Required During First Semester
Optional add-on Reading Specialist Endorsement - Fall and/or Spring
Optional add-on Autistic Certificate - Fall and/or Spring
Total: 42 credits minimum*
*Total number of program credits depends upon selected endorsement areas.
EDUC 500 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform off which online classes are launched.
EFND 598 Professional Project (1) Before the awarding of a degree, successfully complete a culminating experience. For most, the project will consist of providing evidence, in the form of a portfolio, that critical program competencies have been met.
ETSP 501 Faith Integration Assessment (1) Required prior to program completion and should be completed in the last semester of the program. Includes a required a culminating activity that investigates individual faith growth as assessed through a reflective writing activity. (materials fees)
ETSP 550 Legal Aspects and Foundations of Special Education (3) Surveys key legislative and judicial decisions that have shaped the current special education laws and policies. Understand the laws that must be kept in mind for every professional associated with special education. Ethical frameworks will be developed for appropriate decision making around key issues.
ETSP 551 Characteristics of Students with Disabilities (3) Discusses students who demonstrate patterns of behavior consistent with learning disabilities, mild mental retardation and emotional disorders, and the characteristics of students with hearing, vision and/or physical impairments. Survey the range of conditions, which contribute to students being eligible for special education services. Presents an overview of
identification, assessment, program options and intervention services. This course includes as competencies a classroom observation and practicum experience.
ETSP 552 Behavior Management & Social Skills Training (3) In-depth, research-based study of the causes and corresponding solutions to typical as well as extraordinary classroom management problems. Reviews the knowledge base on teaching socially appropriate behavior. Identifies appropriate behavioral interventions and social skill teaching strategies through case studies, simulations and role-playing. Emphasizes modifying strategies based on learning style and cultural considerations.
ETSP 553 Language Acquisition & the Communicative Arts (3) This course prepares participants to develop students’ communicative competence through a focus of the language modes: listening, speaking, and writing. The course content addresses language development, language theories, and best practices of assessing and teaching language. Particular attention will be given to language difficulties of students with mild disabilities, and/or language deficit, and/or second language acquisition.
ETSP 554 Assessing & Teaching Reading of Narrative & Expository Texts (4) This course will prepare participants to assess reading skills and to teach reading to student with mild disabilities and/or language deficit and/or second language acquisition. The course will specifically address reading processes, approaches, and stages, early intervention practices, corrective reading, diagnosis and remediation of reading problems, and assessment and instruction of reading in the content areas. Investigate and analyze
record reviews and interviews; design, administer, and interpret tests; write reports; and design, implement, and critique instruction. The focus will be on the application and generalization of knowledge to realistic classroom situations.
ETSP 555 Collaboration & Consultation (3) In this course participants will acquire the necessary knowledge base and skills to collaborate and/or consult with other professionals, students, and parents. Particular attention will be given to teaming, collaborative consultation, and co-teaching.
ETSP 556 Assessing & Teaching Mathematics to Students with Special Needs (3) Discusses math standards and curriculum, as well as methods for diagnosis, remediation, instructional design and curriculum adaptation. Identify students with math difficulties; conduct record reviews and interviews; administer and interpret formal and informal tests; write reports; and design, implement and critique instruction.
ETSP 557 Field Experience I - Reading & Math (1) Opportunity to practice and critique reading and math assessment and diagnostic teaching.
ETSP 561 Field Experience III Internship Students with Disabilities (3) Design, implement, assess and monitor reading and mathematics interventions in a classroom serving students with learning disabilities, mental retardation and/or behavioral disorders. University-supervised field experience provides the opportunity to assume total teaching responsibilities under the guidance of a mentor teacher in both resource and inclusive settings. Meet in an on-campus seminar to discuss relevant issues and problem solve with
other students. Prerequisites: completion of all coursework leading to endorsement.
ETSP 561A Field Experience IIIA Internship Inclusion (3) Design, implement, assess and monitor reading and mathematics interventions in a classroom serving students with learning disabilities, mental retardation and/or behavioral disorders. University-supervised field experience provides the opportunity to assume total teaching responsibilities under the guidance of a mentor teacher in both resource and inclusive settings. Meet in an on-campus seminar to discuss relevant issues and problem solve
with other students. Prerequisites: completion of all coursework leading to endorsement.
ETSP 570 Instructional Methods for Students with Disabilities (3) A study of learning disabilities, emotional/behavioral disabilities, and mental retardation investigated from theoretical, philosophical, medical, and legal perspectives. Emphasis is placed on instructional methods for students with learning and behavioral concerns including Attention Deficit Disorder. The impact of learning disabilities, emotional/behavioral disabilities, and mental retardation across the life span with emphasis on curriculum, instructional strategies, and transition issues will be studied. Interpretation of assessment and Individualized Education Plans (IEPs) are included.
