Ph.D. in Critical Studies in the Education of Deaf Learners
The Doctor of Philosophy (Ph.D.) in Critical Studies in the Education of the Deaf Learner emphasizes critical pedagogy as the foundation for advocacy in the education of deaf individuals. Graduates are prepared to be agents of change in their roles as practitioners, administrators, teacher educators, and researchers through a critical examination of educational, social, and political issues. Our doctoral program provides a balance between a required core program of study and an individualized study in a concentration area in which the student plans a course of study with the guidance of the faculty advisor. In completing the concentration area requirements, the student engages in independent study courses, seminars, and research internships directly applicable to the area of research pursued. To succeed in the doctoral program in education, students must possess a high degree of initiative, self-direction, and commitment to inquiry.
Upon completion of all program requirements except the dissertation, students in the doctoral program may apply to be awarded an Education Specialist in Education (Ed.S.) degree. The Ed.S. degree is typically awarded after passing the comprehensive examination, and is not a terminal degree. The Ph.D. is a terminal degree and is awarded upon successful completion of the dissertation requirements.
Admissions Procedures and Requirements
Applicants for the Ph.D. in Critical Studies in the Education of Deaf Learners 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: |
As reviewed |
| Last Date for Completed Application: |
February 15 |
Program Specific Requirements
- Scholarly ASL Sample: Submit one or two videos showing your work in the field.
Sample may be an ASL publication, a video essay or presentation from your
previous graduate work, or a response to an article from your field*.
- Scholarly English Sample: Submit one to two writing samples showing your work
in the field. Sample may be a publication, a paper from previous graduate work, or
a response to an article from your field*.
- Interview
- MA in field related to professional goals
- Minimum 3 years experience with deaf children, youth, and/or adults
*The program will identify articles to share with applicants.
Prior Educational Background
MA in Field Related to Professional Goals
Prior Professional Qualifications
Minimum of 3 years experience with deaf children and youth (preferred)
Transfer Credit Hours
A maximum of 12 post-master's semester credit hours taken before admission to Gallaudet's Ph.D. program may be transferred to Gallaudet's Ph.D. program on the condition that:
- course grades are B or better
- courses are relevant to the planned program; and
- credits have been earned within five years prior to admission into the doctoral program.
- A maximum of 12 additional credits of coursework may be transferred into the Ph.D. program after admission on the condition that: (1) the coursework was pre-planned and pre-approved by the Department of Doctoral Studies Committee, and (2) the sum of all transfer credits applied toward the P.D. core coursework does not exceed 24 credits.
Plan of Study
Prerequisite course
| EDU 720 | Introduction to Research for Teaching and Learning | 3 |
| | Or | |
| | an introductory research course | 3 |
Core Competency Area I - Foundations of Critical Studies in Deaf Education (12 credits)
| EDU 820 | Proseminar I : Critical Pedagogy in Education | 3 |
| EDU 821 | Proseminar II : Critical Pedagogy in Education | 3 |
| EDU 885 | Critical Studies in Language, Culture and Literacy | 3 |
| EDU 889 | Seminar in Critical Curriculum Studies | 3 |
Core Competency Area II - Design, Research, and Implementation (19 credits)
Required Sequence:
| EDU 801 | Principles of Statistics I | 3 |
| EDU 810 | Advanced Research Design I | 3 |
| EDU 812 | Qualitative Research Methods | 3 |
| EDU 813 | Mixed Methods Research: Integrating Qualitative and Quantitative Approaches | 3 |
| | EDU 897 (2) - taken twice for a total of 4 credits | |
| | A Course in Dissertation Methodology (3) | |
| | | |
| | Other Optional Courses | |
| EDU 802 | Principles of Statistics II | 3 |
| EDU 811 | Advanced Research Design II | 3 |
Core Competency Area III - Scholarly Development (20 credits minimum)
| EDU 805 | Doctoral Seminar in Scholarly Discourse | 3 |
| EDU 806 | Seminar in Publishing, Grant, Writing, and Presentation Skills | 3 |
| EDU 844 | Guided Studies: Candidacy Preparation | 2 |
| | EDU 900 Dissertation (1-3 credits; 12 minimum) | |
Core Competency Area 4 - Develop Expertise in Concentration Area
Select an area:
- Early Childhood Education
- Education Leadership & Policy
- Bilingual Education
- Teacher Education
- International Deaf Education
- Deaf Students with Disabilities
- Self-Designed Concentration (must get Program Advisory Committee approval)
The following lists are rough outlines of courses that students in each Concentration area could select from. If students need to take courses at other universities for their Concentration area, they may transfer in up to 15 credits, per graduate school policy. Consortium courses do not count toward this limit.
