Teacher of Students with Disabilities (Inclusive Education for Elementary/Subject Teachers) Instructional Certification: Teacher Certification in Students with Disabilities (Preschool-Grade 12) - Graduate - 2012 University Catalog

You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.

Coordinator: Dr. Jennifer Goeke
Office: University Hall, Room 2119
Phone: (973) 655-6943
Email: goekej@mail.montclair.edu

Advisor: Margaret Leckey
Phone: (973) 655-3295
Email: leckeym@mail.montclair.edu P-3 and K-5/TSD
If you hold P-3 or K-5 initial certification and are interested in obtaining Teacher of Students with Disabilities certification and/or a master's degree, please contact Dr. Donna Bogart (K-5) at (973) 655-5490 or by email at bogartd@mail.montclair.edu, or Sara Wasserman (P-3) at (973) 655-4469 or by email at wassermans@mail.montclair.edu.

This is an advanced teacher certification program for those who already have general education teacher certification in K-5, K-8, or Content Area who wish to obtain special education certification (Teacher of Students with Disabilities). The program emphasis is on inclusive education.

Please note that all special education teachers in N.J. must have dual certification in general education (P-3, K-5, or Content Area) and special education (Teacher of Students with Disabilities). Applicants who donot hold general education certification can obtain dual certification in P-3, K-5 and special education. The initial certification programs for dual certification are in the Department of Early Childhood, Elementary, and Literacy Education. Currently the dual certification program for Content Area and soecial education is not offered.

Applicants who have a P-3 certification can obtain special education certification at the P-3 level in the M. Ed. in Early Childhood, Elementary, and Litearcy Education.

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TCHR OF STUw/DISAB(InclEd El/SubTch)

Complete the following 3 requirement(s) for a total of 27 semester hours:

INITIAL INSTRUCTIONAL CERTIFICATION

Students must provide a copy of their initial New Jersey K-5, K-8 or content area instructional certificate.
PREREQUISITE

Complete 1 course from the following if not taken previously:
1. (for those with K-5 or K-8 certification)
  
  READ 500 The Nature of Reading. Starting Summer 2012: Literacy Foundations (3 hours lecture) 3
2. (for those with subject area certification).
  
  READ 501 Techniques of Reading Improvement in the Secondary School (3 hours lecture) 3

SPECIALIZATION COURSES

Complete 3 requirement(s) for 24 semester hours:

Complete 6 courses for 18 semester hours:

SPED	566	Language-Based Learning Strategies for Use in Inclusive Settings (3 hours lecture)	3
SPED	579	Special Education for Students with Disabilities (3 hours lecture)	3
SPED	584	Assessment and Evaluation in the Inclusive Classroom	2-3
SPED	585	Technology for Inclusive Classrooms	2-3
SPED	588	Promoting Prosocial Behaviors in Inclusive Settings	2-3
SPED	597	Practicum and Seminar in Teaching Students with Disabilities	3

Complete 1 course from the following:
1. (for those with K-5 or K-8 certification)
  
  SPED 567 Instructional Planning for Students with Disabilities in Inclusive Settings I (3 hours lecture) 3
2. (for those with subject area certification).
  
  SPED 568 Instructional Planning for Students with Disabilities in Inclusive Settings II (3 hours lecture) 3
Complete 1 course from the following:
1. (for those with K-5 or K-8 certification)
  
  ECSE 508 Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture) 3
2. (for those with subject area certification).
  
  SPED 586 Transition Services for Students with Disabilities (3 hours lecture) 3

Course Descriptions:

ECSE508: Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture)

Addresses family-professional partnerships in early childhood special education. Students gain knowledge, skills and dispositions to work collaboratively with diverse families to support the development and education of young children with special needs. Various models including family-focused practice and family systems theory are discussed. Starting Summer 2012: This course is designed to enhance students' understanding of the importance of meaningful family-professional partnerships. Students gain knowledge, skills, and dispositions to work collaboratively with diverse families to support the education of children with disabilities. The influence of historical, social, cultural, and community influences are deeply embedded in course content. Various approaches including family-focused practice and family systems theory are explored. Students draw from course readings, presentations by guest speakers, and personal and professional experiences to participate in class discussions, complete assignments and expand their understanding of issues vital to families of children with disabilities. 3 sh.

