Secondary Education of Students Who Are Deaf or Hard of Hearing MS

http://www.rit.edu/NTID/msse

Program overview

The master of science degree in secondary education of students who are deaf or hard of hearing is a unique program that prepares students to meet the national need for teachers of secondary students who are deaf or hard of hearing. The program prepares teachers not only as effective and ethical practitioners but also as scholars and leaders in the profession.

Faculty members in this program are international leaders in research and are highly skilled in the education of deaf people. A carefully designed system of faculty advisement is a prominent feature of the program. On-campus facilities, state-of-the-art technology, and a well-established system of educational access services combine to make this a vital program for both deaf and hearing students who desire careers as professional educators of deaf students. Graduates have a 96 percent pass rate on the New York State Teacher Certification examinations.


Curriculum

Course Qtr. Cr. Hrs.

0835-700 History of Deaf Educational Thought 4

0835-701 Psychology and Sociology of Deaf Students 4

0835-702 Deaf Students: Educational and Cultural Diversity 4

0835-703 Special Education in the Social Context 4

0835-704 Teaching Deaf Learners with Secondary Disabilities 4

0835-705 Political/Legal Environment 4

0835-706 Educational Technology and Teaching 2

0835-712 Curriculum Content and Methods of Instruction 4

0835-713 Assessment 4

0835-721 Structure of American Sign Language 4

0835-722 Audition and Spoken Language: Application in Education 4

0835-723 Language Acquisition and Variation 4

0835-724 English Language Development 4

0835-790 Foundations of Educational Research 4

0835-820 Perspectives in Teaching Deaf and Hard-of-Hearing Students 2

0835-860 Student Teaching I 10

0835-861 Student Teaching II 10

0835-880 Master’s Project Seminar 2

0835-890 Master’s Project 8

0835-898 Special Topics variable

0835-999 Field Experience 0

Professional Development Seminars 0

American Sign Language* 8

Total 94

  • Course placements and credit by exam for American Sign Language courses are determined by the department of American Sign Language and interpreting education.


Proposed plan of study First Year

FALL QUARTER

0835-703 Special Education in the Social Context

0835-701 Psychology and Sociology of Deaf Students

0835-706 Educational Technology and Teaching

0835-721 Structure of American Sign Language

0886-xxx ASL course

WINTER QUARTER

0835-700 History of Deaf Educational Thought

0835-722 Audition and Spoken Language: Application in Education

0835-712 Curriculum Content and Methods of Instruction

0835-723 Language Acquisition and Variation

0835-999 Field Experience*

0886-xxx ASL course


SPRING QUARTER

0835-860 Student Teaching I*

0835-820 Perspectives in Teaching Deaf and Hard-of-Hearing Students


Second Year

FALL QUARTER


0835-713 Assessment

0835-790 Foundations of Educational Research

0835-724 English Language Development

0835-702 Deaf Students: Educational and Cultural Diversity


WINTER QUARTER

0835-880 Master’s Project Seminar

0835-861 Student Teaching II*


SPRING QUARTER

0835-890 Master’s Project

0835-704 Teaching Deaf Learners with Secondary Disabilities

0835-705 Political/Legal Environment


  • Students are required to complete a minimum of 250 hours of supervised student teaching, working with deaf and hard-of-hearing students at the secondary (7–12 grade) level. In addition 100 hours of field experience are required before the first student teaching placement.

Degree requirements Course work will require a minimum of six quarters. A cumulative GPA of at least 3.0 must be maintained. Before graduation, students are expected to have at least intermediate-level signing skills as determined by a Sign Language Proficiency Interview.

Admission requirements

To be considered for admission to the MS program in secondary education of students who are deaf or hard of hearing, candidates must fulfill the following requirements:

  • Hold a baccalaureate degree at an accredited college or university,
  • Have a cumulative grade point average of 3.0 or higher,
  • Have a basic knowledge of sign language as measured by a departmental skill assessment, or willingness to take American Sign Language I, or its equivalent, at NTID or another college prior to beginning the program,
  • Have a level of writing proficiency appropriate to graduate study as indicated by a review of undergraduate writing-intensive courses and an expository essay (see below). In addition, applicants may be required to take the COMPASS e-Write, a standardized writing assessment,
  • Submit letters of reference and an expository essay that indicates evidence of professional commitment and potential for success in the program,
  • Participate in an individual interview, and
  • Complete a graduate application.
  • International applicants, whose native language is not English, must submit scores from the Test of English as a Foreign Language (TOEFL). Minimum scores of 550 (paper-based) or 213 (Internet-based) are required.
  • Additionally, 30 semester credit hours in a content area are required by the New York State Education Department for initial certification to teach a secondary (grades 7–12) content area. Students who do not have the required number of hours must complete the additional credits before applying for New York State certification. Secondary academic subjects include American Sign Language, English, mathematics, social studies, or science. Note: The social studies content area includes economics and government, and at least 21 semester hours in the history and geography of the United States and the world.

Additional information

4+2 education program A 4+2 program designed specifically for RIT students who hope to become teachers of deaf and hard-of-hearing students was created as a bridge between the university's four-year bachelor’s degree programs and the two-year MS program in secondary education. Upon successful completion of a bachelor’s degree in an approved program with the required credits and GPA, students are guaranteed admission to the MS program.

Financial Aid

NTID tuition is about one-third of RIT's tuition. Approximately 60 percent of NTID’s full-time graduate students receive financial aid awards. A student’s need is determined by the analysis of the Free Application for Federal Students Aid (FAFSA). RIT has four general categories of financial aid: scholarships, grants, loans, and employment. RIT has grant funding available to address the financial need of all graduate students. Though funds are limited, RIT strives to meet as much of a student’s financial need as possible.

Students who pursue the MS program and plan to teach in the content areas of math or science upon graduation, may be eligible for a scholarship of up to $5,000 per year for two years. Up to 10 such scholarships are offered on an annual basis.

All full-time students in the MS program are offered opportunities to work as graduate assistants with members of NTID faculty and staff. These paid positions range from teaching and research assistants to program assistants and tutors. Graduate assistants are required to work five hours per week and receive a stipend of $1,000 per quarter ($3,000 per academic year). There also are numerous on-campus student employment opportunities available.