2/04
TEACHER LICENSURE IN HEARING IMPAIRMENTS
WITH A MASTER OF EDUCATION
OR MASTER OF SCIENCE DEGREE
The licensure program in Hearing Impairments with a Master of Education (M.Ed.) or a Master of Science (M.S.) Degree provides broad preparation across many academic disciplines and concentrated professional training for teaching kindergarten through 12th grade. The program requires courses and practica experiences in 1) a teacher education graduate core, 2) a specialization strand in Hearing Impairments, 3) qualifying exam to advance to candidacy, 4) advanced graduate courses, and 5) a final written comprehensive examination for the M.Ed. and a thesis for the M.S. Degree. Additional course work will be required in educational foundations for students who do not hold a current license in elementary or secondary education.
CORE AND SPECIALIZATION COURSES REQUIRED FOR BOTH M.ED. AND M.S. DEGREES
| I. Teacher education graduate core(1) | 19 Credit Hours |
| II. Specialization in Hearing Impairments | 40 Credit Hours |
| The student may be recommended for licensure to the Utah State Department of Education following completion of the Educational Foundations, Teacher Education Graduate Core and the Specialization in Hearing Impairments. | |
| III. Qualifying exam to advance to candidacy | |
ADVANCED GRADUATE WORK FOR THE MASTER OF EDUCATION DEGREE
| IV. Advanced graduate studies in special education | 9 Credit Hours |
| V. Allied hours outside of special education | 6 Credit Hours |
| VI. Final written comprehensive examination | |
| Total semester credit hours for the M.Ed. degree with a license in Special Education and endorsements in Hearing Impairment | 74 Credit Hours |
ADVANCED GRADUATE STUDY REQUIREMENTS FOR THE MASTER OF SCIENCE DEGREE
| IV. Advanced Graduate core | 12 Credit Hours |
| V. Allied hours outside of Special Education | 6 Credit Hours |
| VI. Thesis | 6 Credit Hours |
| Total semester credit hours for the M.S. degree with a license in Special Education and endorsement in Hearing Impairments | 83 Credit Hours |
MASTER OF EDUCATION DEGREE WITH
LICENSURE IN SPECIAL EDUCATION AND ENDORSEMENT IN
HEARING IMPAIRMENTS
I. TEACHER EDUCATION CORE (19 credit hours)
Special Education 5010 (3) - Human Exceptionality (F,S,U). Understanding people with learning, behavior, sensory, and physical differences. Emphasis is on examining the effects of culture and societal values on the inclusion of people with disabilities in home, school, and community settings.
Special Education 6011 (3) - Inclusive Classrooms (F,S). Introduces special and general education candidates to teaching strategies for meeting the needs of students with disabilities in general education settings.
Special Education 6021 (3) - Principles of Learning and Assessment (F,S,U). Theoretical and applied foundations of learning and effective assessment for students with disabilities.
Special Education 6022 (3) - Principles of Instruction and Behavioral Support (S,U). Theoretical and applied foundations of instruction and behavioral support strategies for students with disabilities.
Special Education 6030 (3) - Functional Communication and Language Development (F,S,U). Theoretical and applied foundations of communication and language development and intervention for students with disabilities. Procedures for the infusion of augmentative and alternative communication systems into home, school, and community settings are highlighted. This is a prerequisite for SPED 6540, Teaching Language to Students with Hearing Impairments.
Special Education 6040 (3) - Legal and Policy Foundations of Special Education (S,U). Introduction to federal, state, and local government roles in special education. Emphasis is placed on the effects of regulatory and case law on service delivery and the development of public policy.
Special Education 6053 - (1) - Professional Skills Modules (F,S). Three independent modules introduce teacher candidates to APA writing style, conducting library electronic searches, and professional standards/practices in the field.
II. SPECIALIZATION IN HEARING IMPAIRMENTS (40 credit hours)
SPED 6520 (3) Audiology for Teachers of Students with Hearing Impairments. (U) The nature of a sound wave, acoustic signals and measurement of sound are introduced in this course. Students become aware of the anatomic features of the auditory system and their function. The embryological development of the auditory system and the anatomical problems that can occur as well as the maturational process of auditory development are included. Procedures of hearing measurement and types of amplification options are also presented.
SPED 3508 (1) Grammar Workshop. (U) This workshop is a review of the essentials for English grammar including the basic sentence patterns, parts of speech and sentence structures.
SPED 6960 (3) Speech Acoustics for Teacher of Children with Hearing Impairments (U) (See advisor for registration procedure). This course is designed to introduce students to the anatomy and physiology of the speech mechanism, including the neural basis for speech production. Emphasis will be on the application of the speech mechanism structure and function as it relates to teachers of children with hearing impairments in an educational setting.
