Required Courses for Teacher of Students with Disabilities Stand-Alone Certificate

This seven course sequence will allow the student to earn this certificate at Rutgers and will align the student to apply to the state for a Teacher of Students with Disabilities endorsement.  This can stand alone as a seven course sequence for those students who have a license already and are looking to add on Teacher of Students with Disabilities.  Or, it can go alongside a student’s initial certification program in Early Childhood, Elementary, or Secondary as an Rutgers certificate with eligibility to earn the additional state endorsement.  

Psychological Foundations of Learning– 56:300:500 (3 credits)
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)
Exceptionalities – 56:300:501 (3 credits)
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)
Managing Student Behaviors - 56:300:502 (3 credits)
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)
Early Childhood/ Elementary Classroom Assessments 56:300:507 (3 credits) OR Secondary Classroom Assessments 56:300:508 (3 credits)
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)
Language and Literacy in Special Education 56:300:530 (3 credits)
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)
Instructional Strategies for Special Education 56:300:531 (3 credits)
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)
The Special Education Process 56:300:532 (3 credits)
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)