Application - College of Education and Human Sciences
COVER PAGE Nebraska Department of Education Rule 24 Reportspecial education: deaf and hard of hearing education(Content Area)Educator Preparation Content Program ReviewName of institutionUniversity of Nebraska-LincolnDate SubmittedContact PersonThomas WandzilakPhone/Fax402-472-8626Emailtwandzilak1@unl.eduFolio type:RegularMinixAdvanced ProgramProgram(s) Covered by this Folio Press tab in last column to add rowsEndorsement(s)TypeGrade LevelProgram Level List EndorsementsSubjectFieldSupplementalLow-EnrollmentPK-126-127-12Etc.BaccalaureatePost-BaccalaureateMaster’sEtc.Deaf and Hard of Hearing EducationSubjectPK-21Masters Degree and/orGraduate Certificate in SDIs the endorsement offered at more than one site?YesXNoIf yes, list additional sites where endorsement is offered: Institution Accreditation Status:XNationalXStateIs this a Nationally Accredited Program?xYesNoIf Yes, list Accrediting Organization:NCATE (CAEP), CEDAttach National Letter to Cover SheetReport to the Nebraska Department of EducationUniversity of Nebraska – Lincoln Folio Advanced Level -- June 2017NDE Rule 24006.61 Deaf or Hard of Hearing Education INTRODUCTION AND WELCOMEInformation about UNL’s offerings for teacher endorsements in deaf or hard of hearing education can be found at: 1: CONTEXTUAL INFORMATION NARRATIVESection 1a: Endorsement ProgramsUniversity Mission Statement ion StatementThe University of Nebraska-Lincoln, chartered by the Legislature in 1869, is that part of the University of Nebraska system which serves as both the land-grant and the comprehensive public University for the State of Nebraska. Through its three primary missions of teaching, research, and service, UNL is the state's primary intellectual center providing leadership throughout the state through quality education and the generation of new knowledge. UNL's graduates and its faculty and staff are major contributors to the economic and cultural development of the state. UNL attracts a high percentage of the most academically talented Nebraskans, and the graduates of the University form a significant portion of the business, cultural, and professional resources of the State. The quality of pre-kindergarten, primary, secondary, and other post-secondary educational programs in the state depends in part on the resources of UNL for curricular development, teacher training, professional advancement, and enrichment activities involving the University's faculty, museums, galleries, libraries, and other facilities. UNL provides for the people of the state unique opportunities to fulfill their highest ambitions and aspirations, thereby helping the state retain its most talented youth, attract talented young people from elsewhere, and address the educational needs of the non-traditional learner. The University of Nebraska-Lincoln has been recognized by the Legislature as the primary research and doctoral degree granting institution in the state for fields outside the health professions. Through its service and outreach efforts the University extends its educational responsibilities directly to the people of Nebraska on a state-wide basis.The UNL College of Education and Human Sciences HistoryThe College of Education and Human Sciences was founded on August 18, 2004 by Teachers College and The College of Human Resources and Family Sciences with each founding college contributing extensive history and tradition. The College of Education and Human Sciences offers excellent educational advancement to both undergraduate and graduate students, serving approximately 2,800 undergraduates and 1,000 graduate students each year. Education courses first became a part of the University curriculum in 1895 with the organization of a Department of Education designed to prepare students for teaching careers. On Valentine’s Day, 1908, the board of Regents established a Teachers College. Since that time, the College has been highly respected for its programs preparing teachers, administrators, and specialists for the education of children, youth and adults. The quality of these programs is reflected in outstanding educational leadership in communities across the state and in the nation in teaching, administration, communication disorders, special education and educational psychology.The UNL Department of Special Education and Communication DisordersThe Department of Special Education and Communication Disorders (SECD) is one of seven academic departments in the College of Education and Human Sciences (CEHS) at the University of Nebraska-Lincoln (UNL). It has teaching, service/outreach, and research functions and a statement that describes its mission. SECD is dedicated to enhancing the lives of individuals with special needs, their families, schools, and communities. SECD’s vision is that every individual with special needs will: 1) achieve maximum potential for learning; 2) communicate autonomously; and 3) enjoy optimum health and well being throughout the lifespan. The program in Special Education prepares educators with the knowledge and skills to improve the academic, social, and life outcomes for children, youth, and adults with disabilities and their families.Advanced Teacher Education Programs in Special EducationIn SECD, three advanced programs lead to subject endorsements by the Nebraska Department of Education: Early Childhood Special Education (ECSE), Deaf and Hard of Hearing Education (DHH) and Visual Impairment (VI); and two supplemental endorsements: Behavior Intervention Specialist and Early Intervention Specialist (EI-Sp). The DHH endorsement option encompasses coursework and supervised fieldwork applicable to birth to age 21. 