SPED 6530 (6) Teaching Speech and Auditory Skills to Students with Hearing Impairments (0-21). (F) Methods for developing speech and auditory skills in students with hearing impairments, ages 0-21, will be emphasized. Students will analyze normal and deviant speech by utilizing the International Phonetic Alphabet, and phonetic and phonologic analysis. Students will examine suprasegmental development, articulation, acoustic properties, feedback, and stages of acquistion. Investigation will also include assessments, interdisciplinary collaboration, IFSP and IEP development, technology in speech teaching, auditory training and critical family involvement. Issues relating to multicultural diversity and impacts on communication will be considered. Instructional strategies for speech and auditory skills training will be integrated into home and educational settings. Prerequisite: SPED 6960, Speech Acoustics for Teachers of Students with Hearing Impairments (U) and SPED 6520, Audiology for Teachers with Hearing Impairments (U). Field Hours required.
SPED 6540 (6) Teaching Language to Students with Hearing Impairments (0-21). (F) The ramifications of a hearing impairment on normal language development are the focus of this course. The course is designed to enable students to understand the structural organization of language and linguistic concepts related to teaching language to children with hearing impairments. Principles, techniques, strategies, and methods in language perception, comprehension, and expression are taught. Emphasis is on identification of assessments, programming, planning, and teaching techniques on the pre-school, elementary, and secondary levels. Prerequisites: SPED 3508, Grammar Workshop (U), and SPED 6030, Functional Communication and Language Development (F,S,U). Field Hours required.
SPED 6550 (4) Instructional Use of Signed Communication. (S) The purpose of this course is to develop both understanding and skills of signed language communication. Students participating in this course will compare, contrast and practice American Sign Language, English sign language systems and Cued Speech. Grammar and vocabulary of these languages and systems will be developed and enhanced. Students will investigate home and educational use of sign language. Issues impacting sign language choice and implementation will be discussed. The use of Total Communication, conceptual accuracy in education, and cultural diversity and impacts will be evaluated. Students are expected to develop receptive and expressive skills with children and adults in home, community and educational settings. Prerequisite: Beginning level courses in ASL. Sign language competency test. Field Hours required.
SPED 6560 (4) Effective Practices: Programming and Instruction for Children with Hearing Impairments. (S) This course will review the process of curriculum adaptation for students with hearing impairments. State and federal regulations will be reviewed. Students will be introduced to a variety of assessment tools and how they are essential to planning and programming. Students will develop units/lessons integrating the Utah State Core Curriculum, published curricula, assessment results, and IEP goals and objectives. Curricular modifications needed specifically by students with hearing impairments will be assimilated into the instructional process. Prerequisites: SPED 6530, Teaching Speech and Auditory Skills to Students with Hearing Impairments (F), and SPED 6540, Teaching Language to Students with Hearing Impairments (F). Field Hours required.
SPED 6450 (3) Teaching Children with Dual Sensory Impairments (deafblind). (U) The purpose of this course is to provide students with a basic understanding of the needs of learners (ages 0-22) having sensory impairments with multiple disabilities. The role and characteristics of the transdisciplinary team, learning environments, resources, assessment procedures and instructional strategies are included. Inclusion procedures, transitional issues, and methods to encourage parental involvement are identified.
SPED 6600 (10) Student Teaching: Students with Hearing Impairments (5-21). (F,S) Students are assigned a practicum setting with hearing impaired children/youth for 15 weeks under direct supervision of a cooperating teacher for a total of 450 clock hours. Emphasis is on the teacher as a team member, problem solver and consultant. Students will identify, analyze, implement and manage educational programming for students with hearing impairments.
III. SUPERVISORY COMMITTEE AND QUALIFYING EXAMINATION
Students must select a supervisory committee within two semesters after being admitted to the program. The Qualifying Exam should be taken after completing the Teacher Education Core Courses.
IV. ADVANCED GRADUATE STUDIES (9 hours)
Special Education 6610 (3) - Introduction to Research Methods.
Students must select TWO of the following courses.
Special Education 6620 (3) - Parent/Professional Collaboration
Special Education 6960 (3) - Special Education Technology
Special Education 6710 (3) - Culture and School Success
Special Education 7040 (3) - Effective Schools for Students with Disabilities and their Families
Other selected special education graduate courses outside the licensure and endorsement requirements in Hearing Impairments may be allowed with approval of the student=s graduate supervisory committee.
V. ALLIED HOURS (6 hours)
Students must take a minimum of 6 hours outside of the Department of Special Education with PRIOR approval by the student=s supervisory committee. These courses should be selected to focus on an area of interest relevant to the student=s professional and academic development.
