Program Learning Outcomes
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.
Admission Requirements
Admission to the Bachelor of Arts in Special Education program is a two-step process.
In the first step, students are admitted to National Louis University with a preliminary status in the Bachelor of Arts in Special Education program. Candidates must be approved by the teacher residency program partner before beginning the professional residency sequence.
In the second step, students must be admitted to the licensure program which updates the admission to full status in the Bachelor of Arts in Special Education. Students must be admitted to the licensure program before beginning their Special Education Student Teaching courses (SPE 496 and SPE 499).
Licensure Program Admission Requirements:
- Complete 90 quarter hours or more
- Achieve a GPA of 2.5 or better on all previous coursework, with a grade of "C" or better in all courses
- Creation of account in the Educator Licensure Information System (ELIS)
Required Courses
General Education Requirements
Communications
| ENG 101 | Beginning English Composition | 5 |
| ENG 201 | Intermediate English | 5 |
| ENG 203 | Effective Speaking for the Undergraduate | 5 |
Note: Students transferring credit from other institutions or applying coursework previously completed at NLU may use any three general education courses in the following disciplines: academic writing, oral communications, and written communications.
Humanities and Fine Arts
| HIS 103 | History Across the Globe | 5 |
| ART 105 | Race, Identity and Experience in American Art | 5 |
Note: Students transferring credit from other institutions or applying coursework previously completed at NLU may use any two general education courses in the following disciplines:
- Humanities: foreign language, history, literature, philosophy, religious studies, interdisciplinary humanities and fine arts, interdisciplinary humanities and social sciences
- Fine Arts: visual arts (including art history, art appreciation, and studio arts, such as drawing, painting, digital art, or film), film and cinema studies, and performing arts (including music appreciation, music theory, and music performance, theatre appreciation and performance, and dance)
Mathematics and Natural Sciences
| SCI 101 | Physical Science | 5 |
| SCI 105 | Environmental Biology with Lab | 5 |
| MTH 101 | Introduction to Mathematical Concepts | 5 |
Note: Students transferring credit from other institutions or applying coursework previously completed at NLU may use courses in each of the following three general education disciplines:
- Mathematics: college-level and not developmental in nature
- Natural Sciences: physics, chemistry, earth science, astronomy, geology, physical geography, biology, human anatomy and physiology, microbiology, genetics, botany and zoology; and interdisciplinary fields such as environmental science, and ecology and conservation
- Mathematics or Natural Sciences
Social and Behavioral Sciences
Note: Students transferring credit from other institutions or applying coursework previously completed at NLU may use any two general education courses in the area of Social and Behavioral Sciences.
| HIS 102 | Civics and American Government | 5 |
| PSY 101 | Introduction to Psychology | 5 |
Program-Specific General Education
| EDU 200 | Applied Educational Psychology | 5 |
EDU 200 can fulfill one of the Social Behavioral Science requirements.
General Education Electives - 10 QH
Student must complete two additional general education electives from any of the above disciplines to meet the total of 12 courses required for the University General Education Core.
Educator Preparation Core for Special Education Program- 20 QH
| EDU 210 | Educational Philosophy- A Historical Account | 5 |
| EDU 290 | Ethics in Education | 5 |
| EDU 305 | Equity in Education | 5 |
| EAL 400 | Educational Foundations for Learning English as an Additional Language | 5 |
Special Education Program Major- 75 QH
| SPE 445 | Foundations of Special Education: Dignity, Rights, and Advocacy | 5 |
| SPE 450 | Characteristics of Individuals with Disabilities | 5 |
| SPE 460 | Assessment Practices in Special Education | 5 |
| SPE 465 | Classroom Behavioral Supports | 5 |
| SPE 471 | Foundational Literacy in Special Education | 5 |
| SPE 472 | Adolescent Literacy in Special Education | 5 |
| SPE 475 | Methods in Mathematics in Special Education | 5 |
| SPE 481 | Instructional Methods for Low-Incidence Disabilities | 5 |
| SPE 482 | Strategies and Technology Supports for Low-Incidence Disabilities | 5 |
| SPE 485 | Roles and Responsibilities in Special Education | 5 |
| SPE 486 | Individualized Behavioral Supports | 5 |
| SPE 491 | Field Practicum 1 | 5 |
| SPE 492 | Field Practicum 2 | 5 |
| SPE 496 | Senior Seminar | 5 |
| SPE 499 | Special Education Student Teaching | 5 |
Admission to and continuance in student teaching are contingent on the following actions.
Candidates must: