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2021-2022 Graduate Catalog 
    
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2021-2022 Graduate Catalog [ARCHIVED CATALOG]

Courses

 

Special Education Core
  

  • SPC 5650 Alternate Route Urban Seminar

    This seminar experience is provided to Alternate Route teacher candidates (ARTCs) during the first semester in which they are teaching in the classroom. In addition to augmenting university course work, the seminar affords ARTCs added support and assistance during the critically formative initial period of their teaching experience. Seminar sessions are held online, using Blackboard technology three weeks each month. The fourth session is held on-site at the university and is devoted to the examination of practical realities of schools and classrooms. This seminar format gives both ARTCs and faculty the opportunity to prevent probelms and issues from becoming insurmountable obstacles.
    Credits: 1.0
  

  • SPC 5660 Assistive Technology

    This lab-based course explores technologies that enhance the educational experience for all learners in the 21st century classroom. Technologies and strategies, based on The Principles of Universal Design for Learning, will be addressed in order to equitably support student learning according to the diversity and ability of each learner. Students will explore various no, low, mid and high tech assistive technology tools designed to assist learners in achieving academic goals. The intergration of assistive technologies in lesson plans and assessments will be a main focus, as well as the integration of augmentative/alternative communicaiton systems for learners with limited functional communication skills.
    Credits: 3.0
  

  • SPC 5700 Language, Literacy, and Learning in a Diverse Society

    This course provides a comprehensive foundation to link language development and the emergence of literacy skills to the acquisition of knowledge for diverse students using learner characteristics as the basis to explore current theories and research. Teacher Candidates are taught to form classroom learning communities by creating educational environments and experiences that foster literacy and learning for all children in inclusive settings, and by incorporating materials that reflect a rich multicultural focus in instruction. Using the Common Core English Language Arts Standards, teacher candidates develop skill applying listening, viewing, speaking, reading, writing, and spelling assessments and instructional interventions. School file-analysis is undertaken to determine further assessment objectives, and to plan integrated instruction that accords with learners’ needs. Instructional adaptations and modifications for learners with special needs are addressed in detail.
    Credits: 3.0
  

  • SPC 5730 Literacy: Advanced Instructional Content and Strategies

    This course is designed to provide teacher candidates with advanced knowledge of research-based practices and interventions and for teaching and assessing literacy when working with students with diverse needs and abilities, including those with disabilities, in a variety of educational settings. 

    This course is designed for graduate students in the Masters in Education - Special Education program. All of the graduate pre-requisite courses must be completed before taking SPC 5730 Prerequisite(s): SPC 5010  and SPC 5710  
    Credits: 3.0

  

  • SPC 5750 Practicum/Seminar

    This practical experience and seminar provide post baccalaureate initial certification students with a closely supervised opportunity to integrate special education theory and application into a classroom environment. Emphasis is placed on practical applicaiton procedures and students participation in this area of specialization.
    Credits: 1.0
  

  • SPC 5800 Collaboration with School, Home, and Community

    This course offers a clear perspective on the importance of theory-driven and research-based approaches to school, family, and community partnerships. Teacher candidates will be provided with the foundation on which to think about, talk about, and take action to improve home, school, and community connections that support students’ education. Collaboration, consultation, communication, teamwork, family partnership, and system coordination are the key elements of focus. The importance of transition from one level to another (e.g., preschool to kindergarten, kindergarten to first grade, grade to grade, elementary to middle school, middle to high school, high to post-secondary) and the necessity for understanding the complexities of negotiating special educational and supportive services during transitions will also be covered. This course will help prepare Teacher Candidates to better understand, respect, and collaborate with parents; other family members; professional school staff; and individuals, groups, and organizations in the community that can help students succeed.
    Credits: 3.0
  

  • SPC 5820 The Universally Designed Inclusive Classroom

    The application of universal design for learning (UDL) and differentiated instruction to facilitate positive student learning outcomes in both skill development and the content areas is the focus of this course. The goal of this class is to identify evidence-based instructional strategies that promote learning across the curriculum for students with disabilites. Teacher Candidates will learn specific strategies for teaching academic skills to students who differ in experiences, readiness to learn, interests, intelligence, languages, cultures, gender, and mode of learning. Content area instruction will focus on the strategies instruction model (SIM) which incorporates varied approaches for teaching students who struggle to read, write, and organize themselves. Instructional planning for diverse learners that includes UDL, differentiated instruction, evidence-based instructional strategies, tiered and leveled practice and products, cross-standards based instruction, and technology will be addressed.
    Credits: 3.0
  

  • SPC 5830 Universal Design for Learning and Assistive Technology

    This course will introduce the conceptual framework of Universal Design for Learning (UDL) and assistive technology for diverse learners, including learners with disabilities. The course will provide an overview of technologies that integrate UDL as well as assistive technologies that meet evidence-based practice to equitably support learners in achieving academic and functional goals. The teacher candidates will have opportunities to create inclusive materials, activities, and environments that incorporate UDL principles and technology. Students are also expected to take an active role in collaborating with their colleagues through hands-on activities that integrate assistive technology across content areas and settings.

