Special Education
Graduate Information Session
School of Education
May 8, 2024 @ 4pm | Register Here
Classes are offered in-person, on-campus.
The 36-credit M.A. in Special Education is designed to give teachers the necessary skills and information to teach in a self-contained special education classroom, work in a related field in special education, teach in a partnership in an inclusive education setting, or practice as a Learning Disabilities Teacher Consultant (LDT-C). The goal of this program is to give teachers the skills to effectively teach students with disabilities.
Caldwell offers 4 different strands within the M.A. in Special Education:
- Strand 1 serves those who have a CEAS or a STANDARD teaching certificate and want to earn the Teacher of Students with Disabilities (TOSD) Endorsement.
- Strand 2 serves teachers who have three or more years of documented teaching experience, a STANDARD teaching certificate, and wish to earn the TOSD and LDT-C.
- Strand 3 serves teachers who have the TOSD Endorsement and want to earn the M.A. in Special Education. A core of 21 credits, required as part of.
- Strand 4 serves those who have a CEAS or a STANDARD teaching certificate and want to earn the Teacher of Students with Disabilities (TOSD) Endorsement with a concentration in Applied Behavior Analysis (ABA).
Strand 1, 2, and 4 fulfill the New Jersey Department of Education requirements for the TOSD Endorsement.
Admission Requirement
- Minimum undergraduate GPA of 3.0 for program entry
- New Jersey certification in education. Strand 2 also requires three or more years of documented full-time successful teaching experience
- Official undergraduate/graduate transcript
- Two professional references
- Submit a personal statement of a minimum of 2-3 pages describing reason for pursuing this graduate program in special education including what your career goals are for this area of specialization
- Personal interview
RETENTION FOR ALL PROGRAMS IN THE SCHOOL OF EDUCATION
Students may only earn one grade below B- in a graduate level course. This course may be repeated once to earn a higher letter grade. Any student who receives a grade below B- in a second graduate level course will be dismissed from the program.
Some courses are assessed as PASS/FAIL.
School of Education program requirements are subject to change based on the NJ DoE regulations. For most current information, please consult the Caldwell University School of Education Website.
Please refer to Financial Aid for thesis or dissertation enrollment status information.
As the capstone requirement of the M.A. in Special Education, students must successfully complete two semester capstone courses, ED 610 Education Research I & ED 611 Education Research II. In these classes, students will first complete a review of literature in a particular area within special education. They will then design and conduct an action research paper.
M.A. IN SPECIAL EDUCATION
The 36-credit M.A. in Special Education is designed to give teachers the necessary skills and information to teach in a self-contained special education classroom, work in a related field in special education, teach in a partnership in an inclusive education setting, or practice as a Learning Disabilities Teacher Consultant (LDT-C). The goal of this program is to give teachers the skills to effectively teach students with disabilities. Caldwell offers four different strands within the M.A. in Special Education. Strand 1 serves those who have a CEAS or a STANDARD teaching certificate and want to earn the Teacher of Students with Disabilities (TOSD) Endorsement. Strand 2 serves teachers who have three or more years of documented teaching experience, a STANDARD teaching certificate, and wish to earn the TOSD and LDT-C. Strand 3 serves teachers who have the TOSD Endorsement and want to earn the M.A. in Special Education. A core of 21 credits, required as part of Strand 1 and Strand 2, fulfills the New Jersey Department of Education requirements for the TOSD Endorsement. Strand 4 serves those who have a CEAS or a standard teaching certificate and want to earn the TOSD certification with a concentration in Applied Behavior Analysis (ABA).
