DHH Standard 2: Development of Professional Perspectives

Candidates demonstrate an understanding of essential themes, concepts, and issues related to philosophical, historical, and legal foundations of the education of students who are deaf or hard of-hearing, including those who are deaf-blind and/or those with additional disabilities. Candidates are able to apply their understanding of the models and theories of deaf education and demonstrate sensitivity to and respect for varied beliefs, languages, whether spoken or signed, modes of communication, parental choices, and cultural differences, including Deaf culture. Candidates demonstrate the ability to plan and implement instruction about the contributions of individuals and technological innovations that have benefited both deaf and hearing people.

As a comprehensive teacher training program in Deaf Education, professional perspectives of all modes of communication in classroom instruction are presented throughout the curriculum.  Specific strategies for instructional language of ASL, spoken English, and sign support systems are provided in academic courses as well as in field work placements.  Support for parents seeking information about communication with their child begins in our program with CDDS 139 Deaf Culture and CDDS 141 Deaf Children and Their Parents.  In-depth learning occurs in CDDS 201 Counseling and Interviewing Parents in Communication Sciences and Disorders,  CDDS 202 Aural Rehabilitation, CDDS 262 Seminar: Speech, and CDDS 263 Seminar: Language. Technology resources for supporting audition, signed and written communication are presented in CDDS 202 Aural Rehabilitation, CDDS 262 Seminar: Speech and CDDS 263 Seminar: Language. Legal foundations of providing services within the educational setting is introduced in CDDS 114 Education of Exceptional Children and applied in CDDS 255 Assessments and CDDS 264 Seminar: School Subjects.

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