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| SPEC 502 Therapeutic Play and Activity Programming for Exceptional Children (3) |
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This course investigates the relationship between education and child therapy in fostering optimal development in children with disabilities and in remediating behavioral problems. It studies the history and theories of childhood play, games, and activities from the point of view of developmental psychology and special education intervention. An experiential approach provides the educational practitioner with the opportunity to develop skill in using the principles of play and activity programming to further encourage the social, emotional, and behavioral growth of children. Prerequisite: undergraduate senior or graduate student
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| SPEC 504 Introduction to Manual Communications (3) |
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This course is intended to orient the prospective special education teacher to an introduction to manual communication. The student is expected to achieve an understanding of the rationale for considering manual communication techniques for hearing impaired individuals and other handicapped individuals. The course explores the use of auditory training, speech reading and a variety of manual communication procedures. A rudimentary proficiency in the skill of communicating manually is a prime goal of this course.
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| SPEC 505 Working with Families of Children with Disabilities (3) |
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This course covers the values, traditions, and experiences of families from a variety of racial and socioeconomic groups. This course also considers issues such as how cultural/racial differences can be surmounted and replaced by effective special educator and parent communication. Using an ecological focus, special educators learn how to more effectively intervene with parents and to provide them with the skills to better manage their children in the home and community setting.
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| SPEC 506 Multicultural Education in Special Education (3) |
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This course is designed to familiarize students with the issues that impact on special education in an urban milieu. It offers a discussion on ethnic and socioeconomic issues which impact on a child and his or her family's ability to function adequately in an urban educational environment. Issues such as as contextually and communicatively appropriate in a multi-ethnic environment, are central to the course.
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| SPEC 508 Helping Exceptional Children and Youth in the Regular Classroom (3) |
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This course offers a discussion of the identification of children with special problems, emphasizing the mainstream and inclusive educational setting. Use of all pupil-personnel services for the support of the exceptional child in regular classrooms is advocated. Special methods and materials used by teachers in regular classroom settings are explored.
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| SPEC 511 Preparation of the Handicapped for the World of Work (3) |
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This course is designed to orient the regular classroom teacher, special class teacher and auxiliary personnel concerned with preparing the handicapped for employment. An orientation to vocations, school curricula, work-study programs, sheltered workshop facilities and cooperating agencies that might be utilized are an integral part of the course.
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| SPEC 600 Introduction to Learning Disabilities (3) |
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This course offers a general introduction to the field of learning disabilities, stressing theories of nature and causes in a historical perspective. The variety of behavioral, cognitive, and neurological indicators of the disorder is presented, and an overview of intervention approaches is discussed.
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| SPEC 603 Curriculum Modifications for Teaching (3) |
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Special educators learn how to best meet the unique needs of culturally and/or linguistically diverse students. Topics to be explored include: diverse cultural backgrounds; the process of second language acquisition; methodology for teaching culturally and/or linguistically diverse students; materials selection; alternate assessment measures for culturally and linguistically diverse students; and working with families in the educational process.
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| SPEC 605 Introduction to Education and Psychology of Exceptional Children and Youth (3) |
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This course, focusing on the nature and causes of disabilities, gives the student an overview of the needs of exceptional children. It emphasizes the identification of individuals with disabilities including children having hearing losses, visual problems, speech disorders, emotional-social disorders, mental retardation, learning disabilities, and giftedness. Multicultural and bilingual issues as these relate to special education are discussed. This course serves as an introduction to the field of special education.
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| SPEC 606 Lifespan Assessment in the Care and Education of the Handicapped (3) |
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This course trains students in the principles of educational and psychological testing for handicapped children and adults. Opportunities for practice in the administration, scoring, and evaluation of tests are provided. Emphasis is on the interpretation of psychological and educational tests and the implementation of their findings in the education of individuals with disabilities.
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| SPEC 607 Counseling, Vocational Guidance, and Rehabilitation Services for the Handicapped (3) |
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This course meets the needs of teachers of the handicapped in the field of counseling and guidance. Attention is directed toward the development of skills and the acquisition of knowledge necessary for effective vocational-educational counseling and the rehabilitation of the physically, mentally, and emotionally handicapped. Emphasis is placed on the development of broad understanding of human behavior, together with skill in the techniques of vocational appraisal and counseling. Teachers gain a thorough knowledge of available resources at the state and local levels and the development of a philosophy for proper use of these resources in facilitating the vocational rehabilitation of the handicapped.
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| SPEC 609 Nature and Needs of the Multiply Handicapped (3) |
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This course is designed for teachers of the child with multiple handicaps. Etiology, care, education, social and emotional implications of conditions involving cerebral palsy, mental retardation, deaf-blind, seizure disorders, orthopedic, and other health problems are studied and discussed.
