A historical analysis of change and continuity in educational history from colonial through contemporary America. Special emphasis will be given to the development of the field of Deaf education in the United States. Lectures, seminar discussions, and readings offer comprehensive coverage of the salient intellectual themes.

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.

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.

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.