MA Learning Disabilities

Home Program MA Learning Disabilities

Fairleigh Dickinson University's program is accredited by Council for the Accreditation of Educator Preparation (CAEP).

The Master of Arts in Learning Disabilities – Teacher of Student with Disabilities is a 36 credit, graduate level program designed for individuals who possess a Standard Teaching Certificate or a Certificate of Eligibility with Advanced Standing in a general education instructional area(s). Individuals completing this program obtain the Jersey Teacher of Students with Disabilities certification, while pursuing a Master of Arts Degree. Program Completers are certified to teach students with disabilities in general education classrooms and/or resource centers/special class programs in the subject area(s) for which they earned their general education certification(s).

Fairleigh Dickinson University’s program is accredited by the Council for the Accreditation of Educators Preparation (CAEP).

Admission requirements

All candidates who want to be considered for admission must meet the following criteria:

Evidence of Certification of Eligibility with Advanced Standing (CEAS) or standard teaching license (A Certificate of Eligibility will not be considered unless the candidate also holds a CEAS or Standard Certificate in another area)
Transcripts with a minimum 3.25 GPA
Two (2) letters of recommendation
Evidence of successful completion of Praxis Exam in another content area (Currently, there is no Praxis for TSD in New Jersey)

Student Outcomes

The Master of Arts Learning Disabilities Program produces candidates who are:

Qualified to teach subject matter;
Competent in pedagogical knowledge;
Caring professionals;
Technologically proficient;
Culturally responsive to the diverse needs of students;
Reflective about what they have learned and what they need to learn;

Degree Plan

TSD Certification Courses (21 credits)

These courses are required for the TSD Certification.

EDUC6740 is the first course in the sequence of courses and must be completed as a prerequisite or corequisite upon admission to the program.

EDUC6740 Introduction to Students with Disabilities Including Autism Spectrum Disorders
EDUC6744 Foundations: Historical, Philosophical, & Legal Issues Related to Disabilities
EDUC6745 Principles & Practices of Collaboration and Inclusion
EDUC6746 Learning Environment and Effective Management of Teaching & Learning
EDUC6747 Multisensory Reading Instruction for Students with Reading Disabilities
EDUC7623 Diagnosis of Learning Disabilities
EDUC7624 Correction of Learning Disabilities

Note 1: EDUC6740 is a prerequisite for all other courses.

Note 2: EDUC6745 or EDUC6746 are prerequisites for both EDUC7623 and EDUC7624

Additional Required Courses to Complete the MA Degree (15 credits)

EDUC6627 Orientation for School Testing
EDUC6792 Assistive Technology for the Inclusive Classroom
EDUC6793 Education of Students with Moderate to Severe Disabilities
EDUC6797 Clinical Teaching: Multisensory Math
EDUC7674 Master’s Seminar: Research in Specialization

MACT Option

For candidates who wish to complete just the TSD certification courses and additionally the Core courses for Supervisor, there is an option as shown below. Admission requirements are the same as for the MA in Learning Disabilities.

TSD Certification Courses (21 credits)

These courses are required for the TSD Certification.

EDUC6740 is the first course in the sequence of courses and must be completed as a prerequisite or corequisite upon admission to the program.

EDUC6740 Introduction to Students with Disabilities Including Autism Spectrum Disorders
EDUC6744 Foundations: Historical, Philosophical, & Legal Issues Related to Disabilities
EDUC6745 Principles & Practices of Collaboration and Inclusion
EDUC6746 Learning Environment and Effective Management of Teaching & Learning
EDUC6747 Multisensory Reading Instruction for Students with Reading Disabilities
EDUC7623 Diagnosis of Learning Disabilities
EDUC7624 Correction of Learning Disabilities

Note 1: EDUC6740 is a prerequisite for all other courses.

Note 2: EDUC6745 or EDUC6746 are prerequisites for both EDUC7623 and EDUC7624.

CORE Courses for MACT (12 credits)

These courses are for the Supervisor’s Certification.

