M.A. in Early Childhood Education and Deaf Education
Additional Program Admission Requirement
Pass DC requirements for Praxis II Early Childhood Education Content Knowledge
Program Requirements
To complete the Master of Arts in Education: Teacher Preparation Program and be recommended for dual licensure in the District of Columbia, candidates must satisfy the following requirements:
- Completion of graduate degree requirements.
- Successful completion (grade of B or better) of all academic and practicum requirements specified by the Department of Education.
- Successful completion of all field experiences and student teaching.
- 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.]
- 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.
Accreditation
Gallaudet University is accredited by the Middle States Commission on Higher Education (MSCHE) and recognized by the U.S. Department of Education as a Title IV approved institution. The Gallaudet University M.A. Education: Teacher Preparation (Deaf Education, Early Childhood Education & Deaf Education, Elementary Education & Deaf Education, and Secondary Education & Deaf Education) program is accredited by the Council for the Accreditation of Teacher Preparation (CAEP) organization. The program is also approved by the District of Columbia State Education Agency (SEA) and licensed by the National Association of State Directors of Teacher Education and Certification (NASDTEC). In compliance with the U.S. Department of Education and the District of Columbia Higher Education Licensure Commission (HELC) requirements for participation in the National Council for State Authorization Reciprocity Agreement (NC-SARA), Gallaudet University provides information pertaining to this program and teacher educator licensure within each of the U.S. states and territories. This program is designed to meet the educational requirements for teacher educator licensure in the District of Columbia. If your intent is to secure licensure outside of Washington, D.C., then BEFORE beginning Gallaudet University's program, use the drop-down list below and select the state or territory in which licensure is intended. This will help you determine whether Gallaudet has obtained confirmation from the state or territory to formally identify whether the Gallaudet M.A. Education: Teacher Preparation (Deaf Education, Early Childhood Education & Deaf Education, Elementary Education & Deaf Education, and Secondary Education & Deaf Education) program meets, does not meet or cannot be confirmed as meeting the educational requirements for licensure.
Plan of Study
Fall 1
| EDU 600 | K-12 Curriculum | 2 |
| EDU 601 | Reading and Writing for Teachers K-12 | 3 |
| EDU 620 | Historical & Curricular Foundations of Early Childhood Education | 2 |
| EDU 701 | Deaf Learners and Education in Bilingual Communities | 3 |
| EDU 707 | The Structures and Application of American Sign Language and English in the Classroom | 4 |
| EDU 785 | Field Experience and Seminar: Deaf Education | 1 |
EDU 600 and EDU 620: Denotes courses that are not required for students who have previously taken them (or their equivalents) and passed them with a grade of B or higher. Although most methods courses are indicated, at least two methods courses must be taken at Gallaudet.
Spring 1
| EDU 621 | Literacy Teaching and Learning: Early Childhood | 3 |
| EDU 622 | Observing, Documenting and Assessing Young Children's Development | 3 |
| EDU 670 | Teaching Students with Disabilities | 3 |
| EDU 713 | Language Acquisition and Cognitive Development | 3 |
| EDU 731 | Home, School, and Community Collaboration for Diverse Learners | 3 |
| EDU 787 | Practicum I and Seminar: Deaf Education | 1 |
EDU 621, EDU 622, and EDU 670: Denotes courses that are not required for students who have previously taken them (or their equivalents) and passed them with a grade of B or higher. Although most methods courses are indicated, at least two methods courses must be taken at Gallaudet.
Summer 1
| EDU 665 | Children's Literature | 3 |
| EDU 720 | Introduction to Research | 3 |
| EDU 750 | Persp. & Edu. Implications of Audiology/Spoken Eng Development in ASL/ENG Bi Edu | 3 |
EDU 665: Denotes courses that are not required for students who have previously taken them (or their equivalents) and passed them with a grade of B or higher. Although most methods courses are indicated, at least two methods courses must be taken at Gallaudet.
Fall 2
| EDU 624 | Integrative Methods for Early Childhood Education:Preprimary | 3 |
| EDU 639 | Elementary School Teaching Methods in Mathematics | 3 |
| EDU 711 | Literacy Applications in ASL/English Bilingual Classrooms K-12 | 3 |
| EDU 719 | K-12 Classroom-Based Assessment | 3 |
| EDU 735 | Introduction to Special Education and the IEP Process | 2 |
| EDU 789 | Practicum II and Seminar: Deaf Education | 2 |
EDU 624 and EDU 639: Denotes courses that are not required for students who have previously taken them (or their equivalents) and passed them with a grade of B or higher. Although most methods courses are indicated, at least two methods courses must be taken at Gallaudet.
Spring 2
| EDU 626 | Integrative Methods for Early Childhood Education: K-3 | 3 |
| EDU 628 | Student Teaching in Early Childhood Education | 9 |
| EDU 694 | Student Teaching Seminar | 3 |
EDU 626: Denotes courses that are not required for students who have previously taken them (or their equivalents) and passed them with a grade of B or higher. Although most methods courses are indicated, at least two methods courses must be taken at Gallaudet.
Fall 3
| EDU 797 | Student Teaching in Deaf Education | 7 |
Program Outcomes
Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles
Standard 1: Learner Development:The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.
Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.
Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.
Standard 4: Content Knowledge:The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.
Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.
Standard 7: Planning for Instruction:The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.
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Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.
Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.
Standard 10: Leadership, Advocacy, and Collaboration:The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
Standard 11: Technology:The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.
Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.