Special Education (M.Ed.) - Graduate - 2012 University Catalog

You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.

Coordinator: Dr. Jennifer Goeke
Office: University Hall, Room 2119
Phone: (973) 655-6943
Email: goekej@mail.montclair.edu

Advisor: Margaret Leckey
Phone: (973) 655-3295
Email: leckeym@mail.montclair.edu P-3 and K-5/TSD
If you hold P-3 or K-5 initial certification and are interested in obtaining Teacher of Students with Disabilities certification and/or a master's degree, please contact Dr. Donna Bogart (K-5) at (973) 655-5490 or by email at bogartd@mail.montclair.edu, or Sara Wasserman (P-3) at (973) 655-4469 or by email at wassermans@mail.montclair.edu.

This is an advanced teacher certification program for those who already have general education teacher certification or CEAS in K-5, K-8, or Content Area who wish to obtain special education certification (Teacher of Students with Disabilities) and a master's degree. The program emphasis is on inclusive education.

Please note that all special education teachers in N.J. must have a dual certification in general education (P-3, K-5, or Content Area) and special education (Teacher of Students with Disabilities). Applicants who donot hold general education certification can obtain dual certification in P-3 or K-5 and special education. The initial certification programs for dual certification - P3 & TSD & K-5 & TSD and Literacy Education. Currently the dual certification program for Content Area and special education is not offered.

Applicants who have P-3 certification can obtain special education certification at the P-3 Level in the Department of Early Childhood, Elementary, and Literacy Education.

The M. Ed. in Special Education requires students to complete 36 credits. The program of study includes 27 credits of coursework in special education required for certification as Teacher of Students with Disabilities, 6 credits of advanced courses in special education and 3 credits in research that result in the completion of a culminating project. The project extends learning by providing and experience in designing and implementing an action research project related to inclusive education.

The M. Ed. meets the needs of working professionals who typically enroll in 3-6 credits per semester. The courses are offered in the evenings and summer. A maximum of 6 graduate credits may be accepted from other institutions, provided that the courses are parallel in content and requirements to those in the program.

APPLICANTS TO THIS PROGRAM MUST ALREADY HOLD CERTIFICATION OR CEAS IN GENERAL EDUCATION (ELEMENTARY OR CONTENT AREA). Completion of a comprehensive project is a requirement for this program.


SPECIAL EDUCATION (Tchr Studnts w/Disab)

  1. PREREQUISITE

    Complete 1 course from the following if not taken at the undergraduate level:

    1. (for those with K-5 or K-8 certification)

      READ 500 The Nature of Reading. Starting Summer 2012: Literacy Foundations (3 hours lecture) 3
    2. (for those with subject area certification).

      READ 501 Techniques of Reading Improvement in the Secondary School (3 hours lecture) 3
  2. MAJOR REQUIREMENTS

    Complete 33 semester hours including the following 3 requirement(s):

    1. SPECIALIZATION COURSES

      Complete 4 requirement(s) for 27 semester hours:

      1. Complete 6 courses for 18 semester hours:

        SPED 566 Language-Based Learning Strategies for Use in Inclusive Settings (3 hours lecture) 3
        SPED 579 Special Education for Students with Disabilities (3 hours lecture) 3
        SPED 584 Assessment and Evaluation in the Inclusive Classroom 2-3
        SPED 587 Advanced Instructional Techniques for Students with Learning Problems (3 hours lecture) 3
        SPED 588 Promoting Prosocial Behaviors in Inclusive Settings 2-3
        SPED 597 Practicum and Seminar in Teaching Students with Disabilities 3
      2. Complete 1 course from the following:

        1. (for those with K-5 or K-8 certification)

          SPED 567 Instructional Planning for Students with Disabilities in Inclusive Settings I (3 hours lecture) 3
        2. (for those with subject area certification).

          SPED 568 Instructional Planning for Students with Disabilities in Inclusive Settings II (3 hours lecture) 3
      3. Complete 1 course from the following:

        1. (for those with K-5 or K-8 certification)

          ECSE 508 Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture) 3
        2. (for those with subject area certification).

          SPED 586 Transition Services for Students with Disabilities (3 hours lecture) 3
      4. Complete 1 course for 3 semester hours:

        SPED 585 Technology for Inclusive Classrooms 2-3
    2. ELECTIVE

      Complete 1 course from the following list.

