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B.S.Ed. in Deaf and Hard of Hearing

Bachelor of Science in Education Degree in Deaf Education

B.S.Ed. in Deaf Education Program Flyer

The Department of Middle, Secondary, Reading, and Deaf Education offers a Bachelor of Science in Special Education-Deaf and Hard of Hearing (B.S.Ed) program of study at the undergraduate level that prepares pre-service teachers to work with students who are D/deaf or hard of hearing. By providing students with content knowledge and pedagogical skills, students graduate prepared to meet the diverse needs of this unique student population. This pre-professional degree (P – 12) is designed to provide graduates with competency in American Sign Language (ASL), as measured by an Intermediate rating or above on the Sign Language Proficiency Interview (SLPI). This equips graduates with the skill set needed to communicate with students enrolled in schools for the deaf, as well as those served in resource rooms and general education settings.  During the last semester of their senior year students apply to the Graduate School for admission in the Master of Education-Deaf and Hard of Hearing (M. Ed. - 5 year) program.  This 5-year program culminates with a M.Ed. student who successfully completes the M.Ed. are recommend to PSC for certification.

Core Areas A-E (See VSU Core Curriculum)

42 hours

Area F Requirements

18 hours

 

DEAF 2999

Entry to the Profession - Graded “Satisfactory” or “Unsatisfactory.” A required non-credit course for all deaf education initial certification candidates pursuing a VSU-recommended program of study. The course must be successfully completed prior to or corequisite with the first semester of professional graduate-level courses listed in the program of study. Candidates are required to establish an electronic portfolio, have passed or exempted the Regents’ exam, have a 2.5 GPA or higher, have a satisfactory criminal background check, and purchase liability insurance. If an “Unsatisfactory” grade is earned, the course must be repeated until a “Satisfactory” grade is received.

0 hours

 

ISCI 2001

 

 

or

 

 

ISCI 2002

Life and Earth Science for Early Childhood Education Teachers - An integrated overview of the core life and earth science content covered in the K-5 Georgia performance standards. Topics include the solar system, earth processes, characteristics of living organisms, biodiversity, and the natural history of Georgia.

 

Physical Science for Early Childhood Education Teachers - A basic overview of the principles of scientific investigation utilizing topics in physics and chemistry. Transformations and interactions of matter and energy will be studied at the conceptual level. Scientific tools and instruments as well as mathematical skills will be used in scientific activities. Important features of scientific inquiry, including the scientific method, will be emphasized.

3 hours

 

EDUC 2110

Investigating Critical and Contemporary Issues in Education - Observations, interactions, and analyses of critical and contemporary educational issues. Students will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States. Students will actively examine the teaching profession from multiple vantage points both within and outside the school. Against this backdrop, students will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy. Successful completion of 10 hours of field experience is required. Prior to beginning the field experience, students must complete a criminal background check and obtain liability insurance

3hours

 

EDUC 2120

Exploring Socio-Cultural Perspectives on Diversity - Fundamental knowledge of understanding culture and teaching children from diverse backgrounds. Specifically, this course is designed to examine the nature and function of culture; the development of individual and group cultural identity; definitions and implications of diversity; and the influences of culture on learning, development, and pedagogy. Successful completion of 10 hours of field experience is required. Prior to beginning the field experience, students must complete a criminal background check and obtain liability insurance

3 hours

 

EDUC 2130

Exploring Learning and Teaching - The study of educational psychology concepts through examination of learning and teaching processes, with the goal of applying this knowledge to enhance the learning of all students in a variety of educational settings and contexts. Successful completion of 10 hours of field experience is required. Prior to beginning the field experience, students must complete a criminal background check and obtain liability insurance.

3 hours

 

ASLS 2110

American Sign Language I - The first in a series of courses based on American Sign Language concepts and principles. This course presents introductory components of ASL, including signs, fingerspelling, mime, body language, and facial expression. Information about the history of sign language and its existence in society today is also included. Skill focus is on recognition and recall of American Sign Language.

3 hours

 

ASLS 2120

American Sign Language II - Prerequisite: ASLS 2110. The second in a series of courses based on American Sign Language concepts and principles. This course presents additional components of ASL, including signs, fingerspelling, mime, body language, and facial expression. Skill focus is on recognition and recall of American Sign Language with emphasis on increasing speed and fluency

3 hours

All courses in Area F must be completed with a grade of “C” or higher.

College of Education and Human Services Health and Physical Education Requirements

6 hours

 

KSPE 2000

Health and Wellness for Life - A course of study investigating the major health problems in modern society, with emphasis on methods of understanding and developing lifestyle changes for longer and healthier life. Information on topics such as alcohol, drugs, stress management, nutrition, sexually transmitted diseases, pregnancy and parenthood, cigarette and tobacco use, cancer, and cardiovascular diseases will be discussed.

