TCNJ

74 Graduate Course Descriptions 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. SPED 695/ Internship II: Student Teaching 3 cr. The Internship II consists of fifteen weeks of full-time placement in a public school setting or program that includes children with disabilities under the direction of a certified cooperating teacher. Through field experience as well as specific assignments, this course will help students strengthen and apply skills in various areas of teaching. SPED 697/ Independent Study in Special Education 1–3 cr. Prerequisites: Completion of 6 graduate credits and permission of the adviser and department chair This course consists of an independent exploration of a specific topic in depth under the individual supervision of a faculty member. SPED 698/ Department Project in Special Education 3 cr. Prerequisites: Completion of 6 graduate credits and permission of the adviser and department chair A critical independent study of a current issue in special education of interest to the student is completed under the guidance of faculty. SPED 700/ Comprehensive Examination: Special Education All candidates for a graduate degree must take a comprehensive examination that requires the candidate to synthesize and apply knowledge acquired throughout the program and demonstrate that he/ she has met New Jersey professional teaching standards and competencies in preparation for both elementary teaching and special education. SUPV 520/ Staff Supervision 3 cr. A study of the objectives, techniques, and materials of staff supervision. It examines the supervisory function toward improvement of instruction, the nature of contemporary supervision, interpersonal relations, and the supervisor as an agent of change. TCED 560/Integrative STEM I 3 cr. This course will examine the integrative aspects of teaching secondary content in the STEM fields. High leverage practices in the various STEM content areas will be examined and put into practice. In addition, inte- grative and interdisciplinary teaching methods will be incorporated using Design and Inquiry as a key linkage. TCED 660/Integrative STEM II 3 cr. This course appears near the end of the M.A.T. program, and is a culmi- nating experience for the teacher candidates. Inquiry and design, instructional practices, and assessment are studied based upon the entire developmental year, resulting in well-defined integrative STEM units/ lessons which richly involve Problem-based Learning methods. TCED 698/ Departmental Project 3 cr. Prerequisites: SPED 506,TCED 581, 610 A critical independent study of an aspect of technology education of interest to students of technology education and explored under faculty guidance. 244328_001-091_r1.indd 74 9/1/17 1:40 PM

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