POST-BACCALAUREATE SPECIAL EDUCATION TEACHER CERTIFICATION
This program is designed for a certified teacher who has decided to seek the Teacher of Students with Disabilities (TOSD) Endorsement in special education. The program is designed to give this teacher the necessary skills and information that s/he can teach in a self-contained special education classroom, a self-contained school, or teach in partnership in an inclusive education setting. The goal of this program is to give teachers the necessary foundational skills to effectively teach students with disabilities. The Special Education program has seven courses for 21 credits which fulfill the requirements for the Teacher of Students with Disabilities (TOSD) Endorsement.
ADMISSION REQUIREMENTS
- Minimum undergraduate GPA of 3.0 for program entry
- New Jersey certification in education (CEAS or STANDARD certification)
- Official undergraduate/graduate transcript
PROGRAM REQUIREMENTS (21 credits)
Course Code : ED 522
Course Description :
This course examines both the historical basis and current federal and state statutes and regulations pertaining to special education. In depth analysis of both federal and state law cases will be examined. Issues such as the IDEIA, ADA, NCLB, and Section 504 of the Rehabilitation Act, as well as state issues/regulations governing special education will be analyzed. Students will understand the concept of learning disabilities and the observable characteristics of those who are learning disabled ranging from severe to mild disabilities. Research, attitudes and current practice as they relate to children with individualized differences and special needs will be discussed and evaluated. This course has a 12-hour field component.
Credit : 3
Course Code : ED 527
Course Description :
This course provides a foundation in assessment practices and interpretation of results. Studied tests, applicable to multidisciplinary evaluation of students will include the WISC, WJ-IV, WIAT and other standardized instruments utilized during the referral process. Through individual research, case studies, or small group projects, students will become familiar with diagnostic, technically sound, and culturally responsive batteries. Evaluation of assessment results will inform decisions regarding eligibility and instructional planning. Understanding components of the Individual Education Program (IEP) and its development through a multidisciplinary Child Study Team (CST) will allow the student to transfer assessment competencies to the development and structuring of a learning program for a student with disabilities. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED522
Course Code : ED 530
Course Description :
This course is designed to teach future teachers to create effective learning environments for students with varying levels of skill in attention, academics, behavior and social areas on a variety of learning environments while focusing on the inclusive classroom. It will introduce ways of adapting materials, modifying curriculum and adjusting teaching strategies to meet the needs of the students. This course will also introduce various ways in which technology can enhance the learning experiences of students in a variety of learning environments.
Credit : 3
Prerequisites :
ED522, ED523
Course Code : ED 535
Course Description :
This course provides a comprehensive examination of theories of learning, emphasizing analysis of the commonality and diversity among learners. Objectives include the study of theories relative to learning, intelligence, reading, learning styles, developmental diversity, and the neurophysiological influences upon learning. A course outcome is the research-based examination of how various physical, emotional, and chemical conditions impact human development and thereby influences learning in all areas of the curriculum. This course has a 12- hour field component.
Credit : 3
Course Code : ED 536
Course Description :
This course examines reading from historical, theoretical, and pedagogical perspectives that influence research-based intervention approaches. The course builds upon prerequisite understanding of reasons for reading failure. Objectives include implementation of researchbased strategies that optimize direct instruction for teaching reading comprehension. The ability to effectively select, evaluate, and utilize reading interventions based on a CBI/RTI approach that appeals to reluctant readers and students with special needs is an outcome designed to enhance professional development and the ability to identify resources and materials effective for classroom literacy programs. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED535
Course Code : ED 539
Course Description :
Students in this course will be able to focus on identifying, reading, analyzing, evaluating and changing social, emotional and academic behavior of students with disabilities. Theories of comprehensive classroom management will be explored in the field of Special Education with the design of learning environments and application of behavior management techniques for making positive changes in the student’s academic, social and affective behavior. Specific emphasis will focus on Applied Behavior Analysis (ABA), including: defining and targeting behavior, designing intervention to teach responses and collection of graphing data to insure effective intervention. The student will also learn the process of Functional Behavior Assessment (FBA) and the resulting Behavior Intervention Planning (BIP) process all in compliance with IDEIA mandates and regulations. The student will conduct reviews and critiques of current behavior research as well as engage in practical implementation of FBA, BIP, utilizing graphs for data based decisions making, and social skill lesson planning. This course has a 12-hour field component.
Credit : 3
Course Code : ED 540
Course Description :
(formerly called The Special Educator as Collaborator) Provides students with the skills necessary for collaboration and consultation with other professionals and discusses not only how schools and teachers can collaborate with these agencies, but which agencies are the appropriate ones to contact. Communication strategies and skills, with emphasis on communicating with the home, with other teachers, and with professionals outside the field of education, will be practiced. Team building strategies between teachers and other professionals will be developed. Collaborative learning and collaborative planning will be practiced for implementation in in-class support programs. This course includes a 12-hour field component requirement.
Credit : 3
Prerequisites :
ED522, ED521, ED523
Transfer of Graduate Credit
Caldwell University will accept the transfer of three graduate credits provided the credits were completed within five years of previous graduate work. A description of each course must be submitted for review at time of application. Acceptance is pending review of the course and submission of official transcripts to the program coordinator. Approval of transfer credit is based on course content and grade earned in the course, which should be B or better.