Courses for Undergraduates
100 Visual Gestural Communication (2:2)
Pr. SES 101 recommended, but not required
Development of skills in nonverbal communication. Topics of spatial awareness, visual processing skills, and the use of facial expression, gestures, pantomime,and body language as it pertains to interpreting. (Fall)
101 American Sign Language I (3:3)
Pr. Some sections are restricted to majors.
American Sign Language with emphasis on the development of basic receptive and expressive skills. ASL grammar will be covered to develop rudimentary conversational skills in ASL. Introduction to deaf culture and community. (Fall & Spring & Summer) (Formerly SES 135)
102 American Sign Language II (3:3)
Pr. SES 101 or permission of instructor; some sections are restricted to majors.
Development of conversational skills in American Sign Language (ASL). Review of origin and application of contemporary manual communication systems. (Fall & Spring) (Formerly SES 335)
200 People with Disabilities in American Society (3:3)
GE Core: GSB
Exploration of the treatment of people with disabilities in American society from a personal, historical, political, and social perspective, including related legislation, portrayal in popular media, and contemporary issues. (Fall)
203 American Sign Language III (3:3)
CAR: GFL
Pr. SES 102 or permission of instructor; some sections are restricted to majors.
Continuation of Sign Language II with an increased emphasis on expressive skills, receptive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings. (Fall) (Formerly SES 355)
204 American Sign Language IV (3:3:1)
CAR: GFL
Pr. SES 203, or permission of instructor, or placement test; some sections are restricted to majors.
Continuation of American Sign Language III with an increased emphasis on expressive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings. Community lab hours required. (Spring) (Formerly SES 420)
240 Communication Development in Children (3:3)
GE Core: GSB
Students cannot receive credit for both this course and CSD 308.
Psychosociolinguistic and developmental processes in the acquisition of communication in typically developing children. Emphasis on interpersonal communication patterns in diverse cultures that contribute to and influence social interaction. (Fall & Spring & Summer)
242 Introduction to Exceptional Children: Early Years (3:3)
Provides an overview to early childhood special education. Issues related to legislation, identification, characteristics, family roles, and programmatic concerns will be addressed. (Fall & Spring)
245 Introduction to the Deaf Community (3:3)
Introduction to the diverse members of the Deaf Community with emphasis on Deaf people as a linguistic and cultural minority. Focus is on historical, educational, political, social, and vocational issues. (Fall & Spring)
250 Introduction to Professions in Specialized Education (3:2:3)
Overview of fundamental information about special education and occupations related to individuals with disabilities. Includes required field components in several settings, including public and private schools, residential schools, hospitals, and social service agencies. (Spring)
252 Survey of Learning and Behavior Differences (3:3)
Pr. 250 or permission of instructor
Overview of learning and behavior differences as related to special education. Addresses etiology prevalence, characteristics, diagnosis, and treatment. Historical and legal aspects of educational programs also are addressed. (Fall)
270 Fingerspelling and Numbers in ASL (2:2:1)
Pr. SES 102 or permission of instructor
Provides concentrated instruction and practice in fingerspelling and numbers as used in ASL. Assists students in acquiring fluent fingerspelling ability through the use of receptive and expressive skills. (Summer)
305 American Sign Language: English Translation (3:3)
Pr. PRDF, SPED, or SPEL majors only and SES 204 or permission of instructor
A continuation of the grammatical aspects of ASL with emphasis on conceptualization. Beginning translation activities including famous quotes, speeches, pledges, and songs. (Fall)
306 Advanced Narrative Structures and Storytelling in American Sign Language (3:3)
Pr. SES 305 or permission of instructor
Narrative skills will be enhanced by using fairy tales and folktales to free students up to imagine, develop characters, identify basic storytelling techniques and formal presentations in ASL. (Spring)
315 Assessment and Planning for Inclusive B–K Programs (4:4)
Pr. HDF 211, 302
Pr. or Coreq. SES 242
Theoretical, practical, ethical issues in observing, assessing, and planning for young children with and without disabilities. Individualized approaches for program planning and monitoring development are integrated. (Same as HDF 315)
320 Seminar/Practicum with Deaf Students I (3:1:6)
Pr. SES 101 and 102 or permission of instructor
The field component of the Birth–12 Deaf and Hard-of-Hearing Teacher Preparation program; allows students to work in various settings with students who are Deaf and process these experiences in a weekly seminar. (Fall)
321 Seminar/Practicum with Deaf Students II (3:1:6)
Pr. SES 320 and admission to the Teachers Academy
The field component of the Birth–12 Deaf and Hard-of-Hearing Teacher Preparation program; allows students to work in various settings with students who are Deaf and process these experiences in a weekly seminar. (Spring)
333 Special Projects (1–3)
Pr. permission of faculty supervisor
May be repeated for credit.