ETSP 574 K-12 Reading Assessment and Instruction across Content Areas (3) A study of advancing literacy (reading and writing skills) across subjects and grade levels. An investigation of techniques that support independent reading, writing, and learning and organization, summarizing, note-taking, reading/writing strategies and techniques, and reflective thought in content courses will be covered.
ETSP 576 Data Driven Assessment (3) The study of achievement assessment, IQ test, validity and reliability, constructs, construction of authentic assessment and scoring, norm referenced v. criterion referenced, determination of biased assessments and factors that may influence assessment such as cultural, behavioral, and learning diversity. Administration, scoring, and interpretation of commonly used individual and group instruments, including norm-referenced, criterion-referenced, and curriculum-based measures and task analysis, observation, portfolio, and environmental assessments; and synthesis and interpretation of assessment findings for eligibility, program planning, and program evaluation decisions will be addressed.
ETSP 581 Foundations of Education and Human Growth and Development (3) Foundations of education in the U.S. from historical, philosophical, and sociological development, and various worldviews. This course covers the physical, cognitive, cultural, social/emotional, spiritual, and psychological development of children and adolescents with an emphasis on theories of human development, and incorporating children’s individual differences. Individual differences, such as socio-economic, racial, ethnic, religious, physical, and mental, approximate timing and effects of age-related changes and at-risk factors on normal development (for instance, attention deficit disorder, substance abuse, child abuse, and family disruptions).
ETSP 584 Reading Service Delivery: Supervision & Current Trends (3) Examines current trends as well as methods and service delivery options. Demonstrate the ability to instruct and advise teachers in the skills necessary to differentiate reading instruction for both low- and high achieving readers, as well as demonstrate an understanding of the needs of high achieving students and of strategies to challenge them at appropriate levels. Addresses the reading supervisor’s roles and responsibilities. Do field observations and interviews, literature reviews, case studies and interactive journaling. Prerequisite: all coursework leading up to the reading internship.
ETSP 585 Reading Research, Curriculum & Technology (3) Examine major research in the field of reading and review, and investigate the use of technology in teaching and assessing reading, writing with associate skills of spelling and grammar, and research skills. Demonstrate the ability to guide students in their use of technology for both process and product as they work with reading writing and research. Examine and demonstrate an ability to teach reading and spelling curricula. Curricular materials and methods will include a children’s literature component in which you will demonstrate the ability to foster appreciation for a variety of literature and understand the importance of promoting independent reading and reading reflectively by selecting quality literature, including fiction and nonfiction, at appropriate levels. Prerequisite: all coursework leading up to the reading internship.
ETSP 596 Reading Internship (3) Field-based experience where you will demonstrate the full range of professional responsibilities of a reading specialist. Prerequisite: all program coursework.
ETSP 600 Autism Overview (3) This course is designed as an introduction to autism and will cover such topics as definition of autism spectrum disorders, language acquisition, behavior management, and autism and the law. This course is required for those students that intend to complete the autism certificate and who have not completed the Special Education masters program in addition to those that completed the masters program prior to December 2002.
ETSP 610 Introduction to Identification and Assessment of Autism Spectrum Disorders (3)
This course will introduce participants to the history, characteristics, and theory associated with Autism Spectrum Disorders to enhance understanding of autism. Participants will receive an overview of autism as an educational disorder including basic information regarding diagnosis of the condition. Designed to expand on the introductory knowledge gained in the Regent Special Education Program, content will provide an overview of the seven evaluation areas emphasized in federal law (vision, hearing, health/motor, social/emotional/behavioral, verbal & non-verbal communication, cognitive and adaptive behavior, and academic/vocational). Functional assessment for programming and IEP writing will also be addressed. Prerequisite – completion of the Special Education masters program (December 2002 and after), ETSP 600, or permission from Department Chair.
ETSP 620 Methods for Students with Autism Spectrum Disorders (3) This course explores the educational methods (including current research and best-practice) of students with autism. Strong emphasis will be placed on practical methods and strategies for teaching language/communication, reading, and appropriate behavior. Topics may include (but are not limited to): Sensory Integration, Applied Behavior Analysis, TEACH (Treatment and Education of Autistic and related Communication Handicapped Children), Picture Exchange Communication System (PECS), Cognitive Behavioral Methods, etc. Participants will complete a practicum as part of this course. Prerequisite – completion of ETSP 610 or permission from Department Chair
ETSP 630 Autism Practicum Project (3) This applied project will require one to one contact with at least one autistic student. Academic and behavioral assessments will be completed and an analysis and report will be written on each assessment. These assessments will be used to write an IEP with emphasis on writing the PLOP (Present Level of Performance) and Objectives. A 4 week program (behavioral and academic) will then be designed and partially implemented. The program will include continuous assessment that is intended to guide instructional decisions.
UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.