56:300:500
Psychological Foundations of Learning (3)
This course examines child and adolescent development and
focuses on developmental stages, learner motivation, student interests,
creating a healthy learning climate, language development, and individual
differences. (NJPST 1,2,3)
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56:300:501
Exceptionalities (3)
A
survey of the neurological, sensory, orthopedic, communicative, and social
disabilities, including Autism Spectrum Disorders, present in children, and the
impact of these on the psychological and academic development of the child.
Students will also examine the impact of the disabilities on cognitive, mental,
and social growth, the factors to be considered in assessment and
rehabilitative developments, and strategies for professional collaboration to
meet students' needs. (NJPST 1,2,10,11)
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56:300:502
Managing Student Behaviors (3)
An examination of behavioral and psychotherapies for the
range of behaviors found in the classroom. The course will equip students with
a variety of researched-based strategies and models of discipline to address
behavior management of all students in a classroom. (NJPST 1,2,3)
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56:300:503
Elementary/P3 Teaching Methods I (3)
This course will focus on the foundational methods of
teaching through an in-depth analysis of a theoretical and practical nature.
Students will explore the development of curriculum, the purpose and use of
standards, and the design of methodologies specific to learner level and
content knowledge. Particular emphasis will include development of both unit
plans and individual lessons, best practices in delivering instruction, and
mastery of content through authentic learning tasks. The completion and documentation of the
50-hour clinical experience is a course requirement. (NJPST
4,7,8)
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56:300:504
Secondary Teaching Methods I (3)
This course will focus on the foundational methods of
teaching through an in-depth analysis of a theoretical and practical nature.
Students will explore the development of curriculum, the purpose and use of
standards, and the design of methodologies specific to learner level and
content knowledge. Particular emphasis will include development of both unit
plans and individual lessons, best practices in delivering instruction, and
mastery of content through authentic learning tasks. The completion and documentation of the
50-hour clinical experience is a course requirement. (NJPST
4,7,8)
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56:300:505
Elementary/P3 Teaching Methods II (4)
The focus will continue to explore the foundational
methods of teaching as covered in the Methods I course, with an emphasis on
constructing effective instruction in practice to match learner characteristics
and needs. (NJPST 4,5,7,8)
Prerequisite: Elem/P3 Teaching Methods I. Corequisite: Clinical Practice I.
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56:300:506
Secondary Teaching Methods II (4)
The focus will continue to explore the foundational
methods of teaching as covered in the Methods I course, with an emphasis on
constructing effective instruction in practice to match learner characteristics
and needs. (NJPST 4,5,7,8)
Prerequisite: Elem/P3 Teaching Methods I. Corequisite: Clinical Practice I.
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56:300:507
Elementary/P3 Classroom Assessments (3)
An overview of the knowledge, skills, and understanding
of assessment issues related to students in both general and special education
settings. The types and characteristics of developmentally appropriate
assessments, both formal and informal, and the use of assessment to set
instructional goals, monitor progress, and determine the effectiveness of
instruction. (NJPST 6)
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56:300:508
Secondary Classroom Assessments (3)
An overview of the knowledge, skills, and understanding
of assessment issues related to students in both general and special education
settings. The types and characteristics of developmentally appropriate
assessments, both formal and informal, and the use of assessment to set
instructional goals, monitor progress, and determine the effectiveness of
instruction. (NJPST 6)
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56:300:509
The Early Childhood Environment (3)
This course will develop the student's ability to critically analyze and
enhance early childhood environments. It will provide a comprehensive overview
of environments that encompass birth-to-age-8 settings to ensure students are
able to plan and support developmentally appropriate environments that meet the
diverse needs of children, staff, and families.
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56:300:520
Clinical Practice I (2)
This
course consists of 175 hours in a fieldwork component and seminar. Students
will put theory into practice by strengthening pedagogy through observation and
active classroom participation. Clinical practice is supervised and observed by
university staff and assigned cooperating teachers. (NJPST 1-11)
Corequisite: Methods II.
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56:300:521
Clinical Practice II (6)
This course consists of a full-time, semester-length student
teaching experience in a school setting. Students will continue to refine their
planning and teaching skills. Clinical practice is supervised and observed by
university staff and assigned cooperating teachers. (NJPST 1-11)
Corequisite: Professional Responsibility.
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56:300:522
Professional Responsibility (3)
This course will explore the role of a teacher leader
both as a collaborator and role model in and outside of the classroom. Students
will create a professional teaching portfolio, reflect on clinical experiences,
and examine ways to further their students' success. (NJPST 9,10,11)
Corequisite: Clinical Practice II.
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56:300:530
Language and Literacy in Special Education (3)
An analysis of the development of language and literacy skills in both typical and atypical development. Students will examine current
reading and communication strategies as they relate to the various academic
disciplines in education. (NJPST 1,2,4,5)
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56:300:531
Instructional Strategies for Special Education (3)
A survey of the research-based instructional strategies, materials,
and technologies necessary for a classroom of diverse learners. Students will
learn to plan both short- and long-term units of instruction for a variety of
instructional settings, including children with Autism Spectrum Disorders.
Students will also gain practice in assessing students' needs and using this
information as a basis for choosing materials and content, planning, and
presenting such information. (NJPST 3,5,7,8)
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56:300:532
The Special Education Process (3)
A detailed analysis of the special education process
from identification to transition into adulthood and independence. Students
will learns the principles of collaboration, both internal and external to the
classroom, school, and special education procedures. (NJPST 7,9,10,11)
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56:300:533
Autism Spectrum Disorders (3)
This course will provide an in depth analysis of the
characteristics, language development, social relationship development, and
instructional methods and interventions for individuals with Autism Spectrum
Disorders. In addition to specialized
practices, students will learn how to modify instruction in general education
classes to meet the needs of students with Autism Spectrum Disorders.
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56:300:534
Behavioral and Learning Disorders (3)
An in-depth analysis of the characteristics and instructional
methods and interventions for all categories of behavioral and learning
disorders. Behavior modification and other management techniques will be explored, as well as the appropriate
instructional techniques and materials for both sets of disorders.
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56:300:535
Clinical Research Seminar (3)
Students will identify and conduct an original research
project within the realm of special education instruction. Students will identify a problem, select appropriate research procedures, conduct the study, and review and present the
results.
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Graduate School-Camden 
