Early Childhood Education Courses
ESSE 495/595 Topics in Education. 1-6 credits. Prerequisite: junior standing or permission of the instructor. Selected topics in education.
ESSE 670 Assessment and Evaluation. Lecture 3 hours; 3 credits. Measurement and evaluation principles and procedures for assessing and promoting children's learning and development will be addressed with an emphasis on the PK-6 age child. Program evaluation and interpretation of standardized tests will also be emphasized.
ESSE 672 Advanced Developmental Process. Lecture 3 hours; 3 credits. This course is designed to examine the theoretical basis for alternative views of the nature of human development. Students' understanding of topical areas in child development will be enhanced through an examination of current research in child development and relevant findings from cross-cultural study.
ESSE 674 Constructivist Teaching: Theory Into Practice. Lecture 3 hours; 3 credits. This course addresses Piaget's theory of cognitive and moral development. Students will learn techniques for studying the behavior and development of young children. Analysis of constructivist research, replicated empirical work, and implications for planning learning environments and education programs for young children will be emphasized.
ESSE 676 Foundations and Contemporary Issues in Early Childhood Education. Lecture 2 hours; 2 credits. This course introduces students to objectives, curricula, and organization of
early childhood education as it is practiced throughout the United States and other countries. Foundations of education programs and current research and practices related to the education of young children will be addressed with an emphasis on sociological, cultural, historical, and philosophical factors.
ESSE 677 Advanced Child Theory and Research. Lecture 3 hours; 3 credits. Techniques for studying the development of children in grades PreK-6 will be addressed. Analysis of recent
research, methodologies, and implications for planning learning environments and educational programs will be integrated into the course materials. Students will learn research techniques such as designs, data collection, and organization and analysis of data.
ESSE 678 Integrating Instruction Across the Curriculum and Practicum PreK-6. Lecture 3 hours; 3 credits. Following a theory into practice philosophy and building on the instructional
strategies for specific disciplines, students explore, develop, and use advanced instructional strategies, materials, technologies, and activities to promote interdisciplinary and
multidisciplinary instruction across the curriculum in grades PreK-6 in support of national instructional standards and the Virginia Standards of Learning. Course components include
classroom instruction and field-based clinical experiences accompanied by seminars and debriefing sessions.
ESSE 679 Advanced Classroom Management and Practicum in PreK-6. Lecture 3 hours; 3 credits. This course will examine advanced methods for educators to use in order to make their classroom teaching and management more efficient and effective. This will include supervised involvement of the student in a practicum setting where the student, instructor and classroom teacher work together closely to develop knowledge and gain expertise in teaching children in a positive and effective learning environment.
ESSE 680 Effective Parenting. Lecture 3 hours; 3 credits. Examination of alternatives in fostering constructive involvement of parents in both the out-of-school and in-school experiences and development of children.
ESSE 681 Developmental Day Care. Lecture 3 hours; 3 credits. Examination of different types of day care programs; administration, facilities, and developmental programs most desirable for day care children.
ESSE 682 Seminar in Early Childhood Education. Seminar 3 hours; 3 credits. Individual research and group discussion on topics of interest.
ESSE 683 Early Childhood Literature. Lecture 2 hours; 2 credits. This course offers a review of old and new literary materials suitable for nursery, kindergarten and early elementary school children. Issues affecting children and early childhood literature related to these issues, the practice of story telling, and teaching across the curriculum using trade books will be emphasized.
ESSE 684 Infancy and Caregiving. Lecture 3 hours; 3 credits. A study of dynamics of prenatal and postnatal development as well as a look at infant programs, infant stimulation, and ways to insure maximum development of the infant. Students will examine ways of assessing development as well as methods to use for developing sensory and motor systems, intellectual, perceptual, emotional, and language development during the first year-and-a-half of life.
ESSE 687 Helping Children Cope with Stress. Lecture 3 hours; 3 credits. This course will examine the effects of stress on children and will discuss possible techniques to use in working with children who have been forced to cope with stressful situations such as divorce, single parenting, step-parenting, death, and other life changing events.
ESSE 688 Practicum in Early Childhood. 1-6 credits. Supervised involvement of the student in a practicum setting where the student and the instructor work together closely to develop
curriculum and gain expertise in teaching specific topics of importance to early childhood educators. A weekly seminar is required.
