This course focuses upon knowledge and understanding of existing diversities within the Deaf and Hard-of-Hearing communities, and ways in which teaching can most effectively meet the needs and interests of these students for effective learning. Readings and discussions will explore the educational needs of Deaf and Hard-of-Hearing students with variations of experience related to culture, race/ethnicity, language, educational and socio-economic backgrounds and settings, communication skills, and learning styles. These concepts will be applied to effective teaching and curriculum development.

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 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.

The professional portfolio presents a clear picture of pre-service professional growth and accomplishments in the complex teaching field. It demonstrates a teacher candidate's reflective and constructive professional performance. The performance includes, but is not limited to, the teacher candidate's actual teaching, reflecting on learning and teaching, developing and implementing lessons, conducting qualitative and quantitative research projects, and applying theory and research to practice. The portfolio includes extensive evidence of teaching and learning experience, including teaching philosophy, pedagogy, classroom management, and the integration of research and teaching. Professional portfolios will be reviewed by a committee of program faculty for approval.