TJ Sanger II
Coordinator of Grad Advising, Engagement and Retention
MS in Secondary Education Program
National Technical Institute for the Deaf
Adjunct Faculty
585-286-4396
Office Location
Office Mailing Address
56 Lomb Memorial Drive Rochester, NY 14623
TJ Sanger II
Coordinator of Grad Advising, Engagement and Retention
MS in Secondary Education Program
National Technical Institute for the Deaf
Adjunct Faculty
Bio
A proud RIT/NTID Alumni - 2004 graduate of Bachelors' of Science in Social Work (BSSW).
Also a proud Arizona State University (ASU) alumni - 2007 graduate of Masters' in Social Work (MSW).
Earned a Certification of Advanced Graduate Studies in School Guidance and Counseling from Ottawa University in 2008.
585-286-4396
Currently Teaching
MSSE-701
Psychology and Human Development
3 Credits
The purpose of this course is to examine the psychological and social development of deaf and hard-of-hearing students in childhood and adolescence. The ways that family, school, and community affect the student's development, including effects on cognitive processes, identity formation, and peer relationships, are considered. Psychological and sociological perspectives on students' experience in general are used to provide a framework for understanding the development of deaf and hard-of-hearing students. Educational implications of the theories and research presented are discussed.
MSSE-703
Special Education in the Social Context
3 Credits
This course takes a sociological approach to disability and the historical foundations of special education. Three models of disability are introduced: medical, social, and political. These three models provide a foundation for the course, and guide study of three major aspects of disability and special education. First, the class will explore how each of these models has historically guided and, in some cases, continues to guide services and social institutions for persons with disabilities, including educational and rehabilitation services. Second, the course will examine the process through which people with disabilities are so labeled and the interaction between these individuals and others (family, peers, school, community). Third, the course will analyze the changing role of the human service professional (including teachers) and the ways in which professional preparation programs reflect the various models of disability. The course will draw heavily on a variety of philosophical, theoretical, conceptual and methodological perspectives, including phenomenology, symbolic interaction, and human ecology.
MSSE-712
Practicum
2 Credits
As required by the New York State Education Department, each MSSE student is required to complete 100 hours of practicum experience during their first year in the program. This practicum experience provides students with opportunities to observe and reflect on their content, professional, pedagogical knowledge, skills and disposition in classroom settings at both schools for the deaf and mainstreamed programs. There will also be course-related observations. Students will also be required to attend selected Deaf culture events. After completion of all of the required observations, the students are required to submit a practicum experience portfolio. Guidelines will be provided to the student. The practicum experience must be completed with a grade of least a B before the first student teaching assignment.
MSSE-790
Professional Portfolio
3 Credits
The professional portfolio presents a clear picture of pre-service professional growth and accomplishments in the complex teaching field. It demonstrates a teacher candidate's reflective and constructive professional performance. The performance includes, but is not limited to, the teacher candidate's actual teaching, reflecting on learning and teaching, developing and implementing lessons, conducting qualitative and quantitative research projects, and applying theory and research to practice. The portfolio includes extensive evidence of teaching and learning experience, including teaching philosophy, pedagogy, classroom management, and the integration of research and teaching. Professional portfolios will be reviewed by a committee of program faculty for approval.