Education (EDC)
Study important philosophical theories in education and their impact, as well as the nature and needs of individuals and families at all developmental levels throughout life. Explore the diversity of school communities and the professional, ethical, philosophical, legal, and learning frameworks and perspectives related to quality education for all students. Develop reflection skills and learn to relate these frameworks and perspectives to students, curricula, and the New Jersey Professional Standards for Teachers and School Leaders. Part of the graduate degree core.
This course provides students with a deeper understanding of diversity in the school, particularly in inclusive classrooms. Students review current research and theoretical frameworks and investigate the influence of culture, ethnicity, gender, religion, age, and disability on student learning and consider theoretical and practical approaches to the education of diverse learners, including children with disabilities and those with limited English proficiency. Students learn to create instructional activities that assist diverse learners in the achievement of the New Jersey Student Learning Standards (NJSLS). The course emphasizes understanding the educational implications of diversity and creating caring, respectful learning environments in the inclusive classroom setting.
This course presents an overview of theory and research related to learning. Conditioning, social cognitive, cognitive information processing, and constructivist views are explored. Issues in assessment and problems related to learning are examined in relation to types of strategies useful in responding to them. The relationship between cognitive deficits and learning is addressed. Methods to identify individual student differences in learning, motivation, and behavior related to teaching and assessment are researched. The role of classroom climate, rewards and incentives on learning are discussed.
This course focuses on curriculum design, development, and evaluation for P–12 education. The emphasis is on student learning outcomes, the New Jersey Student Learning Standards (NJSLS), 21st-century learning and teaching, as well as professional development and best practice in curriculum design and delivery. Students engage in personal and professional reflection on student diversity as it relates to instructional needs and curriculum and as framed by national and New Jersey Professional Standards for Teachers and Administrators and develop responsive instructional plans.
This course focuses on advancing students’ knowledge and skills in curriculum planning and focuses on the roles and responsibilities of the development, management, supervision, evaluation, and improvement of curriculum programs. Emphasis is placed on how school leaders can facilitate and support curriculum improvement for student learning, equity, and social justice by employing research-based practices that have been proven to be effective in closing the achievement gap for students of varied ability, income, and ethnicity. Explore the processes of curriculum alignment, revision, delivery, monitoring and evaluation required for managing and supervising a standards-based, 21st-century, culturally responsive curriculum that meets the needs of P–12 general education students as well as diverse and exceptional learners. The second curriculum course for candidates in the Administration and Leadership program.
Prerequisite(s): EDC5010.
This course focuses on the various techniques and strategies of educational research. Emphasis is placed on understanding and interpreting research and the formulation of problems and/or topics for developing individual projects as part of an applied thesis or action research. Students engage in reflection on research as it relates to the needs of diverse students, curriculum planning and implementation, and state and national standards.
This zero-credit course is the repository for required documents for NJ state endorsements in ESL and Bilingual/Bicultural education. Candidates who seek these endorsements must provide documentation that they have met the state criteria for passing the Oral Proficiency Interview (OPI) and the Written Proficiency Test (WPT). Results must be uploaded before completing the final course in their program and before submitting their application for the endorsement. ESL candidates are required to upload their results of the OPI and WPT in English. Bilingual/Bicultural candidates are required to upload their results of both the English assessments and the results of their assessments in the target language of their instruction. This course may be repeated as needed. Candidates will receive a passing grade in this course when evidence of successful completion of these assessments is uploaded. Candidates who do not upload evidence of successful completion of these assessments will receive a grade of not completed.
Prerequisite(s): Permission from program director.
This course familiarizes candidates with theories and current research on second language acquisition including the interactions between first and second languages and levels of communicative competence in second language learners. Also studied is the analysis of all forms of language variation across speech communities within a culture, differences between first and second language learning, and how they affect language acquisition and cross-cultural communication in second language education. The implications of language attitudes for curriculum planning and classroom procedures are also discussed.
This course connects theories in Second Language Acquisition (SLA) with the practice of building language and content knowledge for English learners (ELs). Candidates will become familiar with instructional and evaluative techniques for teaching language skills and content areas to ELs, including the roles of heritage language, technology, and collaboration in teaching and learning. Engaging ELs in content areas at all grade levels, as well as appropriate assessments, is a major focus of this course.
This foundational course guides candidates in developing knowledge, skills, and dispositions for teaching learners from diverse linguistic and cultural backgrounds. Topics include cultural and linguistic diversity in American schools and culturally responsive pedagogy. Candidates also explore the relationships between language, culture, society, school achievement, and the implications for teaching and learning English and content. Candidates also consider the history of legislation regarding various types of second language programs in the United States, multilingual learners’ cognitive and communication styles, psychological and social factors that facilitate self-image, and psycholinguistic processes that affect the ways in which learners develop language and literacy skills. By examining a variety of examples in these areas, candidates develop commitment and competence related to the New Jersey Professional Standards for Teachers (NJPST) as they apply to multilingual learners.
This course provides students with an overview of the areas of ESL and bilingual/bicultural education as it situates and prepares them for advanced courses in a graduate degree of the language education program. The course examines contemporary issues in second language education as they apply to curriculum planning and development. Various models, methods, and approaches to the development, implementation, and evaluation of ESL and bilingual programs as well as the relationship between curriculum designs and legislations in second language education are discussed. Students develop competency in the application of the theoretical foundations of second language learning and teaching. They will gain experience in developing their own curricula by analyzing ESL and bilingual programs. The integration of the assessment and national and state standards in curriculum design is also discussed.
This course examines the phonology, morphology, syntax, semantics, stylistics, discourse, and pragmatics of American English as it applies to learning English as a second language. A detailed analysis of the phonological and grammatical structures of American English is discussed with the special focus on the basic techniques for analyzing linguistic structures. The practical application of linguistic knowledge to the teaching of a second language to English learners is also discussed.