2 hours

 

KSPE 2150

First Aid - CPR - A study of the techniques of emergency first aid, cardiopulmonary resuscitation (adult, child, and infant) and accident prevention. Emphasis will be placed on examining the interrelationships among human behavior, the environment and accidents. Opportunity exists for each student to earn American Red Cross CPR certification and First Aid certification. Material purchase required.

2 hours

 

Two KSPE Fitness/Activity Courses

2 hours

Professional Education

60 hours

 

ECSE 3010

Introduction to Assessment, Planning, and Instruction -Prerequisite: Appropriate 2999 course. Introduction to evidence-based practices and theories of learning and development that underlie the teaching and learning process related to assessment, planning, and instruction across multiple grade levels, with a focus on pre-kindergarten and kindergarten levels and the curricular disciplines. ECSE 3390, ECED 3190, or a practicum placement approved at the program level is required as a corequisite of this course.

3 hours

 

ESCE 3210

Introduction to the Management of Learning Environments - Prerequisite: Appropriate 2999 course. Fundamentals of creating classroom environments that are conducive to learning. The course will focus on individual and group management strategies that facilitate inclusion of students with disabilities in the classroom, basic behavior management principles, and developmentally appropriate strategies for Pre-K and K students. ECSE 3390, ECED 3190, or a practicum approved at the program level is required as a corequisite of this course.

3 hours

 

ESCE 3390

Early Childhood Inclusive Practicum and Seminar: Pre-K-K - Prerequisites: Appropriate 2999 course, maintenance of required GPA. Graded “Satisfactory” or “Unsatisfactory.” Supervised classroom experiences in pre-kindergarten and kindergarten classrooms. Candidates work under the supervision of mentor teachers and university supervisors for a minimum of 100 hours. Emphasis will be placed on addressing students with and without disabilities in the classroom environment. Candidates will also participate in debriefing seminars focused on the implementation of developmentally appropriate content areas, strands, and teaching formats.

1 hour

 

LITR 3110

Emergent Literacy - Prerequisite: Appropriate 2999 course. Corequisite: ECSE 3390, ECED 3190, or a practicum approved at the program level. Introduction to children’s emergent literacy, including reading and writing development, phonological awareness, phonemic awareness, concepts about print, oral language development, speaking and listening development, and developmental writing. The integration of children’s literature and fine arts into teaching is emphasized.

3 hours

 

SPEC 3000

Serving Students with Diverse Needs  - Prerequisite: ECSE 2999. Introduction to major issues in the field of special education. Emphasis is placed on understanding the characteristics and etiologies of individuals with diverse needs and on identifying the qualities of home, school and community environments that support these individuals in achieving their potential. Public school observation/participation in programs for students with disabilities is required.

3 hours

 

ECSE 3220

Intermediate Management of Learning Environments - Prerequisites: Appropriate 2999 course; ECSE 3210. Application of general classroom management principles in classroom environments that are conducive to learning. Developmentally appropriate strategies for first through third grade students will be emphasized and selectively implemented. Teacher candidates will analyze behavior management programs through data collection. Specific behavior management strategies appropriate for students with specific identified behavioral needs will be taught. A field experience, as prescribed by the instructor, is required for the course.

3 hours

 

ECSE 3490

Early Childhood Inclusive Practicum and Seminar: Grades 1-3 - Prerequisites: Appropriate 2999 course, maintenance of required GPA, Grade of “S” in ECSE 3390. Graded “Satisfactory” or “Unsatisfactory.” Supervised classroom experiences in inclusive first- through third-grade classrooms. Candidates work under the supervision of mentor teachers and university supervisors for a minimum of 100 hours. Emphasis will be placed on addressing students with and without disabilities in the classroom environment.

Candidates will also participate in debriefing seminars focused on implementation of developmentally appropriate content areas, strands, and teaching formats. Candidates will be observed implementing appropriate teaching and management strategies for all students in their first through third grade classroom experience.

1 hour

 

ECSE 3020

Intermediate Assessment, Planning, and Instruction   - Prerequisites: Appropriate 2999 course and ECSE 3010. This is a check-point course, and check-point requirements must be met. The use of selected evidence-based practices and theories of learning processes related to assessment, planning, and instruction. Grades 1-3 to meet the diverse and individualized needs of the students. ECSE 3490, ECED 3690, or a practicum approved at the program level is required as a corequisite of this course.

3 hours

 

LITR 3120

Early Literacy - Prerequisites: Appropriate 2999 course; LITR 3110. This is a check-point course, and check-point requirements must be met. Introduction to content, theoretical perspectives, and evidence-based strategies for teaching children in the primary grades to read and write. Major topics include the reading process, phonemic awareness, phonics, comprehension, fluency, and vocabulary. Teacher candidates are expected to plan and implement learned skills and knowledge in the field. ECSE 3490, ECED 3690, or a practicum approved at the program level is required as a corequisite of this course.

