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2019-2020 Graduate Catalog 
    
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2019-2020 Graduate Catalog [ARCHIVED CATALOG]

Courses

 

Sociology
  

  • SOC 5410 Sociology of Genocide and Holocaust

    The sociological study of genocide and the Holocaust includes the historical, political, economic, psychological, and sociological factors contributing to the development of state-sponsored terror. While historical and contemporary genocides are examined, the major focus of the course is on the European Holocaust and the roles of the perpetrators, victims, bystanders, resisters, and rescuers. The course also focuses on the response of the United States government during the Holocaust.
    Credits: 3.0
  

  • SOC 5420 Sociology of Intercultural Communication

    This course explores how differences in cultural and social class backgrounds affect perception and communication. Using socio-cultural theoretical constructs, students will learn the role of language, nonverbal behavior, communication style, values and assumptions in social interaction. With a goal towards greater development of intercultural sensitivity, this course goes beyond simply the acquisition of greater factual knowledge about how different identity groups communicate. Through numerous class exercises and case studies, it also explores ways to enhance one’s own skills to communicate more effectively with people from diverse racial and ethnic backgrounds. Course offered every fourth semester.
    Credits: 3.0
  

  • SOC 5440 Contemporary Immigration to the United States

    This course examines social and demographic characteristics of the post-1965 immigrants to the United States and various policy issues and social problems affecting these “New Immigrants.” The course reviews basic theories on migration, demographic patterns of contemporary immigration, and policy changes. The main emphasis of the course is various contemporary debates on immigration, including jobs, national security, bilingualism, citizenship, and human rights issues. In addition, the course emphasizes global and comparative perspectives, and focuses on understanding U.S. immigration in relation to immigrants’ experiences in other countries.
    Credits: 3.0
  

  • SOC 5500 Age and Aging

    This course considers issues of the life course in U.S. society and in a global perspective. It analyzes how and why systems of age stratification are created and the extent to which structured inequality is created on the basis of age. Using the life course perspective, aging is viewed as a life-long process shaped by the particular history and culture in which individuals are embedded.
    Credits: 3.0
  

  • SOC 5510 Racial Identity Formation

    This course examines racial identity formation in the United States. In doing so, it looks at the social construction of race throughout U.S. history. In particular, it focuses on 1) how racial definitions have changed since the first U.S. Census racial definitions in 1790, 2) the establishment of whiteness as a norm, 3) how race, as a concept, is becoming more problematized as the multiracial population increases, and 4) the politics of racial identity.
    Credits: 3.0
  

  • SOC 5530 Health and Social Justice

    This course examines the role of social and economic injustices as root causes of the uneven distribution of disease across population groups according to class, race, and gender. Students are exposed to the research documenting the strong relation between social and economic disparities and health disparities. Students learn the crucial importance of civic engagement in determining policy directions, and therefore determining the health of the society they inhabit. By the end of the course, students become familiar with sociological theories of health and illness; sociological theories on class, race, and gender; inequality in health status and health outcomes; current public health issues; the process for influencing policy; and the skills to effectively advocate for health and social justice.
    Credits: 3.0
  

  • SOC 5600 Sociology of Correction

    This course provides a sociological analysis of corrections along a number of dimensions: historical, philosophical, political, ideological, and cross-cultural. Students gain a better understanding of the location of corrections within the criminal justice system and the larger society by analyzing the role that race, sex/gender, class, and age play in the correctional process.
    Credits: 3.0
  

  • SOC 5610 Sociology of Police Work

    This course critiques the “myth” of policing as primarily a heroic crime-fighting endeavor, and then examines why such myths are necessary and what function they serve in view of the kind of work police do. Students gain a better understanding of how and why police interact with the public, each other, and the law, by addressing issues of race, gender, and social class.
    Credits: 3.0
  

  • SOC 5620 Sociology of Law

    This course examines the role of government in the definition and control of deviant behavior. After establishing the distinctive characteristics of law as a form of social control, it surveys the major kinds of variation found in legal systems and examines how social factors predict and explain this variation, including differences in the day-to-day operation of legal agencies and the outcomes of individual legal cases. The course concludes with a discussion of what law may be like in the future, with special emphasis on changes made possible by advances in legal sociology. Throughout, the course draws on information from a wide variety of societies and historical periods, although it concentrates on the contemporary American experience.
    Credits: 3.0
  

  • SOC 5630 Juvenile Deliquency

    This course is a comprehensive up-to-date coverage of the problems of deliquency. It focuses on the status of adolescents within contemporary society, definitions of deliquency, the extent and nature of deliquency, explanations of why young people become delinquent, their relationships with each other and with adults, and the experiences of juveniles with institutions designed to control and nurture them. The course provides an orientation toward both sociological and criminal justice perspectives on delinquency.
    Credits: 3.0
  

