Curriculum

You can expect to complete your degree in approximately two years (five semesters).

SLHS 501: American Sign Language 1 (1 credit hour)

An introduction to the language of signs and finger spelling. Receptive and expressive skills emphasized. The course will present stories, poems, and readings that exist in deaf culture.

SLHS 510: Intervention with Children Who Are Deaf/Hard of Hearing (3)

This course provides an overview of deafness and the needs of children who are deaf or hard of hearing. Topics include: study of speaking and listening with emphasis on the anatomy and physiology of the speech mechanism, speech acoustics, speech perception and speech production, audiologic trends, the development of language, educational programming, mainstreaming and inclusion issues, instructional planning, early intervention, career education, transition, and the needs of the hard-of-hearing child.

SLHS 520: Pediatric Audiology and Habilitation (3)

The study of the development of the auditory system; etiology of hearing loss in children; techniques for assessment of neonates through school-age children and difficult to test; interpretation of results. Use of assistive listening devices for young children and strategies for developing auditory skills in hearing aid and cochlear implant users. In this course students will study theories and techniques needed to provide accurate and appropriate information to parents, classroom teachers, and other professionals regarding hearing loss, its impacts in learning environments, and assistive listening technology.

SLHS 530: Strategies to Promote Communication Development for Children Who Are DHH (3)

This course explores evidence-based strategies to support communication development in children who are deaf or hard of hearing (DHH), with a focus on listening and spoken language. Students will learn assessment, planning, and intervention techniques, and how to address communication in play and cognitive development. The course covers the impact of additional disabilities and emphasizes collaboration with families and professionals to create environments that support optimal language and communication outcomes.

SLHS 540: Family-Centered Early Intervention (3)

This course focuses on the key elements of family-centered intervention for children at risk for communication disorders. Discussion will center on the partnership of family members with professionals in all aspects of early intervention, conducting assessments, prioritizing intervention goals, designing intervention plans, including IFSPs, and implementing family-centered coaching practices.

SLHS 550: Inclusive Education, Collaboration, and Consultation Practices (3)

This course prepares students to be effective itinerant teachers for deaf or hard of hearing students in general education settings. Key topics include special education law, IEP facilitation, case management, behavior supports, progress monitoring, and collaboration with team members and families. Students will learn to support audiological needs, manage reevaluations, and use data to drive instruction. Through case studies, students will explore the needs of diverse learners, including those with multiple diagnoses and assistive technology. The course emphasizes evidence-based collaboration, family engagement, and strategies for assessing student outcomes in inclusive settings.

SLHS 560: Curriculum & Assessment in Deaf Education (3)

This course provides exploration, discussion, and implementation of strategies that will ensure a DHH learner’s individual objectives are met within an intervention program. An emphasis on a variety of assessment and intervention approaches enables future teachers to enhance their skills in identifying and responding to developmental and learning needs of the learner. This course will emphasize the use of tools that will assist in the development of speech, language, and cognition within the curriculum.

SLHS 570: Professional Seminar & Capstone in Deaf Education (1)

This final semester capstone project course is the culmination of the student’s professional preparation as a deaf educator, integrating all of the key concepts and skills presented in the deaf education course of study into a major thesis or portfolio project. A final oral presentation to the faculty will demonstrate the candidate’s ability to operationalize theory, best practice, ethical decision making, and knowledge of professional expectations. This seminar helps the student develop a set of organization skills that will facilitate the transition from graduate school to the professions in deaf education.

ED 572: Fundamental Counseling Theory & Techniques (3)

A study of basic counseling theories and techniques, followed by application of those techniques to real and role-playing experiences.

ED 575: Human Development Over the Lifespan (3)

An introduction to developmental theory, developmental characteristics over the lifespan, and developmental assessment for counselors-in-training. Issues in today’s PK–12 schools will be viewed with a developmental focus.

ED 673: Research for School Counselors (3)

This course will emphasize critical review of research in the counseling field. There will be a specific focus on the research process, including problem identification, data gathering, and organization and presentation of a research project.

Service learning and community engagement are central to Butler’s educational approach, so you can expect to apply your knowledge through regionally-based practicum experiences and guided tele-intervention practices. 

• The program will be part of the OPTION Schools network, an association of school programs serving DHH children learning to listen and talk. 
• St. Joseph Hearing + Speech, based in both Indianapolis and St. Louis, will offer a wide range of field experience opportunities, allowing students to gain hands-on practice in early intervention, teletherapy, preschool, and itinerant settings. The organization has been instrumental in bringing Fontbonne’s program to Butler.
• Butler is also partnering with Hear Indiana, an Indianapolis-based program supporting families through clinical services, education, support, advocacy, and cutting-edge resources to make informed decisions about their child’s future.

Graduates of Butler’s Master of Arts in Deaf Education will be able to:

• Synthesize audiological, linguistic, and developmental knowledge to promote communication, audition, language, and literacy for deaf or hard of hearing (DHH) children.
• Apply interdisciplinary strategies to collaborate with families and professionals across fields to plan and deliver high-intensity, family-centered services that reflect cultural and linguistic responsiveness.
• Evaluate assessment data to inform decision-making and individualized, strengths-based intervention and education plans for DHH children and their families.​
• Effectively use technology and research-informed strategies to design and implement evidence-based, differentiated instruction that addresses the unique learning, developmental, and communication needs of DHH children.
• Implement best practices in coaching, collaborative consultation, program administration, and service coordination within inclusive and early intervention settings.
• Advocate for policies and practices that promote ethical and equitable practices and services for DHH learners and their families. ​