Early Intervention in Deaf Education Graduate Scholarship

Scholarship Details

Interdisciplinary Preparation of Teachers of the Deaf and Speech-Language Pathologists to Provide Early Intervention Services to Young Children Who Are Deaf/Hard of Hearing and their Families (H325K170008)

Through interdisciplinary education, scholars in this program will become teachers of the deaf and speech-language pathologists qualified to serve young children who are deaf/hard of hearing (DHH) and their families. The six-semester evidence-based program will prepare students seeking master’s degrees in Early Intervention in Deaf Education (MA) or Speech language Pathology (MS) to:

  • Provide family-centered early intervention to children who are DHH, including those who are culturally/linguistically diverse;
  • Participate on interdisciplinary teams to implement and evaluate intensive individualized interventions;
  • Enhance language/literacy acquisition;
  • Facilitate use of hearing through evidence-based strategies and technology;
  • Support instruction in inclusive environments.

“This grant will allow two already very successful graduate programs to prepare early interventionists and speech-language pathologists using an interprofessional model,” said Dr. Gale Rice, professor and dean of the College of Education and Allied Health Professions. “The result will be practitioners who will maximize outcomes for young children who are deaf/hard of hearing and their families. This is an innovative change in professional preparation, which tends to occur in professional silos.”

This award will provide tuition support for 23 hours of interdisciplinary coursework and field experiences focused on family-centered early intervention, speech/hearing language/literacy, infant/child development, and assessment. Interdisciplinary activities also include attendance at professional forums and participation in learning community activities (e.g., journal clubs, service/advocacy events). Post-graduation, professionals will participate in a mentorship program to increase retention of knowledge and skills. Induction activities include: online discussion groups, attendance at professional forums, and cohort meetings. The mentor will observe professionals on the job–coaching and promoting reflective practice. Graduates will prepare professional learning materials for colleagues to enhance service delivery for young children who are DHH.

Program scholars will be required to fulfill program requirements and a federal service obligation. The service obligation states that program graduates will be required to work with IEP eligible students for two years for every year of funding they accept.

NOTE: Funded scholars must remain a student in good standing, with a minimum GPA of 3.5 while enrolled in the program. Students who fall below this grade point average or who are placed on clinic or academic probation will forfeit the financial award. Additionally, program scholars are limited to no more than two absences throughout the duration of the program.

Application Process

To apply, you must first submit an application to either the EIDE or SLP program. Upon acceptance into the program of study, you will be able to apply for the scholarship. SLP program applications are due by Jan. 15, while EIDE applications are due Feb. 1, with cohorts of funded scholars beginning in the summer term.


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