  • SOC 5640 Justice In a Global Context

    This course considers issues of law and justice in global perspective. It explores the role of law in maintaining order and managing conflict in a broad range of societies, both historical and contemporary, with an emphasis on how law affects the affairs of ordinary citizens in their everyday lives. It examines cross-cultural variation in legal complaints, police conduct, courts, and sanctions, and seeks to explain similarities and differences across legal systems with the social characteristics of societies and cases. The course concludes with a look at the prospects for a truly international legal system, and considers what such a system might be like.
    Credits: 3.0
  

  • SOC 5650 Sociology of Deviance

    This course is concerned with the circumstances under which people define, commit, and respond to socially unacceptable behavior. It addresses how conduct comes to be considered deviant in the first place, surveys the major varieties of deviance found in the contemporary United States and other societies, reviews the principal theories used to explain why people commit deviance, and examines the techniques of social control.
    Credits: 3.0
  

  • SOC 5660 Conflict and Conflict Management

    This course examines conflict between individuals and groups in a wide variety of contexts in the contemporary United States and in other societies. It explores the factors that cause conflict and considers how an understanding of these factors can make it possible to prevent conflict from arising. It serves the various techniques through which people pursue, manage, abandon, and resolve their conflicts, and considers how to predict and explain which of these techniques is used. The course concludes with an examination and assessment of contemporary efforts to foster the peaceful and informal resolution of conflicts through such means as mediation and arbitration programs, neighborhood justice centers, peer intervention programs, the use of ombudsmen, and conflict management training. Course offered every fourth or fifth semester.
    Credits: 3.0
  

  • SOC 5670 Community Supervision of Offenders

    Focuses on an analysis of theories and practices of parole and probation. Is also concerned with the current trend toward diversion of offenders from the criminal justice system and special community programs.
    Credits: 3.0
  

  • SOC 5680 Drugs and Social Policy

    This course uses the topic of drug control policies to examine such sociological themes as race and law in the U.S., marginalization of “the other” in American society, control of disenfranchised populations, the role of accountability in the policy formation process, and social construction. Prerequisite(s): SOC 5180 , SOC 5140 , and SOC 5650 
    Credits: 3.0
  

  • SOC 5700 Gender Globalizing Society

    This course explores issues of gender and gender inequality in the contexts of globalization and global economy. It examines the ways in which systems of social stratification are gendered as power, prestige, and property are unequally distributed on the basis of sex. Students explore ways in which people become gendered, live in gendered worlds, and do gendered work, and how boundaries are redefined and renegotiated. Students also learn about the social construction of sex and gender from cross-cultural perspectives. In addition, the course explores the impact of global economy on gender relations and women’s work. Course offered every two years, Summer Semester.
    Credits: 3.0
  

  • SOC 5990 Selected Topics

    A topic not covered by an existing course will be offered as recommended by the department and approved by the dean. Prerequisite(s): Permission of the graduate director
    Credits: 1.0 - 6.0
  

  • SOC 6040 Social Problems

    Several orientations, which have been devised by sociologists to analyze social problems, are discussed: the social problems approach, the social disorganization approach, the cultural lag approach, the value structure approach, and the community approach. The latter has been considered promising because of its consideration of community organization and control. Selected social problems such as poverty, family disruptions, crime and race conflicts are discussed. Causes of and means of dealing with problems are presented.
    Credits: 3.0
  

  • SOC 6130 Population Studies

    This course provides students with an understanding of how rates of births, deaths, and migration interrelate with institutions in society, such as the family and the economy. In doing so, it examines the causes and consequences of population change and how social scientists can use census data and other social indicators to forecast population trends and their possible repercussions. Course offered every two years, Summer Semester.
    Credits: 3.0
  

  • SOC 6140 Modern Industrial Society

    Analyzes the impact of industrialization and urbanization on the contemporary world. The elements of social relations that combine experience in human relations, including forms, organizations, personality types, political pressures, cultural values and specific problems, such as fatigue, automation, monotony, worker alienation and use of leisure time. These elements comprise a three-part organization: (1) the human factor, (2) the limits of the human factor, and (3) the impact of urban systems with society.
    Credits: 3.0
  

  • SOC 6210 Social Theory: Education

    Discusses social theory as it applies to education. Such concepts as folkways, mores, innovation and social change, status and role, social class, formal and informal systems of socialization and value systems are analyzed for their implications for modern education. Problems of human and intercultural relations in schools today are discussed. Among the authors discussed are Barnett, Durkheim, Goodman, Myrdral, Reisman, Summer, Skinner, Sexton, Toynbee, and Waller.
    Credits: 3.0
  

