Overview
Come connect with an energetic community of individuals pursuing teaching credentials for Deaf Education at elementary or secondary levels.
Earn a degree that means something - McDaniel is highly regarded nationally for its Deaf Education program. Since its inception in 1967 as a joint effort between McDaniel College and the Maryland School for the Deaf, McDaniel College's Master of Science program in Deaf Education has built on its mission to prepare outstanding teachers of deaf students.
Key Features of the Deaf Education program include:
• Philosophically, the program views deaf students from a cultural perspective. For graduates, that translates into a genuine acceptance of and respect for the language and culture of deaf people, as well as a driving commitment to provide students with experiences that encourage literacy development and academic achievement.
• Requires and reinforces ASL fluency: All classes are taught in ASL
• Offers two tracks to meet your specific educational and career goals: Elementary Teaching and Secondary Teaching
Why McDaniel
• Get the support you need through our ASL lab, English Lab, Academic Skills Center and interpreting services
• Receive a bilingual experience in a sizable and diverse community that remains small enough to allow close learning relationships
• Expands your career and learning opportunities through internships in premier bilingual programs across the United States and Canada
• Balances full-time faculty with adjunct instructors who draw course content from best practices in the field
• Offers convenient schedules to fit your busy schedule: full-time, part-time, or summers-only options
• Become certified to teach in Maryland, which extends to many other states through reciprocity
• Highly competitive tuition
Admissions Requirements
Initial Admission
• Completed application for graduate study
• Submit the non-refundable application fee
• Official transcripts verifying completion of an undergraduate degree from an accredited college or university with a minimum cumulative grade point average of 2.5
• Passage of the American Sign Language Proficiency Interview (ASLPI)
• Passage of the English Proficiency Exam (EPE)
Full Acceptance
• Complete 12 graduate credits of Deaf Ed CORE courses with a grade of 'B' or better (83%)
• Complete a program plan with an academic advisor
• Pass a satisfactory review of the Suitability for the Field of Deaf Education
Degree Requirements
• Minimum 3.00 G.P.A., limit one course grade of “C”
• Satisfy the ASLPI with the required minimum exit score for your program
• Satisfy the English Proficiency Essay with required minimum exit score
• Successful completion of a comprehensive exam or thesis
Courses
Demonstrate entry level ASL and English proficiency by means of the ASL Proficiency Interview (ASLPI) and the English Proficiency Essay (EPE), Child/Adolescent Development, Special Education courses, Elementary/Secondary methods, ASL Linguistics, Deaf Culture.
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Program plan approved by advisor, B or better in all CORE courses, satisfactory review of the suitability criteria, criminal history disclosure.
Close| DED 511 | Foundations of Deaf Education
This course explores the relationship of the goals and processes of Deaf education to those of bilingual education in an historical context. Current demographic, legal, educational, political, medical, and social trends which affect deaf students’ instructional delivery and placement are reviewed. Federal, state and local legislation affecting Deaf and hard-of-hearing students will be analyzed and critiqued. Criteria for the establishment of quality educational services for Deaf students will be presented. | 3 Credits |
| DED 517 | Reading for Deaf Students
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 are surveyed. Relevant research is stressed. | 3 Credits |
| DED 518 | Assessment and Instruction of Deaf Students with Special Needs
This course focuses 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. | 3 Credits |
| DED 541 | First and Second Language Learning
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. | 3 Credits |
Close| DED 527 | ESL Instruction in Content Areas
This course provides a theoretical overview and an instructional framework to support the content literacy development of deaf and hard-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. | 3 Credits |
| DED 534 | Issues and Trends in Audiology and Spoken English Development
This course provides an overview of the anatomical and physiological principles of audiology and speech development (i.e., spoken English) as the foundation for examining current trends and issues in the education of Deaf students. Emphasis is on establishing supportive collaboration between teachers and the professionals providing these related services as well as support for Deaf students and their parents. | 3 Credits |
| DED 535 | Literacy Instruction for Deaf Students
This course incorporates principles and methods of developing literacy in two languages, ASL and English. Program development is discussed, with an emphasis on instruction and materials. | 3 Credits |
| DED 582 | Bilingual Approaches to Teaching Deaf Students
This course provides a framework for implementing a bilingual approach to teaching deaf students, building the theoretical foundations and instructional strategies. Emphasis is 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. | 3 Credits |
| DED 589 | Seminar in Deaf Education
This course examines current trends and issues in the education of Deaf students. Issues of critical pedagogy and recent research will be emphasized. | 3 Credits |
| DED 595 | Practicum Experience
This 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 are supervised by a Deaf Education faculty member. | 3 Credits |
Closecompletion of Deaf Education program (as outlined above or other equivalent Deaf Education preparation) |
| DED 515 | Literacy Connections through ASL Storytelling
This course focuses on literacy connections through American Sign Language (ASL) storytelling. Topics, which are covered, are literature (oral and written), ASL literature, literacy, ASL literacy, storytelling, ASL storytelling, retelling, narrative stages, the ASL Storytelling Process, and the link between ASL storytelling and reading/writing. Candidates are given opportunities to view, analyze, and criticize stories as well as to create stories in ASL for all ages. In addition, they acquire familiarity with the ASL curriculum as well as the development and implementation of lesson plans based on ASL literature. | 3 Credits |
| DED 520 | Counseling Parents of Deaf Children
This course 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 parents’ role in the language development of their Deaf child is highlighted. | 3 Credits |
| DED 533 | Methods of Teaching ASL: First and Second Language Instruction
Note ASL Specialist only.
