This course provides analysis of historical, philosophical, legal, and ethical foundations of special education and emerging issues in the disability rights/social justice movement to provide free and appropriate education (FAPE) for children and youth with diverse linguistic, cultural, socio-economic, physical, mental, social, emotional characteristics in the least restrictive environment (LRE). Legislation (e.g., IDEA 2004, ESSA, Section 504, ADA) and current legal requirements and best practices in identification, eligibility, assessment, IFSP/IEP/ITP development and implementation, and inclusive educational service delivery are examined.

Prerequisite: EDUC 100A/B or consent of instructor.

This seminar introduces Early Childhood Special Education (ECSE) candidates to their fieldwork experiences, technology, and development as an ECSE teacher. Candidates will examine their own teacher identity; identify anti-bias educational practices; analyze and reflect upon models of effective teaching and assessment; and develop technology, reflection, and critical thinking skills to engage in the teaching profession.

Prerequisite: Admission into the Early Childhood Special Education credential program

Overview of ECSE historical, philosophical, theoretical/empirical, and legal bases for family centered, relationship based special education services. Emphasis is on developing cross-cultural competence and a strengths-based, student centered approach to empowering families and advocating for students with disabilities. Students will develop skills required to build and maintain collaborative relationships through effective communication and teaming with families, students, professional colleagues, and community members. These skills include person-centered planning, coaching, curriculum planning, and IFSP/IEP development.

Prerequisite: Admission into the MA in Teaching with Education Specialist Early Childhood Special Education Teaching Credential.

The focus of this course will be on the following three areas: 1) the processes for developing modified IEP goals which are based in the general education standards for all core curriculum as well as other individual information; 2) collaboration with general education teachers in the development of participation and support plans for inclusion in the general education classroom; and, 3) instructional strategies and adaptations which will enhance success across curricular areas for students with extensive support needs.

Prerequisite: EDSP 119, EDSP 206, EDSP 235, EDSP 220

Students will develop skills in the areas of: family collaboration; school and community collaboration in the context of IEP development and school partnerships; cross-cultural competence; communication; person-centered planning/future planning, partnering with families; transdisciplinary teaming to develop the IEP and the ITP; and facilitating social relationships and friendships as part of the school experience.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or advisor approval

Students will develop knowledge and skills related to strategies for including students within the middle and high school environment. Students will develop skills in community-based instruction transition planning, in addition to designing outcomes and supports within the general education curriculum. Students will also gain knowledge and skills related to vocational and supported employment, and preparation for work after high school, and how to facilitate a successful transition to post-secondary education, supported living, and supported employment.

Prerequisite: EDSP 119

Corequisite: EDSP 413 or EDSP 414

Students will develop competencies in evidence-based and promising practices in assessment, interventions, and instructional strategies for children and youth with autism spectrum disorder (ASD) and those with mental health concerns and/or dual diagnosis (severe behavior and/or emotional challenges and developmental, intellectual, sensory, and/or motor disabilities) in the natural contexts of general education classrooms, other school settings, home, and community. The course also examines implementing trauma informed/sensitive practices and addressing high risk challenging behaviors, including self-injury, aggression, and health-threatening eating challenges.

Prerequisite: EDSP 119

Quality practices in early childhood assessment using a range of culturally appropriate tools and techniques, parent-professional-collaboration, transdisciplinary team assessment, assessment reporting and translating results into intervention planning. Participants will demonstrate skills in planning, carrying out and reporting results of assessments/evaluations for eligibility determination, program planning, and monitoring ongoing progress for infants, young children and their families.

Prerequisite: Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Candidates develop the skills and mindsets necessary to design and implement developmentally appropriate play-based environments and instruction for young children with disabilities in school-based learning environments including inclusive preschools and kindergarten programs. Using a tiered approach, candidates plan and implement universally designed lessons and create embedded instruction plans that require intentionally planning supports, assessments, and evidence-based interventions within daily routines and activities to ensure all students learn and belong.