1b. Standards of Admission, RETENTION, TRANSITION AND COMPLETION for ECSE endorsementsAdmission to the University of Nebraska-LincolnAn applicant with any of the following is eligible for graduate admission:A four-year U.S. bachelor's degree from a regionally accredited college or university.An equivalent degree as evaluated by the University of Nebraska-Lincoln Office of Graduate Studies.UNL senior standing within 9 hours of graduation. See Hold for Graduate Credit.The Graduate College (UNL Graduate Studies) is open to graduates of all colleges of this University and to graduates of other universities and colleges of recognized standing whose requirements for graduation are substantially the same as those in the corresponding colleges of this University. The University of Nebraska is a public university committed to providing a quality education to a diverse student body. Students are selected on the basis of academic preparation, ability, and the availability of space in the desired academic program.It is the policy of the University of Nebraska-Lincoln not to discriminate based on gender, age, disability, race, color, religion, marital status, veteran’s status, national or ethnic origin, or sexual orientation.Applicants must have earned a bachelor's degree or higher from an institution that is regionally accredited, an institution that is accredited by an organization recognized by the Council on Higher Education Accreditation (CHEA), or from an accredited foreign institution that is recognized by Graduate Studies.Acceptance for admission to a program leading to a masters degree, a doctoral degree, an educational specialist degree or a certificate is determined by the Graduate Committee within the academic unit and the Dean of Graduate Studies. This decision is based upon the applicant’s record, experience, personal qualifications, and proposed area of study. Departmental or area Graduate Committees make recommendations on all degree applications, but the final admission decision is the responsibility of the Dean of Graduate Studies.Notification of acceptance by a department Graduate Committee or faculty member is advisory only. Admission is granted solely by the Office of Graduate Studies and is confirmed by the issuance of a Certificate of Admission. Academic departments will notify applicants concerning awards of financial assistance.Negative admission decisions are not appealable.Admission to the Teacher Education Program (TEP) in DHH Prospective students for TEP in DHH must hold an initial teaching certificate in a content area. Prospective students complete application?to both the?Graduate College and the Department of Special Education and Communication Disorders as a degree-seeking or graduate certificate seeking student. This entails submission of transcripts, a letter of intent, an application form, and three letters of recommendation. Graduate Record Exam (GRE) scores are needed for degree application. ?If students already hold an advanced degree in Education, they may apply to the Graduate College as a Graduate Certificate student. It is required that all interested students have their transcripts reviewed and get a possible program of study outlined and questions answered before applying. The Special Education Graduate Admission Committee in the Department of Special Education and Communication Disorders reviews all applications for the Masters degree once each year with an application deadline date of January 15th. The Committee determines the admission status of applicants. Applicants are accepted as a Degree Candidate with Full Graduate Standing or granted “Provisional Admission” pending satisfactory completion of nine graduate credits from UNL Special Education courses with a B or better in each course; additional requirements are possible. Once these specified requirements have been met, the candidate’s academic status is changed to “Full Graduate Standing” in the degree program. The academic status level is specified in the student’s admission letter. Applications for a Graduate Certificate option are reviewed year round once all required application materials are received. The Special Education Graduate Admissions Committee determines the admission status of applicants. Applicants are accepted or denied admission; there is no “provisional admission” status for the Graduate Certificate option. Requirements for admission to the graduate certificate in ECSE include a minimum GPA of 3.0, an application form, three letters of recommendation regarding the applicant’s ability to successfully complete and benefit from graduate courses, and evidence of successful completion of one course in special education. Applicants with a Masters degree in Special Education will have the requirement