Secondary Admission to the HDF department (2.5 GPA; at least a C in 211, 212, & 302; 60 s.h. or 12 s.h. for 2+ transfer students; online students must also complete 315 and 341 as part of the 12 s.h.); the secondary admission applications & instructions can be found on the HDF website: www.uncg.edu/hdf

2.7 GPA, passing score on Praxis I exam (or high enough SAT/ACT scores; see item #15 & 16) & completed criminal background check

You must fill out an application for student teaching/final internship. For BK Licensure students you can complete your form online: https://secureapplicant.com/student//unc-greensboro/. For ECE students the form is at: www.uncg.edu/hdf. Application forms are due depending on when you plan to student teach.
Completed applications for ECE students should be submitted to Maggie Jones in the HDF department office in 248 Stone or via email: hdfs@uncg.edu. BK Licensure must be submitted online.

• The BK handbook is full of information about the programs and the procedures for completing the degrees. It also has specific information on student teaching. The handbook is available online at the HDF website (www.uncg.edu/hdf/) – click on ‘Undergraduate’ and then ‘BK Program’.
• It is your responsibility to read this document. It has essential information about requirements for the program.

• The prereqs for HDF/SES 425 are HDF 211, 302, 315 and SES 242; a 2.5 GPA and formal admittance into the HDF department.
• The prereqs for HDF/SES 435 and HDF/SES 436 are HDF/SES 315, HDF 211, and 302, SES 242; a 2.5 GPA and formal admittance into the HDF department.

• HDF 250 – students spend 2 hours per week in an inclusive classroom; 1 month in each of three age levels: infant/toddler, preschool, & kindergarten or different program types
• HDF 420 and 440 – students spend 6 hours per week in an inclusive classroom. Please see the practicum placement policy for specific guidelines. HDF 470 – students spend 3 hours a week in their previous student teaching placement

Yes, liability insurance is required. More information will be provided in HDF 250 and 420. Liability insurance can be purchased through the National Education Association, the National Association for the Education of Young Children, or other companies. Proof of insurance must be provided before you can begin your placements in the practicum courses (HDF 250, 420, 440, 468 & 470; SES 460) and student teaching.

Yes – all students in BK and ECE will need to have a criminal background check completed by BIB before they can participate in any practicum courses. The cost for this is about $25 and this will cover all practicum experiences once you sign up the first time. There may be an additional check needed for student teaching. Form: http://oss.uncg.edu/formsapplications/

• For BK Licensure students (HDF 460): KIN 342; a C or better in HDF 420, HDF 440, TED 516, HDF/SES 315, 341, 425, 435, and 436; 2.7 GPA
• For Early Care and Education students (HDF 450): C or better in HDF 420, 440, HDF/SES 315, 341, 425, 435, TED 516; 2.5 GPA.
• You must have certification in First Aid and CPR before student teaching.

Most online courses in HDFS are designed for those enrolled in the online program. On-campus students are not permitted to take any courses listed with a ‘D’ or Distance section. These courses are noted with #141 footnote codes in Genie.

We recommend that one of your placements for 420 or 440 is in a kindergarten classroom.

Main campus students: Spring only courses: HDF 482, TED 516, NUR 345; Fall only: KIN 342; Summer: SWK 584 & TED 516; Online students check with advisor for online course rotation.

TaskStream is an online system designed to assist students in developing their professional portfolios and for tracking student progress during the BK program. You will learn more about TaskStream in HDF/SES 315 when you need to purchase it. Additional assignments will be uploaded in HDF 440, HDF 450/460, 468, and 470. There is a fee for TaskStream, $39 for one year or $65 for two years. It is required that all BK and ECE students enroll in the TaskStream system. You may sign-up on-line at www.taskstream.com

The Praxis I is now required for all BK licensure students. Students may receive an exemption if their SAT scores for math/verbal was 1100+ or their ACT combined score was 24+. Partial credit may be received for SAT math (550+), SAT verbal (550+), ACT English (24+), or ACT math (24+). Study guides are available for check out at Teaching Resources Center (http://trc.uncg.edu/our-services/) and practice tests at the library Learning Express (on the UNCG library website search under ‘databases’ and ‘L’ for Learning Express) or go to: (http://www.learningexpresshub.com.libproxy.uncg.edu/learningexpresslibrary).