Prerequisite: Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Course examines theories and historical context of language and literacy development and instruction in young children from infancy through kindergarten with an emphasis on English Learners and children with disabilities. Candidates will learn to create and implement integrated instructional units and lesson plans that teach early literacy through play-based centers, math, science, and the arts while supporting individual students with accommodations and embedded instruction. Candidates examine the role of technology, assistive technology, and authentic assessment to enhance and guide instruction.

Prerequisite: Admittance to the Master of Arts in Teaching with Early Childhood Special Education credential program

This course provides candidates with the evidence based principles and systematic and explicit techniques to develop phonological awareness, phonics, concepts about print, oral and written language, and word recognition strategies. Candidates will learn techniques specific to assessing a student in reading and applying the information to assist the student with reading difficulties. Accommodations and modifications for students with mild, moderate, and severe disabilities will be emphasized.

Methods for designing and implementing instruction for students with mild/moderate disabilities. Topics include typical/atypical human development, resilience and protective factors, evidenced-based instructional strategies, designing and managing environments and materials, differentiated instruction, collaborative teaming to design and evaluate integrated services, technology (including assistive technology) to support access to general education curriculum, implementation of UDL, modifications and adaptations of state standards, components of IDEA and their implication for a multidisciplinary approach developing IEPs for special needs students included in general education classrooms.

Prerequisite: Admittance to Mild/Moderate, Moderate/Severe, Multiple Subjects, and Single Subject Credential programs or permission of respective special education advisors.

Comprehensive study and application of intervention strategies that enhance the quality of life for students with mild to moderate support needs. Students will learn (a) how to design learning environments that prevent and reduce problem behaviors, (b) learn how to identify and assess problem behavior using functional behavioral assessment methods, (c) learn how to design and implement positive behavioral support interventions which are in compliance with federal IDEA law, and (d) apply behavioral procedures on a systemic, school wide basis.

Candidates design and enact technology-enhanced instruction by purposefully using three different types of educational technologies: assistive technologies, general instructional technologies, and content-specific instructional technologies. Technology-enhanced instruction and individualized educational programs involve teachers developing technological pedagogical content knowledge that weaves technology, pedagogy, and content expertise. This course provides learning opportunities for an array of applications, tools, and instructional practices.

Prerequisite: Admission to the MAT with Education Specialist Mild to Moderate Support Needs Credential Program.

A critical reflection framework will be the basis for this course as it presents an overview of the MMSN program. Teacher Performance Expectations (TPE) will be introduced for both general education and special education. Instruction in effective communication, collaboration, problem-solving and conflict resolution will be presented through case studies. The ethics of professionalism for educators will be defined and demonstrated through various modalities.

This field seminar will provide group discussion as well as direct instructional guidance in classrooms and schools in which students in the Moderate/Severe Specialist Credential or Autism Spectrum Disorders Added Authorization (ASDAA) are conducting their assignments.

Prerequisite: Admittance into Mild/Moderate or Moderate/Severe Credential program or advisor approval

This course is the second course in the final research sequence taken by the candidates in the Masters of Arts in Teaching for all three special education fields. The focus of this course is four-fold: 1) deepening candidates' knowledge of methods in both qualitative and quantitative research design intended for action research; 2) development of each candidate¿s action research proposal; 3) preparing for Institutional Review Board (IRB); and 4) completing a draft of chapters 1, 2, and 3.

Prerequisite: EDSP 281

Candidates will learn basic principles, strategies and procedures for teaching English Learners with disabilities. Compliance and legal issues related to English Learners identified with disabilities, including writing linguistically appropriate goals and objectives, and implementing culturally responsive strategies will be addressed. Systematic and explicit strategies for accommodating and modifying curricular materials for English Learners with disabilities in inclusive classrooms will be emphasized.

Students will spend two days per week in a school where students with moderate/severe disabilities are included in general education classes and other school activities. They will be assigned both a general and special education cooperating teacher. These teachers will work with the University supervisor to make sure that the student is able to complete the assignments and required competencies. The University supervisor will observe and evaluate the practicum student at least four times during the semester. An evaluation will be completed at the end of the semester.

Prerequisite: EDSP 235 or advisor approval

The second phase of supervised field experience for specialist candidates in the Level I moderate/severe program or ASDAA program. Candidates spend 160-hours in a school setting with students who have moderate/severe disabilities. They will work directly with a qualified cooperating teacher and a University supervisor throughout a semester to complete assignments and required competencies. Assignment evaluation will be based on written and observational criteria. An evaluation will be completed at the midterm and at the end of the semester.

