500

This course provides a fundamental understanding of the historical, philosophical, legal, and pedagogical issues pertaining to the education of students with disabilities. Implications of current laws, public policies and responsibilities of general educators, special educators, administrators, parents/guardians and individuals are addressed. Identification, assessment and characteristics of federal disability categories are addressed. Inclusive/ differentiated curricular and instructional strategies and supports are emphasized, drawing on knowledge of the discipline, community, curriculum, and diversity of students. Fifteen clinical observation hours are required as part of this course. Prerequisite(s): Pass Test of Academic Proficiency (TAP) before admitted into this course. Co-requisite(s): None. 1-3 semester hours

This course provides an overview of the processes involved in educational and diagnostic assessment of children and adolescents. Attention is given to both formal (e.g. norm-referenced) and informal (e.g., classroom-based) assessments, issues of assessment bias, and limits of testing. Special emphasis is directed towards interpreting assessment results and connecting assessment to instruction. The role of the special educator as a collaborative consultant and multidisciplinary team member is also considered. Legal, ethical, and cultural/linguistic assessment issues are addressed. A minimum of 15 hours of field experience is required. Prerequisite(s): SPE 500, SPE 506. Co-requisite(s): None. 3 semester hours

In this course, the theoretical, clinical and pedagogical issues concerning school-aged students with language- learning disabilities are explored. The relationship between language and communication challenges and learning is presented. Etiological theories, biological bases, and characteristics of various language difficulties are reviewed. The language of classroom instruction is explored, along with the features and demands of conversational, narrative, instructional, and classroom discourse. Assessment and intervention approaches are reviewed. Emphasis is placed on viewing language functioning in the context of cognitive, perceptual, motor, and psychosocial issues. Public policy regarding the education of students with language challenges and language differences is considered. Prerequisite(s): None. Co-requisite(s): None. 2 semester hours

This course focuses on collaboration with families, students, teachers, and other professionals (e.g., paraeducators, community professionals) in the integration of individuals with disabilities into educational settings. The course examines techniques to foster active inquiry, leadership, advocacy, collaboration, and supportive interaction among professionals, families, and students and their rights and responsibilities. Personal and cultural biases involved in collaboration are also explored. Prerequisite(s): Admission to NCE and MAT Traditional, MAT RTP, M.Ed., or CAS Graduate Program, SPE500 or equivalent. Co-requisite(s): None. 3 semester hours

This course explores principles and theories related to the diagnosis and remediation of reading problems, including contributing factors, standardized and informal assessment techniques, analysis and interpretation of case materials, and methods and materials for intervention. Prerequisite(s): SPE500 (introductory course in special education or equivalent; or consent of the instructor). 2 semester hours

This course provides the foundational frameworks of special education and the implications on policy and practice. Students will understand the characteristics of both high and low incidence disabilities and interpret the discourses of disability to understand their influence on the everyday lives of teachers and students. Major issues of special education theory and practice are addressed, including: history of policies and practices, diagnosis, curriculum, pedagogy, legal/ethical/political issues, and the impact of values and beliefs on special education practice. Fifteen hours of field work are required as part of this course. Prerequisite(s): SPE500. Co-requisite(s): None. 3 semester hours

This course is designed to explore social and emotional components of behavior and learning. Historical, political, social, and cultural factors which impact the student and teacher in school and home environments will be examined. Legal issues, evaluation, and ethical considerations in relationship to students' social and emotional growth and classroom behavior will be explored. Multiple theoretical positions and pedagogical approaches to individual and school relationships will be discussed. The importance of viewing behavior as communication will be emphasized. The interaction of various disabilities and behavior will be explored. Cultural and ethical issues relative to the educational process are considered throughout. Prerequisite(s): SPE500, SPE506. Co-requisite(s): None. 3 semester hours

This course introduces critical and foundational perspectives for teaching multiple forms of literacy to students with disabilities. Critical literacy is understood as the use of literacy to empower students and to achieve social equity. The course examines contemporary understandings of literacy (listening, speaking, writing, and reading) other forms of communication (e.g. gestures, communicative behavior), and their usefulness in facilitating literacy learning. Emphasis is placed on preparing students with disabilities to use literacy to gain access to the general education curriculum and the inherent right of all students to use literacy in self-expression and communication. Fifteen hours of field work required. Prerequisite(s): SPE500, SPE506. Co-requisite(s): None. 3 semester hours

