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Clear Level II Education Specialist Deaf and Hard-of-Hearing (California Only)

Please see additional Credential requirements listed at the end of this Special Education Department section of the catalog.

Program Learning Outcomes

  1. Utilize knowledge of research to critique and synthesize learning theories as they relate to cognitive, language, and social development of ASL-English learners as well as those with special needs throughout their lifespan.
  2. Demonstrate understanding and practice of cultural-historical perspectives, educational theories and models, legal and ethical practices, and technological innovations for instructing ASL-English Bilingual Multicultural learners including those with special needs.
  3. Demonstrate academic discourse competency and language proficiency in both ASL and English, and utilize interpretation and translation skills between ASL and written English.
  4. Implement developmentally appropriate strategies supporting first and second language acquisition as well as cognitive development engaging each student in the learning process.
  5. Demonstrate the ability to select, adapt, administer, and interpret and explain formative and summative assessment results, making appropriate dual language and content based recommendations.
  6. Implement and evaluate differentiated instructional pedagogies addressing state content standards and core curriculum in a culturally relevant manner.
  7. Demonstrate collaboration skills working with the multi-disciplinary educational team, including families and other stakeholders, to interpret assessment tools and implementing developmentally appropriate dual language (i.e. expressive and receptive), cognitive, and social goals for children from birth to age five.
  8. Demonstrate knowledge of the etiologies and identify the learning characteristics of students who are DHH and those who are DHH with special needs.
  9. Implement appropriate classroom management with cultural sensitivity so that behavior challenges diminish and more positive attitudes toward school are developed.
  10. Demonstrate knowledge of developmental milestones from infancy to adulthood and advocacy skills meeting the communication and academic needs of d/Deaf learners during key transitional stages.
  11. Collaborate effectively with diverse families, support providers (i.e. ASL-English bilingual specialist, audiologists, interpreters, paraprofessionals, and speech language pathologist), general education professionals, community agencies, and the d/Deaf communities.


Program Requirements (5 courses; 18 quarter units)
Core Requisite(s):

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