ESSE 689 Integrating Language Arts Across the Early Childhood Curriculum. Lecture 2 hours; 2 credits. This class has a theory-into-practice goal. The focus for this class will be to
develop and use teaching strategies and techniques in the content area of language arts which are based on research, professional standards, and the Virginia SOLs. The integration of language arts across the early childhood curriculum and whole language activities that encourage thinking and language use will be emphasized.
ESSE 690 The Child and the Family. Lecture 3 hours; 3 credits. This course will examine children in the context of the families in which they live. Family systems theory provides the basis for study, and students do an in-depth examination of their own families of origin. The stages of the family life cycle are taught; principles of healthy family functioning are emphasized to promote healthy growth for children.
ESSE 693 Integrating Science and the Social Sciences Across the Early Childhood Curriculum. Lecture 2 hours; 2 credits. This is a class with a theory-into-practice goal. The focus for this class will be to develop and use teaching strategies and techniques in the content areas of science and the social sciences which are based on professional standards, as well as the Virginia SOLS. The integration of social studies and science across the early childhood curriculum and activities that stimulate thinking are emphasized.
ESSE 694 Integrating Mathematics Across the Early Childhood Curriculum. Lecture 2 hours; 2 credits. This class has a theory-into-practice goal. The focus for this class will be to develop and use teaching strategies and techniques in the content area of mathematics which are based on Piaget's theory of constructivism and are compatible with the NCIM Standards and the Virginia SOLs. Practical ways of encouraging logico-mathematical thinking in young children, NK-3 and the natural integration of mathematics across the early childhood curriculum will be emphasized.
ESSE 695 Topics in Education. Lecture 1-3 hours; 1-3 credits each semester. Prerequisite: permission of the instructor. This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.
ESSE 698/699 Thesis. 3-6 credits. Prerequisite: permission of instructor.
Special Education Course Descriptions
Special Education Courses
ESSE 313. 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, BD, and EMR, 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 404/504. Medical Aspects of Disabling Conditions. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course reviews medical conditions present among individuals with disabilities and implications for classroom instruction.
ESSE 406/506. Students with Diverse Learning Needs in the General Education Classroom. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course introduces general education teachers to the legal aspects and educational needs of at-risk students and those with disabilities. Emphasis is on characteristics of special needs children and procedures for effective academic, behavioral and social integration of these children in the general education classroom.
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 413/513. Fundamentals of Human Growth and Development. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course explores all aspects of development from birth through adolescence and beyond. Within each stage of development, students examine the areas of language, cognition, social emotional growth, and physical health. Emphasis is on the dynamic forces influencing growth and change so that students will have a better understanding of the areas of human development.
ESSE 414/514. Psychoeducational Assessment for Students with Diverse Learning Needs. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course focuses on selection, administration, scoring and interpretation of standardized, informal and curriculum-based instruments. Emphasis is on sound decision-making for curricular placement and instruction. Use of various computer-assisted programs, along with error analysis strategies applied to major core and content areas as well as transition assessment, is included.
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 430/530. The Family and Child with Special Needs: Lifespan Transitions. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course examines the initial and subsequent family response to the challenge of a child with a disability. Emphasis is on understanding the complex issues surrounding families and children with disabilities and transitions across the lifespan, including issues of peer networks, agency assistance, training/counseling, and sources of support.
ESSE 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.
ESSE 469/569. Communication/Language Development and Intervention Strategies. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course examines symbolic and nonsymbolic communication/language development and acquisition. Emphasis is on routine based communication training, communication/language facilitation strategies, augmentative communication systems, and informal/functional communication/language assessment procedures for early childhood special education students with severe/profound disabilities.
ESSE 486/586. Teacher Candidate Internship for Special Endorsement. Five days per week; half-full semester; 3-6 credits. Prerequisites: completion of the approved teacher education program in the major area, departmental approval, passing scores on PRAXIS I or equivalent, passing scores on the appropriate PRAXIS II content examination, passing scores on the Virginia Literacy and Communication Assessment (VCLA); passing scores on the Virginia Reading Assessment (VRA)and permission of the director of teacher education services. Available for pass/fail grading only. (qualifies as a CAP experience)
ESSE 617. Collaboration and Consultation for Students with Diverse Learning Needs.
Lecture 3 hours; 3 credits. Co- or prerequisites: ESSE 400/500 or 406/506. This course addresses the growing popularity of professional collaboration to support "stay-put" programs for students at-risk and students with disabilities. Emphasis is on interpersonal and communication skills, problem solving in dyads or groups, and the selection, implementation, and evaluation of various collaborative arrangements.