This course is designed to address the assessment and instruction of literacy skills for students with mild disabilities. It includes instruction in the use of both standardized and informal literacy assessment tools, analysis and interpretation of case materials, and methods and materials for the development of strategies to promote reading, spelling and written expression in individual and small group settings for students with disabilities. All students will be required to complete fifteen hours of field experience with this course. Prerequisites: SPE500, SPE506, SPE572, SPE502 or SPE526, SPE501. Co-requisite(s): None. 3 semester hours

This course addresses major theoretical perspectives and research on typical and atypical language development in young children; specific language disabilities; the relationship between communication delays and other areas of early learning and development; and alternative communication systems for young children with disabilities. Procedures will be taught to assess and teach a full repertoire of communication skills to young children. Issues of developmental risk, early identification, screening and diagnostic assessment of communicative competence are addressed and a variety of intervention models, strategies, and programs are presented. This course addresses standards required by the Illinois State Board of Education for Early Special Education approval. Prerequisite(s): SPE500. 2 semester hours

This course is designed to introduce the student to the study of acquired language and cognitive challenges. The etiologies, language and non-language characteristics, evaluation, treatment and recovery processes will be examined in regard to aphasia, non-dominant hemisphere involvement, cognitive/linguistic challenges and dementia. Differential diagnosis will be explained and emphasized. An overview of neuroanatomy and physiology, as it relates to language is included. The student will participate in observation and gain hands on experience in administering various assessments to achieve a differential diagnosis between and within challenge areas. Prerequisite(s): Undergraduate degree in Speech-Language Pathology or completion of the prerequisite courses. This course is required for completion of ASHA certified speech language pathology graduate degree. 3 semester hours

This course investigates current issues in the field of learning disabilities and offers developmental, behavioral, cognitive and neuropsychological perspectives with regard to normal development and disorders. Particular attention is given to disorders in the areas of perception, memory, attention, linguistics and metacognition. Academic disorders in the areas of reading, written language and mathematics are emphasized. Implications of multilingual and multicultural issues on screening, assessment and identification are addressed. Various intervention models and theories are introduced. Students are required to complete a minimum of 15 hours of clinical experiences as part of this course. PrerequisiteSs): SPE500. 3 semester hours

This course focuses on understanding and implementing state and national standards in the assessment and teaching of mathematics from a Universal Design for Learning (UDL) perspective as related to the general and special education curricula. In this course candidates engage in critical evaluation, planning and organization of: curricula, assessment approaches, instructional methods, and instructional/assistive technology for students with disabilities. Prerequisite(s): Admission to NCE and the MAT or MED Special Education program, SPE500, SPE506. Co-requisite(s): None. 3 semester hours

This course provides an in-depth study of how to plan a comprehensive intervention program for children and adolescents challenged with Word Finding (WF). Definitions of word finding will be discussed, and WF characteristics and profiles will be reviewed. Psycholinguistic models of lexical access will be presented. A Tier 3 intervention program for word finding, based on psycholinguistic research, will be studied, focusing on retrieval strategy mnemonic instruction, word-finding based classroom accommodations, and self-advocacy training. The impact of word-finding difficulties on oral reading and written language will be explained. Corresponding technology applications will be considered throughout. There is a field component focused on application of course content. Prerequisite(s): SPE 500. Co-requisite(s): None. 2 semester hours

Differentiated assessment and instructional procedures are explored for students with Expressive Language Difficulties due to disability or second language learning. Focused on children and adolescents, this course provides a study of: 1) definitions/ characteristics representative of this population; 2) theoretical models to explain/contrast Receptive and Expressive language processing in oral language, oral reading, and writing; 3) the impact of language difficulties on academic learning; 4) language-based differentiated assessment and instruction for classroom discourse, oral reading, and written language instruction; and 5) corresponding instructional technology applications. There is a field component focused on application of course content. Prerequisite(s): SPE 500. Co-requisite(s): None. 2 semester hours

This course is designed to address the formulation, implementation, and evaluation of individualized curriculum and instruction. Emphasis is placed on current best practices in individualizing curriculum and instructional methods for students with both high incidence and low incidence disabilities. The course will focus on a planning and implementation process for incorporating general education learning standards, differentiated instruction, adaptations to the general education curriculum, ecological assessment, IEP development, systematic instruction, self-advocacy and self-determination, and providing instruction in general education and community settings. All students will be required to complete 15 hours of fieldwork as part of this course. Prerequisite(s): SPE500. Co-requisite(s): None. 3 semester hours