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| SPEC 610 Field Work Experience with Exceptional Children (3) |
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This course introduces students to the nature and needs of exceptional children and youth through direct field work experience with such children in a variety of settings. Educational planning and management for individuals with disabilities are discussed.
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| SPEC 627 Special Education Internship (5) |
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Student teaching for special educators is a full-semester supervised teaching experience in public or private school settings and designed as the culmination of the preparation for teaching. The graduate student is expected to engage in responsible teaching activities under the supervision of a cooperating teacher and a University supervisor. The experience starts with observation and participation and gradually incorporates expanded teaching responsibilities until full-time teaching is achieved.
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| SPEC 628 Special Education Internship Seminar (1) |
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Students attend this weekly seminar to share, analyze, and evaluate their student teaching experiences. They help find solutions to problems faced by themselves and others.
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| SPEC 629 Teaching the Child with Autism and Pervasive Developmental Disorders in School and at Home (3) |
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This course studies the changing views of autism, e.g., linking educators and parents in a partnership to educate autistic children. This course provides a practical guide for professionals, particularly teachers, in understanding the unique nature of autism as a developmental disability. Suggested approaches to teaching children with autism and/or pervasive developmental disorder is the principal focus of the course.
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| SPEC 630 Psychology of Mental Retardation (3) |
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This course introduces the student to the field of mental retardation. The nature of mental retardation, historical approaches, and sociological and psychological theory in mental retardation are emphasized. Students develop an understanding of the various approaches to intervention and design lesson plans that focus on teaching individuals with disabilities.
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| SPEC 631 Advanced Procedures in Teaching the Mentally Retarded (3) |
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This course focuses upon the characteristic curriculum needs of educable mentally retarded children, placing emphasis upon methods which meet the children's learning problems, personality development, and social adjustment. Opportunity is given for students to observe class procedures with mentally retarded children and to develop lesson plans and unit plans.
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| SPEC 632 Seminar in Mental Retardation (3) |
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Studies of current and new theories and research with regard to individuals with mental retardation in society and institutions are explored. Attitudes and beliefs regarding mental retardation are discussed. Students engage in qualitative research in mental retardation through field observations and structured interviews.
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| SPEC 633 Procedures in Training the Moderately and Severely Mentally Retarded (3) |
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This course provides special methods for training the moderately and severely mentally retarded including instructional techniques, materials, and resources. Sensory-motor, communication, self-help skills, and socialization training are explored through the implementation of behavioral intervention techniques. Developing behavioral objectives, functional analysis of behavior, and the design of lesson plans are emphasized.
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| SPEC 634 Teaching the Learning Disabled Adolescent (3) |
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This course offers a concise overview of the field of learning disabilities and more specifically addresses itself to the educational, personal, and social needs of secondary level learning disabled pupils. Placing the emphasis in teaching on maximizing the use of the skills and abilities adolescents demonstrate rather than emphasizing the remediation of skills that normally are mastered in the elementary school is stressed.
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| SPEC 640 Behavior Disorders in Children (3) |
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The focus of this course is on the education of children with emotional and social maladjustments. It provides the theoretical and experiential background necessary to plan effective interventions in school settings. Consideration is given to the major approaches and practices in current use for meeting the needs of young and school-aged children with behavioral disorders.
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| SPEC 641 Disturbed, Disturbing, and Disruptive Adolescents (3) |
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This course offers a consideration of children and youth with social and/or emotional handicaps in the special setting. Identification, treatment, and educational planning for behaviorally disordered and/or delinquent children and youth are discussed. Attention is given to the emotionally disturbed child in the regular class setting. Opportunities are provided for observation of such children in learning situations.
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| SPEC 646 Administration for Special Education (3) |
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This course is intended for teachers, child study team members, administrators of regular school programs, and for those aspiring to administrative roles related to the delivery of special services. A thorough study of the rules and regulations governing special education in New Jersey and the implications of recent federal legislation for administrators and supervisors of special services is undertaken. Cases illustrative of challenges to classification and their resolution are also discussed.
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| SPEC 650 Medical Problems of the Handicapped (3) |
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This course provides teachers, auxiliary school personnel, rehabilitation counselors, and other interested workers with an orientation to the medical aspects of disability. A study of individual disabilities and their medical, social, and emotional implications is undertaken to enable special educators to understand and interpret information about health and disease. The impact of HIV/AIDS and its relationship to special education practice are explored.