      Prerequisite(s): SPC 5010  and SPC 5710  
    Credits: 3.0

  

  • SPC 5850 Co-Teaching & Collaboration in Special Education

    The course will introduce teacher candidates to the knowledge and skills required to work as part of multidisciplinary team to provide comprehensive educational services fror students with disabilities. Teacher candidates will develop strategies for collaborating with parents, regular and special educators, paraprofessionals, related service providers, and other individuals in order to support students with disabilities in the least restrictive environment. Pre/Corequisite(s): SPC 5010  , SPC 5710  , SPC 6540  
    Credits: 3.0
  

  • SPC 5990 Selected Topics

    Courses offered to cover a topic or topics not covered by an existing graduate level course. Includes varying subject matter deemed appropriate for developing skills.
    Credits: 1.0 - 6.0
  

  • SPC 6540 Demonstration Teaching

    This course provides students with a closely supervised opportunity to demonstrate mastery of CEC Common Core Knowledge and Skills by integrating special education theory and application in a classroom environment. Candidates demonstrate respect for students, apply knowledge of individual differences, use evidence-based instructional practices, create learning environments that foster emotional-well being, develop individualized instructional plans, and use assessment to make educational decisions.
    Credits: 1.0
  

  • SPC 6750 Assessment of Learning in Clinical Practice

    This course provides a culminating clinical practice for candidates to demonstrate mastery of CEC Common Core Knowledge and Skills through the application of skills in a classroom based clinical practice setting, and the development of a digital teaching portfolio. In this course, candidates will demonstrate their knowledge of individual differences, and the use evidence-based instructional practices to demonstrate the academic growth of students with disabilities in the classroom through the use of the NJ Department of Education Student Growth Objective process and through tracking of student goals and objectives in their Individualized Education Programs (IEP). 


      Pre/Corequisite(s): Satisfactory completion of all core courses and benchmarks. A minimum of 66 clinical hours in a department approved clinical setting is required. Setting approval must be obtained from the program director by the student before registering for the class.
    Credits: 3.0

  

  • SPC 7000 Independent Study

    Independent Study as approved and to be arranged. Permission of the faculty advisor is required.
    Credits: 1.0 - 6.0

Special Education Elementary Education
  

  • SPEE 5700 Language, Literacy and Learning in a Diverse Society

    This course provides a comprehensive foundation to link language development and the emergence of literacy skills to the acquisition of knowledge for diverse studnets using learner characteristics as the basis to explore current theories and research. Teacher candidates are taught to form classroom learning communities by creating educational environments and experiences that foster literacy and learning for all children in inclusive settings, and by incorporating materials that reflect a rich multicultural focus in instruction. Using the New Jersey CCCS Language Arts Literacy Standards, teacher candidates develop skill applying listening, viewing, speaking, reading, writing, and spelling assessments and instructional interventions. School file-analysis is undertaken to determine further assessment objectives, and to plan integrated instruction that accords with learners’ needs. Instructional adaptations and modifications for learners with special needs are addressed in detail. Current technologies are examined that assist all learners to access the general education curriculum as they develop literacy skills. A videotaped lesson demonstrating application of literacy principles and used as an instructional tool is required; importantly, candidates must obtain prior adminstrative and parental permission.
    Credits: 3.0
  

  • SPEE 5720 Teaching Social Studies

    This course is designed to develop the critical literary skills of pre-service teachers who will be working with diverse learners in a school setting. Throughout, the social studies are defined in an interdiscliplinary context, which includes history, geography, sociology, psychology, anthropology, political science, and economics. The major focus is the exploration of methods that will enable the teacher to weave the social studies throughout the curriculum as well as the development of critical thinking skills to meet the diverse learning needs of each pupil. The course also explores connections between the social studies and other curricular subjects such as math, science, language arts, and the fine and performing arts. A thematic and multi-cultural approach is stressed with an emphasis placed upon the social studies as a means of understanding the diversity and unity of peoples and their societies worldwide. Teacher candidates also practice a variety of teaching methods that reflect multiple intelligences and respect diversity. Finally, teacher candidates develop and demonstrate thematic units that utilize a multicultural approach to social studies and that include real-world, social problem-solving projects.
    Credits: 2.0
  

  • SPEE 5740 Teaching Math/science

    An introduction for teacher candidates to the methods of teaching math and science to all learners at the K-5 level. The NCTM’s Curriculum and Evalution Standards for School Mathematics, the National Science Standards, and the New Jersey Core Curriculum Content Standards are thoroughly studied as the primary source of curricular content. The emphasis is on the understanding of children’s mathematical thinking development of integrated units and lessons anchored in these curricular standards, and planning instruction that fosters critical thinking skills, problem solving, and authentic performance tasks. Teacher candidates learn to enable success for learners across the range of ability through the process of teaching to different learning styles, individualizing short-term objectives, and adapting materials, practice activities, and assessment.
    Credits: 4.0

Teaching ESL
  

  • TESL 5200 Literacy Instruction for English Language Learners

    The course focuses on evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL, literacy, and content instruction. The course also examines issues and concepts of assessment for English learners and reviews various instruments and techniques to assess content learning for students at varying levels of language and literacy development. The effective integration of a variety of instructional materials as well as technological resources to enhance literacy and content instruction for English learners will be addressed.

    Pre- or Co-requisites: None
     
    Credits: 3.0

  

  • TESL 5210 Instructional Strategies Throughout the Content Areas For English Language Learners

    This course addresses the theoretical and practical issues in teaching English as a second language. The course focuses on the selection and application of teaching methods as well as the adoption, adaptation, and development of appropriate instructional strategies and materials driven by the assessment of student learning and progress. The course also explores instructional, organizational, and classroom management strategies to create supportive learning environments. Emphasis is on the practical application of theory and practice of teaching English learners in various instructional contexts, including learners with exceptionalities.

      Pre/Corequisite(s): TESL 5200  
    Credits: 3.0

 

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