This course emphasizes the acquisition of English reading, writing, and speaking skills by multilingual learners. Candidates review scholarship, language acquisition theories, and transferability of literacy skills from the first language to the second language. Candidates explore literacy acquisition of students who are preliterate in their first/dominant language or who have interrupted education (SLIFE). Candidates examine the process of English language learners’ acquisition of literacy skills as part of their language acquisition. Students also implement research-based strategies for assessment, instruction, and remediation of literacy skills based on the national and state standards. Finally, students explore technology-enhanced instruction and the importance of multilingual literacy.
This course addresses the philosophical, historical, and legal foundations of special education. Current research on the characteristics, nature, and causes of various disabilities that impact students’ achievement is studied as well as theories of intelligence, cognitive development, and cultural diversity.
In this course, candidates will study curriculum planning, appropriate learning environments, modification options, instructional materials, and the use of assistive technology to aid students with disabilities to achieve curriculum goals. Candidates will apply the skills acquired during this course to work with colleagues within the school district to design Individualized Education Programs (IEPs) that meet the needs of students with special needs in the general education classroom. Current practices for consultation and collaboration as well as instructional strategies will be addressed. This course requires 15 hours of clinical practice with students with disabilities.
This course will review available school, community, county, and state resources for families to assist the academic, social, emotional, and career development of individuals at risk and with exceptional needs. Candidates examine their role as student advocates in the coordination of available school, community, county, and state resources for students and families and in IEP planning for students with special needs. Coordination and delivery of intervention and referral service in a school setting, including multidisciplinary intervention teams will be reviewed. In addition, an overview of special education law, 504 plans, the New Jersey Administrative Code, general and special education programs, the function of the child study team, and components of the IEP that may provide for necessary support services, is provided. For students in the TOSD program, this course requires 15 hours of clinical experience with students who are at-risk and students with exceptionalities.
Examine human physiology and neuro-anatomy and the impact of disease, disability, and/or damage to these systems on student achievement of the New Jersey Student Learning Standards (NJSLS). Explore metabolic, infectious, and hereditary disorders that impact academic achievement and appropriate medical, psychological, and educational interventions. Study differentiated brain function, including the areas of the brain related to learning and other functions.
This course provides an historical perspective of dyslexia and other learning disabilities, as well as current definitions, identification practices, and prevalence. Candidates study Response to Intervention (RTI), research-based literacy instruction for students with dyslexia and other learning disabilities, including reading, writing, literature, listening, speaking, grammar, handwriting, spelling, and print and non-print media. Emphasis is placed on designing individualized instruction based on students’ assessed performance, skill needs, and abilities. Candidates apply the skills acquired during the course to work with colleagues within the school district to design Individualized Education Programs (IEPs) that meet the needs of the students with special needs in the general education classroom. This course requires 10 hours of clinical experience with students with learning disabilities.
Psychological and educational assessments are necessary components in the identification and planning process for children with disabilities. Review the use of clinical interviews, observations, work samples, portfolio assessments, teacher conferences, and parent conferences as contributing factors in the classification, placement, and progress review of special needs children. Study the work of Salvia and Ysseldyke, including the psychometric properties underlying assessment, psychological assessment procedures, formal and informal educational assessment methods, and functional assessment. Examine basic statistical concepts, standardized test scores, standardized test administration procedures and test limitations with emphasis on accurate test interpretation. Study test accommodations as well as alternative assessment and participate in demonstrations of evaluation materials to learn to critique assessment materials.
Examine typical and exceptional human growth and development, behavior, and learning; the influences of heredity and environment on normal and abnormal behavior; and developmental disabilities. Analyze commonalities and differences among the disabled, development of strategies designed to contribute to optimal growth and development building positive self-esteem and developing realistic growth expectancies throughout the lifespan. Explore the cognitive, physical, social, and emotional characteristics of individuals with disabilities, and the nature and special common needs of individuals with disabilities and their families. Review current research on effective strategies to facilitate learning and ameliorate inappropriate behavior. Consider ethics and the rights of parents and children with disabilities in New Jersey as well as historic perspectives on treatment including classification of special needs children, special supports for individuals with disabilities, and least restrictive environment placements within inclusive classrooms. Review special education regulations including the most recent revisions to New Jersey Administrative Code, Title 6A, Chapter 14 regarding procedural safeguards, special services, programs, placements, and the provision of supports and related service. Emphasis on the rights of special needs children and their parents.
This course is designed to prepare future school counselors to counsel the diverse populations they will work with in a school setting. In this course, students will study cultural competence within counseling related to race, ethnicity, culture, and other sociodemographic variables and will review and integrate the most recent research on gender, LGBTQ issues, and the dynamics of microaggressions in school settings.
This course will consider the impact of school law on the administration of schools and student learning. Examine the manner in which state and federal courts, through case law, balance the rights of individuals with those of the schools. Investigate the rights of schools, teachers, students, school counselors, student assistance coordinator, parents, and the general public regarding education in 21st-century public schools. Emphasis on the law pertaining to public education as prescribed by the New Jersey Administrative Code Title 18: A, state courts, commissioner’s decisions, and local school board policies and administrative procedures required for compliance.
Study supervisory theory, models, and principles of effective instruction, curriculum and instructional leadership for inclusive schools. Emphasis on the relationship between effective supervision and student learning outcomes and the basis for staff professional development. Practice personal and professional reflection as it relates to instruction and as framed by national standards and the New Jersey Professional Standards for School Leaders. Demonstrate the values, ethics, and commitment embodied in these standards.
This course introduces candidates to the teaching profession, including the elements of instruction, in the general, inclusive, and special education models. The historical, philosophical, and social foundations education are explored. Sociological foundations will emphasize cultural diversity awareness, with attention to the inclusive perspective. Legal foundations will include the legal and ethical constructs of American inclusive education. Candidates will complete training in harassment, intimidation, and bullying. A context for learning, as well as an introduction to the lesson plan, will be introduced to the teacher candidate in both course classroom and field setting. Concurrent with the course content, candidates will be introduced to an ethics framework that emphasizes problem solving, thinking skills, and communication.