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| SPEC 656 Curriculum Planning For Young Children With Disabilities (3) |
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No course description available at time of print
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| SPEC 651 Procedures in Teaching the Neurologically and Perceptually Impaired (3) |
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This course focuses on advanced techniques and procedures for teaching the neurologically and/or perceptually impaired child. An analysis of teaching procedures is undertaken to suggest optimal ways of presenting learning tasks to children with minimal cerebral dysfunction. Meeting the needs of the child, physically, socially, emotionally, and intellectually are a prime objective of the procedures reviewed. The student undertakes a thorough understanding of etiology, associated conditions of impairment, procedures for evaluating disabilities, and teaching procedures to enhance learning.
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| SPEC 654 Introduction to Early Childhood Special Education (3) |
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In this course students examine the history, philosophy, legal perspectives, and research that underlie early childhood special education. As an introductory course, students become familiar with terminology, current trends, and issues related to the field. Students acquire knowledge of how young children differ in their development and as individual children. Students build on their knowledge of cultural and linguistic diversity and methods of assisting families with child development concerns.
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| SPEC 660 Medical, Emotional, and Social Implications of the Visually Handicapped (3) |
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This course offers a study of the visually handicapped. Medical aspects with their concomitant social and emotional implications are explored. Study is given to physiology of the eye, etiology, treatment, and prognosis of eye disorders.
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| SPEC 663 Interdisciplinary Assessment of Child and Family (3) |
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The knowledge of an assessment system is an important knowledge base of early childhood/special education educators. Partnerships, cultural diversity, appropriate early intervention assessment, and linking curriculum to assessment practices are a few of the important aspects of assessment. Thorough knowledge of child development, knowledge of formal and informal assessment variables, consultations with parents, as well as portfolio and authentic assessment are required competencies for the professional early childhood/special education educator. Early childhood assessment decisions impact infants, young children, and their families for life.
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| SPEC 667 Managing Severely and Profoundly Challenging Behavior in Children at Risk and Children with Disabilities (3) |
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Students are presented with methods used to prevent and treat behavior problems in children who are at risk or who have existing developmental disabilities. Emphasis is on the applied behavior analysis and functional analysis approaches to modifying behavior. Curricular approaches to controlling severe behavior problems are explored within applied behavior analysis/functional analysis frameworks. The subject matter is of strong concern for graduate students in special education and for teachers whose students include children with disabilities.
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| SPEC 668 Interdisciplinary Field Experiences and Seminar in Multicultural Early Childhood Settings (3) |
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Students visit a variety of early childhood special education settings serving young children with special needs and their families. Students work with various educators and specialists in intervention and inclusion programs. This course combines field experiences in early childhood special education settings with a seminar approach relating theory and research to practice.
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| SPEC 669 Developing Communications Skills in the Atypical Child (3) |
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This course focuses on the study of language disorders associated with mental retardation, emotional disturbance, developmental problems, brain injury, and other childhood impairments. Symptomatology, diagnosis, and suggested therapeutic approaches to ameliorating language difficulties are explored. Students are required to observe and/or work with a child with communication difficulties.
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| SPEC 670 Remediation of Learning Disabilities (3) |
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This course familiarizes candidates with a wide range of remediation approaches in all areas of academics: reading, written language, and mathematics. This course also assists candidates in developing skills which allow them to choose the appropriate strategies or interventions for specific academic problems. Prerequisite: SPEC 697 Diagnosis of Children with Learning Disabilities and advanced standing in the Learning Disabilities Program
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| SPEC 671 Therapeutic Interventions for the Learning Disabled Child (3) |
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This course focuses on issues of self-esteem and social skills of individuals with disabilities. It familiarizes the student with definitions and theories of self-esteem and social skills development, and discusses the impact of learning difficulties on social skill development. Methods of assessing social skills and interventions designed to ameliorate social skill deficits are major aspects of this course.
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| SPEC 672 Physiological and Psychological Learning Factors in the Education of Handicapped Children (3) |
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The relationship of neurological and physiological growth to psychological learning factors pertaining to the education of individuals with disabilities is presented. An understanding of the relationship of mind to brain, and the biological parameters which may dictate a student's performance in the classroom are integral aspects of this course. Pediatric and neurological examinations, the relevance of medical data to learning disorders and controversies, attention deficits, and other factors complicating classroom performance are presented.
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| SPEC 673 Functioning on the Child Study Team (3) |
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This course focuses on the members of the child study team and their roles as members of the team. Review of special education laws pertaining to the positions, school psychologist, school social worker, and learning disabilities teacher-consultant is a central aspect of this course. Emphasis is on a collaborative approach among professionals functioning as a team.
