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M.S. in Education: Deaf and Hard of Hearing Education
MSEd: Deaf and Hard of Hearing Education curriculum overview:
Western Oregon University established the Deaf and Hard of Hearing Education (DHHE) program in 2015 to meet the needs of educating deaf children across the Pacific Northwest. This 68-credit master’s degree program has eighteen courses, which includes two student teaching sessions and a portfolio project spanning over two terms. This program is part of the Division of Deaf Studies and Professional Studies.
Your plan of study:
Once admitted to Master of Science in Education, you will work with an advisor to plan the courses you will take and how you will complete the academic requirements of the program. By filing this Program Plan (PDF form), you have a road map for completing your degree and clarity on what to expect.
This program is designed to be a cohort model that starts each fall. The courses must be taken in sequence as assigned by the program coordinator.
► Course Overview
[Link to real time class availability]
► Course Rotation
Course rotation for MS in Education: DHHE
|DHHE 611 (3)-Online||DHHE 683 (3)-Online||ED 611 (3)-Online|
|DHHE 643 (3)-Online||DHHE 644 (3)-Online||DHHE 6XX (3)-Online|
|SPED 646 (3)-Online||DHHE 645 (3)-Online||DHHE 646 (3)-Online|
|DHHE 625 (3)-Hybrid||DHHE 656 (3)-Hybrid||DHHE 665 (3)-Hybrid|
|DHHE 648 (3)-Online||DHHE 650 (3)-Online||DHHE 6xx (3)-Online|
|DHHE 639 (8)-Online||DHHE 641 (3)-Online|
|DHHE 640 (8)-Online||DHHE 641 (3)-Online|
**DHHE 630 (1 credit) is available to take according to the student’s preferences/schedule at this time. Can be taken any time during the first year of classes, by arrangement.
► Course Descriptions
DHHE 609: Practicum in Deaf and Hard of Hearing Education
This course is a companion course to the three other courses offered during the term. This lab practicum is intended to help beginning educators develop a toolkit for thinking more deeply about themselves and getting to know the communities in which they will teach. The lab experiences are designed to develop habits of mind that will allow beginning teachers to see themselves, children, families and communities with empathy and curiosity, rather than assumption and judgment. In addition, students will participate in hands-on work, including finding resources and interests (rather than problems and deficits) in children’s lives, which can then be drawn on in the classroom.
DHHE 611: Foundations of Deaf Education
In this course, various theories of Deaf Education, epistemological frameworks, social and cultural perspectives, and developmentally appropriate practices of how students learn will be discussed and explored. Demographic, legal, educational, political, medical and social perspectives that influences educational delivery of deaf and hard of hearing students will be examined.
DHHE 623: Academic Discourse in Deaf and Hard of Hearing Education
In this course, students develop strategies for delivering instruction in ASL discourse. Students are encouraged to build on their ASL skills in order to effectively teach concepts in their content area. Topics in this class include target vocabulary for effective transmission of information, curriculum development and assessment of language use in order to present information accurately. This course will support future ED-TPA concerns.
DHHE 625: Structure of ASL and English in the Classroom
In this course, students will analyze the development of the linguistic structures in American Sign Language and English. In ASL, semantics, morphology, syntax, and other topics will be discussed, especially focusing on early communication development. Variations in linguistic use, such as code switching will be discussed. Bilingual theories and strategies for all children is also a topic. Special focus will be placed on signacy, oracy, and literacy in deaf schools.
DHHE 630: Special Project
The special project, to be conducted during summer between students’ first and second year is to present a research project showcasing a special issue or problem in Deaf Education. Students will draw from their knowledge and experiences accumulated during their first year. Research findings will be presented during New Student Week to first year students during their orientation. This will provide a collaborative network and allow new students to become familiarized with several approaches in Deaf and Hard of Hearing Education. These special projects will become a resource library for all programs in the COE.
DHHE 639: Student Teaching: Self Contained Classrooms
Teacher candidates will complete a nine-week student teaching experience within a self-contained classroom setting in the preservice teacher’s primary area of teaching licensure.
DHHE 640: Student Teaching: Mainstreamed Settings
Teacher candidates will complete nine-week student teaching experience within a mainstreamed or itinerant setting in the preservice teacher’s primary area of teaching licensure.
DHHE 641: Beginning Portfolio
Students will begin to develop a teaching portfolio and present portfolio to complete their requirements for graduation.
DHHE 642: Final Portfolio
Students will continue their development of a teaching portfolio and present portfolio to complete their requirements for graduation.
DHHE 643: Instructional Approaches and Classroom Management
In this course, students will examine pedagogical strategies in several topics, delivery of information, adaptation and development of curriculum and materials. Current research and applicable practices highlighting classroom management approaches are also discussed. Students will discuss accommodations for special populations in deaf classrooms.
DHHE 644: Curriculum Methods in Deaf Education
In this course, students will examine multiple instructional methods and curriculum resources through readings, seminars, observation, and lectures with faculty. Students will participate in discussions regarding instructional strategies, classroom management, assessment, IEP academic goals and the use of curriculum materials. The primary focus of this course is to align curriculum content with Common Core Standards and make content applicable to learners.
DHHE 645: Language and Literacy Applications in Deaf Classrooms
This course is designed to encourage students to become familiar with English Literacy Development. There is a strong emphasis on Early Literacy Development, and topics of discussion will be literacy theories, approaches, and research based applications on incorporating literacy in all core subjects.
DHHE 646: Assessment Principles and Practices
In this course, students will focus on the use of assessment as a tool for monitoring student progress in education. Formative and summative assessment strategies will be discussed, with the emphasis of reliability and validity in the generation of data. Collection of data to monitor present levels of performance and IEP goals will be discussed. There will be discussion of standardized testing and Common Core State Standards.
DHHE 648: Educational Audiology and Spoken Language Development
In this course, students will explore the mechanisms of hearing and speech. Technological advances in hearing, speech development, and procedures in speech acquisition will be discussed in this course. Topics include audiological and spoken language assessments, methods for use of oracy in the classroom, cochlear implants, hearing aids and other devices and supporting deaf and hard of hearing students with their hearing needs.
DHHE 650: Multiculturalism in Deaf Education
In this course, students will discuss theories of culturally relevant and sustaining pedagogies and multiculturalism. Teacher candidates will learn about varying backgrounds in students, other than deafness. Topics such as race, social class, gender, diverse families, and educational abilities will be discussed.
DHHE 656: Educational Environments for Students with Hearing Loss
This course introduces different educational approaches in Deaf and Hard of Hearing Education. Environments such as Mainstreaming, itinerant teaching, special classrooms, and institutions will be explored in length, and discussed. Procedures conducted in these environments include hearing aid checks, cochlear implant mapping, coordinating interpreters and note takers, and advocating for the child. This course will also encourage educators to be neutral advocates by providing parents with ample information about all the environments and answering questions without bias.
DHHE 665: Teaching Deaf and Hard of Hearing Learners with Multiple Disabilities
This course provides students with straightforward information regarding deaf and hard of hearing students with other disabilities. These needs may include cognitive, emotional, behavioral and physical disabilities. Example topics include ADHD, CHARGE syndrome, Usher’s Syndrome, Autism, Learning Disabilities, or Cerebral Palsy. Emphasis will be placed on assessment, teaching strategies, IEP development, and working with parents.
DHHE 683: Ethical Practices in Working with Deaf and Hard of Hearing Students
In this course, the various needs of individual children and their families will be examined. Topics include different linguistic modalities and educational environments in Deaf and Hard of Hearing Education.
ED 611: Theories of Teaching and Learning
Major theories of learning and teaching will be examined as they apply to instructional processes including behavioral, social cognitive, cognitive, sociocultural, developmental and contextual perspective, and motivation. The interrelationship among these theories and how they affect instructional processes, such as teaching, lesson planning, classroom management.
SPED 646: Law and Special Education
This course surveys the federal and state legal requirements for the education of students with disabilities. Students will explore the policy basis for the law of disabilities and special education as well as the plethora of relevant statutes and regulations.