ESSE 313 (413).  Fundamentals of Human Growth and Development: Birth to Adolescence. Lecture 3 hours: 3 credits. Prerequisite: Junior Standing. This course emphasizes the area of human growth and development: birth to adolescence. The skills in this area shall contribute to an understanding of the physical, social, emotional, and intellectual development of children and the ability to use this understanding in guiding learning experiences. The interaction of children with individual differences-economic, social, racial, ethnic, religious, physical, and mental- should be incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related to but not limited to attention deficit disorders, gifted education including the use of multiple criteria to identify gifted students, substance abuse, child abuse and family disruptions.

ESSE 400/500.   Foundations of Special Education: Legal Aspects and Characteristics.  Lecture 3 hours; 3 credits.  Prerequisite: junior standing.  The course provides an introduction and overview of the field of special education from the perspective that it is a subsection of general education and that the field is in transition by virtue of philosophical, legislative and programmatic changes.  Legal aspects, regulatory requirements, and critical analyses of research are addressed.  This course includes a broad overview of the expectations associated with the identification, characteristics, and education of students with disabilities.

ESSE 402/502.  Instructional Design I: Learner Characteristics and Assessment.  Lecture 3 hours; 3 credits.  Prerequisites: ESSE 400/500.  The intent of this course is to provide pre-service teachers with: (a) knowledge of the characteristics of students with mild disabilities who are accessing the general curriculum, K-12, including, but not limited to, LD, ED, and MR, and (b) the ability to develop knowledge and skill in the selection, administration, scoring and interpretation of standardized/norm-referenced assessments of exceptional learners.  Administering formal and informal assessment tools and the development of an IEP are emphasized.  The use of assessment data to improve instruction and student performance is discussed.

ESSE 411/511. Behavior Management Techniques for Students with Disabilities. Lecture 3 hours; 3 credits. Co- or prerequisite: ESSE 400/500. This course focuses on the field of applied behavior analysis, including best practices in the area of data collection, program selection, program implementation, and data analysis. Positive behavior management and supports and functional behavior assessment are emphasized.

ESSE 415/515.   Instructional Design II: Curricular Procedures and Individualized Education Planning.  Lecture 3 hours; 3 credits.  Practicum of 45 hours is required. Prerequisites: ESSE 400/500, 402/502, and passing scores on PRAXIS I or equivalent.  The intent of this course is to provide preservice teachers with: (a) knowledge of research-based instruction for K-12 students with disabilities and those who are gifted; (b) knowledge and skill in using data collection to make decisions about student progress, instruction, program, accommodations and teaching methodology for exceptional learners, and (c) knowledge and skill in planning, developing and implementing individual educational plans and group instruction for diverse exceptional learners who are accessing the general education curriculum and the standards of learning.

ESSE 417/517.  Collaboration and Transitions.  Lecture 3 hours; 3 credits. Co- or prerequisite: ESSE 400/500.  This course addresses the complex issues surrounding families and children with disabilities and transitions across the lifespan, as well as effective collaboration with families and professionals to support inclusion and/or effective early intervention services, educational programs and transition services for students at-risk and students with disabilities.  Emphasis is on successful professional collaboration and effective relationships in educational, transition, and family settings.

ESSE 618. Characteristics and Strategies for Teaching Students with Emotional/ Behavioral Disorders. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisite: ESSE 400/500 and 415/515 or equivalent, and passing scores on Praxis I. This course addresses characteristics and various approaches to the education and treatment of emotional/behavioral disorders. Emphasis is on group/individualized programming that addresses social, emotional, academic, and behavioral needs. Behavior measurement and direct observation, problem behavior specification, intervention development and implementation, data collection and analysis, curricular adaptation, and teacher collaboration skills for successful regular classroom reintegration and transition are also discussed.

ESSE 623. Characteristics and Strategies for Teaching Students with Mental Retardation. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 415/515 or equivalents, and passing scores on Praxis I. The course examines the characteristics and various approaches to the education and treatment of students with mental retardation and developmental disabilities. Assessment, curriculum development, instructional design, appropriate placement setting, transition and utilization of environmental resources are emphasized.

ESSE 624. Characteristics and Assessment of Learning Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 415/515 or equivalents, and passing scores on Praxis I. This course will present to professional educators the history of the field, federal and state definitions, and current issues related to the characteristics of learning disabilities, including the academic and social characteristics of LD, as well as informal and formal assessment procedures. Placement options and related services will be covered.

ESSE 626. Instructional Strategies for Students with Learning Disabilities. Lecture 3 hours, 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 415/515 or equivalents, and passing scores on Praxis I. This course provides the professional educator with a variety of instructional procedures for students with learning disabilities. The course will examine informal assessment, adaptive instruction, social skills instruction and research-based interventions across the curriculum. Collaborative skills for interprofessional intervention will be implemented and current issues and research will be presented and discussed.

ESSE 714.  Alternative Strategies for Secondary Students.  Lecture 3 hours; 3 credits.  Practicum of 45 hours required.  Prerequisites: ESSE 400/500, 415/515 and passing scores on PRAXIS I or equivalent.  This course provides pre-service and in-service teachers with the knowledge and skill to collaborate with other professionals to assist students who are at-risk for school problems due to academic challenges and/or behavior and to effectively support students with identified mild disabilities in general education secondary-level classrooms. The course focuses on developing proactive pre-referral interventions and working with general educators to develop and implement effective interventions, accommodations, modifications and supports for students with mild difficulties in the general classroom. The use of advanced instructional strategies to address statewide assessment competencies is included.

ESSE 715.  Alternative Strategies for Elementary Students: Prevention and Intervention.  Lecture 3 hours; 3 credits.  Practicum of 45 hours required.  Prerequisites: ESSE 400/500, 415/515 and passing scores on PRAXIS I or equivalent.  This course provides pre-service and in-service teachers with the knowledge and skill to collaborate with other professionals to identify and remediate students who are at-risk for school problems due to academic challenges and/or behavior, and to effectively support students with identified mild disabilities in general education elementary level classrooms. The course focuses on developing proactive pre-referral interventions and working with general educators to develop and implement effective interventions, accommodations, modifications and supports for students with mild difficulties in the general classroom. The use of advanced instructional strategies to address statewide assessment competencies is included.

ESSE 720. Curriculum and Instruction: Research into Practice. Lecture 3 hours; 3 credits. Prerequisites: appropriate graduate methods courses.* This course provides an overview of research methods employed in the field of special education. Current trends related to curriculum and instruction in general and special education will be investigated. Strategies and procedures for identifying learner characteristics and application of that knowledge will be included. Implementation of quality curricular modifications and/or instructional accommodations for students with diverse needs in a variety of educational settings, and evaluation of instruction will be addressed.

ECI 468/568. Language Acquisition and Reading for Students with Diverse Learning Needs. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course provides an overview of normal language development and language disorders which impact the acquisition of language based curriculum skills such as listening, speaking, reading and written expression. Emphasis is on instructional techniques to assist individuals with diverse learning needs achieve reading and comprehension skills. Effective reading strategies and curricula for individuals with disabilities will also be reviewed.

ECI 680.  Reading to Learn to Across the Curriculum.  Lecture 3 hours; 3 credits.  This class has an emphasis on advanced techniques in reading for classroom teachers who are not reading specialists.  Students develop an understanding of the process of reading to learn across the curriculum including a wide variety of comprehension strategies and an understanding of the complex nature of reading throughout the disciplines.  Lecture, demonstrations, development of materials, and practice in the techniques of reading for elementary and secondary classroom teachers and library specialists are provided.