      ARED 525 Art and Special Education (3 hours lecture) 3
      ARGS 560 Graduate Visual Arts Workshop 1-12
      ECSE 505 Early Learning and Development in Young Children With and Without Disabilities (3 hours lecture) 3
      ECSE 506 Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture) 3
      ECSE 508 Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture) 3
      ECSE 519 Language and Early Literacy Development (3 hours lecture) 3
      MEDI 503 Critical Basics of Media and Technology Production (3 hours laboratory) 3
      MEDI 506 Evaluation and Selection of Educational Media (3 hours lecture) 3
      READ 501 Techniques of Reading Improvement in the Secondary School (3 hours lecture) 3
      READ 503 Literature for Adolescents (3 hours lecture) 3
      READ 525 Literacies, Digital Technology and Learning (3 hours lecture) 3
      SPED 578 Evaluation and Planning for Students with Learning Problems I (3 hours lecture) 3
      SPED 583 Educating Students with Moderate/Severe Disabilities (3 hours lecture) 3
      SPED 586 Transition Services for Students with Disabilities (3 hours lecture) 3
      SPED 591 Teaching Organization and Study Skills for the Inclusive Classroom. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI) or Master of Education (MED) (3 hours lecture) 2-3
      SPED 595 Medical and Physical Bases of Disabilities (3 hours lecture) 3
      SPED 668 Consultation Methods in Psychoeducational Settings (3 hours lecture, 1 hour other) 3
    3. CULMINATING EXPERIENCE

      Complete to earn 3 semester hours

      SPED 690 (3 hours lecture) 3

Course Descriptions:

ARED525: Art and Special Education (3 hours lecture)

Using a variety of approaches, including seminar, art making, and fieldwork, graduate students will enhance their understanding of how students with special needs learn in the art classroom; and how the visual arts may be used to enhance the learning experiences of special needs students in elementary and secondary schools. Least restrictive learning environment and best practices for insuring the success of students with exceptional educational needs are explored. Following a non-categorical approach, the course includes consideration of the social, psychological, and aesthetic needs of students with mild to moderate intellectual, social, emotional and physical disabilitites. This course is intended for teachers, museum staff and other education professionals who wish to increase their knowledge, effectiveness and management of art and special education learning and teaching experiences. 3 sh.

Prerequisites: General Psychology, Educational Psychology and Psychology of Exceptional Children and Youth.

ARGS560: Graduate Visual Arts Workshop

Selected studio topics which represent current concerns within the contemporary world of the visual arts. May be repeated for a maximum of 24.0 credits as long as the topic is different. 1 - 12 sh.

Prerequisites: Departmental approval.

ECSE505: Early Learning and Development in Young Children With and Without Disabilities (3 hours lecture)

In this course, students develop a contextually based understanding of child development from conception to age five. They examine various theories and research on the issues of child development, focusing particularly on the impact of risk and protective factors on early development. They consider typical and atypical developmental pathways in relation to their implications for children's learning. Students learn the etiologies, behavioral characteristics, range of developmental outcomes, and family impact associated with various disabilities and childhood disorders. They learn methods for observing and interpreting the physical, motor, cognitive and socio/emotional development of children and develop intervention strategies that are best suited to meet the individualized learning needs of young children with and without disabilities. 3 sh.

Prerequisites: FCST 214 or FCST 512 or departmental approval.

ECSE506: Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture)

Focus on observation, screening and assessment of young children with special needs from birth to age five. Students explore commonly used techniques, instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. Starting Summer 2012: This course focuses on observation, screening and assessment of young children with disabilities from birth to age eight. Students explore commonly used techniques and assessment instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. 3 sh.

ECSE508: Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture)

Addresses family-professional partnerships in early childhood special education. Students gain knowledge, skills and dispositions to work collaboratively with diverse families to support the development and education of young children with special needs. Various models including family-focused practice and family systems theory are discussed. Starting Summer 2012: This course is designed to enhance students' understanding of the importance of meaningful family-professional partnerships. Students gain knowledge, skills, and dispositions to work collaboratively with diverse families to support the education of children with disabilities. The influence of historical, social, cultural, and community influences are deeply embedded in course content. Various approaches including family-focused practice and family systems theory are explored. Students draw from course readings, presentations by guest speakers, and personal and professional experiences to participate in class discussions, complete assignments and expand their understanding of issues vital to families of children with disabilities. 3 sh.

ECSE519: Language and Early Literacy Development (3 hours lecture)

Explores the development of language, communication and early literacy in children birth to age five, focusing on both typical and atypical development pathways. Considers how children acquire language in social context and the relationships between communicative skills and literacy. Within a theory to practice framework, the course covers topics that include the family's role in early language development, language socialization across cultures, bilingualism and second language acquisition, speech and language impairments, and the emergence of literacy in both home and preschool settings. The role of early childhood teachers in fostering language and literacy development in children with diverse needs and backgrounds is highlighted. 3 sh.

