ED-ESP – Early and Special Education

ED-ESP 510 FOUNDATIONS OF PRACTICE (3-0-3)(SU). Overview of student ability and disability from early intervention through the postsecondary transition process including, a) typical and atypical development, b) characteristics of students with disabilities, c) legal requirements for educating students with disabilities, d) instructional decision-making, and e) developing a personal view of special education.

ED-ESP 511 EI/ECSE ASSESSMENT AND EVALUATION (2-3-3)(F). Assessment and ongoing evaluation in EI/ECSE. Focus on screening, eligibility, curriculum-based measurement, progress monitoring, and data-based decision making. Fieldwork required.

ED-ESP 512 POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS IN EARLY CHILDHOOD (2-3-3)(F). Implementation of positive behavioral interventions and supports at program, classroom and individual-student levels. Focus on implementing positive, preventive and function-based interventions in school, home and community environments. Fieldwork required.

ED-ESP 513 FAMILY SYSTEMS AND COLLABORATION (3-0-3)(SU). Exploration of family engagement models, ranging from Early Intervention approaches to K-12 collaboration with parents and multi-disciplinary teams. Emphasis on family systems theory and its’ implications for working with students with disabilities and their families.

ED-ESP 514 ECSE METHODS (2-3-3)(S). Application of a linked system of assessment, goal development, intervention and evaluation to provide services across developmental domains. Fieldwork required.

ED-ESP 515 EARLY INTERVENTION, BIRTH TO THREE: ECE/ECSE (3-0-3)(F,S). Development of infants, both typically developing and those with delays and disabilities. Focus on learning in naturalistic environments, coaching families, and designing and implementing interventions. Minimum of 20 hours of fieldwork is required in specific early intervention agency settings.

ED-ESP 517 SCHOOL-WIDE BEHAVIOR SUPPORT SYSTEMS (3-0-3)(F)(Intermittently). School-wide systems of behavior support including a) the data, systems and practices necessary to implement a three-tiered model of behavior support, and b) the readiness requirements, process and considerations for systems-level implementation.

ED-ESP 518 INTENSIVE, INDIVIDUALIZED BEHAVIOR SUPPORT (3-0-3)(S). Data, systems and practices necessary to provide high quality intensive, individualized interventions to students who display chronic problem behavior. Addresses functional behavioral assessment and the development of individualized behavior support plans. PREREQ: ED-ESP 512 or ED-ESP 554 or PERM/INST.

ED-ESP 540 DISABILITY/SPECIAL EDUCATION AND THE LAW (3-0-3)(SU). Advanced coverage of the American legal system as relevant to individuals with disability (P-age 21), using the six principles of P.L. 94-142 as a framework.

ED-ESP 541 SECONDARY TRANSITION (2-3-3)(S). Essential components of career development and transition education for persons with disabilities from middle school through adulthood. Emphasis is placed on IDEA requirements, comprehensive transition assessment, person centered planning, and issues and trends in transition education and services. Fieldwork required.

ED-ESP 548 AUTISM SPECTRUM DISORDERS (3-0-3)(F)(Intermittently). Advanced professional knowledge and skills relevant to providing services to individuals with Autism Spectrum Disorder, including historical context, definitions, identification, characteristics, and social and educational interventions and services.

ED-ESP 549 MULTI-TIERED SYSTEMS OF SUPPORT (3-0-3)(F). Essential components of a responsive instruction and intervention approach, including screening, instruction, intervention, progress monitoring, and fidelity of implementation.

ED-ESP 550 TEACHING SECONDARY STUDENTS WITH EXCEPTIONAL NEEDS (3-0-3)(F). Education of students with exceptional needs at the secondary level. Characteristics of students with disabilities, relevant legislation, assessment techniques, curricular adaptations and accommodations, and collaboration.

ED-ESP 552 LANGUAGE ARTS FOR SPECIAL EDUCATORS (2-3-3)(F). Advanced professional knowledge and skills in developing and implementing programs for students with disabilities, including data analysis in programmatic decision-making. Fieldwork required.

ED-ESP 554 POSITIVE BEHAVIOR PROGRAMS (2-3-3)(F). Current best practices in development and implementation of instructional and behavioral programs for students with challenging behaviors. Fieldwork required.