Guided individual study in an area of special interest to the student.
340 Strategies for Teaching Students with Disabilities in General Education Settings (3:3)
Pr. TED 250 and/or admission to the Teachers Academy and/or permission of instructor
Provides teacher candidates with essential knowledge and skills for understanding and addressing academic and behavioral needs of students with disabilities in their classrooms.
341 Social Emotional Competence in Inclusive Settings (3:3)
Social, emotional, and physical environments of inclusive early childhood settings (birth to kindergarten) and their role in promoting optimal development and successful learning. (Same as HDF 341)
350 A, B, C Interprofessional and Instructional Field Experience (2:0:6)
Pr. SES 250 or TED 250, or permission of instructor
Course is repeated for credit three times, during the first three professional semesters.
Field component of special education teacher preparation program. Provides opportunities for teachers to apply their knowledge and skills in a variety of settings with students with disabilities. (Fall & Spring)
357 The Profession of Interpreting (3:3)
An overview of the profession of interpreting including its history, organizations, guidelines for ethical decision-making, conduct, basic business practices, roles and responsibilities, legislative issues, health concerns, and certification requirements. (Spring) (Formerly SES 572)
360 Assessment for Exceptional Learners (3:3)
Pr. SES 250 or TED 250, SES 252, or permission of instructor
Formal and informal assessment approaches for identification and eligibility for special education for students who access the general curriculum. Strategies for planning and evaluating programs for students receiving special education. (Fall)
366 Discourse Analysis: English/American Sign Language (3:3)
Pr. SES 204 and 369
Analyzing discourse in English and American Sign Language (ASL) toward an awareness of language features. Theoretical notions underlying language are presented, discussed, and applied through feature transcription and analysis. (Spring)
369 Linguistics of American Sign Language (3:3)
Pr. SES 204 or permission of instructor
Provides an introduction to sociolinguistics and the linguistic structures of American Sign Language including phonology, morphology, syntax, and pragmatics through lecture and analysis of native ASL users. (Fall)
370 American Sign Language/Deaf Literature (3:3:1)
Pr. SES 204 or permission of instructor
Study of literature by deaf authors and poets. Videotapes and reading selections pertaining to everyday lives of deaf people including ABC and number stories, residential stories, and ASL poetry. (Fall)
379 Teaching Deaf Students (3:3)
Pr. admission to Teacher Education, permission of instructor
Teaching strategies to provide deaf and hard-of-hearing students access to the general curriculum. Emphasis on assessment, transition planning, and teaching deaf students with multiple disabilities. (Spring)
380 English/ASL Lexical Development (3:2:2)
Expands an interpreter’s lexical base in both ASL and English so that appropriate choices are made regarding context, register, culture, and economy of the interpreting process. (Fall)
397 Teaching American Sign Language: Methods and Practicum I (4:3:3)
Pr. permission of instructor
Examination of AmeExamination of American Sign Language as a modern language, theories of language acquisition, teaching standards and methodologies, comparison of curricular materials, and the American Sign Language Teachers Association. Field placement required. (Occ)
398 Teaching American Sign Language: Methods and Practicum II (4:3:3)
Pr. SES 397
Curriculum design and teaching strategies for American Sign Language instruction, K–12, including materials development and assessment techniques. Field experience required. (Spring)
400 Perspectives on the Global Deaf Community (3:3)
Pr. SES 204, 245, 370, and permission of instructor
Global perspectives of deaf people in other countries including perspectives on identity, language, human rights issues, education, advocacy, and social and economic self-sufficiency. (Alt Fall)
401 Understanding and Teaching Students with Disabilities in Inclusive Settings (1:1)
Pr. admission to the Teachers Academy
Legal and pedagogical understandings related to teaching students with disabilities and related special needs in general education settings. Enrollment is limited to students pursuing initial teaching licensure.
