Course Descriptions

All Deaf Education courses are taught in ASL only. Students requiring a voice interpreter may request one for any of the four CORE courses ONLY. All entering students must satisfy the ASLPI requirement prior to beginning classes.

DED:511 Foundations of Deaf Education
3 credits
CORE Course
The relationship of the goals and processes of deaf education to those of bilingual-bicultural education are explored in an historical context. Current demographic, legal, educational, political, medical, and social trends which affect deaf student's instructional delivery and placement are reviewed. Federal, state, and local legislation affecting deaf students will be analyzed and critiqued. Criteria for the establishment of quality educational services for deaf students will be presented.

DED:515 Literacy Connections Through ASL Storytelling
3 credits
The course is an introduction to source materials for storytelling and the techniques for learning and telling stories in American Sign Language including the selection, adaptation, translation, learning, and presentation of stories. Students will analyze the connections between storytelling, reading, writing, and overall language development. The course showcases the interactive nature of storytelling and its relationship to the reading process.

DED:517 Reading for Deaf Students
3 credits
CORE Course
This course focuses on the process of learning to read, with emphasis as to how this process applies to deaf students. Assessment techniques and the materials used in teaching reading strategies in a balanced program are also included. Relevant research is stressed.

DED:518 Assessment and Instructions of Deaf Students with Special Needs
3 credits
CORE Course
The focus of this course is on the study of formal and informal assessment techniques and strategies and their use in developing prescriptive education programs (including the development of behavioral objectives for IEP's and lesson planning). These competencies are developed through practical application with deaf students with varying abilities and disabilities including classroom management techniques and adaptations.

DED:520 Counseling Parents of Deaf Children
3 credits
Facilitates the development of communication and counseling skills of teachers of deaf students and ASL Specialists. These skills will be applied to conferencing parents of deaf children in family and in parent-group settings. Appropriate materials and activities for teaching ASL and Deaf Culture for parents and families are presented. Specific instruction to support parent's role in the language development of their deaf child is highlighted. Strategies are identified for developing the ASL language component for the IEP.

DED:527 ESL Instruction
3 credits
Prerequisite - to be taken after CORE
This course provides a theoretical overview and an instructional framework to support the content literacy development of deaf and heard of hearing students. Course content emphasizes strategies to reinforce content area reading and writing competence, with a focus on ESL (English as a Second Language) applications.

DED:533 Methods of Teaching ASL: First and Second Language Instruction
3 credits
Prerequisite - to be taken after CORE (for ASL Specialist only)
This course presents methods and approaches of grammar-based and non-grammar-based teaching; testing procedures; assessment of materials and resources; materials preparation, and curriculum development, including a survey of traditional and innovative methods and their application to ASL. Definition and survey of linguistic research problems specific to ASL, especially proficiency-based and content-based teaching for first and second language learners, from kindergarten to adult will be highlighted. Signed and written assignments and class discussion will focus on teaching and curriculum development, with particular attention to L1 and L2 language learning.

DED:534 Issues and Trends in Audiology and Spoken English Development
3 credits
Prerequisite - to be taken after CORE
An overview of the anatomical and physiological principles of audiology and speech development (i.e., spoken English) will provide the foundation for examining current trends and issues in the education of deaf students in general and for bilingual-bicultural education specifically. Emphasis will be on establishing supportive collaboration between teachers and the professionals providing these related services as well as support for parents of deaf students and the students themselves.

DED:535 Literacy Instruction for Deaf Students
3 credits
Prerequisite - to be taken after CORE
This course incorporates principles and methods of developing literacy in two languages, English and American Sign Language. Balanced programs are discussed, with an emphasis on instruction and materials.

DED:540 Advanced American Sign Language Linguistics
3 credits
Prerequisite - DED:538 and CORE (for ASL Specialist only)
This course provides a detailed and comprehensive examination of the major linguistic structures of ASL including its phonology, morphology, and syntax. Advanced discourse analysis will also be presented. Recent research on ASL will be featured, with consideration of factors affecting language use and change.

