M.A. in Deaf Education Studies
The MA in Deaf Education Studies is designed for teachers and other education professionals who seek the opportunity to acquire more in-depth knowledge in deaf education. The program is offered in online, hybrid, and onsite formats and may be completed in one year of full-time study or two years of part-time study.
Three specializations are offered at this time: Educating Students with Disabilities (online), ASL/English Bilingual Early Childhood Education (online), and Self-Designed (onsite or hybrid).
The MA in Deaf Education Studies program is not intended to lead to licensure and does not lead to licensure in Washington, D.C.
Admissions Procedures
Applicants for the M.A. in Deaf Education: Advanced Studies must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions website for more information and a checklist of application requirements.
| DEADLINE |
DATE |
| First Date for Consideration of Application: |
Feb. 15th |
| Last Date for Completed Application: |
June 30 |
Program Specific Requirements
- Minimum 3.0 GPA
- At least two of the following artifacts demonstrating ASL skills:
o ASLPI result of 2 or above
o Video goal statement
o Video of yourself teaching
- A bachelor's degree in Education, Deaf Education, Special Education, Counseling, Social Work and/or any related fields or a bachelor’s degree in another field with at least 2 years of experience teaching in an educational setting
- License/certificate of teaching (optional). If you wish to attach your license/certificate to your application, please email it to gradapplications@gallaudet.edu.
- One letter of recommendation must address: Evidence of successful paid or volunteer work with infants, children, or adolescents and/or families (at least two years).
Program of Study
Program Requirement
Candidates in the Deaf Education Studies program are required to complete a capstone project that will result in a product and presentation. Each candidate works with the advisor to identify members to serve on the capstone committee.
The capstone proposal must include: (1) a justification for the project; (2) goals and learning outcomes; (3) learning activities; and (4) assessments of the learning outcomes. The proposal must also specify the nature of the product and a plan for the presentation.
The committee will meet with the candidate to review and approve the proposal within two weeks of the submission. An approved capstone proposal must be signed off by the MA program director. Final capstone projects must be submitted to the committee and to the MA program director at least one month prior to graduation.
Self-Designed Program Concentration
Fall 1
| EDU 720 | Introduction to Research | 3 |
| EDU 767 | Capstone I | 1 |
| EDU | At least 12 credits to meet Topics and Specialization | |
Spring 1
| EDU 768 | Capstone II | 1 |
| EDU | At least 15 credits to meet Topics and Specialization | |
Online: ASL/English Bilingual ECE Concentration
Fall 1
| EDU 760 | Foundations of Policy and Legislative on Bilingualism: Implications for ASL/ENG Biling for 0-5 | 3 |
| EDU 761 | Theoretical Perspectives of ASL/ENG Bilingual Education for 0-5 | 3 |
| EDU 767 | Capstone I | 1 |
| EDU 771 | Introduction to Educating Deaf Students with Disabilities | 3 |
| EDU 776 | Teaching Functional Curriculum to Deaf Students with Disabilities | 3 |
Spring 1
| EDU 720 | Introduction to Research | 3 |
| EDU 762 | Early Language Acquisition and Cognitive Development of Bilingualism | 3 |
| EDU 763 | Assessment and Individualized Planning in ASL/English Bilingual Early Childhood | 3 |
| EDU 768 | Capstone II | 1 |
| EDU | Specialization Course (3) | |
Summer 1
| EDU 764 | Applications in ASL/English Bilingual Early Childhood Education for 0-5 | 3 |
| EDU 765 | The Family Collaboration and Partnership: The ASL/ENG Bilingual Lens | 3 |
Online: Deaf Students with Disabilities Concentration
Fall 1
| EDU 760 | Foundations of Policy and Legislative on Bilingualism: Implications for ASL/ENG Biling for 0-5 | 3 |
| EDU 761 | Theoretical Perspectives of ASL/ENG Bilingual Education for 0-5 | 3 |
| EDU 767 | Capstone I | 1 |
| EDU 771 | Introduction to Educating Deaf Students with Disabilities | 3 |
| EDU 776 | Teaching Functional Curriculum to Deaf Students with Disabilities | 3 |
Spring 1
| EDU 720 | Introduction to Research | 3 |
| EDU 768 | Capstone II | 1 |
| EDU 772 | Classroom Management | 3 |
| EDU 773 | Home-School Continuum: Collaboration with Families, Paraeducators, and Professionals | 3 |
| EDU 779 | Assessment of Deaf Students with Disabilities | 3 |
Summer 1
| EDU 775 | Language and Literacy Development for Deaf Students with Disabilities | 3 |
| EDU 777 | Differentiating Instruction in the Content Areas | 3 |
Program Outcomes
Conceptual Framework
All school preparation programs share four key principles:
1. Promotes Bilingual/Bicultural Competence
a) Fluent in ASL (S)
b) Competent in written English (S)
c) Creates a visual learning environment (S)
d) Knows the histories, cultures, and contexts of deaf/Deaf people (K)
e) Assures access to language through a variety of strategies (S)
f) Develop lessons that address diverse linguistic backgrounds of students (S)
g) Communicates effectively across diverse cultures, varying education & cognitive levels (S)
h) Works effectively within a culturally diverse team of professionals (S)
i) Values and responds to language diversity and development in students (S, D)
j) Demonstrates leadership, advocacy and the ability to navigate biculturally (S, D)
2. Engages in Theory-Based Practice
a) Shows knowledge of subject matter (K)
b) Utilizes subject matter knowledge to prepare and teach curriculum that supports learning of content by all students (S)
c) Knows how children and youth develop and the implications of that development for teaching and learning (K)
d) Modifies professional practice to be appropriate for diverse students including multiple language, ethnicity, multiple and varied intelligences, gender, and abilities (S)
e) Uses knowledge of learners and learning to assess, plan professional practice, respond, assess, and revise professional practice (action research) (S)
f) Locates professional resources for self, students, families, and communities through a variety of technologies (S, D)
g) Critically examines theory and research in order to apply to professional practice (S, D)
h) Models a passion for learning and teaching (D)
3. Acts as a Reflective Change Agent
a) Identifies one’s own strengths, weaknesses, and learning needs and is resourceful in building their capacity as a professional (S,D )
b) Gathers evidence of the impact of their professional practice; analyzes evidence, reflects, decides what to do next (S)
c) Identifies own biases, values, beliefs, worldview, and the impact of these on their relationships with learners (S, D)
d) Collaborates with others in ways that enhance their knowledge, skills, and dispositions as a professional (S)
e) Interacts ethically and professional at all times with students, families, colleagues and community members (D)
f) Advocates for learners and for social justice (S, D)
4. Promotes the intellectual, linguistic, and social potential of all children with a particular focus on deaf and hard-of-hearing children and youth.
a) Understands learners in the context of their environment and culture and modifies professional practices to be culturally appropriate to learners (K, S)
b) Monitors and evaluates one’s own values and their effects on practice and diverse groups (S, D)
c) Shows respect and sensitivity in words and actions towards those who are culturally different from self (D)
d) Demonstrates a belief that all children and families can learn and a commitment to enabling learning for all (D)
e) Demonstrates a rapport with diverse students that reflects respect for and acceptance of their potential for improvement and success (S, D)
f) Shows a commitment to continue to learn new knowledge and skills in order to work effectively with diverse learners (D)