This 12-hour certificate program teaches best practices and provides supervised clinical experiences in the assessment and treatment of communication skills for children who are deaf or hard of hearing (DHH). The program includes online academic coursework and a supervised clinical practicum opportunity. The certificate program is offered to students enrolled in TWU's M.S. in Speech-Language Pathology program and to licensed and certified speech-language pathologists who want additional knowledge and skills working with DHH children. Minimal sign proficiency is preferred.
Defined by the Texas Higher Education Coordinating Board's 60x30 Strategic Plan as, "Those skills valued by employers that can be applied in a variety of work settings, including interpersonal, cognitive, and applied skills areas. These skills can be either primary or complementary to a major and are acquired by students through education, including curricular, co-curricular, and extracurricular activities."
- Effectively diagnose communication disorders in children who are deaf or hard of hearing.
- Effectively treat communication disorders in children who are deaf or hard of hearing.
All students must meet the University requirements as outlined in the Admission to the TWU Graduate School section of the catalog.
This academic program may have additional admission criteria that must also be completed as outlined on the program's website.
Total Semester Credit Hours Required
12 semester credit hours (SCH).
The required coursework includes 9 SCH of online academic classes and a 3-credit hour clinical practicum experience where students earn a minimum of 75 clock hours assessing and treating children who are DHH under the supervision of a licensed and certified speech-language pathologist who has experience working with children who are DHH. Students must earn grades of A or B in all classes.
|COMS 5012||Aural Habilitation||2|
|COMS 5211||Counseling in a Cross-Cultural Society||1|
|COMS 5443||Clinical Externship||3|
|Electives (based on area of interest)|
|Select two of the following||6|
|History, Policies and Trends in Deaf Education|
|Families and Young Children in Deaf Education|
|Classroom Assessment and Access to Print Literacy in Deaf Education|
|Strategies for Supporting Language Development in Deaf Education|