The Praxis I Core may be taken at many different testing sites – go to http://www.ets.org/praxis/register/ to select a site that is convenient for you. Students on campus at UNCG may want to take the exam at Prometric. You will need to call Prometric to sign up for the test (336-854-4230). Prometric is located in the Koger Center at 3 Centerview Drive (off High Point Road) in Greensboro.

All BK Licensure students are now required to take the Early Childhood Content Knowledge PRAXIS II exam (#0022/5022) (www.ets.org/praxis/register or 1800-772-9476).
It is recommended that students take this at the end of student teaching. You will need to post your PRAXIS II results on Taskstream. Practice tests are also available for this exam on Learning Express (see above).

Your certification in the state of North Carolina will be in Special Education: General
Curriculum (SPED: GC). This program prepares teachers with competencies to instruct students with learning disabilities, emotional/behavior disorders and mild/moderate intellectual disabilities in school settings in inclusive learning environments.

You should always work with your advisor on your course selections. North Carolina does not require the 2nd Concentration for the degree in special education, but at UNCG you do take courses that meet this requirement. You should work with your advisor on courses that provide you with a focus of study to support your study of special education.

Field experiences and student teaching experiences are arranged so that you can receive supervision and support from the UNCG faculty and so that you are in classrooms that will give you experiences that reinforce your coursework. You will be given the opportunity to have input with your advisor and the field placement coordinator.

There are several sources of academic assistance in the Student Success Center:

• The Learning Assistance Support services include walk-in, group, and individual tutoring; academic skills assessment; computer assisted academic skills enhancement; and academic skills workshops throughout the academic year.
  See http://success.uncg.edu/lac/ for additional information.
• The Special Support Services program is available to assist first-generation college students and students with disabilities. SSS promotes support services that help students overcome academic, social, and cultural barriers to higher education. Program students receive cover an array of comprehensive services that include: counseling; academic skills assessment and development; individualized peer and professional tutoring; graduate school guidance; workshops and opportunities to attend educational and cultural events.
  See http://success.uncg.edu/sss/ for additional information.
• The Writing Center is a free service available to all members of the UNCG community, including students, faculty, and staff. We offer one-on-one consulting in person and online about a variety of writing issues, from developing thesis statements and organization to citation styles and last-minute polishing. While most of our visitors bring in papers they are writing for courses, we also help with personal writing (application essays, cover letters, personal statements, and personal letters) and business writing (articles for publication, professional letters).
  See http://www.uncg.edu/eng/writingcenter/default.php for additional information.

The best way to find out about financial aid is to contact the UNCG Financial Aid office.
You can contact that office by calling 336-334-5702, e-mailing at finaid@uncg.edu or visiting the website at http://fia.dept.uncg.edu/.
Also, you may inquire about available scholarships through the SES department and the School of Education.

Not quite. In lateral entry programs, much of the required coursework is undergraduate. In PAIL, all coursework is at the graduate level. However, the outcome of both types of programs is the same: initial licensure. The advantage of PAIL is that it can form the foundation of a M.Ed. degree.

If you are planning to complete only the PAIL Licensure program, you do not need to take the GRE. However, most people plan to continue with the program and apply to the MEd. You will need to complete the GRE to apply for the Masters in Special Education.

Applications are reviewed within 2-3 weeks of the application deadline. Once your application is processed by The Graduate School, forwarded to the School of Education, and then reviewed in the Department of Specialized Education Services, it typically takes 2-3 weeks to complete the process. You may then be contacted with an interview date & time.

