Deaf & Hard of Hearing Teacher Education

Events

Nov
5
Tue
Deaf and Hard of Hearing Teacher Education Program - Information Night @ 157C McLaughlin College, York University
Nov 5 @ 6:00 pm – 7:30 pm
Deaf and Hard of Hearing Teacher Education Program - Information Night @ 157C McLaughlin College, York University

Join us for an information night for certified teachers who are interested in applying to the Deaf and Hard of Hearing Teacher Education Program in the Faculty of Education at York University.

Topics of discussion will include:

  • The many roles of teachers of the deaf and hard of hearing
  • An overview of the Deaf and Hard of Hearing Education Program
    o Structure of the program
    o Courses
    o Oral/Aural and ASL Streams
  • Full-time and Part-time options
  • Credentials following graduation
  • How to apply
    o Prerequisites
    o Application process
    o If you are accepted

ASL Interpreters will be available for this event.

For further information, please contact svavra@edu.yorku.ca or call 416-736-5971 (Voice) or 416-736-5972 (TTY).

Established in 1989, the Deaf and Hard of Hearing Teacher Education Program is offered by York University with collaboration from practitioners in the field. The program prepares qualified teachers to work in a variety of educational programs and across the full range of communication/modality options.

Download the event flyer

Nov
22
Fri
Educating Deaf Children Now: Research Evidence Informing Practice @ York University, Keele Campus | Second Student Centre – Conference Room (2nd Floor)
Nov 22 – Nov 23 all-day

Deaf children of today, although an increasingly diverse group, have the potential to achieve at levels that might have been considered unattainable even a few decades ago. It is incumbent upon all of us to support them in achieving this potential, and to recognize that the nature of the support we provide is most robust when there is an evidence base that informs our practice.

This two-day conference hosted by the Deaf and Hard of Hearing Teacher Education program at York University, will feature national and international speakers in the areas of preschool education, literacy, mental health, captioning technology in educational settings, theory of mind and updates in classroom amplification.

Friday, November 22 | 1:00 – 5:00 p.m.

Choose two workshops to attend on a variety of topics, including working with parents of preschool children, literacy, theory of mind, cochlear implant connectivity, and using automatic speech recognition for captioning in the classroom.

1:00 p.m. to 1:15 p.m. Welcome
1:15 p.m. to 2:45 p.m. Workshop # 1 (choose one from the following four workshops)
  • Using Mentor Texts to Enhance Vocabulary Development
    Presenter: Dr. Beverly Trezek, University of Wisconsin-Madison
    This session will provide participants with an overview of using mentor texts to enhance vocabulary instruction for students who are deaf or hard of hearing. As part of the session, participants will have the opportunity to practice identifying words and selecting appropriate teaching techniques based on the learning context, instructional content, and needs of students. Strategies for implementing this approach in a variety of instructional settings will also be discussed.
  • Accuracy of Speech-to-text technology for real time captioning in the classroom
    Presenter: Dr. Pam Millett, York University
    There is a great deal of interest in the potential for speech-to-text, technology to provide real time captioning for individuals with hearing loss, particularly for students in classrooms. The results of a research study evaluating the accuracy of a number of apps and software to provide real time captioning in a classroom will be presented. Three learning situations were included: real time captioning for lecture (Interact Streamer, Ava, Google Slides). for post production video (Youtube, Stream, Google Slides, Interact Streamer, Camtasia Studio) and for small group work (Microsoft Translator, Ava). There will be opportunities for participants to experiment with captioning technologies as well, and discuss current use of captioning in Ontario schools.
  • Literacy, Theory of Mind and Deaf Learners
    Presenter: Dr. Connie Mayer, York University
    The focus in this workshop will be on Theory of Mind (ToM), the nature and importance of this construct, and its relationship to language development. Building on the research evidence from two recent studies on ToM and deaf students, we will look at the ways in which ToM can be both identified and developed through reading and writing instruction. Examples from deaf students will be used as the basis for our discussion. Practical strategies, approaches, and resources from the primary years through high school will be presented and described.
  • Wireless connectivity for cochlear implants and bone anchored hearing devices
    Presenter: Greg Bergen, Cochlear Canada
    Greg Bergen, audiologist and assistant clinical territory manager at Cochlear Canada will discuss wireless connectivity options that are available for individuals with cochlear implants or bone anchored hearing devices, for home, school and community use.
2:45 p.m. to 3:15 p.m. Break
3:15 p.m. to 4:45 p.m. Workshop # 2 (choose one from the following four workshops)

Note: These are repeats from the morning session.

