Georgia state university phd in exceptional students concentration in sensory impairments
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Georgia State University: PhD in Exceptional Students- Concentration in Sensory Impairments. Susan R. Easterbrooks. Introduction. GSU is located in the heart of Atlanta, the major economic, political, social, and cultural hub of the southeast. www.gsu.edu. Go Panthers!.

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Georgia state university phd in exceptional students concentration in sensory impairments

Georgia State University:PhD in Exceptional Students- Concentration in Sensory Impairments

Susan R. Easterbrooks


Introduction
Introduction

  • GSU is located in the heart of Atlanta, the major economic, political, social, and cultural hub of the southeast.

www.gsu.edu

Go Panthers!



Georgia state university phd in exceptional students concentration in sensory impairments

http://education.gsu.edu/epse


Georgia state university phd in exceptional students concentration in sensory impairments

  • The focus of the program is to prepare education researchers; we encourage those interested in administration or curriculum to apply for PhD programs in the curriculum and administration departments.

  • We have MEd, MAT, and certification-only programs.

  • We do not have an EdS program.


Georgia state university phd in exceptional students concentration in sensory impairments

The minimum requirements for consideration of acceptance into the Ph. D. program include:

1. GRE scores posted within the last five years with a minimum score of 1000 (minimum 500 verbal/500 quantitative).

2. A graduate degree in special education or a related field with a graduate GPA of at least 3.3 from a college or university that has regional accreditation

3. A graduate level teaching certificate (or equivalent) in the concentration area.

4. Three years of classroom teaching.


Demographic information
Demographic Information into the Ph. D. program include:

  • 6 students have attempted to go through the program

    • 1 male from an Eastern European country

    • 1 deaf female

    • 1 African American female

    • 3 Caucasian females

  • All had master’s degrees in deaf education, one from a university in Eastern Europe

  • Attrition

    • Deaf female left due to family issues (non-funded)

    • Male left due to health issues (funded by a grant from his country)

    • Caucasian female left as she decided that research was “not her thing” and she could get a PhD faster online (non-funded)

  • The remaining three are fully funded: two by the IES literacy grant, one by the college to provide training and support to all faculty on addressing inclusion in all COE courses.


Recruitment
Recruitment into the Ph. D. program include:

  • We have a 6 student cap on numbers of doc students a faculty member may mentor.

  • Recruitment is by word of mouth; I have 3 active students and am about to interview 2 more.


Current program design doctor of philosophy in education of students with exceptionalities
Current Program Design: into the Ph. D. program include:Doctor of Philosophy in Education of Students with Exceptionalities

A. Core Area (18)Social foundations core (3), Psych core (3), research foundations core (6), research track (6)

B. Major Area (27-36)Required (15):EXC 8010 Advanced Study of Exceptional Students (3)EXC 8961 Professional Development Seminar in Special Education (4)EXC 9910 Research Seminar in Learning Disabilities (3)EXC 9920 Research Seminar in Behavior Disorders (3)EXC 9930 Research Seminar in Mental Retardation (3)

  • Select (12-21): Students complete additional semester hours of coursework depending on their background and career goals approved by the student’s Doctoral Advisory Committee.

    C. Cognate (18)Required (6):EPY 9000 Facilitating College Teaching (3)EXC 9660 Internship in Special Education I (3)The remaining 4 cognate courses must be taken outside student’s major field of study. (I have special approval to make ASL a cognate for students who do not have ASL skills.)

    D. Dissertation (9)Required (9):EXC 9990 Dissertation (9)

  • Program total: minimum of 72 semester hours


Residency requirements
Residency Requirements into the Ph. D. program include:


Existing faculty expertise
Existing faculty expertise into the Ph. D. program include:

  • Research courses from the faculty in Educational Research

  • Social foundation course from faculty in Educational Policy and Social Foundation

  • 5 major area courses from faculty in Educational Psychology and Special Education

  • Selected hours from Dr. E: (Directed Readings: Language, Literacy, Learning Theory)

  • Cognate courses from various programs around the university.


Research interests
Research Interests into the Ph. D. program include:

  • Susan R. Easterbrooks (Deaf Ed)

    • Literacy

    • Language

    • Learning

  • Amy Lederberg (Ed Psych)

    • Literacy

    • Language

    • Learning


Recent pubs
Recent Pubs into the Ph. D. program include:

Books

  • Easterbrooks, S.R., & Estes, E. (2007). Helping Children with Hearing Loss Develop Spoken Communication. Thousand Oaks: Corwin Press.

  • Easterbrooks, S.R. & Baker, S. (2002). Language instruction of students who are deaf and hard of hearing: Multiple pathways. Boston: Allyn & Bacon.

    Chapters

  • Heller, K.W., Easterbrooks, S., Swinehart-Jones, D. & McJannet, D. (in press). Vision Loss, hearing loss, and deaf-blindness. In K. W. Heller, P. Forney, P. Alberto, S. Best, & M. Schwartzman (Eds.) Understanding physical, health, & multiple disabilities, 2nd Ed. Upper Saddle River, N.J.: Pearson/Merrill.

  • Easterbrooks, S., & Parker, T. (in press). Communication development. In W. Umansky & S. Hooper (Eds.), Young children with special needs. 5th ed. Columbus: Pearson Education, Inc.


Georgia state university phd in exceptional students concentration in sensory impairments

Juried Articles into the Ph. D. program include:

  • Easterbrooks, S., & Huston, S. (2007). Visual reading fluency in signing deaf children. Journal of Deaf Studies and Deaf Education, 13(1), pages not yet assigned.

  • Easterbrooks, S., and Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing. American Annals of the Deaf, 151(4), 385-397.

  • Easterbrooks, S., Stephenson, B., & Mertens, D. (2006). Master teacher responses to twenty literacy and science/math practices in deaf education. American Annals of the Deaf, 151(4), 398-409.

  • Stoner, M., & Easterbrooks, S. (2006). Using a visual tool to increase adjectives in the written language of students who are deaf or hard of hearing. Communication Disorders Quarterly, 27(2), 95-109.

  • Thompson, S., & Easterbrooks, S. (2006). Employment and quality of life in adults who are deaf. Journal of the American Deafness and Rehabilitation Association,39(2), .

  • Gallagher, P.A., Easterbrooks, S. R., & Malone, D.G. (2006). Universal newborn hearing screening and intervention: Assessing the current collaborative environment in service provision to infants with hearing loss. Infants and Young Children, 19(1), 59-71.


Georgia state university phd in exceptional students concentration in sensory impairments
Existing & emerging technologies that can be used for facilitate collaborative work and course offerings

Videocam of interpreter


Possible areas of collaboration
Possible areas of collaboration facilitate collaborative work and course offerings

Shared Coursework

Advanced Seminar in Learning Theory

Advanced Seminar in Language Issues

Advanced Seminar in Literacy Issues

Cognate in ASL

Other: external expertise on doctoral committees

multi-state research


Needed administrative and technological support to establish sustain a collaborative effort
Needed administrative and technological support to establish/sustain a collaborative effort

  • Lessons learned the hard way

    • Students need financial support (they don’t stay if they are also having to work in the schools)

    • Students need tech support

    • Tech support needs to be in real time, not through a queue line

    • Upper level administrator buy-in (at Dean and Provost levels)