400

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; SPE 300 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; SPE 300 or equivalent, SPE 310. 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; SPE 300 or equivalent, SPE 310, SPE 410. 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; SPE 300 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; SPE 300 or equivalent, SPE 415. 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.