  • Using Mentor Texts to Enhance Vocabulary Development
    Presenter: Dr. Beverly Trezek, University of Wisconsin-Madison
    This session will provide participants with an overview of using mentor texts to enhance vocabulary instruction for students who are deaf or hard of hearing. As part of the session, participants will have the opportunity to practice identifying words and selecting appropriate teaching techniques based on the learning context, instructional content, and needs of students. Strategies for implementing this approach in a variety of instructional settings will also be discussed.
  • Accuracy of Speech-to-text technology for real time captioning in the classroom
    Presenter: Dr. Pam Millett, York University
    There is a great deal of interest in the potential for speech-to-text, technology to provide real time captioning for individuals with hearing loss, particularly for students in classrooms. The results of a research study evaluating the accuracy of a number of apps and software to provide real time captioning in a classroom will be presented. Three learning situations were included: real time captioning for lecture (Interact Streamer, Ava, Google Slides). for post production video (Youtube, Stream, Google Slides, Interact Streamer, Camtasia Studio) and for small group work (Microsoft Translator, Ava). There will be opportunities for participants to experiment with captioning technologies as well, and discuss current use of captioning in Ontario schools.
  • Literacy, Theory of Mind and Deaf Learners
    Presenter: Dr. Connie Mayer, York University
    The focus in this workshop will be on Theory of Mind (ToM), the nature and importance of this construct, and its relationship to language development. Building on the research evidence from two recent studies on ToM and deaf students, we will look at the ways in which ToM can be both identified and developed through reading and writing instruction. Examples from deaf students will be used as the basis for our discussion. Practical strategies, approaches, and resources from the primary years through high school will be presented and described.
  • Wireless connectivity for cochlear implants and bone anchored hearing devices
    Presenter: Greg Bergen, Cochlear Canada
    Greg Bergen, audiologist and assistant clinical territory manager at Cochlear Canada will discuss wireless connectivity options that are available for individuals with cochlear implants or bone anchored hearing devices, for home, school and community use.
5:00 p.m. to 7:00 p.m. Wine and cheese reception(additional cost payable by November 12th, 2019)

Saturday, November 23 | 10:00 a.m. – 5:00 p.m.

10:00 a.m. to 10:15 a.m. Welcome
10:15 a.m. to 11:15 a.m.
  • Keynote speaker: Dr. Susan Stanton
    Genomics and Hearing Research in Canada: A Multidisciplinary Approach
    Over a 100 different hearing loss genes have now been identified, with several hundred more predicted. Most of you will be familiar with genomics, but may be unaware of unprecedented advances in genomic technologies that are changing the healthcare landscape. Progress has been so rapid in fields like cancer and pharmacogenomics that the recently unimaginable is now routine clinical practice.In this presentation, we will review advances in genomic hearing loss research, and then focus on the genes discovered in Newfoundland families by our interdisciplinary team. A large number of diverse genetic disorders, in addition to hearing loss, have been identified in the province of Newfoundland and Labrador. The high incidence in the Newfoundland population is due to the founder effect, where genetic changes were brought to a geographically-isolated community many generations ago, and inherited by families with large numbers of offspring. Distinct forms of genetic hearing loss have been identified, including a CLDN14 autosomal recessive mutation which produces precipitous mid/high frequency hearing loss, and a WFS1 autosomal dominant mutation which gives rise to a nonsyndromic low-frequency hearing loss. The first stage of this research project is focusing on the detailed auditory profile, or phenotype, of individuals and families affected by different genetic forms of hearing loss. Working with a collaborative team, with expertise in molecular genetics and biomedical engineering, the goal of this research program is to better understand the underlying mechanisms and etiology of auditory system dysfunction, and ultimately facilitate the development of new forms of treatment.
11:15 a.m. to 11:30 a.m. – Morning Break
11:30 a.m. to 12:30 p.m.
  • Keynote speaker: Dr. Janet Jamieson
    Supporting a Smooth Transition from Early Intervention to Kindergarten for Deaf and Hard-of-Hearing Children
    As deaf or hard-of-hearing children who have been served through early intervention programs develop, the transition from early intervention to school is an important milestone, with strong implications for academic and social learning. It is a time of potential stress and challenge for the child and family, as they negotiate new schedules, environments, peers and teachers, and expectations. How can early intervention programs prepare children and parents for the transition? How can receiving teachers of the deaf and hard of hearing support children, families, and classroom teachers? What are the main concerns and challenges expressed by receiving kindergarten teachers?This presentation will review what we know about challenges and opportunities of the transition to school for all children, and especially for children who are deaf of hard of hearing and the adults who support them. It will touch upon research findings from a study conducted in British Columbia that examined the transition experience from the perspective of parents, early interventionists, receiving classroom teachers, receiving specialist teachers of the deaf and hard of hearing, and program administrators. Recommendations aimed at smoothing the transition to school will be described, with a particular focus on the importance of communication among stakeholders; preparing parents for the transition, particularly for parents who do not speak English or who are unfamiliar with their child’s school system; and preparing teachers in inclusive classrooms who will receive deaf or hard-of-hearing students.
12:30 p.m. to 1:30 p.m. – LUNCH BREAK
1:30 p.m. to 2:30 p.m.
  • Keynote speaker: Dr. Maria Hartman
    Read Up: Reading Achievement in Children with Hearing Loss in a Listening and Spoken Language Program
    Researchers partnered with a school for children with hearing loss in the southwestern United States to assess reading achievement over a three year period. Sixty students, ages 4 through 10 years participated. Over 60% of participants’ families identified as Latinx or Hispanic and spoke primarily Spanish in the home. Reading skills were assessed using eight subtests of the Woodcock- Johnson IV Tests of Achievement (WJ IV).Most participants (above 80%) performed within or above the average range (defined as a standard score of 85 or higher) based on the WJ IV’s norms for children with typical hearing. These children generally capitalize on their auditory access to excel at spelling, vocabulary, letter-word identification, and other skills requiring phonological awareness. More children in pre-k and kindergarten demonstrated reading delays than did those in later grades, suggesting that an intensive elementary program can help close the reading gap with hearing peers. Many older students experienced challenges with an often-overlooked area of reading instruction: fluency at both the single-word and the sentence level. Implications for practice and preliminary results of a longitudinal analysis of predictors of reading success will be discussed.
2:30 p.m. to 2:45 p.m. – Afternoon Break
2:45 p.m. to 3:45 p.m.
  • Panel discussion
    Dr. Maria Hartman, Dr. Janet Jamieson, Dr. Beverly Trezek, Dr. Susan Stanton, Dr. Connie Mayer and Dr. Pam Millett will engage with the audience about current issues in deaf and hard of hearing education, and how research is shaping the future for deaf and hard of hearing children, families and professionals.
3:45 p.m. to 4:00 p.m. – Wrap-up

