hearing students in grades 7-12. Students learn about various language and literacy instructional methods and how to incorporate literacy instruction into all secondary content area classrooms.

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.

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.