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EDSP 527

I. Course Title: Curriculum and Methods for Deaf and Hard of Hearing Students

II. Course Number: EDSP 527

III. Credit Hours: 3 credits

IV. Prerequisites: EDSP 526

V. Course Description: 

Study of curriculum, methods, techniques and materials used in the education of deaf/hard of hearing students. Includes information on classroom organization, classroom management, 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 of professionalism.

VI. Detailed Description of Content of the Course:

This course is designed to prepare teacher candidates to examine 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; community agencies; assessment and evaluation; and standards for professionalism.

Course topics may include:

  • Curriculum 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
  • Curriculum and methods for teaching Deaf Studies
  • Integration of technology into teaching
  • Specialized evaluation procedures for deaf/hard of hearing students
  • Transition needs of deaf/hard of hearing students
  • Service delivery models for teaching deaf/hard of hearing students
  • Family involvement in the educational process
  • Individualized education programs for deaf/hard of hearing students
  • Professionalism and collaboration skills with other teachers, service providers, paraprofessionals, interpreters, and community agencies
  • Classroom organization and management

VI. 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.

VII. 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. Provide families with support to make informed choices regarding communication modes, philosophies, and educational options and demonstrate knowledge of the influence of family communication and culture on all developmental domains. 
  7. 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.  
  8. Demonstrate knowledge of laws, policies and ethical principles relating to equal access to communication in the individual鈥檚 preferred communication mode.
  9. Plan and implement transitions across service continuums. 
  10. Implement strategies to develop and enhance language and communication skills in the individual鈥檚 preferred communication mode.
  11. Develop or use multiple and specialized assessment procedures that allow for alternative forms of expression, provide accurate measure of the individual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 and implement comprehensive, longitudinal individualized programs in collaboration with team members abiding by current regulations and procedures governing special education.  Allow the individual and family to be involved in setting instructional goals and monitoring progress. 
  13. Demonstrate knowledge of national, state or provincial, and local accommodations and modifications.  
  14. Demonstrate knowledge of scope and sequences of general and special curricula and national, state or provincial, and local curricula standards. 
  15. Demonstrate knowledge of technology for planning and managing the teaching and learning environment. 
  16. 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. 
  17. Develop skills in training, managing, and monitoring paraprofessionals and prepare individuals who are deaf or hard of hearing to use interpreters. 

VIII. Assessment Measures:

Assessment measures may include, but are not limited to:

  1. Class presentations 
  2. Development of a procedurally correct and educationally appropriate individualized educational plan or individualized family service plan.
  3. Class participation
  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
  7. Literature review and development of a plan for implementing an auditory listening learning environment

Other Course Information

This course is co-listed with EDSP 427 and is differentiated through a literature review and assessment measures.

Review and Approval

March 01, 2021

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