  • SOC 6300 Ethnic and Racial Experiences

    Explores the experiences of all racial and ethnic groups, from colonial beginnings to the present day. Particular emphasis is placed upon the recurring patterns in dominant-minority relations, differential power and ethnic diversity in American society. The relationship of intercultural relations to American schools is also discussed. Course offered every two years, Fall Semester.
    Credits: 3.0
  

  • SOC 6310 Diversity in American Family Patterns

    Examines the increasingly diverse patterns of family life in the United States. Both continuity and change of family forms are studied with special focus on how social class, race, ethnicity, and definitions of gender shape family experiences. Also studied is now cultural values, the economy, the political system, education, belief systems, and level of industrialization shape family structures and functions, and how families, in turn, influence social structures. The major forms of contemporary families such as cohabitation, marriage, separation and divorce, and remarriage are explored as well as single-parent families, two-income and two-career families, and single-person households. Course offered every fourth or fifth semester.
    Credits: 3.0
  

  • SOC 6610 Organizations and Social Action

    This course is a survey of organization theory, focusing on the variety of tools with which sociologists and others have approached the difficult task of characterizing and understanding large, complex organizations. It considers a variety of different theoretical perspectives, ranging from images of organizations as decision-making systems, to organizations as arenas for conflict over power and status, to organizations as elements in broader social and cultural milieus. Particular attention is given to the notion of organizations as complex systems embedded within social and organizational environments and their ability to promote and stem social action. Course offered every two years, Summer Semester.
    Credits: 3.0
  

  • SOC 6910 Professional Internship I

    Students carry out a service learning placement in an agency/organization relevant to their area of study. Under the supervision of a faculty mentor and the on-site supervisor, students engage in applying conceptual training to a practical problem while volunteering in the field. They are required to submit a proposal for an applied project/deliverable while completing at least 128 contact hours at the placement. Students are graded on a pass/fail basis. Course offered Fall and Spring Semesters.
    Credits: 3.0 - 6.0
  

  • SOC 6920 Professional Internship II

    Students complete the applied project/deliverable for which they developed a proposal in Professional Internship I while carrying out at least 128 contact hours at their placement. They are supervised by a professional within said agency and submit the applied project/deliverable to the professional supervisor at the site and to the professor coordinating the internship program. Both the faculty member supervising the internship program and a second reader evaluate the project/deliverable and determine a grade for it. Prerequisite(s): SOC 6910  Course offered Fall and Spring Semesters.
    Credits: 3.0
  

  • SOC 6980 Research Thesis

    With the advice and supervision of a graduate faculty member, students are expected to conduct an in-depth analysis of a researchable sociological topic. Students base their work on the proposal they developed in SOC 6910. Prerequisite(s): SOC 691 Course offered Fall and Spring Semesters.
    Credits: 3.0
  

  • SOC 6990 Research and Thesis II

    With the advice and supervision of a graduate faculty member, students are expected to conduct an in-depth analysis of a researchable sociological topic. Course offered Fall and Spring Semesters.
    Credits: 3.0
  

  • SOC 7000 Independent Study

    With the advice and supervision of a graduate faculty member, students can either pursue an area of sociological interest not covered in one of the courses or pursue in greater depth an area initially covered in another sociology course.
    Credits: 1.0 - 6.0

Special Education
  

  • SPED 5090 Teaching the Slow Learning Child

    Deals with students who have learning problems but who have not been classified as handicapped. Explores the development of teacher attitudes, teaching strategies and functional materials that help overcome various environmental, organic and systemic deficits to learning.
    Credits: 3.0
  

  • SPED 5160 Education of the Preschool Handicapped

    An in-depth study of the characteristics and needs of preschool handicapped children. Emphasis on teaching techniques, materials and programs most appropriate for these children. (This course is offered only on an occasional basis.)
    Credits: 3.0
  

  • SPED 5190 Nature and Needs of Exceptional Children

    The application of psychology to the study of the nature and needs of emotionally, physically, mentally, and socially exceptional children is studied. Psychological factors, personal and social, that affect the identification and development of exceptional children are examined to discover implications for education, counseling, and guidance procedures.
    Credits: 3.0
  

  • SPED 5200 Teaching Reading and Related Language Arts, K-12 to Children with Special Needs

    This course is designed to provide an intensive broad-based approach to interventions in reading, spelling and writing for children with special needs. Students will review methodologies, evaluate and plan the appropriate strategies, materials and techniques to match the needs of the student. Students will become familiar with exising reading programs with special attention to multicultural components. Prerequisite(s): SPED 519
    Credits: 3.0
  

