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Deaf and Hard of Hearing Preliminary Credential

California Commission on Teacher Credentialing Accreditation

5. Course Matrix

5.1 Education Specialist Deaf and Hard of Hearing TPEs Course Matrix

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EDU207 English Learners 
EDU208B Responsive Teaching 
 DHH218 Supporting Teen Transitions
DHH219 Learners with Deaf blindness 
DHH229 Programming for Children and  
DHH233 Multiple Perspectives 
DHH234A Listening & Spoken Lang (LSL) 
 DHH234B Listening &Spoken Language
DHH235A Early Intervention Family Support 
 DHH235B Early Intervention Practicum
 DHH236A Audiology -Diagnostics
 DHH236B Audiology – Hearing Tech
DHH237 Language to Literacy 
DHH238A Early Childhood Curricula
DHH238B Early Childhood Practicum
DHH239A Curricula for Learners 5-22
DHH239B Practicum with Learners 5-22
EDU279 Supporting Neurological Disorders
TPE 1: Engaging and Supporting All Students in Learning - Deaf and Hard of Hearing TPEs (DHH TPEs)
Beginning teachers: 
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1.1 Provide and sustain a language-rich environment in American Sign Language (ASL) and/or English for deaf students to foster social and academic discourse and comprehension, using multimodal instruction, skill training (signed/viewing, spoken/listening, and/or written language as a heritage language), research-based bilingual education methodology, translanguaging practices and current effective learning.  I                     P
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1.2 Communicate proficiently in American Sign Language (ASL) and/or English and engage with students using multimodal instruction (signed, spoken, and/or written) scaffolding, multiple ways of representing content, and teaching strategies to address the specific needs of student learning, as stipulated in the IFSP/IEP/ITP/504 Plan.      I P           I   P
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1.3 Collaborate with students and families to make instruction learner-centered, developmentally appropriate, and meaningful, reflecting home and school connections, knowledge of child development (linguistic, cognitive, socio-emotional, & cultural development) and additional special needs.                I
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1.4 Demonstrate knowledge of students’ language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain-based learning skills (e.g. executive functioning) and vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills.              P     I         I
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1.5 Develop and implement the IFSP, IEP, ITP, or 504 Plan collaboratively with families with an emphasis on language planning that provides equal access to the general education core curriculum with accommodations and modifications, and progress monitoring, taking into consideration all educational/communication options available (including the use of Assistive Technology and Augmentative and Alternative Communicative Devices as appropriate).      I
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1.6 Connect subject matter to deaf-related events and experiences to make learning personal, meaningful, and culturally relevant to students.  P   I
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1.7 Differentiate instruction and curriculum access for all students by emphasizing multimodal instruction (auditory, visual, tactile, gestural) activities and incorporating various funds of knowledge from diverse home backgrounds, cultures, styles of learning, and perspectives into curricular activities.   I   P I     I     P
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1.8 Prepare effective transition plans from birth to age 22 through the IFSP/IEP/ITP/504 Plan with students and their families, including goals for self-advocacy, independent living, post-secondary education, and career assessment and vocational evaluation, with appropriate connections between the school curriculum and life beyond school.       I
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TPE 2: Creating and Maintaining Effective Environments for Student Learning - Deaf and Hard of Hearing TPEs (DHH TPEs)