410 Early Intervention and Hearing Loss (3:3)
Pr. CSD 334; HDF 211 or 302; SES 240
Overview of theories, principles, practices, and issues related to the provision of early intervention services for infants, toddlers, and young children who are Deaf or hard of hearing. (Spring)
411 Diagnostics and Assessment of Interpreters (2:2)
Pr. permission of instructor
Preparation for state and national interpreting assessments; emphasis on ethical decision-making with regard to laws, best practices, policies, and Code of Professional Conduct. (Fall)
415 Deaf Learners' Literacy Development (3:3)
Pr. admitted to Teachers Academy
Coreq. SES 320 or 321 or permission of instructor
Focus on research-based strategies and proven instructional methods in literacy to address the unique reading and writing needs of learners who are Deaf or hard of hearing. (Spring)
425 Infants and Toddlers: Development, Learning, and Curriculum (3:3)
Pr. HDF 211 and 302; HDF or SES 315; SES 242; 2.50 GPA; formal admission to HDFS major required.
Theories, principles, methods, and issues related to infant and toddler development and inclusive programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs will be taken. (Same as HDF 425)
435 Preschool: Development, Learning, and Curriculum (3:3)
Pr. HDF 211 and 302; HDF or SES 315 and 425; SES 242; 2.50 GPA; formal admission to HDFS major required.
In-depth examination of typical and atypical development of diverse preschool-age children. Integrated teaching strategies and effective inclusive learning environments will be emphasized. (Same as HDF 435)
436 Kindergarten: Development, Learning, and Curriculum (3:3)
Pr. HDF or SES 315; HDF or SES 425; HDF or SES 435; 2.50 GPA; and formal admission to HDFS major
In-depth examination of current policies and practices in public school kindergartens. Development of children with and without disabilities and appropriate teaching strategies in kindergarten will be emphasized. (Same as HDF 436)
444 Issues in Teaching Deaf Students (3:3)
Pr. SES 320 and 321, B–12 DHH Teacher Licensure majors, admission to Teacher Education
Exploration and analysis of technological, educational, political/legal, and sociocultural issues in teaching children who are Deaf or hard of hearing. (Fall)
445 Advocacy & Services for the Deaf (3:3)
Pr. permission of instructor
Overview of services, laws, demographics, and ethical issues necessary to work with deaf people in nontraditional settings. (Occ)
447 Service Delivery Systems and Role Management (3:3)
Pr. SES 250 or TED 250, or permission of instructor
Design and delivery of school service delivery models for students with mild/moderate disabilities (e.g., general education, resource programs; co-teaching; consultation); management of exceptional children’s teachers’ many roles and responsibilities. (Spring)
450 Audition Development of Deaf Children (3:3)
Pr. CSD 250 and 334, or permission of instructor; admission to the Teachers Academy
Listening processes and auditory development, procedures and techniques for assessing audition development in young children with hearing impairments, and the history and philosophy of spoken language development programs. (Spring)
451 Spoken Language Facilitation in Deaf Children (4:3:3)
Pr. SES 240 and CSD 250, 2.75 overall GPA, and admission to Teacher Education
Assessment procedures and strategies for developing spoken language in naturalistic and school settings with children with hearing impairments. (Fall)
452 Amplification Technology for Deaf Children (3:3)
Pr. CSD 250 and 334, or permission of instructor
Design and use of assistive listening technology available for young children who have hearing impairments, such as hearing aids, FM systems, and cochlear implants. (Fall)
455 Rural Education I: Deaf and Hard of Hearing (3:3)
Pr. permission of instructor
Study and description of rural communities and social problems within communities. Emphasis on change and diversity and how unique responses to needs of deaf and hard of hearing children are warranted. (Fall)
456 Rural Education II: Deaf and Hard of Hearing (3:3)
Pr. 455 and permission of instructor
Methods of working collaboratively with other school professionals to serve deaf and hard of hearing children in rural public schools. Emphasis on interpersonal working relationships and development of co-teaching strategies. (Spring)