This course is designed to help candidates apply, analyze, and evaluate the principles of instructional design and constructed models toward the development of instruction based on learning theory, curricular frameworks, project planning, content expertise, and technology tools to architect effective experiences for today’s learners. The development of lessons for diverse learners is addressed using the Universal Design for Learning (UDL) framework for effective teaching that involves providing students with multiple means of engagement, representation, and expression. Developmentally appropriate techniques and principles of culturally responsive teaching are reviewed and practiced.
This course is designed to help candidates apply, analyze, and evaluate the principles of instructional design and constructed models toward the development of instruction based on learning theory, curricular frameworks, project planning, content expertise, and technology tools to architect effective experiences for today’s learners. The development of lessons for diverse learners is addressed using the Universal Design for Learning (UDL) framework for effective teaching that involves providing students with multiple means of engagement, representation, and expression. Developmentally appropriate techniques and principles of culturally responsive teaching are reviewed and practiced.
This course is designed to help candidates apply, analyze, and evaluate the principles of instructional design and constructed models toward the development of instruction based on learning theory, curricular frameworks, project planning, content expertise, and technology tools to architect effective experiences for today’s learners. The development of lessons for diverse learners is addressed using the Universal Design for Learning (UDL) framework for effective teaching that involves providing students with multiple means of engagement, representation, and expression. Developmentally appropriate techniques and principles of culturally responsive teaching are reviewed and practiced.
This course enables and encourages use of 21st-century technology tools as a conduit to developing student-centered teaching and learning. Candidates will develop and showcase the outcome of their insights by generating original digital products using 21st-century technology tools (e.g., information and communication technologies to create audio, video, and multimedia products). Other technology tools that assist with processes of inquiry, problem-solving, collaborating, and decision-making that comprise the hallmark of a learner-centered classroom will be addressed. Research-based use of technology tools to approach content subjects and meet the needs of diverse K–12 students will be highlighted. New Jersey Student Learning Standards (NJSLS) form the heart of this course. New Jersey Professional Standards for Teachers (NJPST) and Council for Exceptional Children (CEC) standards for instructional planning and strategies, addressing special needs, creating effective and respectful learning environments, developing effective techniques for communicating, and professional and ethical responsibilities are considered.
In this course, candidates will analyze various facets of the reading and writing processes as well as the developmental, linguistic, and cultural factors that impact literacy development. These facets include phonics, phonemic awareness, and concepts of print. Candidates will study structured literacy instruction in depth with focus on how these techniques support literacy development in struggling readers. Candidates will research current topics in literacy and provide professional learning opportunities for colleagues as literacy leaders.
Evaluate age-appropriate, multi-genre, multi-cultural, print and non-print literature for K–12 readers. Review web-based resources on literature for children and youth and determine age-appropriate use of the Internet. Learn best practices for incorporating literature in education and develop plans that meet needs and instructional objectives. Consider ways that literature provides representation for diverse learners and view it through a culturally responsive lens.
Candidates examine effective reading and writing strategies to learn how to engage learners with diverse needs. Candidates analyze different techniques to support and empower learners actively in literacy practices through a culturally responsive lens and in an age-relevant way. Connections of literacy across the content areas are also discussed.
Prepare to assume the role of literacy leader in a district/school. Evaluate the activities and actions needed for working with students, parents, teachers, and school administrators in developing, implementing, and assessing an effective literacy program. Consider leading literacy perspectives as background for developing a district/ school literacy vision statement, including the position statements of the International Reading Association related to the role of the reading specialist as a literacy leader and a resource to other educators, parents, and the community. Study the role of the reading specialist as a professional and literacy advocate, and consider topics such as leadership qualities; professional associations; self and peer evaluation; and grant writing.
Prerequisite(s): EDC5201.
This course investigates the use of assessment data to inform instruction and meet the needs of diverse learners. Basic issues in measurement are examined including formal and informal assessment, technical issues (bias, reliability, and validity), strengths and limitations, test interpretation, and test accommodations. Techniques for analyzing and graphing whole class and individual student performance, including strengths and weaknesses, are reviewed. Suggestions for providing students with feedback to assist in understanding and guiding further learning are emphasized. Response to Intervention, Functional Behavior Assessment and Positive Behavior Supports are thoroughly reviewed.
This course focuses on elementary mathematics instruction and the New Jersey Student Learning Standards (NJSLS) in mathematics. The course uses contemporary research in student motivation, cognition, and comprehension of mathematical processes to inform strategies for differentiated instruction. Technology as an interface for instruction in mathematics will be included. Candidates will create instructional activities with adaptations for diverse learners, including English language learners, and practice modifying instruction and materials for students with disabilities.
This course focuses on a holistic approach to elementary science instruction, through a consideration of the Next Generation Science Standards, design thinking and problem solving. The course uses contemporary research in student motivation, and cognition of scientific processes to inform strategies for differentiated instruction. Candidates will create integrated instructional activities with adaptations for diverse learners, including English language learners, and practice modifying instruction and materials for students with disabilities.
Prerequisite(s): EDC5207.
This course develops teacher candidates’ understanding of the integral relationship of children’s cognitive, linguistic, and cultural development in the acquisition of the English/language arts of reading, writing, listening, speaking, viewing, and representing. Candidates will learn to use assessment data and students’ individual and group strengths and needs as guides for creating developmentally appropriate and evidence-based literacy instruction for literary and informational texts. Candidates will also learn strategies for advancing the literacy skills of students with specific learning disabilities including dyslexia, students who are eligible for special education, students who struggle with age-appropriate literacy skills, and students with diverse linguistic and cultural backgrounds.
This is the second part of a two-part course sequence that builds on the foundational knowledge gained in EDC5210 Instruction in English/Language Arts and Literacy in Inclusive Elementary and Special Education. Candidates will develop interdisciplinary activities demonstrating their knowledge of the New Jersey Student Learning Standards (NJSLS) in social studies and English/language arts and pedagogy to build effective and culturally responsive instruction for K–6 /P–3 students. Instructional planning and accommodation/modification of instruction and assessment to meet students' diverse needs are addressed. Instructional strategies based on learning theory in the social studies and English/language arts including children’s literature will be highlighted.