3 hours

 

LITR 3130

Developing Literacy – Prerequisites: Appropriate 2999 course; LITR 3110. This is a check-point course, and check-point requirements must be met. Application of methods for teaching listening, speaking, reading, writing, viewing, and visually representing. Emphasis is placed on instructional methods of processes for writing and comprehending various forms of texts; motivating students to read and write; developing vocabulary, comprehension strategies, and higher-level thinking; and applying technology. ECSE 3490, ECED 3690, or a practicum approved at the program level, is required as a corequisite of this course

3 hours

 

ASLS 3170

American Sign Language III - Prerequisite: ASLS 2120 and INTP 2998 or DEAF 2999. The third in a series of courses based on American Sign Language concepts and principles. This course is designed to increase recognition and recall skills in dialogue communication. American Sign Language idioms are also included as well as a deeper understanding of the grammar, syntax, and complexities within the language.

3 hours

 

DEAF 3100

Orientation to Deaf Education and Language Learning -Prerequisite: INTP 2998 or DEAF 2999. An overview of the field of deaf education, with an emphasis on language development in children and adults who are deaf. Topics include anatomy and physiology of the ear, language modes, assessment instruments, and other topics pertinent to the field. Emphasis is placed on flexibility in using different modes of communication as they relate to stages of language development.

3 hours

 

MATH 2008

Foundations of Numbers and Operations - Prerequisite: MATH 1101, MATH 1111, or MATH 1113 with a grade of “C” or higher.

An introductory mathematics course for early childhood education majors. This course will emphasize the understanding and use of the major concepts of number and operations. As a general theme, strategies of problem solving will be used and discussed in the context of various topics.

3 hours

 

READ 4550

Reading in the Content Areas (Middle and Secondary Education) - The simultaneous teaching of reading skills and course content. Emphasis is placed on preparing students for content area reading assignments, providing support during reading and promoting higher level thinking. Motivating students to read widely and developing vocabulary, reading comprehension, and study skills will be dealt with in relation to the content areas.

3 hours

 

SPEC 3020

Applied Behavior Analysis for Teachers - Prerequisite: ECSE 2999 or COMD 2999. A study of the general principles of applied behavior analysis including the foundations for understanding behavior, increasing appropriate behavior, and managing challenging behaviors across a variety of learning environments with individuals who have disabilities.

3 hours

 

SPEC 3040

Legal and Ethical Issues for Special Educators Prerequisites: SPEC 2999. A study of the legal and ethical aspects of special education and services for individuals with disabilities. Topics will include an overview of the U.S. legal system; discrimination, constitutional, statutory, regulatory issues; and case law related to special education.

3 hours

 

ASLS 3180

American Sign Language IV - Prerequisite: ASLS 3170 and INTP 2998 or DEAF 2999. The fourth in a series of courses based on American Sign Language concepts and principles. This class is an advanced course in American Sign Language for students who have completed previous coursework in ASL. Emphasis is placed on the production of non-voiced, conversational, spontaneous, signed sentences. Continued attention is given to the development of recognition as well as recall skills. Sociolinguistics with specific reference to syntax and the role of non-manual markers and idioms are explored as well as the interplay between language and culture within the deaf community.

3 hours

 

DEAF 3120

Learning, Cognition, and Social Development in Deaf Children - Prerequisite: INTP 2998. An introduction to the study of the growth and development of deaf and hard of hearing children and how being deaf may affect an individual’s educational, cognitive, and social development. The focus of this class is toward a general understanding of how being deaf or hard of hearing is influential in shaping the life experiences of individuals. Various perspectives regarding being deaf will be explored and examined in light of general theories of psychological and social development.

3 hours

 

DEAF 4050

Manual Communication - An introduction to manual communication. Emphasis is placed on skill development in the use of American Sign Language. Open as an elective to all undergraduate majors.

3 hours

 

SEED 4010

Integrating Technology in Secondary Education – Prerequisites: ACED 2400 and either FLED 3500 or SEED 3000; FLED 2999 or SEED 2999. Focus on advancing a learner’s systematic, progressive migration to a student-centered, technology-empowered class. The central theme is integrating technology into the curriculum.

1 hour

 

MGED 3991

Differentiated Classroom for Middle Grades - Prerequisite: Admission to teacher education. Study of how differentiating content, process, products, and assessment can impact student achievement of diverse populations. Emphasis is on developing the knowledge and skills to design a differentiated classroom and the ability to articulate the rationale and results of its implementation.

2 hours

 

MATH 3161

Mathematics for Early Childhood Teachers I - Prerequisite: ECSE 2999 and a grade of “C” or higher in MATH 2008. An in-depth study of the concepts and processes underlying the p-s school mathematics curriculum, with special emphasis on numeration, number systems, estimation, algebraic thinking, and computational algorithms. Problem solving and historical context serve as unifying strands.

3 hours

Total hours required for the degree

128 hours

Department of Middle, Secondary, Reading, and Deaf Education Homepage