Prerequisite: EDSP 413 or equivalent

Initial Multiple Subject credential field experience, with integrated methods coursework, is a M-Th, half-day fieldwork requirement. Effective Instruction and classroom management are the focus of the Initial Multiple Subject field experience. Candidates complete field experience in public school classrooms concurrently with integrated coursework. Field experiences focus primarily on observing model lessons and activities and on collaborative planning, implementing and assessing instruction for small groups of students.

Note: This is a full semester field experience in general ed. classrooms.

Final semester of a Multiple Subject credential student teaching with integrated methods coursework requires M-Th, full-day participation of the student. Emphasis on classroom teaching and further experience with community services. Candidates must meet the criteria for student teaching to be accepted to this course.

Intern teaching full day, M-F, for the semester in a host LEA/District providing services for students receiving moderate/severe special education services. Interns must meet CTC-mandated criteria and district must have an active Memorandum of Understanding with the university. Intern serves as a teacher of record and is employed by the district. Is supported by a university supervisor and an on-site mentor to make progress towards the program competencies and standards. An evaluation will be completed at the midpoint and end of the semester.

Prerequisite: EDSP 414 and instructor approval

Corequisite: EDSP 236

Phase I Field Experience (EDSP471) - The first phase of fieldwork typically occurs in the second semester (M-Th, 15 weeks, a half day) in the credential program. This semester is designed for candidates who are prepared, educationally and emotionally, for a rigorous schedule of classes and student teaching in coming semesters.

Student teaching full day, M-Th, for the semester in a cooperating LEA District providing services for students with mild to moderate support needs. Cooperating teachers work with the University supervisor to support the candidate in completing the required assignments and competencies. An evaluation will be completed at the mid point and end of the semester.

Prerequisite: EDSP 471 or equivalent.

Note: Application for student teaching is required prior to course enrollment.

A credit/no credit directed internship in a district, county office of education or program serving students with mild/moderate disabilities. Candidates must meet the criteria for an internship to be accepted to this course. A University supervisor will support the candidate in completing all required competencies. An evaluation will be completed at mid point and end of the semester.

Prerequisite: All criteria related to recommendation for the intern credential and instructor approval.

Corequisite: EDSP 233

Note: Signatures of credential candidates' special education advisor, faculty, chair are required on application.

Candidates in the early childhood special education (ECSE) program complete more advanced early fieldwork activities at a site or program serving families and children with disabilities birth to kindergarten. Fieldwork is completed concurrently with integrated coursework. In this second early field experience, candidates build on their skills by collaboratively analyzing their teaching and assessment practices, reflecting on their experiences, and practicing with support more advanced pedagogy.

Prerequisite: EDSP 474

One of two culminating experiences, candidates complete the student teaching experience with a cooperating teacher in their school district, county office of education or appropriate privately operated program providing early intervention services for infants and toddlers with disabilities and their families. Completed concurrently with integrated coursework and focuses on candidates gradually taking the lead on assessing, planning, and coaching families raising infants and toddlers with disabilities or delays within their natural routines, environments, and activities.

Prerequisite: EDSP 211

Note: Candidates may take EDSP 478 as a course equivalent.

Internship in a cooperating District or County Office of Education providing services for young children birth to kindergarten with disabilities receiving special education services and their families. Candidates must complete the intern application process in order to register. Intern serves as the teacher of record and is employed by the district. As the classroom teacher, develop and teach developmentally and accessible units and lesson plans, embed instruction and supports, collaborate with colleagues, support paraprofessionals, and lead the IFSP/IEP process.

Prerequisite: EDSP 119, EDSP 201, and EDSP 211 or EDSP 212, or permission from program coordinator

Completion of a thesis approved for the Master's degree.

Prerequisite: Approval of Culminating Experience Proposal or instructor permission

Completion of a project that integrates research with development of a product related to instruction of persons with disabilities.

Prerequisite: Approval of Culminating Experience Proposal or instructor permission