Special Education, M.A.T. (Resident Teacher Program)
The Special Education, M.A.T., Teacher Residency Program, leads to a master's degree and a Professional Educator License endorsed for Learning Behavioral Specialist I (preK to age 21). Visit Licensure and Endorsements at NLU for more details.
The field residency model requires teacher candidate placement in a classroom during an entire academic year.
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.
Program Details:
- Requires 45 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
- Requires practicum
Required Courses
MAT Core - 7 SH
| EPS 511 | Human Learning and Development in Instructional Contexts | 2 |
| ESR 514 | Research in Action: Becoming Practitioner Researchers | 3 |
| FND 510 | Social Justice Perspectives on the History and Philosophy of American Education | 2 |
Note: FND 510 must be taken for 2 semester hours.
Program Requirements - 38 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 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 572 | Practicum I | 2 OR 3 |
| SPE 573 | Differentiated and Inclusive Curriculum & Instruction I | 3 |
| SPE 576 | Practicum II: Curricular Content Strategies for the Inclusive Classroom | 3 |
| SPE 587 | Seminar/Teaching Children and Adolescents with Special Needs | .5 TO 6 |
| SPE 502 | Language Development and Challenges in Children and Adolescents | 2 |
| or | |
| SPE 526 | Expressive Language Difficulties: Impact on Academic Learning | 2 |
Notes: SPE 572 must be taken for 3 semester hours. SPE 587 must be taken for a total of 6 semester hours. SPE 500 may be waived per advisor if SPE 500 or its equivalent has been previously taken.
Special Education Practicum/Student Teaching Enrollment Requirements
Admission to and continuance in student teaching are contingent on the following actions.
Candidates must:
- Be accepted into the graduate program of National College of Education
- File, by the designated deadline, the application form for student teaching
- Submit to their advisor a report of a TB test taken within 90 days of the student teaching placement, results of criminal background check and acknowledgement of Mandated Reporter status form
- Turn in a signed log of all the pre-clinical hours specified in their pre-clinical hours required for the program
- Pass the LBSI (155) and Special Education General Curriculum (163) Content Tests before student teaching/practicum
- Complete all of their licensure courses except for SPE 587
- Pass all methods courses at National Louis University with a grade no lower than a B
- Participate in faculty assessment and receive approval of his or her portfolio (Livetext)
- Provide evidence of emotional stability, adequate personality adjustment and competency as indicated by licensure coursework and departmental assessments