N.J. Admin. Code § 6A:9B-14.10

Current through Register Vol. 56, No. 23, December 2, 2024

Section 6A:9B-14.10 - Learning disabilities teacher-consultant

(a) The learning disabilities teacher-consultant endorsement authorizes the holder to serve as a learning disabilities teacher-consultant in preschool through grade 12.

(b) To be eligible for the standard educational services certificate with a learning disabilities teacher-consultant endorsement, a candidate shall:

1. Hold a master's or higher degree from an accredited college or university;

2. Hold a standard New Jersey or out-of-State instructional certificate; and

3. Have three years of successful teaching experience.

(c) A candidate who satisfies the requirements at (b) above also shall complete one of the following:

1. A Department-approved graduate program for the preparation of learning disabilities teacher-consultants;

2. A master's degree in educational disabilities from an accredited program; or

3. A minimum of 24 semester-hour graduate credits chosen from the topics at (c)3i through x below. The candidate shall complete coursework in the topics at (c)3i through ix below and may take elective credits in any area at (c)3i through x below.

i. Education of students with disabilities, including study in history of the development of educational services for children in each area of exceptionality; study of present services, research, and professional ethics dealing with the characteristics of children who differ from the norm intellectually, physically, socially, and emotionally; evaluation of present practices in the education of students with disabilities; study of the relationship of educational practices and their environmental settings; and cultural and linguistic diversity;

ii. Learning theory, including study in motivation and its effect on learning; leading theories of learning; rewards and incentives; and interests and climate for learning;

iii. Remediation of basic skills, including study in research-based corrective methods and materials as related to specific diagnostic findings, NJSLS requirements, and the school and classroom environment;

iv. Physiological bases for learning, including study of the neurological development and physical readiness of the normal child for learning; abnormal health conditions that contribute to educational disability; and metabolic and infectious disorders that affect learning;

vii. Accommodations and modifications as a method of providing service to children with learning problems, including utilization of validated methods for adapting instruction for diverse learning needs; technology for students with disabilities; understanding of accommodations and modifications in curriculum, materials, methods, classroom structures, and assessment; utilization of the individualized education plan (IEP) and accommodation and modification of the NJSLS; methods to enhance social relationships and positive behavior methods; focus on the inclusive classroom environment; legal issues related to the CST's responsibilities, including the requirements of a free appropriate public education, least restrictive environment, the determination of eligibility, and IEP development;

viii. Collaboration theory and practice, including theory and process of conducting collaborations; establishing collaborative partnerships between general and special educators, with parents and families, and with paraprofessionals; methods of co-teaching, including in-class support and classroom consultation; preparation for participating in a multidisciplinary CST setting with opportunities for modeling and participation in team staffings and parent conferences; opportunities to observe, rehearse, and present results from evaluations in practice sessions;

ix. A college-supervised, graduate-level practicum in diagnosis and remediation of educational disabilities in school and clinical situations;

(1) The definition and nature of this practicum, and the courses through which it will be provided, shall be clear in the program description. The practicum shall provide for a minimum of 90 clock hours of college-supervised experience. The practicum shall not be a student-teaching experience; and

x. Elective study chosen from areas such as group dynamics; methods and materials for teaching students with disabilities; curriculum development in the teaching of students with disabilities; teaching of reading; assistive/adaptive technology; interviewing and counseling; educational psychology; and community resources.

(d) Upon the executive county superintendent's request, the Office may issue an emergency certificate to a candidate who has obtained the following:

1. A standard instructional certificate;

2. Three years of teaching experience; and

3. A minimum of 12 graduate credits in educational disabilities including psychological testing.

N.J. Admin. Code § 6A:9B-14.10

Amended and recodified from 6A:9B-12.10 by 47 N.J.R. 2989(a), effective 12/7/2015

Administrative Change, 48 N.J.R. 1802(a).

Amended by 55 N.J.R. 853(a), effective 5/1/2023