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Early and Special Education (ED-ESP) Courses

Lower Division

ED-ESP 100 COMMUNITY AND CAREER: PLANNING FOR SUCCESS (3-0-3)(F). Students begin to develop a personal academic plan for meeting their individualized goals. Goals will be identified, potential courses to take in future semesters will be explored, and students will receive peer and staff feedback for support in obtaining their goals. (Pass/Fail). PREREQ: Admission to Certificate in Community and Career Readiness Studies. COREQ: ED-ESP 120.

ED-ESP 120 JOB EXPLORATION (3-0-3)(F). Students explore and identify career interest and skills, develop a resume, practice interview skills and self-advocacy, and (with PEERS staff support) secure paid or unpaid employment for the following semester on or off campus. (Pass/Fail). PREREQ: Admission to Certificate in Community and Career Readiness Studies. COREQ: ED-ESP 100.

ED-ESP 121 EMPLOYMENT PRACTICUM I (0-6-3)(S). Students work in an inclusive employment setting for at least six hours per week. Employment may be paid or unpaid, on or off campus. Students’ individual needs are supported via PEERS staff. (Pass/Fail). PREREQ: Admission to Certificate in Community and Career Readiness Studies, ED-ESP 100, ED-ESP 120.

ED-ESP 122 EMPLOYMENT PRACTICUM II (0-6-3)(F). Students work in an inclusive employment setting for at least six hours per week. Employment may be paid or unpaid, and off campus. Students’ individual needs are supported via PEERS staff. An emphasis on learning to self-direct formal supports necessary for sustaining employment is included and students focus on using technology for scheduling, communication, and work-related tasks. (Pass/Fail). PREREQ: Admission to Certificate in Community and Career Readiness Studies, ED-ESP 121.

ED-ESP 123 EMPLOYMENT PRACTICUM III (0-6-3)(S). Students work in an inclusive employment setting for at least six hours per week. Employment is paid in most circumstances, and off campus. Students’ individual needs are supported via PEERS staff. An emphasis on clearly stating accommodations needed and integrating job supports into work routines is included (Pass/Fail). PREREQ: Admission to Certificate in Community and Career Readiness Studies, ED-ESP 122. COREQ: ED-ESP 130.

ED-ESP 130 CAPSTONE: E-PORTFOLIO (3-0-3)(S). Students design and develop an e-portfolio to share with potential employers. The development of the e-portfolio includes self-assessment of individualized goals and reflection on students’ learning and growth in the PEERS program. Students give a closed or public presentation of their e-portfolio depending on students’ individualized goals. Public presentations will be encouraged. (Pass/Fail). PREREQ: Admission to Certificate in Community and Career Readiness Studies, PERM/INST. COREQ: ED-ESP 123.

ED-ESP 221 FOUNDATIONS OF PROFESSIONAL PRACTICES: ECE/ECSE (3-0-3)(F). Principles and practices of early childhood education/early childhood special education. Developmentally appropriate practices in the teaching/learning process of young children with and without special needs, in natural learning environments.

ED-ESP 223 CHILD GROWTH AND DEVELOPMENT (3-0-3)(S)(FS). Growth and development from birth through eighth grade, addressing physical, cognitive, communication, adaptive, social, and emotional domains. Emphasis on the role of the families as well as individual differences in the study of human development. Includes applied assignments and experiences.

ED-ESP 250 EXCEPTIONALITY IN THE SCHOOLS (3-0-3)(F,S). An overview of student ability and disability in the schools, including characteristics of students with disabilities, legal requirements for educating students with disabilities, and basic educational strategies.

ED-ESP 255 EDUCATIONAL AND ASSISTIVE TECHNOLOGY (3-0-3)(S). Educational and assistive technology applications aligned with Universal Design for Learning (UDL) principles to support all learners; assistive, adaptive, and rehabilitative devices and technologies, including Augmentative Alternative Communication (AAC) for individualized supports and instruction. PRE/COREQ: ED-ESP 250 or ED-ESP 350 or PERM/INST.