This course examines instructional strategies and evaluates materials and resources used with first and second language learners of ASL. Linguistic research problems specific to ASL are highlighted. | 3 Credits |
| DED 540 | Advanced American Sign Language Linguistics
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. Special topics within ASL Linguistics will be added on occasion. | 3 Credits |
| DED 543 | Assessing ASL Skills: First and Second Language Learners
Note ASL Specialist only.
This course focuses 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 focus on the measurement and analysis of language samples by phonological, morphological, and syntactic criteria for L1 and L2 learners. | 3 Credits |
Closecompletion of Deaf Education program (as outlined above or other equivalent Deaf Education preparation) |
| DED 515 | Literacy Connections through ASL Storytelling
This course focuses on literacy connections through American Sign Language (ASL) storytelling. Topics, which are covered, are literature (oral and written), ASL literature, literacy, ASL literacy, storytelling, ASL storytelling, retelling, narrative stages, the ASL Storytelling Process, and the link between ASL storytelling and reading/writing. Candidates are given opportunities to view, analyze, and criticize stories as well as to create stories in ASL for all ages. In addition, they acquire familiarity with the ASL curriculum as well as the development and implementation of lesson plans based on ASL literature. | 3 Credits |
| DED 601 | Early Literacy: Instructional Approaches for Deaf Students
Note Literacy Specialist only.
This course provides an in-depth analysis of the process of literacy acquisition by Deaf readers/writers at the emergent level. Assessments, observational techniques and instructional activities are included. | 3 Credits |
| DED 602 | Literacy for Secondary Deaf Students
Note Literacy Specialist only.
This course focuses on the reading-writing process in narrative and expository contexts. Strategies appropriate for upper elementary and secondary levels are emphasized. | 3 Credits |
| DED 603 | Literacy Practicum
Note Literacy Specialist only.
This practicum consists of a supervised experience with Deaf students emphasizing the ongoing assessment-instruction process in developing literacy competence. Literacy specialist candidates will design and implement instructional programs based on assessment data and communicate relevant information to parents, students, and professionals. Candidates will also be responsible for literacy coaching, collaboration, and professional development seminars throughout the practicum. | 6 Credits |
| DED 604 | Current Issues in Bilingual Literacy
Note Literacy Specialist only.
This course investigates relevant research and current issues in reading and writing instruction for Deaf students. Course content examines the role of the specialist in regard to literacy leadership and professional development. Candidates research an area of interest and are expected to demonstrate mastery of program objectives for Literacy Specialists through an individualized portfolio process. | 3 Credits |
Close| EDU 550 | Introduction to Research Methodology
This course is directed toward an understanding of how research is conducted. Includes the study of quantitative and qualitative strategies and their appropriate use. Reviews appropriate statistical tools and their use in data collection and interpretation. | 3 Credits |
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Faculty
Dr. Mark Rust, Program Coordinator, Deaf Education
mrust@mcdaniel.edu
410-857-2503 v/vp
Dr. Janet Conley, Associate Program Coordinator, Deaf Education
jconley@mcdaniel.edu
410-857-2519 v/tty
Dr. Eddy Laird, Associate Professor
elaird@mcdaniel.edu
410-857-2506
Career Opportunities for Graduates
The Deaf Ed. Program prepares graduates for the following career paths:
• Certified teacher of Elementary and Middle school deaf students (K-8)
• Certified teacher of Secondary school deaf students (6-12)
• Literacy Specialist (grades K-12)
Important Dates
Application Deadlines:
Fall Semester – August 1
Spring Semester – December 15
Summer Sessions – May 1
FAQs
1. What certification options are available upon completion of the M.S. in Deaf Education at McDaniel College?
When you successfully complete the M.S. degree, you will be qualified to work in deaf schools and mainstream programs at elementary or secondary levels:
Maryland Deaf Education teaching certification (grades K–12)
Council on Education of the Deaf (CED) Elementary or Secondary levels
2. How and when do I register for classes?
After completing the application process, new students registering for Summer or Fall should register for the following CORE courses:
DED:511 Foundations of Deaf Education
DED:518 Assessment and Instruction
DED:541 First and Second Language Development
DED:517 Reading for Deaf Children
Because no CORE courses are offered in the Spring, students applying for Spring classes are encouraged to look at prerequisite classes or make an appointment with an advisor to determine what class schedule would best suit them. Deaf Education classes fill quickly so early registration is strongly encouraged.
3. Do you need to know Sign Language to participate in the program?
Yes. All classes are taught in ASL, and students must score at a certain level on the ASL Proficiency Interview before entering the McDaniel College graduate program.
4. What kind of support is offered for hearing and deaf individuals in the program?
Students are well supported through the American Sign Language Lab, the English Lab, and the Academic Skills Center, as well as through interpreting services.
5. I heard we had to pass a writing test. Is that true?
Yes, beginning in the fall of 2002, all entering students must demonstrate competency in written English by taking the English Proficiency Essay or, meet Maryland score requirements on the GRE, SAT, ACT or Praxis I.
6. What is the Summers-only program of study?
A large number of students who work full-time during the year choose the Summers-only program of study. All courses in the Deaf Education program are offered in these sessions of 6–8 weeks, which run from late June to early August.