In this pre-practicum course, candidates focus on diagnosis and correction of emergent literacy and language challenges in young children. Topics covered include assessments and screenings, planned supports in all tiers of instruction, and analysis of speech/language development with its effect on literacy. Candidates actively practice ways to support development of reading comprehension, vocabulary, fluency, automaticity, and building prosody. Concepts learned in this course will be directly applied in Reading Specialist Practicum (EDC6084).
Candidates in this pre-practicum course will study the stages of writing in early childhood. Development of emergent reading and writing skills in young children—including ways to support fine motor skills, expressive language production, and vocabulary development—are explored. Ways to support children with literacy challenges, including dyslexia and dysgraphia, are analyzed along with ways to support sound-symbol recognition. Concepts learned in this course will be directly applied in Reading Specialist Practicum (EDC6084).
This course focuses on the critical role the English/language arts play in teaching, learning, thinking, and communicating across all subjects. Teacher candidates learn to assess and monitor students’ language skills and use data to plan and adapt instruction. Candidates practice developing instructional activities, grounded in research, that support the achievement of the New Jersey Student Learning Standards in English/Language Arts for Grades 5–12, including strategies to support students’ success with complex text in literature, social studies, math, science, and other subjects. Candidates also learn to differentiate instructional activities to meet the needs of students with disabilities, linguistic and/or cultural diversity, giftedness, or other academic need. Students also learn to evaluate instructional materials for typical, struggling, and advanced readers.
This is the second part of a two-part course in literacy. It builds on the knowledge gained in part 1. Candidates review current research, theory, assessment techniques, teaching strategies, and the use of technology which will enable them to work with learners experiencing difficulties in the basic literacy skills of reading and writing. It includes effective literacy integration strategies for specific content subjects to support students' achievement of the NJ Core Curriculum Content Standards and/or Common Core Standards (CCSS). EDC5220 incorporates theoretical and practical approaches for teaching and assessing diverse learners, including children with disabilities and those with limited English proficiency, and highlights the importance of collaborative learning communities that welcome diversity.
This course focuses on elementary science and mathematics instruction and the NJCCC standards for science and mathematics and the Common Core Standards (CCSS) in mathematics. The course uses contemporary research in student motivation, multiple intelligences, cognition, and comprehension of mathematical and scientific processes (e.g., the work of Midgett, Trafton and Stephen Bloom in math instruction, Dunn and C. Hunter in science instruction) to inform strategies for differentiated instruction. Candidates will create instructional activities with adaptations for diverse learners and practice modifying instruction and materials for students with disabilities.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of health and physical education in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This course introduces the secondary teacher education candidate to the study of standardized and functional assessment, curriculum planning, learning environments, modifications for students with disabilities, and theories of learning and their application to the teaching process in an inclusive setting in the Middle and High school. Focus is on the integration of curriculum areas with an emphasis on critical and creative thinking skills, creative problem solving, questioning techniques, and process skills in the secondary school. Bruner's model of discovery learning and Bandura's theory concerning people's conceptions about themselves and the nature of things are covered. Students also learn to create instructional opportunities that assist diverse learners in the achievement of the NJCCCS and/or Common Core Standards (CCSS) and increase their commitment to the development of learning communities that respect individual differences and to engage in productive, ongoing work with family members.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of language arts in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of science in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of world languages in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of mathematics in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of art in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of business in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This advanced course builds on the foundational knowledge gained in ED3120/EDC5120. Candidates apply learned concepts and skills to the domains in the teaching process: planning, instruction, and assessment of learning with a focus on the specific content fields of social studies in general and special education settings. Candidates plan instruction aligned with New Jersey Student Learning Standards (NJSLS), employ appropriate learning theories, develop questioning skills, and create engaging learning experiences for all learners. Candidates use technology tools, build traditional and performance assessment instruments, and modify instruction and assessment for students with diverse and special needs.
This course is an overview of Autism Spectrum Disorders including differential diagnosis of Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrated Disorder, and Pervasive Developmental Disorder Not Otherwise Specified. Characteristics of individuals as manifesting in different degrees of autism from early childhood through adolescence will be examined. Theories of etiology, development, behavior, neurological issues, theoretical perspectives, and implications for family impact will be reviewed and explored.
Curriculum development and research validated methods of instructing students with autism and developmental disabilities from early childhood through adolescence across ability levels will be reviewed. An overview of applied behavior analysis (ABA), its development, and application to autism spectrum disorders including discrete trial, pivotal response, verbal behavior, natural environment teaching, incidental teaching, and use of functional analysis to develop behavior intervention plans will be presented. Application of basic principles of ABA to the classroom, including reinforcement, prompting, chaining, shaping, fading, stimulus control, generalization, and maintenance will be examined. Focus will also include review of additional educational approaches to teaching students with autism and developmental disabilities, and the need for selecting research-based treatments. An introduction to collaborative partnerships with families, school personnel, and community services will be included. This course requires a minimum of 10 hours of clinical experience with students with autism spectrum disorders.
Typical and atypical language development with a focus on behavioral, biological, cognitive, and perceptual bases of language will be discussed. The use of augmentative communication devices (high- and low-tech) and sign language with individuals with autism will be explored. Approaches for addressing social communication needs of students throughout the range of autism spectrum disorders will be included.
An overview of assessment tools commonly used with students with autism spectrum disorders including observational methods, rating scales, standardized tests, developmental curricula and other child study team assessment approaches; application of functional assessment techniques in the development of Individual Education Plans (IEPs) and daily instruction will be reviewed. Progress monitoring techniques, including the New Jersey Alternate Proficiency Assessment, will also be reviewed.
Behaviors, learning traits, and assessment of children and adolescents with Level 1 characteristics of autism spectrum disorders (ASD) are reviewed. Comparison of Level 1 and Level 2 symptoms of ASD will be examined. Interventions and supports with emphasis on increasing pragmatic and social skills will be explored, and application of these strategies in a variety of settings, including the inclusive environment, will be stressed.