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 621. Effective Intervention for Children and Youth with Challenging Behavior. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 411/511 or equivalent and passing scores on PRAXIS I or equivalent. Students with challenging behavior pose a tremendous challenge to school personnel. Along with the growing incidence of behavior problems, there has been a dramatic increase in the number of research-supported interventions. Emphasis is on assessment of the structural and functional properties of problem behavior to facilitate development of interventions that match the nature and severity of the problem behavior. The course focuses on gaining knowledge of the likely source(s) of challenging behavior, including various strategies to document the environmental determinants of the behavior, establishment of school-wide, classroom-level, and student-specific intervention programs and ways to document the outcome of those interventions. Attention is given to adult- as well as peer-mediated intervention options for problem behavior reduction/replacement among children and youth from diverse backgrounds and across categories of exceptionality.
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 628. Teaching Students with Severe Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500, 411/511 or equivalent, and passing scores on Praxis I. This course addresses the characteristics and needs of individuals with severe disabilities. Emphasis is on assessment, program development and instructional techniques to address the needs of individuals having severe disabilities.
ESSE 630. Teaching Preschoolers with Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500, and passing scores on Praxis I. This course is designed to prepare students in curricula, materials and methods of instruction for preschool-aged (2 to 9 years) children with special needs. Programming for self-help, social, language, motor, and cognitive development are addressed. Data collection, program organization, and classroom planning also are covered.
ESSE 631. Developmental and Ecological Assessment Strategies. Lecture 3 hours; 3 credits. Practicum of 45 hours is required. Prerequisites: ESSE 400/500 or the equivalent, and passing scores on Praxis I. This course provides students with the skills necessary for assessment of atypical early development as well as best practices in assessing functional skills in students with severe disabilities. Students will explore and give assessments to children from birth to 9 years of age in addition to students with severe disabilities.
ESSE 633. Sensorimotor Development and Intervention Strategies. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and passing scores on Praxis I. This course reviews typical and atypical development during infancy and intervention approaches for individuals, regardless of age, who function at developmental levels between birth and two years. Emphasis is on techniques for working with students having physical disabilities.
ESSE 637. Infant/Family Intervention and Teamwork. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: 400/500 and 630, passing scores on Praxis I. This course prepares professionals from cross-discipline backgrounds to serve families with children who are at-risk and disabled from birth through age three. Emphasis is placed on the development of the IFSP, procedures, materials and curriculum for this population. A family centered approach is stressed.
ESSE 669. Directed Field Project in Early Childhood, Speech-Language Pathology, and Special Education. 1-3 credits; 50 hours per credit. Prerequisite: appropriate graduate methods courses.* The course provides supervised involvement of the student in a practicum setting where the student and the instructor work together closely to develop curriculum and gain expertise in teaching specific topics of importance to special educators.
ESSE 700/800 Social/Emotional Aspects of Child Development. Lecture 3 hours; 3 credits. This course will address the socialization processes of young children as a component of the broad perspective of a child's life. Curriculum development and how it is affected by the cultural context of an education system also will be discussed. Social institutions, a world view, a given culture, political conflicts, and technological trends create a world that affects children both in an immediate and in an indirect sense. Therefore, knowledge of these contextual elements is a critical aspect of understanding the young child.
ESSE 701/801 Historical & Contemporary Perspectives on Teaching & Learning in Special Education. Lecture 3 hours; 3 credits. This course covers contemporary and historical topics related to problem issues in special education. This is a course of study that will enable participants to examine various research topics in special education and take and defend a position on an issue.
ESSE 702/802 Cognitive Processes & Learning Strategies for Students with Special Needs. Lecture 3 hours; 3 credits. Prerequisite: Graduate standing. The intent of this course is to provide an overview of research and critical issues relative to the cognitive and affective development of individuals with disabilities. Research-based interventions that address deficits of cognitive processes will be discussed and specific learning strategies will be presented.
ESSE 707/807 Advanced Instructional Procedures in Special Education. Lecture 3 hours; 3 credits. Prerequisite: graduate standing. The course provides students with advanced skills in educational planning, development, and implementation for students with learning problems. Techniques focus on inclusive and self-contained classroom arrangements.
ESSE 714/814. 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 715/815. 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 720/820. 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.