ED-ESP 260 SPECIAL EDUCATION POLICIES AND PROCEDURES (3-0-3)(F). Legal and procedural guidelines and practices in special education service delivery in current federal and state legislation, Individualized Education Programs, issues of culture and diversity, and professional collaboration. PRE/COREQ: ED-ESP 250 or ED-ESP 350 or PERM/INST.

Upper Division

ED-ESP 321 FAMILY AND COMMUNITY RELATIONS: ECE/ECSE (2-2-3)(F). Partnering with families of young children, both typically and atypically developing. Family systems theory, roles and functions of special service colleagues and community resources. 30 hours of fieldwork required. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division College of Education standing or declared family studies minor or PERM/INST.

ED-ESP 322 INCLUSIVE METHODS: ECE/ECSE (2-3-3)(F). Application of a linked system of assessment, goal development, intervention and evaluation. Focus on implementation of developmentally appropriate practice in inclusive environments. Weekly classroom fieldwork required. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division college of education standing or PERM/INST.

ED-ESP 326 NATUAL ENVIRONMENTS, BIRTH TO THREE: ECE/ECSE (3-0-3)(F,S). Development of infants, both typically developing and those with delays and disabilities. Focus on attachment processes, learning in naturalistic environments, and communication with families. A minimum of 20 hours of fieldwork is required in specific early intervention agency settings. PREREQ: Admission to Professional Year or upper-division early and special education standing or upper-division college of education standing or PERM/INST.

ED-ESP 327 EI/ECSE ASSESSMENT (3-0-3)(S). Assessment of infants and young children ages birth to eight, both typically and atypically developing. Concepts of assessment and direct experience with both formal and informal assessments. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division college of education standing or PERM/INST. COREQ: ED-ESP 328.

ED-ESP 328 INTERVENTION METHODS: ECE/ECSE (2-3-3)(S). Application of a linked system of assessment, goal development, intervention and evaluation. Focus on implementation of evidence-based targeted and individualized instructional supports for children with diverse needs. Weekly classroom fieldwork required. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division college of education standing or PERM/INST. COREQ: ED-ESP 327.

ED-ESP 329 BEHAVIOR SUPPORT IN EARLY CHILDHOOD (3-0-3)(S). Application of behavior support for young children and their families. Focus on implementing positive, preventive, and function-based interventions in school, home, and community environments. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division college of education standing or PERM/INST.

ED-ESP 330 ASSESSMENT FOR INSTRUCTIONAL DECISION-MAKING (3-0-3)(S). Assessment procedures for making data-based instructional decisions; differences, strengths, and weaknesses of norm- and criterion-referenced tests; and the purpose of standardization are reviewed. Included is an emphasis on the alignment between curriculum, instruction, and assessment for identifying instructional needs and supports of students with disabilities. Issues regarding bias, discrimination, and disproportionality are discussed. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division College of Education standing or PERM/INST.

ED-ESP 332 LANGUAGE ARTS FOR STUDENTS WITH DISABILITIES (2-3-3)(S). Research-based explicit instruction in reading and writing for students with disabilities. Response to Intervention (RTI) and integrated formative assessment and interventions in language arts. Fieldwork required. PREREQ: Admission to Teacher Education or upper-division College of Education standing or PERM/INST.

ED-ESP 333 MATHEMATICS FOR STUDENTS WITH DISABILITIES (2-3-3)(F). Research-based explicit instruction in mathematics for students with disabilities. Response to Intervention (RTI) and integrated formative assessment and interventions in mathematics. Fieldwork required. PREREQ: Admission to Teacher Education or upper-division College of Education standing or PERM/INST.

ED-ESP 345 POSITIVE BEHAVIOR INTERVENTION AND SUPPORT (3-0-3)(S). Development of research-based positive behavioral interventions and supports for students with behavioral/emotional disabilities, including functional and applied behavioral analysis. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division College of Education standing or PERM/INST.