Once all applications are reviewed, they are then processed again by the graduate school. You will receive notice from the graduate school about your application status. If you have further questions about the status of your application, please contact the graduate school directly.

The best way to find out about financial aid is to contact the UNCG Financial Aid office. You can contact that office by calling 336-334-5702, e-mailing at finaid@uncg.edu or visiting their website at http://fia.dept.uncg.edu/

Yes. When a practicum is required in a program, it cannot be waived, even if the person is teaching. However, students may have opportunities to complete practica in their own classrooms if aligned to the degree program, but the course is not waived.

People need to be aware of their rights regardless of their hearing ability. Individuals who are D/deaf or hard of hearing are protected under the ADA and other laws that allow them to self-advocate. Oftentimes, vocational or school settings are not familiar about the rights of a Deaf, Deaf-Blind or hard of hearing person. Therefore, it is important for the advocate to help empower their clients to self-advocate in order to understand their rights.

This is the only program of its kind at the undergraduate level in the southeastern U.S. that is specifically geared towards advocating and providing services to individuals who are Deaf, Deaf-blind or hard of hearing.

The Advocacy and Services for the Deaf concentration encompasses taking a broad spectrum of courses from American Sign Language and Deaf culture to helping skills, communication skills, sociology, psychology, diversity, courses along with human development courses. It is highly recommended that students continue onto graduate school for a more specialized field of study such as in vocational rehabilitation counseling, mental health, and social work.

Graduates from our program have obtained employment as:

• Case manager
• Community advocate
• Deaf services specialist
• Domestic violence counselor
• Human services advocate
• Children and youth services

Even though both concentrations involve working with D/deaf and hard of hearing individuals, each requires highly specialized skills and training. There will be occasions when an interpreter and advocate will be working together but with different goals and intentions. The interpreter is responsible for ensuring effective communication between individuals who use sign language and those who don’t. The advocate is responsible for ensuring that the rights of D/deaf and hard of hearing individuals are not being violated, that they have equal access and equal opportunities for work, education and communication in any setting as the rest of society.

While both concentrations deal with communication, cultural and accessibility issues of D/deaf and hard of hearing individuals, they differ in the course loads and total number of semester hours. For example, most of the courses in the interpreting concentration are related to interpreting while the courses in advocacy involve social services/human services. Also, each of the concentrations has different requirements in the seminar and practicum course as well as in the internship course. It would take at least 7 years to complete both concentrations.

Yes, we have students who are D/deaf as well as hard of hearing in the program.

Yes. Because licensure from North Carolina does not specify by language or communication, graduates must be prepared to teach those students who are deaf and hard of hearing who use sign language as their primary mode of communication. Thus, the Program requires that students have a good proficiency in American Sign Language and knowledge of other manual communication systems before student teaching. Our sign language courses are designed to help you meet this requirement.

Most of the required courses at this time are offered face-to-face; however, some courses may be offered in an online or hybrid format depending on the professor and the semester. It is best to check the course schedule for that semester/term. <http://www.uncg.edu/reg/Schedule/>

A teacher with NC licensure in B-12 Deaf and Hard of Hearing is eligible to work in various educational settings including schools for the deaf, self-contained and resource rooms in public schools, and as an itinerant teacher (visiting various schools/programs throughout the day). You may also work with infants and toddlers, and their families, in a home setting.

A teacher with NC licensure in B-12 Deaf and Hard of Hearing is eligible to work with students who are deaf or hard of hearing from birth to grade 12. These children and youth may be use American Sign Language, spoken language and listening, a manually coded English sign system, and/or Cued Speech to communicate. They may use assistive listening devices like cochlear implants, hearing aids, or FM systems, or nothing at all. They may or may not have disabilities and/or special needs.

A teacher with NC licensure in Special Education: General Curriculum (K-12) is eligible to work with students with special needs from kindergarten to grade 12. These students have mild/moderate disabilities such as learning disabilities, behavioral and emotional disabilities, and mild developmental disabilities.

