ESP 507: Introduction to Special Education. This course will provide information and knowledge on legislation and litigation in special education. A historical overview of the field of special education will be presented. Characteristics of children and youth with disabilities, especially learning disabilities and behavior disorders, will be presented, field hours required. Credit: 3 semester hours.

ESP 510: Curriculum and Methods in Learning and Behavior Disorders. This course is designed to provide an opportunity to explore the variety of teaching methods, technology, media, resources, and materials that may be used for effective teaching in the classroom. Major focuses are given to the area of constructing unit lessons, lesson presentations, and evaluation of student progress. Candidates are expected to develop lesson plans that accommodate the needs of learners with disabilities. Designing instructional strategies for diversity in culture and in learning styles, adapting commercial and teacher made materials, assessing learners' progress, and using technology to enhance instruction are presented, field hours required. Prerequisite: Admission to the Teacher Education Program. Credit: 3 semester hours.

ESP 511: Methods/Strategies Behavior Management. This course is designed to provide candidates with knowledge and understanding of behavioral assessment and intervention strategies based on operant conditioning and applied behavior management techniques. Students will learn to: (a) identify and assess problem behavior; (b) design and implement behavioral interventions; (c) design learning environments that will prevent problem behaviors; and (d) apply behavioral procedures in educational settings, field hours required. Prerequisite: Admission to the Teacher Education Program. Credit: 3 semester hours.

ESP 515: Research in Special Education. A review of studies from a variety of disciplines that have relevance to special education populations. Special emphasis will be given to those skills (understanding, assumption, reading, and abstracting articles, interpreting data, and evaluating results) needed to understand the relationship between research strategies and problems in special education, field hours required. Credit: 3 semester hours.

ESP 523: The Individual with LD: Learning and Development through the Lifespan. This course will provide information focusing on the identification, instruction, and assessment of individuals with specific learning disabilities and 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. For more information, see Purposes of the Course within this syllabus, field hours required. Credit: 3 semester hours.

Course within this syllabus, field hours required. Credit: 3 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. Prerequisite: Admission to the Teacher Education 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 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: 6 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

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