for letters of recommendation waived. Students who begin study for a Graduate Certificate can apply at a later date for admission to the Masters Degree program in Special Education.RetentionStudents must maintain a minimum grade point average (GPA) of 3.0 while pursuing the Master’s Degree in Special Education. Furthermore, the minimum course grade permitted for graduate credits to be used toward a Masters Degree (on MOC) varies with the level of the course and whether a course is in or outside the major, specifically: For 400/800 level courses in SpEd: a minimum grade of B is allowed; For 800 only or 900 level courses in SpEd: a minimum grade of B- is allowed; more than two courses below a B‐ will be cause for academic dismissal from the degree program; For 800 only and 900 level courses outside SpEd: a minimum grade of C is allowed for degrees; a B‐ or lower in a course designated for an Option II minor requires student to complete a comprehensive minor exam. Must meet criminal history requirements at all times. PASS/NO PASS option permitted only in 800-?‐only and 900 level courses in SpEd.Students pursuing a Graduate Certificate must maintain a GPA of 3.0. NO class with letter grade below B- can be used toward the Certificate.The Student Advising SheetThe UNL requirements for the DHH program are listed on the advising sheet in Figure 1. Transition PointsA summary of the transition points through the DHH graduate program can be found in the Appendix in Table 2.Requirements to Complete the Graduate Degree Specialization in DHHASL or language of instruction proficiencySuccessful completion of all required coursework.Successful completion of associated field experiences.Address all financial obligations tied to the University of Nebraska-Lincoln.Successful completion of the Exit Examination for the Masters Degree.Apply for the degree. Students must apply for graduation during the first weeks of the semester in which they intend to graduate. Students may be completing the Exit Examination for the Masters Degree during the same semester they plan to graduate, but the Application for Graduation must be on file before the exam is completed; failure to pass the department Exit Examination will require a delay in graduation and a new application during a subsequent semester in which the student hopes to retake the exam and graduate. Note: There is no application form for completion of Graduate Certificate requirements. Once Certificate courses are completed (12 credits), candidates are to contact their academic advisor who will in turn notify the Office of Graduate Studies. The Graduate Certificate will be reflected on the transcript.Successful completion of specialty exam (Praxis #0272/5272) for DHH endorsement.Application for Exit Exam / Final Examination Report for Degree StudentsAll students are to complete Part 1 and Part 2 of the UNL Graduate College Final Examination Report Form and submit it to their academic advisor early in the semester in which they plan to take the department Exit Exam and they plan to graduate. The academic advisor will submit the Final Examination Report as the student’s “application” along with approved exam questions/instructions to the Department Graduate Secretary no later than the deadlines outlined in the table below that explains the Exit Examination process. Examination The purpose of the exit examination for a Masters Degree student is to assess the student’s ability to integrate information from completed coursework and their ability to synthesize/analyze published literature to support their professional decisions as special educators. All students pursing Option II (M.A./M.Ed.) or III (M.A.) in the Masters Degree Program in Special Education, must complete an exit exam, as well as completing all courses on the MOC with a passing grade in order to meet requirements of the degree program. Students pursuing Option I will have the Thesis serve as their exit examination. The design of the exit examination will be completed with input from the student’s academic advisor. To be eligible to take the exit exam, a student must have a Memorandum of Courses (MOC) on file with UNL Office of Graduate Studies and have completed at least 30 credits of the 36+credit degree program and have the agreement of their academic advisor. If a student has declared an area of specialization, the exit exam is meant to assess the student’s ability to synthesize information related to their area of specialization. 