University Internship Program for Education Specialist Credential Deaf and Hard-of-Hearing Credential

Lead Faculty: Dr. Joan Sebastian

Admission Requirements to the Program
Online Admissions: onlineadmissions@nu.edu

Application items:

• Application for Admission to the Education of the Deaf graduate program
• Personal and professional goals essay (1 full single-spaced page maximum)
• CD or DVD portfolio of ASL Fluency (video samples of self, 8 to 10 minutes maximum in length) including the following content:

1. Introduction of self and description of your sign and written language acquisition experience
2. Narration of a selected work of ASL literature or personal narrative
3. Narration of a selected work of children’s English literature

• Intermediate proficiency or better in American Sign Language competencies as assessed by the Proficiency Interview (ASLPI). Note: an ASLPI will be scheduled after submission of the three application items delineated above.

Send all above application items in one complete packet to:

National University, DHH Program - Admissions
3031 Tisch Way, 100 Plaza East
San Jose, CA. 95128-2530

Please see additional admission requirements under Education Specialist in the School of Education’s Credential Programs section of the website.

Program Learning Outcomes

Upon successful completion of this program, students will be able to:

• Candidates will 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. [ILO 6; DHH 1; ESPS 1, 11; TPE 6]
• Candidates will 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. [ILO 5; DHH 2; ESPS 2, 6; TPE 12; CSTP 7; BCLAD]
• Candidates will demonstrate academic discourse competency and language proficiency in both ASL and English, and utilize interpretation and translation skills between ASL and written English. [ILO2; DHH 3, ESPS 16; BCLAD]
• Candidates will implement developmentally appropriate strategies supporting first and second language acquisition as well as cognitive development engaging each student in the learning process. [ILO 3; DHH 4, ESPS 9, 10, 12; TPE 5, 7; CSTP 1; BCLAD]
• Candidates will demonstrate the ability to select, adapt, administer, and interpret and explain formative and summative assessment results, making appropriate dual language and content based recommendations. [ILO 1; DHH 5; ESPS 5; TPE 2, 3; CSTP 5; BCLAD]
• Candidates will implement and evaluate differentiated instructional pedagogies addressing state content standards and core curriculum in a culturally relevant manner. [ILO 3; DHH 6; ESPS 3, 13; TPE 1, 4; CSTP 3, 4; BCLAD]
• Candidates will 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. [ILO 7; DHH 7; ESPS 15; TPE 9, 11]
• • Candidates will demonstrate knowledge of the etiologies and identify the learning characteristics of students who are DHH and those who are DHH with special needs. [ILO 3; DHH 1, 8; ESPS 13]
• Candidates will implement appropriate classroom management with cultural sensitivity so that behavior challenges diminish and more positive attitudes toward school are developed. [ILO 4; DHH 9; ESPS 12, 15; TPE 10; CSTP 1]
• Candidates will 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. [DHH 10; ESPS 7, 8; TPE 8]
• Candidates will 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. [ILO 7; DHH 11; ESPS 4; TPE 13; CSTP 6]

Requirements

Credential Requirements (24 courses; 103.5 quarter units)

Prerequisite Requirements (9 courses; 39 quarter units)
PSY 100 Introduction to Psychology
PSY 301 Child Development
   Prerequisite: ENG 100, ENG 101
PSY 427 Biological Psychology
   Prerequisite: ENG 100, ENG 101, and PSY 100
PSY 431 Psychological Testing
   Prerequisite: ENG 100, ENG 101, and PSY 100
HED 602 Introductory Health Ed: K-12
EDT 608 Technology in the Classroom
EXC 603 Typical/Atypical Dev Spec Need
EXC 602B Fld Exper: Inclusive Settings (3 quarter units)
CLD 627 Meth. Crosscult. Instr.

Internship Program Course Sequence
Please see internship eligibility requirements under Education Specialist in the School of Education’s Credential Programs section of the catalog.

The CTC mandates that all approved internship programs require a minimum of 120 hours of pre-service coursework to becoming the teacher of record. 4.5 quarter units are equal to 40 clock hours.

Pre-Service Coursework (3 courses; 13.5 quarter units)
EXC 604 Excep & Diversity in Clsrm
EXC 620 Positive Behavior Support
TED 621A Lang. Dev. Methods: Elem. Sch.
   Prerequisite: TED 615
or
TED 623 for those interested in a Single Subject Credential]

Internship Specific Course Requirements
(2 courses; 7.5 quarter units)

An internship credential is required before enrollment into the following courses.

EXC 655I Internship Induction Seminar (3 quarter units)
DHH 608I Student Teaching for Interns
   Prerequisite: All other coursework in the Level I Deaf and Hard-of-Hearing internship credential program

12 observations must be on file from your Site Support Provider (minimum amount - in 6 month period) plus 12 observations and 3 evaluations must be on file from your National University Support Provider/Supervisor (minimum amount - in 6 month period). Internships may take longer than 6 months to complete depending on the specific school site calendar.

These courses provide initial and ongoing support and training that internship candidates require. Students must also attend and participate in school districts regular workshops and collaborative monthly meetings with intern and both support supervisors (site and university).

Interdisciplinary Core Courses (1 courses; 4.5 quarter units)
TED 615 The Foundations of Education

Core Courses for the Education Specialist: Deaf and Hard-of-Hearing Credential
(8 courses; 36 quarter units)

DHH 600 ASL-English Bilingual Educatio
DHH 601 ASL Acquisition & Development
DHH 602 English Acquisition & Dev
   Prerequisite: DHH 601
DHH 603 Assessment for DHH Learners
   Prerequisite: B average in prior coursework
DHH 604 Biliteracy Education
   Prerequisite: DHH 600, DHH 601, DHH 602, DHH 603 all with a minimum grade of B
DHH 605 Ed of Deaf Special Needs
   Prerequisite: DHH 600, DHH 601, DHH 602, DHH 603 all with a minimum grade of B
DHH 606 Curriculum and Instruction
   Prerequisite: DHH 600, DHH 601, DHH 602, and CLD 627
DHH 607 Bilingual-Multicultural Ed
   Prerequisite: DHH 600, DHH 601, DHH 602 all with a minimum grade of B

Final Credential Requirements (1 course; 3.0 quarter units)
DHH 609 ** Student Teaching Seminar (3 quarter units)
   Prerequisite: Completion of all required DHH credential course work with a GPA of B or better.

** To be taken at the end of the interns credential program after all coursework is completed

Please see completion requirements under Education Specialist in the School of Education’s Credential Programs section of the catalog.

Program Information

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