ESSE 730/830 Single Subject Research. This course is designed to provide the student knowledge and skills that relate to single subject research methodology in special education. It includes an overview of historical and philosophical foundations, basic issues in behavioral assessment, single subject research design and methodology, including trend and statistical analysis in single subject research. Students will analyze critically empirical research and be able to plan, implement, and evaluate original research conducted with children and youth.
ESSE 795/895. Topics in Education. Lecture 1-3 hours; 1-3 credits each semester. Prerequisite: permission of the instructor. This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.
ESSE 821 Critical Issues I: Readings in Special Education & Professional Writing. Lecture 3 hours; 3 credits. The intent of this course is to provide doctoral candidates an opportunity to do the following: (a) become thoroughly involved in the literature relating to issues currently critical in Special Education, and (b) begin the process of developing writing skills suitable for positions and tenure in higher education. The course stresses APA writing guidelines and style, conducting literature searches, and beginning developing a writing product that is suitable for publication. The course provides an introduction to the skills necessary for advancement in higher education and professional institutions.
ESSE 822 Critical Issues II: Research and Professional Writing. This course provides doctoral candidates an opportunity to read, analyze and synthesize research in Special Education with the intent of contributing to the literature. Students will read and analyze research and literature relating to personal interests and current critical issues in Special Education. The course emphasizes skills necessary for developing writing skills suitable for positions and tenure in higher education. APA writing guidelines and style, analyzing and synthesizing research/literature, and producing a lengthy written product suitable for publication are stressed. The course is designed to build skills necessary for advancement in higher education and professional institutions. (Lecture 3 hours; 3 credits).
ESSE 868 Internship: Urban Child Study/Special Education. 3 credits. This course provides doctoral students an opportunity to gain practicum experience in human service agencies, in educational settings in urban school administration, and in other community education training projects.
ESSE 893 Professional Seminar: Teaching, Research, & Service. This course prepares doctoral candidates to meet professional standards in teaching, research and service in special education in higher education institutions. Teaching includes an understanding of adult learning, the design, delivery, evaluation of content, and use of technology in college teaching. Research includes recognizing and critically discussing scholarly work, systematically planning and preparing for research, and developing research proposals. Service includes identifying professional organizations and agencies and creating integrated professional development programs. The course is designed to build skills necessary for advancement in higher education and professional institutions. (Lecture 3 hours; 3 credits. Prerequisites: ESSE 821 and 822).
ESSE 899 Dissertation. 1 - 12 credits. Prerequisite: completion of candidacy examination. Work on pre-selected dissertation topic under the direction of the dissertation chair.
*Appropriate graduate methods courses: two of the following: ESSE 415/515, 618, 621, 623, 624, 625, 626, 627, 628, 630, 714/814, 715/815, and passing scores on Praxis I or permission of the Graduate Program Director Cheryl Baker, Ph.D. (csbaker@odu.edu).
Speech-Language Pathology and Audiology Courses
ESSE 351 Anatomy of Speech, Language, and Hearing. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. Study of the psycholinguistic, acoustic, anatomical, and physiological aspects of speech.
ESSE 352 Phonetics. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. Study of the production and classification of sounds in American English; practice in phonetic transcription.
ESSE 447/547 Introduction to Language Disorders in Children. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. This course presents an introduction to the various language disorders manifested by children and adolescents with a focus on characteristics, etiologies and general intervention approaches.
ESSE 448/548 Speech-Language and Hearing Programs in the Public Schools. Lecture 3 hours; 3 credits. Prerequisites: ESSE 450/550 and 460/560. The emphasis of this course is on the organization and administration of public school speech-language and hearing programs, as well as clinical, professional and legal issues related to service delivery.
ESSE 449W/549 Orientation to Clinical Procedures in Speech-Language Pathology. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. This course provides an introduction to basic clinical procedures and competencies in speech-language pathology with an emphasis upon language sampling and identification of syntactic elements. The course also includes structured and supervised observation activities.
ESSE 450/550 Survey of Communication Disorders. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. This course is designed to acquaint the student with recognition, identification, and understanding of speech and language disorders.
ESSE 451/551 Articulation and Phonological Disorders. Lecture 3 hours; 3 credits. Prerequisites: ESSE 352 and 450. This course emphasizes causes, identification and treatment of articulation and phonological disorders.
ESSE 452/552 Voice Disorders. Lecture 3 hours; 3 credits. Prerequisites: ESSE 351 and 450. This course focuses upon anatomical and physiological bases, etiologies, assessment and treatment of voice disorders.