1c. Field ExperiencesField experiences are conducted in preschool, elementary, and secondary settings serving children with hearing impairment (includes deafness, hard of hearing, and hearing impairment associated with other disabilities), their families, and other personnel responsible for their care and education. A minimum of 150 hours of field experience and 250 hours of graduate practicum are required. Experiences include, but are not limited to, the preparation of lesson plans and materials for teaching and assessment, the teaching or co-teaching of classes and consultation, grading formative and summative materials, working with children and care givers, attending meetings (faculty/staff, IFSP, etc.), and collaborating with families, schools and community agencies where necessary, all under the guidance of a university supervisor. Please see Table 3 in the Appendix for a summary of the Field Experience hour requirements associated with each practicum course and the related endorsements.1d. Program Completers Table 4 – Program CompletersProgram Completers and Level – Content AreaAcademic YearNumber of Endorsement Program CompletersBacPost BacAlternate RouteMastersEd. SpecialistPhD2014to2015052015to201606SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATAArtifact 1Table 5Summary Table of Endorsement Program Key AssessmentsADVANCED PROGRAM: 006.61 Deaf or Hard of Hearing Education Name of Assessmentused for the following areas:Type or Form of AssessmentBrief Description of Assessment, including indicated information obtained from AssessmentWhen Assessment is Administered1Content-(Rule 24/CEC Standard #3)Cumulative GPASummativeNumerical computation of grades based on quality points earned divided by credit hours completedEach semester, culminating in final GPA for completion of degree, graduate certificate and/or endorsement.Praxis II D/HHComparison to a StandardFor students in Deaf Education, this test has been used to document being highly qualified (minimum score of 160) for No Child Left Behind.Program required OSEP supported students to take the Praxis II starting in 2012.Results will be used as a requirement for teacher certification at all levels starting September 1, 2015.Final semester of program.Since 2012, all students have achieved the 160 score. Internship InstrumentSummativeRating of each of CEC competencies as unsatisfactory, basic, or proficient by practicum supervisor based on at least four direct observations. Includes both a scale (observation rubric) and a letter of recommendation.End of Graduate Practicum.Administrator SurveyFormativeSurvey of employers regarding teacher competencies specific to itinerant teachers of students who are deaf or hard of hearing After first year of employment.Candidate Teacher SurveyFormative--Pre and post self evaluation of skills required by Nebraska endorsement guidelines (2015). Ratings for item 3.--Survey of graduates regarding competencies specific to itinerant teachers of students who are deaf or hard of hearing.Pre-evaluation: upon entering the program.Post-evaluation: final semester of program.2Knowledge of Learner/Learning Environments (Rule 24/CEC Standards #1, 2)Projects PortfolioSummativeElectronic portfolio of summative projects demonstrating evidence based knowledge of learners who are deaf or hard of hearing and their environments, assessment of learners and learning environments and understanding assessment reports of related professionals. End of methods courses: SPED 873, 874, 875.Internship InstrumentSummativeSpecifically, Standards 1 (Learner Development Individual Learning Differences), 2 (Learning Environments), and 4 (Assessment) Completed by practicum supervisor at the end of the graduate practicum experience.Administrator SurveyFormativeSurvey of employers regarding teacher competencies specific to itinerant teachers of students who are deaf or hard of hearing Specifically, items 1, 2, and 4.After first year of employment.Candidate Teacher SurveySummativePost graduation self evaluation for items 1, 2, and 4 on the pleted one year after beginning employment.3Knowledge and Effective Use of Professional Practices (Rule 24/CEC Standards #3, 4, 5)Extended Course Assignment Formative and SummativeDesign Project: Placement, Listening Environment, Schedule, and Collaborative intervention plan, individualized by an SLPA/TOD team member, based on academic major.Final 3 weeks of SLPA 884 Projects PortfolioSummative Electronic portfolio of summative projects demonstrating evidence based knowledge of learners who are deaf or hard of hearing and their environments, assessment of learners and learning environments and understanding assessment reports of related professionals. SPED 875 Professional Development project; SPED 874 IEP and Lesson Planning projectsEnd of SPED 875 End of SPED 874Internship InstrumentSummativeRating of each of CEC competencies as unsatisfactory, basic, or proficient by practicum supervisor based on at least four direct observations. Includes both a scale (observation rubric) and a letter of recommendation. Specific competencies: items 6 (Professional competencies) and 7 CollaborationEnd of SPED 897D. Administrator SurveySummativeSurvey of employers regarding teacher competencies specific to itinerant teachers of students who are deaf or hard of hearing: Items 5, 7, and 10One year after UNL graduate enters employment.Candidate Teacher SurveySummative-Survey of graduates regarding competencies specific to itinerant teachers of students who are deaf or hard of hearing.Items 5, 7, and 10One year after employment.4Professional Responsibility and Overall Proficiency (Rule 24/CEC Standards #6, 7)Internship InstrumentSummativePracticum letter of recommendation describing placement and overall strengths and weaknesses; submitted with the observation rating scale.End of PracticumPortfolioSummativeMean score for all six projects that make up the portfolio. Individual project scores and mean portfolio