Beginning teachers: 
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2.1 Establish a caring, stimulating, and safe community for diverse deaf learners in which students assume responsibility for learning and self-advocacy, show willingness to take intellectual risks, develop self-confidence, and learn to work collaboratively and independently.    I
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2.2 Design learning environments that maximize opportunities to progress from emerging to a formal language, and using translanguaging techniques appropriate to each student to further ASL and/or English competency.  I
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2.3 Establish, maintain, and monitor an inclusive environment which cultivates language equity by demonstrating communication skills that enable diverse language learners to access, comprehend, and apply information; acquire knowledge; and, develop and maintain interpersonal relationships.    I
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2.4 Recognize and appropriately address instances of intolerance and harassment among students, based on awareness of the diverse cultural and linguistic identity and intersectionality among students.      P
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2.5 Select, adapt, create and use culturally-relevant language-rich resources to support deaf students with diverse language and learning needs.             P
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2.6 Assume accountability for establishing, maintaining, and demonstrating the use of any assistive technology (visual, auditory, and/or tactile) to develop self-advocacy for deaf students and their families.         P
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2.7 Maintain high expectations for learning with appropriate support for the full range of deaf students (including students who experience language deprivation, behavior, and/or mental health and medical needs) in the classroom by making effective use of support specialists, other service providers, available non-certificated staff, and other community resources.       I             I       P
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2.8 Provide ongoing opportunities for safe, meaningful social interactions between language-model peers and adults who are deaf, as appropriate to each student’s identity.     I   P I     P
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2.9 Utilize and embed collaborative discussions surrounding the unique leadership contributions of positive, diverse Deaf community role models within the classroom to support the development of self-identity and well-being in each deaf student.     I
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TPE 3: Understanding and Organizing Subject Matter for Student Learning - Deaf and Hard of Hearing TPEs (DHH TPEs)

Beginning teachers:
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3.1 Master technical vocabulary and key concepts in content areas of instruction, effectively using social and academic language (ASL and/or English) to enhance vocabulary knowledge.  I             I   P
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3.2 Demonstrate the ability to (core general education curriculum) in the language of instruction (ASL and/or English) utilizing strategies appropriate to deaf students based on current evidence-based research  I   I
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3.3 Demonstrate knowledge of appropriate expressive (signed, spoken, and written) and receptive (listening, reading and viewing) language skills strategies and assessments based on the language of instruction (ASL and/or English).              P A I P     I
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3.4 Demonstrate knowledge of translanguaging and transliterating techniques (ASL-printed English and/or spoken language-printed English) in the delivery of content knowledge.      I       I
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3.5 Demonstrate knowledge of auditory, tactile and visual accommodation, differentiation, and/or modification of instruction to meet the linguistic, cognitive, social, and emotional needs of each student.                  I
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3.6 Construct accessible learning experiences that incorporate use of auditory, tactile, and visually assistive materials, resources, and technology to facilitate meaningful and authentic learning for all students.      I I
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3.7 Use appropriate multimedia tools to provide language access and support conceptual knowledge.     P
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3.8 Use current culturally relevant and appropriate deaf-related materials (literature, linguistics, culture, anthropology), to foster a healthy positive identity. I     I
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TPE 4: Planning Instruction and Designing Learning Experiences for All Students - Deaf and Hard of Hearing TPEs (DHH TPEs)

Beginning teachers:  
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4.1 Demonstrate the ability to design and implement effective individual, social, academic, cognitive, and language learning activities using appropriate auditory/tactile/visual strategies for diverse learners all ages (birth to 22) taking into account different backgrounds, learning preferences, and learning environments while using essential elements of instruction that are culturally relevant, data driven, and standards-related.    I   I
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4.2 Understand and apply knowledge of typical and atypical language development (signed, spoken, and written) among deaf students, to help inform instructional planning and learning experiences.              I   P
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4.3 Design reasonable language and content objectives and benchmarks for instruction implementation and conducting ongoing assessment to strengthen the interconnectedness of academic content areas, critical thinking and language scaffolding using a variety of resources (ESL and ELL techniques, ASL/English bilingual strategies) accessible to all learners.      I
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4.4 Plan and design instruction that develops students’ self-advocacy skills and learning needs from ages birth to 22.      I
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4.5 Access resources for planning and instruction, including the expertise of Deaf, hard-of-hearing and deafblind communities and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.      I
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4.6 Plan instruction that promotes a variety of receptive and expressive language development skills and strategies.                    P     I
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4.7 Coordinate, collaborate, co-teach and communicate effectively with other agencies, educators, service providers, parents, students, and Deaf community agencies for instructional planning and planning for successful deaf student transitions.          P
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TPE 5: Assessing Student Learning - Deaf and Hard of Hearing TPEs (DHH TPEs) 

