Department of Special Education and Counseling

Peter Griswold, Ed.D.


Office:   V3012
Phone:   973-720-3761
Office Hours:   Please contact department secretary to set up an appointment

Department: Special Education and Counseling
Position: Department Chair; Assistant Professor
Area Specialization: Learning Disabilities

Academic Degrees and Certifications
  • Ed.D. - Teachers College: Special Education
  • M.A. - Montclair State University: Psychology
  • B.A. - Oberlin College: Psychology
Professional Experience
  • Assistant Professor of Special Education William Paterson University, Wayne, NJ
  • Adjunct Professor of Computer Sciences Jersey City State University, Jersey City, NJ
  • Adjunct Professor of Special Education Fairleigh Dickinson University, Teaneck, NJ
  • Child Study Team Chairperson/Learning Disabilities Teacher-Consultant, Harrington Park, NJ
  • Learning Consultant in private practice, Teaneck, NJ
  • Learning Disabilities Teacher-Consultant/classroom teacher, Little Ferry, NJ
  • Special education teacher, private and public schools in northern New Jersey
Current Teaching and Administrative Responsibilities
  • Undergraduate Senior Teaching seminar
  • Department Chair
Current Professional and Academic Association Memberships
  • Council for Exceptional Children (CEC)
  • Association for Supervision and Curriculum Development (ASCD)
  • New Jersey Association of Learning Consultants (ALC)
  • Learning Disabilities Association (LDA)
  • Northeastern Educational Research Association (NERA)
Current Professional Assignments and Activities
  • Community service
    • Member, Passaic County Professional Development Board
  • University service
    • Member, General Education Committee
    • Member, Student Undergraduate Research Committee
  • College service
    • Member, Office of Field Experiences Advisory Committee
    • Member, Conceptual Framework Committee
    • Member, Partnership Steering Committee
  • Department service
    • Chair, Ex Officio member of all department committees
  • Contributions to books:
    • Griswold, P. (2002). How can we fairly assess student learning? In D. Stone (Ed.), Applied Differentiated Instruction for the K-12 Classroom. Rochelle Park, NJ: Corn Associates.'
  • Articles:
    • Griswold, P. (2002). Assessing constructed response assignments in teacher education courses: The process of rubric development. Journal of the New Jersey Association of Teacher Educators.
    • Griswold, P. (2002). Addressing mildly to severely challenging behaviors in the classroom through a hierarchy of interventions. The Learning Consultant Journal 20, 23-28
    • Tesi, R. & Griswold, P. (2002). The three-point play in the classroom. The Teaching Professor 16(2), 1-2.
    • Griswold, P. (2000). Teachers' regard for students, students' expectation of success and the locus of control in the classroom as variables affecting student behavior," Channels, 14, 25-26.
    • Griswold, P. & Moldan, C.. (1994). The guide multiplied: A recipe for classrooms which address diverse learning styles," Perspective, 10, 24-26.
    • Griswold, P. (1992). Classified students in the mainstream: 15 guidelines for classroom teachers. The Learning Consultant Journal, 13, 52-56.
    • Griswold, P. Shepherd, M. J. & Gelzheiser, L. (1987). Does a production deficiency hypothesis account for vocabulary learning among adolescents with learning disabilities?" Journal of Learning Disabilities, 20, 620-626.
  • interests include classroom management, parental attitudes towards special education and collaborative teaching