The program provides instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served. In addition, the program provides knowledge and application of pedagogical theories, development of academic language and principles/practices for English language usage leading to comprehensive literacy in English. The program ensures each candidate is able to demonstrate knowledge, skills and abilities to become proficient in implementing evidence based and multifaceted methodologies and strategies necessary in teaching and engaging students with disabilities from diverse populations.
Instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served can be found in most CDDS classes. The diversity among deaf and hard of hearing students is a common discussion topic for all graduate seminar classes. CDDS 114 Education of Exceptional Children provides a general framework for understanding and accepting different family cultures of students and candidates review Council for Exceptional Children new diversity terms. CDDS 139 Deaf Culture introduces diversity with the Deaf community and dual minority identity status. CDDS 201 Counseling addresses strategies for working with diverse families. CDDS 263 Seminar in Language and CDDS 264 Seminar in School subjects provide opportunities to design lessons for students with a variety of language learning abilities. Candidates demonstrate understanding and acceptance of differences in student teaching placements in CDDS 258 Student Teaching: Deaf and Hard of Hearing and CDDS 268 Externship with Deaf Children and Youth.
LEE 172: Cultural and Language Contexts of the Classroom, is a foundational course in the theories and methods of teaching diverse students. Candidates learn about state and federal legal requirements for the placement and instruction of English learners, are introduced to pedagogical theories and principles and practices for English language development that will support students’ acquisition of comprehensive literacy in English, the development of academic language and comprehension, and knowledge in the subjects of the core curriculum. Candidates are taught to implement an instructional program that facilitates English language acquisition and literacy development through the use of Specially Designed Academic Instruction in English (SDAIE) and English Language Development (ELD) strategies.
LEE 173: Teacher candidates are taught to utilize assessment information to diagnose students’ language abilities and to develop lessons that promote students’ access to and achievement in the state-adopted academic content standards through multiple sample case studies presented in class and through the completion of case studies in both reading classes. Through class simulation exercises and discussion, candidates learn how cognitive, pedagogical, and individual factors affect students’ language and literacy acquisition.
LEE 177: Teacher candidates are given multiple systematic opportunities to acquire the knowledge, skills, and abilities to deliver comprehensive instruction to English learners. The use of visuals, realia, gestures, multiple examples, vocabulary development activities, and adapted instruction are emphasized in relation to literacy instruction in both classes. Candidates must demonstrate knowledge and application of pedagogical theory, principles, and practices for English Language Development in lessons planned and implemented in the required field experiences taken concurrently with the two reading classes.