Seminar on research design and conduct. The development and conduct of research projects including question definition, choice of methodology, selection of evidence sources and evidence evaluation. Participants will present their own research design and preliminary findings. Limited to recipients of Mellon Mays Undergraduate Fellowships. Seminar to be taken twice- once as a junior and once as a senior. Graded S/U only (2 S/U credits each time taken).

Open to seniors by permission of the department.

A minimum of 400 hours of observation and student teaching of deaf children in educational levels from preschool through eighth grade, in self-contained residential and day settings, plus integrated day classes.

A psycholinguistic account of English language acquisition of hearing and deaf children. Both theory and empirical research are stressed, and links are made to contemporary developments in language assessment and intervention.

Methods and equipment for testing and developing sound perception skills, audiograms and audiotory hearing.

Principles and techniques used in development of language with deaf children. Consideration is given to traditional and modern approaches to language development.

A detailed analysis of speech production covering early intervention (birth-3) teaching strategies, teaching strategies to develop listening and spoken language, and specific strategies to improve individual speech sounds of deaf and hard of hearing children. Demonstration plus extensive speech lab and classroom teaching experiences.

A course focusing on the latest developments in cognitive science and the potential impact of these developments on classroom instruction. Open to seniors by permission of the instructor.

An examination of diversity in learning and background variables, and their consideration in promoting educational equity. Also, special needs as factors in classroom teaching and student learning. Research and pre-practicum required.