457 Rural Education III: Deaf and Hard of Hearing (3:3)
Pr. 455, 456 and permission of instructor
Specialized in-service training techniques and knowledge about deaf and hard of hearing children. Module development for staff, parents, and children in rural public schools. (Fall)
460 Home-School Partnerships for Students with Exceptional Needs (3:3)
Pr. 250, or permission of instructor
Focuses on the needs of parents and families as they interact with personnel in schools, including procedural safeguards for parents/families, formal and informal meetings, culturally competent interactions, and home-school communication systems. (Fall)
461 Internship in Teaching Students with Hearing Loss (12:1:15)
Pr. 2.75 overall GPA and admission to Student Teaching
Full-time supervised student teaching in one or more educational settings with deaf and hard of hearing students under direction of University supervisor. Conferences and seminars required. (Fall & Spring)
462 Interpreting in Educational Settings (3:3)
Overview of the roles and responsibilities of the interpreter as a member of the educational team. Includes professional protocol, and the academic, social, and emotional implications of mainstreaming. (Spring)
463 Visual English Systems (3:3)
Learn and apply various systems for visually representing English including sign-supplemented speech, oral transliterating, Cued Speech, and Visual Phonics.
465 Student Teaching and Seminar: Students with Mild/Moderate Disabilities (12)
Pr. permission of department chair
Student teaching emphasizing teaching students with mild/moderate learning disabilities in K–12 settings with University supervision. Full-time special education teaching assignment in cooperating schools for a full semester. Conferences and seminars required. (Spring)
466 Positive Behavior Supports for Exceptional Learners (3:3)
Pr. 250 and 252, or permission of instructor
Perspectives on cultural influences on school behaviors. Skills for completing functional assessment for systemic, classroom, and individual strategies using constructive therapeutic approaches to support exceptional learners in general curriculum emphasized. (Spring)
467 Advocacy and Services for the Deaf Internship (12:1:30)
Pr. permission of instructor
Internship component of Advocacy and Services for the Deaf concentration. Provides students with opportunities to apply knowledge and skills in working with individuals with disabilities in nontraditional educational settings in community. (Fall & Spring)
468 Diversity in Inclusive Early Care and Education (3:3)
Pr. HDF 450 or 460; 2.50 GPA; formal admission to HDFS major or permission of instructor
In-depth analysis of the issues, challenges, and recommended practices related to effectively serving diverse populations of young children and their families in inclusive early care and education settings. (Same as HDF 468)
469 Reading Instruction for Learners with Disabilities (3:3)
Pr. SES 250 or TED 250 or permission of the instructor
Coreq. SES 469L
Course is designed to provide students with the instructional methodology to remediate students with disabilities through the use of direct, explicit, and systematic instructional strategies in reading. (Fall)
469L Laboratory in Mild Disabilities: Reading Instruction (1:0:3)
Coreq. SES 469
Error analyses, practice teaching, and adapting reading materials. A passing grade in SES 469 must also be achieved for successful completion of this course. (Fall)
470 Parent Guidance and Hearing Impairment (3:3)
Pr. CED 310 and HDF 212, or permission of instructor
The impact on the family of having a child with a hearing impairment, and strategies to empower parents to facilitate their child’s spoken language development. (Spring)
471 Teaching Exceptional Learners and the General Curriculum: Oral and Written Language (3:3)
Pr. SES 250 or TED 250, SES 252, or permission of instructor
Part of a two-course sequence for teachers of students with learning, behavioral, and mild/moderate cognitive disabilities. Provides a knowledge base for developing and managing educational programs for this population. (Spring)
472 Teaching Exceptional Learners and the General Curriculum: Mathematics (3:3)
Pr. SES 250 or TED 250, SES 252 and 471; or permission of instructor
