Courses

Foundations Courses

EDDH 500 Characteristics of Diverse Learners with Hearing Loss (3 credits)

An introduction to the characteristics and education of diverse learners with a hearing loss, ages birth to twenty-one. Topics include the history of deaf education, current research and trends, legal issues in deaf education, behavior management, professional resources, universal design for learning (UDL), ethical challenges, and their application to today’s children and youth who are deaf or hard of hearing.

EDDH 502 Audiology: Diagnostics in Infants and Children who are Deaf and Hard of Hearing (3 credits)

Topics include causes, types, degrees and measurement of hearing loss; the nature of sound; anatomy and physiology of the hearing mechanism; audiograms; classroom acoustics; amplification, and assistive listening devices, including cochlear implants and sensory devices for educational settings. 

EDDH 504 Educational Audiology and Hearing Technologies for Children and Youth who are Deaf and Hard of Hearing (3 credits)

Pediatric audiological assessment; issues in early and later cochlear implantation; audiological recommendations for IFSPs and IEPs; device options; and the use of hearing technologies in school settings. 

EDDH 508 Speech, Aural Habilitation and Advanced Communication (3 credits)

Focuses on the development and remediation of audition and spoken English language and speech in children and youth who are deaf or hard of hearing, including functional assessment, establishing goals/objectives for the IEP, diagnostic teaching and strategies for intervention. 

EDDH 516 Language & Literacy for Students with Hearing Loss (including English Language Learners) (3 credits)

Designed to develop an understanding of the nature of language and how it develops in typically developing children and children with a hearing loss, ages birth to six years. 

EDDH 518 Early Childhood Deaf and Hard of Hearing & Working with Families from Diverse Backgrounds (4 credits)

Parent/Infant and preschool early intervention models for children diagnosed with a hearing loss.  Candidates will gain understanding of typical and atypical infant and preschool-age child development, knowledge of a variety of appropriate assessments, strategies for guiding parents in natural settings as well as center-based programs, coordination of services for children with additional challenges, an understanding of participating in interdisciplinary teams, the ability to foster interagency collaborations, and skills to help families from diverse backgrounds.

Methods Courses

EDDH 525 Academic Curriculum, Differentiated Instruction, and Technology for students with Hearing Loss TK-5 (Including English Language Learners) (3 credits)

Candidates will assess and develop academic goals and learning outcomes for students with hearling loss, grades TK-5. Candidats will devolp IEPs integrating their knowledge of typical and atypical child development during the elementary school years, demonstrating Universal Design for Learning (UDL) and accomondations/modificaitons to Common Core State Standards. Candidates will also plan lessons for instruction with specific strategies for students with hearing loss, including students with additional speical needs and studens who are English Language Learners.

EDDH 527 Curriculum, Instruction and Technology for Students who are Deaf and Hard of Hearing, Gr. 6-12 (3 credits)

Development of academic goals and learning outcomes for the students’ IEPs integrating knowledge of typical and atypical development during the middle and high school years, with accommodations and modifications and lesson planning in credits of study for instruction with specific strategies for students with hearing loss and additional special needs.

EDDH 545  Developing Audition, Speech and Spoken English Language in Children and Youth who are Deaf and Hard of Hearing (3 credits)

Development of speech and spoken English language instruction with children and youth with hearing loss, including those with additional challenges in a clinical practicum. 

EDDH 546 Inclusion/Collaboration/Itinerant Teaching with Diverse Learners (3 credits)

Addresses issues related to inclusion, itinerant teaching, and collaboration with all members of the school community to benefit students with special needs.

Clinical Practice

EDDH 548 Teaching Students with Hearing Loss and Additional Special Needs including Autism Spectrum Disorders (3 credits)

Studies learners with hearing loss also diagnosed with additional special needs requiring additional special education programming.  Candidates will become knowledgeable and skilled in the assessment process, with other professionals during various instructional designs such as co-teaching, and consultation.

EDDH 560 Practicum/Seminar in Elementary, Middle or High School Settings (6 credits)

Practicum experience in teaching children and youth who are deaf and hard of hearing in school settings (elementary, middle or high school).  Focuses on a systematic sequence of observations, applications, and evaluations of various pedagogical approaches in a variety of settings with various types of children who are deaf and hard of hearing. 

Master's Degree Courses

After obtaining your credential through this program, you can complete a Master of Science (M.S.) in the Education of the Deaf degree for only 3 additional classes, which helps with salary growth (close to 50% of all California public school teachers hold a master's degree).​

EDGN 509 Situating Yourself As Scholar (3 credits)

This course is designed to provide teachers and counselors with a background and understanding of educational research such that they will become critical consumers and effective implementers of research in the classroom. Through first examining one's own positionality, and the impact this has on our own pedagogical practice, students will explore concepts from several research paradigms (e.g. positivism, interpretivism, pragmatism, critical theory), as well as more teacher and classroom-specific approaches (e.g., action research) particular to the field of education. Considerable time will be devoted to reviewing published peer-reviewed research articles in order to investigate the extent to which educational research is used to inform educational decision-making at both the policy and individual classroom level and also decisions prospective counselors must make when considering their roles and responsibilities when working with schools, teachers, students and their families.

EDGN 510 Collaboratories of Practice (3 credits)

In this course students will begin to delve into differing approaches to affecting change in learning organizations. Collaboratories of Practice represent a fusion of two important developments in contemporary educational research: communities of practice and collaboratories. A collaboratory is a new networked organizational form involving structured experiences of authentic, real-world practice which serve as sources of active inquiry and professional learning. A collaboratory is a professional learning space that supports creative problem-solving, maker-centered learning, the development of cutting-edge teacher education, research projects, programs, and experiences within the GSOE. After first examining change theory that underpins the transformational change in the world of education, students will begin to investigate current problems of practice in the field of education and devise or recommend a proposal for pragmatic solutions suitable to their particular contexts. 

EDGN 599 Education Improvement Plan (3 credits)

This course is focused on effective and ethical strategies for implementing, monitoring, and reporting change in educational organizations. Students will also consider change planning implementation through community building and culturally responsive relationships, particularly with diverse stakeholders that come into play in the work of a teacher. Students will write three chapters of an Education Improvement Plan that introduces the context, problem, vision, and approach for educational change; analyzes information and data gathered to select the best change path; and, develops a plan for implementing, monitoring, and communicating the educational change process. At the end of this course, students will be able to reflect on and communicate about a research informed, evidence-based plan to address a previously identified problem of practice for educational improvement. thesis. Students will engage collaboratively in various forms of peer review.