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Undergraduate Course Descriptions: Special Educationnext

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ESP 230 INTRODUCTION TO SPECIAL EDUCATION

This course offers an examination of the historical, social, and legal foundations of special education. Emphasis will be placed on assessment procedures, multicultural issues, family involvement and the referral process. An overview of the characteristics and instructional needs of individuals with disabilities for children birth through Grade 12 will be explored.  A focus will be on the general education teacher assuming educational responsibility for inclusion of students and the collaborative practices across general and special education programs.  An overview of the characteristics and instructional needs of individuals with all exceptionalities (including Autistic Spectrum Disorders) as identified in the present federal educational disability related legislation will be provided. The impact of diversity and assistive technology services of persons with special needs in the school will also be addressed.  Students will become familiar with The New York State P-12 Common Core Learning Standards and Adaptive/Functional Curricula for Students with Disabilities. Three credit hours. Offered fall and spring semesters. Prerequisites: None.  Students will not receive a grade in this course until the completion of the Chile Abuse and Save Legislation requirement for New York State. Students will submit two (2) individual certificates to the instructor upon completion of the class.

ESP 276 POSITIVE BEHAVIORAL SUPPORT APPROACHES TO CLASSROOM MANAGEMENT AND INSTRUCTION

This course provides an understanding of the principles of human behavior across school contexts and demonstrates ways in which these principles can be used to enhance learning for all students. A primary focus will be on the use of positive behavior support systems and behaviorally-based instruction along with the establishment of safe, positive and supportive learning environments. Attention to causal and etiological explanations in combination with issues related to cultural and economic diversity on the identification and intervention for individuals with emotional/behavioral needs will be stressed. Students will also recognize the functional relationships that typically exist between behavior and the environment. The creation of student-centered Behavioral Support Plans that include explicit transition planning, when appropriate, will also be considered along with legal mandates and relevant regulations. Three credit hours. Offered fall and spring semesters. Prerequisites: ESP 230.

ESP 348 EDUCATION AND ASSESSMENT OF ADOLESCENTS WITH DISABILITIES 

This course will consider the range of medical, learning, emotional, behavioral, and adaptive needs of individuals with mild to moderate to severe disabilities. Relevant curricular development and instructional methodologies towards both primary academic content (e.g., language arts/reading, math, science, and social studies) and alternative instruction will be specifically targeted. Emphasis will be placed on the integration of general education and special education methodologies. Curriculum-based and alternative assessment practices will be used towards the development of valid and viable individualized educational plans. Communication, social skills, inclusive practices, transition planning, relevant assistive and instructional technology, and operating in the natural environment will also be emphasized. Consideration will be given to cultural and social background in the identification of disability and development of unique educational strategies. A minimum of 40 participation hours are required. Three credit hours. Prerequisite ESP 230 Introduction to Special Education. Offered as needed.

ESP 400 INTEGRATING THE CURRICULUM: AN EDUCATIONAL COLLABORATION

This course will target the implementation of relevant educational outcomes using a more integrated curriculum for students with a wider range of learning needs to include GT, lower incidence developmental disabilities, specific learning disabilities (e.g., math, reading/language arts, and reading), and behavioral disabilities across age levels. The many direct connections between the special and general education models will be considered towards an enhanced understanding of how these two disciplines complement and support one another. Particular attention will be given to the special educator as a consultant/collaborator and co-teacher across a range of general education settings along with forming home-school partnerships. Students will learn to problem solve school and/or classroom based curricular, individual student, and systemic issues. Use of a positive school wide model of support within schools will be examined. Students will also understand and be able to plan for specific transition, vocational, and school-to-work objectives and supports for older students and their families. Three credit hours. Prerequisites: ESP 348. Offered spring semester.