ADMISSION REQUIREMENTS
- Minimum undergraduate GPA of 3.0 for program entry
- New Jersey certification in education. Strand 2 also requires three or more years of documented full-time successful teaching experience
- Official undergraduate/graduate transcript
- Two professional references
- Submit a personal statement of a minimum of 2-3 pages describing your reason for pursuing this graduate program in special education including what your career goals are for this area of specialization
- Personal interview
PROGRAM REQUIREMENTS (36 credits)
Strand 1 required core courses (36 credits)
This course sequence is approved by the New Jersey Department of Education requirements for the Teacher of Students with Disabilities Endorsement *(TOSD)
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
Course Code : ED 564
Course Description :
This course is designed to provide practice for the teacher in the use of formal and informal assessments as they apply to the diagnosis of student skills and ability in reading. The utilization of a literacy profile, miscue analysis, running records and diagnosis and prescriptive techniques will be emphasized in this course. (12-hour field requirement)
Credit : 3
Course Code : ED 568
Course Description :
This course is designed to present advanced remedial research-based corrective teaching strategies that are tailored to assist students with learning disabilities to master academic and social needs. Specific subtypes of learning disabilities will be highlighted. These include disorders of linguistic functioning; disorders that reflect auditory, visual and central processing that selectively interfere with the organization, integration, analysis and synthesis of verbal/ non-verbal information; disorders which refer to ADHD; and those which are connected to social competence. Particular methods of instruction in reading, writing, mathematics and spelling are presented for special education and regular education settings. This course has a 12-hour field component. 70EDUCATION
Credit : 3
Prerequisites :
ED522, ED521, ED535
Course Code : ED 610
Course Description :
This course guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of the process, students will develop an understanding of research procedures and analyze published research related to their topic of study. ED 611 continues the research process with a focus on implementing the study, analyzing data collected, and formally writing the results.
Credit : 3
Prerequisites :
At least 27 graduate credits.
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Content Title
Elective Interdisciplinary (Curriculum and Instruction or Literacy) or Advisor Approval (3)
Strand 2 required courses (21 credits)
This course sequence is approved by the New Jersey Department of Education requirements for the Teacher of Students with Disabilities Endorsement *(TOSD) and Learning Disabilities Teacher-Consultant (LDT-C) Certification
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 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
Course Code : ED 559
Course Description :
This course provides for advanced training in the identification of, and the planning for students with learning disabilities. Administration and analysis of diagnostic batteries, views on measurement issues and evaluation of data to make decisions regarding eligibility and instructional planning will be covered. An overview of tests, applicable to educational assessment and Child Study Team will be emphasized. Case Studies Methods will be used to simulate teacher, parent and Child Study Team practices. Students will be required to assess a student utilizing within their 12 hour clinical field component.
Credit : 3
Prerequisites :
ED522, ED530, ED535, ED536, and ED539
Course Code : ED 613
Course Description :
This course represents a key course to individually assessing students with disabilities for graduate students acquiring the Learning Disabilities Teacher Consultant endorsement. The course will focus on methods of qualitative and quantitative research including: conceptualization, methodology, and analysis of a case-study research project during the Practicum. A study of research-based studies will be analyzed to engage the student in the above methodologies. A final project will include designing a case study and analytical report of findings. Remedial strategies for students with Learning Disabilities will be addressed with application to the assessment requirement of a student. Requirements for this final project are a final paper and oral presentation of the results. This course must be taken simultaneously with either ED 614 or ED 615. Practicum courses (co-requisite).
Credit : 3
Prerequisites :
ED559
Course Code : ED 610
Course Description :
This course guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of the process, students will develop an understanding of research procedures and analyze published research related to their topic of study. ED 611 continues the research process with a focus on implementing the study, analyzing data collected, and formally writing the results.
Credit : 3
Prerequisites :
At least 27 graduate credits.
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Course Code : ED 614
Course Description :
This course begins the supervised field experience of the student with a multi-disciplinary Child Study Team during the Referral Process. It includes the identification, evaluation procedures and analysis of diagnostic results through administration of valid assessment instruments determining eligibility for Special Education and related services. The student will become involved in the observations, consultations, diagnostic assessment, instructional planning, remediation and collaboration as a member of the Child Study Team interacting with teachers, administration and parents. The above experience results will be incorporated in class discussions focusing on the specialized role of the LDTC during the entire Child Study Team referral process and its function in the educational domain. (Minimum of 45 hours of Supervised Field Experience with a mentor and an LDTC Caldwell College Supervisor.)
