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 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.

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 concentrates on the linguistic structures of American Sign Language (ASL) and English. This course introduces students to the structural description of ASL and English languages at various levels (phonology, morphology, syntax, semantics, and discourse/pragmatics). Issues related to language change and variation, language use in contact situations (for example, code-mode switching), and language use in education will be discussed.

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 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.