This is a discussion-based class designed to develop an awareness of disabilities as they are portrayed in modern popular media. This course specifically investigates representations of disability in mainstream media, as well as the impact that such portrayals have on people with disabilities and on people without disabilities. (3 crs.)

Exceptional Child I is the first of a two-course introductory sequence to children with disabilities and to the field of special education. This course examines the range of high-incidence disabilities in children and their broad sociological, educational, and vocational implications. Specifically, the sequence develops competencies in such areas as the historical development of services for individuals with disabilities, legislation and litigation affecting the delivery of services, definitions and classification of disabilities, the impact of inclusion programs, preschool and postschool programs, family services, and program modifications and teaching techniques for children with disabilities, all within an applied behavior analysis context. (3 crs.)

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 and characteristics of special education and students with exceptionalities and collaboration/consultation for the successful inclusion of students with exceptionalities into the inclusionary classroom. Co-requisite: ESP 311 (3 crs.)

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.

Behavior Principles I is the first of a two-semester introduction to the professional discipline of applied behavior analysis. Applied behavior analysis is an educative approach with three fundamental characteristics that is always responsive to some form of human problem. It restructures the problem, such as underdeveloped academic skills or socially undesirable responses, into behavior(s), and it applies the principles of behavior to change these problematic behaviors. In the process, it identifies important functional relationships contributing to an expanding technology of human behavioral change. (3 crs.)

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. Co-requisite: ESP 210 (3 crs.)

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.] (3 crs.)

The Special Education Field Experience in High Incidence Disabilities is one of the first courses taken by students majoring in special education. Students are in a school setting to gain experience with students with disabilities. This will be a collaborative experience between the student, University supervisor, and collaborating teacher. The collaborating teacher is certified in special education and has at least two years experience teaching students with disabilities. While fully immersed in the school-based setting, University students may observe, assist, tutor, instruct, assess and/or manage students. Within the experience students will reflect and self-critique their current skills, knowledge and disposition related to all school-age students they encounter. (3 crs.) Prerequisites: ESP 101, ESP 301. 

The Special Education Field Experience in Low Incidence Disabilities is a course taken by students majoring in special education. Students are in a school/agency setting to gain experience with students with low incidence disabilities. This will be a collaborative experience between the student, University supervisor and collaborating teacher/professional. The collaborating teacher/professional is certified in special education with at least two years experience with students/adults with disabilities. While fully immersed in the field-based setting, University students may observe, assist, tutor, instruct, assess, and/or manage students/adults. Within the experience students will reflect and self-critique their current skills, knowledge, and disposition related to all students/adults with disabilities they encounter. (3 crs.). Prerequisites: ESP 101, ESP 200, ESP 301, ESP 401. Co-requisites: ESP 402, ESP 403.

Behavior Principles II is the second of a two-semester introduction to the professional discipline of applied behavior analysis. (3 crs.) Prerequisite: ESP 301.

This course prepares students to work with children and/or adults who require ongoing support in order to participate in one or more major life activity. Students are required to design and implement an instructional program with a person who needs this type and level of support. (3 crs.). Prerequisites: Undergraduate: ESP 101, ESP 200, ESP 301, ESP 401. Co-requisites: Undergraduate: ESP 349, ESP 403.

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. (3 crs.). Prerequisites: Undergraduate: ESP 101, ESP 200, ESP 301, ESP 401. Co-requisites: Undergraduate: ESP 349, ESP 402.

This course is offered to special education majors the semester prior to their student-teaching experience. Curriculum and Methods I is a materials and methodology course for pre-service 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 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. (3 crs.) Prerequisites: ESP 101, ESP 200, ESP 301, ESP 339, ESP 349, ESP 401, ESP 402, ESP 403, and admission to teacher education.

This course is offered to special education majors the semester prior to their student-teaching experience. Curriculum Planning 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 a behavioral diagnosis of arithmetic strengths and weaknesses, the development and implementation of intervention strategies for various populations of exceptional children, the selection and/or development of appropriate materials for instruction, and the procedures and techniques for continuous evaluation of the instructional process. (3 crs.) Prerequisites: ESP 101, ESP 200, ESP 301, ESP 339, ESP 349, ESP 401, ESP 402, ESP 403 and Admission to teacher education.

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. (3 crs.). Prerequisite: ESP 101, ESP 200, ESP 301, ESP 401, ESP 402.

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]

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. Prerequisites: Admission to Teacher Education, current clearances (3 crs.)

Evidence-Based Practices for Secondary Inclusion is offered to Secondary 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 Secondary pre-service teachers to provide math language arts instruction to students with disabilities in secondary inclusion settings. An emphasis is placed on results of research and proven methods of instruction for teaching reading and math to secondary students 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. Prerequisites: Admission to Teacher Education (3 crs.)

The course is designed to provide future educators with knowledge of research based practices that may be employed in PreK through Grade 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 noninstructional periods. (3 crs.)

The student teaching program 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 major practicum provides an intensive experience for the student in two of the handicapping areas 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 the students in their teaching experiences. Students are provided with opportunities to demonstrate the effectiveness and functionality of their teacher-made devises, learning centers, and curriculum materials used in their classrooms. Undergraduate 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 the student teachers seeking dual certification. (12 crs.). Prerequisites: Admission to teacher education, 3.0 GPA, Admission to student teaching.