Revised 1/18/11
Missouri State University
Education of the Deaf and Hard of Hearing Accelerated Masters
PROGRAM MATRIX
MoStep * Competencies
MoStep Standard:
#1- Knowledge of Subject
Matter
#12- Foundations of
Education, Ethics &
Law
1. DH1. Educational
definitions, identification
criteria, labeling issues, and
incidence and prevalence
figures for individuals who are
deaf or hard of hearing.
1. CC5. Issues in definition
and identification of
individuals with exceptional
learning needs, including those
from culturally and
linguistically diverse
backgrounds.
1. CC1. Models, theories, and
philosophies that provide the
basis for special education
practice.
1. DH2. Models, theories, and
philosophies that provide the
CEC/CED Content
Standards
I. Philosophical, Historical,
& Legal Foundations of
SPED
MSU
Course
Conceptual
Framework
CF1. Foundations
A. Knowledge
1. Definitions, identification,
incidence & identification of
atypical children
SPE 310
CSD 380
2. Models, theories &
philosophies for providing
educational services to atypical
children
SPE 310
CSD 380
1
Artifact
Revised 1/18/11
basis for individuals who are
deaf or hard of hearing.
1. CC8. Historical points of
view and contribution of
culturally diverse groups.
1. CC9. Impact of the
dominant culture on shaping
schools and the individuals
who study and work in them.
1. CC10. Potential impact of
differences in values,
languages, and customs that
can exist between the home
and school.
3. CC3. Variations in beliefs,
traditions, and values across
and within cultures and their
effects on relationships among
individuals with exceptional
learning needs.
3. CC4. Cultural perspectives
influencing the relationships
among families, schools and
communities as related to
instruction.
3. DH2. Various cultural
dimensions that impact an
individual with a disability
including racial/ethnic and/or
other cultures.
3. DH5. Cultural differences of
social behavior in a variety of
settings.
3. Cross cultural perspectives
& their impact upon atypical
children, their families &
schools
CSD 330
CSD 331
CSD 562
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1. CC2. Laws, policies,
procedures, and ethical
principles regarding behavior
management planning and
implementation.
3. DH1. Impact of educational
placement options with regard
to cultural identity and
linguistic, academic, and
social-emotional development.
8. DH5. Impact of cultural
versus medical view of hearing
loss on the Special Education
Process.
10. CC5. Strategies to address
social and emotional issues
that impact individuals with
disabilities and their families.
10. DH1. Strategies to address
social and emotional issues
that impact individuals who are
deaf or hard of hearing and
their families.
1. DH4. Issues, trends, and
major contributors to the field
4. Legal rights &
responsibilities of atypical
children, their families &
schools
SPE 515
CSD 764
CSD 795
5. Cultural, linguistic,
academic & social-emotional
impact of educational
placement options for D/HH
children
CSD 562
CSD 758
CSD 759
CSD 766
CSD 795
B. Skills
1. Articulate personal
understanding/application of
the theories, philosophies &
models of education
2. Carry out professional
activities that are consistent
with laws and policies
3. Articulate pros/cons of
current issues/trends in SPED
CSD 760
CSD 762
CSD 764
CSD 795
CSD 796
SPE 310
CSD 380
3
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of education of individuals
who are deaf or hard of
hearing.
1. DH4. Issues, trends, and
major contributors to the field
of education of individuals
who are deaf or hard of
hearing.
MoStep Standard:
#2- Human Development &
Learning
2. CC1. Similarities and
differences in the development
of individuals with and without
disabilities.
2. CC2. Similarities and
differences among individuals
with exceptional learning
needs.
2. CC3. Effects of medical,
psychosocial, genetic, and/or
environmental conditions on
the educational, cognitive,
physical, social, behavioral,
and emotional needs of
individuals with disabilities.
2. CC5. Effects of various
medications on individuals
with exceptional learning
needs.
10. CC5. Strategies to address
social and emotional issues
& Deaf Ed
4. Identify the major
contributors to past-present
Deaf Ed. knowledge base
II. Characteristics of
Learners
CSD 562
CF3. Learning and
Development
A. Knowledge
1. Similarities/differences in
the cognitive, communicative,
academic, physical, cultural,
social and emotional needs &
abilities of typical and atypical
children & adults
SPE 310
CSD 312
2. Use and impact of
medications on the cognitive,
communicative, academic,
physical, social and emotional
needs & abilities of typical and
atypical children & adults
SPE 310
CSD 562
CSD 766
4
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that impact individuals with
disabilities and their families.
