This course will focus on the characteristics and needs of students with disabilities. Course content will include the different types of programs and services that make up exceptional student education (ESE) and the history on how they came to exist. The Introduction to Exceptional Student Education course will serve as the foundation for the development of a personal and professional understanding and philosophy of ESE.

This course is designed for students enrolled in the Bachelor of Science Degree program in Teacher Education. This is an overview course examining issues related to transition planning for secondary (high school) exceptional education students. Emphasis will placed on data collection, assessments, self advocacy and adult services. Federal requirements for the development of the Transition Individualized Education Plan (TIEP) will be reviewed and_the transition process from school to post school will be covered.

This is an overview course examining issues related to positive behavioral supports for exceptional education students. Emphasis will be placed on data collection, analysis and interventions related which address problem behaviors in the classroom. This course is designed to prepare teachers for the educational management of exceptional students with emphasis on behavior management and consultation skills. Students will gain a basic knowledge of how to create and maintain an on-task, safe and healthy environment for learning in the exceptional classroom as well as the inclusive classroom. Students will complete 10 hours of school-based field experience in an ESE or inclusive K12 setting. These hours are beyond the required 48 classroom contact hours.

This course prepares pre-service teachers for family collaboration and support, with emphasis on family systems theory and interaction, community resources, case management and transition for infants, toddlers, preschoolers and young children with disabilities (birth to age 5). An emphasis will be placed on methods of interacting with community agencies, supporting and collaborating with families, developing a case management system, and facilitating program transition.

This course introduces the stages and sequence of development and the impact of disabilities and risk factors on learning and development of young children. Pre-service teachers will review evidence-based practices relating to typical and atypical development in the early years (birth to age 5).

This course provides pre-service teachers with the knowledge and skills needed to teach young children with disabilities (birth to age 5) in early childhood programs. Current issues, trends, curriculum, pedagogies and recommended evidence-based practices will be discussed.

This course presents procedures, techniques, and tools available to early childhood educators for assessing the strengths and needs of young children with disabilities (birth to age 5). Pre-service teachers will practice formaland informal evaluation techniques to develop individualized educational programs for young children with disabilities and individualized family support plans for infants and toddlers with disabilities and their families.

This course introduces and familiarizes students with formal and informal evaluation techniques and materials for the educational assessment of exceptional learners, including those from diverse linguistic backgrounds, in a variety of settings and inclusive environments.

THIS COURSE WILL EXAMINE HOW PARTICULAR TYPES OF LOW-INCIDENCE DISABILITIES; INCLUDING INTELLECTUAL DISABILITIES, AUTISM, PHYSICAL DISABILITIES, TRAUMATIC BRAIN INJURIES, DEAFNESS, BLINDNESS, MULTIPLE DISABILITIES, AND OTHER HEALTH IMPAIRMENTS, AFFECT ACADEMIC PERFORMANCE. STUDENTS WILL LEARN AND DEMONSTRATE CURRENT METHODS FOR TEACHING INDIVIDUALS WITH LOW INCIDENCE DISABILITIES. STUDENTS WILL COMPLETE 10 HOURS OF SCHOOL-BASED FIELD EXPERIENCE WITH STUDENTS WITH LOW INCIDENCE DISABILITIES IN SPECIAL EDUCATION SCHOOL. THESE HOURS ARE BEYOND THE REQUIRED 48 CLASSROOM CONTACT HOURS.

This course is designed to provide educators with a practical framework of research-based reading, writing and mathematics curriculum and commercial and software programs to effectively teach students with learning, behavior and/or attention difficulties in inclusive settings. The course emphasizes current research and effective practice on a from proactive through intervention strategies.

This course includes characteristics and educational needs of all types of exceptional learners. It is designed to prepare pre-professional educators for the student teaching internship. Pre-professional educators work directly with classroom teachers and have opportunity to teach both large and small group activities. This course is designed to develop the competencies relative to program planning, instruction, daily scheduling, record keeping, evaluation, classroom management, reporting to parents, professional organizations and teacher ethics. Students will complete a minimum of 60 hours of school-based field experience in the K12 setting working with students with disabilities under the supervision of an ESE teacher. These hours are beyond the required 48 classroom contact hours.

The purpose of the ESE Student Teaching course is for the intern to apply and integrate ESE teaching competencies and responsibilities for teaching students with disabilities in a K-12 school setting. The intern will incrementally assume all duties of the mentor ESE Teacher in the areas of planning, assessment, instruction, management, collaboration, and other essential classroom activities. The ESE Student Teaching course is designed to provide interns with a field-based experience in an appropriate ESE setting. Through he ESE Student Teaching course, the interns will demonstrate mastery of the six Florida Educator Accomplished Practices. Note: The Internship is composed of a minimum of 37.5 contact hours per week for 15 weeks.