scores should be between 3 and 4.End of Program.Candidate Teacher SurveySummativePre and Post self evaluation at beginning and ending of the student’s program.Beginning and end of program.SECTION 3: USE OF RELATED DATA AND INFORMATION FOR CONTINUOUS PROGRAM IMPROVEMENT OF ENDORSEMENT PROGRAMNarrative limited to 5 pages, not including charts or tables the institution might want to include to illustrate narrative.Discuss changes or improvements made to the specific endorsement program since the last visit as a result of documented assessment data analysis findings and other information related to the endorsement program area. What did the data indicate and what endorsement program changes were made as a result of data analysis? What other information was included in decision-making? How were decisions made and by whom? What has been the effect of these program changes? What future endorsement program changes are planned? What are implications for overall unit improvement initiatives to the endorsement program?Outside influences on the Deaf Education graduate subject endorsement since last report:The Nebraska Department of Education (NDE) approved new endorsement standards to take effect in the Fall of 2016. The language of the new endorsement includes students who are deaf-blind. A four-year Personnel Preparation Grant from the Office of Special Education Programs with specific funding for developing a pilot program evaluation process, including a way to measure effectiveness of UNL graduates through their students’ progress.The undergraduate pre-professional program in education of students who are deaf or hard of hearing was discontinued as of the fall of 2015. NDE required six additional special education credit hours for dual majors in Elementary and Special Education including SPED 472: Psychology and Sociology of Deafness, which became an on-campus undergraduate course (SPED 472: Teaching Children with Sensory Disabilities) required for all dual majors.In the State of Nebraska, as well as nationally, children who are deaf or hard of hearing now attend public schools; 86% of such students are educated in the regular classroom for 26 or more hours a week. In addition, a rapid increase in the number of children receiving cochlear implants in infancy requires added skill areas as part of the deaf education major. Tools used to generate data for program improvement:Performance Data by studentsPraxis II examination for specialty (Deaf/Hard of Hearing)Practicum rating form and summary by UNL supervisorPortfolio of six rubric based application projectsCumulative Grade point averageIndividual course gradesSelf evaluationStudent pre and post program skill self evaluationsIndividual course student pre and post self assessment of skillsCourse Evaluations One year post graduation rating of employee itinerant skill competence:By job supervisorsBy graduatesPilot data on impact of graduates on their students’ learning environment, social and academic participation and written language development. Environmental Checklist and hearing aid log (monthly progress)Communication Participation Inventory (yearly pre-post)Test of Written Language-4 Changes to the Graduate Online Deaf Education Endorsement Program:At the program level: Increased emphasis on evidence based practice and use of relevant current literature. During the 10 years between 2005 and 2015, research in effective education for students who are deaf or hard of hearing has improved in both quantity and quality. As reports of relevant findings appear in the literature (e.g. Journal of Deaf Studies and Deaf Education, American Annals of the Deaf), those reports are added to the appropriate classes across the program. However, course projects rarely contained any clear connection to evidence based information, and students reported in course evaluation both reluctance to read, and difficulty in seeing relevance, in the articles assigned. Therefore, in three courses, students are now asked to choose an individual article, summarize according to a specific set of guidelines, receive feedback from the instructor, and then provide the summary to the rest of the students in the course. In this way, students learn to read reports of professional research objectively and translate findings into applicable information related to their discipline. At the same time, a substantial number of current, relevant findings are available to students in the program. In addition, as the new project rubrics were designed (as part of the OSEP funded program evaluation pilot), each rubric contained a requirement that project reflections include direct connections to the text (Spencer and Marschark, (2010) Evidence Based Practice for Teaching Deaf and Hard of Hearing Students) and current research for all project decisions. Using the portfolio rubrics to score projects completed before this change, and comparing those scores to projects completed after the change demonstrates a clear increase in generalization of evidence based practice decisions for writing IEPs, lesson plans, classroom curriculum modifications and professional development plans.Increased emphasis on skills required for children being educated in inclusive settings. Changes