10. DH1. Strategies to address
social and emotional issues
that impact individuals who are
deaf or hard of hearing and
their families.
2. CC4. Effects of cultural and
linguistic differences on
growth and development.
Family systems and the role of
families in supporting
development.
3. DH3. Influence of families
on the overall development of
the individuals who is deaf or
hard of hearing.
3. CC5. Differing ways of
learning of individuals with
exceptional learning needs
including those from culturally
diverse backgrounds and
strategies for addressing these
differences.
2. CC4. Effects of cultural and
linguistic differences on
growth and development.
Family systems and the role of
families in supporting
development.
8. DH5. Impact of cultural
versus medical view of hearing
loss on the Special Education
3. Effects of family
characteristics upon the
development of atypical
children
CSD 758
CSD 766
4. Educational implications of
atypical children needs &
abilities
CSD 380
CSD 766
CSD 795
5. Cultural dimensions of
Deafness and Deaf Ed.
CSD 330
CSD 331
CSD 380
CSD 562
CSD 766
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Process.
1. DH3. Etiologies of hearing
loss that can result in
additional sensory, motor,
and/or learning differences.
2. DH2. Impact of the onset of
hearing loss, age of
identification, and provision of
services on the development of
the individual who is deaf or
hard of hearing.
3. DH4. Impact of hearing loss
on learning and experience.
2. DH1. Cognitive
development of individuals
who are deaf or hard of
hearing.
2. DH3. Structure, function,
disease, and disorders of the
human auditory system.
3. CC1. Effects an exceptional
condition(s) can have on an
individual’s life.
MoStep Standard:
#8- Assessment of Student
Learning
6. Etiologies that can cause
additional sensory, motor
and/or learning difficulties for
D/HH children
7. Impact of comprehensible
communication, onset of
hearing loss, age of
identification, provision of
services and incidental learning
upon the development of
D/HH children
CSD 370
CSD 758
CSD 562
CSD 758
CSD 760
CSD 370
CSD 762
SPE 310
CSD 380
B. Skills
1. Access information on the
CSD 795
cognitive, physical, cultural,
social, academic and emotional
characteristics of atypical
children
III. Assessment, Diagnosis, & CF 7. Assessment Skills
Evaluation
CF 9. Diversity
A. Knowledge
6
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1. CC6. Issues, assurances and
due process rights related to
assessment, eligibility and
placement within a continuum
of services.
8. CC1. Commonly used
principles and terminology of
psychometrics.
8. CC2. State and federal legal
and ethical concerns,
regulations, and guidelines
regarding compliance with the
Special Education Process.
8. CC4. Understanding, the
sequence and interrelatedness
of each step of the Special
Education Process, including
the development and
implementation of Individual
Educational Plans and
Individual Learning Plans.
8. CC7. The terminology and
impact of medical, therapeutic,
and educational information on
assessment and programming.
8. DH3. Special policies and
guidelines regarding referral
and placement procedures for
individuals who are deaf or
hard of hearing
8. CC3. Continuum of
placement and service delivery
models available for
1. Terminology, ethical
concerns, legal provisions and
protocols used in the effective
application and interpretation
of the screening, pre-referral,
referral, classification,
educational programming and
monitoring of atypical children
SPE 310
CSD 764
CSD 766
CSD 795
2. Influence of diversity on
assessment, eligibility,
programming and educational
SPE 310
CSD 380
CSD 758
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individuals with disabilities
placement of atypical children
emphasizing appropriateness in
meeting individual needs.
8. CC8. Strategies that
consider the impact of
diversity on assessment,
eligibility, programming, and
placement of individuals with
disabilities.
8. DH2. Continuum of
placement and service delivery
models available for
individuals who are deaf or
hard of hearing emphasizing
appropriateness in meeting
individual needs.