  • SPED 5300 Applied Behavioral Analysis

    This course focuses on the principles of Applied Behavioral Analysis and their application in settings for students with significant disabling conditions, such as severe levels of autism, behavioral disorders or developmental disabilities. Included in the course content will be the theoretical constructs underlying classical and operant conditining, management programs for increasing, decreasing and maintaining the frequency of behaviors, schedules for reinforcement, and other related topics. Field experiences may be part of course requirements.
    Credits: 3.0
  

  • SPED 5310 Orientation to Psychological Testing

    Acquaints students with the statistical and measurement concepts of test construction, and the theoretical and practical aspects of psychological testing, with an emphasis upon cognitive assessment. The theory, design, and interpretation of individually-administered measures of intelligence, such as the Wechsler Intelligence Scale for Children-IV (WISC-IV), are reviewed. The uses and limitations of psychological testing are explored with emphasis upon the misuse of tests with students from varying culturally and linguistically diverse backgrounds.
    Credits: 3.0
  

  • SPED 5360 Guidance and Community Programs for the Disabled

    This course is designed to be an introduction to the organizations, facilities and services available to disabled individuals in New Jersey and nationally. It also considers counseling procedures related to the referral and adjustment of the disabled so that full use of available resources may be realized. This course is required for New Jersey certification (Teacher of the Handicapped). This course includes coverage of all disability groups.
    Credits: 3.0
  

  • SPED 5420 Foundations of Learning Disabilities

    An introduction to the advanced study of disabilities, this course provides a review of the legal and theoretical principles of special education as the foundation for an intensive examination of special education and related services provides in a continuum of settings for students with social, emotional, physical, and intellectual exceptionalities. The significant role of the LDT-C in the planning and delivery of services to students from diverse cultures is explored. Standards of professional ethics and dispositions are presented. The course includes a field observation.
    Credits: 3.0
  

  • SPED 5430 Diagnosis of Learning Disabilities

    Beginning with an understanding of the nature of learning difficulties as deficits in information processing, this course introduces the theory and application of diagnostic testing of students with disabilities. Through classroom instruction and application of skills in a clinical setting, students become proficient in the administration of technically-sound, culturally sensitive psycho-educational tests and informal measures to determine functioning levels, underlying deficits, and learning styles in the areas of reading, written language, math, and learning abilities. Test selection, adminstration procedures, interpreting and sharing results orally and in writing, and making recommendations are emphasized. The preparation of an educational evaluation is the capstone project of this course. Students will be charged an additional Special Ed. Lab Fee when enrolling in this course. Prerequisite(s): SPED 542
    Credits: 3.0
  

  • SPED 5440 Introduction to Assistive Technology in Special Education

    This course is designed to provide practitioners with a broad background into the use of Assistive Technology for students with disabilities. The course will address the role of technology in enabling/enhancing the communication and/or cognitive potentials of the student with varying exceptionalities and in minimizing the additional impact of multicultural differeces upon the student. It will address the impact of Assistive Technology on program, curriculum and IEP planning. Participants will review low-tech and high-tech communication systems, software and adaptive computer devices, agencies, assessment and funding sources, relevant legislation, and the link between home and school.
    Credits: 3.0
  

  • SPED 5450 Instructional Strategies for Students with Challenging Behaviors

    This course focuses on the implementation of appropriate classroom manaagement strategies, instructional techniques and curricular approaches for students with mild to moderate disabilities who are exhibiting challenging behaviors that impede their learning or that of other students. Observation and recording measures to assess and analyze the functional value and communicative intent of these behaviors are examined. Strategies to enhance the repertoire of socially appropriate behaviors in these children will be discussed. Emphasis will be placed on pro-active and non-aversive approaches for changing behaviors. A co-requisite practicum experience will be required. Prerequisite(s): SPED519
    Credits: 3.0
  

  • SPED 5460 Nature and Needs of the Developmentally Disabled

    Evaluation, characteristics, etiologies, developmental patterns, self-concept development, social adjustment and similar topics selected to give the teacher a base upon which to develop suitable school programs for those students with varied levels of mental retardation, the epileptic, and others designated as developmentally disabled.
    Credits: 3.0
  

  • SPED 5480 Methods for Assessing and Teaching Students with Exceptionalities, Pre- K Through Elementary Grades

    This course is offered to teachers and others who are interested in working with students with mild and moderate disabilities. It is designed as an introduction to general curriculum building, classroom organization, materials development and other topics basic to the education of pre-kindergarten and elementary school age children with a range of disabilities. Students are provided basic instructional and programmatic information relative to elementary teaching within a range of placements and teaching styles. Prerequisite(s): SPED 519
    Credits: 3.0
  

