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Exploring Language Exposure’s Relationship to Neurobiological Linguistic Outcomes in d/Deaf Infants
The advantages of early exposure to languages that firmly establish a first language during early childhood have long been documented for deaf children, as this is critical in future language development and literacy skill.
This pilot study seeks to describe deaf children’s language experience and exposure to explore how these factors may contribute to successful language development.
The proposed study will recruit five deaf babies of both hearing and deaf parents, ages 6-36 months, to participate in a battery of language measures. Infant language exposure in American Sign Language (ASL) and spoken English will be reported utilizing the Language Exposure Assessment Tool (LEAT). Parents will also complete the Language Experience and Proficiency Questionnaire (LEAP-Q) to report their language abilities.
Language measures will include:
Due to the small sample size, all measures will be analyzed as components of a linguistic profile of each participant.
Grading System: letter grades only.
This course introduces students to the field of International Development by examining the history, theories, and models of development. Drawing on a range of case studies, students gain an understanding of development as a set of institutions and networks that emerged in the post WW II period and proliferated primarily throughout the Global South, facilitated by neoliberal policies. Critically analyzing the role of development organizations from the Global North in foreign assistance, as well as their influence on social policies and political decision-making, students will apply their insights to current development issues, controversies, and debates.
This course expands upon IDP 770: Introduction to International Development by exploring human rights frameworks currently reshaping the field of international development, particularly with respect to sustainable development goals. IDP-771 applies human rights theories and models to case studies from Deaf, DeafBlind, Hard of Hearing, signed language communities, and persons with disabilities around the world to analyze human rights indicators in the context of sustainability, as well as social movements, grassroots activism, and other forms of non-governmental organizing work. This course also examines the impact of Sustainable Development Goals (SDGs), assistance projects/programs, international laws, and social protection policies for communities at the local, regional, national and international level.
This course explores how micropolitical factors shape individual experiences and social relations within and between groups. Understanding human experiences and practices connected to gender, race, ethnicity, language, disability, sexuality (and so on) as changeable, contradictory, and often situation-specific, we will examine personal choices, identities, and community formations as legacies of and responses to the ways power is organized under late-modern capitalism and post-colonial international relations. Drawing from a wide range of social scientific materials, we will pay especial attention to intersections of race and class, as well as local, national, and global affiliation in the formation and transformation of people's lives. Course activities focus on the project level in which development takes place, allowing students to examine those social categories that most impact development outcomes, associated political processes, and individual and group action of the group or groups selected for the semester project.
This course builds upon IDP 770 and 772 by focusing on the intersections between race, gender and sexuality in international development agendas emphasizing the role of Deaf, DeafBlind and Hard of Hearing people and people with disabilities. Drawing on theoretical and practical cases, students will explore the ways that race, gender and sexuality shape individual and group identities including diverse practices, perspectives and creative development action. Through critical analysis of the course's core concepts, students will develop insight into the social issues faced by particular groups around the world, as well as the ways that others forms of categorization further impact social inequalities, such as: socioeconomic class, social hierarchies, disability, ethnicity, family structures and expectations, language and communication, and religion.
This course focuses on collaborative formulation, development and evaluation of programs working with Deaf, DeafBlind, and Hard of Hearing people and people with disabilities in disaster and humanitarian contexts. Exploring current philosophical, theoretical, and methodological stances related to collaborative program development, course activities demonstrate the salience of international human rights frameworks for sign language-centered leadership and disability rights, and connect these to bi- and multilateral organizational and funding channels now undergoing enhancement as a result of the United Nations introduction of the Sustainable Development Goals. Using the latter as a foundation to identifying socioeconomic problems and barriers to self-determination, participation, and equity, students will design program proposals in response to an actual Request for Proposal (RFP). Work on peer teams, students will then submit an Evaluation Plan for an actual program. In addition to cultivating program development and evaluation skills, course activities provide students with opportunities to practice program management skills and grant-writing experience.
IDP-775 introduces students to the design, planning, and implementation of community development projects with Deaf, DeafBlind, Hard of Hearing people, signed language communities, and people with disabilities with a focus on disaster and humanitarian contexts. Theoretical frameworks address the nature of social change in societies around the world, the interrelationship between inequitable social conditions and efforts such conditions, and the value of local constituencies’ involvement in shaping change. Students will develop essential skills for designing projects, as well as training in collaborative team-building and facilitation of projects that are sensitive to local communities’ viewpoints, social interests, and leadership in local and international development networks.
International development activities place a heavy emphasis on the ability to skillfully interact with and to generate many types of data. This course introduces students to the most common types of research methods and strategies currently used in the international development field, and explores the ethical implications of research planning, methodological decision-making, and research fieldwork. Course activities include: introduction to research formulation and design; literature review; quantitative, qualitative, and mixed-methods; data collection and analysis; rapid assessment methods; and participatory community assessments. Course activities also highlight the elements of a good argument and provide opportunities to analyze, construct, and to refine research arguments.
This course introduces students to standard practices of professional communication, conduct, and preparation of documents and presentation materials and types commonly used in the international development field. Course activities include: technical writing, creating persuasive messages in formats and media appropriate to a variety of audiences (e.g., specialist, non-specialist, targeted groups). Course activities will also address professional communication and conduct, and guide students in preparing their IDMA portfolios for submission at the end of the semester (required for continuing to the second year of IDMA graduate study, practicum and internship experiences)
Professional service and direct action are core features of international development work, and therefore a critical aspect of graduate-level preparation. The IDMA¿s supervised practicum is designed to offer practical field experience observing and working in an international development assistance organization, federal agency, for- or non-profit organization, or other development-related venue. The supervised field practicum provides students with a critical first opportunity to integrate didactic interdisciplinary study of international development with professional interaction and engagement in an international development organization, federal agency, non-profit organization, or other international development entity (think tank, policy institute). An on-site supervisor and a university-based supervisor (practicum instructor) provide supervision and guidance to promote students¿ professional development, and application of theoretical knowledge to real-world international development situations, issues, and opportunities.
This course builds on IDP-780 Supervised Practicum for International Development. As in that course, field experience working in a development assistance organization, federal agency, or nonprofit organization is an essential part of graduate training in and preparation for professional careers in the international development field. The supervised internship placement adds to the practicum experience by expanding the scope of professional activities and outputs expected of students, and by increasing students¿ level of responsibility and accountability to partnering organizations and collaborating communities. As with IDP-780, students engage in practical experiences guided by the supervision of an on-site supervisor and a university supervisor (internship instructor). The supervised internship requires a minimum of 360 clock hours.
Building on IDP-779 Professional Seminar I, this course is designed to deepen students understanding of standard practices of professional communication, conduct, and preparation of documents and presentation materials, as well as their understanding and advocacy of human rights, with an emphasis on language, and visible and invisible disabilities. In addition to preparing students for entry into professional international development work (e.g., professional rapport and alliance-building, developing CVs and cover letters for various types of job postings, job search skills), IDP-782 activities guide students in critical reflection on the impact of cross- and intercultural power dynamics for professional interaction, collaborative engagement, and ethical practice.
Independent studies enable advanced study of a topic, of interest to the student and the faculty member, not covered in the curriculum. Independent studies should not substitute for required courses, although exceptions may be considered on a case-by- case basis.
Note: A Registrar¿s Office Graduate Student Independent Study Form (http://www.gallaudet.edu/registrars_office/forms.html) and syllabus must be submitted to the Registrar¿s Office before the add/drop period ends to register for an Independent Study
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Exploring Language Exposure's Relationship to Neurobiological Linguistic Outcomes in d/Deaf Infants
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