Prerequisites:
Completion of DEAF 331, DEAF 332 with a B or better, bilingual fluency (ASL/English)
Co-requisite:
DEAF 441
Designed to provide pre-service teachers with an authentic experience working with deaf students in educational settings. This Practicum focuses on bilingual literacy development and instruction in social studies and Pacific literature using Bilingual methods for teaching deaf students.
Prerequisites:
Completion of DEAF 331, DEAF 332 with a B or better, bilingual fluency (ASL/English)
Reviews foundations for standards-based curriculum development and applications for teaching deaf students. Presents advanced evidence-based instructional practices for assessment, planning, implementation, and evaluation of student learning related to mathematics and science. Course assignments will be based, in part, on practicum experiences.
Prerequisite:
B or better in DEAF 221
Designed to provide pre-service teachers with an authentic experience working with deaf students in educational settings. The course includes a minimum of 6 hours of field experience per day, five days per week for six weeks at the Majuro Deaf Education Center or other deaf education class. This Practicum focuses on language development and general instructinal practices in Deaf Education.
Prerequisites:
Completion of DEAF 221, DEAF 222 with a B or better, bilingual fluency (ASL/English)
Reviews foundations for instructional planning, implementation, and evaluation of student learning. Presents fundamental evidence-based instructional practices for teaching deaf students applied to social studies and cultural studies themes (including Pacific-related literature) that are relevant to the Pacific. Course assignments will be based, in part, on field experiences working with deaf students.
Prerequisites:
Completion of DEAF 221, DEAF 222 with a B or better
Explores issues, trends, and methods in ASL/English bilingual education for deaf students with application to Pacific multilingual education (indigenous sign, ASL, English, and local vernacular) for deaf students. Presents challenges of and approaches to language planning and policies, and proposes strategies for bilingual and multilingual classroom instruction. This seminar serves to connect all DEAF Practicum courses.
Prerequisites:
ENG 111 and ENG 105, completion of DEAF 111 with a B or better, ASL fluency
Co-requisite:
DEAF 221
Reviews principles and practices of literacy development in both sign and print literacy (reading and writing) and the potential for bimodal literacy. Identifies strategies for reading and writing skill development in English as well as literary composition and expression in American Sign Language and the indigenous sign language of the region.
Prerequisites:
ENG 111 and ENG 105, completion of DEAF 111 with a B or better, ASL fluency
Co-requisite:
DEAF 222
Presents typical and atypical patterns of cognitive and linguistic development and addresses barriers to optimal language development for deaf children. Identifies strategies for supporting cognitive and linguistic development in both first and second languages, with focus on sign language development as the first language (L1) and written language as the second language (L2). Highlights the importance of early intervention and parent involvement.
Prerequisites:
ENG 111 and ENG 105
ASL 101 and ASL 102 or ASL fluency
Provides an overview of current demographic, legal, educational, linguistic, medical, and social trends that impact deaf students’ education. Explores criteria for the establishment of quality educational services for deaf students, including issues relevant to the Pacific region.
Prerequisites:
Completion of ASEE degree or Education
Faculty approval & acceptance into Certificate of Completion in Teaching Program
Prerequisites:
C or better in SPED 260
Examines contemporary issues in exceptionalities including existing legislative mandates in special education, funding of special education services, use of hearing aids/cochlear implants, appropriate educational systems for students with disabilities, appropriate placements, contentious issues of educating the gifted and talented, and the issue of adopting the general or separate curriculum in educating exceptional students.
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