  • SPED 5490 Methods for Assessing and Teaching Students with Exceptionalities, Middle and High School to Age 21

    This course is offered to teachers and others who are interested in working with students with mild and moderate disabilities. It is designed to provide basic instructional and programmatic information relative to pre-vocatinal and vocational preparation and adult living, including the code components for transition planning and services. Topics will include issues relevant to education of secondary age students and young adults. The course will cover the social-cultural impact on mild and moderate disabilities, educational programming, and legal protections. Secondary level curriculum and lesson development, role of technolgy and pre-vocational and vocational programming are a substantial focus. Students will review instructional materials, employment opportunities, supportive agencies, and will cover relevant topics of concern to students in the course.
    Credits: 3.0
  

  • SPED 5500 Strategies for Developing the Social, Emotional and Recreational Needs of Exceptional Learners

    Gives an overview of the social and psychological needs of the developmentally disabled. Studies are presented analyzing the positive and negative influences that hinder or reinforce the efforts of the handicapped toward independence.
    Credits: 3.0
  

  • SPED 5990 Selected Topics

    A topic not covered by an existing course will be offered as recommended by the department and approved by the dean. Prerequisite(s): Permission of the department chair
    Credits: 1.0 - 6.0
  

  • SPED 6190 Curriculum and Methodologies for Students with Autism Disorder and/or Severe Disabilities

    This course is designed to provide individuals with the instructional knowledge, curricular understanding and technological skills that they will need to teach students with disabilities in included classroom settings. This advanced study course is for teachers of students with disabilities certification and will cover curriculum pinciples and practices for special needs and culturally diverse learners. Discussion of regular education curriculum mandates, appropriate modifications, specialized teaching, curriculum wrtiting formats, evaluation, and resource materials.
    Credits: 3.0
  

  • SPED 6210 Physiological Basis of Learning Disabilities

    This course examines the etiology of specific disabilities through the perspective of neurophysiology. Attention is paid to the basic anatomical structure of the central nervous system, and the relationship of these various structures to perception, motor learning, and higher levels of cognitive functioning. Current research on localizing specific functions within the brain is presented. Students consider how neural malformation, teratogens, neural insult, and other factors affect learning. Health and metabolic disorders which impact learning are studied. Prerequisite(s): SPED 542
    Credits: 3.0
  

  • SPED 6220 Learning Theory/Application

    A study of the nature of learning: the major theories of learning and language development and how these theories may be applied to an understanding of the various approaches to educating students with disabilities. Motivational techniques are explored, with emphasis upon the use of incentives, classroom climates that promote learning, and the incorporation of student interest into learning activities. Assessments and techniques are presented that address the needs of students exhibiting challenging behaviors within the classroom. Students learn to conduct Functional Behavioral Assessment and develop Behavioral Intervention Plans. Prerequisite(s): SPED 542
    Credits: 3.0
  

  • SPED 6240 Universal Design for Ldt-c

    This course is designed for students in the master’s program in learning disabilities. The purpose of the course is to introduce graduates to practical issues, concerns, and trends in Universal Design and Differentiated Instruction, and to provide students with concrete strategies and teaching methodologies to address this classroom structure. Prerequisite(s): SPED 542
    Credits: 3.0
  

  • SPED 6250 Collaboration Theory

    This course explores the methods and challenges of working effectively with others to provide educational services to students with disabilities. The focus is on communication and cooperation with colleagues, individuals with disabilities, their parents, and community agencies. Understanding the needs and aspirations of families, including those from linguistically and culturally diverse backgrounds, is emphasized, as are facilitating in-class support in the inclusive classroom, buidling productive consultative relationships with professional staff, and coordinating the transition from preschool to kindergarten and from secondary to post-secondary settings. The appropriate techniques and dispositions for participation in multi-disciplinary team staffings are presented. Special education code pertaining to CST functioning is reviewed, followed by an introduction to the process of IEP development.
    Credits: 3.0
  

  • SPED 6260 Adapting Mathematics Instruction for the Inclusive Classroom

    This course provides general and special education mathematics teachers with an opportunity to explore techniques for adapting mainstream mathematics curricula, instruction, and assessment strategies to meet the learning needs of all students. The course is designed to clearly delineate the role that specific learning difficulties play in meeting expectations for mathematics success in terms of current curricular standards and inclusive educational practices. Students focus on identifying the learning difficulties their own students have in particular mathematics curricular content and collaborative planning of specifc methods for adapting instruction for these learners. These cases are analyzed in class using students’ own knowledge of curriculum, readings on relevant psychological and educational theories, as well as current research. The culminating project for the course is the collaborative production of a curriculum and assessment guide for mathematics teachers working in inclusive or heterogeneously group classrooms. The course is team-taught by math education and special education faculty. This course is cross-listed with CIEE 626 Prerequisite(s): No specific prerequisites are required, but permission to register by the course instructors is required.
    Credits: 3.0
  

