Special Education, M.Ed. (Resident Teacher Program)
With this program, NLU partners with the Academy for Urban School Leadership (AUSL) to deliver the M.Ed. Special Education program in a model which integrates a ten-month teaching residency and 12 months of graduate level coursework. It 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):
PLO1. Learner Development and Individual Learning Differences: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
PLO2. Learning Environments: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
PLO3. Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities
PLO4. Assessment: Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.
PLO5. Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
PLO6. Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
PLO7. Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
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
| EPS 541 | Cognition and Instruction | 1 TO 2 |
| ESR 505 | Educational Inquiry and Assessment | 3 |
| FND 511 | Social and Cultural Politics of Education: Personal and Contextual Perspectives | 3 |
Note: EPS 541 must be taken for 2 semester hours.
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 of Exceptional Children and Adolescents | 3 |
| SPE 502 | Language Development and Challenges in Children and Adolescents | 2 |
| SPE 506 | Frameworks, Perspectives, and Collaboration in Special Education | 3 |
| SPE 507 | Methods of Social/Emotional Support | 3 |
| SPE 508 | Literacy Across the Curriculum for Students with Disabilities | 3 |
| SPE 509 | Literacy Instruction for Diverse Learners | 3 |
| SPE 523 | Teaching Students with Math Disabilities | 3 |
| SPE 526 | Expressive Language Difficulties: Impact on Academic Learning | 2 |
| SPE 527 | Differentiated and Individualized Curriculum and Instruction | 3 |
| SPE 572 | Practicum I | 2 OR 3 |
| SPE 587 | Seminar/Teaching Children and Adolescents with Special Needs | .5 TO 6 |
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.
For more information about this program, visit http://www.nl.edu/academics/educationmastersadvanceded/specialeducation/