EDSP 427: Curriculum and Methods for Deaf and Hard of Hearing Students
Prerequisites: EDSP 426 and 2.5 GPA
Credit Hours: (3)
Study of curriculum, methods, techniques and materials used in the education of deaf/hard of hearing students. Includes information on classroom organization, classroom management, family involvement, instructional planning, development of individualized education plans (IEPs) and individualized family service plans (IFSPs), curriculum adaptations and modifications, community agencies, assessment and evaluation, and standards for professionalism.
Detailed Description of Content of Course
This course examines curriculum, methods, techniques and materials used in the education of deaf/hard of hearing students. It includes information on classroom organization and management, family involvement, instructional planning, development of individualized education plans (IEPs) and individualized family service plans (IFSPs), curriculum adaptations and modifications, relevant community agencies, assessment and evaluation, and standards for professionalism.
Course topics may include:
鈥urriculum and methods for teaching social studies, mathematics, physical education, and science for deaf/hard of hearing students incorporating reading and writing across the content areas
鈥urriculum and methods for teaching Deaf Studies
鈥ntegration of technology into teaching
鈥pecialized evaluation procedures for deaf/hard of hearing students
鈥ransition needs of deaf/hard of hearing students
鈥ervice delivery models for teaching deaf/hard of hearing students
鈥amily involvement in the educational process
鈥ndividualized education programs for deaf/hard of hearing students
鈥rofessionalism and collaboration skills with other teachers, service providers, paraprofessionals, interpreters, and community agencies
鈥lassroom organization and management
Detailed Description of Conduct of Course
Instructional strategies include, but are not limited to: lecture, videos and other audiovisual materials, student participation and discussion, cooperative learning, student projects, presentations, guest speakers, outside readings, internet use, and field trips.
Goals and Objectives of the Course
Goals, objectives, and assignments in this class address the Council for Exceptional Children (CEC) Initial Preparation Standards and related Knowledge and Skill Items, as well as the Virginia Department of Education competencies and requirements for preparing educators
Upon successful completion of this course, students will be able to:
1. Demonstrate knowledge of theories and research that form the basis of curriculum development, classroom organization and instructional practice.
2. Demonstrate knowledge on the use of general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.
3. Prepare lesson plans based on data from student program evaluation and knowledge of evidence based practices/methods/procedures, incorporating appropriate task analysis leading to effective instruction using organized materials that promote learning.
4. Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs and demonstrate knowledge of visual tools and organizers that support content mastery and retention by individuals who are deaf or hard of hearing.
5. Use visual tools, organizers and current assistive technology that enhances communication access that supports programming and planning across a variety of service delivery models and instructional settings.
6. Promote ongoing opportunities for interactions between individuals who are deaf or hard of hearing with peers and role models who are deaf or hard of hearing.
7. Develop skills in training, managing, and monitoring paraprofessionals and prepare individuals who are deaf or hard of hearing to use interpreters.
8. Demonstrate knowledge of the roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing and demonstrate skills in coordinating service delivery for this population in collaborative work environments.
9. Demonstrate knowledge of laws, policies and ethical principles relating to equal access to communication in the individual鈥檚 preferred communication mode.
10. Plan and implement transitions across service continuums.
11. Develop or use multiple and specialized assessment procedures that allow for alternative forms of expression, provide accurate measure of the student鈥檚 attainment of essential skills in a standards-based environment, and provide accurate data for diagnostic instruction and making programming and planning decisions.
12. Develop or use multiple and specialized assessment procedures that allow for alternative forms of expression, provide accurate measure of the student鈥檚 attainment of essential skills in a standards-based environment, and provide accurate data for diagnostic instruction and making programming and planning decisions.
13. Demonstrate knowledge of scope and sequences of general and special curricula and national, state or provincial, and local curricula standards.
14. Differentiate, adapt curricula and use strategies to facilitate maintenance and generalization of skills across learning environments and to facilitate integration into various settings in response to linguistically and culturally diverse populations.
Assessment Measures
Assessment measures may include, but are not limited to:
1. Class participation
2. Development of a procedurally correct and educationally appropriate individualized educational plan or individualized family service plan.
3. Class presentations
4. Exams
5. Individual and group projects
6. Observation reports of an educational placement for deaf and hard of hearing students with focus on the critical attributes of effective teaching
Other Course Information
Graduate Credit: This course is co-listed with EDSP 527.
Review and Approval
Revised 2013
April, 2009