Credit : 3 – 0
Prerequisites :
ED522, ED540, ED530, ED527, ED536, ED539, ED535, ED521, ED525, ED559, ED568, ED523
Course Code : ED 615
Course Description :
This course is a continuation of the ED 614 LDTC Practicum I. During this practicum the student will have the continued opportunity to function as the LDTC on the Child Study Team under the continued mentorship of a certified Learning Disabilities Teacher consultant. Students will continue to apply the knowledge, skills and values learned throughout the specialized courses in this program. The focus will be on the understanding, diagnosis and assessment, and instructional planning for the education of students with disabilities incorporating the NJCCS mandates and proper placement of each student in the Least Restrictive Environment through collaboration between educational professionals and parents. The student will also participate in the development of the IEP and participate during the Determination of Eligibility IEP parental meetings and other Annual IEP parental meetings throughout the practicum. The outcomes will be discussed during class sessions. (Minimum of 45 hours of Field Experience under LDTC supervisor.)
Credit : 3
Prerequisites :
ED614, ED521, ED525, ED530, ED535, ED540, ED559, ED568, ED523, ED539
Co requisites :
ED610 or ED611
Strand 3 required core courses (21 credits)
M.A. in Special Education: Required TOSD Endorsement
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 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 559
Course Description :
This course provides for advanced training in the identification of, and the planning for students with learning disabilities. Administration and analysis of diagnostic batteries, views on measurement issues and evaluation of data to make decisions regarding eligibility and instructional planning will be covered. An overview of tests, applicable to educational assessment and Child Study Team will be emphasized. Case Studies Methods will be used to simulate teacher, parent and Child Study Team practices. Students will be required to assess a student utilizing within their 12 hour clinical field component.
Credit : 3
Prerequisites :
ED522, ED530, ED535, ED536, and ED539
Course Code : ED 610
Course Description :
This course guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of the process, students will develop an understanding of research procedures and analyze published research related to their topic of study. ED 611 continues the research process with a focus on implementing the study, analyzing data collected, and formally writing the results.
Credit : 3
Prerequisites :
At least 27 graduate credits.
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Elective courses for Strand 3 (15 credits)
(Select five courses from the list below)
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 534
Course Description :
This course will focus on effective instructional strategies recommended when teaching writing skills to students with special needs. Assessment of writing skills and differentiation of instruction for this student population will become an integral part of this course. Student profiles will be used to develop individualized programs for students within the special needs population.
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
Course Code : ED 568
Course Description :
This course is designed to present advanced remedial research-based corrective teaching strategies that are tailored to assist students with learning disabilities to master academic and social needs. Specific subtypes of learning disabilities will be highlighted. These include disorders of linguistic functioning; disorders that reflect auditory, visual and central processing that selectively interfere with the organization, integration, analysis and synthesis of verbal/ non-verbal information; disorders which refer to ADHD; and those which are connected to social competence. Particular methods of instruction in reading, writing, mathematics and spelling are presented for special education and regular education settings. This course has a 12-hour field component. 70EDUCATION
Credit : 3
Prerequisites :
ED522, ED521, ED535
Course Code : ED 576
Course Description :
This course examines the foundation of reading: the nature of the reading process, early childhood reading instruction, definitions of reading, current practices in the teaching of reading and the implications for teachers as they influence literacy in a technological society.
Credit : 3
Course Code : ABA 537
Course Description :
This course is designed to provide an introduction to applying the basic principles of behavior to address issues of social significance. The purposes of this class are to review defining characteristics of applied behavior analysis and define basic principles of behavior (reinforcement, punishment, extinction, motivating operations, discrimination/generalization) through an applied lens. Thereafter, students will identify how these principles can be used in the development of applied interventions to establish or strengthen behaviors (e.g., prompting, shaping, chaining, differential reinforcement), decrease behavior (e.g., extinction, punishment), promote generalization and maintenance, and design/employ other applied technologies (e.g., token economies, group contingencies, behavioral contracts). A discussion of basic verbal operants and diversity, equity, and inclusion will also be included.