Dr. Maria Hartman

Maria Hartman, PhD, is a Lecturer in the Program in the Education of the Deaf and Hard of Hearing at Teachers College, Columbia University, teaching courses in language and literacy development as well as assessment and methods courses. Additionally she serves as Practicum Coordinator supervising pre-service teachers in a variety of schools and programs in the New York City area. Maria participates in a number of ongoing research projects at Teachers College all related to deaf children and their language and literacy growth and publishes and presents frequently on these projects.

Dr. Janet Jamieson

Janet Jamieson, Ph.D., is a Professor in the Department of Educational & Counselling Psychology, & Special Education at The University of British Columbia. She is Co-Director of the UBC Program in Education of the Deaf and Hard of Hearing and Director of the UBC Centre for Early Childhood Education and Research. She is also a member of the Intervention Advisory Group of the B.C. Early Hearing Program.

Janet has a longstanding interest in the social-emotional wellbeing of deaf and hard of hearing children and their families. In one way or another, her research interests and publications have focused on understanding and promoting factors contributing to the positive psycho-social development and welfare of deaf and hard of hearing children, their parents, and the professionals who support them. Currently Janet is investigating the transition to school for children with special needs (including those who are deaf or hard of hearing), as well as family experiences and support needs when children become deaf or hard of hearing through cancer treatment.

Dr. Susan Stanton

Dr. Susan Stanton is an Associate Professor in the School of Communication Sciences and Disorders and a member of the National Centre of Audiology at Western University in London, Ontario. As a clinical audiologist and neuroscientist, Dr. Stanton became interested in how genes can affect the inner ear and central auditory system, and the ability to perceive sound. Her current research focuses on developing a detailed auditory profile, or phenotype, of individuals and families affected by genetic forms of hearing loss.

Dr. Stanton received her BSc in Psychology from the University of Toronto and her MClSc in Audiology from the University of Western Ontario. After practicing as an audiologist at Sunnybrook Health Sciences Centre for 5 years, she went on to earn her MSc and PhD in Physiology and Neuroscience from the University of Toronto where she studied how ototoxic hearing loss causes deprivation-induced changes in the auditory midbrain and auditory cortex.

Dr. Beverly Trezek

Dr. Trezek is an Associate Professor and the Tashia F. Morgridge Chair in Reading in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. Her research focuses on reading instruction for beginning and struggling readers, with a particular emphasis on investigating the role that phonemic awareness and phonics play in the development of literacy skills for students who are deaf or hard of hearing. Dr. Trezek has published numerous manuscripts on the topic of literacy and deafness and is the co-author of two books, Reading and Deafness: Theory, Research, and Practice (Trezek, Wang, & Paul, 2010) and Early Literacy Development in Deaf Children (Mayer & Trezek, 2015). Prior to becoming a university professor, Dr. Trezek spent more than 12 years working as a teacher of the deaf and hard of hearing and cross-categorical special education teacher in a K-12 public school setting. Given this background, she is highly dedicated to sharing research findings and instructional strategies with practicing teachers through professional development workshops and classroom coaching. She especially appreciates the opportunity this work has offered her to travel and collaborate with educators across the United States, and in Canada, Australia, and Ireland.

