Official Site of The State of New Jersey

The Learning Disabilities Teacher-Consultant endorsement authorizes the holder to serve as a learning disabilities teacher-consultant in preschool through grade 12.

To be eligible for the Learning Disabilities Teacher-Consultant (LDTC) standard certificate, the candidate must meet the following requirements:

Degree Requirement

Master’s or higher degree from an accredited college or university.

Certification Requirement

Hold a standard New Jersey or out-of-state instructional certificate.

Experience Requirement

Minimum of three years of successful teaching experience.

Required Graduate Study

A New Jersey Department of Education (NJDOE)-approved graduate program for the preparation of learning disabilities teacher-consultants, a master’s degree in educational disabilities from an accredited program or a minimum of 24 semester-hour graduate credits in the following areas:

1. Education of students with disabilities: includes 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.
2. Learning theory: includes study in motivation and its effect on learning; leading theories of learning; rewards and incentives; and interests and climate for learning.
3. Remediation of basic skills: includes study in research-based corrective methods and materials as related to specific diagnostic findings, New Jersey Student Learning Standards (NJSLS) requirements, and the school and classroom environment.
4. Physiological bases for learning: includes 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.
5. Orientation in psychological testing: includes the study of an overview of tests applicable to educational psychology; interpretation of psychological reports as applied to tests administered; the appropriate use of tests and the potential misuse of test results; and test construction theory.
6. Diagnosis of learning problems: includes the study of the nature and cause of learning problems; formulating an evaluation plan for educational assessments; administering and interpreting technically sound and culturally responsive standardized instruments and functional assessment procedures to determine educational levels, underlying deficits, and learning style; methods of arriving at a diagnosis based on evidence available from each child study team (CST) member; and ways of reporting diagnostic findings.
7. Accommodations and modifications as a method of providing service to children with learning problems (correction of learning problems): includes the 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, assessment; utilization of the individualized education program (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 the development of the IEP.
8. Collaboration theory and practice: includes the 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.
9. A college supervised consultant-level practicum in diagnosis and remediation of educational disabilities in school and clinical situations: 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 should provide for a minimum of 90 clock hours of college-supervised experience. This may not be a student teaching experience; and elective study: If additional semester hour credits are needed to meet the total of 24 credits, then candidates may take elective courses from any of the areas listed above or 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 or adaptive technology; interviewing and counseling; educational psychology; and community resources.