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| SPEC 674 Interpersonal and Consultation Techniques in Special Education (3) |
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This course serves the training needs of special educators who must function as resource persons to the larger school community. It develops in learning disability specialists, resource teachers, and other special education personnel, the communication skills necessary to advise and consult effectively regarding learning and behavioral problems. Through a didactic-experiential approach, the course considers the consultant role itself in the modern school. Problems of communication within a complex social structure, the nature of evaluative information and its communication, translating prescriptive programming and behavior management data into effective therapeutic intervention, modes of intervention, group process in consultation; communication with home community and other disciplines provide the focus for this course.
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| SPEC 675 Corrective Techniques for Teaching the Exceptional Child (3) |
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This course emphasizes analysis of educational tasks and preparation of instructional objectives and instructional sequences as they are related to the school curriculum for children with disabilities. Lesson planning, task analysis, and unit planning are discussed. Preparation of remedial materials and specialized techniques for correction of learning difficulties are included. Prerequisite: SPEC 605 Introduction to Education and Psychology of Exceptional Children and Youth
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| SPEC 680 Seminar in Special Education: Trends, Issues, and Research (3) |
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This course offers an appraisal of current problems, issues, and trends, as well as research in the broad area of special education and how these relate to the training and teaching of the exceptional child. Intensive study is given to major developments in the field of special education.
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| SPEC 681 Adults with Learning Disabilities (3) |
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Problems and issues of employment and education at the post-secondary level that face adults with learning disabilities are the focus of this course. Biographies of adults with learning disabilities are studied. Characteristics of adults with learning disabilities, issues of assessment, employment, public policy and the justice system are topics covered in this course. Prerequisites: SPEC 600 Introduction to Learning Disabilities; SPEC 672 Physiological and Psychological Learning Factors in the Education of Handicapped Children
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| SPEC 691 Research Seminar in Special Education (3) |
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This is a basic course in research methodology for the behavioral sciences. It draws on the periodical literature in special education to develop students' skills as consumers of research in that field, and further provides training in the principles and practices of educational research to enable students to plan and carry out self-generated inquiries, and to prepare findings in thesis/ project form. An academic base for the thesis/project terminal option is provided.
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| SPEC 695 Independent Study in Special Education (1) |
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This course offers the student additional time to conduct research under supervision. It is possible for the student to complete a satisfactory thesis or expanded terminal project by taking this course. Prerequisite: permission of chairperson
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| SPEC 697 Diagnosis of Children with Learning Disabilities (3) |
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This course familiarizes the student with the causes, types, diagnosis, and remediation of children with learning disabilities. A major part of the course consists of demonstrations of tests appropriate for use in diagnosing learning disabilities in children from the educational standpoint. All areas of learning are studied with an emphasis on the causes of learning disabilities in children. Time is provided to study factors which affect learning such as motivation, perception, interests, and concept development.
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| SPEC 698 Practicum in Learning Disabilities I (3) |
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This course allows students to implement and practice, with supervision, material related to the diagnosis and remediation of learning problems in children, adolescents, and adults. Opportunities to utilize educational testing material are provided. Students are expected to diagnose learning problems, write diagnostic reports, recommend remedial strategies, and implement those strategies in clinical and educational settings. Students interpret the results of evaluation and remediation to parents and other professionals. Students fulfill 75 hours of clock time. Prerequisites: SPEC 670 Remediation of Learning Disabilities; SPEC 675 Corrective Techniques for Teaching the Exceptional Child; SPEC 697 Diagnosis of Children with Learning Disabilities.
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| SPEC 699 Practicum in Learning Disabilities II (3) |
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This course allows the student to further practice and implement skills of diagnosis and remediation of learning problems in children and adolescents. Part of the focus is to use diagnostic information to implement and inform remediation of learning problems and to create individualized educational plans based on the information generated through diagnostic teaching. Prerequisites: SPEC 670 Remediation of Learning Disabilities; SPEC 675 Corrective Techniques for Teaching the Exceptional Child; SPEC 697 Diagnosis of Children with Learning Disabilities; SPEC 698 Practicum in Learning Disabilities I.
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| SPEC 700 Adults with Learning Disabilities (3) |
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Learning Disabilities present lifelong challenges. Problems and issues of employment and education at the post-secondary level that face adults with learning disabilities are the focus of this course. Biographies of adults with learning disabilities are studied. Topics include characteristics of adults with learning disabilities as well as issues relating to assessment, employment, public policy, and the justice system. This course is designed to be a mid-program course in the Master's degree program in Special Education with the Learning Disabilities Teacher Consultant Certification. It is also designed to be a pre-requisite for Practicum in Learning Disabilities III: Adults. Pre-requisites: SPEC 600: Introduction to Learning Disabilities; SPEC 672: Physiological and Psychological Learning Factors in the Education of Individuals with Disabilities.
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