300

This course focuses on characteristics, identification, and initial methods of instruction for cross-categorical P-21 students who receive special education services. Emphasis is on historical, philosophical, psychological, legal, and pedagogical implications and issues pertaining to P-21 special education. Candidates develop and implement inclusive, differentiated curricular design, planning and instructional methods for P-21 students with high- and low- incidence disabilities based upon consideration of the impact that disabilities have on how students differ in approaches to learning. Candidates learn how to provide inclusive instructional opportunities and supports adapted to strengths and needs of diverse learners, drawing on knowledge of the discipline, students, community, and curriculum goal(s). Fifteen field hours required. Pre-requisite(s): None. Co-requisite(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): SPE 300 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, SPE 300 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, SPE 300, SPE 310. 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, SPE 300 or equivalent, SPE 305, SPE 310. 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; SPE 300 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, SPE 300. 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; SPE 300 or equivalent, LAM 112, and LAM 213 or SPE 310. Co-requisite(s): None. 4 quarter hours