TCNJ

72 Graduate Course Descriptions SCED 694/ Internship I (Pre-Student Teaching) 3 cr. Prerequisites: Matriculated in a MAT program and within 12 credits of completing degree requirements A pre-student teaching experience in which students meet weekly for presentations, discussions, and in-class peer lessons. Topics include long- and short-term planning, classroom management, and student evaluation. Some off-campus field work will be required. SCED 695/ Internship II (Student Teaching) 6 cr. Prerequisites: SCED 694 and methods course—see SCED 692 SCED 696/ General Seminar in Secondary Education 3 cr. Prerequisites: Consultation and approval of the program coordinator Must be taken either: A. During the semester in which the student is registered to take the comprehensive examination or B. No more than one semester prior to the anticipated registration for the comprehensive examination This is designed to be the culminating seminar for all students in the MEd and MAT programs. The course requires students to articulate, demonstrate, and utilize the knowledge, skills, and dispositions indicative of the integration of previous graduate course work. Leadership and advocacy projects such as professional publications, curriculum audits, and other professional contributions are mandatory for successful completion of this course. SCED 700/ Comprehensive Examination: Secondary Education Every candidate for a graduate degree must take a comprehensive examin- ation that requires the candidate to synthesize and apply knowledge acquired throughout the program. See page 17 for comprehensive examination requirements. SPED 501/ Students with Disabilities in Our Schools 3 cr. This course presents an introduction to the field of special education within the broader context of public education. The history and changing philosophies of teaching children and youth with disabilities are discussed in relation to the history and philosophy of public education in the U.S. The legal foundations for special education today are covered in depth, as are discussions of current social and ethical issues such as the over-representation of minority children in special education, the use of segregated schools in special education, and the changing role of teachers in meeting the needs of today's students with disabilities. Given the unique position of special education in schools, as well as the current shift from segregated to inclusive settings, it is imperative that students understand the underlying theories and philosophies that inform current special education practices. SPED 515/ Multicultural Social Studies Instruction for Students with Disabilities 3 cr. Through readings, class activities, interaction with a practicing teacher, and involvement in the Career and Community Studies program, this course will develop students' understanding of the goals of social studies instruction, the central questions and essential understandings in history, geography, civics and economics, and effective materials and methods to use in teaching multicultural social studies to students with a variety of disabilities, including cognitive disabilities and autism. SPED 521/ Assistive Technology 3 cr. This course explores technology applications that benefit children and youth with disabilities. It focuses on teaching students the skills they will need to use assistive technology appropriately and effectively to enhance the educational programs of children and youth with disabilities. Emphasis is placed on developing the skills necessary to make computers accessible, using assistive technology to provide access to the curriculum and New Jersey core curriculum content standards, enhancing the ability to communicate, and utilizing Internet resources to keep current with best practices and advances in assistive technology. SPED 522/ Remedial Instruction for Students with High Incidence Disabilities 3 cr. This course provides students with the skills necessary to conduct func- tional and standardized classroom assessments of pupils with reading and writing disabilities; to develop instructional plans based upon the results of their assessments; and to choose and implement appropriate specialized approaches as well as strategies to address the learning dif- ficulties identified. SPED 523/ Inclusive Practices and Content Literacy for STEM Classes 3 cr. This course provides pre-service teachers with the basic concepts of how students interact with text in order to acquire content information. The course, building on these concepts, demonstrates how classroom teachers can best enhance and facilitate this acquisition by using teaching practices that have been validated through research. The course also prepares pre-service teachers to successfully address the learning, behavioral and social needs of students with disabilities in their future secondary classes. SPED 597/ Special Topics in Special Education 1–6 cr. An advanced course devoted to an in-depth study of current or specialized topics selected by the faculty and approved by the department. SPED 605/ Language and Reading Strategies for Students with Disabilities 3 cr. This course presents an in-depth study of language and literacy develop- ment as related to communication skills for learners with speaking, read ing, writing, and spelling disabilities. Instructional models, including direct teaching strategies and whole language strategies, are examined in detail, as are effective strategies used by successful readers. The five dimensions of early reading are emphasized: phonemic aware- ness, systematic phonics, fluency, reading comprehension, vocabulary development, and motivation. Assessment, lesson development, and unit planning are featured. Alternative access to content via technology, instructional support systems, and relevant applications of reading/ language skills in the life-skills curricula are discussed and applied. SPED 609/ Assessment and Remediation of Severe Reading Disabilities 3 cr. This course is designed to develop advanced skills in the assessment and remediation of severe reading disabilities. Students will learn to conduct a full, individualized assessment of pupils' reading strengths and learning needs and to design appropriate instructional interventions to address their findings. The focus of the assessment portion of the course will be on both informal and standardized, norm referenced or criteria referenced tests, and their interpretation and application of the findings in developing Individualized Education Plans for pupils with severe reading disabilities. SPED 612/ Curriculum and Methods for Students with Mild Disabilities 3 cr. This course examines societal, legal, and professional effects on how curriculum and methods choices are made for learners with disabilities, presents an overview of basic principles of teaching, and examines the repertoire of current best practices in teaching and learning strategies. Curriculum development, curriculum adaptations, integration of cogni- tive strategies, classroom management, and monitoring of student progress are emphasized. Curriculum design, along with lesson planning and delivering and assessing instruction in academic areas, will be discussed and used in course applications. Collaboration with families, colleagues, and community resources and strategies for meaningful inclusion are integrated into the course as important corollaries to curriculum. SPED 617/ Graduate Practicum in Special Education This course is a practicum in which students will have an opportunity to teach children with disabilities in special education and general settings. Students are expected to spend 20 hours a week for the duration of a semester in a public school classroom with at least three students with IEPs. Based on their observations and field experiences, students complete a series of written assignments which relate to models of service delivery in special education, the role of related service personnel, IEP development, lesson design, differentiation of instruction, delivery of instruction, analysis of student learning, and reflection. A seminar is an integral part of this experience. 244328_001-091_r1.indd 72 9/1/17 1:40 PM

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