TCNJ

Graduate Course Descriptions 75 examined as well assessment practices that culminate in the construction of EBD. The course introduces students to alternative constructions of behavior and the principles of democratic citizenship and social responsibility with an emphasis on local issues in Ewing, Trenton and the State of New Jersey. An appreciation of human neurodiversity and a presumption competence are integral values that run through the strand. SPED 664/ Research Trends in Special Education 3 cr. Research Trends in Special Education presents research methodologies used in special education, with a particular emphasis on qualitative methods and single-subject research design. Students will acquire the skills and knowledge required of a competent research consumer by examining the literature on disability and conducting a mini-research project on a topic related to teaching children with disabilities in their own classrooms and schools. SPED 671/ Nemeth and Strategies for Developing Mathematical Skills in Students Who Use Braille 3 cr. The purpose of this course is to provide students with the knowledge and skills necessary for teachers of learners who are Braille readers/ tactile learners to access math instruction and develop math skills. Students of this course will study and master the Nemeth Braille Code for Mathematics and Scientific Notation and plan and implement instruc - tion in the Nemeth Code for learners who are blind and unable to access math and science materials through the print medium. The course includes extensive practice of the Nemeth Code, including the tran- scription of print material into Nemeth Code and Nemeth Code material into print, use of the Cranmer abacus for mathematical calculations, strategies for fostering successful numeracy for all tactile learners, plan- ning and delivering instruction in the Nemeth Code, and utilizing spe- cialized materials for teaching math and science to Braille readers/tactile learners and supporting them in general math and science classes. This course will also provide students with an introduction to other tactile codes used by Braille readers, such as the Music Braille Code, which allows Braille readers to access music notation. SPED 672/ Strategies for Teaching Students Who Are Blind or Visually Impaired 3 cr. This course will provide entry-level skill development for planning interventions based on individual assessment of learning needs. The course will examine educational needs of both tactual and visual learners at various levels of development: infancy and early childhood; school years; transition to college/work. The expanded core curriculum (ECC) for B/VI learners will be examined, and determination of how it can best be woven into the core curriculum for all learners will be discussed. Included in the ECC is the reinforcement of supporting students' orientation and mobility, and basic skills of negotiating indoor and outdoor environments. SPED 673/Literary Braille and Methods for Instruction 3 cr. The purpose of this course is to provide students with the knowledge and skills necessary to plan and implement instruction in Literary Braille for learners who are blind and unable to access literacy through the print medium. The course includes extensive practice and mastery of the Literary Braille Code, including the transcription of print material into Braille and Braille material into print. The course will examine histor- ical and current research and practices in Braille literacy for all learners who are blind, including those with multiple disabilities, as well as approaches for planning instructional units in Braille, delivering Braille instruction, and effective utilization of reading programs for general classroom participation and functional literacy. The course will also include development and utilization of specialized materials, Braille books, and other instructional supports necessary for assisting learners who are blind to access instruction. SPED 674/ Assistive Technology for Students Who Are Blind or Visually Impaired 3 cr. This course examines factors involved in determining appropriate assistive technology devices and programs for students who are blind/ visually impaired. Through hands-on experience in a computer lab, students review available technology in the categories of CCTV/video magnifiers, screen-reading software, screen-magnification software, Braille notetakers, Braille printers, Braille translation programs, digital book readers, and optical-character-recognition systems. In addition to being proficient users of software and hardware for students who are blind/visually impaired, students gain experience in assistive technology selection considerations, feature comparisons, implementation concerns, technical-assistance resources, and assistive-technology funding opportunities. SPED 675/ Research on Implications of Blindness and Visual Impairment 3 cr. This course introduces students to the historical and philosophical foundations of blindness and visual impairments. Based on a current examination of the research and literature in this area, this course identifies contemporary issues in the education of students who are blind/visually impaired (BVI), including those with multiple disabilities. Contemporary issues will include current educational definitions, identification criteria, educational placement options as well as instructional options for students who are blind/visually impaired. The psychosocial factors that impact the dynamic interaction between individuals who are blind/visually impaired and those who are normally sighted will be addressed within the context of current research and evidence-based practices in education. Students will examine the research on the impact of blindness, whether total or partial, on all developmental levels, including infancy, early childhood, later childhood, adolescence, and transition to post-school settings. SPED 680/ Seminar and Practicum on Diagnostic Procedures 3 cr. Prerequisites: SPED 624 and permission of adviser This course is concerned with the principal diagnostic problems and procedures encountered in evaluating and understanding the individual behavior and learning difficulties of children with developmental and learning disabilities. Students will look at techniques of assessment and interpretation of individual profiles in intellectual development, social- emotional adjustment, perceptual-motor abilities, and aptitude. Students are expected to purchase any necessary testing and/or curriculum materials needed for the proper completion of the course. Open to Option III and post-master's certification candidates only (LDT/C). SPED 681/ Seminar and Practicum on Remediation Techniques 3 cr. Prerequisites: SPED 680 and permission of adviser This course focuses on the principal remediation problems and procedures used in understanding and modifying the individual behavior and learning difficulties of children with developmental learning disabilities. Approaches and techniques of remediation and their use in individual and/or group instruction, how they relate to the diagnostic data, and how they can be integrated with current theories of learning and child development are all examined. Students are expected to purchase any necessary testing and/or curriculum materials for the proper completion of the course. SPED 682/ Externship in LDTC 3 cr. Prerequisites: SPED 680 and 681 This externship consists of a period of full-time work as a learning disabilities teacher/consultant in a public school and as a part of a child study team under the super vision of an approved/certified learning disabilities teacher/consultant and a faculty member of the College. Minimum clock hours for this course are 90. A student may enroll in this course while s/he is employed as a provisionally certified learning disabilities teacher/consultant if s/he is able to be supervised by an approved and fully certified learning disabilities teacher/consultant and is in a location making faculty supervision practical. This course is taken after completion of all other required courses in the LDT/C program. SPED 691/ Internship I: Seminar and Field Experience in Special Education 3 cr. This course is an introductory field experience in which students will have an opportunity to observe children with disabilities in an educational setting and participate in standard classroom routines and teaching activities. Based on their observations and field experiences, students will complete a series of written assignments that relate to observational assessment, individualizing instruction, classroom environment, lesson planning, curriculum design, and behavior management. A seminar is an integral part of this experience. 252943_001-092_r4.indd 75 8/1/18 9:46 PM

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