The purpose of this course is to examine how teachers can implement developmentally and individually appropriate methods for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs in various settings such as the home, the school, and the community. Through discussion and hands-on learning activities, teachers will learn to design and adapt learning environments to support optimal development and adapt curricular activities and materials in ways that will enable active and full participation of all children in various types of programs. This course includes 15 hours of preclinical experiences. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE500. 3 semester hours

This course is designed to explore a wide variety of developmental and educational assessment strategies, procedures and formal and informal instruments and techniques for assessing young children's social, emotional, cognitive, communication and motor skills as well as family concerns, priorities, and resources. Students will use various instruments and techniques to assess home and community learning environments and conduct formative and summative individual and program evaluations. Non- discriminatory use and interpretation of test results, the integration of information from multiple sources, and collaboration with parents and various professionals will be emphasized in writing reports. This course includes 15 hours of preclinical experiences. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE500, EPS500 or EPS511, SPE532. 3 semester hours

Students build on knowledge about special education to create strategies for developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation in assessment and support of young children. Students will develop strategies for working with socially, culturally, and linguistically diverse families to create and implement Individual Family Services Plans (IFSPs) that provide family-centered services to support young children and their families. Students learn various strategies and models for promoting effective consultation and collaboration with professionals and agencies within the community. This course requires 15 hours of preclinical experiences. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE500, EPS500 or EPS511, SPE532, SPE533. 3 semester hours

This course is designed to focus on models of educational assessment, intervention, and instructional planning for students challenged with moderate/severe mental retardation. Emphasis is placed on the development, implementation, and evaluation of curricula in the classroom and in community settings including life skills, academics, vocational instruction, social skills developmental/friendships, and individualized educational plan development. Multicultural and multilingual issues are considered throughout the course. Consultation and collaboration with teachers, parents, related-service personnel, and administrators are emphasized. Satisfies the state of Illinois requirements for a TMH methods course. Requires 15 hours of clinical experience. Prerequisite(s): SPE500, SPE540. 3 semester hours

This class will provide a hands-on examination of the use of instructional and assistive technology as it relates to teaching and learning and successful integration of students with disabilities. Included in this course will be exploration of hardware and software developed specifically for people with disabilities, as well as hardware and software that can be adapted for use with people with disabilities. Prerequisite(s): SPE500, SPE506. Co-requisite(s): None. 2 semester hours

This course is the first of four which prepares students for the LBSII: Technology Specialist advanced level state certification. It introduces and develops key components of and influences on the changing discipline of assistive technology, including interactive learning theories, funding, legislation, school and home environments, systems change, leadership and advocacy, and professional development. Students are expected to complete a minimum of 15 hours of field experience as part of this course. Prerequisite(s): Learning Behavior Specialist I and SPE545 or its equivalent. 3 semester hours

This course is designed to enable students to apply strategies related to the process of selecting, implementing, and interpreting assistive and instructional technologies, especially for children and youth with disabilities (e.g. learning disabilities, AD/HD, Asperger's Syndrome, cognitive challenges, behavioral problems). Students will learn to make connections between technologies, pedagogies, and curriculum through development of appropriate instructional programs. This course will help students become reflective participants in identifying effective research-based components in technologies and utilizing them in ways that fit the existing curriculum and pedagogical conditions of the educational settings. Students are expected to complete a minimum of 15 hours of field experiences as part of this course. Prerequisite(s): Learning Behavior Specialist I certification, SPE545 or its equivalent. 3 semester hours

This course will provide a hands-on examination of assistive technology usage related to teaching and learning and successful integration of individuals with disabilities. Current technologies which can empower individuals with disabilities to access their total environment throughout the lifespan will be explored. The focus includes technology Applications of AT in the school, home, community, and workplace. Prerequisite(s): Learning Behavior Specialist I certification, SPE545 or equivalent. 3 semester hours

This course presents the current trends and theoretical perspectives in the application of a variety of educational theories as they apply to the individual needs of children with disabilities in the least restrictive environment. Candidates will analyze and apply a variety of learning theories in different educational settings that serve students with disabilities. By examining how theories and practices emerged students will understand the developmental connection to the assessment and instructional practices they will use as teachers of students with disabilities. Fifteen hours of clinical experiences are required with this course. Prerequisite(s): Learning Behavior Specialist I or program consent. For candidates taking the entire LBS II Curricular Adaptations Specialist Sequence, this is the first course. 3 semester hours

