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. Prerequisite: Admission to the Educator Preparation Program. Credit: 3 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: 3 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: 3 semester hours.

ESP 573: Practicum. This course is only for candidates who are enrolled as alternative certification (Option 6) students. It is designed exclusively for the MASPE student who currently is employed full-time as the “Teacher of Record” in a public classroom setting in which all or a significant number of students have IEPs for EBD/LD. This student has a Temporary Provision (TC-TP) License issued by the Education Professional Standards Board as recommended by the University through their District School System of employment. The candidate will complete most of the practicum with his/her own students. A Mentor Teacher will provide supervision that will include at least two (2) formal observations as well as conferences, as needed. A candidate will complete several assignments which includes a major collaboration project. It is important to note that if the candidate has successfully completed all coursework and earned Kentucky’s required scores on certification examinations, s/he may be approved to engage in the Kentucky Teacher Internship Program (K-TIP) program while on their second renewal of the TC-TP. Credit: 3 semester hours.

ESP 574: Supervised Teaching. This course is a full-time, semester long supervised teaching experience. It is designed for the MASPE student who is currently employed full-time in a special education teaching position other than teacher of record, with students who have IEPs for EBD/LD. If the candidate is employed in a public school, s/he will complete most of the supervised teaching with his/her own students under the supervision of the classroom qualified teacher of record who will serve as the Mentor Teacher. S/he will conduct at least three (3) formal observations as the candidate gradually assumes the role of co-teacher or lead teacher. An assigned University based supervisor will conduct at least four (4) observations and consultations with the student and communications with the Mentor. The candidate will complete 70 full days of teaching at two different P-12 levels. A unit of instruction and a collaboration project are also required at both levels, covering a two-week period. Credit: TWELVE semester hours.

ESP 575: Student Teaching. This course is a regular, fulltime, semester long student teaching experience in two different levels of P-12 schools. It is designed for the MASPE student who is not currently employed full-time in a teaching role and is a non-compensated experience. The student teaching placement will be in a special education setting and it is a 70 full day student teaching experience. The candidate will be engaged in an experience that will lead to his/her gradual assumption of all duties of a Teacher of record. The candidate will work with the, assigned Teacher of Record (Cooperating Teacher) in his/her classroom in two (2) different classroom placements (P-12 with students who have IEPs for EBD/LD). Each Cooperating teacher will conduct at least two (2), for a total of four (4) formal observations, as a candidate progressively assumes the role of Teacher. A University supervisor will also be assigned to the candidate and will conduct at least four (4) observations during the academic semester. The Cooperating Teacher(s) and University Supervisor will meet with the candidate regularly to plan, to assess the progress of students, and to provide feedback. The candidate will complete several assignments, including two hallmark projects, a unit of instruction that will be at least 2 weeks in length and a major collaboration project that will address the needs of a student who is not progressing well. Credit: TWELVE semester hours.

ENG 101: English Composition I. Practice in composing and revising essays that are well organized, coherent, and demonstrate command of English fundamentals. In addition to attending class three hours per week, students will attend two hours of supplemental writing classes taught by a professional. Credit: 4 semester hours.

ENG 103: College Reading. This course is designed to improve general reading skills and develop critical reading through class (3 hours per week) and supplemental instruction (2 hours per week): required for entering freshmen and transfers with a 19 or below ACT reading score. May be counted as elective credit. Credit: 4 semester hours.