3. Relationship between
assessment and educational
placement decisions for
atypical children
B. Skills
8. DH4. Administering
1. Collaborate with parents and
assessment tools using the
other professional in the
natural/native/preferred
effective implementation,
language of the individual who interpretation and use of initial
is deaf or hard of hearing.
and ongoing educational
assessment procedures that use
the atypical child's preferred
language, and which:
a. Gathering background
information
b. Use of various
assessment protocols,
CSD 764
CSD 766
CSD 759
CSD 795
CSD 758
CSD 761
CSD 765
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8. CC6. Methods of
monitoring, recording,
evaluating, and reporting
performance of individuals
with disabilities in the four
domains (academic,
vocational, domestic/self-help,
recreational/leisure,
community functioning).
8. CC6. Methods of
monitoring, recording,
evaluating, and reporting
performance of individuals
with disabilities in the four
domains (academic,
vocational, domestic/self-help,
recreational/leisure,
community functioning).
7. CC7. Making changes in
instruction in response to
assessment data.
8. CC5. Appropriate selection,
administration, modification,
and interpretation of informal
and formal assessment
procedures and instruments.
e.g.,
(1) Norm-referenced
(2) Curriculum-based
(3) Work samples
(4) Observations
(5) Task analysis
2. Create and maintain children
records
CSD 795
CSD 796
3. Use effective
communication skills to report
assessment results to children,
parents, colleagues and
administrators
CSD 764
CSD 795
CSD 796
4. Use of performance data and
informal input (i.e., from
children, parents, colleagues
and administrators) to:
a. Identify appropriate
modifications in the
learning environment
b. Develop instructional
assessment strategies
CSD 758
CSD 759
CSD 795
CSD 796
9
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8. DH1. Specialized
terminology and disabilityspecific instruments used in
assessing individuals who are
deaf or hard of hearing.
MoStep Standard:
#3- Adapting Instruction for
Individual Needs
#5- Multiple Instructional
Strategies
#11- Technology in Teaching
and Learning
c. Evaluate results of
instruction and
readiness for program
options
5. Gather and analyze verbal
and nonverbal language
samples from D/HH children
6. Use exceptionality-specific
assessment instruments (e.g.,
SAT-HI, TERA-DHH, FSST)
that are appropriate for D/HH
children
IV. Instructional Content &
Practice
CSD 761
CSD 764
CF2. Subject Matter
CF 9. Diversity
A. Knowledge
4. DH4. Instructional strategies 1. Differing learning styles of
for teaching individuals who
children and how to adept
are deaf or hard of hearing.
instruction to fit these styles
within various learning
environments
4. DH4. Instructional strategies 2. Curricula and instructional
for teaching individuals who
strategies for the development
are deaf or hard of hearing.
of motor, cognitive, social,
6. DH6. Strategies to facilitate communication/language,
cognitive and communicative
affective, functional skills, life
development in individuals
skills and employment
who are deaf or hard of
CSD 764
CSD 764
CSD 766
10
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hearing.
11. CC2. Curricula for the
instruction of motor, sensory,
cognitive, academic, social,
language, affective, and
functional life skills for
individuals with disabilities.
11. CC5. Strategies for
integrate affective, social, and
life skills with academic
curricula.
4. CC3. Selection, adaptation,
and use of research-based
instructional strategies and
materials based on the learning
needs of the students.
4. DH3. Techniques and
assistive devices and services
for modification of educational
methods, materials, curricula,
and physical environments.
4. CC3. Selection, adaptation,
and use of research-based
instructional strategies and
materials based on the learning
needs of the students.
4. DH1. Sources of specialized
materials for individuals who
are deaf or hard of hearing.
4. CC3. Selection, adaptation,
and use of research-based
instructional strategies and
materials based on the learning
3. Techniques for modifying
instructional methods and
techniques that reflect learner
needs, diversity, and family
dynamics
CSD 764
CSD 795
CSD 796
4. Sources of specialized
materials for D/HH children
CSD 759
CSD 764
CSD 795
5. Curricula and instructional
strategies used in general and
deaf education
EDC 150
CSD 764
11
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needs of the students.
7. CC1. Theories and research
that form the basis of
curriculum development and
instructional practice.
7. CC2. Scope and sequences
of general and special
curricula.
7. CC3. National, Missouri,
and local curricula standards.
10. CC6. General classroom
settings, curriculum and
instructional strategies.