ED-ESP 350 TEACHING STUDENTS WITH EXCEPTIONAL NEEDS AT THE SECONDARY LEVEL (3-0-3)(F,S). Characteristics of students from common areas of exceptionality, relevant litigation and legislation, assessment techniques, instructional strategies, and collaboration. PREREQ: Admission to Secondary Education or declared Special Education Services Certificate or PERM/INST. COREQ: ED-CIFS 301 (except for art education and world language secondary education majors) and ED-CIFS 302 (except for world language secondary education majors) or declared Special Education Services Certificate or PERM/INST.

ED-ESP 358 STUDENTS WITH SIGNIFICANT DISABILITIES (3-0-3)(F). Development of individualized curricula and instruction for students with significant disabilities or students who require individualized supports in specialized and inclusive education settings. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division College of Education standing or PERM/INST.

ED-ESP 360 ENVIRONMENTS AND OBSERVATION IN EARLY CHILDHOOD (3-0-3)(F)(odd years). Exploration of quality indoor and outdoor learning environments, emphasizing the roles of children’s learning, adult engagement, and the environment as the third teacher. Focus on the integral role that observation plays in assessing children’s interests and understanding in order to intentionally design environments that provoke wonder, exploration, collaboration, and hands-on learning. Students will also learn about and apply documentation design to make children’s learning visible. PREREQ: Admission to upper-division early and special education standing or PERM/INST.

ED-ESP 361 PLACE-BASED AND OUTDOOR EDUCATION IN EARLY CHILDHOOD (3-0-3)(S)(even years). Exploration of the role of place in young children’s development. Students will explore opportunities to use surrounding landscapes and communities to educate the whole child by integrating cognitive, social and motor development in the context of place. Focus on outdoor, inquiry-based learning with all young children. PREREQ: Admission to upper-division early and special education standing or PERM/INST. COREQ: ED-ESP 362.

ED-ESP 362 FIELDWORK IN EARLY CHILDHOOD: PLACE-BASED EDUCATION (0-11-3)(S)(even years). Weekly applied fieldwork in an early childhood setting. Emphasis on implementation of place-based education principles and practices. (Pass/Fail.) PREREQ: Admission to upper-division early and special education standing or PERM/INST. COREQ: ED-ESP 361.

ED-ESP 363 INQUIRY-BASED LEARNING IN EARLY CHILDHOOD (3-0-3)(F)(even years). Examines the role of play and inquiry in all young children’s lives, their learning and development. Focus on curiosity and wonder in guiding early STEAM (science, technology, engineering, arts, and mathematics) learning. Emphasis will be placed on utilizing children’s interests to engage in an iterative design thinking process that encourages children to ask questions, test theories and synthesize big ideas. PREREQ: Admission to upper-division early and special education standing or PERM/INST. COREQ: ED-ESP 364.

ED-ESP 364 FIELDWORK IN EARLY CHILDHOOD: INQUIRY-BASED LEARNING (0-11-3)(F)(even years). Weekly applied fieldwork in an early childhood setting. Emphasis on implementation of inquiry-based learning practices. PREREQ: Admission to upper-division early and special education standing or PERM/INST. COREQ: ED-ESP 363.

ED-ESP 365 LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD EDUCATION (3-0-3)(S)(odd years). Examines current topics related to leadership and advocacy in the delivery of inclusive, inquiry-based early childhood education. This course explores leadership as a means of inspiring, guiding and effecting change. Students will be introduced to Action Research methodology. Action research or advocacy project required. PREREQ: Admission to upper-division early and special education standing; and ED-ESP 221; and ED-ESP 223; and ED-ESP 360 or ED-ESP 361 or ED-ESP 363.

ED-ESP 458 AUTISM SPECTRUM DISORDER (3-0-3)(F)(Intermittently). Contemporary perspectives on Autism Spectrum Disorder, including historical context, definitions, identification, characteristics, and social and educational interventions and services.

ED-ESP 459 SPECIAL EDUCATION PRACTICUM (number of credits varies)(F/S). Special education classroom experience for students pursuing an endorsement or certification in special education. Responsibilities in a K-12 classroom with students with disabilities including instructional planning, progress monitoring, and school-wide academic and behavioral interventions. (Pass/Fail). PREREQ: Admission to Professional Year.