in the population of children and youth who are deaf or hard of hearing, reflected in demographic reports, including increasing numbers of children with multiple challenges, who use of advanced technology, who receive early intervention, and who are placed in inclusive settings, has required corresponding changes the focus of the UNL deaf education teacher preparation program. Skills targeted include: professional team collaboration, itinerant teaching competencies (scheduling, rapid problem solving, monitoring technology), professional development delivery, and classroom environmental assessment). To address these skills, SPED 875: Itinerant teaching and consultation was added to the endorsement course sequence, incorporating NDE standards for professional practices. Course evaluations for SPED 875 have been routinely well above 4.5 on a scale of 5 for the past 3 years. The course is also open to other educational majors and practitioners renewing their teaching credentials, providing a variety of voices to class discussion. A speech and language of the deaf course was rewritten to reflect the need for oral education methods and opened as an elective to speech/language pathology majors interesting in working with children using cochlear implants. That course was also expanded to include three collaborative design projects directed towards services for students in inclusive settings (listening environment, placement, and generalization of individual work to classroom). Deaf education majors are now routinely advised into foundational coursework in other disability areas, particularly visual impairment to prepare them for work with children with multiple challenges. The results of the employer and graduate rating of itinerant skills of UNL graduates are strong across all skills with one exception, discussed below. Portfolio data indicated strengths in ecological assessment and professional development skills.At the course level:SPED/SLPA 884: Speech and Language of the Deaf: Course evaluations in 2012 suggested the need to reformulate the course content and structure to incorporate more information on cochlear implants and listening skills. UNL contracted with Boys Town National Research Hospital for a co-instructor. The two instructors reorganized materials, added video demonstrations and lectures, and streamlined assignments to more directly address the course objectives. In addition, the lead course instructor used 884 as part of a peer review seminar of teaching, and developed an evidence-based matrix of discussion board elements to foster and measure higher order thinking development over the semester for the content of the course. The development and use of the matrix also influenced the instructor’s pedagogy by raising the number of higher order thought based follow up questions asked during discussion board forums.SLPA 450/850 Audiology for Educators: Supervisor comments, student report, and follow up survey data all indicate that graduates continue to be uncertain of their skills in monitoring student amplification technology. The course in which those skills are taught has been revised three times in the past five years. Because the technology is changing rapidly, classwork specific to individual devices is outdated before the end of a semester. One solution is to develop foundational concepts about technology that can guide students in ongoing learning about new devices after graduation. In 2013, an observation of hearing testing with a follow up activity was added. Another change being piloted in the spring of 2017 will be an additional field work opportunity shadowing a pediatric or educational audiologist, again, with specific questions to be answered about equipment and changes in technology. Additional video opportunities were also added to both the Audiology course and the Speech and Language course, related to hearing aid and cochlear implant management. Finally, the instructor is adding several real time computer conferencing sessions to demonstrate trouble shooting techniques with modern equipment.SPED 874: Language Arts and Literacy for the Deaf: Rubric based ratings of Portfolio projects indicates that although several students experienced challenges in all areas, ratings below the target of 3.0 to 4.0 were most often seen for the Individualized Educational Plan and Lesson Planning projects. Solutions applied so far have included: Project guidelines clarified, more examples provided, a required rough draft with additional feedback to build skills, second try required if performance is below standard. (Data reported is rubric based rating for first try).Implications: The UNL Deaf Education teacher preparation program routinely receives high ratings from employers, and has done so over the past 10 years. Graduates now fill positions across the state and in many states other than Nebraska. Some graduates have moved into administrator positions. However, programs can always be improved. In the most recent Employer/Graduate Survey, employer’s ratings were consistently slightly higher than graduates’ self-ratings. Except for managing equipment, all Program graduate means were 4.0 or above out of 5. The mode for all questions was 5 for 