10. CC7. Techniques that can
be used to provide and support
services in general education
settings.
2. DH4. Current theories of
first language development
(e.g., ASL and English) and
second language acquisition in
individuals who are deaf or
hard of hearing.
6. DH3. Effects of sensory
input on the development of
language and cognition.
4. DH2. Awareness of the
models, theories, and
perspectives (e.g., American
Sign Language, bilingualbicultural, total
communication, manually
coded English, oral/aural) that
6. Language development, use,
assessment and intervention for
both English and ASL
CSD 760
7. Educational design and
practices of Comprehensive,
Oral/Aural and Bi/Bi
programming (introduce all,
focus on at least one)
CSD 321
CSD 322
CSD 330
CSD 331
CSD 562
12
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provide the basis for
educational practice(s) for
individuals who are deaf or
hard of hearing.
6. DH7. Strategies for
8. Techniques of stimulation
stimulating and using residual
and utilization of residual
hearing for whom it is
hearing for D/HH children
appropriate.
6. DH1. Receptive abilities
(visual, spatial, tactile, and/or
auditory) that can be promoted
to enhance cognitive,
emotional, social, and language
development.
6. DH2. Impact of early
comprehensible
communication on
development of an individual
who is deaf or hard of hearing.
6. DH4. Components of
expressive nonlinguistic and
linguistic communication used
by individuals who are deaf or
hard of hearing.
B. Skills
8. DH5. Impact of cultural
1. Develop/select assessment
versus medical view of hearing tools, interpret and use
loss on the Special Education
assessment data to design
Process.
instructional programming
(including appropriate
technologies) that meet
individual learning needs,
cultural, linguistic and gender
CSD 572
CSD 763
CSD 761
CSD 760
CSD 761
CSD 764
CSD 766
13
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differences and to monitor
children progress
11. CC4. Strategies for
sequencing, implementing, and
evaluating individualized
learning objectives.
11. CC3. Strategies for
identifying and prioritizing
areas of the general curriculum
and accommodations for
individuals with exceptional
learning needs.
5. CC2. Teacher attitudes and
behaviors that influence
behavior of individuals with
exceptional learning needs,
including the establishment
and maintenance of rapport
with individuals with and
without exceptional learning
needs.
5. CC12. Strategies for
managing time, schedules, and
other associated variables for
providing instruction.
4. CC2. Strategies to teach
individuals how to use selfassessment, problem solving,
and other cognitive strategies
2. Use task analysis to develop
lesson plans that sequence
instructional activities and
involve children in setting
instructional goals and charting
progress
3. Select, adapt and use
instructional strategies and
materials that meet individual
children needs and that assist
student's generalization of
target abilities across learning
environments
4. Use instructional time
properly, maintain rapport with
children, use effective verbal
and nonverbal communication
strategies and conduct selfevaluation of instruction
CSD 497
CSD 795
CSD 796
5. Choose and implement
instructional strategies and
curricula materials that
encourage children to use
CSD 764
CSD 766
CSD 795
CSD 796
CSD 764
CSD 497
CSD 795
CSD 796
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to meet their needs.
4. CC6. Supports for students
making age- and grade-level
transitions including the
transition to adult life.
7. DH1. Model programs,
inducing career/vocational and
transition, for individuals who
are deaf or hard of hearing.
7. DH2. Providing supports to
students making age-and
grade-level transitions
including the transition to adult
life.
11. CC5. Strategies for
integrate affective, social, and
life skills with academic
curricula.
6. DH5. Existing
communication modes used by
individuals who are deaf or
hard of hearing, including
American Sign Language,
manually coded English, and
speech.
11. DH1. Performance-based
signing proficiency for
teaching individuals who use
sign (consistent with program
philosophy).
problem solving to meet their
individual needs, that integrate
social and career/vocational
skills with academic curricula
and that facilitate successful
transitions
6. Demonstrate understanding
of and proficiency in the
language(s) needed to instruct
D/HH children
CSD 321
CSD 322
CSD 330
CSD 331
7. Select, design, produce and
use media, technologies,
materials and resources needed
CSD 759
CSD 795
CSD 796
15
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7. DH3. Integrating speech
skills as consistent with the
needs of individual students.
4. DH6. Application of firstand second-language teaching
strategies to the needs of the
individual.
