Updated Stand-alone Certificate in Teacher of Students with Disabilities

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)

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)

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)

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)

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)

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)

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 effect 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 2)

Literacy in Practice course will focus on applying literacy instruction and assessment as a co-requisite with the field placement.  Students will expand their knowledge of the types, characteristics, and applications of commonly used and evolving literacy approaches, measures, and practices. Students will also develop expertise in identifying students’ literacy needs and using that information for planning, implementing, and evaluating evidence-based literacy interventions to address those needs, including those with diverse social, cultural, linguistic, and literacy learning needs. (NJPST 2, 6, 7, 8); Secondary Teaching for Diverse Learners course is for secondary teacher candidates to implement practices and learning experiences for diverse learners, implementing a variety of research-based methods to create a classroom environment rich in learning activities that reflect each student’s language proficiency and learning style. Students will identify students’ learning needs and use that information for planning, implementing, and evaluating evidence-based interventions, and explore various influences, including cultural and linguistic backgrounds and exceptionalities. (NJPST 2, 6, 8).

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 (ASD).  In addition to specialized practices, students will learn how to modify instruction in general education classes to meet the needs of students with ASD. (NJPST 2, 3, 8)

This course will provide an in-depth look at inclusive practices in typical and atypical environments. Students will explore collaboration and understand the process of developing a cohesive classroom environment for all learners.  (NJPST 1, 2, 4, 5, 6, 7, 8, 10)

This course will provide an overview of the knowledge, skills, and understanding of assessments related to students with disabilities in 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, determine the effectiveness of instruction, and the assessments to determine behavioral, academic, and remedial goals.  (NJPST 6)

This course will provide an overview of the knowledge and understanding of learning environments, including how to implement positive behavioral supports, how to form collaborative partnerships between and with student’s families, education specialists, and educators, and provide an understanding of the modifications and materials needed for students with disabilities in both general and special education settings. (NJPST 1, 2, 3,7)

An analysis of the special education process from initial identification to transition into adulthood and independence. Students will learn the principles of collaboration, both internal and external, in the classroom, school, and special education procedures and the categories of disabilities.  (NJPST 9, 10, 11)