Second of a two-course sequence for teachers of students with learning, behavioral, and mild/moderate cognitive disabilities. Provides a knowledge base for developing and managing general curriculum programs for this population. (Fall)
477 Interpreting: English to ASL I (3:3)
Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis on discourse analysis, translation, and consecutive interpreting exercises. (Fall) (Formerly SES 557)
478 Interpreting: English to ASL II (3:3)
Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis is placed on simultaneous interpreting of narrative discourse and interactive interpreting. (Spring) (Formerly SES 558)
480 Interpreting in Specialized Settings (3:3:2)
Pr. SES 357
Focuses on techniques, ethics, and specific terminology associated with interpreting for diverse populations within the Deaf Community. Included are mental health, medical, performing arts, religious, social services, and vocational settings. (Fall)
483 Instructional Methods: Students with Hearing Loss (3:3:3)
Pr. 2.75 overall GPA and admission to Teacher Education
Strategies for facilitating deaf and hard of hearing students’ acquisition of curricular content in inclusive educational settings. Emphasis on developing and implementing individualized learning plans. (Fall)
484 Methods of Service Delivery: Deaf Students (3:3:3)
Pr. 250, 460; or permission of instructor
Coreq. 483
Design and management of diverse school delivery options for deaf and hard of hearing students (e.g., resource programs, itinerant teaching, co-teaching, consultation). Management of multiple role responsibilities in collaborative relationships. (Fall)
486 Seminar and Practicum (3:3:2)
Pr. permission of instructor
This course is taught as Speaking Intensive and Writing Intensive.
Designed to prepare students for entrance into their professional careers. Includes portfolios, resumes, invoices, interview skills, and assessment instruments. Professional Development Plans, which incorporate practicum experiences, are constructed. (Fall & Spring)
487 Interpreting Internship (12)
Pr. 486; completion of Interpreting Assessment I
Full-time supervised field experiences in a variety of settings related to the student’s professional goals. Regularly scheduled conferences, seminars, and other projects are required. (Fall & Spring)
488 Interpreting: ASL-to-English I (3:3)
Develops skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on rehearsed and spontaneous consecutive interpreting. (Fall)
489 Internship: Student Teaching American Sign Language (12)
Pr. admission to Student Teaching
Supervised student teaching experience under the direction of a cooperating teacher and University supervisor. Conferences and monthly seminars required. (Fall and Spring)
493 Honors Work (3–6)
Pr. permission of instructor; 3.30 GPA in the major, 12 s.h. in the major
May be repeated for credit if the topic of study changes.
495 Interpreting in Medical Settings (2:2)
Recommended for students with advanced skills in American Sign Language
Apply principles of ASL in primary and emergency care medical settings and gain knowledge of specialized vocabulary, appropriate roles, standards of practice and ethical codes involved in medical interpreting. (Summer)
496 Interpreting ASL-to-English II (3:2:2)
Pr. 488
Development of skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on simultaneous interpreting. (Spring)
497 Interpreting in Mental Health Settings (2:2)
Recommended for students with advanced skills in American Sign Language
Techniques specific to interpreting in mental health and substance abuse settings. Application of the demand-control schema framework and a teleological approach to ethical decision making. (Summer)
498 Interpreting in Social Service Settings (2:2)
Apply principles of American Sign Language in various social service settings and gain an understanding of the specialized vocabulary, appropriate roles, standards of practice, sensitive issues, and ethical codes involved. (Summer)
499 Theatrical/Artistic Uses of American Sign Language (2:2)
Recommended for students with advanced skills in American Sign Language
Designed to enhance an interpreter's ability to use artistic forms of ASL in theatrical/musical settings. Emphasis on technical considerations, script analysis, the theatrical rehearsal process, and artistic signing. (Alt Summer)