Greg Bergen
Audiologist, Assistant Clinical Territory Manager, Cochlear Canada

Greg Bergen is the newest addition to the Cochlear Canada Team. Moving back to his roots in southern Ontario, Greg joins us after several years in Vancouver, BC where he completed his masters at UBC and practiced audiology in the greater Vancouver area. Greg considers himself something of a legacy audiologist; he grew up with a hard of hearing brother who was eventually implanted with a cochlear device and his parents were very active in creating a VOICE for hearing impaired children chapter in the Kitchener-Waterloo region. Some of his earliest memories are of trips to North York General Hospital for his brother’s AVT sessions and the prized trip to the IKEA ballroom after! He is excited by the opportunity to work for Cochlear and support recipients like his brother in any capacity he can.

Dr. Connie Mayer, OCT
Professor, York University, Toronto Honorary Professor, HCD/Faculty of Biology, Medicine and Health, University of Manchester

Dr. Mayer is a Professor in the Faculty of Education at York University in Toronto and co-academic co-ordinator of the Teacher Preparation Program in the Education of Deaf and Hard of Hearing (DHH) students. She is an Associate Editor for the Volta Review, a member of the Editorial Board for the Journal of Deaf Studies and Deaf Education, the American Annals of the Deaf and the Reading Research Quarterly, and the Advisory Council of the Central Institute for the Deaf. Her research focuses on language and literacy development in deaf learners, early literacy and early intervention, cochlear implantation, bilingualism, and models of teacher education. In 2016 she was awarded the Sister Mary Delaney Lifetime Achievement Award in recognition of her work in teaching, research and service in the preparation of teachers of DHH students by the American College Educators of the Deaf and Hard of Hearing. In 2017 she was recognized as a Research Leader at York University, and most recently was awarded an Honorary Professorship in the Division of Human Communication, Development and Hearing at the University of Manchester in the UK. Current projects include investigations of Theory of Mind in the written language of deaf learners, and a 3-year SSHRC funded study to update the evidence base with respect to the literacy outcomes of deaf students.

Dr. Pam Millett, Reg. CASLPO

Dr. Millett is an Associate Professor and Academic Coordinator in the Deaf and Hard of Hearing Education Program at York University. She has been an educational audiologist in school boards and schools for the deaf in Ontario and Alberta for over 30 years, and now coordinates, and teaches in, the teacher of the deaf and hard of hearing education program at York. Her areas of research are in educational audiology, deaf and hard of hearing education, auditory learning in the classroom and accommodations for students with hearing loss at the post secondary level. She chaired the Canadian Interorganization Steering Group for the development of the Canadian Guidelines for Auditory Processing Disorder in Children and Adults: Assessment and Intervention, and writes a monthly column for Canadian Audiologist, the journal of the Canadian Academy of Audiology, entitled Audiology in the Classroom.

Transportation

We recommend taking the subway to the campus if at all possible. The subway station is right on the York University campus and is a short walk to the Second Student Centre where the conference is being held.

Keele Campus interactive and printable campus maps

Hotel

If you are in need of hotel reservations, the Executive Learning Centre is a hotel located on campus. Reservations can be made by visiting: acc-schulichexecutiveconferencecentre.com

Standard Registration Fee: $120.00

Optional Additional Fees (paid when paying registration fee)

Wine & Cheese Social Evening (Friday November 22nd)
$20.00
(includes a glass of wine and then a cash bar
will be available)

Boxed Lunch (Saturday November 23rd)
$15.00

Note: all fees charged are non-refundable and are subject to HST

Step 1: Complete and submit the Registration Form at
https://eduforms.apps01.yorku.ca/machform/view.php?id=148638

Step 2: Click the Registration Fee link at
https://pd.edu.yorku.ca/#/reg/course/12888

Step 3: Create an account

Step 4: Once you have created an account copy and paste the “Registration Fee Link” into your browser and proceed with your registration payment.


  • Registration Deadline: The last day to register for the conference is November 12th, 2019.
  • Accommodations: To ensure that your requested accommodations will be in place, please let us know by November 1st, 2019 if you require an accommodation as these arrangements will need to be made in advance.
  • Attendees interested in applying for AG Bell Academy CEU credits will be provided with a certificate of attendance and detailed agenda upon request

About the Program

The Deaf and Hard of Hearing Teacher Education program is a Post-Baccalaureate Diploma offered to qualified Canadian teachers. While open mainly to Ontario teachers, the program offers a limited number spaces in an online format to non-Ontario residents who are qualified to teach in their own provinces.

