This course introduces the student to the physical, social, emotional and educational characteristics, incidence, prevalence, and educational intervention for the major categories of exceptionality enrolled in public and private educational facilities in the K-12 grade range. In addition, the course will identify ancillary services and agencies frequently impacting special populations including the major professional organizations and those concerned with residential programming and vocational training. The course will also identify the major litigation and legislation that have significantly influenced the nature of service to exceptional populations. (3 crs.). Pre-requisites: Undergraduate Degree.

This course prepares students to work with children and/or adults who require on-going support in order to participate in one or more major life activity. Students are required to do design and implement an instructional program with a person who needs this type and level of support.

This course teaches students how to administer, score, and interpret both norm-referenced and criterion-referenced assessment devices and how to prescribe programs of remediation based on the results of these devices.

This course is offered to post-baccalaureate students seeking certification in special education or to graduate students in the special education program, taken the semester prior to their student teaching or internship experience. Curriculum and Methods I is a materials and methodology course for preservice special education teachers. An emphasis is placed on results of reading research and proven methods of instruction for teaching beginning reading to children with learning difficulties. The course stresses a behavioral, direct instruction approach to teaching, as well as the development in implementation of intervention strategies for various populations of children with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs. (3 crs.)

This course is offered to special education majors the semester prior to their student teaching experience. Curriculum and Methods II is a methods course for special education teachers in training that emphasizes the assessment, instructional skills and materials necessary to teach arithmetic concepts to children with disabilities. The course stresses: (1) a behavioral diagnosis of arithmetic strengths and weaknesses, (2) the development and implementation of intervention strategies for various populations of exceptional children, (3) the selection and/or development of appropriate materials for instruction, and (4) the procedures and techniques for continuous evaluation for the instructional process. (3 crs.)

This course deals with special education programs for senior high school students as well as those persons who reside in the community. Emphasis is placed on vocational preparation and training. Specific techniques for task analysis of jobs, daily living skills, and social adaptation constitute a major portion of this course. Emphasis is placed on the development of functional skills that contribute to normalized development.

The course is designed to provide future educators with knowledge of history, theories, legislation and litigation associated with early childhood special education. In addition students will develop learning environments, implement research based curriculum, conduct developmental assessments, establish educational teams as well as enhance skills in communicating with team members and facilitate consultation with the targeted population and family members. [Field Experience: 30 Hours]

This course is designed to provide information and skills necessary for accommodating exceptional learners in a variety of school arrangements. The primary focus is foundations of special education and collaboration/consultation for the successful inclusion of students with exceptionalities into the inclusionary classroom.

This course is required for all education or related services majors and is intended to provide future teachers with the fundamental knowledge, skills, and disposition: how to administer, score, and interpret both norm-referenced and criterion-referenced assessment devices; how to design appropriate learning environments to promote positive learning and reduce interfering behaviors; and how to design and implement schoolwide and classroom positive behavior interventions and supports.

Evidence-Based Practices for Elementary Inclusion is offered to Elementary Education majors the semester prior to their student-teaching experience and is a methodology course for pre-service education teachers. The purpose of the course is to prepare elementary pre-service teachers to provide evidence-based language arts and math instruction to students with disabilities in inclusion settings. An emphasis is placed on results of research and proven methods of instruction for teaching beginning reading and math to children with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of children with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs.

Evidence-Based Practices for Secondary Inclusion is offered to Special/Elementary Education (grades 4-8) or Secondary majors and is a methodology course for pre-service education teachers. The purpose of the course is to prepare elementary/secondary pre-service teachers to provide evidence-based language arts and math instruction to students with disabilities in inclusion settings (upper grade level). An emphasis is placed on results of research and proven methods of instruction for teaching beginning reading and math to adolescents with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of adolescents with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs.

This course is designed to provide information and skills necessary for individuals interested in the philosophy found within special education identification and practices. The course also serves to provide information regarding the definition, prevalence, etiology, characteristics, and general educational practices as they relate to individuals with exceptionalities.

The course is designed to provide future educators with knowledge of research based practices that may be employed in PK-8 in academic and nonacademic educational settings. The course will focus the future educator on techniques that will be beneficial for developing skills in core areas such as mathematics, language arts, science and social studies along with those skills that are necessary for navigating non-instructional periods. Specifically, this course will provide future educators with intensive, Tier 3, evidence-based interventions for students with exceptionalities. This course is a continuation of ESP 612 in that it provides more intensive, individualized teaching methods for those students who do not adequately respond to Tier 1 & 2 interventions.

