This is a fully online graduate program for special education PK-12 teachers in the area of deaf and hard of hearing education. The program aims to assure that education for students who are deaf or hard of hearing is:
Dr. Malinda Eccarius is the director of the Deaf Education program. She teaches academic courses and supervises field experience, research and student teaching. Her primary research interest is in visual literacy.
(Only required if English is not your native language)
|Beginning American Sign Language I||4|
Course Number: SLPA 101
Beginning course in American Sign Language (ASL). Development of vocabulary and grammatical structures of ASL. Receptive and expressive skill development. Easy ASL video literature.
|Beginning American Sign Language II||4|
Course Number: SLPA 102
Prereq: SLPA 101. Beginning course in American Sign Language (ASL). Development of vocabulary and grammatical structures of ASL. Receptive and expressive skill development. Easy ASL video literature.
|Second Year American Sign Language I||4|
Course Number: SLPA 201
Prereq: SLPA 101 and 102. Conversational American Sign Language (ASL). Idiomatic uses of ASL. Use of ASL for creative expression. Extensive viewing, translation and discussion of videotaped ASL conversations and literature.
|Second Year American Sign Language II||4|
Course Number: SLPA 202
Prereq: SLPA 201. Conversational American Sign Language (ASL). Idiomatic uses of ASL. Use of ASL for creative expression. Extensive viewing, translation and discussion of videotaped ASL conversations and literature.
|Audiology for Educators of the Deaf and Hard of Hearing||3|
Course Number: SLPA 850
Anatomy and physiology of hearing, components of adequate evaluation for placement and educational planning; diagnosis using audiogram, functional and communication assessment; stimulation and utilization of residual hearing; and management of assistive/augmentative devices.
|Speech & Language Development of the DHH||3|
Course Number: SLPA 884
Theories of speech and language development as they apply to hearing impaired children. Evaluation and intervention of speech and language with emphasis on maintenance of communicative skills.
|Language Study: Teachers of the DHH||3|
Course Number: SLPA 956
(DHH) Lec 3. (3 cr) Theoretical and practical aspects of American Sign Language (ASL) structure. Issues relevant to the use of sign language in education, written English as a second language, classroom discourse, and educational interpreting. Sociolinguistic aspects of sign language among deaf and hearing individuals.
|Characteristics of Exceptional Persons||3|
Course Number: SPED 800
Etiology, growth and development, and characteristics of persons who differ from the norm.
|Managing Challenging Behavior||3|
Course Number: SPED 804
Prereq: SPED 800, *802, *803; or permission. Functional approaches that can be used by teachers and mental health practitioners for assessing, preventing, and managing children’s challenging behavior. Basics of applied behavior analysis, functional analyses of behavior, individual- and group-oriented interventions, self-management training, and strategies for promoting generalization.
|Assessment Techniques for Diverse Learners||3|
Course Number: SPED 812
Prereq: SPED 201 and 303 The role of general education teachers in the primary purposes of assessment of learners with diverse needs. Knowledge and experience with interpreting norm-referenced test information as related to planning educational programs. Use of assessment information for instructional planning and evaluation. Testing accommodations and classroom grading.
|Instructional Methods for Students with Diverse Needs||3|
Course Number: SPED 814
Prereq: SPED 201 and 303. Instructional methods and accommodations for special education and general education teachers necessary to work successfully with students with disabilities or who are at-risk for academic failure. Curriculum modification, classroom management, strategy instruction, and instructional modifications for content areas.
|Psychology and Sociology of Deafness||3|
Course Number: SPED 872
Brief overview of education of the hearing impaired including history of, professional roles in, and educational programming within this field. Overview of social/psychological theories as related to the hearing impaired. Patterns of social/emotional development, psychological characteristics, issues of the family stress and social adaptation and discussion of counseling techniques.
|Teaching the Content Areas to the Hearing Impaired||3|
Course Number: SPED 873
SPED 873 is for all students in the hearing impaired program.Methods for teaching content areas (science, math, and social studies) to hearing impaired students from preschool through grade12. Adapting curricula and materials from these areas for the hearing impaired students.
|Language Arts and Literacy for the Hearing Impaired||3|
Course Number: SPED 874
Assessment instruments, curricula and instructional methods for developing language and literacy in classrooms for hearing impaired children, preschool through grade 12. Methods for coordinating speech and/or language and/or auditory training program in the classroom with that in the speech and/or language therapy program.
|Itinerant Teaching Methods for Students who are Deaf or Hard of Hearing||3|
Course Number: SPED 875
Methods for providing services for students with hearing loss, using itinerant and consultative models. Professional and parent in-service development, team-based problem solving, curriculum based pull-out services. Ecological assessment and management of deafness related technology in inclusive settings. Supervision of interpreters and paraprofessionals.
|Workshop Seminars in Education||1-12|
Course Number: SPED 890
The purpose of the Workshop Seminars (890, 893, 990 or 993) is to give students in the departments of education an opportunity to work singly or in groups on practical educational problems which are of special focused interest but which are not included in other professional education courses. Workshops are offered on a variety of topics by College faculty and selected educational consultants. As a rule, the individual or group is expected to produce some kind of a product as a part of the workshop experience. The amount of credit in a Workshop Seminar at either the 800 or 900 level may not exceed 12 semester hours in meeting requirements for the masters degree. Upon approval, a maximum of 12 additional semester hours may be included in the program for the doctoral degree.
|Directed Field Experience Deaf and Hard of Hearing||1-6 cr, max 12|
Course Number: SPED 896D
|Student Teaching: Exceptional Learners - Deaf and Hard of Hearing||1-9 cr, max 15|
Course Number: SPED 897D
Prereq: Permission Laboratory and teaching experience in the area(s) of specialization.
|Family and School Collaboration||3|
Course Number: SPED 960
Prereq: Professional experience or completion of one practicum and/or field experience with young children (birth to age 5) or other individuals ages 5 to 21 years who have disabilities. Functions and interactions of both family and education systems. Impact of having a child with a disability on the normal and stressed family system. Promote family-professional partnerships in assessment and intervention for the child and/or student with an IFSP/IEP. Communication skills are reviewed and practiced for effective teaming among educators and for interviewing, consulting, collaborating and coaching with family members and other community team members.
Quality learning experience
The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.
Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.
Service you expect from a leading University
Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.