APLN500: Language and Linguistics

An overview of the study of language and linguistics intended to provide students with a clear understanding of human language and with the conceptual foundations of linguistics. The course will expose students to several major areas within linguistics: language acquisition, phonetics, phonology, morphology, syntax, semantics and pragmatics. It will introduce the major tenets and principles of linguistics without surveying the areas treated in the other graduate courses in the department. It is a prerequisite for all other courses in the M.A. program. 3 sh.

APLN502: Sociolinguistics

The study of language in its social context with a focus on language variation. Topics include language and social class, language and ethnicity, language and gender, and the study of standard versus nonstandard varieties of language. 3 sh.

Prerequisites: APLN 500.

APLN504: Syntax

An investigation of the findings of theoretical syntax and the valuable insights which these provide for syntactic analysis in language teaching, for language-learning texts, for translation, for work in artificial intelligence, etc. 3 sh.

Prerequisites: APLN 500.

APLN505: Semantics and Pragmatics

An exploration of the main tenets of contemporary semantics and pragmatics, the areas of linguistics that examine various aspects of meaning. The course investigates the boundaries between semantics and pragmatics by studying utterance meaning as well as lexical and sentence meaning. Students will learn about the applications of semantics and pragmatics to a variety of areas of applied linguistics. 3 sh.

Prerequisites: APLN 500.

APLN506: Phonetics and Phonology

The study of the basic principles of phonetics and phonology, and the relevance of these principles to a variety of applications, including foreign-language teaching, speech pathology, and the analysis and synthesis of speech by computer. 3 sh.

Prerequisites: APLN 500.

APLN508: Research Design in Applied Linguistics

A course to train students in research design, methodology and data collection procedures. Students learn basic skills which prepare them for administrative and research positions in fields such as language planning, ESL curriculum evaluation and language learning measurement. 3 sh.

Prerequisites: APLN 500.

APLN510: Discourse Analysis

An investigation of the techniques used in discourse analysis, the branch of linguistics which studies how to analyze naturally occurring connected speech. Discourse analysis is the study of the organization of language above the sentence level including the structure of conversations. It considers language in a social context, in particular the language used in verbal interactions. 3 sh.

Prerequisites: APLN 500.

APLN512: Cross-Cultural Discourse Analysis

A discourse analytic examination and comparison of the verbal practices and communicative strategies of different linguistic, social, and cultural groups. Students will broaden their understanding of discourse analysis by investigating verbal interactions that take place in different languages and within a variety of cultural contexts. 3 sh.

Prerequisites: APLN 510.

APLN518: Forensic Linguistics

The study of the role of the linguist in the field of law. The course analyzes the difference between "truth" as defined by science and by the law. It describes how linguists can serve as "expert witnesses" in civil cases and in a wide range of criminal investigations. It also explores how dialect study, discourse analysis, lexical analysis, phonetics, pragmatics, etc. can provide linguistic evidence crucial to litigation. 3 sh.

Prerequisites: APLN 500.

APLN520: Current Theories of Second Language Acquisition

An in-depth analysis of the processes of child and adult second language acquisition (SLA) and how it differs from first language acquisition and the implications of these theories for the teaching and learning of second languages. The application of sociolinguistics and psycholinguistics to language teaching. 3 sh.

Prerequisites: APLN 500.

APLN522: Sociocultural Theory and Second Language Acquisition/Learning

An examination of the basic tenets of sociocultural theory of mind and their application to various aspects of second language acquisition/learning. The results of recent studies present evidence that collaborative mental activity carried out through linguistic means promotes second language learning. At the core of this theory is the principle of linguistically mediated cognition; that is, growth in mental abilities is mediated through language working in collaboration with others. 3 sh.

Prerequisites: APLN 500.

APLN524: Advanced Structure of American English

A detailed analysis of the phonological and grammatical structures of American English; advanced study of the social and stylistic varieties of American English; various theories of English grammar are studied. 3 sh.

Prerequisites: APLN 500.

APLN525: Methodology of Teaching ESL

The study of current issues in the teaching of English as a Second Language. Issues may include innovative teaching methodologies, the application of language learning theories to classroom teaching and the adaptation and development of instructional materials. 3 sh.

Prerequisites: APLN 500.

APLN526: Computer-Assisted Language Instruction

Designed for prospective and experienced foreign language and ESL teachers who are interested in exploring the following areas: the use of network-based computer instruction; authentic interactive language instruction via the World Wide Web; and the use and evaluation of currently available software and CD Roms for teaching second and foreign languages. This course is intended to introduce students to the use of computer-mediated language instruction and to the evaluation and selection of software for language learning. 3 sh.

Prerequisites: APLN 500.