VI. FINAL COMPREHENSIVE EXAM
MASTER OF SCIENCE DEGREE WITH LICENSURE IN SPECIAL EDUCATION AND
ENDORSEMENT IN HEARING IMPAIRMENTS
I. TEACHER EDUCATION CORE (19 credit hours)
Special Education 5010 (3) - Human Exceptionality (F,S,U). Understanding people with learning, behavior, sensory, and physical differences. Emphasis is on examining the effects of culture and societal values on the inclusion of people with disabilities in home, school, and community settings.
Special Education 6011 (3) - Inclusive Classrooms (F,S). Introduces special and general education candidates to teaching strategies for meeting the needs of students with disabilities in general education settings.
Special Education 6021 (3) - Principles of Learning and Assessment (F,S,U). Theoretical and applied foundations of learning and effective assessment for students with disabilities.
Special Education 6022 (3) - Principles of Instruction and Behavioral Support (S,U). Theoretical and applied foundations of instruction and behavioral support strategies for students with disabilities.
Special Education 6030 (3) - Functional Communication and Language Development (F,S,U). Theoretical and applied foundations of communication and language development and intervention for students with disabilities. Procedures for the infusion of augmentative and alternative communication systems into home, school, and community settings are highlighted. This is a prerequisite for SPED 6540, Teaching Language to Students with Hearing Impairments.
Special Education 6040 (3) - Legal and Policy Foundations of Special Education (S,U). Introduction to federal, state, and local government roles in special education. Emphasis is placed on the effects of regulatory and case law on service delivery and the development of public policy.
Special Education 6053 - (1) - Professional Skills Modules (F,S). Three independent modules introduce teacher candidates to APA writing style, conducting library electronic searches, and professional standards/practices in the field.
II. SPECIALIZATION IN HEARING IMPAIRMENTS (40 credit hours)
SPED 3508 (1) Grammar Workshop. (U) This workshop is a review of the essentials for English grammar including the basic sentence patterns, parts of speech and sentence structures.
SPED 6520 - (3) Audiology for Teachers of Students with Hearing Impairments. (U) The nature of a sound wave, acoustic signals and measurement of sound are introduced in this course. Students become aware of the anatomic features of the auditory system and their function. The embryological development of the auditory system and the anatomical problems that can occur as well as the maturational process of auditory development are included. Procedures of hearing measurement and types of amplification options are also presented.
SPED 6960 (3) Speech Acoustics for Teacher of Children with Hearing Impairments (U) (See advisor for registration procedure). This course is designed to introduce students to the anatomy and physiology of the speech mechanism, including the neural basis for speech production. Emphasis will be on the application of the speech mechanism structure and function as it relates to teachers of children with hearing impairments in an educational setting.
SPED 6530 - (6) Teaching Speech and Auditory Skills to Students with Hearing Impairments (0-21). (F) Methods for developing speech and auditory skills in students with hearing impairments, ages 0-21, will be emphasized. Students will analyze normal and deviant speech by utilizing the International Phonetic Alphabet and phonetic and phonologic analysis. Students will examine suprasegmental development, articulation, acoustic properties, feedback, and stages of acquisition, investigation will also include assessments, interdisciplinary collaboration, IFSP and IEP development, technology in speech teaching, auditory training, and critical family involvement. Issues relating to multicultural diversity and impacts on communication will be considered. Instructional strategies for speech and auditory skills training will be integrated into home and educational settings. Prerequisite: SPED 6960, Speech Acoustics for Teachers of Students with Hearing Impairments (U) and SPED 6520, Audiology for Teachers with Hearing Impairments (U). Field Hours required.
SPED 6540 (6) Teaching Language to Students with Hearing Impairments (0-21). (F) The ramifications of a hearing impairment on normal language development are the focus of this course. The course is designed to enable students to understand the structural organization of language and linguistic concepts related to teaching language to children with hearing impairments. Principles, techniques, strategies, and methods in language perception, comprehension, and expression are taught. Emphasis is on identification of assessments, programming, planning, and teaching techniques on the pre-school, elementary, and secondary levels. Prerequisites: SPED 3508, Grammar Workshop (U), and SPED 6030, Functional Communication and Language Development (F,S,U). Field Hours required.
SPED 6550 - (4) Instructional Use of Signed Communication. (S) The purpose of this course is to develop both understanding and skills of signed language communication. Students participating in this course will compare, contrast and practice American Sign Language, English sign language systems and Cued Speech. Grammar and vocabulary of these languages and systems will be developed and enhanced. Students will investigate home and educational use of sign language. Issues impacting sign language choice and implementation will be discussed. The use of Total Communication, conceptual accuracy in education, and cultural diversity and impacts will be evaluated. Students are expected to develop receptive and expressive skills with children and adults in home, community and educational settings. Prerequisite: Beginning level courses in ASL. Sign Language competency test. Field Hours required.