  • SPED 6270 Collaboration Theory and Practice

    This course explores the methods and challenges of working effectively with others to provide educational services to students with disabilities. The focus is upon communication and cooperation with colleagues, individuals with disabilities, their parents, and community agencies. Understanding the needs and aspirations of families, including those from linguistically and culturally diverse backgrounds, is emphasized, as are facilitating in-class support in the inclusive classroom, building productive consultative relationships with professional staff, and coordinating the transition from preschool to kindergarten and from secondary to post-secondary settings. The appropriate techniques and dispositions for participation in multi-disciplinary team staffings are presented. Special education code pertaining to CST functioning is reviewed, followed by an introduction to the process of IEP development. Prerequisite(s): SPED 542
    Credits: 3.0
  

  • SPED 6280 Special Education Law

    This course will provide instruction in the legal issues involved in the education of students with disabilities. It will illustrate how the American legal system works vis-a-vis special education law. This class will examine the history of special education law, current New Jersey and federal legislation, and pertinent case law. The course content will focus on facets of the Individuals with Disabilities Education Improvement Act (NCLB), Section 504 of the American Disabilities Act, and the Americans with Disabilities Act (ADA).
    Credits: 3.0
  

  • SPED 6290 Current Issues in Special Education

    This course provides: current perspective on issues and controversies special educators confront, with emphasis on relationships between regular and special education programs and teachers. Selected topics are explored through readings, discussion, and exploratory research, e.g., inclusion, accountability, high-stakes assessment, diversity, and the efficacy of special education practices. A foundation for thesis study is provided, focusing on the knowledge and skills needed to conceptualize empirical research. Candidates review multiple sources of material to identify a researchable topic, state hypotheses, and engage in a preliminary literature search in preparation for the master’s thesis. Prerequisite(s): 18 credits in the LD program
    Credits: 3.0
  

  • SPED 6300 Elementary Programs for the Developmentally Disabled

    An introduction to general curriculum building, classroom organization, lesson planning, materials development and other topics basic to the education of the developmentally disabled, including various levels of mental retardation and related disabilities.
    Credits: 3.0
  

  • SPED 6310 Secondary Programs for the Developmentally Disabled

    This course focuses on secondary, transitional, postsecondary, and community living programs for the developmentally disabled. The emphasis is on instruction in prevocational and vocational skills and life adjustment activities. Topics include secondary level curriculum development, academic concerns, vocational development, vocational evaluation, materials adaptation, program adjustments to meet varied cultural backgrounds, and the use of technology with the maturing developmentally disabled. Prerequisite(s): SPED 519
    Credits: 3.0
  

  • SPED 6320 Research in Special Education

    This course focuses on the planning and preparation needed to conduct empirical research. Topics include ethical issues in research, stylistic requirements for manuscript preparation, methods of comprehensive literature search, statistical analysis, and experimental design. Candidates will complete the first three chapters of their master’s thesis. Prerequisite(s): 21 graduate credits in either the DD or LD specialization program
    Credits: 3.0
  

  • SPED 6330 Research in Special Education II

    This course focuses on candidates’ conduct of empirical research based on the first three chapters of their thesis, and preparation of the “results” and “conclusions” chapters. Seminars and individual student conferences are devoted to methodological and statistical analyses, and the interpretation and the reporting of results. Prerequisite(s): SPED 6320  
    Credits: 3.0
  

  • SPED 6350 Adapted Instructional Strategies for the Handicapped

    A study of academic adaptations for exceptional students at the secondary and elementary levels. Includes tactile kinesthetic approaches, technology-based techniques and specialized textual and supplementary material. Stress is placed on adaptations to be recommended by the Learning Disabilities Teacher Consultant and applied by the classroom teacher. Prerequisite(s): SPED 519
    Credits: 3.0
  

  • SPED 6360 Family and School Collaboration Practices

    This course examines the colaborations skills necessary to function as team members an to ensure the success of students with disabilities in inclusive school settings.  This course is also designed to help practicing special eduction teachers gain the knowledge and skills necessary to work and communicate in written and oral expression with parents in the school and community settings to facilitate the development, education, and socialization of students with disabilities from early childhood through young adult to age 21. 
    Credits: 3.0
  

  • SPED 6370 Transition Programs and Practices for Adolescents with Diverse Learning and Behavioral Needs

