Special Education, M.Ed. (Resident Teacher Program)
The M.Ed. Special Education, Resident Teacher program is designed for students with baccalaureate degrees and Professional Educator Licenses endorsed in levels or areas other than special education.
Program participants spend one year working full-time in Chicago Public Schools classrooms with mentor teachers. While gaining classroom experience, participants take coursework that allows them to earn Masters of Education degrees from NLU. Graduates, with the completion of other state requirements, may be eligible for a subsequent teaching endorsement in special education. Visit Licensure and Endorsements at NLU for more details.
Program Learning Outcomes (PLOs):
PLO 1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
PLO 2. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
PLO 3. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
PLO 4. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
PLO 5. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
PLO 6. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
PLO 7. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
PLO 8. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
PLO 9. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
PLO 10. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
In addition to National College of Education Graduate Admissions Requirements, applicants must:
- Have an Illinois Professional Educator License endorsed in an area or level other than special education
Program Details:
- Requires 41–44 SH for completion
- Please note, any candidate who wishes to teach in a preK special education setting must have completed SPE 510, SPE 532, SPE 533 and SPE 534
Required Courses
MED Core - 8 SH
| EDU 505 | Educational Inquiry and Assessment | 3 |
| EDU 511 | Social and Cultural Politics of Education: Personal and Contextual Perspectives | 3 |
| LSE 541 | Cognition and Instruction | 2 |
Special Education Program Requirements - 33-36 SH
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
| SPE 501 | Educational and Diagnostic Assessment in Special Education | 3 |
| SPE 502 | Language Development, Differences, and Challenges in Children and Adolescents | 2 OR 3 |
| SPE 506 | Frameworks, Perspectives, and Collaboration in Special Education | 3 |
| SPE 507 | Methods of Social/Emotional Support | 3 |
| SPE 508 | Methods of Instruction: Literacy Across the Curriculum for Special Education | 3 |
| SPE 509 | Methods of Instruction in Foundational Literacy for Diverse Learners | 3 |
| SPE 523 | Methods and Content in Mathematics for Students with Disabilities | 3 |
| SPE 526 | Expressive Language Difficulties: Impact on Academic Learning | 2 |
| SPE 527 | Curriculum Adaptations in the Least Restrictive Environment | 3 |
| SPE 572 | Practicum 1: Roles, Responsibilities, and Practices of the Special Educator | 2 OR 3 |
| SPE 587 | Seminar/Teaching Children and Adolescents with Special Needs | 1 TO 3 |
Notes: SPE 500 may be waived per advisor if SPE 500 or its equivalent has been previously taken. SPE 572 must be taken for 2 semester hours. SPE 587 must be taken for a total of 6 semester hours.