This course serves to provide and prepare special education teachers to use research/evidence and strategy-based interventions and plan instruction of adolescents in grades 7-12 who receive special education services at Tier 3, and who may be included in the general education classroom. The course focuses on how to effectively apply the use of evidence-based practices in several curricular areas with an emphasis on the critical areas of English, Mathematics, Science, and Social Studies.

This course is designed to provide a strong foundation and knowledge of basic principles of learning through the introduction of Applied Behavior Analysis, the science and technology of behavior. The focus is on current practices for group / individual data collection, program selection, and implementation. Basic research design, positive practices, group contingency, and behavior reduction techniques are emphasized. [At least 30 hours of field experience are required.]

Recent issues concerning exceptional populations. A paper making use of current research is required of every graduate student, who must present it to the class. Sample issues include such matters as normalization, nature and nurture, and educational alternatives. (3 crs.)

The internship is an abbreviated four-week (120 hours) student teaching for individuals who already have an instructional certificate. Educational work is done with children or adults with disabilities in a variety of settings, including special public school classes in residential treatment centers, special schools and hospitals. Opportunities for case conferences, learning seminars and teaching critiques are offered, as well as numerous field experiences to observe successful programs. All coursework must be completed and approved prior to enrolling in ESP 719. (3 crs.)

The Special Education Teaching Practicum/Internship is designed to ensure that special education majors are exposed to the full range of children covered under the comprehensive certification, i.e., mentally retarded, emotionally disturbed, learning disabled, brain damaged and physically handicapped. The practicum/internship provides an intensive experience for the student in two special education placements for a period of 16 weeks. The practicum seminar component meets weekly to provide Special Education majors with an opportunity to discuss problems encountered by students in their teaching experiences. Students are provided with opportunities to demonstrate the effectiveness and functionality of their teacher-made devices, learning centers and curriculum materials used in their classrooms. Graduate students seeking dual certification in both special education and elementary education are also supervised within the special education department for their practicum experience. Teacher candidates are required to have one student teaching experience within special education and another in a regular elementary classroom. All other components remain the same for student teachers seeking dual certification. All coursework must be completed prior to enrolling in ESP 720. Graduate students who will student teach will be required to meet all requirements as are currently in place. (9 crs.)

Presentation by class members of selected topics related to the gifted. State standards and guidelines for programs are discussed, as well as materials for use in classes for the gifted. Students observe classes for the gifted and talented. (3 crs.)

Laws and court cases, both federal and local, that have precipitated the initiation of programs for the exceptional child and with parents' efforts to receive legal support for opportunities for their children to receive an appropriate education. (3 crs.)

An advanced course in methodology and applications, in which the graduate student is given the opportunity to refine many of the skills and behaviors acquired in previous courses in special education, especially as related to the skills and methods that contribute to effective classroom instruction and management. (3 crs.)

A means for graduate students to obtain needed experiences with various groups of handicapped children, in such settings as an institution, a sheltered workshop, an activity center, a summer camp or a community MH/MR facility, or by doing a specific piece of research with a particular population of students. Specific requirements for individual graduate students are developed by those students and the supervising professor. (3 crs.)

This introductory course provides a foundation in understanding and addressing the unique and complex challenges individuals on the autism spectrum face in their learning, development, and social experiences.

This seminar is designed to offer rigorous exploration and critical analysis of contemporary issues influencing the lifelong learning, development and sociocultural experiences of people on the autism spectrum. The course addresses core professional competencies in autism related knowledge and practice: (1) Transition, vocational and independent living, (2) Sexuality, (3)Family support and partnerships, (4) School and community partnerships; (5) professional literacy and leadership.

This seminar is designed to offer rigorous exploration and critical analysis of contemporary issues influencing the lifelong learning, development and socio-cultural experiences of people on the autism spectrum. The course addresses core professional competencies in autism-related knowledge and practice: (1) transition, vocational and independent living; (2) sexuality; (3) family support and partnerships; (4) school and community partnerships; and (5) professional literacy and leadership. (3 crs.)

This seminar is designed to provide preparation in methods to enhance socialization, communication and imagination in diverse learners with ASD. The course merges the theoretical understanding of the “triad of impairments” as defining features of autism with practical modes of assessment and intervention.

The Seminar in Advanced Behavior Analysis and Research Design was designed for graduate students who have completed ESP 701 (Introduction to Behavior Analysis or a similar course) and who have a thorough understanding of the principles of behavior and their application within applied educational settings. The purpose is to serve as a capstone experience in the Masters degree in Mentally and Physically Handicapped Education. In this course students will integrate professional knowledge and skills gained throughout the program and learn (1) how to design and implement action research; (2) apply and critique behavior analytic techniques in education; and (3) reflect on how best to deliver and evaluate empirically supported interventions for students with or at-risk for special needs.