6. CC4. Strategies to support
and enhance communication
skills of individuals with
exceptional learning needs.
Communication strategies and
resources that facilitate
understanding of subject matter
for students whose primary
language is not the dominant
language.
6. DH9. Facilitating
independent communication
and communication between
the individual who is deaf or
hard of hearing and the
primary caregivers.
11. DH2. Appropriate
activities for individuals who
are deaf or hard of hearing to
promote literacy in English and
ASL.
11. CC1. Solid base of
understanding the content areas
of math, reading,
to instruct D/HH children
8. Infuse speech skills into
instruction and academic areas
in a manner that is consistent
with program design
CSD 763
CSD 795
9. Design and implement
instructional strategies and
classroom environment to meet
individual D/HH children
physical, cognitive, cultural,
communicative and academic
needs, while facilitating
independent communication
and using first and second
language teaching strategies to
encourage literacy in English
and/or ASL
CSD 761
CSD 764
CSD 764
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English/language arts, science,
social studies, and the arts
comparable to elementary
generalist teachers. Special
education teachers who teach
content at the secondary level
should demonstrate additional
understanding in at least one
content are (e.g., science,
mathematics, history).
MoStep Standard:
#4- Planning, Implementing
and Evaluating the
Curriculum
#9- Reflective Practitioner
5. CC1. Effective classroom
management theories, models,
and techniques for individuals
with disabilities incorporating
research-supported practices.
3. CC2. Impact of learners’
academic and social abilities,
attitudes, interests, and values
on instruction and career
development.
4. CC6. Supports for students
making age- and grade-level
transitions including the
transition to adult life.
7. DH1. Model programs,
inducing career/vocational and
transition, for individuals who
V. Planning & Managing the
Teaching & Learning
Environment
CF5. Technology
A. Knowledge
1. Basic classroom
management theories, methods
and techniques
SPE 515
CSD 764
2. Best practices concerning
classroom management and
instruction, including
career/vocational transition
CSD 764
CSD 766
CSD 795
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are deaf or hard of hearing
7. DH2. Providing supports to
students making age-and
grade-level transitions
including the transition to adult
life.
5. DH6. Strategies for using
technology to enhance the
teaching and learning
environment.
7. CC4. Strategies for using
technology to enhance the
teaching and learning
environment.
5. DH3. Strategies for
modifying the instructional and
management environment to
meet the physical, cognitive,
cultural, and communication
needs of the individuals who is
deaf or hard of hearing (e.g.,
teacher’s style, acoustic
environment, availability of
support services, availability of
appropriate technologies).
8. DH5. Impact of cultural
versus medical view of hearing
loss on the Special Education
Process.
3. Use of technology to assist
with planning and managing
the teaching and learning
environment
CSD 759
CSD 795
CSD 796
4. Deaf cultural factors that
may influence classroom
management
CSD 330
CSD 331
CSD 562
CSD 572
CSD 766
B. Skills
4. CC5. Procedures to increase 1. Create a safe, positive and
the individual’s self-awareness, supporting learning
self-management, self-control, environment in which
CSD 759
CSD 766
CSD 795
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self-reliance, and self-esteem.
5. CC8. Universal precautions
to maintain healthy and safe
environments.
diversities are valued, active
participation is encouraged and
self advocacy and
independence is facilitated
2. Prepare and organize
materials needed for daily
lessons, design those lessons to
include instructional materials,
strategies, evaluation
protocols, management
procedures, classroom routines
and transitions to/from major
learning environments
4. CC1. Strategies to facilitate 3. Use strategies and
integration into various
techniques for facilitating the
settings.
functional integration of
children into various settings
5. CC11. Strategies for
4. Direct the activities of
directing the activities of a
classroom paraprofessionals,
classroom paraprofessional and aide, volunteer or peer tutor
others in an assistive role.
7. CC6. Roles and
responsibilities of the
paraeducator related to
instruction, intervention, and
direct service.
4. DH3. Techniques and
5. Manage
assistive devices and services
assistive/augmentative devices
for modification of educational
methods, materials, curricula,
and physical environments.
