Teacher Preparation: Deaf Education
Announcement Moratorium Extended on New Admissions to the TPD Program After recently conducting a comprehensive review of the Teacher Preparation: Deaf Education (TPD) program, Western Oregon University has extended its current moratorium on new admissions to the TPD program until such time as the fiscal resources necessary for the program's continued viability are available.
The university will ensure that currently enrolled students are provided the support needed to complete their degrees in a timely fashion. In effect, this decision will only impact future students and not have any implications for students who are currently enrolled in the program.
Inquiries regarding the university's decision should be directed to the Dean of the College of Education. - Dean Hilda Rosselli, March 15, 2007 |
Link to: Admission l Courses l Contact l Faculty l Financial Aid
Program description
The Teacher Preparation: Deaf Education (TPD) program at WOU was first established in 1960. In 1998 it was reconstructed to reflect more recent research findings and current best practices in the field. Based on recommendations from program faculty, past and present students, teachers, supervisors, administrators, Deaf and hard of hearing adults and the program's advisory board, the TPD now advocates an American Sign Language (ASL)/English approach to educating Deaf and hard of hearing children.
The primary focus of this program is to prepare teachers who:
- communicate fluently and can teach effectively in both ASL and English,
- recognize and affirm the diverse cultural and ethnic backgrounds of all Deaf and hard of hearing (HH) individuals,
- are thoroughly familiar with Deaf/HH children's development patterns and open to innovative ways of maximizing these pupils' potentials,
- understand the theoretical and methodological perspectives that underlie professional competence,
- keep current in their knowledge of research findings in first and second language acquisition, American Sign Language (ASL) linguistics, bilingual education, English as a Second Language (ESL) and related fields,
- collaborate effectively with both Deaf and hearing colleagues in ongoing professional pursuits, and
- can assume a variety of roles and responsibilities, including but not
limited to teaching:
- in residential schools or self-contained classrooms where Deaf/HH students' peers are other Deaf/HH children for part or all of the school day, and/or
- as resource specialist, who consults for or team teaches with the regular classroom teacher and/or works with small groups of Deaf/HH children to supplement their general educational program, and/or
- as an itinerant teacher, providing support services to regular classroom teachers in more than one school and direct service to the Deaf/HH students one-on-one or in small groups.
Scope of the program
Before admittance to the program, applicants must demonstrate fluency in both ASL, the language of the American Deaf Community, and English, the language of the larger society.
During the program students gain an appreciation for the unique multi-cultural nature of the Deaf/HH community and become able to articulate the rationale for being proficient bilinguals in ASL and English. The theoretical basis of this educational approach as well as a full spectrum of practical methods for its implementation are at the heart of the TPD program emphasis.
TPD graduates are qualified to provide Deaf/HH children with enriched learning environments, whether in residential schools, self-contained classrooms, resource rooms or itinerant settings.
Objectives of the program
1. To prepare classroom and itinerant teachers of Deaf/HH students for residential or public school settings at all levels from preschool through high school.
2. To prepare teachers who have an understanding of Deaf/HH students with an emphasis on their unique communication needs.
3. To identify and implement appropriate instructional design:
a. Selection and adaptation of materials and media to meet individualized needs, including ASL/English literacy.
b. Implementation of instruction through most appropriate communication channels.
c. Selection and implementation of instructional strategies, including the most appropriate setting, so that the highest possible rate of success is achieved.
d. Utilization of personnel including, audiologists, social workers, psychologists, interpreters, aides, peer tutors, parents, Deaf/HH Community, etc.
e. Continual evaluation and modification of instruction.
4. Classroom organization and behavior management:
a. Organization and arrangement of most effective academic environment.
b. Identification and management of behavior problems.
c. Integration of a management program compatible with school and administrative behavior management policies.
d. Establishment of high success rates in instruction with cultural sensitivity so that behavior problems diminish and more positive attitudes toward school are developed.
e. Use of both group and individualized instructional procedures.
Admission - NOTE: See moratorium information at top of page.
APPLICATION DEADLINE for summer or fall admission is usually April 30.
In accordance with the certification requirements of Oregon Teacher Standards and Practices Commission, the TPD program offers coursework that leads to k-12 endorsement in 'Hearing Impaired' in the state of Oregon.
Applicants to the TPD program must apply to all of the following: 1) WOU Graduate Studies, 2) WOU College of Education, and 3) the WOU TPD program. The primary requirements of each application are as follows:
Application to WOU Graduate Studies
- 3.0 GPA ("B" average) on the last 60 semester hours or 90 quarter hours of coursework in a BA/BS program
- Applicants holding less than a 3.0 can be admitted based on scores earned on the Miller Analogies Test or Graduate Record Examination. Passing scores are determined by the Graduate Office and current passing scores are listed in the WOU catalog.
- Complete and submit the WOU "Application for Graduate Admission" form including all official transcripts.
Application to WOU College of Education
- Post passing scores of the CBEST exam or Pre-Professional Skills Test (reading, mathematics and writing). The Oregon Teacher Standards and Practices Commission (TSPC) requires that all individuals applying for a teaching license in Oregon pass one of those two tests. Link to TSPC Web site.
- Submit copies of all transcripts.
- Complete and submit the College of Education application form including the criminal background questionnaire.
Application to TPD program
- Demonstrate ASL proficiency: Fluency in American Sign Language is one of the prerequisites for full admission to the TPD Program.
- Hold an elementary or secondary teaching degree or have completed equivalent coursework (preferred but not required).
