|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
1.00 - 6.00 Credits
As approved and to be arranged. 1-6 credits
-
3.00 Credits
This course provides an educational knowledge base consisting of philosophical, historical, and legal foundations to educate citizens in a democratic society. National and state standards are used to define current practice and the expectations held for individuals who enter the teaching profession. The diversity of languages, race/ethnicity, gender, socioeconomics, and other factors that influence society's perceptions of the continuum from normalcy to deviance are examined, and learner characteristics in physical, psychological, academic, and socio-behavioral domains are stressed. Particular attention is given to ways in which learner characteristics facilitate or impede the learning process. A twenty-hour unsupervised field observation, engaging with students in an urban classroom setting, is required as part of this course. ( This is an introductory course to earn dual certification in the special education and general education teacher certification programs.) Prerequisites: Completion of at least 50 credits of general education coursework, including: PSY 110, SOC 101, and ANTH 202.
-
2.00 Credits
This course explores technologies that enhance the educational experience for all learners. Strategies are introduced to assist all students in gaining access to the general education curriculum. Teacher candidates learn to apply high and low technologies that help to compensate for differences in learner characteristics and abilities to equitably support student learning. This course should be taken in conjunction with CIEE 213 Teaching in a Global, Technological World. Prerequisites: SPC 255 and acceptance to the DL program or special permission of one's advisor. 2 credits
-
3.00 Credits
This course provides knowledge of the integral relationships between standardized, functional assessments, and standards-based high-stakes assessments in relation to educational decision-making. Teacher candidates review assessment concepts of validity, reliability, and standardization, and the vocabulary and mathematics associated with reporting assessment results. Ethical issues [e.g., test bias and the use of specific assessments with diverse populations] and matters of confidentiality of information are discussed. Emphasis is placed on understanding the contents of students' school files; specifically, interpreting quantitative and qualitative results, in order to plan appropriate instruction. Attention is also given to devising, administering, and scoring curriculum-embedded assessments and other teacher-made informal/authentic measures. Prerequisites: Completion of at least 60 credits of general education course work including PSY 110, SOC 101, and ANTH 202; grade of C- or better in SPC 255; acceptance to the DL program; cumulative GPA of 2.75 or higher.
-
3.00 Credits
This course examines the multiple facets of managing instruction for diverse learners in a variety of educational settings. The course stresses New Jersey's Core Curriculum Content Standards (NJ CCCS) and district curriculum requirements as foundations for teacher candidates to learn to develop units and differentiated lesson plans to facilitate long- and short-term instructional planning for all learners. For students with disabilities, the development of Present Levels of Academic Achievement and Functional Levels, Individualized Education Plan (IEP) goals, objectives, and supplementary aids and services are emphasized. Teacher candidates study techniques to individualize teaching strategies, testing accommodations, and curriculum adaptations to assist learners in maintaining access to the NJ CCCS. The creation and organization of shared classroom environments that facilitate learning and collaboration with peer-colleagues in all instructional settings are highlighted. A co-requisite supervised practicum is required (SPC 355). Prerequisites: Acceptance to the DL program; cumulative GPA of 2.75 or higher; completion of all general education coursework; SPC 255, CIEE 213, and CIEE 229; co-requisites: SPC 354 and SPC 355.
-
3.00 Credits
This course focuses on creating learning environments that foster learning, safety, positive social interactions, and acceptance of diversity consistent with the Career Education and Consumer, Family, and Life Skills standards in the NJ CCCS. Methods of group behavior management are presented with emphasis on developing systematic classroom management practices that foster positive relationships, effective communication, and collaboration. The needs of children whose behaviors are harmful to themselves or to others, or which seriously disrupt learning, are addressed through individualized interventions, e.g., Functional Behavioral Assessments and Behavior Intervention Plans. Observation and recording measures for assessing and analyzing the communicative intent of inappropriate behaviors are examined, with emphasis placed on strategies for promoting self-management that Educatio152 n can be generalized to all settings. Prerequisites: Acceptance to the DL program; cumulative GPA of 2.75 or higher; completion of all general education coursework; completion of SPC 255, CIEE 213, and CIEE 229; co-requisites: SPC 353 and SPC 355.
-
3.00 Credits
Offered to teacher candidates in their junior year, this supervised weekly field experience requires them to teach children with a range of abilities in special education settings. The experience is intended to provide teacher candidates with the opportunity to apply the knowledge and skills gained in the co-requisite courses (SPC 353 Instructional Management in Diverse and Inclusive Settings and SPC 354 Behavior Management in Diverse Classroom Settings). A weekly seminar is held in conjunction with the field experience to explore practical realities of schools and classrooms. Teacher candidates must spend one full day per week in a special education setting for this practicum. Prerequisites: Completed application for placement must be submitted one year in advance.
-
5.00 Credits
This course provides teacher candidates with appropriate curriculum alternatives and a repertoire of evidencebased instructional strategies to address the twin goals of accommodating individual differences while promoting meaningful access to curriculum content [both NJ CCCS and alternative content] for students with significant cognitive and learning disabilities, K-5. Teacher candidates review learner characteristics as the basis to mesh curriculum and instruction, and placement options for delivery of instruction with learner needs. Curriculum emphases that depart from traditional academics to encompass life skills, career development, and development of social learning competence are explored in depth. The course guides Teacher Candidates to promote positive student learning outcomes in both skills and content areas through integration of the NJ CCCS, adaptive/assistive technologies, alternative curriculum, and modified assessment and materials, as appropriate. Making data-based professional decisions that employ technologies to make the general education more accessible for students with disabilities is an emphasis of this course. Pre-requisites: Application must be submitted one year in advance; cumulative GPA of 2.75 or higher; completion of all general education course work; completion of at least 60 hours of service learning credit; completion of SPC 353, SPC 354, and SPC 355; co-requisites: CIEE 301, CIEE 322, CIEE 326, CIEE 329
-
2.00 Credits
The course examines life issues and their impact on individuals with disabilities and their families, extending from preschool through adulthood. Political, economic, and cultural beliefs of individuals from diverse cultures are explored in depth, focusing on positive communication models for the promotion of collaboration between home, school, and community. Life span issues affecting all individuals are reviewed, with attention to self-advocacy and career education. Teacher candidates learn to access services provided through school, community, state, and federal agencies that contribute to all students attaining a positive quality of life. Pre-requisites: Cumulative GPA of 2.75 or higher; completion of all general education course work; completion of teaching methods courses. 2 credits
-
3.00 Credits
Topics of current interest are discussed in a workshop format. This course is given on an occasional basis in order to meet the department's needs for exploring or updating a particular area of study. This course frequently is given on a one-time basis as an experimental offering. Students are asked to check the current master schedule to determine if this course is to be offered in any particular semester. Prerequisites: Special education major, minimum 2.75 GPA; completion of at least four major courses 1 - 3 credits
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|