SPE - Special Education

This course will focus on the history of ideas, individuals and events that have influenced the curriculum, organization, policies and philosophies of education in the United States. A special topic option allows students to pursue topics related to their area of interest within the education spectrum. Prerequisite(s): None. Co-requisite(s): None. 3 quarter hours

This course provides a fundamental understanding of the historical, legal, philosophical, 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. Universal Design for Learning, inclusion, differentiated curricular and instructional strategies and supports are emphasized. 5 clinical observation hours are required as part of this course. Prerequisite(s): None. 5 quarter hours

This course introduces the candidate to the field of special education and the undergraduate Special Education program. The course focuses on the role of the special education teacher, school-wide and classroom responsibilities, and collaboration with the general education teacher. Emphasis is placed on the identification of professional performance and dispositions. Candidates will be exposed to the range of roles and experiences to be encountered by special education teachers. The course includes forty-five hours of clinical observation. Also included is the Special Education electronic portfolio. The candidate’s participation will be facilitated by an Undergraduate Special Education Practica and Student Teaching Handbook. Prerequisite(s): SPE300 or equivalent, Admission to NCE and the Special Education Undergrad Program. Co-requisite(s): None. 4 quarter hours

This course focuses on the concept of disability from various perspectives and contexts, including family, school, and community systems. Philosophical, historical, and legal foundations of special education are examined. Integral to this is exploration of a variety of disability models (e.g. medical, consumer/empowerment, social, etc.). Topics include: universal design for learning (UDL), past and current legislation, assessment, identification, eligibility for services, IEP development, Section 504 Plan development, least restrictive environment, the continuum of alternative services, Americans with Disabilities Act, individual rights, due process, and parent participation. Integral to the course is the importance of collaboration and consultation in facilitating effective instruction. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program, SPE300 or equivalent. 4 quarter 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): Admission to NCE and the Special Education Undergrad Program, SPE300, SPE310. Co-requisite(s): None. 4 quarter hours

The course focuses on social emotional development and learning from the vantage points of social systems, cultural, and psychological theory, which are used to understand diversity and dynamics of classrooms, schools and communities. The course includes research and methods regarding the social emotional development and learning of children, adolescents, and young adults. The course incorporates: comprehensive classroom management, heterogeneous grouping, cooperative and collaborative learning, the Illinois Social Emotional Learning Standards, creating functional behavior assessment and interventions, and team development. Within this context, the exercise of ethical and reflexive teacher leadership and the development of respectful and caring relationships are examined. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program, SPE300 or equivalent, SPE305, SPE310. Co-requisite(s): None. 4 quarter hours

The course focuses on theories, research, and methods regarding typical and atypical language development of children and adolescents with learning difficulties. The course addresses receptive and expressive language, word finding, pragmatics and related social skills, and sociolinguistic skills, and their impact on academic learning across the curriculum. The role of language in learning and communication, including second language learning are examined, as well as cultural and environmental effects on the student’s development. Instructional and assistive technology, including but not limited to augmentative and alternative communication are explored. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program; SPE300 or equivalent. 4 quarter hours

Candidates will develop knowledge of assistive and instructional technology from a Universal Design for Learning (UDL) perspective and as defined by state and federal regulations. A variety of assistive technology devices and services will be introduced, developed, and evaluated within larger contextual frameworks of classrooms, schools, and communities to facilitate communication, learning and empowerment. The course will include hands-on and virtual examination of various instructional and assistive technologies developed or adapted specifically for students with disabilities. Prerequisite(s): Admitted to NCE and the Special Education Undergrad Program, SPE300. Co-requisite(s): None. 4 quarter hours

This course focuses on the understanding and implementing of state and national standards in 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: 1) Curricula, 2) Assessment approaches, 3) Instructional methods, and 4) Instructional/ assistive technology for students with disabilities. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program; SPE300 or equivalent, LAM112, and LAM213 or SPE310. Co-requisite(s): None. 4 quarter 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 the Special Education Undergrad Program; SPE300 or equivalent. Co-requisite(s): None. 4 quarter hours

This course continues the professional development of special education teacher candidates concerning roles and responsibilities of special educators in grades K-12. A university seminar combines with 45 hours of field experiences focusing on active involvement with a cooperating special education teacher within the larger inclusive community of the school. The field experiences require candidates to apply specific teaching strategies with individual or small groups of students. Candidates will collaborate with classroom teachers on lesson planning and implement lesson plans written during this or previous program classes. Candidates will submit videos for review in addition to on-site observation by a university supervisor. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program; SPE300 or equivalent, SPE305, SPE310, SPE315, SPE320, SPE25, SPE335, SPE410, SPE411. Co-requisite(s): None. 5 quarter hours

This course focuses on the significance of teaching reading, writing and oral communication, and on integrating these components to facilitate learning, to empower students and achieve social equity for all students with disabilities. Theories, current research, and methods regarding language and literacy skills for all students with disabilities are discussed. The course specifically addresses phonemic awareness, decoding, fluency, comprehension and vocabulary and their relationship to the general curriculum. The candidates are introduced to a variety of formal and informal assessments. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program; SPE300 or equivalent, SPE310. Co-requisite(s): None. 4 quarter hours

This advanced course expands on the significance of teaching reading, writing and oral communication, integrates these components to increase content learning and to empower students and achieve social equity for all students with disabilities. This course addresses a broad range of literacies and effective literacy techniques that help learners construct meaning through reading, writing, listening, viewing and communicating. The course also addresses curriculum, literacy skills, developmental reading and writing instruction, assessment, and instructional and assistive technology. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program; SPE300 or equivalent, SPE310, SPE410. 4 quarter hours

This course focuses on planning and implementing alternative and specialized 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 and objectives/benchmarks related to Illinois Learning Standards and IDEA requirements and are incorporated into instructional planning. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program; SPE300 or equivalent. Co-requisite(s): None. 4 quarter 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 Understanding by Design. Prerequisite(s): Admission to NCE and the Special Education Undergrad Program; SPE300 or equivalent, SPE415. Co-requisite(s): None. 4 quarter hours

This course serves as the culminating experience in the special education undergraduate program. The course involves supervised teaching of students with disabilities in public or private school settings and includes a seminar in which candidates examine, apply, and evaluate instructional and curricular strategies and interventions in school settings. In all settings, the collaborative-consultation model is practiced. Student candidates must make arrangements for practicum six months prior to registration. Prerequisite(s): Admitted to NCE and the Special Education Undergrad Program. Completion of all undergraduate special education course work. Degree status in special education and consent of students' advisor and program coordinator. Application form must be made in writing as determined by program guidelines and procedures. Co-requisite(s): None. 10 quarter hours.

Special topic courses are developed to meet emerging learning needs. The specific topic in indicated on the transcript. There is no limit on the number of 495 courses which can apply to the degree, although each topic may be taken only once.

This course provides candidates with a fundamental understanding of the historical, philosophical, legal, and pedagogical issues pertaining to the education of students with disabilities P-21. 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 design strategies and supports are emphasized, drawing on knowledge of the discipline, community, curriculum, and diversity of students. fteen clinical observation hours are required as part of this course. Pre-requisite(s): Pass Test of Academic Proficiency TAP) before admission to this course. Co-requisite(s): None. 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 (PK to 21 years) 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. Pre-requisite(s): SPE500, SPE506. Co-requisite(s): None. 3 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 provides foundational frameworks of special education and resulting implications for policy and practice. Candidates learn characteristics of of high and low incidence disabilities and interpret 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: the history of policies and practices, diagnosis, curriculum, pedagogy, legal, ethical, and political issues, and the impact of values and beliefs on special education practice. Collaborative models and structures are emphasized in working with team members including students, families, school professionals, para-educators, and administrators. Collaborative practices are taught. 15 hours of preclinical experience are required for this course. Pre-requisite(s): SPE500 or consurrent with 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 foundational perspectives and methods for teaching multiple forms of literacy to students with disabilities. The purpose of critical literacy is often thought of as the use of reading and writing to empower students to achieve social equity. The course examines contemporaiy understandings of literacy (listening, speaking, reading, writing), other forms of communication (e.g., gestures, communicative behavior), and their usefulness in facilitating literacy learning. Emphasis is placed on the inherent right of students with disabilities to use a variety of literacy forms as means of self-expression and communication, and to mediate various literacy contexts including content literacy in the general education curriculum. Ten hours of field work required. Pre-requisite(s): MAT candidates: SPE 500, SPE 501, SPE 502 or SPE 526, SPE 506, SPE 507, SPE 509, SPE 572. Non-MAT candidates register for course through advisor. Co-requisite(s): None. 3 semester hours