Beginning teachers:
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5.1 Apply knowledge of federal and state special education laws and regulations, assessment terminology, legal provisions, and ethical principles in selecting, adapting, administering, interpreting, and explaining assessments for placement and progress monitoring.       I
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 5.2 Gather relevant information through reading, interpreting and using informal and formal assessment data from IFSP, IEP, ITP, and 504 plans develop differentiated instruction, and to make appropriate accommodations or modifications.                 I
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5.3 Develop and administer linguistically and culturally appropriate assessments in the language understood by the students guide instruction and monitor progress.   I
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5.4 Evaluate instructional practices, and record, monitor, and share evidence of academic, linguistic, and socioemotional progress to all stakeholders.     I
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5.5 Assess and design measurable and appropriate language (sign, spoken, and written, as appropriate for each student) and content goals based on assessments of student growth to determine level of proficiency for each deaf student.               I
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5.6 Evaluate and design, with the interdisciplinary team, a high school transition plan that includes language and communication skills to enhance self-advocacy, access and independence.       I
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TPE 6: Developing as a Professional Educator Deaf and Hard of Hearing (DHH TPEs)

Beginning teachers:
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6.1 Demonstrate knowledge of the history of deaf education including trends, philosophies, and legal foundations, and the ways in which these issues continue to positively and negatively influence policy and practice today.       P     I
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6.2 Demonstrate the ability to present unbiased information to families on the differences in perspectives on deafness, the range of educational opportunities available for deaf children, and support families in their decision-making process by providing information on the linguistic, cognitive, social, and emotional needs of deaf children, federal and state special education regulations, and connections with parent support groups, community agencies, and deaf role models.           P
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6.3 Demonstrate the ability to work collaboratively with families, support providers, general education professionals, community agencies and the Deaf community, recognizing and respecting their roles and responsibilities in meeting the needs of students.           P
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6.4 Demonstrate the ability to manage, monitor, and maintain assistive auditory technologies, to apply information from audiograms to develop listening expectations, maximize use of residual hearing, and develop auditory processing and comprehension skills, as well as self-advocacy skills in both social and academic contexts.                     I I
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6.5 Demonstrate knowledge of universal design for learning, and common accommodations and modifications to meet the linguistic, cognitive, social, and emotional needs of deaf students.     I                   I
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6.6 Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences.   I
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6.7 Demonstrate knowledge of deafblind as a unique disability requiring specialized assessment and teaching strategies, as a well as a team approach in collaboration with other service providers and community agencies to design assessment and instruction.         I
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6.8 Demonstrate knowledge of current research in evidence-based teaching practices, technologies, policies, and trends in deaf education.           I
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5.2 Subject-Specific Teaching Performance Expectations and Literacy Competencies

Subject-Specific Teaching Performance Expectations  Course(s) Faculty
Developmentally Appropriate Practices in Relation to Subject-Specific Pedagogy     EDU 237: Language & Literacy Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS
EDU 238: Language/Math/Science Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS
EDU 239A: Language Math/Science Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS
English Language Development in Relation to Subject-Specific Pedagogy      EDU 1/207: Teaching English Learners  Lorenza Arengo-Yarnes, PhD
Literacy   
Literacy TPE Language for All Teacher Candidates  EDU 237: Language & Literacy Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS
EDU 238B: Language & Literacy Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS
EDU 239A: Language & Literacy  Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS
Literacy TPE for Multiple Subject and Education Specialist Candidates
  
EDU 237: Language & Literacy Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS
EDU 238B: Language & Literacy Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS 
EDU 239A: Language & Literacy Bridget Scott-Weich, PhD & Angela Stokes, MEd
Vicki Ishida, MS