Dyslexia Specialist Graduate Certificate

EDUC6601 An introduction to teaching beginning reading, spelling, and handwriting (up to fourth grade level), focusing on the Orton-Gillingham approach to teaching basic language skills. Teachers plan, present and evaluate instructional sequences for students with dyslexia. Consists of lecture followed by supervised practicum in which teachers provide individual Orton-Gillingham based instruction to students with dyslexia. Also includes group seminars and individual conferences between teacher and practicum supervisor.

EDUC6602 Continuation of training in the Orton-Gillingham techniques taught in EDUC 6601. Includes testing procedures and data collection to evaluate student growth and effectiveness of instructional ap- proach. Consists of lecture, supervised practicum, group seminars, and individual conferences as described for EDUC 6601 - Multisensory Reading I.

EDUC6610 A historical perspective of multisensory teaching techniques in the areas of reading, spelling and writing. Various curricula are compared and contrasted.

EDUC6612 Presents a direct, systematic, multisensory approach for teaching reading comprehension to students. Training in concepts and skills necessary for students to gather and organize information from factual, fictional and procedural types of reading materials is provided.

EDUC6613 Techniques are explored for teaching written expression in a structured format to the student with learning disabilities/dyslexia. Includes an introduction to the writing process, as well as the production of expository writing pieces and proofreading/editing skills.

EDUC6616 An introduction to language development with an emphasis on the acquisition of inner and spoken language, as well as the relationship of oral language to written language. Includes identifica- tion of language disability and language-based approaches to the remediation of literacy defi- cits.

EDUC6618 Students will survey contemporary research regarding the social and emotional issues in relation to students with learning disabilities, including dyslexia. Techniques variables, and research, as well as theories supporting the development and maintenance of positive self-regard and other proactive aspects of working with students with learning disabilities are addressed.

EDUC6624 Study of one particular topic regarding dyslexia or one particular treatment of individuals with dyslexia using the Orton Gillingham approach. Course may be repeated but specific topics may not be repeated.

EDUC6626 Introduction to the anatomy and physiology of the human nervous system. Emphasis on sensorimotor and higher order functions and dysfunctions basic to understanding school learning problems and the effects of handicapping conditions on the atypical learner.

EDUC6641 Techniques for use of the Orton-Gillingham ap- proach for reading, spelling, and handwriting instruction for individuals or small groups within the Resource Center or the inclusive classroom. Coordination with regular classroom curriculum will also be covered.

EDUC6648 Overview of strategies to provide assistive technology for students with dyslexia. Presentation of major apps, electronic tools and software for students' use in compensation for reading, writing, spelling, and organizational difficulties. Hands-on experience in implementing programs and selecting appropriate strategies for individual students. Course may be repeated but with different topics.

EDUC6737 Theoretical framework and research. Developmental stages and related tasks. Assessment as a basis for individualized instruction. Guidelines for selection of published materials and teacher made materials.

EDUC6743 Introduction to the student with disabilities. Overview of normal growth and development as a basis to identify developmental delays and learning differences. Characteristics of different disabilities and their effects on how children learn. Review of federal, state, and local regulations and their effects on local policies, procedures and placement. Transition planning, resources, and assistive technology to enhance the performance of students with disabilities.

EDUC6746 Review of psychological, social and emotional characteristics of individuals with learning disabilities. Exploration of teacher attitudes and behaviors that influence behavior of students with diverse learning needs. Classroom management theories and strategies for individuals with learning disabilities. Collection and interpretation of performance data to develop behavior management plans for individuals with learning disabilities.

EDUC6752 The focus of this course will include finding appropriate and exciting literature for the struggling reader, using picture books effectively for listening comprehension and vocabulary instruction and analyzing traits of literature beneficial to children with dyslexia.

EDUC6862 This course presents the Report Form section of the reading comprehension strand of the Project Read Program. It teaches students how to collect, organize and analyze information from expository text (report form).

EDUC6880 Current research on vocabulary development strategies for enhancing reading comprehension and word choice in writing for students with learning disabilities. Application for instruction in inclusion and special education classrooms.

EDUC7603 Focuses on skills for teaching upper level language skills (fourth grade level and above) involved in teaching reading, spelling, and handwriting, using the Orton-Gillingham approach. Topics include roots, prefixes, and suffixes. Consists of lecture followed by supervised practicum in which teachers are assigned upper-level students with dyslexia. Group seminars and individual conferences between teacher and supervisor are also included.

EDUC7604 Continuatiion of training in the Orton-Gillingham techniques taught in EDUC7603, with continued study of upper-level language skills. Consists of lecture, supervised practicum, group seminars, and individual conference between teacher and supervi- sor, as described for EDUC7603. '

EDUC7620 Advanced study of diagnosis of individuals with dyslexia. Integrates current research, theory and assessment approach. Prerequisite: New Jersey Certification (LDTC) or equivalent.