This course is designed to address the assessment and instruction of literacy skills for students with a range of disabilities in P-21 instructional settings. Candidates will use 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 for students with disabilities in individual and small group settings. All candidates will be required to complete 10 hours of field work with this course. Pre-requisite(s): MAT candidates: SPE500,SPE501, SPE506,SPE502 OR SPE526, SPE572. Non-MAT candidates register for course through advisor. 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 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. 10 field hours are required as part of this course. Pre-requisite(s): Admission to NCE and the MAT or MED Special Education program; SPE500, SPE501, SPE502 or SPE526, SPE506, SPE507, SPE509,SPE572. 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 are discussed, and WF characteristics and profiles are reviewed. Psycholinguistic models of lexical access are presented. A Tier 3 intervention program for word finding, based on psycholinguistic research, is studied with a focus 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 is explained. Corresponding technology applications are 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. Pre-requisite(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 enables future special education directors to understand special education financial management in the context of local, state, and federal finance frameworks. It addresses funding structures and procedures involved in planning, creating, managing, and justifying expenditures; budget development and management; fiscal accountability to stakeholders; stewardship of public dollars; maximization of funds; and procurement of contract services. Candidates learn how to meet programmatic and student needs within fiscal parameters. The director’s role as intermediary between district and special education cooperative is analyzed within a systems perspective. Pre-requisite(s): MAT, M. Ed, or C.A.S in Special Education. State of IL Professional Educator License endorsed for general administrative or principal. SPE561. Co-requisite(s): None. 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 explores legal requirements unique to the role of Director of Special Education. The focus concerns legal, regulatory and ethical factors. It covers historical context and the framework of special education legislation and case law. Content includes an overview of major special education federal, state, and local laws and regulations and relationships existing among them. Primary areas addressed include procedural and substantive legal requirements, differentiation between individualized educational plans and accommodation plans, disciplinary actions for students with special needs, due process and mediation. Other legal aspects involve inter-agency contractual legal obligations, dealing with attorneys, and communications with multiple stakeholders. Pre-requisite(s): MAT, M.Ed., or C.A.S. in Special Education. State of Illinois administrative endorsement or equivalent from another state; SPE561. Co-requisite(s): None. 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 familiarizes candidates with the field of special education and with the graduate special education programs of NLU. Candidates develop an initial understanding of learning environments that are accessible to and engage all P-21 students with disabilities. The range of roles and dispositions of the special education teacher is explored, with an emphasis on classroom and school-wide responsibilities, and collaboration with families and school professionals. The candidate is introduced to assistive technologies that support P-21 student learning, and to basic technologies that assist development and demonstration of their own professional competencies. For MAT candidates: 3SH (20 hours in field required); for MEd candidates: 2 SH (no field requirement). Pre-requisite(s): Admission to NCE and either the Special Education MAT or M.Ed. Program SPE 500, SPE 506; passing of TAP test. Co-requisite(s): None. 2 or 3 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

This course focuses on scope, sequence, planning, and implementation of language arts, reading, math, science, and social studies curricula for diverse learner classrooms. Emphasis is 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) and Differentiated Instruction (Dl) perspective. Innovative curricular strategies are taught, emphasized, and incorporated into planning. Methods for addressing Individual Education Plan (IEP) goals/objectives/benchmarks and learning targets in an inclusive education model are covered. For learners needing further learning supports, accommodations and modifications are applied to curriculum 20 field hours are required. Pre-requisite(s): SPE 500, SPE 501, SPE 502 or 526, SPE 506, SPE 507, SPE 508, SPE 509, SPE 523, SPE 572. Co-requisite(s): SPE573. 3 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 the culminating experience in in the traditional special education graduate M.A.T. and M.Ed, programs. Candidates are given opportunities to to integrate theory and practice, and to engage in best practices with children and adolescents with disabilities. Individualized Educational Plans (lEPs) for selected students are developed in collaboration with the cooperating teacher, and candidates 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. Pre-requisite(s): Completion of all special education course work (listed below); Admitted to MAT, MED, or Alternative Certification programs in Special Education; Consent of the students' advisor and practicum coordinator. Application for practicum must be made in writing as determined by program guidelines and procedures. Tests # 155 AND # 163 (LBS I and Content Test) must be passed prior to placement. Student may not have any deficiencies in course work requirements. For all candidates, average grade of B or better in SPE501, SPE502 or SPE526, SPE506, SPE507, SPE508, SPE509, SPE523, SPE573, SPE574. For MAT candidates completion of: SPE500, ESP511, FND510; average grade of B or better in SPE500, SPE502 or SPE526, SPE506, SPE507, SPE572. For MED candidates, completion of: EPS541, ESR505, FND511; average grade of B or better in: SPE502 OR SPE526,

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