5. DH3. Strategies for
modifying the instructional and
CSD 795
CSD 796
CSD 764
CSD 795
CSD 796
CSD 572
CSD 795
CSD 796
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management environment to
meet the physical, cognitive,
cultural, and communication
needs of the individuals who is
deaf or hard of hearing (e.g.,
teacher’s style, acoustic
environment, availability of
support services, availability of
appropriate technologies).
6. CC3. Augmentative and
assistive communication
strategies.
7. CC5. Techniques and
assistive devices and services
for modification of educational
methods, materials, curricula,
and physical environments.
5. DH3. Strategies for
modifying the instructional and
management environment to
meet the physical, cognitive,
cultural, and communication
needs of the individuals who is
deaf or hard of hearing (e.g.,
teacher’s style, acoustic
environment, availability of
support services, availability of
appropriate technologies).
5. DH7. Design a classroom
environment that maximizes
opportunities for visual and/or
auditory learning for
individuals who are deaf or
6. Design a classroom
environment that maximizes
opportunities for visual and/or
auditory learning
CSD 763
CSD 795
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hard of hearing
7. DH4. Planning and
implementing instruction for
individuals who are deaf or
hard of hearing and who have
multiple disabilities and special
needs.
MoStep Standard:
#6- Classroom Motivation &
Management Strategies
5. CC14. Legal and ethical
standards regarding behavioral
support systems for individuals
with disabilities.
5. CC2. Teacher attitudes and
behaviors that influence
behavior of individuals with
exceptional learning needs,
including the establishment
and maintenance of rapport
with individuals with and
without exceptional learning
needs.
5. CC4. Strategies for crisis
prevention/intervention.
5. CC3. Social skills needed
for educational and other
environments.
7. Plan and implement
instruction for children who
have multiple disabilities
VI. Managing Student
Behavior & Social
Interaction Skills
A. Knowledge
1. Applicable laws, rules,
regulations and procedural
safe-guards regarding the
planning, implementation and
management of children
behaviors and ethical related
professional activities
2. Impact of teacher attitudes
and behaviors on classroom
management and outcomes
CSD 795
CSD 796
CF4. Reflective skills
CF 8. Dispositions
SPE 515
CSD 766
CSD 795
CSD 795
CSD 796
3. Strategies for crisis
prevention/intervention
SPE 515
CSD 766
CSD 795
CSD 380
CSD 562
CSD 764
4. Strategies needed to instruct
the development and use of the
social skills that are needed for
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5. CC5. Strategies for
preparing individuals to live
harmoniously and productively
in a culturally diverse world.
5. CC13. Strategies for
utilizing mentors and role
models in programming for
students with disabilities.
5. DH1. Strategies for utilizing
mentors and role models in
programming for students who
are deaf or hard of hearing.
5. CC6. Creating learning
environments that allow
individuals to retain and
appreciate their own and each
other’s respective language and
cultural heritage.
5. CC7. Strategies used by
diverse populations to cope
with a legacy of former and
continuing racism and the
ways specific cultures are
negatively stereotyped.
5. DH4. Knowledge of
differences in quality and
quantity of incidental
language/learning experiences
that individuals who are deaf
or hard of hearing may
experience.
educational and functional
living environments and for
preparing students to live
harmoniously and productively
in ethnically diverse settings
5. Processes for establishing
ongoing interactions with
peers, Deaf/Hard-of-Hearing
role models and local, state,
regional and national
Deaf/Hard-of-Hearing
communities
CSD 766
CSD 562
CSD 795
CSD 796
CSD 795
CSD 796
CSD 562
CSD 766
CSD 760
B. Skills
22
Revised 1/18/11
5. DH5. Strategies to facilitate
cognitive and communication
development in individuals
who are deaf or hard of hearing
(e.g., visual saliency and
environmental modification for
incidental language learning).
10. CC8. Strategies for
developing effective
behavioral support systems
within the across school and
community settings.
4. CC4. Strategies to facilitate
maintenance and
generalization of skills across
learning environments.
5. CC9. Identifying realistic
expectations for personal and
social behaviors in various
settings.
4. CC4. Strategies to facilitate
maintenance and
generalization of skills across
learning environments.
4. CC5. Procedures to increase
the individual’s self-awareness,
self-management, self-control,
self-reliance, and self-esteem.