ESSE 453/553 Language Development. Lecture 3 hours; 3 credits. Prerequisite: ESSE 450. This course emphasizes language development from the perspective of the speech-language pathologist.
ESSE 454/554 Clinical Practica in Speech Pathology/Audiology I, II, III. Lecture 3 hours; practicum 6 hours; 4 credits each, 3 separate semesters. Prerequisites: ESSE 351 or 650, 352, 449W/549, 450/550, 451/551, 453/553, 459/559, 460/560, and permission of program faculty. These practica are designed to provide students with experiences in the evaluation and treatment of communication disorders. (qualifies as a CAP experience)
ESSE 457/557 Language Diagnosis and Remediation. Lecture 3 hours; 3 credits. Prerequisites: ESSE 450 and 453. This course acquaints the student with diagnostic methods and remediation techniques for the language-disordered and nonverbal child.
ESSE 458/558 Speech and Hearing Science. Lecture 3 hours; 3 credits. Prerequisite: junior standing or permission of the instructor. The content of this course focuses upon basic acoustics, speech acoustics, psychoacoustics, speech perception, and clinical laboratory instrumentation. The course is designed to provide fundamental information regarding normal and abnormal aspects of speech and hearing processes.
ESSE 459/559 Seminar in Speech Pathology Methods and Materials. Seminar 3 hours; 3 credits. Prerequisites: ESSE 450 and 451. This course focuses upon current therapy methods, equipment, and materials which are utilized in the remediation of communicative disorders.
ESSE 460/560 Hearing Disorders and Basic Audiometry. Lecture 3 hours; 3 credits. Prerequisite: ESSE 351. A study of the physics of sound, anatomy, and physiology of the human ear, basic audiometry and hearing disorders.
ESSE 461/561 Aural Rehabilitation I. Lecture 3 hours; 3 credits. Prerequisites: ESSE 351 and 460. A study of audiological findings and the implications for hearing therapy; speech and language development of the deaf.
ESSE 465/565 Signing I-Beginning Nonverbal Communication. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor.
ESSE 635 Research Methods in Education. Lecture 3 hours; 3 credits. Types of research, selection of problems, location of educational information, collection and classification of data, organization, presentation and interpretation of materials.
ESSE 636 Problems in Education. Lecture 3 hours; 3 credits. Prerequisite: ESSE 635 and/or permission of the instructor. Application of research procedures culminating in student study of selected topics.
ESSE 650 Organic Speech-Language Disorders. Lecture 3 hours; 3 credits. The content of this course focuses upon the structural and neurological bases of speech and language disorders, particularly those related to laryngeal and central nervous system pathologies.
ESSE 651 Language Development and Language Disorders. Lecture 3 hours; 3 credits. Prerequisite: ESSE 553 or equivalent, or permission of the instructor. This course provides a detailed analysis of current literature pertinent to language development, diagnosis and intervention.
ESSE 652 Articulation and Phonological Disorders. Lecture 3 hours; 3 credits. Prerequisite: ESSE 451/551. The principal emphasis of this course is clinical intervention for phonological and articulation disorders including motor speech disorders.
ESSE 654 Advanced Clinical Techniques in Speech Pathology. Lecture 3 hours; 3 credits. This course emphasizes current techniques in the management of voice, language, stuttering and articulation disorders.
ESSE 655 Cleft Palate. Lecture 3 hours; 3 credits. The purpose of this course is to investigate the etiologies, communicative disorders, diagnostic methods, and therapeutic techniques related to cleft palate and related disorders.
ESSE 656 Theories and Therapies in Stuttering. Lecture 3 hours; 3 credits. This course emphasizes current etiological theories, research, diagnostic procedures and therapeutic techniques related to stuttering.
ESSE 657 Aphasia. Lecture 3 hours; 3 credits. The objective of this course is to investigate the etiologies, communicative disorders, diagnostic methods and therapeutic techniques related to aphasia.
ESSE 658 Swallowing Disorders. Lecture 3 hours; 3 credits. This course reviews the structures and neural bases of swallowing, common etiologies that cause dysphagia, and clinical techniques used in assessment and management of swallowing disorders in pediatric and adult population.
ESSE 660 Procedures in Audiology. Lecture 3 hours; 3 credits. Prerequisite: ESSE 460 or equivalent. The content of this course emphasizes the major topics in audiology that are most relevant for a speech-language pathologist.