Special Education, M.Ed. (Traditional Program)
The M.Ed. in Special Education is an inquiry-based program for those who already hold a Professional Educator License (PEL) and wish to earn a degree while adding endorsements in LBS1, LBS2 and/or approval in Early Childhood Special Education. The program builds on skills and insights of practicing teachers through an integration of coursework and teacher research and includes the courses required for endorsement along with foundational, research, leadership and practicum courses leading to the M.Ed. degree. This is a degree that acknowledges the professional expertise of practicing teachers and allows them the opportunity to co-create curriculum in their program. In each of the specializations students will propose research in their own classroom and/or school to meet some of the learning objectives for the course.
This program is designed to appeal to those who wish to expand their credentials through earning both a master’s degree in special education and endorsements in LBS1, LBS2 and/or Early Childhood Special Education approval.
Visit Licensure and Endorsements at NLU for more details.
Program Details
- Requires 32 SH for completion
- Requires completion of at least one of the following concentrations: Early Childhood Special Education Approval, LBS1, LBS2- Curriculum Adaptation Specialist, LBS2- Technology Specialist, and LBS2- Transition Specialist. Students are able to complete the maximum of two concentrations.
Program Learning Outcomes
PLO 1. Candidates will explore special education and disability studies through social, cultural, economic, and equitable contexts in order to engage in advocacy with and for people with disabilities.
PLO 2. Candidates will analyze and critique practices, policies, and systems that create barriers for people with disabilities and their families to intentionally act to improve access and equity through advocacy and collaboration with parents and schools.
PLO 3. Candidates will demonstrate professional competence in their specialization area.
PLO 4. Candidates will demonstrate leadership in creating a collaborative and inclusive learning culture that supports student learning.
Admission Requirements
In addition to National College of Education Graduate Admissions Requirements, applicants must meet specific requirements for each concentration:
- LBS1 Concentration
- Hold a valid teaching PEL (Professional Educator License) in the State of Illinois
- LBS2 Concentration
- Hold LBS1 PEL (Professional Educator License) in the State of Illinois
- Early Childhood Special Education Approval
- Hold a Professional Educator License (PEL) age 0 – grade 3 OR an LBS1
Required Courses
MED Core - 9 SH
| EDU 511 | Social and Cultural Politics of Education: Personal and Contextual Perspectives | 3 |
| SPE 529 | Teacher Research with Diverse Learners | 3 |
| SPE 577 | Research Seminar in Special Education | 3 |
Early Childhood Special Ed Approval - 23 SH
| SPE 510 | Early Childhood Special Education Language Development, Differences, and Challenges | 3 |
| SPE 532 | Early Childhood Special Education Curriculum, Instruction and Methods | 3 |
| SPE 533 | Early Childhood Special Education Diagnostic Assessment | 3 |
| SPE 534 | Early Childhood Special Education Collaboration, Family and Community | 3 |
Additional Requirements
| SPE 506 | Frameworks, Perspectives, and Collaboration in Special Education | 3 |
| LDR 511 | Emerging as a Teacher Leader | 2 |
Note: Students who hold LBS1 endorsement may choose an elective course instead of
SPE 506. Students must also choose 6 SH of additional
program electives.
LBS1 Concentration - 23 SH
| SPE 501 | Educational and Diagnostic Assessment in Special Education | 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 |
| or | |
| SPE 509 | Methods of Instruction in Foundational Literacy for Diverse Learners | 3 |
| and | |
| SPE 527 | Curriculum Adaptations in the Least Restrictive Environment | 3 |
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
Note:
SPE 500 may be waived by an Academic Advisor with faculty approval if the candidate holds an IL PEL and provides transcripted evidence of successful completion (“C” or better) of an equivalent course.
Additional Requirements
| LDR 511 | Emerging as a Teacher Leader | 2 |
Note: Students must also choose 4SH of additional program electives listed below.
LBS2 Curriculum Adaptation Specialist - 23 SH
| SPE 527 | Curriculum Adaptations in the Least Restrictive Environment | 3 |
| SPE 547 | Assistive Technology for the Universal Design Classroom | 3 |
| SPE 556 | Planning and Designing Responsive Learning Environments | 3 |
| SPE 588A | LBS II Contextual Applications | 3 |
Note:
SPE 588A must be taken for 3 semester hours.
Additional Requirements
| LDR 511 | Emerging as a Teacher Leader | 2 |
Note: Students must also choose 9 SH of additional program electives listed below.
LBS2 Technology Specialist - 23 SH
| SPE 546 | Foundations of Assistive Technology | 3 |
| SPE 547 | Assistive Technology for the Universal Design Classroom | 3 |
| SPE 548 | Applications of Assistive Technology | 3 |
| SPE 588A | LBS II Contextual Applications | 3 |
Note:
SPE 588A must be taken for 3 semester hours.
Additional Requirements
| LDR 511 | Emerging as a Teacher Leader | 2 |
Note: Students must also choose 9 SH of additional program electives listed below.
LBS2 Transition Specialist - 23 SH
| SPE 535 | Community-Vocational Development & Instruction | 3 |
| SPE 536 | Transition Foundations, Preparation & Planning | 3 |
| SPE 537 | Family-Community Partnerships & Assessment | 3 |
| SPE 588A | LBS II Contextual Applications | 3 |
Note:
SPE 588A must be taken for 3 semester hours.
Additional Requirements
| LDR 511 | Emerging as a Teacher Leader | 2 |
Note: Students must also choose 9 SH of additional program electives listed below.
Program Electives
| ABA 500 | Concepts and Principles of Applied Behavior Analysis | 3 |
| LSE 500 | Introduction to the Learning Sciences and Technology | 3 |
| EDL 512 | Communication and Technological Skills for Education Leaders | 3 |
| EDL 520 | Leading Diverse Schools | 2 |
| EDL 525 | Decision-Making for Educational Systems and Organizations | 2 |
| LSE 530 | Designing Learning Experiences: Cognition in Socio-Cultural Contexts | 3 |
| LSE 540 | Social Emotional Learning in Cultural Contexts | 3 |
| SPE 502 | Language Development, Differences, and Challenges in Children and Adolescents | 2 OR 3 |
| SPE 510 | Early Childhood Special Education Language Development, Differences, and Challenges | 3 |
| SPE 523 | Methods and Content in Mathematics for Students with Disabilities | 3 |
| SPE 527 | Curriculum Adaptations in the Least Restrictive Environment | 3 |
| SPE 532 | Early Childhood Special Education Curriculum, Instruction and Methods | 3 |
| SPE 533 | Early Childhood Special Education Diagnostic Assessment | 3 |
| SPE 534 | Early Childhood Special Education Collaboration, Family and Community | 3 |
| SPE 535 | Community-Vocational Development & Instruction | 3 |
| SPE 536 | Transition Foundations, Preparation & Planning | 3 |
| SPE 537 | Family-Community Partnerships & Assessment | 3 |
| SPE 546 | Foundations of Assistive Technology | 3 |
| SPE 547 | Assistive Technology for the Universal Design Classroom | 3 |
| SPE 548 | Applications of Assistive Technology | 3 |
| SPE 556 | Planning and Designing Responsive Learning Environments | 3 |
| SPE 573 | Methods for Low Incidence Differentiated & Inclusionary Curriculum & Instruction | 3 |