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Undergraduate Programs

Exceptional Student Education K-12 Program

The undergraduate program in Exceptional Student Education prepares teachers with competencies necessary to produce achievement gains and desirable behavior changes in students with disabilities. Successful completion of the courses of study will result in certification in Exceptional Student Education and ESOL endorsement. The program is sequential in nature, with some courses offered only once a year; therefore, students are requested and encouraged to enter in the fall term. Before beginning course work, students must consult an advisor in the College's Office of Academic Advising.

Deaf Education K-12 Program

The Bachelor of Arts in Deaf Education is designed to develop highly effective teachers who are equipped to work with students who are deaf or hard of hearing in a variety of educational settings. Pre-service teachers in the program will learn a comprehensive and balanced perspective of students' varying communication modes (sign and/or listening and spoken language), language and academic proficiency levels, use of assistive hearing devices (hearing aids or cochlear implants), family dynamics, and culturally and linguistically diverse backgrounds.

Admission to the Program

Those entering the College of Education and Human Services (COEHS) must meet University admissions requirements as well as specific COEHS admissions criteria. Students who have not satisfactorily completed 60 semester hours of college credit but meet University admissions standards are admitted as Lower Division students (freshmen or sophomores). Students who have completed 60 semester hours or more of college credit and meet COEHS admissions criteria are admitted directly into the COEHS as Upper Division students (juniors or seniors). Listed below are the criteria for admission into the College of Education and Human Services at the upper division:

  • Satisfactory completion of 60 semester hours of credit from UNF or other regionally accredited institution(s). An Associate in Arts Degree (AA) from one of Florida's 28 Community Colleges or 10 SUS schools satisfies General Education and Gordon Rule requirements.
  • A cumulative grade point average (GPA) of at least 2.5 in all college level course work taken at UNF and all previously attended institutions.
  • Passing scores (no exceptions) on all four parts of the General Knowledge Exam as one component of the Florida Teacher Certification Exams.
  • Prerequisite course: EDF1005: Introduction to the Teaching Profession (formerly Intro to Education).

Students not meeting the minimum admissions requirements for the College of Education and Human Services may apply for admission under the College's Exceptions Policy.

Graduation Requirements

Graduation Requirements for the Bachelor of Arts in Education degree are as follows:

  • Completion of a minimum of 120 semester hours, of which up to 60 semester hours are taken at the upper-level.
  • Completion of the last 30 upper-level semester hours in the degree program in residence at UNF.
  • Completion of all field experience requirements.
  • Courses with a grade of D or F will not be applied toward the completion of degree requirements.
  • In order to progress toward a Bachelor of Arts in Education degree, students are required to maintain a minimum overall GPA of 2.5. 6. Students seeking a Bachelor of Arts in Education degree shall have attained an overall grade point average of 2.5.
  • A minimum of 48 semester hours taken in residence at UNF.

Teaching Certification

Students who complete undergraduate teacher education programs in the College of Education and Human Services and who are eligible for certification endorsement shall meet academic and field experience requirements for a State of Florida teaching certificate in their specializations. All of the certification programs in Special Education have been approved by the Florida Department of Education. The preparation program in deaf education is approved by the Council on Education of the Deaf (CED). The College of Education and Human Services is accredited by the National Council on Accreditation in Teacher Education (NCATE).

Deaf Education Program

Program Options in Deaf Education

Bachelor's in Deaf EducationDeaf Education MinorCertificate in Deaf Ed

 

 

 

Click on the video above to learn about the program.

Mission:

The mission of the Deaf Education program is to develop highly effective teachers who are equipped to work with students who are deaf or hard of hearing in a variety of educational settings and have mastered the Florida Educator Accomplished Practices (FEAPs) and Council for Exceptional Children (CEC) teaching standards.

Philosophy:

The B.A.E. in Deaf Education is a "comprehensive" program approved by the Florida Department of Education and is undergoing accreditation by the Council on the Education of the Deaf (CED). Pre-service teachers must be prepared for the diverse nature of students who are deaf or hard of hearing (DHH). Our philosophy is to respect and address diversity within the field by ensuring that all graduates are well-prepared and equipped for the challenges of educating all students with hearing loss. Pre-service teachers in the program will learn a comprehensive and balanced perspective of students' varying communication modes (signed or spoken language), language and academic proficiency levels, use of hearing technology (hearing aids or cochlear implants), family dynamics, and culturally and linguistically diverse backgrounds. Because these characteristics directly impact a child's learning experiences, educational services, emotional development, and social interactions, it is of utmost importance that graduates of our program are experienced and adept in all of these aforementioned areas.

Exceptional Student Education (K-12) Program

 

The undergraduate program in Special Education prepares teachers with competencies necessary to produce achievement gains and desirable behavior changes in students with disabilities. Successful completion of the courses of study will result in certification in exceptional student education. The program is sequential in nature with some courses offered only once a year. Therefore, students are to work closely with the academic advisor to ensure they are familiar with the course offerings and program schedule each semester. Before beginning course work, students must consult an advisor in the College's Office of Academic Advising.