- Complete and submit the Teacher Preparation: Deaf Education application form, including three reference letters.
So that the TPD program staff can monitor your application's progress, please send us copies of your College of Education application and unofficial transcripts. Please ask your references to send their recommendations directly to the Coordinator of the Teacher Preparation: Deaf Education program.
Notice of acceptance by the program is usually sent by June. Please note that acceptance by the Teacher Preparation: Deaf Education program does not guarantee acceptance by Western Oregon University. Both the university and the TPD program must accept you before you can begin your graduate studies in the Teacher Education: Deaf Education program.
Finally, while having a regular education teaching credential and experience enhances the likelihood of being selected to attend the TPD program, we also invite those without teaching backgrounds to apply. We suggest that you include a letter with your TPD application that describes the extent of your education-related coursework and experience.
The exact courses taken by a teacher candidate depend on their previous training. If the teacher candidate holds a teaching license of any type, he/she follows the Option I list of courses. If a teacher candidate does not have a teaching license then he/she follows the Option II series of courses.
Starting the TPD program without holding a teaching license (Option II teacher candidates):
If a teacher candidate enters the program who is not eligible for a teaching license (Option II) he/she must complete additional Professional Education Core (general education) requirements listed below, per Oregon teacher license rules (TSPC OAR 584-038-003). This block of courses also meets general education background requirements in the following areas:
- child growth and development,
- the development, structure, and function of social institutions, and
- instructional procedures in general education.
The Professional Education Core lecture courses are usually completed before the first fall term of TPD coursework and a general education practicum is completed in the teacher candidate's first term.
FIRST SUMMER TERM (Option II students only)
CSE 610 Computers in Education - 3 credits
SpEd 518 Survey of Special Education- 3 credits
Psy 621 Developmental Psychology OR Psy 588 Theories of Development - 3 credits
General coursework required for ALL teacher candidates
in the TPD program (both Option I and II):
FIRST FALL TERM
TPD 456/556 First and Second Language Acquisition: DHH - 3 credits
TPD 640 ** Ed Research and Scholarly Writing: DHH - 3 credits
TPD 642 Curriculum Development and Instructional Methods: DHH - 3 credits
TPD 609 Practicum I - 1 credit
TPD 609 Practicum in General Education (Option II only) - 2 credits
SpEd 518 Survey of Special Education (Option I only) - 3 credits
TOTAL 12 or 13 credits
FIRST WINTER TERM
TPD 681 Contrastive Linguistic Analysis: ASL/English - 3 credits
TPD 657 ASL & English Teaching Methods: DHH - 3 credits
TPD 641 Diagnostic and Prescriptive Teaching: DHH - 3 credits
SpEd 624 Law and Special Education - 3 credits
TPD 609 Practicum II - 2 credits
TOTAL 14 credits
FIRST SPRING TERM
TPD 680 Language and Literacy: DHH - 3 credits
TPD 693 Audiological Measurements and Technology - 3 credits
TPD 678 Speech Development in the Deaf and HH - 3 credits
TPD 676 Past and Present Issues in Deaf Education - 3 credits
TPD 609 Practicum III - 2 credits
TOTAL 14 credits
SUMMER TERM
Ed 646 Philosophy of Education or Psy 620 Learning/Memory for Inst. - 3 credits
TPD 679 Methods of Teaching Math
and Science: DHH - 3 credits
TPD 694 Hard-of-hearing/Cochlear Implant -2 credits
TOTAL 8 credits
SECOND FALL TERM - 3 credits
TPD 607 Professional Development Seminar - 3 credits
TPD 662 Assessment Procedures in Deafness: K-12 - 3 credits
SpEd 672 Transition - 3 credits
SpEd 671 Intro. to Early Intervention/Early Childhood - 3 credits
TOTAL 12 credits
SECOND WINTER & SPRING TERMS
TPD 639 Student Teaching - 15+ credits
TPD 603 Final Project Preparation (optional) - 3 credits
** Note: All TPD teacher candidates earning a master’s degree must successfully complete an educationally focused research course. TPD teacher candidates may elect to complete one of the following two courses:
Ed 621 Qualitative Research in Education, or
TPD 640 Research in Deaf Education
Teacher Preparation: Deaf Education
College of Education
Western Oregon University
345 North Monmouth Ave.
Monmouth, Oregon 97361
503-838-8444 (V/TTY) . E-mail: rrcd@wou.edu . Fax: 503-838-8228
Professor |
|
Cannon, Beverly |
Associate Professor |
| Davis, Cheryl | Associate Professor and Director of Regional Resource Center on Deafness |
Professor |
|
| Joe Sendelbaugh | Professor |
The registrar's office can provide current information concerning tuition and fees. Other student costs include books, course-related materials, and student housing.
Through a U.S. Department of Education grant, the TPD program has been able to offer scholarships that cover the cost of student tuition (not including student fees) during the regular academic year for all students accepted to the TPD program. The TPD staff has applied for a grant requesting continuation of this scholarship opportunity for an additional five years. Contact Financial Aid for current information.
To be eligible for a U.S. Department of Education Scholarship, students must be enrolled full-time in the TPD program. Scholarships are only available to U.S. citizens or those who are in the process of becoming a U.S. citizen. Each student who accepts this federal scholarship must commit to "pay back" their support by working in the field of special education for two years for each year that they receive a tuition waiver. Click here for more information about this scholarship program.
For general financial aid information contact:
503-838-8475 (V/TTY)