    This course examines the characteristics of adolescents and young adults with mild/moderate disabilites in the context of normative expectations for adult performance in today’s society.  The course uses historical perspectives and current special education programs and delivery system options as basis to understand these students needs.  Instructional approaches to academics, social learning, life skills, and vocational/career development for post secondary education and training options are explored, focusing on relationships between the secondary school experience and the transition from school to work and life, quality of life issues, and community resources.  
    Credits: 3.0
  

  • SPED 6380 Education of Neurologically Impaired Children

    An in-depth exploration of effective education structures and strategies for preparing neurologically impaired students for school and community challenges. The course addresses the needs of students considered to have general neurological and perceptual impairments and specific disabilities, such as cerebral palsy and spina bifida. Emphasis is on mild impairment.
    Credits: 3.0
  

  • SPED 6410 Administration and Supervision of Special Education Programs

    (Elective) This course is designed as a general introduction to the problems, issues and procedures inherent in supervising and administering those various programs that have been organized to meet educational needs of the disabled. (This course is offered only on an occasional basis.)
    Credits: 3.0
  

  • SPED 6430 Curriculum Design for All Learners

    This course will introduce candidates to designing school curricula (goals, method, materials, and assessments) that are flexible enough to accommodate the individual learning needs of all learners within general education classrooms.  Using the model of Universal Design for Learning, candidates will learn to develop curriculum, instruction, assessments, and classroom  environments that are accessible and applicable to students, teachers, and parents with differing abilities, and cultural and linguistic backgrounds.

    Prerequisites: This course is designed as a graduate level elective, or a post-masters level course.  Admission into one of the M.Ed programs and recommendations from the program advisor are required.
    Credits: 3.0

  

  • SPED 6440 Correction of Learning Disabilities

    Research-based methods for the correction of deficits in reading, writing, math, and study skills are presented in the classroom and practiced in the clinic. Students use informal assessment and diagnostic findings to develop and teach lessons aligned with the NJ Core Curriculum Content Standards to children and adolescents in a clinical setting. The emphasis is upon the generalization and maintenance of skills to school settings. Prerequisite(s): SPED 543
    Credits: 3.0
  

  • SPED 6450 Moderately and Severely Developmentally Disabled

    An in-depth coverage of techniques and materials appropriate to the lower functioning (trainable) developmentally disabled. Topics include learning characteristics, adapted toys and other devices, computer-assisted learning, self-care, adultation, preacademics and academics, behavior management, and related areas of study. Special attention is given to community support activities. Prerequisite(s): SPED 546
    Credits: 3.0
  

  • SPED 6490 Seminar: Functional Aspects of Teaching the Emotionally Handicapped

    The second component of the clinical practicum required of all students in the program leading to the master’s degree in the area of the emotionally handicapped. Conducted during the six- week summer session, this seminar is directly related to the demonstration teaching experience and must be taken with SPED 653. May be taken pass/fail only. Prerequisite(s): SPED 547, 639
    Credits: 3.0
  

  • SPED 6500 Physiological Basis Learning

    This course introduces the student to the role of the central nervous system as it relates to motor learning and higher levels of cognitive functioning. The effects of malfunctioning and damage to the central nervous system on the learning process are examined. This knowledge is integrated with a study of the major theories of learning and how these theories may be applied to an understanding of practices underlying the various approaches to educating specific disability groups. This course meets twice a week. Prerequisite(s): SPED 519 6 credits
    Credits: 6.0
  

  • SPED 6510 Rehabilitation for the Developmentally Disabled

    An analysis of specific disabilities of children and therapeutic principles and practices that relate to the total process of rehabilitation. Emphasis is on the various roles of the teacher as a member of the rehabilitation team.
    Credits: 3.0
  

  • SPED 6530 Demonstration Teaching for the Emotionally Handicapped

    A practicum in which students employ various teaching strategies directly with emotionally handicapped children during an intensive six-week summer program. Faculty direct ongoing supervision and observation of student demonstration teaching. Techniques such as microteaching, videotaping and peer observation are employed. The course takes place at an off- campus practicum center serving emotionally handicapped children. To be taken concurrently with SPED 649. May be taken pass/fail only. Prerequisite(s): SPED 547, 639
    Credits: 3.0
  

  • SPED 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
  

  • SPED 6570 Seminar in Clinical Application to Learning Disabilities

    This 100-hour summer internship in a school or clinical setting consists of a supervised field experience in the daily functions of the LDT-C in the public schools in conjunction with a weekly seminar. The internship is designed to provide opportunities for the assessment, diagnosis, and remediation of students with disabilities, and participation in case managing, consultation, team staffings, and IEP development. Students work under the direction of a cooperating LDT-C and are evaluated by William Paterson University faculty. (Pass/fail only) Prerequisite(s): SPED 542, SPED 543, SPED 622, and SPED 644
    Credits: 3.0
  