APLN528: Language Testing and Assessment

Basic concepts of testing: reliability, validity, correlation, etc. Statistical concepts: correlation coefficient, standard deviation, etc. Testing individual language skills: listening, reading, writing and oral proficiency. Testing communicative competence. Measuring language dominance in bilingualism. 3 sh.

Prerequisites: APLN 520 and 525.

APLN529: TESL Practicum

To provide students who are seeking certification in Teaching English as a Second Language (TESL) as a second teaching field, with an opportunity to teach ESL in a formal classroom setting. Arrangements will be made on an individual basis for each student. 3 sh.

Prerequisites: Completion of other required courses for TESL certification. APLN 525 may be taken as a corequisite.

APLN530: Language Policy and Language Planning

The study of the problems facing multilingual societies. The course explores the function of standard languages and the competition which often exists among different populations and languages. Topics include the role of language in ethnic loyalty, the dynamics of language loss and maintenance and the linguistic, economic, sociological, political and educational aspects of language planning. 3 sh.

Prerequisites: APLN 500.

APLN532: Language and Culture in Minority Education

An investigation of the intimate connection between language, culture, and ethnic pride and identity. Study of the communication problems faced by bilingual children due to differences in verbal and non-verbal patterns of communication; survey of various instructional methods and models employed in teaching children from different linguistic and cultural backgrounds; study of the correlation between language and various socio-cultural factors. 3 sh.

Prerequisites: APLN 500.

APLN534: Languages in Contact

A study of the effects of bilingualism and multilingualism on society and on the languages involved. By examining a variety of examples, students become familiar with the possible outcomes of language contact and with the factors that play a role in language-policy decisions in multilingual societies. Pidgins and creoles are also studied. 3 sh.

Prerequisites: APLN 500.

APLN535: Language Policy in Nations in Transition

This course explores the language policy issues that arise in nations in transitions, the ways in which such countries have dealt with or are dealing with these issues, and the outcomes of their actions. The general approach will be to examine a variey of contemporary and historical case studies--i.e. cases of language policy formation in developing countries around the world. 3 sh.

Prerequisites: APLN 500.

APLN536: Languages of the USA

A survey of the indigenous, colonial, and immigrant languages of the U.S. and how they are used in education and general communication. Also studied are factors affecting the maintenance or loss of languages and the shift from native languages to English with discussion of the mutual effects of language contact. 3 sh.

Prerequisites: APLN 500.

APLN538: Cross-Cultural Perspectives on Language Socialization

A cross-cultural analysis of how children are socialized to use language and how children are socialized through the use of language. Investigates how children learn about their culture through learning their language. Connects the phenomenon of language acquisition to the belief-system and family structure within a society. 3 sh.

Prerequisites: APLN 500.

APLN540: Literacy

An exploration of the nature of written language and its role in cognition and in social and intellectual life. The linguistic, psychological, and functional differences between speaking, writing, and reading are studied. Literate and nonliterate societies are examined. 3 sh.

Prerequisites: APLN 500.

APLN542: Cross-cultural Perspectives on Literacy

An overview of how reading and writing are acquired among various societies throughout the world and what educational implications this knowledge has in applied contexts, such as in the teaching of English as a Second Language. 3 sh.

Prerequisites: APLN 500.

APLN544: Linguistics and Reading

A study of the insights into the reading process provided by the linguist's description of what the speaker knows about language; an analysis of what the process of language acquisition tells us about the process by which children learn to read; an investigation of the connection between dialect differences and reading difficulties and an exploration of the contribution that linguistics makes for teaching second language learners to read English. 3 sh.

Prerequisites: APLN 500.

APLN550: Computational Linguistics

A survey of the field of existing computer systems for analyzing natural language. The following areas are covered: parsing, semantic analysis and discourse analysis. Students will be required to analyze human language using a specific programming language such as PROLOG, LISP, or Pascal. 3 sh.

Prerequisites: APLN 500.

APLN552: Current Issues in Natural Language Processing

An investigation of the two methodologies that dominate speech and natural language processing: rule-based and probabilistic system design. The two methodologies will be compared in light of their suitability for language processing applications in syntactic and morphological analysis, speech synthesis and recognition, and text classification and information retrieval. 3 sh.

Prerequisites: ALPN 500.

APLN553: Text Analysis Tools

An introduction to the computer analysis of text for use in research and teaching. Students learn to develop software to search and manipulate written text and transcribed speech. Applications in computer assisted language learning, corpus linguistics, lexicography, and translation are considered. 3 sh.

APLN560: Translation Theory

An exploration of the principles involved in providing semantic "equivalents" between two languages, emphasizing the problems of translating a variety of different types of texts which reflect major cross-cultural differences. 3 sh.

