Teacher of Students with Disabilities (Inclusive Education for Grades K-6 Teachers), Instructional Certification: Teacher Certification in Students with Disabilities (Preschool-Grade 12) - Graduate - 2015 University Catalog


TEACHER OF STUw/DISAB (TSWD for K6 Tchr)

Complete the following 2 requirement(s):

  1. INITIAL INSTRUCTIONAL CERTIFICATION

    Students must provide a copy of their initial New Jersey K-6 instructional certificate.

  2. PREREQUISITES

    If not taken previously, complete the following 2 courses or their equivalents as approved in writing by the GPC:

    FCST 512 Child Development I: Theories of Child Development (3 hours lecture) 3
    READ 500 Literacy Foundations (3 hours lecture) 3
  3. REQUIRED COURSES

    Complete the following 8 courses for 24 semester hours:

    ECSE 502 Sociocultural Context of Disability and Inclusive Education (3 hours lecture) 3
    ECSE 505 Learning and Development in Children With and Without Disabilities (3 hours lecture) 3
    ECSE 508 Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture) 3
    ECSE 536 Observation and Assessment of Elementary Age Children with Disabilities (3 hours lecture) 3
    ECSE 539 Pedagogy in Inclusive Elementary Education (3 hours lecture) 3
    ECSE 540 Practicum and Seminar in Inclusive Elementary Education (3 hours seminar) 3
    ECSE 541 Advanced Pedagogy in Inclusive Elementary Education (3 hours lecture) 3
    READ 515 Literacy Strategies for the Inclusive Elementary Classroom (3 hours lecture) 3

Course Descriptions:

ECSE502: Sociocultural Context of Disability and Inclusive Education (3 hours lecture)

This course applies critical perspectives to the study of disability and inclusive education through an examination of the shifting social, cultural and political constructions of disability in society. The course material deconstructs traditional psychological interpretations as well as medical models of disability, which conceptualize disability as a "problem" to be fixed or limitations that are located within individuals. In contrast, students explore sociocultural models of disability, which conceptualize disability as a social construct, and people with disabilities as members of marginalized minority group. By examining issues related to disability in the context of the sociocultural paradigm, students have opportunities to take varied perspectives on the ways in which social and environmental factors come to define the experience of disability. Students explore disability and inclusive education through multiple lenses, such as autobiography, personal narrative, film, social policy, and research. 3 sh.

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

This course is designed to provide teacher candidates with a socioculturally based understanding of children's development from birth through middle childhood. By examining theories and current research in child development, they learn that outcomes for children with and without disabilities are situated in multiple contexts, and in the complex interplay between biological and environmental factors. Children's developmental pathways will be understood in relation to their implications for learning in early childhood and elementary education settings. Teacher candidates learn the etiologies, behavioral characteristics and wide range of developmental outcomes associated with various disabilities and childhood disorders. They learn to observe and interpret the physio-motor, cognitive, and social/emotional development of children and provide interventions that promote optimal learning and development among all children. 3 sh.

Prerequisites: FCST 214 or FCST 512 or departmental approval.

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

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.

ECSE536: Observation and Assessment of Elementary Age Children with Disabilities (3 hours lecture)

Students actively engage in observation and assessment of elementary age children with disabilities, with particular emphasis on using assessment processes to inform teachers' pedagogy and support children's active involvement in the general education curriculum. Students plan, implement, and critically interpret the results of a wide range of types of both formal and informal assessments (e.g., standardized assessments, curriculum-based assessments, norm- and criteria-referenced assessments, performance-based and portfolio assessments, etc.) across all skill and subject areas. Throughout the course, specific attention is given to students' critical analysis of the underlying assumptions of assessment processes and of the culture, class, language, and gender implications of using assessment practices in schools. 3 sh.

Prerequisites: ECSE 502 and ECSE 505.

ECSE539: Pedagogy in Inclusive Elementary Education (3 hours lecture)

Students explore a range of pedagogic principles and practices that enable teachers to create inclusive classroom communities which support the social, behavioral, and academic needs of a diverse group of learners. Students critically analyze the challenges that diverse classrooms of learners pose in terms of traditional conceptions of classroom management and teacher-directed pedagogics, actively exploring as alternatives the inclusive pedagogical tools of differentiation, universal design for learning, collaborative teaching, and positive behavioral supports. Emphasis is placed on developing a conceptualization of inclusive schooling as schooling that is responsive to the needs of all students, and developing an understanding of the ways in which children may be at risk of experiencing marginalization and failure in schooling on the basis of dis/ability, and also on the basis of social class, race, ethnicity, language heritage, and other facets of identity. 3 sh.

Prerequisites: ECSE 502 and ECSE 505.

ECSE540: Practicum and Seminar in Inclusive Elementary Education (3 hours seminar)

Students participate in a supervised field experience within diverse K-5 settings serving children with and without disabilities. Upon pre-approval from the Graduate Program Coordinator, each student spends a minimum of 75 hours in the educational setting. Under guidance of the course instructor, students engage in small group work to discuss issues and topics from field-based experiences, and also to engage in problem-solving that draws upon research, theory, and conceptual models on child development, assessment, pedagogy, and collaborative practice. 3 sh.

Prerequisites: ECSE 502 and ECSE 505 and ECSE 539.

ECSE541: Advanced Pedagogy in Inclusive Elementary Education (3 hours lecture)

Drawing upon a variety of critical theories and pedagogies (e.g., critical disability studies, critical race theory, queer theory, feminist theories, etc.), students actively develop advanced, inclusive pedagogical strategies and stances that enable them to be responsive to students of significant cultural, behavioral, communication, and academic diversity in inclusive school settings. Students explore and enact direct connections between theory and ethical practice in their own pedagogy through active and in- depth exploration of both research-based case studies and examples drawn directly from their own classroom practice. Through this process, students add both advanced thinking (theoretical) tools as well as advanced collaborative process (problem-solving) tools to their strategic pedagogical toolbox. Students also develop the sophisticated pedagogic and professional development skills necessary for playing leadership roles in schools through the collaborative process of inclusion facilitation. 3 sh.

Prerequisites: ECSE 502 and ECSE 505 and ECSE 539.

FCST512: Child Development I: Theories of Child Development (3 hours lecture)

In this course students examine and critique the standard theories of so-called "normative" child development along with newer contextual models that consider the role of oppressive structures in the lives of children. 3 sh.

READ500: Literacy Foundations (3 hours lecture)

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.

READ515: Literacy Strategies for the Inclusive Elementary Classroom (3 hours lecture)

Students develop a) an understanding of literacy as a multiple, complex set of practices including issues of identity, context, definition and assumption, and b) a repertoire of pedagogic strategies for supporting the literacy development of diverse groups of learners in inclusive classrooms. Particular attention is paid to structurally differentiating workshop models of literacy instruction for diverse learners, incorporating assessment and intervention initiatives such as Response to Intervention (RTI), and integrating new literacies and multimedia, along with assistive technologies (AT) (including the role of augmentative/alternative communication systems [AACS]), in literacy instruction. 3 sh.

Prerequisites: ECSE 502 and ECSE 505.