The program, which is the only one of its kind in Ontario and one of few across Canada, prepares qualified teachers to work with students who are deaf or hard of hearing in a variety of educational programs and across the full range of communication/modality options. The program is offered on a full-time (residents of Ontario) or part-time (residents of Ontario & non-Ontario residents) basis in a combination of face-to-face and online formats.

The program was established in 1989 and is delivered by both faculty and practitioners in the field.

Graduates earn a Post-Baccalaureate Diploma from York University, and graduates from our Ontario program who are certified by the Ontario College of Teachers (OCT) are recommended for the Additional Qualification (AQ), “Teaching Students Who Are Deaf or Hard of Hearing”, with a specialization in either ASL Communication or Oral/Aural Communication. The program is accredited by the Ontario College of Teachers and by the Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH). Graduates of the program may have the qualifications to teach outside of Ontario, nationally or internationally, as teachers of the deaf and hard of hearing. It is each individual's responsibility to check with jurisdictions outside of Ontario to confirm if the program is recognized for employment, as determined by each educational jurisdiction.

Please note: Courses are only offered as part of this post-baccalaureate diploma program. Applicants must be prepared to complete the entire program within the timeframe (e.g., one year for the full-time program and three years for the part-time program). Proposals for substitutions and transfer credits will not be considered.

Full-time Program (Residents of Ontario)

The full-time program is offered in one academic year, over two semesters, beginning in August and finishing in April.

Students enrolled in the full-time program primarily access courses by attending face-to-face classes in our designated classroom on the York University campus, with some online learning activities. Classes are generally scheduled for Monday through Thursday. However, there are a number of field trips, observations, guest lectures, etc. scheduled on many Fridays, so students need to be available full-time. Fall term courses typically run during the day between 9:00a.m. and 5:00 p.m. Winter term courses are scheduled between 9:00 a.m. and 5:00 p.m. on some days and afternoons and evenings between 1:00 p.m. and 8:00 p.m. on other days. Please note that schedule times can fluctuate from year to year. Full-time students are expected to attend all scheduled classes and complete the entire program as a cohort in one year.

Practicum Requirements in the Program

All students must complete 400 hours of practicum (320 hours of direct teaching and 80 hours of observation). Part-time students will complete their practicum placements in the third year of the program. Students may be asked to travel to practicum placements and will be responsible for all expenses incurred.

Students enrolled in the program will be required to provide proof of and maintain a current, original Criminal Record Check that includes a Vulnerable Sector Screening, as required by provincial law and the school board throughout the duration of the program.

Program Requirements

To remain in the Deaf and Hard of Hearing Teacher Education Program, students must maintain a minimum grade of a C+ in each course. If a failing grade is received in any course or practicum placement, students will be ineligible to continue and will be withdrawn from the Deaf and Hard of Hearing Teacher Education Program. In addition, current, unrestricted membership in good standing with the Ontario College of Teachers (OCT) must be maintained through the entire program.

Program Completion

Graduates of the program earn a Post-Baccalaureate Diploma from York University, and are recommended to the Ontario College of Teachers for the qualification, “Teaching Students Who Are Deaf or Hard of Hearing”, with a specialization in either ASL/LSQ Communication, or Oral/Aural Communication. The program is accredited by the Ontario College of Teachers and by the Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH). It is each individual’s responsibility to check with jurisdictions outside of Ontario to confirm if the program will be recognized for employment.

Tuition

Tuition for this program is subsidized by the Ontario government for Ontario residents. Therefore, no tuition fees are charged to Ontario residents.

Students will be required to pay material fees for some courses and to purchase textbooks and other personal learning materials; these materials are not subsidized.

Click here for Admission Requirements.

Part-time Program (Residents of Ontario)

The part-time program is a three-year program beginning in August and finishing in April of each year.

Part-time students complete the majority of their courses online, but are required to attend classes on campus for some specific courses. Part-time students enrol in two courses per term in a prescribed order and should plan to dedicate approximately five to seven hours per course each week. This time commitment takes into account participation in the online class (i.e., viewing the sessions) and completing the associated coursework.

Practicum Requirements in the Program

All students must complete 400 hours of practicum (320 hours of direct teaching and 80 hours of observation). Part-time students will complete their practicum placements in the third year of the program. Students may be asked to travel to practicum placements and will be responsible for all expenses incurred. If currently employed, it is strongly recommended that students discuss the practicum requirements with their school boards and school administrators at the time of applying to the program.

Students enrolled in the program will be required to provide proof of and maintain a current, original Criminal Record Check that includes a Vulnerable Sector Screening (VSS), as required by provincial law and the school board throughout the duration of the program.