This course focuses on models used to differentiate instruction in the least restrictive environment. Candidates will learn how to expand options for teaching strategies, instructional groupings, skill sequences, lesson formats, instructional environments, and educational materials. Candidates will examine ways to monitor and report student progress, incorporate therapies within the classroom, create a safe classroom climate, and effectively collaborate with colleagues, families, students, and the community. Candidates in this course will develop quality educational programming for students with a wide range of abilities, learning styles, gifts, and interests. Fifteen hours of clinical experiences are required with this course. Prerequisite(s): Learning Behavior Specialist I certification or consent of program. For candidates taking the entire LBS II Curricular Adaptation Specialist sequence, this is the third course. 3 semester hours

This course is designed to develop candidates' ability to collaboratively plan, design, implement and evaluate responsive learning experiences for students with disabilities in inclusive settings. Candidates will understand the importance of creating responsive learning environments to enhance the education of all students. Candidates will explore learning styles, cultural diversity and classroom teaching instructional strategies that enhance the learning of all students. Additionally, candidates will examine concepts related to disability in the context of diversity using both historical and current socio-political, philosophical, and psychological perspectives. They will further explore legislative, cultural and instructional implications for teaching students with disabilities in inclusive settings. Students are expected to complete a 15 hour clinical experience with this course. Prerequisite(s): Learning Behavior Specialist I certificate or consent of the program. For candidates taking the entire LBS II Curricular Adaptation Specialist sequence, this is the second course. 3 semester hours

Study of organizational structures and processes in the field of special education. Emphasis on federal and state legislation and rules and regulations for special education as these relate to current administrative practice. Prerequisite: SPE500 or consent of instructor. 2 semester hours

This course explores the role administrative leadership and instructional supervision in the successful operation of a special education program. The course examines the nature and function of administrator and supervisor as instructional leaders and considers supervisory strategies that lead to organizational efficiency and effectiveness. Programmatic and academic solutions to unique problems are identified and discussed for possible implementation as they relate to exceptional children and adolescents. This course addresses special education laws and regulations, public and private organizations, personnel, budgets, delivery of service systems, collaboration, evaluation, accountability, parent relationships, and issues/trends in special education administration and supervision. Prerequisite(s): MAT, M.Ed., or CAS in Special Ed. and appropriate administrative certification, licensure or endorsement. Co-requisite(s): None. 3 semester hours

This is the initial course designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in early childhood education; elementary education; secondary education for science; social sciences, English language arts, or mathematics; special education for LBS-I; or K-12 foreign language. A portfolio documenting knowledge and experiences encompassing the certification standards for the certificate being sought will be created. This course is required for all candidates seeking subsequent certificates through the focused program. Prerequisite(s): Valid Illinois certificate. 4 semester hours

This course examines educational assessments of language minority students with identifiable disabilities. A range of diagnostic approaches is considered and connected to specialized program design, curriculum adaptation, and teaching methodologies. Issues of bias in evaluation, placement decisions, parent involvement and inclusion in the regular classroom are emphasized. BIL Spec Ed required. 3 semester hours

This course introduces the teacher candidate to the field of special education and the graduate special education program at NLU. Candidates develop an initial understanding of learning environments that are accessible to and engage all K-12 students. The range of roles and responsibilities of the special education teacher is explored, with an emphasis on classroom and school-wide responsibilities and collaboration with school professionals. Emphasis is placed on the identification of professional performance and dispositions. The course integrates 20 hours of field-based experiences with on-campus seminars. Prerequisite(s): Admission to NCE and the Special Education MAT Traditional Program. Co-requisite(s): SPE 500. 2 semester hours

This course focuses on planning and implementing differentiated and inclusive curricula and instruction as related to the general education curriculum and legal requirements. Emphasis will be placed on transition and comprehensive person-centered planning, self-determination, vocational instruction, functional and life-skills curriculum development and implementation, task analysis, and errorless learning strategies. Candidates will use present levels of performance to develop IEP goals; objectives/ benchmarks related to Illinois Learning Standards and IDEA requirements are incorporated into instructional planning. Prerequisite(s): Admission to NCE and the MAT Special Education Traditional Program, SPE500, SPE501, SPE506, SPE509. Co-requisite(s): None. 3 semester hours

