T SPE 260 (formerly E SPE 260H) Perspectives on Human Exceptionality (3)
Students will learn about the characteristics of individuals with exceptionalities, how they are identified, and what services are necessary for them to function in both school and society. Students will be exposed to the cultures of disability groups through observations, research, lecture, readings, and videos. Not open to students with credit for E SPE 460. Prerequisite(s): Honors College student or permission of instructor.
E SPE 350 Creating an Inclusive Classroom Environment for All Students (3)
In this course, we will examine techniques for creating inclusive environments that are conducive to effective instruction for diverse students, including students with disabilities and English Language Learners. We will discuss how to structure the classroom and plan instruction that best meets the distinct characteristics and needs of these populations of students. The special education referral process and the development of Individualized Education Programs (IEPs) will be examined. We will explore current research-based practices, including differentiation, and effective management of collaborative relationships with families and other school professionals.
E SPE 351 Culturally Sustaining, Knowledge-Building Literacy Instruction (3)
Presentation and application of culturally sustaining, research-validated theoretical positions, assessment techniques, planning procedures and teaching methods relevant to preparing students with disabilities who are culturally and linguistically diverse to meet education standards. Attention will be paid to comprehensive knowledge development and inclusion of assistive and instructional technology in teaching and learning.
E SPE 352 Anti-Racist Math and Science Inquiry and Instruction (3)
This methodological course includes theoretical positions, anti-racist and ambitious teaching methods, assessment techniques, and planning procedures to prepare candidates with the knowledge, skills, and beliefs to support students in meeting math standards. Additional exploration of inquiry methods in math and science are included.
E SPE 369 Special Education for Students with Emotional and Behavioral Problems (3)
Presentation of theoretical positions, assessment techniques; planning procedures, and teaching methods relevant to students with emotional and behavioral disorders. Emphasizes current educational practice in the least restrictive environment. Prerequisite(s): junior or senior standing.
E SPE 387 Institute (1-9)
A special course, not part of the regular pattern of offerings, designed to meet non-recurring needs. Available for division use and subject to division approval.
E SPE 460 Introduction to Human Exceptionality (3)
Characteristics of individuals whose cognitive, physical, or emotional development differs from typical individuals. Special education history and laws are discussed, as is the process leading to the development of individualized education plans and special education services. Selected strategies for students with special needs are also presented. Prerequisite(s): junior or senior standing.
E SPE 463 Introduction to Autism Spectrum Disorders (3)
This course will cover the nature and etiology of autism spectrum disorders (ASD). Characteristics of children with ASD in the areas of cognition, language, socialization, behavioral, sensory, and academic skills will be discussed. Instructional strategies and research on current evidence-based strategies and their implementation in the school setting will be examined. Prerequisite(s): junior or senior class standing.
E SPE 479 Fieldwork: Healthy and Successful Students (6)
In this course, candidates will engage with students by completing a minimum of 100 hours of fieldwork in a school setting. Candidates will learn to plan for instruction, develop a teaching guide, and facilitate various assessment activities in the classroom. Candidates will also gain the knowledge to support students to lead healthy and productive lives. Completion of this course will fulfill New York State requirements for Child Abuse Identification and Reporting, Identification and Referral of Substance Abuse, Dignity for all Students, and Preventing School Violence (Project SAVE), preventing child abduction and fire and arson safety, as well as a non-certification required workshop which provides an overview of trauma. Prerequisite(s): declared Childhood and Special Education majors only. E SPE 351, E SPE 352, E TAP 314, E SPE 350, and E SPE 460.
E SPE 480 Student Teaching (12)
Candidates will complete a minimum of 70 days of student teaching in an assigned school district. During student teaching, candidates complete a supervised practicum where they observe, assess and teach. Candidates must have successfully completed ESPE 479. Throughout the course, emphasis is placed on the application and integration of instructional methods and classrooms management techniques. In addition, teacher candidates will analyze the experience of teacher evaluation while they reflect on and evaluate their student teaching experience. Prerequisite(s): E SPE 479.