ED-ESP 460 SPECIAL EDUCATION AT THE SECONDARY LEVEL (3-0-3)(F). Development of curricular and instructional adaptations and accommodations for adolescents with disabilities in secondary programs, including transition and vocational planning. PREREQ: Admission to Teacher Education or upper-division early and special education standing or upper-division College of Education standing or PERM/INST.

ED-ESP 461 EARLY CHILDHOOD PRACTICUM (V-V-V)(F/S). Early childhood classroom experience for students pursuing an endorsement or certification in Blended Early Childhood Education/Early Childhood Special Education. Responsibilities in an early childhood classroom including instructional planning, intervention, progress monitoring, and using data for decision-making. (Pass/Fail.) PREREQ: Admission to Professional Year.

ED-ESP 463 TEACHING EXPERIENCE IN PRESCHOOL PROGRAMS: ECE/ECSE (V-V-V)(F,S). Preschool teaching experience for students pursuing the ECE/ECSE blended certificate. Teaching responsibilities in programs for children with and without delays and disabilities with an emphasis on inclusive environments. Students will complete a teaching experience consistent with the calendars of the assigned partnership programs. If passed, may be repeated, maximum seven credits. (Pass/Fail.) PREREQ: Admission to Professional Year.Graduate.

ED-ESP 464 BIRTH TO THREE PRACTICUM (0-7-2)(F,S). Infant/toddler program experience for students pursuing the Idaho Early Childhood/Early Childhood Special Education Blended certification or pursuing the Boise State Early Childhood Intervention Services Certificate. Responsibilities in a natural environment, center or home, for infants and toddlers with and without disabilities including family contact. A minimum of 20 hours of fieldwork is required in specific early intervention agency settings. (Pass/Fail.) PREREQ: Admission to Professional Year or upper-division early and special education standing or PERM/INST. COREQ: ED-ESP 326.

ED-ESP 465 CULMINATING FIELD EXPERIENCE IN EARLY CHILDHOOD EDUCATION(0-32-9)(F,S). Final early childhood teaching experience for students completing the BA in Inclusive Early Childhood Education. Field experience requires demonstration of and reflection on the design of environments, observation, documentation, inquiry-based exploration, and connection to place. PREREQ: Admission to inclusive early childhood culminating experiences.

ED-ESP 466 REFLECTIVE PRACTICES IN TEACHING (1-0-1)(F,S). Supports professional discourse regarding best practices in special education with application toward responsibilities of the in-service special educator. Topics to include, but not limited to: collaboration with families and school team members; leadership in the special education classroom; advocacy through effective communication; increasing equity and inclusion in the school setting; and establishing an inquiry stance toward teaching and learning in special education. PREREQ: Admission into Professional Year.

ED-ESP 467 TEACHING EXPERIENCE IN SPECIAL EDUCATION (credits varies)(F,S). Teaching experience in a K-12 special education classroom for students pursuing an endorsement or certification in special education. Students will complete a teaching experience consistent with the calendars of the assigned partnership schools and degree program requirements. If passed, may be repeated, maximum twelve credits. (Pass/Fail.) PREREQ: Admission to Professional Year.

ED-ESP 470 TEACHING AND REFLECTION (0-3-1)(F,S)(FF). A Professional Year capstone experience in which student teachers individually and collectively reflect upon issues in professional education emerging in student teaching and elsewhere. COREQ: ED-CIFS 459 or ED-ESP 463 or ED-ESP 467.

ED-ESP 471 PROPOSAL FOR EARLY CHILDHOOD CAPSTONE PROJECT (1-0-1)(F,S). Design and plan a personally and professionally relevant early childhood capstone project. PREREQ: Admission to inclusive early childhood culminating experiences. PRE/COREQ: ED-ESP 465. COREQ: ED-ESP 472.

ED-ESP 472 EARLY CHILDHOOD CAPSTONE PROJECT (2-0-2)(F,S). Finalize and present an approved early childhood capstone project and write a culminating self-reflection. PREREQ: Admission to inclusive early childhood culminating experiences. PRE/COREQ: ED-ESP 465. COREQ: ED-ESP 471.

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