This advanced course expands on the planning and implementing of inclusive curricula and instruction as related to the general education curriculum and legal requirements. Emphasis will be placed on developing lessons and integrated thematic units across general education content areas and the Illinois Learning Standards, (e.g., science, social studies, mathematics, and language arts) from a Universal Design for Learning (UDL) perspective and incorporating IEP objectives/benchmarks. Topics include differentiated instruction, accommodations and modifications, and the Understanding by Design framework. Prerequisite(s): Admission to NCE and the Traditional Special Education Program, SPE500, SPE501, SPE506, SPE509, SPE573. Co-requisite(s): None. 3 semester hours

This course is designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in special education. The candidate will be required to complete between 75 and 150 hours in a classroom setting that is represented in the subsequent certificate. The candidate will also meet for seminar with a faculty member in the subsequent certificate area. Enrollment in this class requires advance application and approval. Prerequisite(s): SPE569. Completion of all content coursework as described on the transcript assessment. Completion of individualized program of study as determined by initial portfolio review. Application for placement with preclinical review of portfolio. Passing score on Illinois Test of Basic Skills on file at NCE. Passing score on Illinois Subject Area Test for the subsequent certificate on file at NCE. Current TB Test. Current Criminal Background Check. 3-6 semester hours

1-6 semester hours

1-6 semester hours

2-3 semester hours

1-6 semester hours

1-6 semester hours

This course serves as a personal professional learning community in an ongoing experience in the special education graduate program for candidates in traditional residency or alternative teacher licensure programs. Participants integrate theory and practice in authentic settings with children and adolescents challenged with special needs. Candidates develop Individualized methods of collaboration between general and special education teachers and related service personnel and actively establish parental and community connections. The collaborative-consultation model is practiced through supervised experiences. Candidates develop and complete their eportfolio, Impact on Student Learning Analysis, Lesson Study as well as the edTPA. Pre-requisite(s): Admission to RTP or ATL SPE program; SPE500. Co-requisite(s): None. 0.5-6 semester hours

This course is designed to be a practical application of the formulation, implementation, and evaluation of individualized curriculum and instruction. It reflects the main information, guidelines, and methods gleaned from the special education courses taken throughout the masters program. This culminating experience is an in-depth program of the entire educational process with two different students with high incidence special needs. Such an experience includes: administering an appropriate initial assessment, developing an Individualized Educational Plan that links back to the assessment findings, writing connected lesson plans, conducting method modifications, diagnostic teaching, progress report writing, and parent conferences. 2-3 semester hours

This internship is required for all candidates seeking a LBSII Certificate. The seminar provides the candidates an opportunity to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students, and community; and apply information learned in the LBSII coursework. Candidates may enroll in the internship for one semester hour for three terms in conjunction with other LBSII courses or can take it for 3 credits. Students may repeat this course for up to 3 credits for each LBSII program. Prerequisite(s): Learning Behavior Specialist I Certification. This would be the final internship for LBSII candidates after taking three courses for either LBSII Curricular Adaptation Specialist or LBSII Assistive Technology Specialist. 1-3 semester hours

This course serves as an ongoing experience in the special education graduate program for candidates in traditional programs. Participants integrate theory and practice in authentic settings with children and adolescents challenged with special needs. Candidates develop Individualized Educational Plans (IEPs) for selected students and design and implement related instruction. Candidates explore effective methods of collaboration between general and special education teachers and related service personnel and actively establish parental and community connections. The collaborative-consultation model is practiced through supervised experiences. Prerequisite(s): Tests # 155 AND # 163 (LBS I and Content Test) must be passed prior to placement. Completion of SPE Checklist: For all candidates, average of B or better in: SPE501, SPE506, SPE508, SPE509, SPE523, SPE573, SPE574. For MAT candidates, completion of: FND510, EPS511, ESR514, grade of B or better in: SPE572. For MED candidates, completion of: EPS541, ESR505, FND511, grade of B or better in SPE502 or SPE526. Co-requisite(s): None. 1-5 semester hours

Provides graduate students in a special education degree program an opportunity to pursue advanced scholarly study in special areas where they seek further information, or to investigate a practical school problem. Special forms may be obtained from the Graduate Administrative Office and must be signed by the student's instructor, faculty advisor, department chair, and associate dean of the graduate school. On-campus registration. Prerequisite: Degree status in Special Education. 1-3 semester hours

2 semester hours