Program Requirements

To remain in the Deaf and Hard of Hearing Teacher Education Program, students must maintain a minimum grade of a C+ in each course. If a failing grade is received in any course or practicum placement, teacher candidates will be ineligible to continue and will be withdrawn from the Deaf and Hard of Hearing Teacher Education Program. In addition, current, unrestricted membership in good standing with the Ontario College of Teachers (OCT) must be maintained through the entire program.

Program Completion

Graduates of the program earn a Post-Baccalaureate Diploma from York University, and are recommended to the Ontario College of Teachers for the qualification, “Teaching Students Who Are Deaf or Hard of Hearing”, with a specialization in either ASL/LSQ Communication, or Oral/Aural Communication. The program is accredited by the Ontario College of Teachers and by the Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH). It is each individual’s responsibility to check with jurisdictions outside of Ontario to confirm if the program will be recognized for employment.

Tuition

Tuition for this program is subsidized by the Ontario government for Ontario residents. Therefore, no tuition fees are charged to Ontario residents.

Students will be required to pay material fees for some courses and to purchase textbooks and other personal learning materials; these materials are not subsidized.

Click here for Admission Requirements for Residents of Ontario.

Part-time Program (Non-Ontario residents)

The Deaf and Hard of Hearing Teacher Education Program offers a limited number of additional spaces to Canadian applicants from outside Ontario. Please note that admission requirements and tuition fees are different for non-Ontario applicants.

Non-Ontario residents take the program part-time online over three years, from August to April each year. Part-time students enrol in two courses per term in a prescribed order. They should plan to spend approximately five to seven hours per course each week; this time commitment takes into account participation in the online class (e.g., viewing the online sessions) and completing the associated coursework. Out-of-province students are invited to attend class components in Toronto during the summer months. Details will be communicated in advance.

Practicum Requirements in the Program

All students must complete 400 hours of practicum (320 hours of direct teaching and 80 hours of observation). Part-time students will complete their practicum placements in the third year of the program. Students will work with the York Practicum Facilitator to establish an appropriate placement in their home province. Students may be asked to travel outside of their local area to practicum placements and will be responsible for all expenses incurred. If currently employed, it is strongly recommended that students discuss the practicum requirements with their school boards and school administrators at the time of applying to the program. Placements will be monitored by a York University Practicum Facilitator.

Students enrolled in the program will be required to provide proof of and maintain a current, original Criminal Record Check that includes a Vulnerable Sector Screening (VSS), as required by provincial law and the school board throughout the duration of the program.

Program Requirement(s)

To remain in the Deaf and Hard of Hearing Teacher Education Program, students must maintain a minimum grade of a C+ in each course. If a failing grade is received in any course or practicum placement, teacher candidates will be ineligible to continue and will be withdrawn from the Deaf and Hard of Hearing Teacher Education Program. In addition, a current, unrestricted teaching license in good standing with the home province's accreditation agency must be maintained through the entire program.

Program Completion

Graduates of the program earn 36 university credits and a Post-Baccalaureate Diploma from York University.

NOTE: It is each individual's responsibility to check with jurisdictions outside of Ontario to confirm if the program will be recognized for employment.

Tuition

Tuition costs for the upcoming academic year are outlined in the application package.

Students will be required to pay material fees for some courses and to purchase textbooks and other personal learning materials. Tuition and fees are subject to change without notice.

Click here for Admission Requirements for Non-Ontario residents.

The application to apply to the program for 2019-20 has closed! Please check here in December 2019 for details on applying for the 2020-21 academic year.

Admission Requirements

Full-time Program (Residents of Ontario)

Who can Apply?

Admission Requirements (Residents of Ontario):

  1. Membership in good standing with the Ontario College of Teachers (OCT) with no limitations and/or restrictions, which must be maintained throughout the program;
  2. BEd degree with a minimum grade-point average of B in both academic and practicum courses; and
  3. Documentation of two successfully-completed American Sign Language (ASL) courses at a recognized college/university or community-based (e.g., Canadian Hearing Society) program.

Applicants are considered for admission on the basis of their:

  • Teaching experience in elementary and/or secondary school classrooms
  • Experience with deaf or hard of hearing students
  • Academic background
  • Credentials, related additional qualifications, and professional development activities
  • Volunteer experience

Dates and Deadlines

  • The application is available in mid-December each year.
  • All applications will be reviewed by the Admissions Committee after March 15th.
  • Admission decisions will be communicated by early May. Contact with applicants will be made using email throughout the process as appropriate.
  • Please Note: All applicants will receive an email with the final decision of the Admissions Committee by early May. This information will be communicated via the email address provided on the application.

 

Part-time Program (Residents of Ontario)

Who can Apply?