8/10 questions for graduates. All employer means were 4.7 or higher. Only one employer rated one employee at a 3 for one topic. All modes for employers were 5 on all questions. As the pilot program evaluation data based on the progress of students of graduates is collected, the plan is to utilize that data to further refine the program content to meet the needs of today’s graduate serving today’s students.Finally, taking advantage of the presence of a teacher preparation program in visual impairment in the department, the Deaf Education program has collaborated in developing a Sensory Disabilities graduate certificate, offering sensory disabilities foundations course for undergraduates in special education and receiving funding for a combined personnel preparation grant where VI and D/HH majors take four courses and a seminar together, emphasizing the specific needs of children with sensory disabilities.REQUIRED RULE 24 FOLIO APPENDICESTable 1UN-L Graduate Admission RequirementsBachelor’s Degree or higherFrom an institution that is regionally accredited, accredited by an organization recognized by the Council on Higher Education Accreditation (CHEA), or from a accredited foreign institution recognized by Graduate Studies.Acceptance for admission to a degree or graduate certificate program.Determined by the Graduate Committee within the academic unit and the Dean of Graduate Studies based on applicant’s record, experience, personal qualifications and proposed area of study.Issuance of Certificate of AdmissionBy the Office of Graduate StudiesTable 2Major Transition Points for DHH TEP Program Candidates Acceptance into UniversityAcceptance into Teacher Education Program in DHHAcceptance into Graduate Practicum (SPED 897D)Program Completion/Graduation--Bachelor’s degree or higher.--Acceptance for admission to a degree or graduate certificate program--Issuance of certificate of admission--Admission to the Graduate College--Admission to the Master’s Degree specialization in DHH or Graduate Certificate in Sensory Disabilities--Minimum cumulative GPA of 3.0--Current Teacher Certification (El Ed; Sec Ed; ECE; IECE; SpEd K-6, SPED 7-12 or K-12) or secondary content area.--Completion of all methods courses.--Pass a criminal history check.--ASL or language of instruction proficiency--Completion of required coursework with acceptable grades/GPA--150 hours of field experience--250 hours of graduate practicum total, including all of the following: preschool, elementary, secondary Passing of exit examination for the Master’s Degree (if applicable).--Meet all financial obligations--Apply for the degree--Notify Advisor of Certificate course completion (if applicable) --Passing PRAXIS #5272University of NebraskaDeaf and Hard of Hearing Subject Endorsement (Graduate PK – 12)Date:Advisor Malinda EccariusNameHome Phone ID NumberEmployedAddressWork PhoneCity, St., Zipe-mail addressCollege/UnivMajorDatesDegreeCertificate Held: Endorsements Held:__ ____________SEDCourses marked * are required to complete an M.A. Option III in Special Education: Deaf Education GENERAL REQUIREMENTSAn Initial Certificate in Elementary Education, Middle Grades or Special Education-Mild/Moderate Disabilities. (*Students without Special Education certificate are required to take a 4-course series in Special Education).American Sign Language: Successful completion of SLPA 202 OR minimum score of 2.75 on the Sign Communication Proficiency Interview (SCPI) or regionally accepted assessment tool such as the SLPI if individually approved. If you did not earn your initial teaching credential in NE you MUST complete the NE Human Relations Requirement: Submit a signed voucher (go to and download Human Relations Training Voucher and follow directions) or take an approved course (for the list of approved courses from neighboring states universities) click on “pre-approved course” link. Required Speech & Hearing Content (Choose one)EITHERORSLPA 250 Descriptive phonetics & normal speech development AND SLPA 271 Introduction to Audiology AND SLPA 472 Introduction to Aural Rehabilitation (9 credits) SLPA 850 Audiology for Educators of DHH (3 credits)SpringAND the following required courses:Prerequisites (a)Courses or EquivalentsSemester takenaSpEd2013Characteristics of Exceptional LearnersaSpEd 412 3Adv Assessment TechniquesaSpEd 4143Effect Inst for Lrners w Sp Needs aSpEd3033Methds: Managing Behavior in Excep LearnersSpEd8763Normal Language Development for TeachersSummerRequired Courses:*SpEd 472/8723Psychology & Sociology of DeafnessFall *SpEd 873 3Teaching Content Areas for DHHSpring*SpEd 8743Teaching Reading and Language Arts for DHHFall*SPLA8843Speech & Language Development in DHHSpringSPED8753Itinerant Teaching and Consultation for Teachers of the DeafSummer *SpEd896D1Directed Field Experience (50 contact hours)During methods*SPED896D1Directed Field Experience (50 contact hours)1193803048000*SPED896D1Directed Field Experience (50 contact hours)*SpEd 897D3Practicum D/HH: DHH (250 contact hours)*SpEd9603Family And School CollaborationSpringEndorsement: 45 hours, w/prerequisites (graduate and undergraduate) Degree Minimum: 36 graduate credits ................
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