Medaille College Undergraduate Academic Catalog 2009-10

Medaille College Undergraduate Academic Catalog 2009-2010 ESP 230 INTRODUCTION TO SPECIAL EDUCATION Presents the definitions, causes, psychological, and behavioral characteristics of disabilities as outlined in the Individual with Disabilities in Education Act (IDEA).Emphasizes assessment procedures, multicultural issues, family involvement, and referral process, along with the relevance of collaborative practices and shared involvement across general and special education programs. The view of disability as both an organic/biological issue and a social construct will be discussed. Students will review legal and service obligations under IDEA to include an examination and understanding of IEP, IFSP, and transition planning processes. Three (3) credit hours. Offered fall/spring. Prerequisite: EDU 110 for Childhood 1-6 and Middle Childhood. No prerequisite for Adolescent Teaching and Early Childhood/Childhood Birth-6. Students will not receive a grade in this course until the completion of the Chile Abuse and Save Legislation requirement for New York State. Students will submit two (2) individual certificates to the instructor upon completion of the class.

ESP 276 POSITIVE BEHAVIORAL SUPPORT APPROACHES TO CLASSROOM MANAGEMENT & INSTRUCTION This course provides an understanding of the principles of human behavior across school contexts & demonstrates ways in which these principles can be used to enhance learning for all students. A primary focus will be on the use of positive behavior support systems and behaviorally-based instruction along with the establishment of safe, positive & supportive learning environments. Attention to causal and etiological explanations in combination with issues related to cultural and economic diversity on the identification and intervention for individuals with emotional/behavioral needs will be stressed. Students will also recognize the functional relationships that typically exist between behavior and the environment. The creation of student-centered Behavioral Support Plans that include explicit transition planning, when appropriate, will also be considered along with legal mandates and relevant regulations.

Prerequisites: ESP 230.

ESP 328 EDUCATING AND ASSESSING STUDENTS WITH MILD TO MODERATE DISABILITIES The development of differentiated instructional methodologies to target effective instruction and the remediation of academic difficulties in language arts/reading, science, mathematics, and social studies will be stressed. Emphasis will also be placed on the integration of general education and special education methodologies to include Learning Communities, access to the general curriculum, functional and vocational skill objectives, and community-based instruction.

Emotional/behavioral, expressive, self-management, transition, and building social relationships will also be examined. Students will also study the standardized assessment procedures used in the referral, identification, and instructional phases of program planning for students with special needs. Consideration will be given to cultural and social background in the identification of disability and development of unique educational strategies. IEP development and relevant legal and service mandates as per IDEA and ADA will also be examined. Prerequisites: ESP 230& ESP 277 177