Admission to the Program

Fall admit ONLY

Students are only considered for admission into the Baccalaureate Degree program in Exceptional Student Education during the Fall semester only.

 

Those entering the College of Education and Human Services must meet University admissions requirements as well as specific COEHS admissions criteria.

  • Satisfactory completion of 60 semester hours of credit from UNF or other regionally accredited institution(s). An Associate in Arts Degree (AA) from one of Florida's public community/state colleges or SUS schools satisfies General Education and Gordon Rule requirements.
  • A cumulative grade point average (GPA) of at least 2.5 or better in all college level course work.
  • Passing scores (no exemptions) on all four parts of the Florida General Knowledge (GK) Test. Transferring students, students changing majors, or students who have not presented passing scores on all four parts of the GK exam will not be permitted to enroll in any upper level education courses until they have been admitted into COEHS Teacher Preparation Programs.
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Two years of current teaching experience is required, or must complete clinical requirement. If clinical requirement is satisfied by teaching experience, additional course work must be taken to satifsfy degree requirements.

 

NOTE:

  • No more than 10 semester hours can be completed before a student is fully admitted, including a maximum of 6 semester hours of approved transfer credits from another institution.
  • A student may receive credit for a course only once. However, the GPA will reflect all repeated courses.
  • The College of Education and Human Services is accredited by the National Council for the Accreditation of Teacher Education.
  • Graduation will most likely be delayed for students who attempt dual enrollment in their last semester.
  • Student must apply for the graduate practicum (EEX 6841) during the term prior to graduation.
  • Passing all parts of the Florida Teacher Certification Exam is required for the teacher certification endorsement to be included on transcripts to complete internship and be eligible for graduation.
  • An approved dual/concurrent enrollment form is required prior to registering for courses at another institution.
  • Students are strongly advised not to enroll in courses at another institution during their last semester at UNF.

 

ASL/English Interpreting Bachelor of Science Degree

Commission on Collegiate Interpreter Education

This program is accredited by the Commission on Collegiate Interpreter Education.

 

The program's curriculum is built on the standards of the Commission on Collegiate Interpreter Education and is designed to promote interpreting and translating skill development for certified interpreters and students who seek national certification with the Registry of Interpreters for the Deaf, Inc. Deaf interpreters are encouraged to apply.

 

The degree program contains advanced coursework in language development, interpreting and translating skill development, community engagement, and applied ethics. The program uses a combination of hybrid and distance technologies. Students who take general education core, language, and pre-interpreting courses during the Freshman and Sophomore years at UNF may have regular, face-to-face class sessions once or twice a week. The final 48 hours of the B.S. degree do not require students to reside in Jacksonville. Students come to campus one weekend per month during fall and spring semesters. Distance technologies allow students to access direct instruction materials online, and the onsite weekends are used to apply knowledge to authentic simulated settings with Deaf community actors.

 

  Community Interpreting

 

Program Mission

The mission of the ASL/English Interpreting Program is to prepare entry-level practitioners who are capable of managing the intercultural demands and complex cognitive tasks for conveying dynamically equivalent messages between American Sign Language and English.

Program Philosophy

Our philosophy is that students will flourish when provided with an experiential, service-learning environment that encourages alliance with Deaf community partners and an evidence-based curriculum that is in accordance with current spoken and signed language research. We recognize the importance of faculty members being actively engaged in applied interpreting research and encouraging students to become consumers of research to inform their skill development. One-on-one mentorship, strong peer teacher teaching in front of a classroomsupport networks, and a spiraling curriculum that builds upon previously developed interpreting skills to achieve mastery are the foundations of our program. We believe in emphasizing Academic Language (ASL and written and spoken English) within the program and hold high expectations for our students' continued progress toward national certification. First and foremost, the curricular and extracurricular aspects of our program emphasize a sociolinguistic perspective of Deaf and hearing communities through advanced ASL skill development, consecutive and simultaneous interpreting skill acquisition, and linguistic-cultural competency.

Program Core Values

Telepresence lectureThe program is based on core values of ethical reasoning and decision-making, critical thinking, and Deaf community alliance. In addition, we aspire to prepare students who consistently demonstrate interpersonal skills that reflect unconditional positive regard for all participants in the interpreting process and professional dispositions that embrace diversity, respect, equity, and equality of opportunity among the diverse language and cultural groups of the community. Program faculty members are committed to conducting and incorporating research in interpreting and interpreter education, receiving ongoing training on best practices in distance learning, and infusing the standards outlined by the Commission on Collegiate Interpreter Education. Our goal is to provide a comprehensive curriculum within an innovative program design to produce highly qualified interpreters who are ready to span the readiness to work gap and achieve national certification.