Prerequisites: APLN 500.

APLN565: Lexicography

The study of the principles of compiling dictionaries. Topics include: the collection and evaluation of citations, semantic fields, defining, recording pronunciations, and determining usage. Attention will be paid to the differences among different types of dictionaries. Sample dictionaries are examined and students carry out their own lexicographic project. 3 sh.

Prerequisites: APLN 500.

APLN570: The Structure of American Sign Language

The study of American sign language, or ASL, the manual language of many deaf Americans. This course approaches ASL from a linguistic perspective, examining its semantics, grammar, and "phonology", and comparing ASL with English and other spoken languages. ASL is also compared with other manual languages used in America, including signed English and "total communication". The educational implications of ASL and other manual languages are discussed. 3 sh.

Prerequisites: APLN 500.

APLN590: Selected Topics in Applied Linguistics

An intensive study in a particular area of applied linguistics to address topics not covered in other courses. Topics reflect current issues in applied linguistics. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: APLN 500.

APLN594: Independent Study

This course allows MA students to explore areas in Applied Linguistics that are not covered in the normal course offerings. May be repeated for a maximum of 6.0 credits. 1 - 3 sh.

Prerequisites: Departmental approval.

APLN596: Independent Study

This course allows MA students to explore areas in Applied Linguistics that are not covered in the normal course offerings. May be repeated for a maximum of 6.0 credits. 1 - 3 sh.

Prerequisites: Departmental approval.

CURR505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

CURR509: Sociocultural Perspectives on Teaching and Learning

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR526: Teaching for Learning I

This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills discussed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to begin to put into practice their conceptions of reflective teaching, learning, and assessment in public school classrooms. Specifically, students investigate democratic classrooms, and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. May be repeated once for a maximum of 6.0 credits. This is the first course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501.

CURR527: Fieldwork

Students will spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501.

CURR529: Student Teaching

Full time student teaching in the public schools of New Jersey is required of all students who complete the regular program of certification requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

CURR543: Teaching for Learning II

This course focuses on putting into practice all of the knowledge and skills pre-service teachers have developed throughout their professional sequence and in their student teaching experience. A primary focus is on creating democratic classrooms for their students through developmentally and culturally appropriate planning, instruction, and assessment. Students will also learn about the impact of school and classroom culture and climate on student learning, and on relationships between students and teachers and teachers and other professionals in the school. May be repeated once for a maximum of 6.0 credits. This is the second course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

FCST515: Child Development II: Adolescence

This course uses a developmental and ecological approach to study adolescents (11-18 years). Physical, cognitive, and social development throughout this age period are studied in terms of change within and differences between individuals. Family, peer, neighborhood, sociocultural, and political influences on adolescents are examined. The roles of race/ethnicity, gender, sexual orientation, and socioeconimic status in adolescent development are like wise examined. Out-of-class observations and/or interview projects as well as an APA style research literature review or proposal paper are required. 3 sh.

LNGN210: Introduction to General Linguistics

The nature and structure of language; the basic techniques for analyzing linguistic structures; phonological, morphological, syntactic and semantic structure of languages, language and dialects; language change; the comparative method in linguistics; human and animal communication; differences between first and second language learning. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Survey Course. 3 sh.

LNGN220: Structure of American English

The phonology, morphology, syntax of American English, geographical and social dialects; traditional, structural and transformational approaches to grammar. Meets the 1983 General Education Requirement (GER) - Foreign Language. 3 sh.

LNGN230: Language in Society

Correlations between language varieties, their functions in particular settings, and the characteristics of their speakers. Black English. The role of second languages within a society: Pidgin, Creole, Lingua Franca, Diglossia, etc. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Topic Course. 3 sh.

LNGN245: Language and Culture

A study of language in its cultural context. Relationship of linguistic to non-linguistic variables: ethnosemantics, linguistic relativity principle, componential analysis. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Topic Course. 3 sh.

LNGN260: Dialectology

Principles of dialect study; application to American dialects. The origin and development of American dialects in historical, literary, regional, social and urban perspectives. 3 sh.

LNGN280: Bilingualism

Compound and coordinate bilingualism; attitudes, motivation, etc.; functions of languages in multilingual settings; problems of newly-independent, multilingual nations in establishing national and standardized languages; analysis of bilingual speech; problems of educating minority groups in this country whose native language is not English. 3 sh.

LNGN284: History of the English Language

English from its Indo-European origins up to and including the eighteenth-century grammarians. The Germanic strains; old, middle and modern English. 3 sh.