Admission Requirements (Residents of Ontario):

  1. Membership in good standing with the Ontario College of Teachers (OCT) with no limitations and/or restrictions, which must be maintained throughout the program;
  2. BEd degree with a minimum grade-point average of B in both academic and practicum courses; and
  3. Documentation of two successfully-completed American Sign Language (ASL) courses at a recognized college/university or community-based (e.g., Canadian Hearing Society) program.

Applicants are considered for admission on the basis of their:

  • Teaching experience in elementary and/or secondary school classrooms
  • Experience with deaf or hard of hearing students
  • Academic background
  • Credentials, related additional qualifications, and professional development activities
  • Volunteer experience

Dates and Deadlines

  • The application is available in mid-December each year.
  • All applications will be reviewed by the Admissions Committee after March 15th.
  • Admission decisions will be communicated by early May. Contact with applicants will be made using email throughout the process as appropriate.
  • Please Note: All applicants will receive an email with the final decision of the Admissions Committee by early May. This information will be communicated via the email address provided on the application.

Part-time Program (Non-Ontario Residents)

Who can Apply?

Admission Requirements (Non-Ontario residents):

  1. Permanent Resident or Canadian Citizen who resides in Canada, yet outside of the province of Ontario;
  2. BEd or equivalent with a minimum grade-point average of B in both academic and practicum courses;
  3. Documentation of two successfully-completed American Sign Language (ASL) courses at a recognized college/university or community based (e.g., Canadian Hearing Society) program; and
  4. Current Canadian Provincial/Territorial Teacher Certificate in good standing.

Note: Graduates of our Part-time Program for Non-Ontario Residents will earn a Post-Baccalaureate Diploma but will not qualify for the OCT credential.

Applicants are considered for admission on the basis of their:

  • Teaching experience in elementary and/or secondary school classrooms
  • Experience with deaf or hard of hearing students
  • Academic background
  • Credentials, related additional qualifications, and professional development activities
  • Volunteer experience

Dates and Deadlines

  • The application is available in mid-December each year.
  • All applications will be reviewed by the Admissions Committee after March 15th.
  • Admission decisions will be communicated by early May. Contact with applicants will be made using email throughout the process as appropriate.
  • Please Note: All applicants will receive an email with the final decision of the Admissions Committee by early May. This information will be communicated via the email address provided on the application.

Program course work consists of a core set of comprehensive courses, totaling 27.00 credits, and three specialization courses, totaling 9.00 credits. Courses designated as 6.00 are 72-hour courses; those designated as 3.00 are 36-hour courses.

All course work deals with areas pertinent to deaf and hard of hearing education. These areas include: language and literacy development; oral communication; deaf and hard of hearing studies; bilingual/bicultural education; American Sign Language; audiology; listening and speaking; hearing technologies; and working with deaf and hard of hearing learners in inclusive settings. Students must also complete practicum placements.

Core courses

  • Language, Literacy and Development 1 (6.00)
  • Language and Literacy Development 2 (6.00)
  • Educational Audiology (6.00)
  • Educational Use of Signed Language (3.00)
  • Deaf Studies - An Introduction (3.00)
  • Teaching and Learning Seminar (3.00)
  • Practicum (includes two four-week practica, totaling 400 hours of teaching)

Specialization courses

Students are required to choose an area of specialization after completing most of the core prerequisite courses. Students choose either the ASL Communication Stream or the Oral/Aural Communication Stream and complete the appropriate three courses assigned to the area of specialization. Students do not need to choose a specialization prior to program entry.

To enrol in the ASL stream, students must have the ability to teach with ASL as the language of instruction. An assessment of ASL skills is arranged by the program for students who express interest in the ASL stream.

Specialization courses for the Oral/Aural Communication stream are:

  • Listening and Speaking for Deaf and Hard of Hearing Learners (3.00)
  • Teaching Deaf and Hard of Hearing Learners in Inclusive Settings (3.00)
  • Classroom Amplification (3.00)

Specialization courses for the ASL Communication stream are:

  • ASL Deaf Studies-Culture and Community (3.00)
  • American Sign Language - Linguistics (3.00)
  • Bilingual Bicultural Education (3.00)

Deaf Education Graduates

I didn’t pick up my diploma or I would like to have my diploma mailed to me, who do I contact?

For all inquiries regarding your diploma, please contact the Registrar’s Office at York University.

How do I get a copy of my transcript?

The D/HH Program cannot provide transcripts or grades.  To get a transcript, please contact the Registrar’s Office at York University.

How do I get my Specialist qualification from the Ontario College of Teachers?

How long does it take for my completed qualifications to show up on my OCT record?

It can take approximately four to six weeks for your recommendation to be processed by the Ontario College of Teachers and before you will be able to see it on your record.  Please note that this timeline is an estimate only.

