Graduate Courses (Special Education 293)
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15:293:521
Mental Retardation and Other Developmental Disabilities (3)
Examines
definitions and characteristics of children and adults classified as
mentally retarded and developmentally disabled; reviews research on the
psychological, social, and educational theories relevant to these
disabilities.
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15:293:522
Learning Disabilities (3)
Origins of the concept of learning disabilities (LD). Cognitive and neuropsychological test patterns as LD indicators. Emphasis on cognitive characteristics that distinguish students with disabilities in the areas of reading, mathematics, attentional processes, organization for learning, and executive functioning. Influence of emotional and sociocultural factors on self-image and academic performance.
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15:293:524
The Family and the Disabled Person (3)
Interactional effects of a disabled person and the family; topics include the nature of intrafamily dynamics, life span development, parent educational programs, and the use of community resources by the family.
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15:293:525
Psychology of the Exceptional Child (3)
Influence of neurological, sensory, orthopedic, communicative, and social disabilities upon the psychological development of the child; impact of disabilities on cognitive growth, mental health, and socialization of the child; emphasis on psychological factors to be considered in assessment and program development of children.
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15:293:526
Identification and Assessment of Learning Disabilities (3)
Issues related to the psychoeducational assessment of learning disabilities; specific assessment instruments, both formal and informal; guidelines for interpretation.
Prerequisites: 15:291:515, 16:960:531.
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15:293:527
Remediation of Learning Disabilities (3)
Approaches to treating and managing learning disabilities; intervention approaches in special and regular educational settings; emphasizes developmental approaches.
Prerequisite: 15:293:526.
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15:293:528
Systematic Instruction in Special Education (3)
Instructional performance analyses and intervention with exceptional learners conducted within several areas of academic and social functioning.
Prerequisites: 15:293:526, 529.
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15:293:529
Instructional Decision Making in Special Education (3)
Management, curricular and instructional variables, and techniques related to the education of exceptional learners; formulating instructional decisions from student performance data; various means for data collection and instructional intervention.
Prerequisite: 15:293:526.
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15:293:533
Assessment & Measurement for Special Education (3)
This course provides students with knowledge, skills, and understanding of assessment issues related to students in general and special education settings. Topical coverage includes the types and characteristics of assessments, an introduction to formal and informal (functional) assessment in special education, and the use of assessment information to determine special education eligibility, identify current academic and nonacademic performance, set instructional goals, monitor progress, and determine the effectiveness of instruction. Current legal and ethical issues in assessment are discussed including participation in state and local assessment programs, appropriate grading and testing accommodations, and assessment of students from diverse backgrounds.
Prerequisite: 05:300:306.
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15:293:534
Classroom Organization for Special Education (3)
The focus of this course is on special education classroom and behavior management. This course is based on the premise that an effectively run classroom supports student engagement in learning, creates a caring, respectful environment, and facilitates self-discipline, independence, personal responsibility, and prosocial behavior. Course content moves along a continuum from a) functional assessment of behavioral difficulties, to b) prevention of problem behavior through effective management and instruction, to c) utilization of less intrusive strategies, to d) use of more intensive strategies, crisis de-escalation and intervention.
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15:293:605
Seminar in Special Education (3)
Focuses on the process of doctoral-level preparation and helps students prepare for the integration of their internship experience with their professional goals; current developments and issues in special education; research, teaching, and service areas reviewed as they relate to the preparation of leadership personnel in special education.
Open only to students admitted to Ed.D. program in special education.
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15:293:609
Research in Special Education (BA)
Under supervision of a faculty member, independent research study suitable for professional presentation and publication.
Prerequisites: 16:960:531,532, or equivalent.
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15:293:610
New Jersey Special Education Law (3)
Critical analysis of the current New Jersey special education statute and regulations. The impact of New Jersey law on professional practice in the school emphasized.
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15:293:618
Etiology of Cognitive and Affective Disabilities (3)
Etiology of serious cognitive and affective disorders examined in reference to biogenic and sociogenic factors.
Prerequisite: Permission of instructor.
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15:293:620
Cognitive Abilities and Education of Profoundly and Multiply Handicapped Children (3)
Identification of cognitive abilities and education of profoundly and multiply handicapped children; literature reviewed for the purpose of developing skills in formulating educational strategies for the severely disabled.
Prerequisite: Permission of adviser.
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15:293:630
Current Topics in Special Education (BA)
Selected topics and issues affecting the education of atypical learners. Topics will vary. Consult instructor before registering.
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15:293:633
Internship in Special Education (3)
Students spend one or two consecutive terms in supervised field experiences at special education facilities consonant with program and individual goals. Possible internships include college or university teaching, administration of special education programs, research, or service with the New Jersey Department of Education. Periodic seminars with program faculty.
Prerequisite: Completion of core credits in Ed.D. program.
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15:293:636
Practicum in Special Education (3)
This practicum is designed to prepare students seeking New Jersey Certification as a Learning Disability Teacher consultant. Students will be mentored by a member of the child study team in a school setting. Conducting student assessments and preparing written reports will be required.
Prerequisites: 15:293:526 and 15:293:527.
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