Graduate Catalog

Master of Arts in Deaf Education

Dr. Julie Mitchiner, Program Director
Fowler Hall, Room 302B


You may apply for this program if your Bachelors degree is in education and you are eligible for general education licensure. If not, please contact Dr. Julie Mitchiner at

Program of Study

Program Requirements

To complete the Master of Arts in Deaf Education and be recommended for a licensure in the District of Columbia, candidates must satisfy the following requirements:

  1. Completion of graduate degree requirements.
  2. Successful completion (grade of B or better) of all academic and practicum requirements specified by the Department of Education.
  3. Successful completion of all field experiences and student teaching.
  4. Successful completion of all appropriate Praxis II examinations, and of program performance assessments aligned with courses, field experiences, and student teaching. [Candidates who successfully complete the degree program (i.e., grades of B or better in all coursework) but not the performance assessments may graduate from the program but are not recommended for licensure.]
  5. American Sign Language Proficiency Interview (ASLPI) rating of 2+.

This program leads to DC Licensure. If you are seeking licensure in another state you are responsible for checking into their reciprocity policy.

Plan of Study

Fall 1

EDU 600K-12 Curriculum and Instructional Technology


EDU 701Deaf Learners and Education in Bilingual Communities


EDU 707The Structures and Application of American Sign Language and English in the Classroom


EDU 735Introduction to Special Education and the IEP Process


EDU 785Field Experience and Seminar: Deaf Education


Spring 1

EDU 621Literacy Teaching and Learning: Early Childhood



EDU 631Literacy Teaching and Learning: Elementary Grades



EDU 641Literacy Teaching and Learning: Secondary Grades



EDU 670Teaching Students with Disabilities


EDU 711Literacy Applications in ASL/English Bilingual Classrooms K-12


EDU 713Language Acquisition and Cognitive Development


EDU 719K-12 Classroom-Based Assessment


EDU 731Home, School, and Community Collaboration for Diverse Learners


EDU 789Practicum II and Seminar: Deaf Education


Literacy Course: EDU 621 or EDU 631 or EDU 641

Summer 1

EDU 665Children's Literature


EDU 720Introduction to Research


EDU 750Persp. & Edu. Implications of Audiology/Spoken Eng Development in ASL/ENG Bi Edu


Fall 2

EDU 792Student Teaching Seminar


EDU 797Student Teaching in Deaf Education


Total Credit Hours: 39-51

NOTE: EDU 600, EDU 670, EDU 665, and EDU 621/631/641: These courses (or equivalent courses) are not required for students who have previously passed them with a B or above.

Field Experiences

Course work and field experiences are equally essential components of the Master of Arts in Education: Teacher Preparation Program. Coursework and field experiences are, in concert, geared to prepare candidates to become teacher as change agents who have significant impact on the academic success of their students through direct experiences with children and youth under the supervision of teacher-mentors in partner schools and university instructors. The candidate will complete field experiences each semester of enrollment, the first three semesters and summer in the form of practica in school and community settings, and the final two semesters through student teaching in general and deaf education. Field experiences are designed in ways that are integral to their program of studies, including meeting the requirements for licensure, and are directly linked with specific courses and/or a seminar each semester. They provide candidates with authentic experiences with which to apply content, concepts, and learning theory, and over time develop as critical thinkers, problem solvers, and agents of change. Over the course of five semesters and one summer, the candidate should expect to have a range of K-12 experiences, including experiences in deaf education and bilingual education as well as experiences in the area of general education focus (i.e., Early Childhood, Elementary, or Secondary). Reflection is an integral component of all field experiences, including student teaching, and candidates will be required to show evidence that they are able to critically reflect to improve as effective teachers. Weekly face-to-face and/or online seminars are conducted by university instructors to guide these reflections as well as to guide candidates in their practices and completion of required assessments for licensure. Additionally, during seminars, the candidates are guided in completion of the performance assessments that allow them to transition within the program, and ultimately be recommended for licensure through DC.

The foci of the first semester (Fall-1) of field experiences is on the home, school, and community, and candidates are afforded a broad range of experiences with families and community resources, and with visitation to various and diverse school settings with the DC Metro area. During the second semester of study (Spring-1), the focus of field experiences becomes the classroom. Candidates will have one 10-week field experience where they will work in a classroom under the direction of the teacher-mentor, observing and assisting the teacher by working one-on-one or in small groups with students. Semester three (Fall-2) consists of a second 10-week field experience, and the candidates begin to apply their content and pedagogical knowledge in specific areas of teaching within the K-12 deaf education framework. Candidates will actively participate in the schools, teach and assess students, and reflect on their teaching and the students' learning. In the second spring semester of study, candidates will student teach in their general education content area-the first of two capstone experiences. Finally, during the fifth semester (Fall 3) of study, the candidate will student teach in deaf education, and will have an on-the-job option for completing this requirement. For both student teaching experiences, the candidate must be prepared to set up learning goals taking contextual factors under consideration, plan and assess learning affectively, and show evidence of and reflect upon their impact on the learning of every child. (Candidates who enter the program with general education degrees will complete one field experience and one semester of classroom-focused practicum followed by one semester of student teaching in deaf education.)