Patrick Graham Headshot

Patrick Graham

Department Chair

MS in Secondary Education Program
National Technical Institute for the Deaf

585-475-6480
Office Location

Patrick Graham

Department Chair

MS in Secondary Education Program
National Technical Institute for the Deaf

585-475-6480

Select Scholarship

Manuscripts Submitted for Publication
Graham, Patrick, Christopher Kurz, and Christi Batamula. "Inside the Playing Bowl: Vygotskian Perspectives on Social Interactions of deaf preschoolers." 2022. TS - typescript (typed).
Graham, Patrick J and Christopher Kurz. "Dual Language Bilingual Deaf Education: Shifting to Multilingual Multimodal Concepts." 1 Nov. 2021. TS - typescript (typed).
Invited Keynote/Presentation
Kuntze, Marlon, et al. "United States Policy Issues: School Accountability, Data Needs, Language Development, Academic Achievement and Access to Curriculum." International Congress for Education for the Deaf. International Congress Education for the Deaf. Brisbane, Australia. 5 Jul. 2021. Conference Presentation.
Rush, Lauri and Patrick Graham. "Bilingualism and Mental Health to the Deaf in the USA." Bilingualism for the Deaf and Sign Language Brazilian Committee. Bilingualism for the Deaf and Sign Language Brazilian Committee. Virtual, Brazil. 22 Nov. 2021. Conference Presentation.
Graham, Patrick. "Empathy in Deaf Education: Advocating for ALL students." American College Educators for the Deaf and Hard of Hearing. ACEDHH. Atlanta, GA. 14 Feb. 2020. Conference Presentation.
Graham, Patrick J. and Christopher Kurz. "Señas y Sonrisas Smartphone App: Promoting Early Sign Language Exposure among Deaf Children by Engaging Hearing Parents." Comparative and International Education Society. Comparative and International Education Society. Virtual, Virtual. 20 Mar. 2020. Conference Presentation.
Grants
Graham, Patrick (2021-2023). SECOND CHANCE: TEACHING SCHOLARSHIPS/JOB POSITIONS. Grant proposal submitted to NTID COVID FUNDING, NTID.
Graham, Patrick, Chris Kurz, and Jessica Trussell (2021-2023). LEARNING FROM THE PANDEMIC: PERSPECTIVES IN THE DEAF EDUCATION FIELD. Grant proposal submitted to NTID COVID FUNDING, NTID.
Kurz, Chris, et al (2021-2023). Project TREE: Transforming Reading in Early Education. Grant received/funded by All Children Reading, All Children Reading.
Invited Article/Publication
Graham, Patrick J, Raschelle Neild, and Aaron Shield. "Increasing Social Awareness for Deaf and Hard of Hearing Children on the Autism Spectrum: Innovative Strategies." Odyssey. (2020). Print.
Graham, Patrick and Elizabeth Shuler-Krause. "Building strong foundations for educational achievement: Language assessments in early childhood education for deaf and hard of hearing children." Psychology in the Schools. (2019). Print.
Journal Paper
Neild, Raschelle, Patrick Graham, and Katie Taylor. "An In-depth Analysis of Topics in Deaf Education and Early Childhood Education." Perspectives on Early Childhood Psychology and Education. 5. 2 (2020): 5-14. Print.
Shield, Aaron, Patrick Graham, and Raschelle Neild. "Educational Strategies for deaf children with autism spectrum disorder (ASD)." Perspectives on Early Childhood Psychology and Education. 5. 2 (2020): 157-177. Print.
Wenzel, Alicia and Patrick J. Graham. "Research summary: Equity, access, and inclusiveness: Supporting deaf and hard-of-hearing young adolescents in the mainstreamed middle school classroom." Association for Middle Level Education. (2019): 1-10. Web.
Journal Editor
Neild, Raschelle and Patrick Graham, ed. "Perspectives on Early Childhood Psychology and Education." New York, NY: Pace University Press, 2020. Print.
Book Chapter
Graham, Patrick J and Joseph J Tobin. "The Body as a Canvas: Developing a Deaf Bodily Habitus in Deaf Signing Preschools." "A Lens on Deaf Identities." Ed. J. Leigh and Catherine O'Brien. London, UK: Oxford University Press, 2019. 145-161. Print.

Currently Teaching

MSSE-702
3 Credits
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.
MSSE-704
3 Credits
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.
MSSE-712
2 Credits
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.
MSSE-713
3 Credits
This course addresses assessment as educational decision-making, involving the selection and interpretation of assessment tools as applied to classroom-based student learning. The course focuses on students who are deaf and hard of hearing; including students with diverse learning needs. Assessment and educational planning for students are discussed as part of a cooperative model, including the relevant stakeholders in the decision-making process. This course also addresses the development and interpretation of both formative and summative assessment strategies in light of acceptable criteria of validity and reliability, and the absence of assessment bias. Criteria for evaluating the appropriateness of standardized tests, with emphasis on deaf and hard-of-hearing students, are discussed and practiced. Collection and interpretation of assessment information are applied to the development and revision of Individualized Education Plans (IEPs).
MSSE-714
3 Credits
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.
MSSE-715
3 Credits
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.
MSSE-760
6 Credits
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.
MSSE-790
3 Credits
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.
MSSE-799
1 - 3 Credits
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.

In the News

  • October 19, 2021

    Filipino deaf students interact with storybooks using a specially designed learning platform.

    RIT/NTID project hopes to reduce global deaf literacy gap

    Early childhood development professionals often face challenges when teaching deaf and hard-of-hearing youth to read. A new project spearheaded by NTID is hoping to effectively bring literacy education to deaf and hard-of-hearing children in the Philippines, Papua New Guinea, and Fiji.