TCNJ

Graduate Course Descriptions 65 DFHH 522/ Assistive Listening Devices and Auditory Management of Deaf/ Hard of Hearing Individuals 3 cr. Prerequisite: none, SLP 340 is recommended Through readings, field trips, interviews with deaf and hard of hearing students, class discussion, and independent research, the course will explore the basic elements of assistive listening devices, cochlear implants, and aural habilitation as they apply to the education of deaf and hard of hearing children. Topics include anatomy and physiology of speech and hearing mechanisms, auditory disorders, newborn screening, audio- metric testing, hearing aids, assistive listening devices, cochlear implants, and auditory habilitation techniques. DFHH 530/ Speech Development for the Deaf and Hard of Hearing 3 cr. Techniques for developing and refining speech skills with students who are deaf and hard of hearing. Typical speech problems displayed by this population are highlighted along with various formal and informal assessment protocols. The use of technology and the delivery of speech services are also emphasized. DFHH 597/ Special Topics in Deaf 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. DFHH 690/ Student Teaching—Deaf and Hard of Hearing 6 cr. Prerequisite: Permission of the program coordinator A semester of field experience working in classes for the deaf and hard of hearing under the direction of cooperating teachers certified in education of the deaf and hard of hearing. The student gradually assumes responsibility for planning, teaching, and directing the learning activities of the classes. DFHH 697/ Independent Study Education of the Deaf and Hard of Hearing 1-6 cr. By permission only In-depth independent exploration of a specific topic under the individual supervision of a faculty member. DFHH 700/ Comprehensive Examination: Special Education All candidates for a graduate degree must take a comprehensive examin- ation 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. ECED 504/ Teaching Young Children 3 cr. Review of the development of preschool education, characteristics of young children, basic practices in early childhood teaching, and recent trends and issues. Importance of experiences in guiding learning, observation, and participation. ECED 520/ Early Childhood Administration and Management 3 cr. Workshop study of: administrative alternatives; management responsibil- ities; selection, training, and evaluation of staff; fiscal planning; record- keeping; computer applications; and regulatory procedures in child care centers. ECED 530/ Culturally Responsive Practices in Early Childhood Settings This course explores culturally responsive pedagogy and social justice issues in early childhood education with the goal of creating respectful, reciprocal relationships that support and empower families and their children. While promoting students' awareness that building positive relationships with children and their families is an investment in later social, emotional, and academic competence, the students will examine quality teaching practices by exploring personal cultural history, gaining insights into living examples of differences, witnessing the effects of bias, and learning to support fairness and issues of equity in a classroom. ECED 550/ Supervision in Early Childhood Education 3 cr. Study and analysis of the competencies and skills needed by early child- h ood education supervisors to carry out the required responsibilities and services. It will provide a variety of organizational structures, program models, and staff roles in the child development field, with emphasis upon practical application, including such topics as leadership skills development, clinical supervision, assessment processes, and goal setting. ECED 560/ Curriculum Experiences for Young Children 3 cr. Basic concepts underlying a desirable curriculum for young children. The role of the teacher in curriculum planning. Emphasis upon the major curriculum areas. ECED 597/ Special Topics in Early Childhood Education 1–6 cr. An advanced course devoted to an in-depth study of current specialized topics selected by the faculty and approved by the department. ECED 620/ Multicultural and Social Foundations of Emergent and Early Literacy 3 cr. An advanced course devoted to an in-depth study in emergent and early literacy in a multicultural context. ECED 640/ Development and Learning of the Young Child 4 cr. In this course, the student learns to apply research and theory in child development from infancy through middle childhood to learning. The physical, cognitive, language, and social/emotional domains are examined. A chronological approach, which also addresses the cultural and contextual influences on development, is followed. In the practicum portion of the course, the student conducts a performance-based assessment in the classroom. ECED 651/ P–3 Internship I 1 cr. This is the first semester of a two-semester block. It will be completed at the intern's P–3 work site or a college field placement site. It will be under the direction of a college supervisor, with additional supervision by an on-site supervisor. ECED 652/ P–3 Internship II 1 cr. This is the second semester of a two-semester block. It will be completed at the intern's P–3 work site or a college field placement site. It will be under the direction of a college supervisor, with additional supervision by an on-site supervisor. ECED 655–656/ Clinical Seminar in Early Childhood Education I and II, 5 clock hours each semester 0 cr. These seminars accompany the P–3 Mentored Internships ECED 651 and ECED 652. They offer interns the opportunity to discuss and reflect upon field-based work, and to make connections between theory and practice. ECED 670/ Seminar: Current Issues and Trends in Early Childhood Education 0 cr. Prerequisite: This course should be taken concomitantly with EDUC 615 Students should have completed all other required courses in the MAT EDEK program prior to taking this course. This course examines current trends and issues in the education of children from birth through age 8. A primary focus of the course is the analytical treatment of articles and research on topics relevant to young children. Major topics emphasized are innovations in school and classroom organization; recent developments in curriculum; current trends in evaluation and developmentally appropriate assessment; implications of PL 94–142 and other diversity legislation addressing gender, culture, ethnicity, and special needs; competing viewpoints in the care and education of children, ages birth through 8; and advocacy opportunities for early childhood education professionals. ECED 687/ Faculty-Student Research 3 cr. Prerequisite: Completion of 15 graduate credits This course provides the opportunity for a small group of students to work together with a faculty member on a collaborative project, or a series of related projects, that are part of a faculty member's ongoing research or scholarly program. ECED 695/ Master of Arts in Early Childhood Education Internship II 6–10 cr. Prerequisite: Successful completion of MAT Internship I (EDUC 694) The Internship II experience will be a full semester in an early childhood education classroom. The intern will gradually assume responsibility for planning, teaching, and directing the learning activities of the class, culminating in a minimum of two weeks of full- time classroom teaching. Each intern will be supervised by college supervisors and a cooperating teacher(s). 244328_001-091_r1.indd 65 9/1/17 1:40 PM

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