I have just graduated from the program. Do I need to contact the Ontario College of Teachers or will York University send my recommendation for me?

You do not need to contact the Ontario College of Teachers for this purpose.  York University will submit your recommendation of successful completion of the D/HH Program to the Ontario College of Teachers.

Deaf Education Program

When does the program start and end? When will I have classes?

The full-time program runs for one academic year. Classes start the end of August, and the program finishes at the end of April. There is a two-week break at Christmas, and there are no classes during March Break. Fall term courses run until approximately the 3rd week of November, followed by a 4-week teaching practicum. Winter term courses run until the end of March, followed by a second 4-week teaching practicum.

Classes are generally scheduled for Monday through Thursday. However, there are a number of field trips, observations, guest lectures, etc. scheduled on many Fridays, so Teacher Candidates need to be available full-time.

Is any part of the full-time program online?

There may be some classes which are online; however, the majority of the classes for full-time Teacher Candidates take place on campus, and you are expected to attend all scheduled classes.

I’m not sure I understand what the “streams” are. When do I need to choose a stream?

The Ontario College of Teachers has mandated that graduates of the program be certified in either the Oral/Aural stream, or the ASL stream. This will be identified on your diploma from York University, and on your Teacher Record Card from the OCT. Your stream is intended to highlight a particular skill set, but does not necessarily limit where you can be hired. You will be selecting a stream midway through the fall term and will register for the three courses associated with that stream.

If you are interested in taking the ASL stream, you will need to demonstrate a level of ASL proficiency sufficient to teach in that language. Teacher Candidates interested in this stream will be required to take the ASL Proficiency Interview (ASLPI), and will need to obtain at least a rating of 3 on that scale. This assessment is arranged by the Program to be done via FUZE and there are no costs associated with it for participants.

Can I take longer than three years to complete the program?

Yes, you can take up to a maximum of five years to complete the D/HH Program.

Can I fast track and complete the part time program in less than three years?

The part-time program is a three-year program.  The program cannot be completed in less than three-years due to the sequence of the courses and their prerequisites, and the requirement that courses be completed prior to practicum placements.

Can I take the Deaf and Hard of Hearing Teacher Education Program at the same time that I am taking my BEd?

You cannot take the Deaf and Hard of Hearing Teacher Education Program while taking your BEd course.  Students enrolled in the Deaf and Hard of Hearing Teacher Education Program are required to be current members in good standing with the Ontario College of Teachers or other Provincial/Territorial Teacher Licensing Organization.

I have some ASL skills; do I qualify to enroll in the ASL Stream?

To enroll in the ASL stream, you must have the ability to teach with ASL as the language of instruction. An assessment of ASL skills is arranged by the program for Teacher Candidates who express interest in the ASL stream.

I won’t graduate from my BEd Program until June; can I still apply for the Deaf and Hard of Hearing Teacher Education Program?

Yes, you can still apply to the program. You may be offered a conditional acceptance with your six-digit Ontario College of Teacher Registration number or proof of application to the appropriate Provincial/Territorial Teacher Licensing Organization.

Teacher Candidates must provide documentation to show that they are a member of the Ontario College of Teachers with no limitations and/or restrictions prior to the program start date.

Teacher Candidates living outside of Ontario are required to provide documentation to show that they are a member in good standing with no limitations and/or restrictions with the Provincial/Territorial licensing body from the current Province/Territory with which they are registered to teach prior to the program start date.

What type of documentation is required to be submitted as proof of completion of my ASL courses?

The following will be accepted as proof of completion:

  • Certificate from the program
  • Transcripts
  • Letter of Completion on the institution/organization letterhead.

Do I have to take my ASL courses at York University?

York University offers ASL courses, but applicants may complete their courses from any recognized college/university or community organization.

Do I have to complete both ASL courses before I can apply to the program?

No; you do not have to complete both ASL Courses before applying to the program.  You must be in the process of completing your ASL courses and if accepted into the D/HH program, the offer will be conditional on the prerequisite being met.

What other fees are associated with this program?

Other fees may consist of,  but are not limited to the following:

  • Textbooks/materials for courses
  • Expenses in relation to practicum placement
  • Field Trips

Do I have to meet all of the prerequisites to take this program?

Yes; applicants must meet all of the prerequisites or be in the process of meeting prerequisites.

I work in a field related to teaching or have experience working with Deaf or hard of hearing individuals. Can I apply to the program?

We are not able to accept applicants who do not meet the prerequisites of the program.  Please refer to the Admission Requirements.

Questions

If you have any questions or require further information, please contact:
Deaf and Hard of Hearing Teacher Education Program Office
Phone: 416-736-5971
TTY: 416-736-5972
deafed@edu.yorku.ca