This fundamental course prepares candidates to facilitate student learning of language arts concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in language arts for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. Candidates explore contemporary topics related to educational media and technology trends in language arts.
This fundamental course prepares candidates to facilitate student learning of science concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in science for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. Candidates explore contemporary topics related to educational media and technology trends in science.
This fundamental course prepares candidates to facilitate student learning of world languages concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in world languages for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. Candidates explore contemporary topics related to educational media and technology trends in world languages.
This fundamental course prepares candidates to facilitate student learning of mathematics concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in mathematics for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. Candidates explore contemporary topics related to educational media and technology trends in mathematics.
This fundamental course prepares candidates to facilitate student learning of social studies concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in social studies for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in classroom. Candidates explore contemporary topics related to educational media and technology trends in social studies.
This fundamental course prepares candidates to facilitate student learning of art concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in art for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. Candidates explore contemporary topics related to educational media and technology trends in art.
This fundamental course prepares candidates to facilitate student learning of business concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in business for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. Candidates explore contemporary topics related to educational media and technology trends in business.
This fundamental course prepares candidates to facilitate student learning of health and physical education concepts and skills in technology-rich, inclusive environments. The course provides hands-on experiences to integrate technology, pedagogy, and content knowledge to support clearly defined student learning outcomes and standards in health and physical education for a diverse population. Candidates will generate teaching and learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. Candidates will explore contemporary topics related to educational media and technology trends in health and physical education.
In this course, candidates will study curriculum planning, accommodations and modifications, and assistive technology for students with disabilities in inclusive and special education settings. The development of lessons for learners with special needs is extended using Tomlinson’s Differentiated Instruction framework for effective teaching by providing students with a variety of pathways to learning in terms of content, process, product, and learning environment. Candidates will learn how to choose appropriate instructional materials and design individual educational programs that meet the needs of students with disabilities. The continuum of services and least restrictive environment will be examined.
This course focuses on examining the behavioral and clinical features of autism spectrum disorders (ASD) and how to instruct students with ASD using evidence-based practices. Characteristics of ASD as manifesting in different degrees from early childhood through adolescence and methods of instructing students with ASD from early childhood through adolescence across ability levels will be reviewed. Course content will encompass both behavioral and socio-emotional approaches including the application of the basic principles of applied behavior analysis (ABA) and verbal behavior for instructing students with ASD. Clinical practice (10 hours) in special education is required.
This field course in the teacher education program provides teacher candidates with their first experience in a classroom setting with students with special needs. Candidates are required to complete 50 hours of clinical field experience focused on specific areas of special education services. Additionally, candidates will assist and support students, as directed by the hosting teacher, as well as take observation notes.
Apply the knowledge, skills, dispositions, assessment practices, collaboration, conferencing, and intervention techniques studied during the preceding nine courses in this capstone course for reading specialist candidates. Demonstrate mastery of these skills in a clinical setting, under observation by faculty and work with students who are experiencing difficulties in reading or writing. Students may be classified, non-classified, or English Language Learners. To qualify for Reading Practicum, candidates must have successfully completed all previous required courses.
Apply leadership and management knowledge and skills learned in the Master of Arts in Administration and Leadership program to the practice of educational administration in this two-part capstone experience. Prepare a reflective written, culminating report and a portfolio describing the internship experience. The report, portfolio, and preparation process are described in the program’s Guidelines for the Internship. Candidates are guided through the internship by assigned university professors and by local school district administrators and supervisors. Course is aligned with the Interstate School Leaders Licensure Consortium Standards and the New Jersey Standards for school Leaders.
Apply leadership and management knowledge and skills learned in the Master of Arts in Administration and Leadership program to the practice of educational administration in this two-part capstone experience. Prepare a reflective written, culminating report and a portfolio describing the internship experience. The report, portfolio, and preparation process are described in the program’s Guidelines for the Internship. Candidates are guided through the internship by assigned university professors and by local school district administrators and supervisors. Course is aligned with the Interstate School Leaders Licensure Consortium Standards and the New Jersey Standards for school Leaders.
Prerequisite(s): EDC6090
An internship that provides 300 hours of on-the-job experience, including all activities that a regularly employed staff member would be expected to perform. The internship placement is selected based on the student’s career goals. School counselors who supervise interns determine the structure and the content of the internship in cooperation with the Georgian Court University supervisor. The approval and cooperation of the student’s superintendent, principal, or other appropriate administrative personnel must be obtained the semester before the counselor candidate’s internship is scheduled. Students must be supervised by a certified school counselor for school counseling endorsement. This course is repeatable for additional credit up to two times.
An internship that provides 300 hours of on-the-job experience, including all activities that a regularly employed staff member would be expected to perform. The internship placement is selected based on the student’s career goals. School counselors who supervise interns determine the structure and the content of the internship in cooperation with the Georgian Court University supervisor. The approval and cooperation of the student’s superintendent, principal, or other appropriate administrative personnel must be obtained the semester before the counselor candidate’s internship is scheduled. Students must be supervised by a certified school counselor for school counseling endorsement. This course is repeatable for additional credit up to two times.
Prerequisite(s): EDC6092.
Building on the 300-hour internship experience required for principal certification, the student will complete a 150-hour internship under the guidance of a qualified Georgian Court University professor and an administrator currently serving in a role requiring school administrator certification. The focus of the internship will be on district-level operations, school budget and finances, curriculum development, NJQSAC, board of education relationships, funded programs, school law, ethics, and senior executive leadership. The student will complete an Internship III report/journal documenting internship experiences and required hours. The course is aligned with the New Jersey Professional Standards for School Leaders and the GCU Mercy core values.
Prerequisite(s): Eligibility for certification as a principal in New Jersey.
