Areas of Study

Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourages positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 8 Instructional Strategies: The teacher candidates uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and the critical thinking and problem solving skills needed to apply knowledge in meaningful ways.

Standard 9 Reflection, Professional Learning and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate’s choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 10: Leadership, Advocacy and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance literacy and numeracy skill of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

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M.A. in Deaf Education Studies



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