A student may be simultaneously enrolled in either one of the department’s two M.I.T. degree programs or the M.Ed. degree program and the Graduate Certificate in Consulting Teacher Endorsement: Behavioral Specialist program (subject to the approval of the chair of the student’s supervisory committee and the graduate program coordinators of both programs). Please note that admission to the certificate program does not guarantee admission to one of the master’s degree programs, and vice versa. Simultaneous enrollment in more than two graduate certificate programs is prohibited by the Graduate College. Credits earned in this certificate program may be counted towards one of the department’s Master’s degree programs.
Certificate Requirements
Graduate Certificate in Consulting Teacher Endorsement: Behavioral Specialist
Course Number and Title Credits
ED-ESP 517 School-Wide Behavior Support Systems 3 ED-ESP 518 Intensive, Individualized Behavior Support 3 ED-ESP 548 Autism Spectrum Disorders 3 ED-ESP 549 Multi-Tiered System of Support 3 ED-ESP 559 Collaboration and Leadership in Special Education 3
Total 15
Course Offerings
See Course Numbering and Terminology for definitions. ED-ESP — Education-Early and Special Education
ED-ESP 510 FOUNDATIONS OF PRACTICE (3-0-3)(SU). Both typical and atypical development of children across the domains from birth through age 8. Focus on Developmentally Appropriate Practices and curriculum models. Fieldwork required.
ED-ESP 511 EI/ECSE ASSESSMENT AND EVALUATION (2-3-3)(F). Assessment and ongoing evaluation in EI/ECSE. Focus on screening, eligibility, curriculum-based measurement, progress monitoring, and data-based decision making. Fieldwork required.
ED-ESP 512 POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS IN EARLY CHILDHOOD (2-3-3)(F). Implementation of positive behavioral interventions and supports at program, classroom and individual-student levels. Focus on implementing positive, preventive and function-based interventions in school, home and community environments. Fieldwork required.
ED-ESP 513 FAMILY SYSTEMS AND COLLABORATION (3-0-3)(SU). Early intervention models, service delivery, family systems, and collaboration with parents and educators. Fieldwork required.
ED-ESP 514 ECSE METHODS (2-3-3)(S). Application of a linked system of assessment, goal development, intervention and evaluation to provide services across developmental domains. Fieldwork required.
ED-ESP 515 EARLY INTERVENTION, BIRTH TO THREE: ECE/ECSE (2-3-3)(F). Development of infants, both typically developing and those with delays and disabilities. Focus on learning in naturalistic environments, coaching families, and designing and implementing interventions. Fieldwork required. ED-ESP 517 SCHOOL-WIDE BEHAVIOR SUPPORT SYSTEMS (3-0-3)(S). School-wide systems of behavior support including (a) the data, systems and practices necessary to implement a three-tiered model of behavior support, and (b) the readiness requirements, process and considerations for systems- level implementation.
ED-ESP 518 INTENSIVE, INDIVIDUALIZED BEHAVIOR SUPPORT (3-0-3)(S). Data, systems and practices necessary to provide high quality intensive, individualized interventions to students who display chronic problem behavior. Addresses functional behavioral assessment and the development of
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individualized behavior support plans. PREREQ: ED-ESP 512 or ED-ESP 554 or PERM/INST.
ED-ESP 548 AUTISM SPECTRUM DISORDERS (3-0-3)(F). Advanced professional knowledge and skills relevant to providing services to individuals with Autism Spectrum Disorder, including historical context, definitions, identification, characteristics, and social and educational interventions and services.
ED-ESP 540 DISABILITY/SPECIAL EDUCATION AND THE LAW (3-0-3)(SU). Advanced coverage of the American legal system as relevant to individuals with disability (P-age 21), using the six principles of P.L. 94-142 as a framework. Fieldwork required. PRE/COREQ: ED-ESP 510 or ED-ESP 550 or PERM/INST.
ED-ESP 541 SECONDARY TRANSITION (2-3-3)(F). Essential components of career development and transition education for persons with disabilities from middle school through adulthood. Emphasis is placed on IDEA requirements, comprehensive transition assessment, person centered planning, and issues and trends in transition education and services. Fieldwork required.
ED-ESP 548 AUTISM SPECTRUM DISORDERS (3-0-3)(F). Advanced professional knowledge and skills relevant to providing services to individuals with Autism Spectrum Disorder, including historical context, definitions, identification, characteristics, and social and educational interventions and services.