ED-ESP 556 EVIDENCE-BASED PRACTICES FOR STUDENTS WITH SUPPORT NEEDS (3-0-3)(SU). The role of educators in identifying, understanding and implementing evidence-based practices is examined, with focus on the characteristics of learners with significant support needs.

ED-ESP 557 UNIVERSAL DESIGN AND ASSISTIVE TECHNOLOGY (3-0-3)(SU). Principles of universal design for learning that promote inclusive learning. Focus on theoretical frameworks and practical applications of instructional design. Adaptive and assistive technology to support the specific needs of students with disabilities.

ED-ESP 558 ASSESSMENT IN SPECIAL EDUCATION (2-3-3)(F). Various types of assessment that inform the screening, diagnosis, evaluation and program planning for students with disabilities are reviewed. Interpret and analyze assessment data to inform instruction and behavior interventions. Fieldwork required.

ED-ESP 559 COLLABORATION AND LEADERSHIP IN SPECIAL EDUCATION (3-0-3)(S). Collaboration in schools, community systems, and with families. Seminal readings provide an overview of the systems change and leadership literature.

ED-ESP 560 SINGLE-CASE RESEARCH DESIGN (3-0-3)(S). Overview of single-case research designs and methods of data analysis. Critical analysis of research articles and development of a single-subject research proposal are required.

ED-ESP 563 TEACHING EXPERIENCE IN EARLY AND SPECIAL EDUCATION (0-V-V)(F/S). Teaching experience in a P-12 special education classroom for students pursuing an Early Childhood Special Education endorsement or completing an alternate route to the special education or ECE/ECSE blended certificate. Experience is consistent with state certification standards and with relevant NAEYC, DEC and CEC standards of practice (Pass/Fail.) PREREQ: Complete required Praxis II examinations and PERM/INST.

ED-ESP 570 MATHEMATICS FOR SPECIAL EDUCATORS (2-3-3)(S). Advanced research-based instruction and teaching strategies in mathematics for students with disabilities. Response to Intervention (RTI), integrated formative assessment and interventions in mathematics. Fieldwork required.

ED-ESP 571 PROFESSIONAL PRACTICE I (1-2 credits)(SU). Professional practice topics directly relate to preparation for certification with an emphasis on professional dispositions for teacher education. (Pass/Fail.) PREREQ: Admission to MIT in Early Childhood Intervention or Admission to MIT in Special Education; PRE/COREQ: ED-ESP 510, ED-ESP 540, and ED-ESP 556, or PERM/INST.

ED-ESP 572 PROFESSIONAL PRACTICE II (1-2 credits)(F). Professional practice topics directly relate to field experiences. Emphasis on inquiry and basic skills related to planning and preparation, classroom environments, curriculum and instruction, and professional responsibilities. (Pass/Fail.) PREREQ: ED-ESP 571; PRE/COREQ ED-ESP 511 or ED-ESP 552, ED-ESP 512 or ED-ESP 554, and ED-ESP 552 or ED-ESP 558, or PERM/INST.

ED-ESP 573 PROFESSIONAL PRACTICE III (1-2 credits)(S). Professional practice topics directly relate to field experiences. Emphasis on performance assessment and proficient skills related to planning and preparation, classroom environments, curriculum and instruction, and professional responsibilities. (Pass/Fail.) PREREQ: ED-ESP 572; PRE/COREQ ED-ESP 514 or ED-ESP 518, ED-ESP 515 or ED-ESP 541, and ED-ESP 570, or PERM/INST.

ED-ESP 574 PROFESSIONAL PRACTICE IV (1-2 credits)(SU). Professional practice topics with reflection on field experiences. Emphasis on specialized knowledge and skill in the areas of a) learner and learning, b) content knowledge and professional foundations, c) instructional pedagogy, and d) professionalism and collaboration. (Pass/Fail.) PREREQ: ED-ESP 573; PRE/COREQ: ED-ESP 513 and ED-ESP 557, or PERM/INST.

Refer to the University-wide Graduate Courses section in this catalog for additional course offerings.

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