5. CC10. Modifying learning
environment to manage
behaviors, including those that
encourage active participation
in individuals and group
1. Demonstrate a variety of
effective behavior management
techniques and classroom
modifications, that while least
intensive, are consistent with
the needs of individual
children
SPE 515
CSD 761
CSD 766
CSD 795
2. Integrate social skills into
the curriculum and establish
realistic expectations for
children behavior across a
variety of settings
SPE 515
CSD 795
CSD 796
3. Demonstrate procedures to
increase student selfawareness, self-control, selfreliance self-esteem and selfenhancing behavior across a
variety of social settings
CSD 766
CSD 795
CSD 796
23
Revised 1/18/11
activities, self-advocacy, and
increased independence.
Community affiliation and
advocacy issues and their
influence on self advocacy.
4. DH5. Preparation of
individuals who are deaf or
hard of hearing in the use of
interpreters.
MoStep Standard:
#7- Communication Skills
#10- Partnerships
6. CC5. Strategies to promote
and provide access to
information and facilities for
individuals, families, school,
and community.
10. CC3. Strategies to address
concerns of families, teachers,
students, and community
related to individuals with
disabilities.
10. DH2. Strategies to address
concerns of families, teachers,
students, and community
related to individuals who are
deaf or hard of hearing.
1. CC4. Rights and
responsibilities of students,
parents, teachers, and other
4. Prepare D/HH children in
the appropriate and effective
use of interpreters, note takers,
peer tutors, etc.
VII. Communication &
Collaborative Partnerships
CSD 795
CF 4. Reflective skills
CF 8. Dispositions
CF 10. Collaboration
and Leadership
A. Knowledge
1. Effective and ethical
communication with children,
parents, school and community
personnel
CSD 795
CSD 796
2. Knowledge of the typical
concerns expressed by parents
and the appropriate
strategies/informational
resources that can be used to
address those concerns
CSD 758
CSD 764
CSD 766
3. Understanding and use of
the roles and responsibilities
that children, parents, school
CSD 764
CSD 795
24
Revised 1/18/11
professionals, and schools
related to exceptional learning
needs.
1.CC3. Relationship of special
education to the organization
and function of education
agencies, community agencies,
and advocacy groups.
6. CC1. Characteristics of
one’s own culture and use of
standard English and the ways
in which these can differ from
other cultures and uses of
language.
10.CC4. Culturally responsive
factors that promote effective
communication and
collaboration with individuals
with exceptional hearing
needs, families, school
personnel, and community
members.
10. CC1. Collaboration skills
necessary to participate as an
active and knowledgeable
member of an educational
team.
5. DH2. Learner opportunities
for interaction with
communities of individuals
and community personnel play
in the design, development and
implementation of individual
student programs
4. Local, regional and national
services provided for D/HH
children
CSD 764
CSD 330
CSD 331
CSD 562
CSD 380
B. Skills
1. Use communication and
collaborative strategies that
foster mutual respect and
encourage active participation
by children, parents, school
and community personnel
2. Plan and conduct
collaborative conferences with
children, parents, school and
CSD 795
CSD 796
CSD 795
CSD 796
25
Revised 1/18/11
who are deaf or hard of hearing
on local, state, and national
levels.
10. CC2. Roles,
responsibilities, and expertise
of individuals with disabilities,
families, teachers,
administrators, ancillary and
support personnel, and
community in planning and
delivering an individualized
program.
9. DH1. Roles, responsibilities,
expertise, and appropriate
interactions among teachers
and support personnel in
educational practice for
individuals who are deaf or
hard of hearing.
1. CC7. Family systems and
the role of families in the
educational process.
6. DH9. Facilitating
independent communication
and communication between
the individual who is deaf or
hard of hearing and the
primary caregivers.
10. DH4. Coordinating support
personnel to meet the diverse
communication needs of the
individual who is deaf or hard
of hearing and the primary
community personnel that
enhance educational
opportunities and integration
3. Communicate with school
personnel regarding the
characteristics and needs of
atypical children
CSD 763
CSD 795
CSD 796
4. Facilitate communication
between D/HH children and
their families and between
D/HH students and the support
personnel with whom they
interact
CSD 758
CSD 763
CSD 766
CSD 795
CSD 796
26
Revised 1/18/11
caregivers.