The Project Applied Thesis is the capstone experience for several of the graduate degrees in education. During two consecutive semesters, candidates develop a scholarly, written applied thesis under the direction of a faculty advisor. The research project enables candidates to extend their knowledge in an area of practice, focus on an issue related to supporting student learning outcomes, apply theory and best practice, and reflect on the outcomes of their efforts.
An internship that provides 300 hours of on-the-job experience, including all activities that a regularly employed staff member would be expected to perform. The internship placement is selected based on the student’s career goals. Student Assistance Coordinators (SACs) who supervise interns determine the structure and the content of the internship in cooperation with the Georgian Court University supervisor. The approval and cooperation of the student’s superintendent, principal, or other appropriate administrative personnel must be obtained the semester before the SAC candidate’s internship is scheduled. Students must be supervised by a certified SAC for the SAC endorsement. This course is repeatable for additional credit up to two times.
The Project Applied Thesis is the capstone experience for several of the graduate degrees in education. During two consecutive semesters, candidates develop a scholarly, written applied thesis under the direction of a faculty advisor. The research project enables candidates to extend their knowledge in an area of practice, focus on an issue related to supporting student learning outcomes, apply theory and best practice, and reflect on the outcomes of their efforts.
Examine the evolution of educational administration theory including the development of philosophical thought from the classical to the contemporary focus on student performance and organizational goal attainment required of school leaders in the 21st century. Evaluate the model of schools as open, social, and complex learning organizations and develop a useful model for understanding schools and leadership and for guiding administrative action. Explore the theoretical relationship between individual leadership style, school culture and climate, the success of the individual, student achievement, and effectiveness of the organization. Emphasis on motivation, decision-making, and communications.
Build on the view of schools as open social systems in this second organizational leadership course for candidates in the administration and leadership program. Explore this useful model for understanding schools as complex learning organizations and for guiding the actions of school leaders. Emphasis on the need for stability in an organization and for routine management tasks and functions required of school administrators. Evaluate core administrative functions including strategic planning, organizing, and staffing are considered within the social systems model for 21st-century learning institutions. Examine best practices and sound educational research that lead to achievement for all students and learn strategies to create a culture of high expectations for organizational success. Application exercises are provided through case study vignettes.
Evaluate the methods, techniques, and available technology necessary to effectively collect, analyze, interpret, and use data for decision-making by educational leaders. Emphasis on the skills and knowledge needed to use data to plan, implement, and evaluate school initiatives that improve student learning. Review the appropriate uses of various kinds of data, including student achievement, teacher assessment data, school surveys, and school budgets and reports to inform decision-making about priorities for action. Examine the planning and development information resources as well as creation of effective learning environments.
Explore theories and practices of financial management, government accounting principles, and in general, how accounting methods impact decision-making. Become familiar with related legal, equity and adequacy issues; school district budgeting; public financial support; funding resources, maintenance of school facilities, and staffing. Emphasis on the connection between financial issues and student learning.
This pre-practicum course includes intensive study of techniques for assessing and diagnosing challenges in emergent or struggling readers and writers. Candidates will explore the development of emergent reading and writing skills in young children, including ways to support fine motor skills, language production, and movement through the beginning phases of writing. Candidates will research and practice different ways to assess literacy skills and analyze the data to inform instruction. These activities will aid in identifying specific reading challenges such as gaps in foundational knowledge or dyslexia.
This two-part pre-practicum course includes intensive study of specific techniques for assessing, interpreting, and diagnosing problem areas in reading/writing as well as the design, alignment and implementation of instructional intervention, corrective processes, and programs to assist non-reading and struggling readers. Demonstrate intervention recommendations for parents/caregivers and school instructional personnel through the research, analysis, and writing of literacy case studies, one of which should be on either an ESL or LEP student.
Prerequisite(s): EDC5201.
This 16.5-hour course provides participants with an overview of the Wilson Reading System (WRS) and serves as the prerequisite for WRS Level I Certification Training. Candidates examine the intensive intervention reading instruction necessary for students in grade two and above with persistent and significant phonological-coding deficits. Candidates learn about dyslexia and reading acquisition, appropriate student identification and placement, key components and principles of instruction, including the factors necessary for a high-quality program implementation. How to teach phonology, morphology, and orthography in an integrated, explicit, systematic, and multisensory way is demonstrated and practiced during the course. Required WRS materials must be purchased by candidate.
This course is the first half of a two-course sequence that presents in detail the multisensory structured language (MSL) instruction that is required for teaching students beyond grade two with significant word-level deficits who are unresponsive to previous instruction. The Wilson Reading System (WRS) Intensive Instruction for the Non-Responsive Reader course provides practical application of reading research.
Prerequisite(s): EDC6203 or permission from instructor
This course is the second half of a two-course sequence that presents in detail the multisensory structured language (MSL) instruction that is required for teaching students beyond grade two with significant word-level deficits who are unresponsive to previous instruction. The Wilson Reading System (WRS) Intensive Instruction for the Non-Responsive Reader course provides practical application of reading research.
This course is one part of a two-course requirement for field work using Wilson Reading System protocol. It is designed to run concurrently as candidates complete the two-course sequence (EDC6204 & EDC6205) that presents in detail the multisensory structured language (MSL) instruction that is required for teaching students beyond grade two with significant word-level deficits who are unresponsive to previous instruction. The Wilson Reading System (WRS) Practicum A requires 35 hours of tutoring a student using WRS protocol during this course.
This course is one part of a two-course requirement for field work using Wilson Reading System protocol. It is designed to run concurrently as candidates complete the two-course sequence (EDC6204 & EDC6205) that presents in detail the multisensory structured language (MSL) instruction that is required for teaching students beyond grade two with significant word-level deficits who are unresponsive to previous instruction. The Wilson Reading System (WRS) Practicum B requires 35 hours of tutoring a student using WRS protocol during this course.
In this course, candidates gain experience applying their knowledge, skills, and attitudes for promoting learning by planning and managing instruction during their clinical experience in an inclusive classroom. The clinical practice serves as a bridge from theory to professional practice. It provides candidates with the opportunity to develop skills necessary to collaborate with families, educators, multi-disciplinary teams and community partners in IEP and transition planning. Co-teaching and a variety of instructional strategies for students with special needs will be included. Candidates will complete 175 hours of clinical practice in this course.
