learning differences. Special emphasis will be placed on the characteristics (academic, social, organizational, and behavioral) of individuals who learn differently. Participants will learn information that will help them better prepare lessons, settings, and evaluations that enable success for their learners. CREDIT: THREE SEMESTER HOURS.

ESP 524: Instructional Assessment Methods. This course will provide participants with an understanding and informed use of assessment data. It focuses on policies and procedures involved in the screening, diagnosis, and placement of individuals with emotional/behavioral disorders including academic and social behaviors. The primary research project will involve the assessment of appropriate and problematic social behaviors of individuals with E\BD, field hours required. CREDIT: THREE SEMESTER HOURS.

ESP 525: Inclusion, Collaboration and Advocacy. This course addresses inclusion, collaboration, and advocacy approaches to working with children and youth with disabilities. Approaches for differentiating instruction in an inclusive classroom are presented. Procedures for working with parents and educators in collaborative settings are addressed. Related and transitional services are discussed, field hours required. CREDIT: THREE SEMESTER HOURS.

ESP 526: Prescriptive Teaching. This course will explore strategies for teaching skills and content areas, such as reading, mathematics, oral and written language, and social and study skills, to students with learning and behavior disorders. The course will provide participants with the opportunity to incorporate previous course knowledge and various approaches to learning and teaching to design IEPs that meet the needs of their students. This course will require a 10-hour field experience component, field hours required. CREDIT: THREE SEMESTER HOURS.

ESP 574: MASPE Supervised Teaching. This course provides culminating clinical practice designed for the master-level candidate who has completed all coursework and required standardized exams and currently is employed full-time as a certified, general education teacher of record. The candidate seeks a second, “advanced” level certification. While the candidate completes supervised teaching primarily in his/her own classroom, he or she also is required to complete specific experiences in the role of a special education teacher, in another school. A candidate employed in an elementary school must have a supervised placement in a middle or high school, while a candidate employed in a middle or high school must have a supervised placement in an elementary school. The candidate is mentored and evaluated by a certified, master-level, special education teacher (mentor teacher), in each setting, as well as by a professional educator assigned by the university (university supervisor). To successfully complete this clinical practice, the supervised teacher must demonstrate all four domains of Kentucky Framework for Teaching at the “accomplished” level (3) by the end of the term. CREDIT: SIX SEMESTER HOURS.