National University

• Each candidate demonstrates knowledge of relevant and current laws, practices and procedural safeguards, and regulations pertaining to California public education, including individuals with disabilities and their parents and care providers.
• Each candidate examines the ethics and values of the professional educator, understands the benefits and responsibilities of membership in professional organizations and the importance of staying abreast of the current knowledge base of the discipline.
• Each candidate demonstrates commitment to developing the highest educational and quality of life potential of individuals with disabilities.
• Each candidate exhibits intellectual integrity, serves students honestly, protects their privacy, respects their work, and sustains open discussion of ideas.
• Each candidate assesses his or her own progress, accepts professional advice, considers constructive criticism, and engages in a continuous program of professional development.
• Each candidate demonstrates knowledge and understanding of various legal mandates for equity in special education, including but not limited to, the Individuals with Disabilities Education Act (IDEA - Part B and Part H), the Americans with Disabilities Act (ADA), and the Rehabilitation Act of 1973 (“Section 504”).
• Each candidate demonstrates knowledge and understanding of a range of current programs and practices within a historical perspective and current issues affecting general and special education. These issues include legislation, mandates, and policies at the federal, state and local level.
• Each candidate demonstrates basic knowledge and understanding of a variety of disabilities, including etiologies, characteristics, specialized physical health care procedures and regulations related to such care, educational and social impact, educational approaches and available resources.
• Each candidate participates in field related experiences that conclude with full day teaching or other related service responsibilities authorized by the credential. These field experiences include observations and practice in a variety of education settings with students who are culturally diverse, at risk, and have varying disabilities.
• Each candidate demonstrates knowledge of techniques that promote self advocacy for individuals with disabilities and that encourage personal and social responsibility and independence.
• Each candidate demonstrates knowledge of the concepts and processes effective in building social networks for individuals with disabilities.
• Each candidate defines key assessment concepts and terminology and identifies the steps in the assessment process and the roles that parents, students, and professionals play on the multidisciplinary assessment team.
• Each candidate examines factors that affect all stages of development in the life of an individual with disabilities to assist in the recognition, planning for, and adjustment to transitional life issues for the individual and the family.
• Each candidate is given the matrix for a portfolio which they will develop during the preparation program. This serves as the formative step in the overall evaluation process.
• Each candidate’s supervised field experiences include a planned sequence of activities that provide opportunities for candidates to observe, apply and evaluate educational theories and pedagogical principles taught in coursework.
• Each candidate’s field placements include a variety of experiences related to the age range authorized by the credential, such as preschools, elementary, middle, and secondary schools, and/or adult settings.
• Each candidate demonstrates knowledge of the historical and legal foundations of deaf education.
• Each candidate demonstrates knowledge of the models, theories, current research, and philosophies that provide the basis for educational practice in deaf education.
• Each candidate demonstrates knowledge of variations in beliefs, traditions, and values across cultures (including Deaf culture).
• Each candidate demonstrates knowledge of the impact of various educational placement options with regard to cultural identity, linguistic, academic, and social emotional development.
• Each candidate demonstrates knowledge of educational trends related to communication and language development of deaf and hard of hearing students.
• Each candidate examines various factors affecting family and child development, including the effect of early communication on the overall development of the child.
• Each candidate is aware of the impact of various etiologies, age at onset and at identification, and age at provision of services for deaf and hard of hearing children.
• Each candidate is knowledgeable about various levels of hearing and visual ability, differences between auditory and visual learners, and the educational implications of both.
• Each candidate demonstrates knowledge of information related to American Sign Language and existing communication modes used by students who are deaf or hard of hearing.
• Each candidate demonstrates the ability to provide instruction for deaf and hard-of-hearing students in skills relevant to independent living in the community, self-advocacy, and employment.
• Each candidate will conduct observation at CSDR, Deaf Community Services and Public School programs (including itinerant placements) and learn to use the SmartBoard and Power Point.
• Each candidate demonstrates knowledge of appropriate uses of school and community resources and services for deaf and hard-of-hearing students.
• Each candidate is able to demonstrate knowledge of local, state, and national resources available for school personnel, student and family, including educational options and communication modes/philosophies for deaf and hard-of-hearing students.
• Each candidate is knowledgeable of the roles of various support personnel, such as aides, interpreters, and tutors, and how to use this support effectively with deaf and hard-of-hearing students.
• Each candidate demonstrates knowledge of local, state, and national resources for professional growth, including resources to enhance their own communication and interaction skills with deaf and hard of hearing adults.
• Each candidate demonstrates the ability to interact with a variety of deaf and hard of hearing individuals on an adult to adult level.

Incomplete A grade given at the discretion of the instructor when a student who has completed at least two-thirds of the course class sessions and is unable to complete the requirements of the course because of uncontrollable and unforeseen circumstances. The student must convey these circumstances (preferably in writing) to the instructor prior to the final day of the course. If an instructor decides that an "Incomplete" is warranted, the instructor must convey the conditions for removal of the "Incomplete" to the student in writing. A copy must also be placed on file with the Office of the Registrar until the "Incomplete" is removed or the time limit for removal has passed. An "Incomplete" is not assigned when the only way the student could make up the work would be to attend a major portion of the class when next offered.

An "I" that is not removed within the stipulated time becomes an "F." No grade points are assigned. The "F" is calculated in the grade point average.

Withdrawal Signifies that a student has withdrawn from a course after beginning the third class session. Students who wish to withdraw must notify their admissions advisor before the beginning of the sixth class session in the case of graduate courses, or before the seventh class session in the case of undergraduate courses. Instructors are not authorized to issue a "W" grade.