In this course, candidates gain experience applying their knowledge, skills, and attitudes for promoting learning by planning and managing instruction during their clinical experience in an inclusive classroom. The clinical practice serves as a bridge from theory to professional practice. It provides candidates with the opportunity to develop skills necessary to collaborate with families, educators, multi-disciplinary teams and community partners in IEP and transition planning. Co-teaching and a variety of instructional strategies for students with special needs will be included. Candidates will complete 175 hours of clinical practice in this course.
In this course, candidates gain experience applying their knowledge, skills, and attitudes for promoting learning by planning and managing instruction during their clinical experience in an inclusive classroom. The clinical practice serves as a bridge from theory to professional practice. It provides candidates with the opportunity to develop skills necessary to collaborate with families, educators, multi-disciplinary teams and community partners in IEP and transition planning. Co-teaching and a variety of instructional strategies for students with special needs will be included. Candidates will complete 175 hours of clinical practice in this course.
Clinical Practice is the capstone course in teacher education. During clinical practice, clinical interns demonstrate their integration of content knowledge, understanding of students, ability to create effective instructional environments, and their professional knowledge and attributes. Clinical practice is full time (15 weeks) in an inclusive setting and required for all teacher candidates. Candidates are supported and evaluated by an in-class cooperating teacher and a GCU clinical supervisor. Concurrent with clinical practice, candidates attend weekly seminar meetings. Candidates develop a performance portfolio that demonstrates that they meet the New Jersey Professional Standards for Teachers (NJPST) and that their teaching is guided by the TESOL/CAEP Standards for P–12 Teacher Education Programs.
Prerequisite(s): EDC6210.
Concurrent with clinical practice, this course provides students with the opportunity to reflect on their teaching experience to develop the meaning of teaching in a school setting. Candidates will be introduced to reflective practice developed by Donald Schon, an approach to teaching that enables novice teachers as emerging professionals to understand how to use their knowledge in practical situations and how to combine action and learning to elicit expected outcomes. The conceptual basis for the course are the works of Donald Schon, Chris Argyris, John Dewey, and Kenneth Zeichner, among others. Candidates develop a performance portfolio that addresses the New Jersey Professional Standards for Teachers (NJPST), guided by TESOL/CAEP Standards for P–12 Teacher Education Programs. Offered at Lakewood campus only.
Prerequisite(s): EDC6210.
Analyze the school counseling profession through the study of its history, philosophy, roles, current trends, and ethical foundations. Review the broad responsibilities of the school counselor with today’s diverse school populations as they relate to such activities as individual and group counseling, large group guidance, career development planning, crisis intervention, intervention and referral services committee involvement, 504 plan development, consultation with child study teams, and referrals to outside agencies. Emphasis on developing sound collaborative skills for service with students, staff, and families. Consider issues such as confidentiality and the legal requirement of reporting suspected abuse or neglect and become familiar with the work of current researchers. Complete a 100-hour school counseling practicum supervised by a site-based school counselor.
Evaluate a variety of major counseling perspectives including the person-centered approach of Rogers; the existential approach supported by contributors like May and Yalom; the cognitive-behavioral perspective with contributions by Beck, Ellis, and Glasser; and the behavior modification approach of Skinner, Bandura, and Wolpe. Review Freud’s psychoanalytic approach, Perl’s Gestalt psychotherapy, and Adlerian Therapy and study the complexities involved in group and family treatments. Includes a sampling of videotaped counseling presentations by skilled practitioners. Sensitivity to diversity issues and ethical concerns are covered. Become familiar with the Diagnostic and Statistical Manual of Mental Disorders—routinely used by non-education professionals—and develop an understanding of how this diagnostic approach overlaps with the education classification system used by school districts.
Prepare to personally integrate, in pragmatic and useful ways, important theoretical concepts covered in EDC6302. Practice reflective listening skills—supported in Rogers person-centered approach to counseling—as well as more directive interventions based in Adlerian and cognitive behavioral theories, such as the use of social interest activities and attitude questioning strategies. Employ audio and video recordings of practice in simulated counseling situations to self-evaluate these experiences. With the assistance of the professor, improve personal counseling philosophies and consider important risk factors for school aged students and intervention suggestions for the school counselor.
Study the effects of globalization on the world of work and study current research in career development. Emphasis on Holland’s personality types and work environments perspective—a theoretical framework routinely represented in a number of interest inventory result reports. Practice test interpretation skills, especially as they relate to understanding the relationships between abilities and interests. Use the Occupational Outlook Handbook and other relevant sources of career information to explore useful information (educational requirements, salary ranges, etc.) regarding specific occupations.
Prerequisite(s): EDC6301.
Develop an understanding of and commitment to the American School Counselor Association’s ethical standards. Review and assess the application of counseling skills covered in earlier coursework as these skills relate to the varied tasks of today’s school counselor. Requires 150 hours of supervised relevant school counseling experiences. Meet on a regular basis with a GCU mentor to reflect on and improve school-based experiences.
Refine counseling skills in the school setting by completing 150 hours of supervised experiences. Demonstrate continued adherence to ethical standards through skilled work with individuals, groups, and families using knowledge of assessment, collaboration, and practical counseling skills covered in previous courses. Demonstrate technological competency by using school-based student data management systems and school communication systems.
Prerequisite(s): EDC6305.
The student will understand the counselor responsibilities associated with substance abuse. The student will understand legal and ethical issues of substance abuse counseling. The student will be able to analyze the development, intervention and treatment of substance abuse. The student will develop skills used by the counselor to identify addictive behaviors, and methods of addiction treatment in a range of settings. The student will develop counseling skills to work with culturally and ethnically diverse populations, families, parents, and the effects on school performance.
