M.A. in Deaf Education
Additional Program Admission Requirement
1. A 3.0 or higher grade-point average earned for a completed bachelor's degree OR Pass test scores as required by DC for approved basic skills reading, writing, and mathematics skills. Graduate degree GPAs are not applicable for this calculation. (NEW admission requirement)
2. A minimum ASLPI result of 2+. If the ASLPI rating is lower than 2+, the candidate will be invited for an interview.
3. Evidence of satisfactory federal criminal background check
You may apply for this program if your Bachelor's degree is in education and you are eligible for general education licensure. If not, please contact Dr. Julie Mitchiner at julie.mitchiner@gallaudet.edu.
Program of Study
Program Requirements
To complete the Master of Arts in Deaf Education and be recommended for 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
Prerequisite Courses
| | EDU 600 or EDU 620 (for ECE majors only) | |
| | EDU 621/631/641 Literacy Teaching & Learning | |
| EDU 665G | Children's Literature | 3 |
| EDU 670G | Teaching Students with Disabilities | 3 |
Summer 1 Semester (Hybrid)
| EDU 707 | The Structures and Application of American Sign Language and English in the Classroom | 4 |
| EDU 720 | Introduction to Research for Teaching and Learning | 3 |
| EDU 750 | Persp. & Edu. Implications of Audiology/Spoken Eng Development in ASL/ENG Bi Edu | 3 |
Fall 1 Semester (Online)
| EDU 711 | Literacy Applications in ASL/English Bilingual Classrooms K-12 | 3 |
| EDU 713 | Language Acquisition and Cognitive Development | 3 |
| EDU 719 | K-12 Classroom-Based Assessment | 3 |
| EDU 731 | Home, School, and Community Collaboration for Diverse Learners | 3 |
| EDU 789 | Practicum II and Seminar: Deaf Education | 3 |
Spring I Semester (Online)
| EDU 735 | Special Education Law & IEPs | 3 |
| EDU 797 | Student Teaching in Deaf Education & Seminar | 6 |
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.
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.