MEDI503: Critical Basics of Media and Technology Production (3 hours laboratory)

This course introduces critical and practical frameworks for producing educational media. Students engage in hands-on production of multiple media forms to support a variety of curricular goals, with emphasis on digital media. Students explore the possibilities of multimedia and non-linear teaching and learning for educators and learn the fundamentals of interactive and integrative curriculum design across MacIntosh and PC-based computer platforms. Open to matriculating and non-matriculating students. 3 sh.

MEDI506: Evaluation and Selection of Educational Media (3 hours lecture)

Emphasizes the evaluation and selection of research materials in multiple media formats - from print to digital. The course provides opportunities to discover what kinds of resources are available and generate criteria for evaluating the quality and usefulness of new and traditional media in supporting the research process. 3 sh.

READ500: The Nature of Reading. Starting Summer 2012: Literacy Foundations (3 hours lecture)

Examines the foundations of reading: the nature of the reading process, readiness, beginning instruction, current practices in the teaching of reading in early childhood and elementary education, a reappraisal of the role of reading in a technological society. Starting Summer 2012: Students examine the theoretical and pedagogical foundations of literacy and literacy teaching. This involves learning about reading development, early years and elementary literacy instruction, assessment processes and policies, and practical strategies for ensuring literacy success for all school students. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.

READ503: Literature for Adolescents (3 hours lecture)

Offers background for the development of recreational reading programs in middle schools and high schools. Literature written for students, as well as literature intended to be read widely by adolescents, criteria for book selection, censorship, role of mass media, minority group identification through books, bibliotherapy, bibliographic tools, and the importance of the librarian. 3 sh.

READ525: Literacies, Digital Technology and Learning (3 hours lecture)

Within this course, students examine a range of theoretical, methodological and practical approaches to identifying and understanding new literacies. In particular, students engage with sociocultural approaches to understanding and exploring new literacies that focus on literacy in connection with social practices. Students also evaluate popular literacy and technology uses in classrooms, and develop their own strategies for bringing together literacy learning and digital technologies in well informed and forward-looking ways in schools. 3 sh.

SPED566: Language-Based Learning Strategies for Use in Inclusive Settings (3 hours lecture)

This course presents an overall view of language development and language disorders as the basis for implementing instruction that attends to language-based learning difficulties. A major focus will be the development of instructional strategies that can be employed in inclusive classroom settings to promote learning across the curriculum. The use of metalinguistic and metacognitive strategies will be stressed. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED567: Instructional Planning for Students with Disabilities in Inclusive Settings I (3 hours lecture)

This course is designed to provide educators with the skills necessary to meet the needs of students with disabilities in K-5 inclusive classrooms. Educators will learn how to use developmentally appropriate practice and universal design curriculum to enhance the learning of students who display competencies across a wide range. The major focus will be on practical techniques and strategies that can be used to provide quality instruction in inclusive settings. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED568: Instructional Planning for Students with Disabilities in Inclusive Settings II (3 hours lecture)

This course will enhance the ability of future educators to provide effective planning and instruction for students with disabilities in 6-12 inclusive classrooms. Educators will learn how to apply developmentally appropriate practice and curriculum design to improve the learning of students who exhibit competencies across a wide range. The emphasis will be on practical techniques and strategies that can be utilized in an inclusive setting. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED578: Evaluation and Planning for Students with Learning Problems I (3 hours lecture)

This course presents the role of the LDT-C on the Child Study Team, the administration and interpretation of standardized and functional assessment methods for identifying learning difficulties and disabilities, training to facilitate data-based decision making, formulation of an instructional plan based on assessment data, assessment regulations in law code, and legal and ethical issues. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED579: Special Education for Students with Disabilities (3 hours lecture)

An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 3 sh.

SPED583: Educating Students with Moderate/Severe Disabilities (3 hours lecture)

In this course, students learn about characteristics, etiology/causation, and service delivery options in the education/habilitation of individuals with moderate/severe disabilities. Students explore services for these students and current issues and best practices in providing them with education and related services that best meet their unique needs. Students examine the changing role of the teacher in the coordination of ancillary personnel, implementation of empirically based educational programs, educational/behavioral assessment strategies, systematic instructional programming, and assimilation of parents into the educational process. They also explore ecological reviews of curriculum issues such as functional, chronologically age-appropriate activities; community-referenced and community-based instruction; ecological inventories; and knowledge of inclusionary/collaborative strategeis for students with moderate/severe disabilities. Students conduct observations in approved schools or programs for persons with moderate/severe disabilities. 3 sh.