SPED 6560 - (4) Effective Practices: Programming and Instruction for Children with Hearing Impairments. (S) This course will review the process of curriculum adaptation for students with hearing impairments. State and federal regulations will be reviewed. Students will be introduced to a variety of assessment tools and how they are essential to planning and programming. Students will develop units/lessons integrating the Utah State Core Curriculum, published curricula, assessment results, and IEP goals and objectives. Curricular modifications needed specifically by students with hearing impairments will be assimilated into the instructional process. Prerequisites: SPED 6530, Teaching Speech and Auditory Skills to Students with Hearing Impairments (F), and SPED 6540, Teaching Language to Students with Hearing Impairments (F). Field Hours required.
SPED 6450 - (3) Teaching Children with Dual Sensory Impairments (deafblind). (U) The purpose of this course is to provide students with a basic understanding of the needs of learners (ages 0-22) having sensory impairments with multiple disabilities. The role and characteristics of the transdisciplinary team, learning environments, resources, assessment procedures and instructional strategies are included. Inclusion procedures, transitional issues and methods to encourage parental involvement are identified.
SPED 6600 - (10) Student Teaching: Students with Hearing Impairments. (F,S) Students are assigned a practicum setting with hearing impaired children/youth for 15 weeks under direct supervision of a cooperating teacher for a total of 450 clock hours. Emphasis is on the teacher as a team member, problem solver and consultant. Students will identify, analyze, implement and manage educational programming for students with hearing impairments
III. SUPERVISORY COMMITTEE AND QUALIFYING EXAMINATION
Students must select a supervisory committee within two semesters after being admitted to the program. The Qualifying Exam should be taken after completing the Teacher Education Core Courses
IV. ADVANCED GRADUATE CORE (12 HOURS)
Special Education 6610 (3) - Introduction to Research Methods (A). Overview of the fundamentals of research methods and design in education and social science. The course involves the presentation of basic information about the purposes of research, the scientific method, experimental-qualitative and nonexperimental-qualitative methods, and implementation of investigations.
Special Education 7010 (3) - Group Design and Research Analysis (S). Principles of small and large group research design, selection of appropriate data analysis procedures, interpretation of results, and guidelines governing ethical scientific inquiry.
Students must select ONE of the following research courses:
Special Education 7020 (3) - Single Subject Research Design
A qualitative research course (3) (e.g., Educational Psychology 7420)
Educational Psychology 7460 (3) - Program Evaluation
Educational Psychology 6010 (3) Introduction to Statistics and Research Design
Educational Leadership and Policy 6050 (3) - Program Evaluation
Students must select ONE of the following courses:
Special Education 7040 (3) - Effective Schools for Students with Disabilities and their Families
Special Education 6620 (3) - Parent/Professional Collaboration
V. ALLIED HOURS (6 HOURS)
Students must take a minimum of 6 hours outside of the Department of Special Education with PRIOR approval by the student's supervisory committee. These courses should be selected to focus on an area of interest relevant to the student's professional and academic development.
VI. Thesis (6 Hours)
Additional Study Requirements for M.Ed. and M.S. Degree Programs
Supervisory Committee
Students must establish a three-member supervisory committee, which will advise them in completing all study requirements. At least two members of the committee must be on the faculty in the Department of Special Education. In addition, the student must select a faculty member from the Department of Special Education with a tenure-track rank of Assistant Professor, Associate Professor, or Professor to serve as chair of their supervisory committee. If desired, candidates may elect to appoint a member from another department or college at the University of Utah. Generally, a faculty member from outside of the Department of Special Education should have knowledge and expertise in the student's allied area of study. All committee members must hold a Masters or Doctoral degree.
Continuous Enrollment
Candidates must be continuously enrolled in a minimum of 3 credit hours during Fall and Spring semesters until completion of the degree program. Enrollment during Summer semester is not required.
Background Check for Initial Certification
By legislative mandate, applicants for a teaching license/endorsement in Utah are required to have had a background check including fingerprinting. For further information, contact Terrie in the Special Education Office, MBH 221.
Teacher licensure by the state of Utah may be denied because of a previous criminal conviction. You may wish to contact the Associate Dean for Professional Education in the College of Education before proceeding with your program in teacher education if you have questions about your status. The Utah Professional Practices Advisory Committee, Utah State Office of Education, 250 East 500 South, Salt Lake City, UT 84111 reviews all such cases
Revised-2/16/04
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(1)Additional coursework will be required in educational foundations for students who do not hold a current license in elementary or secondary education.