READ500: The Nature of Reading. Starting Summer 2012: Literacy Foundations (3 hours lecture)

Examines the foundations of reading: the nature of the reading process, readiness, beginning instruction, current practices in the teaching of reading in early childhood and elementary education, a reappraisal of the role of reading in a technological society. Starting Summer 2012: Students examine the theoretical and pedagogical foundations of literacy and literacy teaching. This involves learning about reading development, early years and elementary literacy instruction, assessment processes and policies, and practical strategies for ensuring literacy success for all school students. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.

SPED566: Language-Based Learning Strategies for Use in Inclusive Settings (3 hours lecture)

This course presents an overall view of language development and language disorders as the basis for implementing instruction that attends to language-based learning difficulties. A major focus will be the development of instructional strategies that can be employed in inclusive classroom settings to promote learning across the curriculum. The use of metalinguistic and metacognitive strategies will be stressed. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED567: Instructional Planning for Students with Disabilities in Inclusive Settings I (3 hours lecture)

This course is designed to provide educators with the skills necessary to meet the needs of students with disabilities in K-5 inclusive classrooms. Educators will learn how to use developmentally appropriate practice and universal design curriculum to enhance the learning of students who display competencies across a wide range. The major focus will be on practical techniques and strategies that can be used to provide quality instruction in inclusive settings. 3 sh.

SPED568: Instructional Planning for Students with Disabilities in Inclusive Settings II (3 hours lecture)

This course will enhance the ability of future educators to provide effective planning and instruction for students with disabilities in 6-12 inclusive classrooms. Educators will learn how to apply developmentally appropriate practice and curriculum design to improve the learning of students who exhibit competencies across a wide range. The emphasis will be on practical techniques and strategies that can be utilized in an inclusive setting. 3 sh.

SPED579: Special Education for Students with Disabilities (3 hours lecture)

An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 3 sh.

SPED584: Assessment and Evaluation in the Inclusive Classroom

This course is designed to be an introduction for pre-service teachers in the field of Special Education assessment and accountability. The course will introduce students to elements of traditional assessment, including record keeping, grading, objective and essay testing, theories of validity as well as authentic, performance, and portfolio assessment. The keeping of anecdotal records, inclusion, heterogeneous groups, and accommodations will also be components of this course. 2 - 3 sh.

SPED585: Technology for Inclusive Classrooms

The course is designed to provide educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main purposes for students with disabilities will be emphasized. Teachers will learn how to provide access to the curriculum for students with disabilities by using the principles of Universal Design for Learning as a framework for curriculum design. They will learn how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments. 2 - 3 sh.

SPED586: Transition Services for Students with Disabilities (3 hours lecture)

This course will focus on a Research-Based and Teacher-Tested Support Model for planning and implementing transition services for students with disabilities. Successful transition services will allow students to build the bridges toward becoming independent self advocates with the insights, skills, knowledge, and learning techniques for successful transition from school to adult life. 3 sh.

SPED588: Promoting Prosocial Behaviors in Inclusive Settings

This course is designed to provide future teachers with theory and practice related to the development of appropriate prosocial behaviors within inclusive classroom settings for students with disabilities. This course will focus on behavior and the developmental and environmental factors that influence its expression. Emphasis will be placed on functional analysis of behavior, how to promote appropriate behavior, and how to develop a classroom setting that fosters prosocial behaviors. Principles of social/emotional learning, social skills development as well as data collection, schedules of reinforcement monitoring progress, social problem solving, and promotion of positive behavior plans will be explored. 2 - 3 sh.

SPED597: Practicum and Seminar in Teaching Students with Disabilities

This course provides students with direct experience in teaching children and adolescents with special education needs in a controlled internship program. Students learn to analyze and carry out individualized education programs developed by child study teams that will help children and adolescents with learning difficulties be successful in regular and special education settings. The emphasis is on instruction of children and adolescents with mild to moderate disabilities. In addition to 90 hours of direct instruction of children and adolescents with special needs in an approved placement, each practicum student must participate in class seminars, conferences and planning sessions. 3 sh.

Prerequisites: SPED 566, SPED 584, SPED 585, SPED 588, and permission of graduate advisor. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

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