Early Childhood Education (18 credits)
| 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 762 | Early Language Acquisition and Cognitive Development of Bilingualism | 3 |
| EDU 763 | Assessment and Individualized Planning in ASL/English Bilingual Early Childhood | 3 |
| 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 |
Education Leadership (18 credits, at least one from each category)
Curriculum and Instructional Leadership
| EDU 880 | Curriculum & Instructional Leadership in Deaf Education | 3 |
| EDU 881 | Studies in General and Special Education Curriculum & Leadership | 3 |
| EDU 886 | Educational Leadership & Organizational Change | 3 |
Professional Development and Supervision
| EDU 831 | Practicum & Seminar in Teacher Supervision | 3 |
Legal and Ethical Issues
| EDU 735 | Special Education Law & IEPs | 3 |
| EDU 860 | Education Policy and Politics | 3 |
Resource Management, Public Relations, and Administration
Taken via consortium:
- American University: EDU 631 Educational Leadership and Organizational Change (3)
- American University: EDU 694 School Improvement, Organization and Administration (3)
Internship
| EDU 890 | Internship for School Leaders | 1-3 |
Bilingual Education (18 credits)
| 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 711 | Literacy Applications in ASL/English Bilingual Classrooms K-12 | 3 |
| EDU 713 | Language Acquisition and Cognitive Development | 3 |
| EDU 761 | Theoretical Perspectives of ASL/ENG Bilingual Education for 0-5 | 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 764 | Applications in ASL/English Bilingual Early Childhood Education for 0-5 | 3 |
International Education (18 credits)
| DST 741 | Development of the Transnational Deaf Public Sphere | 3 |
| IDP 770 | Introduction to International Development | 3 |
| IDP 771 | International Development with Deaf People and People with Disabilities: Language and Inequality | 3 |
| IDP 772 | Micropolitics of International Development | 3 |
| IDP 773 | Macropolitical Intersections of Race, Gender, Sexuality and Development | 3 |
| IDP 774 | Program Development and Evaluation for Social Change | 3 |
| IDP 775 | Project Design and Implementation for Social Change | 3 |
| GOV 791 | International Relations and Development | 3 |
Teacher Education (18 credits)
| EDU 830 | Doctoral Seminar in University Teaching in Education | 3 |
| EDU 831 | Practicum & Seminar in Teacher Supervision | 3 |
| EDU 880 | Curriculum & Instructional Leadership in Deaf Education | 3 |
| EDU 881 | Studies in General and Special Education Curriculum & Leadership | 3 |
| EDU 886 | Educational Leadership & Organizational Change | 3 |
| EDU 893 | Practicum in University Instruction | 3 |
Deaf Students with Disabilities
EDU 670 or equivalent is a prerequisite for this specialization
| EDU 735 | Special Education Law & IEPs | 3 |
| EDU 771 | Introduction to Educating Deaf Students with Disabilities | 3 |
| EDU 772 | Classroom Management | 3 |
| EDU 773 | Home-School Continuum: Collaboration with Families, Paraeducators, and Professionals | 3 |
| EDU 775 | Language and Literacy Development for Deaf Students with Disabilities | 3 |
| EDU 776 | Teaching Functional Curriculum to Deaf Students with Disabilities | 3 |
| EDU 777 | Differentiating Instruction in the Content Areas | 3 |
| EDU 779 | Assessment of Deaf Students with Disabilities | 3 |
Program Outcomes
Critical Studies
Analyze, critically evaluate, and utilize educational theories, policies, research and practices intended to improve equity and social justice for deaf individuals.
Apply a critical stance toward theories and practices related to language and literacy learning of diverse children and adults.
Research
Apply established criteria or standards to evaluate the quality of research. (This includes, but is not limited to: the What Works Clearinghouse criteria, Council for Exceptional Children criteria, Standards for Reporting Qualitative Research, or Consolidated Criteria for Reporting Qualitative Research.)
Design, conduct, and disseminate research.
Professionalism
Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.
Demonstrate professional behavior, ethical practices, and collaborative leadership that promote social justice.
Participate in continuous inquiry and reflection that enhances scholarly knowledge, professional practice, and leadership.