Special Education Dual Licensure
added January 29, 2008
ESP 230 Introduction to Special Education
Presents the definitions, causes, psychological, and behavioral characteristics of disabilities as outlined in the Individual with Disabilities in Education Act (IDEA). Emphasizes assessment procedures, multicultural issues, family involvement, and referral process, along with the relevance of collaborative practices and shared involvement across general and special education programs. The view of disability as both an organic/biological issue and a social construct will be discussed. Students will review legal and service obligations under IDEA to include an examination and understanding of IEP, IFSP, and transition planning processes. Prerequisite: EDU 110
ESP 276 Positive Behavioral Support Approaches to Classroom Management & Instruction
This course provides an understanding of the principles of human behavior across school contexts & 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 & 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. Prerequisites: ESP 230
ESP 328 Educating and Assessing Students with Mild to Moderate Disabilities
The development of differentiated instructional methodologies to target effective instruction and the remediation of academic difficulties in language arts/reading, science, mathematics, and social studies will be stressed. Emphasis will also be placed on the integration of general education and special education methodologies to include Learning Communities, access to the general curriculum, functional and vocational skill objectives, and community-based instruction. Emotional/behavioral, expressive, self-management, transition, and building social relationships will also be examined. Students will also study the standardized assessment procedures used in the referral, identification, and instructional phases of program planning for students with special needs. Consideration will be given to cultural and social background in the identification of disability and development of unique educational strategies. IEP development and relevant legal and service mandates as per IDEA and ADA will also be examined. Prerequisites: ESP 276 & ESP 277
ESP 338 Educating Students with Moderate to Severe Disabilities with Junior Practica
This course will consider the range of medical, learning, emotional, behavioral, and adaptive needs of individuals with multiple and lower incidence developmental 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. Attention will also be paid to issues, problems, and trends that affect the development of school, instructional, transition, and community-based services to include the interactions between individuals with more significant areas of disability and their environment. Collaborative relationships with parents, medical and other resource specialists, and community services along with the supervision of paraprofessionals will be stressed. Curriculum-based and alternative assessment practices will be used towards the development of valid and viable individualized educational programs. Communication, social skills, inclusive practices, transition planning, relevant assistive and instructional technology, and operating in the natural environment will also be emphasized. Through Junior Practicum I & II, students will complete the 100 hours required by NYS and needed prior to beginning student teaching. Prerequisites: ESP 328 & ESP 330
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. Prerequisites: ESP 338, 340