ED-ESP 549 MULTI-TIERED SYSTEMS OF SUPPORT (3-0-3)(S). Essential components of a responsive instruction and intervention approach, including screening, instruction, intervention, progress monitoring, and fidelity of implementation.
ED-ESP 550 TEACHING STUDENTS WITH EXCEPTIONAL NEEDS (3-0-3)(F). Education of students with exceptional needs. Characteristics of students with disabilities, relevant legislation, assessment techniques, curricular adaptations and accommodations, and collaboration. Fieldwork required.
ED-ESP 552 LANGUAGE ARTS FOR SPECIAL EDUCATORS (2-3-3)(S). Advanced professional knowledge and skills in developing and implementing programs for students with disabilities, including data analysis in
programmatic decision-making. Fieldwork required.
ED-ESP 554 POSITIVE BEHAVIOR PROGRAMS (2-3-3)(F). Current best practices in development and implementation of instructional and behavioral programs for students with challenging behaviors. Fieldwork required. ED-ESP 556 EVIDENCE-BASED PRACTICES FOR STUDENTS WITH SUPPORT NEEDS (3-0-3)(SU). The role of educators in identifying, understanding and implementing evidence-based practices is examined, with focus on the characteristics of learners with significant support needs. Fieldwork required.
ED-ESP 557 UNIVERSAL DESIGN AND ASSISTIVE TECHNOLOGY (3-0-3) (SU). Principles of universal design for learning that promote inclusive
learning. Focus on theoretical frameworks and practical applications of instructional design. Adaptive and assistive technology to support the specific needs of students with disabilities. Fieldwork required.
ED-ESP 558 ASSESSMENT IN SPECIAL EDUCATION (2-3-3)(F). Various types of assessment that inform the screening, diagnosis, evaluation and program planning for students with disabilities are reviewed. Interpret and analyze assessment data to inform instruction and behavior interventions. Fieldwork required.
ED-ESP 559 COLLABORATION AND LEADERSHIP IN SPECIAL EDUCATION (3-0-3)(F). Collaboration in schools, community systems, and with families. Seminal readings provide an overview of the systems change and leadership literature.
ED-ESP 562 TEACHING EXPERIENCE IN PRIMARY GRADES: ECE/ECSE (0-V-V)(F/S). Primary grade student teaching experience for graduate students pursuing the ECE/ECSE blended certificate. Teaching responsibility in inclusive and pullout classrooms for children with and without delays and disabilities. Experience is consistent with state certification standards, and NAEYC and DEC standards of practice (Pass/Fail.) PREREQ: Admission to Professional Year and PERM/INST.
ED-ESP 563 TEACHING EXPERIENCE IN PRESCHOOL PROGRAMS: ECE/ ECSE (0-V-V)(F/S). Preschool student teaching experience for graduate students pursuing the ECE/ECSE blended certificate. Teaching responsibility in inclusive and pullout classrooms for children with and without delays and disabilities. Experience is consistent with state certification standards, NAEYC, and DEC standards of practice (Pass/Fail.) PREREQ: Admission to Professional Year and PERM/INST.
ED-ESP 564 TEACHING EXPERIENCE IN NATURAL ENVIRONMENTS, BIRTH TO THREE: ECE/ECSE (0-V-V)(F/S/SU). Infant/toddler program student teaching experience for graduate students pursuing the ECE/ECSE blended certificate. Responsibilities in a natural environment, center or home, for infants and toddlers with and without disabilities including family contact. Experience is consistent with state certification standards, NAEYC, and DEC standards of practice. Student must obtain a city childcare license. (Pass/Fail.) PREREQ: Admission to Professional Year and PERM/INST.
ED-ESP 570 MATHEMATICS FOR SPECIAL EDUCATORS (2-3-3)(S). Advanced research-based instruction and teaching strategies in mathematics for students with disabilities. Response to Intervention (RTI), integrated formative assessment and interventions in mathematics. Fieldwork required. ED-ESP 598 SEMINAR IN SPECIAL EDUCATION (1-3 credits)(F/S/SU). Seminar topics directly relate to fieldwork experiences and focus on collaboration, instructional strategies and management of the classroom environment. May be repeated for credit.
Refer to the University-wide Graduate Courses section in this catalog for additional course offerings.
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