The responsibilities of a teacher for students with special needs, including those who are deaf and hard of hearing, vary depending on the setting and the needs of the students. Subject areas can include language, literacy, and/or the content areas (math, science, social studies, etc.) in either a direct instruction format or as support for students in general education classes.

There are several reasons that make UNCG’s B-12 Deaf and Hard of Hearing Teacher Licensure program special:
Graduates are eligible for two NC state licenses (B-12 Deaf and Hard of Hearing; and Special Education: General Curriculum (K-12) opening up more job opportunities.

The Program is part of the Professions in Deafness Major which also includes Interpreter Preparation and Advocacy and Services for the Deaf, thus providing a large peer group of students, all focusing on the unique educational needs of students who are deaf and hard of hearing.

The Program has a strong faculty of both Deaf and hearing professionals, all of whom are bilingual (American Sign Language and English) and are committed to students’ success.

Students regularly interact with the Deaf community through various course, practicum, and social activities including Deaf Kiss Fist, ASL Idol, and the Deaf and Hearing College Connection.

Over the past five years, more than 90% of our graduates have obtained employment as teachers in North Carolina and other states. Some graduates from our program have also gone on to pursue a Master’s degree.

Our 4-year program leads to a bachelor’s degree and prepares students to takestate and national assessments in order to become a certified interpreter. These assessments are administered through professional organizations that are not affiliated with any college or university.

North Carolina has licensure requirements for interpreters working in community settings. To be granted a full-license, one must pass the NIC test mentioned above. To sit for the NIC performance portion, one must have a bachelor’s degree. Upon graduation, students may apply for a provisional license and begin working as an interpreter while gaining experience to help them pass the performance portion of the assessment. For more information about North Carolina licensure go to www.ncitlb.org.

No, UNCG is a degree program. Completion of the program leads to a Bachelor’s of Science degree.

Yes, UNCG recognizes that the best way to learn ASL is from native users of the language and immersion in the community using that language. All ASL courses and many of the upper level courses are taught in ASL without voice. All of the PID faculty and staff are fluent in ASL. Currently, there are three full-time Deaf faculty members and one professor who is a CODA (Child of Deaf Adults). UNCG also has several adjunct faculty members who are Deaf.

Many students enter our program without any previous experience with ASL. As freshmen, students start the ASL sequence while taking general education courses. During the first ASL class, students take a screening test to see if they have the potential for becoming proficient in sign language in order to work with the Deaf community. If they pass the screening, they are able to continue to the next level of ASL and take the courses specifically designed for majors. There are other benchmark assessments throughout the program which students must pass as well. This is especially helpful for individuals who have not had prior experience in ASL or interacting with the Deaf community so they can know if this is the career path for them.

We believe strongly in students practicing their ASL and interpreting skills in an interactive environment. Currently, the language and interpreting classes are not offered on-line. However, many of the general education courses and related area requirements are offered on-line.

We have had students to enter the program as part-time students, however, the most effective way to learn ASL and the skill of interpreting is to immerse yourself in your studies. Students who have taken only a few courses at a time tend not to pick up ASL and the skills of interpreting as fast as those who attend full time. Students who progress through the program as full-time students form a cohort with other students taking their same classes and this support system proves to be invaluable.

The Interpreter Preparation Program at UNCG is unique in that we offer four concentrations that lead to careers working with the Deaf community; Interpreter Preparation, B-12 Deaf and Hard of Hearing Teaching Licensure, ASL Teacher Licensure, and Advocacy Services for the Deaf and Hard of Hearing. Because of these multiple concentrations, students are given a broad based exposure to working with the Deaf community. Concentrations within PID program emphasize the delivery of services for individuals who are D/deaf or hard of hearing from a multidisciplinary, family-centered and collaborative perspective that highlights the cultural and communication diversity among individuals who are D/deaf or hard of hearing.