This course analyzes the development, intervention, and treatment of substance abuse. Students will be able to understand addictive behaviors and how these behaviors function. Specialized techniques for treatment will be analyzed along with related elements, i.e., family, parenting, the characteristics of dysfunction, developmental growth problems, physical problems, effects on school, and performance. Students will understand clinical assessment, case conceptualization and case management in addictions, obsessions, and crisis management throughout the lifespan. Students will demonstrate knowledge of evidence-based methods of addiction treatment in a range of settings.
Prerequisite(s): EDC6307.
Review the strategies, problems, and trends in instructional supervision, including an analysis of the function of the supervisor/principal/school administrator in improving instruction and learning in an organization. Building on the foundation in supervision presented in EDC5102, research the use of technology to interact with school leaders as well as for the organization and reporting of data related to school supervision. Examine the practical application of supervisory tasks in the areas of instructional supervision, curriculum development, and organizational staff development, including consideration of ethical and legal obligations of the school leader. Explore non-classroom supervision related to personnel, who support the education al mission of the school and thereby influence learning outcomes. Develop supervisory approaches based on mandates and best practices. The second supervision course for candidates in the administration and leadership program.
Prerequisite(s): EDC5102.
Clinical Practice is the capstone course in teacher education. During clinical practice, clinical interns demonstrate their integration of content knowledge, understanding of students, ability to create effective instructional environments, and their professional knowledge and attributes. Clinical practice is full time (15 weeks) in an inclusive setting and required for all teacher candidates. Candidates are supported and evaluated by an in-class cooperating teacher and a GCU clinical supervisor. Concurrent with clinical practice, candidates attend weekly seminar meetings. Candidates develop a performance portfolio that demonstrates that they meet the New Jersey Professional Standards for Teachers (NJPST) and that their teaching is guided by the New Jersey Student Learning Standards (NJSLS).
Prerequisite(s): EDC6214.
Concurrent with clinical practice, this course provides students with the opportunity to reflect on their teaching experience to develop the meaning of teaching in a school setting. Candidates will be introduced to reflective practice developed by Donald Schon, an approach to teaching that enables novice teachers as emerging professionals to understand how to use their knowledge in practical situations and how to combine action and learning to elicit expected outcomes. The conceptual basis for the course are the works of Donald Schon, Chris Argyris, John Dewey, and Kenneth Zeichner, among others. Candidates develop a performance portfolio that addresses the New Jersey Professional Standards for Teachers, guided by the New Jersey Student Learning Standards (NJSLS). Offered at Lakewood campus only.
Prerequisite(s): EDC6214.
Clinical Practice is the capstone course in teacher education. During clinical practice, clinical interns demonstrate their integration of content knowledge, understanding of students, ability to create effective instructional environments, and their professional knowledge and attributes. Clinical practice is full time (15 weeks) in an inclusive setting and required for all teacher candidates. Candidates are supported and evaluated by an in-class cooperating teacher and a GCU clinical supervisor. Concurrent with clinical practice, candidates attend weekly seminar meetings. Candidates develop a performance portfolio that demonstrates that they meet the New Jersey Professional Standards for Teachers (NJPST) and that their teaching is guided by the New Jersey Student Learning Standards (NJSLS).
Prerequisite(s): EDC6215.
Concurrent with clinical practice, this course provides students with the opportunity to reflect on their teaching experience to develop the meaning of teaching in a school setting. Candidates will be introduced to reflective practice developed by Donald Schon, an approach to teaching that enables novice teachers as emerging professionals to understand how to use their knowledge in practical situations and how to combine action and learning to elicit expected outcomes. The conceptual basis for the course are the works of Donald Schon, Chris Argyris, John Dewey, and Kenneth Zeichner, among others. Candidates develop a performance portfolio that addresses the New Jersey Professional Standards for Teachers (NJPST), guided by the New Jersey Student Learning Standards (NJSLS). Offered at Lakewood campus only.
Prerequisite(s): EDC6215.
This course provides a study of the nature and cause of learning problems. Primary focus is placed on formulating an evaluation plan for educational assessment, administering and interpreting technically sound and culturally responsive standardized instruments. Students will develop findings in written reports of assessments. The use of functional assessment procedures, including Response to Intervention model, are used to determine educational levels, underlying deficits and learning style are also explored. Methods of diagnosis based on evidence available from each child study team member and reporting diagnostic findings are discussed.
Prerequisite(s): EDC5037.
This course provides advanced training in interpretation of evaluation data for identification of and planning for students with learning problems. Focus is on analysis of diagnostic batteries to make decisions regarding eligibility and instructional planning; including accommodating students in inclusive settings is presented. Legal issues related to the responsibilities of the Child Study Team including the requirements of a free appropriate public education, least restrictive environment, the determination of eligibility and the development of Individual Educational Plans. Through the use of case studies, candidates will apply the skills of diagnosis to make recommendations for corrective techniques through IEP development.
Prerequisite(s): EDC7001.
This course focuses on the relationship between authentic, classroom based assessment and remediation of basic skills for children with learning difficulties and diverse learning needs, in the general education classroom. Students will investigate a variety of assessments and instructional techniques to determine and implement appropriate research based accommodations and modifications, for the students with learning differences. Research based corrective methods, materials as related to remediating basic skills, the requirements of the CCSS and the school and classroom environment are studied. Theoretical models of collaboration, along with practical strategies needed for profitable classroom and program collaboration, are discussed.
This culminating course in the LDTC certification program provides the candidate with a 100-hour supervised field experience in applying the theoretical and practical concepts of learning disorders to assessment and program planning. During the practicum candidates will have the opportunity to function as the LDTC on a Child Study Team under the mentorship of a certified Learning Consultant. Candidates will apply the knowledge, skills and values garnered throughout their studies to assist in the diagnostic process from referral through program planning. Emphasis will be placed on planning for the education of students with disabilities in the New Jersey Core Curriculum Content Standards in the least restrictive environment through collaboration between general and special educators and through the provision of accommodations and modifications. Discussion and presentations relevant to the field of diagnostics, special education law and collaborative theories will be incorporated into class discussions.