EDUC6702 Curriculum and Instruction: Theory and Practice
EDUC6703 Supervision of Instruction & Personnel Evaluation
EDUC6704 Curriculum/Program Evaluation and Student Assessment
EDUC6718 Change: Curriculum Development & Program Improvement

To complete the MACT (3 credits)

EDUC6584 Computer as a Teacher’s Aid

EDUC6584 This course will focus on how technology can be used in the classroom to address the New Jersey Core Curriculum Content Standards. Students will learn how to use applications such as Microsoft Word, PowerPoint and Excel to support classroom instruction. The Internet will be explored as a tool. Students will explore how instructional technology can be integrated into classroom curriculum to support state and national standards.
EDUC6702 Students will study and analyze the historic and philosophic roots of contemporary curriculum theory and development. New Jersey Core Curriculum Content Standards and alignment will be addressed in this course, and the implication on New Jersey Administrative Code requirements on program, assessment and graduation requirements.
EDUC6703 Students will study and analyze the various models of supervision and evaluation with a special emphasis on the development of the skills necessary to promote effective instruction of the New Jersey Core Curriculum Content Standards in the classroom. Formative and summative staff evaluation strategies as well as effective coaching and mentoring techniques necessary for success in a diverse school community will be investigated. The implication of the New Jersey Administration Code requirements on professional behavior, SLO'S, SGP'S PARCC testing, and schoolwide improvement of program and state assessment of pupil performance will be reviewed.
EDUC6704 Students will examine current research on educational change and collaborative strategies for increasing communication and engaging stakeholders in the change process. A primary focus of the course is to provide students with the skills needed in assessing the school culture, developing a vision and plan for school improvement. The course will focus on several change models and strategies, strategic planning, and the communication of the change process within the learning community.
EDUC6718 This course focuses on basic measurement concepts, the role of measurement in education, construction of teacher-made tests and other classroom assessments, interpretation of standardized tests and fundamental descriptive statistics for evaluating student performance, school improvement efforts, and various designs for process and outcome evaluation of curricula. In addition, the course will provide a comprehensive understanding of the purposes and the logic of various testing programs, including classroom testing,state and national testing programs. Data analysis of New Jersey Statewide Tests that measure student performance will be used to assist in developing skills in data-based decision making that lead to the construction of school improvement plans and determining school goals for professional development and instructional emphasis.
EDUC6740 Introduction to the student with disabilities and autistic spectrum disorders. 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 and autistic spectrum disorders.
EDUC6745 This course addresses the prerequisite knowledge and skill set necessary to create collaborative teaching/learning environments essential for inclusion. Students will examine effective teaching practices for whole class instruction and the adaptations and modification necessary to meet the needs of students with high and low incidence disabilities. Students will learn strategies that prompt acquisition and application of core curriculum competencies.
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.
EDUC6793 This course examines major historical needs, legal mandates and current philosophical issues influencing the education of students with moderate/severe disabilities. Students will develop knowledge regarding the learning, communication, behavioral, social and physical characteristics of these students and the implications of these characteristics on program planning. Evidenced based practices for modifying curriculum, aligning instruction to the general education curriculum, designing and supporting instruction in general education programs, and facilitating social skill development will be emphasized. Students will develop the knowledge and skills related to the use of augmentative and assistive technology, community-based instruction, positive behavior supports, transition planning and home-school collaboration.
EDUC7623 Research on characteristics, uses, advantages, and limitations of formal and informal assessment techniques and instruments used to assess educational strengths and weaknessess. Students will learn how to gather background information, select assessment measures, interpret results, and practice writing learning evaluations, and Individual Education Plans (IEPs)based upon evaluation results.
EDUC7624 Selection, adaptation, and use of research based instructional strategies and materials to plan and modify the curriculum for students wit learning disabilities in remedial and replacement settings. Interpretation of formal and informal test data as the basis for planning Individualized Education Programs (IEP) including writing goals and objectives and selecting appropriate strategies and materials to facilitate maintenance and generalization of learning across environments.
EDUC7674 This course serves as a capstone experience that extends and reinforces the teachers' knowledge, skills and competencies related to professional and educational practice through reearch and completion of a culminating project in their relevant area of specialization. The course reviews research methodologies and various research models. The teacher will prepare a research study on a topic/problem of his/her choice (subject to approval by an adivsor) under the directions of a mentor. The teacher will be required to submit a written report and action plan in approved format, subject to the approval of the mentor in accordance with School of Education policy.