Prerequisites: SPED 367 or SPED 567 or SPED 568 (depending on the student's program). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED584: Assessment and Evaluation in the Inclusive Classroom

This course is designed to be an introduction for pre-service teachers in the field of Special Education assessment and accountability. The course will introduce students to elements of traditional assessment, including record keeping, grading, objective and essay testing, theories of validity as well as authentic, performance, and portfolio assessment. The keeping of anecdotal records, inclusion, heterogeneous groups, and accommodations will also be components of this course. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED585: Technology for Inclusive Classrooms

The course is designed to provide educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main purposes for students with disabilities will be emphasized. Teachers will learn how to provide access to the curriculum for students with disabilities by using the principles of Universal Design for Learning as a framework for curriculum design. They will learn how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED586: Transition Services for Students with Disabilities (3 hours lecture)

This course will focus on a Research-Based and Teacher-Tested Support Model for planning and implementing transition services for students with disabilities. Successful transition services will allow students to build the bridges toward becoming independent self advocates with the insights, skills, knowledge, and learning techniques for successful transition from school to adult life. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED587: Advanced Instructional Techniques for Students with Learning Problems (3 hours lecture)

The Learning Strategies Model for assisting students with learning problems to become independent will be used as framework; techniques for inclusion in regular educational settings, collaboration, strategies for planning instruction to meet diverse needs of students with mild disabilities, and special issues related to instruction will be presented. 3 sh.

Prerequisites: SPED 567 or SPED 568. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED588: Promoting Prosocial Behaviors in Inclusive Settings

This course is designed to provide future teachers with theory and practice related to the development of appropriate prosocial behaviors within inclusive classroom settings for students with disabilities. This course will focus on behavior and the developmental and environmental factors that influence its expression. Emphasis will be placed on functional analysis of behavior, how to promote appropriate behavior, and how to develop a classroom setting that fosters prosocial behaviors. Principles of social/emotional learning, social skills development as well as data collection, schedules of reinforcement monitoring progress, social problem solving, and promotion of positive behavior plans will be explored. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED591: Teaching Organization and Study Skills for the Inclusive Classroom. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI) or Master of Education (MED) (3 hours lecture)

In this course, future and practicing teachers who work with students with disabilities in middle and secondary school learn how to enable those students to become more effective learners so they can have greater access to the general education curriculum. Increased inclusion has led to higher expectations for students with disabilities and the need to meet the more rigorous demands of the general education classroom. This requires study and organization skills, wich students with disabilities often lack as a result of the impact of their disability. In this course, teachers become familiar with research-based study and organization strategies as well as effective instructional methods for systematic and explicit instruction to teach these strategies. Through these strategies, they can help students compensate for their disability characteristics and become more independent, engaged learners. 2 - 3 sh.

Prerequisites: SPED 469, SPED 568 or SPED 587. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED595: Medical and Physical Bases of Disabilities (3 hours lecture)

Critical dimensions of the neurological and biological growth in the context of developmental disabilities are discussed. The relevance of the pediatric and neurological examinations for understanding disabilities is provided. The medical treatment of disabilities is presented. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED597: Practicum and Seminar in Teaching Students with Disabilities

This course provides students with direct experience in teaching children and adolescents with special education needs in a controlled internship program. Students learn to analyze and carry out individualized education programs developed by child study teams that will help children and adolescents with learning difficulties be successful in regular and special education settings. The emphasis is on instruction of children and adolescents with mild to moderate disabilities. In addition to 90 hours of direct instruction of children and adolescents with special needs in an approved placement, each practicum student must participate in class seminars, conferences and planning sessions. 3 sh.

Prerequisites: SPED 566, SPED 584, SPED 585, SPED 588, and permission of graduate advisor. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED668: Consultation Methods in Psychoeducational Settings (3 hours lecture, 1 hour other)

This course is designed to provide students with theory and practice about the consultation process. The course will identify a collaborative, problem-solving model of consultation in psychoeducational settings and define the intrapersonal, interpersonal and systemic factors associated with successful consultation. Students will locate consultation cases and function under direct supervision and monitoring. Cross listed with Psychology, PSYC 668. 3 sh.

Prerequisites: SPED 587. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED690: (3 hours lecture)

This course represents a capstone course for graduate students in the process of theory, conceptualization, research methods, operationalization, and analysis in the completion of an action research project. This course will link all of the practical aspects of conducting action research with the scholarly tools that support the cycle of reflective practice, thereby showing prospective and practicing teachers how to make action research a natural part of their teaching and to utilize action research to enhance inclusive education for students with disabilities. The course will help define action research and clarify its nature, providing a clear description of the relationship between qualitative and quantitative research. Students will then be offered step-by-step procedures for planning, implementing, and evaluating the kind of research projects that help pre-service teachers use their own understanding and expertise to work systematically through finding a solution to the problem they are investigating. Students will make an oral presentation of their project results through a departmentally approved review process or an approved graduate symposium. 3 sh.

Prerequisites: SPED 587. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).