LNGN300: Syntax

The study of sentence structure and the theories designed to describe it. Emphasis on structural grammar, the development of Generative Grammar and contemporary theoretical methods for describing sentence structure. Data will be taken from a number of different languages. Meets the University Writing Requirement for LIED and LING majors. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

LNGN301: Semantics

The systematic and objective study of meaning in language. Topics include: referential meaning, semantic fields, componential analysis, synonymy, polysemy, hyponymy, and sequential meaning. Data will be taken from a number of different languages. 3 sh.

Prerequisites: LNGN 300.

LNGN302: Pragmatics

The study of pragmatics, an area of linguistics that examines language as situated speech and studies how context affects the interpretation of meaning. 3 sh.

Prerequisites: LNGN 300.

LNGN325: Principles of Second Language Learning

Theories of second language acquisition; error analysis; individual learner differences; the roles of input, interaction, and formal instruction in language acquisition. 3 sh.

Prerequisites: LNGN 210.

LNGN331: Phonetics

A comprehensive introduction to phonetics, the study of the production of speech sounds and their acoustic characteristics. Students will learn to identify, classify, and transcribe sounds from a variety of languages. While intended primarily for Linguistics majors, this course will also be of interest to prospective language teachers and to majors in Speech, in Psychology, and in Communication Sciences and Disorders. 3 sh.

Prerequisites: LNGN 210 or departmental approval (for Cognitive Science majors).

LNGN384: The Grammars of English

A critical overview of traditional, structural, and transformational-generative approaches to the problems of analyzing the grammar of the English language; practical applications for teaching English and for understanding grammatical principles as a means of more effective writing and literary analysis. Cross listed with English, ENGM 384. 3 sh.

Prerequisites: ENWR 106 or HONP 101 or LNGN 210.

LNGN420: Language and the Mind

An introduction to the major theoretical and methodological principles of Noam Chomsky's theory of Universal Grammar and what they tell us about structure of the human mind. 3 sh.

Prerequisites: LNGN 210 or PSYC 290.

LNGN450: Selected Topics in Linguistics

Study of special problems and topics in linguistics. Topics announced each semester. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

LNGN478: Independent Study

This course is designed (1) to allow students to explore areas of linguistics that are not covered in the normal course offerings of the department; (2) to permit an in-depth analysis of a given subject beyond the scope of a regular semester course; or (3) to provide advanced students with the possibility of research in areas of linguistics that are of special interest to them. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Departmental approval.

LNGN479: Independent Study

This course is designed (1) to allow students to explore areas of linguistics that are not covered in the normal course offerings of the department; (2) to permit an in-depth analysis of a given subject beyond the scope of a regular semester course; or (3) to provide advanced students with the possibility of research in areas of linguistics that are of special interest to them. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Departmental approval.

LNGN480: Linguistics in Education and Society

The course is intended to acquaint students involved in language education of any sort with the applications and implications of linguistics for education and for understanding the functioning of language in society. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

PSYC348: Psycholinguistics

Explores the study of language through linguistic, behavioral, and cognitive methods. Basic linguistic ideas are used for the explication of problems in grammar, cognitive structure, meaning, and speech production and comprehension. 3 sh.

Prerequisites: PSYC 301.

PSYC560: Advanced Educational Psychology

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

SPCM101: Fundamentals of Speech: Communication Requirement

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Meets the 1983 General Education Requirement (GER) - Communication, Speaking/Listening. 3 sh.

SPED568: Instructional Planning for Students with Disabilities in Inclusive Settings II

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.

Prerequisites: SPED 579.

SPED579: Special Education for Students with Disabilities

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.

Prerequisites: SPED 579 and SPED 567 or 568. Starting Spring 2011: SPED 579.

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.

Prerequisites: SPED 567, SPED 568. Starting Spring 2011: SPED 579.

SPED586: Transition Services for Students with Disabilities

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.

Prerequisites: SPED 567, SPED 568, SPED 579. Starting Spring 2011: SPED 579.

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.

Prerequisites: SPED 579.

SPED591: Teaching Organization and Study Skills for the Inclusive Classroom

In this course, future and practicing teachers who work with students with disabilities in middle and secondary school learn how to enable those students to become more effective learners so they can have greater access to the general education curriculum. Increased inclusion has led to higher expectations for students with disabilities and the need to meet the more rigorous demands of the general education classroom. This requires study and organization skills, wich students with disabilities often lack as a result of the impact of their disability. In this course, teachers become familiar with research-based study and organization strategies as well as effective instructional methods for systematic and explicit instruction to teach these strategies. Through these strategies, they can help students compensate for their disability characteristics and become more independent, engaged learners. 2 - 3 sh.

Prerequisites: SPED 469, SPED 568 or SPED 587.