  • SPED 6580 Developmental Strategies in Learning Disabilities

    This course is designed to provide guidance, advanced training and interdisciplinary experience in a clinical and/or classroom setting. SPED 657 and SPED 658 are taken only as a 6-credit package concurrently during summer session II. May be taken pass/fail only. Prerequisite(s): All major courses
    Credits: 3.0
  

  • SPED 6590 Language and Literacy Strategies

    This course prepares participants to use advanced strategies and accommodations to teach reading and language arts to struggling readers. It will empower teachers by providing them with specific suggestions for problems they likely will encounter in today’s classrooms. The course will focus on how to assess reading problems based on the National Reading Panel standards. It will then focus on placement and specific interventions for the modification of instruction for decoding letter names and word recognition, new vocabulary, fluency, comprehension, fine motor skills, spelling, grammar, and written expression.
    Credits: 3.0
  

  • SPED 7000 Independent Study

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

Special Education Core
  

  • SPC 5010 Introduction to Special Education

    This course introduces candidates for the Teacher of Students with Disabilities Endorsement to the historical roots of Special Education, including the major legislation and court cases that frame the current state and federal regulations.  A major emphasis of the course will be placed on issues and delays in human development, the basic characteristics and defining factors for each of the major disability categories, co-concurrent conditions and how disabilities impact individuals learning and their transition between programs across the lifespan. In addition, participants will discuss family systems, and how language, culture, gender, environmental and societal influence impact the development and achievement of students with disabilities.
    Credits: 3.0
  

  • SPC 5550 Educational Foundations in a Diverse Society

    This introductory course provides essential educational foundations for aspiring teacher candidates. Philosophical, historical, and legal precedents provide the knowledge base, and national and state standards are used to define current practice and the expectations held for individuals who enter the teaching profession. Learner characteristics are examined, with particular attention to the range of abilities, races/ethnicities, genders, socioeconomic factors, and others that contribute to diversity in the classroom. Emphasis is placed on physical, psychological, academic, and socio-behavioral characteristics, and the ways they can facilitate or impede student learning. This course is for post-baccalaureate students seeking initial certification K-5, and endorsement in special education.
    Credits: 3.0
  

  • SPC 5600 Understanding School-Based Assessment of Diverse Learners

    This course provides a comprehensive foundation to understand the many purposes of formal and informal assessment, recognize the integral relationship between different types of assessments, and use assessment data to enhance educational decision making for diverse learners. The legal, ethical, and cultural considerations in assessment will be discussed as will the potential for test bias and inappropriate use of assessments for particular populations. The administration and interpretation of formal, informal and differentiated assessments is the focus of this course. Teacher Candidates will have the opportunity to evaluate, select, develop, and adapt assessment materials for children with special needs. Technical skills and descriptive statistics will be covered. Emphasis will be placed on making effective placement and instructional decisions based upon assessment data. Teacher candidates will also learn how to use multiple assessment methods to analyze student learning, determine teacher impact on student learning, and evaluate program effectivenss
    Credits: 3.0
  

  • SPC 5620 Standards-Based Instructional Management

    Introduces teacher candidates to the multiple facets of managing instruction for learners across the range of ability and cultural and linguistic background. Teacher candidates develop long- and short-term instructional plans based upon the New Jersey Core Curriculum Content Standards (NJ CCCS) and the general education elementary curriculum and standards. The Individualized Education Plan (IEP) goals, objectives, and supplementary aids and services are emphasized for students with disabilities. Lesson and unit planning is stressed with the utilization of action research to design and implement adaptations to instruction, materials, assessment, and learning activities. The content area focus will also include instruction across the arts and physical education. Creating and organizing shared classroom environments that facilitate learning and collaboration with colleagues and parents in all instructional settings is highlighted.
    Credits: 3.0
  

  • SPC 5640 Managing Challenging Behaviors

    This course focuses on both theory and practice of effective classroom management to ensure a safe and supportive classroom environment that promotes student achievement. Methods to manage group behavior are presented with emphasis on preventive intervention strategies for at-risk learners; HIB(harassment, intimidation and bullying), and practices that foster cultural understanding, safety, and emotional well being. 

    The use of structured assessment information to identify supports for children whose behaviors disrupt learning is emphasized through Functional Behavioral Assessments, and the development of Behavior Intervention Plans.  Observation and recording measures to assess and analyze the communicative intent of inappropriate behaviors are examined. Replacement behaviors and strategies to promote self-management are covered. Emphasis will be placed on collaboration with families and other educators.

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

  

  • 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
 

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