Course Code : ED 615
Course Description :
This course is a continuation of the ED 614 LDTC Practicum I. During this practicum the student will have the continued opportunity to function as the LDTC on the Child Study Team under the continued mentorship of a certified Learning Disabilities Teacher consultant. Students will continue to apply the knowledge, skills and values learned throughout the specialized courses in this program. The focus will be on the understanding, diagnosis and assessment, and instructional planning for the education of students with disabilities incorporating the NJCCS mandates and proper placement of each student in the Least Restrictive Environment through collaboration between educational professionals and parents. The student will also participate in the development of the IEP and participate during the Determination of Eligibility IEP parental meetings and other Annual IEP parental meetings throughout the practicum. The outcomes will be discussed during class sessions. (Minimum of 45 hours of Field Experience under LDTC supervisor.)
Credit : 3
Prerequisites :
ED614, ED521, ED525, ED530, ED535, ED540, ED559, ED568, ED523, ED539
Co requisites :
ED610 or ED611
Strand 4 required core courses (36 credits)
Master of Arts in Special Education with TOSD and a concentration in Applied Behavior Analysis (ABA)
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 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
Course Code : ED 610
Course Description :
This course guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of the process, students will develop an understanding of research procedures and analyze published research related to their topic of study. ED 611 continues the research process with a focus on implementing the study, analyzing data collected, and formally writing the results.
Credit : 3
Prerequisites :
At least 27 graduate credits.
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Concentration
Course Code : ABA 537
Course Description :
This course is designed to provide an introduction to applying the basic principles of behavior to address issues of social significance. The purposes of this class are to review defining characteristics of applied behavior analysis and define basic principles of behavior (reinforcement, punishment, extinction, motivating operations, discrimination/generalization) through an applied lens. Thereafter, students will identify how these principles can be used in the development of applied interventions to establish or strengthen behaviors (e.g., prompting, shaping, chaining, differential reinforcement), decrease behavior (e.g., extinction, punishment), promote generalization and maintenance, and design/employ other applied technologies (e.g., token economies, group contingencies, behavioral contracts). A discussion of basic verbal operants and diversity, equity, and inclusion will also be included.
Course Code : ABA 534
Course Description :
This course will provide an overview of applications of research methodology involving direct observation and single-subject designs. This class will consist of a systematic investigation into the major research methods and related issues relevant to identifying functional relationships among environmental and behavioral variables in behavior analysis. The course content is primarily geared to cover the following major content areas: Measurement, Data Displays, and Interpretation; Experimental Design. Specific topics will include independent and dependent variables, various research designs (including withdrawals, reversals, alternating-treatments, multi-element, changing-criterion, and multiple-baseline designs), considerations in using various designs, identifying dimensions of behavior (e.g., rate, duration, latency, or inter-response times), operational definitions, measurement procedures, inter-observer agreement, reliability and validity, Standard Celeration Charts, and making treatment decisions using data displayed in various formats.
Course Code : ABA 526
Course Description :
Provides an introduction to behavior analysis and the learning principles on which ABA is founded. Everyday behavior and how it changes is explained by learning principles derived from an analysis of scientific research. Students learn procedures that derive from behavioral principles and practice implementing those procedures in computer simulations. Principles and procedures in the course curriculum include reinforcement, extinction, differential reinforcement, punishment, stimulus control, issues of discrimination and generalization, shaping, fading, prompting, concept formation, stimulus equivalence, respondent learning, conditioned reinforcement, schedules of reinforcement, and behavioral definitions.
Credit : 3
Course Code : ABA 556
Course Description :
This course, which is a continuation and expansion on the principles learned in ABA 537 Intro to ABA, will examine strategies to promote generalization of learned skills, prompting strategies, teaching self-management, group-oriented contingencies, shaping techniques, behavior chains, motivational systems, and other topics. This course includes a 12-hour field component requirement.
Prerequisites :
ABA 537
Transfer of Graduate Credit
Caldwell University will accept the transfer of up to six graduate credits (master’s degree) and three graduate credits (post-baccalaureate degree) provided the credits were completed within five years of the student's registration at Caldwell University. Official transcripts of previous graduate work as well as the description of each course must be submitted for review at the time of application. Approval of transfer credit is based on course content and grade earned in the course, which should be B or better. Each transfer request will be reviewed by the Program Coordinator.