5. CC15. Analyzes
communication intent of
behavior (i.e., behaviors are
messages).
5. CC16. Pragmatic language
skills needed for social,
educational, and functionalliving environments.
9. DH2. The process of
acquiring information and
communication skills not
currently in an individual’s
repertoire which are necessary
to appropriately meet
individual student needs.
MoStep Standard:
#9- Reflective Practitioner
#12- Foundations of
Education, Ethics, &
Law
9. CC1. Personal cultural
biases and differences that
affect one’s teaching.
9. CC2. Impact the value of
teachers serving as effective
role models for individuals
with exceptional learning
needs.
9. CC3. Methods of reflective
practice that help one remain
current regarding research-
CSD 758
CSD 761
CSD 761
CSD 766
CSD 761
CSD 762
VIII. Professionalism &
Ethical Practices
CF 6. Professional skills
CF 8. Dispositions
CF 9. Diversity
A. Knowledge
1. One's own cultural biases
and differences that affect
one's teaching
2. Importance of the teacher
serving as a model for children
CSD 380
CSD 759
CSD 795
3. Ability to design and
implement ongoing
professional development that
CSD 764
CSD
784/799
27
Revised 1/18/11
validated practice. Assessing
and acquiring curricular
content knowledge as needed.
9. CC7. Consumer
organizations accessed by
individuals with disabilities.
9. DH3. Knowledge of and
participation n organizations
and publications relevant to the
field of education of
individuals who are deaf or
hard of hearing.
9. CC6. Demonstrate
sensitivity for the culture,
language, religion, gender,
disability, socio-economic
status, and sexual orientation
of individuals.
9. CC5. Demonstrate
commitment to developing the
highest education and qualityof-life potential of individuals
with exceptional learning
needs.
is pertinent to the effective
education of D/HH children
4. Knowledge and use of
pertinent consumer and
professional organizations,
publications, conferences, Web
resources, journals and texts
relevant to the education of
D/HH students
CSD
784/799
CSD 562
CSD 766
B. Skills
1. Demonstrate a commitment
to developing the highest
educational and quality of life
potential of atypical children
and a positive regard for the
cultures, religion, gender and
sexuality of students
2. Maintain a high level of
competence and exercise
objective professional
judgment in the practice of the
profession
3. Demonstrate proficiency in
oral and written
CSD 380
CSD 795
CSD 796
CSD 795
CSD 796
CSD 758
CSD 795
28
Revised 1/18/11
communication
4. Engage in pertinent
professional activities, comply
with local, state, provincial and
Federal monitoring and
evaluation requirements and
use copyrighted materials in an
ethical manner
CSD 796
CSD 795
CSD 796
CSD
784/799
5. Practice within the CED
Code of Ethics and other
standards and policies of the
profession
6. CC2. Ways of behaving and 6. Actively seek and
communicating that lead to
demonstrate the ability to
more accurate interpretation
interact with adults in the Deaf
and greater understanding
community to
among all cultural and
maintain/improve ASL,
linguistic groups.
English signs or cues as
consistent with program
philosophy
7. Provide families with the
10. DH5.
Resources/information/advocat knowledge and skills to make
es to help families of students
informed choices concerning
who are deaf or hard of hearing the education of their D/HH
consider and make choices
children
regarding educational options
and communication
modes/philosophies for their
children.
9. CC8. Professional activities 8. Participate in the activities
that benefit individuals with
of professional organizations
exceptional learning needs,
relevant to the education of
CSD 497
CSD 795
CSD 796
9. CC4. Ethical practices as
defined by appropriate
professional learned societies.
9. CC4. Ethical practices as
defined by appropriate
professional learned societies.
CSD 321
CSD 322
CSD 330
CSD 331
CSD 766
CSD 380
CSD 795
CSD 796
CSD
29
Revised 1/18/11
their families, and one’s
D/HH children
784/799
colleagues.
9. DH3. Knowledge of and
participation n organizations
and publications relevant to the
field of education of
individuals who are deaf or
hard of hearing.
Note:
* The first number indicates the section number, CC stands for Common Core and DH stands for Deaf and Hard of Hearing Education,
and the last number indicate the Common Core number or the Deaf and Hard of Hearing Education number in that section. For
example, 2.CC1 means the first Common Core in section 2.
30