DED:541 First and Second Language Learning
3 credits
CORE course
This course focuses on the theories of first and second language acquisition of both English and American Sign Language (ASL). The cognitive and language development of both hearing and deaf students is discussed.

DED:543 Assessing ASL Skills: First and Second Language Learners
3 credits
Prerequisite - to be taken after CORE (for ASL Specialist only)
This course will focus on description and evaluation of American Sign Language by assessing sign language skills of L1 and L2 learners. Measurements using ASLPI, diagnostic evaluation, and ASL checklists are taught. Extensive classroom exercises will focus on the measurement and analysis of language samples by phonological, morphological, and syntactic criteria for L1 and L2 learners.

DED:566 Special Topics in Deaf Education
3 credits
Focuses on various topics pertaining to Deaf Education. The topics will be fully described in the Graduate Bulletin published each semester.

DED:582 Bilingual-Bicultural Approaches to Teaching Deaf Students
3 credits
Prerequisite - All Deaf Education prerequisite and required courses, acceptable rating on the ASLPI (to be taken just prior to student teaching)
This course will provide a framework for implementing a bilingual-bicultural approach to teaching deaf students, building on theoretical foundations and instructional strategies for teaching deaf students. Emphasis will be placed on pedagogical approaches for using American Sign Language as the language of instruction with support from print English, enhancing the visual dimension of instruction, sequencing of instructional delivery, and effectively incorporating questioning and cueing techniques.

DED:589 Seminar in Deaf Education
3 credits
Prerequisite - All Deaf Education courses (to be taken at the end of the program)
Current trends and issues in the education of deaf students will be covered. Recent research will be emphasized.

DED:595 Practicum Experience
3 credits
Prerequisite - to be taken after CORE
The Deaf Education Practicum involves field experience working with deaf students of various ages and abilities in diverse educational settings. The practicum assignment is meant to complement and extend the knowledge and skills gained through course work in Deaf Education and is supervised by a Deaf Education faculty member.

DED:552, 553, 554 Internship in Deaf Education
3 credits each
Students interested in certification as a teacher of Deaf and Hard of Hearing students, will complete a 10-week student teaching internship.

Prerequisite Courses (may be taken at McDaniel College or elsewhere)

DED:538 Linguistics of American Sign Language
3 credits
This course provides an analysis of the major structural features of American Sign Language phonology, morphology, syntax, semantics, and discourse.

DED:569 American Deaf Culture
3 credits
Provides the student with a perspective on Deaf people who use American Sign Language and their cultural identity. The course is based on a cultural perspective as an alternative to the pathological model and explores the historical evolution of the deaf community in terms of language, self-image, culture, and arts.

PSY:502 Human Growth and Development: Child
3 credits
A study of the basis for changes and constancies in psychological functioning throughout childhood. Research and theories of development are emphasized.

PSY:503 Human Growth and Development: Adolescent
3 credits
A study of the basis for changes and constancies in psychological functioning throughout adolescence. Problems and conflicts associated with emerging adulthood are explored. Research and theories of development are emphasized.

PSY:510 Psychology of Exceptionality
3 credits
A focus on the nature and needs of exceptional individuals. The degrees and causes of exceptionality and the behavioral manifestations of various disabilities are studied. Psychological bases of suitable programming are included.

EDU:549 Teaching Science and Social Studies in the Elementary School
3 credits
Current trends in science and social studies for the elementary school level examined with an emphasis on student involvement in the learning environment. Students will acquire familiarity with national standards for science and social studies, a variety of teaching strategies and commercially available materials in science and social studies.

EDU:556 Teaching Standards for Mathematics in the Elementary School
3 credits
An analysis of reform-based issues in mathematics education at the elementary level. Methodology related to elementary mathematics is presented. Some of the topical areas are: Learning and mathematics instruction, the remedial and enrichment student, geometry, problem solving, measurement, number sense, quantitative literacy and the use of technology in the curriculum.

SED:504 Classroom Management of Exceptional Students
3 credits
Course provides a comprehensive overview of specific strategies to respond to problem behaviors in special and general educational settings. Emphasis placed on curriculum-based assessment and ecological and functional assessment models as they pertain to the academic and social behavior of elementary and secondary students.