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Degrees and Requirements

Deaf Education

The Master of Art in Deaf Education program is a post-baccalaureate 30-credit Master of Art degree with special
Education, Hearing Impaired PK-12 certification. This unique program follows an apprenticeship model with courses offered by a consortium of universities (LRU, Robert Morris University (RMU), Minot State University (North Dakota) and Utah State University) to meet PDE requirements for certification.  Students will be working as a teacher’s aide/apprentices at the sponsor school, DePaul School for Hearing and Speech during the school hours. This position will fulfill the field experience competencies set forth by PDE. Seminars and coursework will be conducted in a hybrid format and may occur face-to- face or virtually/online.

The institution instructing the course is indicated in the course title. La Roche University is the home, degree-granting institution. As a consortium agreement, all grades will be sent to La Roche and recorded for a letter grade on the La Roche transcript, and are not viewed as transfer credits per this agreement.

Requirements for Program Entry, CANDIDATES MUST:

• BA or BS degree from an accredited college or university
• Minimum 3.0 overall undergraduate GPA
• Be a U.S. Citizen
• Provide copies of TB test results
• Security Clearances within the past six months:

o PA Child Abuse History Clearance
o PA State Police Criminal Record Check
o FBI Fingerprinting Check

Program Notes:

• Upon completion of the first semester and the assignment of grades, the teacher candidate will apply for candidacy. Candidacy requires a 3.0 GPA in the program, clear clearances, and TB test results.
• Industry & Labor documentation will be addressed through the sponsor school (DePaul).
• Taking the content Praxis exam(s) is required prior to the student teaching/Apprenticeship III course (Fundamental Subjects: Content Knowledge 5511 and Special Education: Education of Deaf and Hard of Hearing Students 5272). Candidates must pass the Praxis exams to pass the Apprenticeship III course and apply to the PDE for certification.
• Students will apply through TIMS for PA Certification.
• The University program requirements are subject to change in order to comply with new or revised PDE mandates.


REQUIREMENTS: To successfully complete the Master of Arts in Teaching, the following graduate coursework is required:

  • 21 credits of coursework
  • 9 credits of Apprenticeship
  • While enrolled in the MA Deaf Education program, students must continue to have:
    • A 3.0 cumulative GPA
    • Current Act 34/Act 151 Clearances and Act 114 FBI Fingerprinting
    • TB Test (must be renewed annually)
    • Proof of Liability Insurance– PSEA, Council for Exceptional Children, or Private Insurance

 

 

Summary of Requirements

Deaf Education Program Requirements : 30 credits

  • EDDE5010
    Intro to Deaf Education, IEPs & Apprenticeship I

    EDDE5010
    Intro to Deaf Education, IEPs & Apprenticeship I

    Credits (Min/Max): /

    This introductory course will help students develop an understanding of Deaf Culture, the historical, philosophical, linguistic, legal, sociological, and educational aspects of the Deaf and Hard-of-Hearing Community. The student will be introduced to IEPs, become familiar with collaboration, write reflections based on current issues/trends in deaf education, and comprehend the special education continuum of services available to the identified students. In the GUIDE program, the pre-student teaching/clinical experience has been incorporated within the apprentice hours and competencies within Apprenticeship I.

    PREREQUISITES:

  • EDDE5520
    @Minot State: ASL/Sign Language

    EDDE5520
    @Minot State: ASL/Sign Language

    Credits (Min/Max): /

    THIS COURSE IS TAUGHT BY MINOT STATE UNIVERSITY.

    PREREQUISITES:

  • EDDE6010
    Apprenticeship II & Seminar

    EDDE6010
    Apprenticeship II & Seminar

    Credits (Min/Max): /

    Per the PA Department of Education (PDE), candidates seeking PA teacher certification must successfully complete a pre-student teaching experience. Prestudent teaching is designed to involve the teacher candidate in the various aspects of classroom teaching, methodology, pedagogy, curriculum/standards, and classroom management. In the GUIDE program, the pre-student teaching/clinical experience has been incorporated within the apprentice hours and competencies within Apprenticeship II (633 hours). The field/OTJ hours will be completed at the various educational settings within DePaul School for Hearing & Speech (pre-school, K-8 classrooms, itinerant public school placements PK-12). The candidates/apprentices will have the opportunity to employ reflective decision making when planning, implementing, and assessing learning of students who are deaf/hard of hearing in an actual school environment. In addition, teacher candidates/apprentices will become aware of the managerial, record keeping, and professional aspects of teaching in diverse classroom settings. During pre-student teaching/Apprenticeship II, candidates/apprentices will move through four basic learning experiences: observation, one-to-one tutoring or instruction, small group instruction, and whole class or whole group instruction. Candidates/apprentices meet face-toface/online/virtually weekly in seminars.

    PREREQUISITES:

  • EDDE6020
    Apprenticeship III

    EDDE6020
    Apprenticeship III

    Credits (Min/Max): /

    Per the PA Department of Education (PDE), candidates seeking PA teacher certification must successfully complete a student teaching/clinical experience (minimum 12 weeks). Student teaching is designed to involve the teacher candidate in the various aspects of classroom teaching, pedagogy, and assessment. In the GUIDE program, the student teaching/clinical experience has been incorporated within the apprenticeship hours and competencies within Apprenticeship III (967 hours). The field/OTJ hours will be completed at the various educational settings within DePaul School for Hearing & Speech (pre-school, K-8 classrooms, itinerant public school placements PK-12). The candidates/apprentices will have the opportunity to employ reflective decision making when planning, implementing, and assessing learning of students who are deaf/hard of hearing in an actual school environment and this is documented through a Teacher Work Sample (TWS). In addition, teacher candidates/apprentices will expand their experiences individualizing instruction for students with hearing loss through experiences with Individual Education Programs (IEPs). Candidates/apprentices work under the supervision of a cooperating teacher/mentor and University supervisor. Candidates/apprentices meet online/virtually weekly in seminars.

    PREREQUISITES:

  • EDDE6045
    @ RMU: Transitions

    EDDE6045
    @ RMU: Transitions

    Credits (Min/Max): /

    COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY This course examines policies, trends, educational practices, and societal perspectives related to transition of students with disabilities. This course explores transition planning from school to community living, post-secondary education, and employment. Curriculum and strategies will be investigated in order to maximize academic, social, and functional skills of individuals with disabilities across the life span.

    PREREQUISITES:

  • EDDE6060
    @ RMU: Curriculum & Assessment

    EDDE6060
    @ RMU: Curriculum & Assessment

    Credits (Min/Max): /

    COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY This course concentrates on the development of effective, practical techniques for establishing curricula for use in a standards-based education or other education/training environment. The course examines the theoretical dimensions of curriculum development and a curriculum planning process model demonstrating how teachers and school districts can be accountable for the achievement of student outcomes. Topics such as taxonomies, objectives, and lesson planning are addressed to show their connection to curriculum development and outcome-based education planning efforts. Assessment related topics include reliability and validity of test scores, constructing classroom tests, constructing performance tasks and scoring rubrics, formative assessment in the classroom, and the uses and interpretation of test results. A major requirement of the course is the development of a curriculum proposal [and/or instructional unit] that focuses on a topic that relates to the student’s day-to-day classroom teaching or training experiences.

    PREREQUISITES:

  • EDDE6070
    @ RMU Communication/Special Ed

    EDDE6070
    @ RMU Communication/Special Ed

    Credits (Min/Max): /

    COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY This course addresses typical language and communication development and the language development of students with exceptional needs. Students will examine the language-literacy connection or the impact of language and language delays in reading and writing. Specific research validated instructional strategies focusing on the assessment and development of social and academic language skills are emphasized. This course explores assistive technology as a research supported tool to improve access to and participation in the general education curriculum.In addition, students will examine assistive technology and secondary transition.

    PREREQUISITES:

  • EDDE6320
    @ UTAH ST: Literacy & Language

    EDDE6320
    @ UTAH ST: Literacy & Language

    Credits (Min/Max): /

    COURSE IS TAUGHT AT UTAH STATE UNIVERSITY This class focuses on the developmental processes of literacy acquisition and the relationship between language and literacy proficiency. Attention is paid to the recommendations of the National Reading Panel and the Reading First initiative, with particular emphasis on Science of Reading evidence-based practices and recommendations. Students gain competencies in instructional strategies to help children who are DHH develop phonemic awareness, fluency, vocabulary, and comprehension skills. Professionals who provide services to children who are DHH should follow an individualized diagnostic teaching approach, utilizing evidence-based practices.

    PREREQUISITES:

  • EDDE6340
    @ UTAH ST: Auditory Learning & Spoken Language for Children with Hearin

    EDDE6340
    @ UTAH ST: Auditory Learning & Spoken Language for Children with Hearin

    Credits (Min/Max): /

    Because of universal newborn hearing screening, early fitting of hearing technology (e.g., digital hearing aids, cochlear implants, FM systems), and enrollment in comprehensive early intervention programs, most children who are deaf or hard of hearing (DHH) have the ability to develop age-appropriate listening and spoken language (LSL). To maximize each child's LSL potential, it is important for the professionals working with this population to understand how to assess speech, language, and auditory perception skills of children with hearing loss, identify strengths and weaknesses, and develop appropriate intervention plans. Thus, specific techniques, strategies, and teaching behaviors to develop LSL skills in young children who are DHH will be demonstrated and explored.

    PREREQUISITES:

  • EDDE6400
    @ RMU: Reading Across the Curriculm

    EDDE6400
    @ RMU: Reading Across the Curriculm

    Credits (Min/Max): /

    COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY

    PREREQUISITES: