500

This course focuses on characteristics, identification, and initial methods of instruction for cross-categorical P-21 students who receive special education services. Emphasis is on historical, philosophical, psychological, legal, and pedagogical implications and issues pertaining to P-21 special education. Candidates develop and implement inclusive, differentiated curricular design, planning and instructional methods for P-21 students with high- and low-incidence disabilities based upon consideration of the impact that disabilities have on how students differ in approaches to learning. Candidates learn how to provide inclusive instructional opportunities and supports adapted to strengths and needs of diverse learners, drawing on knowledge of the discipline, students, community, and curriculum goal(s). Fifteen field hours required. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides an overview of the processes involved in educational and diagnostic assessment of children and adolescents (K-21). Attention is given to the collaborative development, selection, administration, and interpretation of multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students and determination of special education eligibility. Multiple measures of assessment, including formal (e.g., norm-referenced) and informal (e.g., classroom-based) assessments, self-assessment, screenings, and issues of assessment such as limitations of testing and cultural and linguistic bias are emphasized. Focus is directed towards interpreting assessment results and connecting assessment to classroom supports, interventions, and instruction as well as planning and guiding instruction to meet rigorous academic and non-academic content and goals for each individual. The role special educator as a collaborative consultant and multidisciplinary team member is also considered. Legal, ethical, cultural, and linguistic assessment issues are addressed. A minimum of 10 hours of field experience is required. Pre-requisite(s): SPE 500 and SPE 506 or advisor approval. Co-requisite(s): None. 3 semester hours

In this course, the theoretical, clinical, and pedagogical issues concerning school-aged students (K to 21 years) with language-learning disabilities and for teaching language and content to English Language Learners are explored. The relationship between language and communication challenges and learning is presented. Etiological theories, biological bases, and characteristics of various language difficulties are reviewed. The language of classroom instruction is explored, along with the features and demands of conversational, narrative, instructional, and classroom discourse. Assessment and intervention approaches are reviewed. Candidates examine and apply conceptual and pedagogical tools for teaching English as a second language based on theories of second language acquisition, pedagogy, and methodology. Public policy regarding the education of students with language challenges and language differences is considered. Ten field hours required. Pre-requisite(s): SPE 500, SPE 506. Co-requisite(s): None. 2-3 semester hours

This course provides foundational frameworks of disability and education and their implications for policy and practice. Candidates learn attributes of the thirteen disability categories and interpret discourses of disability to understand their influence on lived experiences. Disability, equity and inclusion are explored through historical and intersectional lenses. Culturally responsive collaborative models are emphasized in working with students, families, school professionals and communities. Candidates will examine systems that impact students with disabilities and employ transformative strategies in their everyday roles as educators to counter systems that create and reinforce inequities, as well as, providing opportunities for student advocacy. Pre-requisite(s): For MAT students, SPE 500 is a pre-requisite, for endorsement students, SPE 500 may be taken as a pre-requisite or co-requisite. Co-requisite(s): SPE 500 for endorsement students. 3 semester hours

This course explores methods and frameworks for supporting students' positive social-emotional development, behavior, and learning while considering the complex intersections of broader social identities, including disability. The communicative functions of behavior, impacts of trauma, and restorative approaches are considered in providing safe, caring and positive behavioral supports for individuals and creating participatory, inclusive classrooms. Candidates craft culturally responsive curriculum and lessons that promote students’ social-emotional learning. They learn strategies to work collaboratively with students, families, professionals and agencies while engaging in critical self-reflection to deepen understandings of how their own histories and identities impact the ways in which they view, respond to, and assess students’ behavior. Prerequisite(s): MAT candidates: SPE 500. For endorsement students, SPE 500 may be taken as a pre-requisite or co-requisite. Co-requisite(s): For endorsement students, SPE 500. 3 semester hours

This course presents literacy access as a civil right to be ensured for all learners and expands the learnings of SPE 509 by examining contemporary understanding of literacy and their usefulness in facilitating literacy learning for students with disabilities. It provides an introduction to research and practice on the role of literacy, and how to meet literacy Candidates examine how texts and instructional practices can serve not only to build skills and intellect, but to help students learn about their own, and others’, identities. The power of literacy as the foundation of this course. The principles of universal design for learning (UDL) and explicit teaching based on the science of learning aid candidates in redesigning literacy practices across content areas. All students will be required to complete 10 hours of field work as a part of this course. Pre-requisite(s): MAT candidates: SPE 500, SPE 501, SPE 502 or SPE 526, SPE 509, and SPE 572. Non-MAT candidates register for course through advisor. Co-requisite(s): None. 3 semester hours

This course investigates the current state of literacy education in U.S. schools and presents literacy access as a civil right to be ensured for all learners. It is designed on the principles of the science of reading and explicit instruction. Teacher candidates will build knowledge and skill to address the assessment and instruction of the five components of effective reading instruction for diverse learners, specifically students diagnosed, or at increased risk of being diagnosed, with a reading disability. Instruction in the use of literacy assessment tools, analysis and interpretation of effective teaching practices are covered. All students will be required to complete 10 hours of field work within this course. Pre-requisite(s): MAT candidates: SPE 500, SPE 501, SPE 502 or SPE 526, SPE 572. Non-MAT candidates register for course through advisor. Co-requisite(s): None. 3 semester hours

In this course, the theoretical, clinical, and pedagogical issues concerning typical and atypical language development in young children; specific language disabilities; the relationship between communication delays and other areas of early learning and development; alternative communication systems for young children with disabilities; that language is an integral part of a person’s culture; and for teaching language and content to English Language Learners are explored. Etiological theories, biological bases, and characteristics of various language difficulties are reviewed. Assessment and intervention approaches are reviewed. Candidates examine and apply conceptual and pedagogical tools for teaching English as a second language based on theories of second language acquisition, pedagogy, and methodology. Prerequisite(s): SPE 500. Co-requisite(s): None. 2-3 semester hours

This course focuses on understanding and implementing state and national standards in the teaching of mathematics as related to the general and special education curricula. In this course, candidates engage in critical evaluation of high-quality mathematics instruction approaches and methods. Candidates use assessments to develop short-term and long-term instructional/intervention plans for students with mathematical learning difficulties or disabilities. Candidates also have opportunities to practice teaching mathematical content and lessons guided by Universal Design for Learning (UDL) framework, high-leverage practices (HLPs) for special educators, and Learning by Scientific Design (LbSD) teaching principles. Pre-requisite(s): SPE 501 and SPE 572. Co-requisite(s): None. 3 semester hours

This course provides an in-depth study of how to plan a comprehensive intervention program for children and adolescents challenged with Word Finding. Definitions of word finding will be discussed, and WF characteristics and profiles will be reviewed. Psycholinguistic models of lexical access will be presented. An intervention program for word finding, based on child and adult psycholinguistic research, will be studied with a focus on retrieval strategy mnemonic instruction, word-finding based classroom accommodations, and self-advocacy training. The impact of word-finding difficulties on oral reading and written language will be explained. Corresponding technology applications will be considered throughout. There is a field component focused on application of course content. Pre-requisite(s): SPE 500, SPE 502, SPE 506 or consent of instructor. Co-requisite(s): None. 1 semester hour

Differentiated assessment and instructional procedures are explored for students with Expressive Language Difficulties due to disability or second language learning. Focused on children and adolescents, this course provides a study of: 1) definitions/ characteristics representative of this population; 2) theoretical models to explain/contrast Receptive and Expressive language processing in oral language, oral reading, and writing; 3) the impact of language difficulties on academic learning; 4) language-based differentiated assessment and instruction for classroom discourse, oral reading, and written language instruction; and 5) corresponding instructional technology applications. There is a field component focused on application of course content. Pre-requisite(s): SPE 500. Co-requisite(s): None. 2 semester hours

This course is designed to address the formulation, implementation, and evaluation of individualized curriculum and instruction. Emphasis is placed on current best practices in individualizing curriculum and instructional methods for students with both high incidence and low incidence disabilities. The course will focus on a planning and implementation process for incorporating general education common core learning standards, universal design for learning (UDL), differentiated instruction, adaptations to the general education curriculum, ecological assessment, IEP development, systematic instruction, self-advocacy and self-determination, and providing instruction in general education and community settings for students from ages 3-23 years. All students will be required to complete 15 hours of fieldwork as part of this course. Prerequisite(s): SPE 500 or equivalent. Co-requisite(s): None. 3 semester hours

This course provides an overview of teacher inquiry methods with a focus on conducting teacher research with diverse learners that is culturally responsive, draws on insights from disability research and researchers, and promotes deeper relationships with families, communities and colleagues. Candidates will examine relationships between inquiry and teaching, and engage in both to cultivate expertise in teaching and nurture inclusive classroom learning communities. Ethical dimensions of research and teaching will be explored, with a focus on intentionally working towards better social, emotional and academic outcomes for diverse learners. Candidates will surface questions of practice and policy, devise inquiry projects to address problems, issues and goals, and carry out research in their own settings. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The purpose of this course is to examine how teachers can implement developmentally and individually appropriate methods for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs in various settings such as the home, the school, and the community. Through discussion and hands-on learning activities, teachers will learn to design and adapt learning environments to support optimal development and adapt curricular activities and materials in ways that will enable active and full participation of all children in various types of programs. This course includes 15 hours of preclinical experiences. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE 500. 3 semester hours

This course is designed to explore a wide variety of developmental and educational assessment strategies, procedures and formal and informal instruments and techniques for assessing young children's social, emotional, cognitive, communication and motor skills as well as family concerns, priorities, and resources. Students will use various instruments and techniques to assess home and community learning environments and conduct formative and summative individual and program evaluations. Non- discriminatory use and interpretation of test results, the integration of information from multiple sources, and collaboration with parents and various professionals will be emphasized in writing reports. This course includes 15 hours of preclinical experiences. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE 500, EPS 500 or EPS 511, SPE 532. 3 semester hours

Students build on knowledge about special education to create strategies for developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation in assessment and support of young children. Students will develop strategies for working with socially, culturally, and linguistically diverse families to create and implement Individual Family Services Plans (IFSPs) that provide family-centered services to support learn various strategies and models for promoting effective consultation and collaboration with professionals and agencies within the community. This course includes 15 hours of preclinical experiences. Pre-requisite(s): SPE 500 or equivalent. Co-requisite(s): None. 3 semester hours

With the goal of effective transition planning and design, candidates will create individualized instructional opportunities for diverse learners in school, vocational, domestic and community environments. Job seeking, career education, community environment matching and technical education methods will be emphasized with meaningful participation of student transition teams. Candidates will learn how to develop, support, adapt and modify least-restrictive domestic, work and community based activities and programs. Design of natural support systems for all outside school environments will be promoted in a meaningful, motivating and engaging manner. Pre-requisite(s): LBS 1 Licensure. Co-requisite(s): None. 3 semester hours

This course is designed to enable candidates to learn and understand philosophical, historical and legal foundations of special education that apply to preparation and planning for transition from school to post-school. The impact that disabilities have on the cognitive, physical, emotional, social and communication development of an individual is included in activities for school to post-school transition. Provision of opportunities that support intellectual, social and personal development of the individual to engender a meaningful transition are illustrated. The scope and role of a transition specialist is included in addition to the scope and role of agency partnerships and personnel. Focus on demonstrating collaborative relationships with individual, family, school and community participants is emphasized in delivery of transition-focused education services. Pre-requisite(s): LBS1 licensure. Co-requisite(s): None. 3 semester hours

Candidates will learn and understand the importance of creating effective communication techniques to foster collaborative relationships with students, families, professionals, paraeducators and human service agencies for an effective transition. Through meaningful collaboration, candidates will learn and understand educational assessment strategies that promote continual development of students during a school to post-school transition. Assessments include formal and informal career and vocational assessment and identifying student preferences and matching them to meaningful community and employment activities. Techniques for involving community partners are illustrated. After assessing student preferences and abilities, a process for creating measurable post-school goals will be taught with alignment to instructional activities that promote an effective transition. Pre-requisite(s): LBS 1 licensure. CO-requisite(s): None. 3 semester hours

This course enables future special education directors to understand special education financial management in the context of local, state, and federal finance frameworks. It addresses funding structures and procedures involved in planning, creating, managing, and justifying expenditures; budget development and management; fiscal accountability to stakeholders; stewardship of public dollars; maximization of funds; and procurement of contract services. Candidates learn how to meet programmatic and student needs within fiscal parameters. The director’s role as intermediary between district and special education cooperative is analyzed within a systems perspective. Pre-requisite(s): MAT, M. Ed, or C.A.S in Special Education. State of IL Professional Educator License endorsed for general administrative or principal. SPE 561. Co-requisite(s): None. 3 semester hours

This course is the first of four which prepares students for the LBSII: Technology Specialist advanced level state certification. It introduces and develops key components of and influences on the changing discipline of assistive technology, including interactive learning theories, funding, legislation, school and home environments, systems change, leadership and advocacy, and professional development. Students are expected to complete a minimum of 15 hours of field experience as part of this course. Prerequisite(s): Learning Behavior Specialist I and SPE545 or its equivalent. 3 semester hours

This course is designed to enable candidates to apply strategies related to the process of selecting, implementing, and interpreting assistive and instructional technologies, especially for students with disabilities (e.g. learning disabilities, autism, cognitive challenges). Candidates will learn to make connections between technologies, pedagogies, and curriculum through development of appropriate instructional programs. This course will help candidates become reflective participants in identifying effective research-based components in technologies and utilizing them in ways that fit the existing curriculum and pedagogical conditions of the educational settings. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

This course will provide a hands-on examination of assistive technology usage related to teaching and learning and successful integration of individuals with disabilities. Current technologies which can empower individuals with disabilities to access their total environment throughout the lifespan will be explored. The focus includes technology Applications of AT in the school, home, community, and workplace. Prerequisite(s): Learning Behavior Specialist I certification, SPE 545 or equivalent. 3 semester hours

This course explores legal requirements unique to the role of Director of Special Education. The focus concerns legal, regulatory and ethical factors. It covers historical context and the framework of special education legislation and case law. Content includes an overview of major special education federal, state, and local laws and regulations and relationships existing among them. Primary areas addressed include procedural and substantive legal requirements, differentiation between individualized educational plans and accommodation plans, disciplinary actions for students with special needs, due process and mediation. Other legal aspects involve inter-agency contractual legal obligations, dealing with attorneys, and communications with multiple stakeholders. Pre-requisite(s): MAT, M.Ed., or C.A.S. in Special Education. State of Illinois administrative endorsement or equivalent from another state; SPE 561. Co-requisite(s): None. 3 semester hours

Focusing on models used to differentiate instruction in the least restrictive environment, candidates will learn how to expand options for teaching strategies, instructional groupings, skill sequences, lesson formats, instructional environments, and educational materials. Candidates will examine ways to monitor and report student progress, incorporate therapies within the classroom, create a safe classroom climate, and effectively collaborate with colleagues, families, students and the community. Candidates in this course will develop quality educational programming for students with a wide range of abilities, learning styles, gifts, and interests. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

Candidates will understand the importance of creating responsive learning environments to enhance the education of all students in inclusive settings. Candidates will explore learning styles, cultural diversity and classroom teaching instructional strategies that enhance the learning of all students. Additionally, candidates will examine concepts related to disability in the context of diversity using both historical and current socio-political, philosophical, psychological perspectives. They will further explore legislative, cultural and instructional implications for teaching students with disabilities in inclusive settings. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course explores the role administrative leadership and instructional supervision in the successful operation of a special education program. The course examines the nature and function of administrator and supervisor as instructional leaders and considers supervisory strategies that lead to organizational efficiency and effectiveness. Programmatic and academic solutions to unique problems are identified and discussed for possible implementation as they relate to exceptional children and adolescents. This course addresses special education laws and regulations, public and private organizations, personnel, budgets, delivery of service systems, collaboration, evaluation, accountability, parent relationships, and issues/trends in special education administration and supervision. Prerequisite(s): MAT, M.Ed., or CAS in Special Ed. and appropriate administrative certification, licensure or endorsement. Co-requisite(s): None. 3 semester hours

This course familiarizes candidates with the field of special education. Candidates develop an initial understanding of culturally responsive inclusive learning environments that are accessible and engage all K-21 students. The roles and responsibilities of special education teachers are explored with an emphasis on classroom environment, school-wide responsibilities, and collaboration with families and school professionals. Candidates explore the IEP process and outline the types of services students with disabilities might need and the types of settings in which they may receive them. The candidate is introduced to assistive and instructional technologies that support K-21 student learning, and to basic technologies that assist development and demonstration of their own professional competencies. (20 field hours are required). Pre-requisite(s): SPE 500. Co-requisite(s): None. 2 or 3 semester hours.

This course focuses on planning and implementing differentiated and inclusive curricula and instruction as related to the general education curriculum and legal requirements for students with low-incidence disabilities affecting development across early childhood, childhood, and adolescence. Focus is on curriculum and instruction for intellectual, socioemotional, physical, behavioral, and communicative learning. Includes assistive technology. Instructional methods in varied learning environments including home, school, and community-based settings. Candidates will use present levels of performance to develop Individualized Education Plan (IEP) goals; objectives/ benchmarks related to Illinois Learning Standards and incorporated into instructional planning. Course also addresses facilitation of family partnerships, inclusion, advocacy, interagency collaboration. Pre-requisite(s): SPE 500 and SPE 572. Co-requisite(s): None. 3 semester hours

This course focuses on scope, sequence, planning, and implementation of language arts, reading, math, science, and social studies (various content) curricula for diverse learner classrooms. Emphasis is placed on developing consecutive lessons within a general education content unit aligned with Illinois Learning Standards and Culturally Relevant Teaching and Leading Standards incorporating innovative research-based curricular strategies including Universal Design for Learning (UDL), Differentiated Instruction (Dl) and Learning by Scientific Design (LbSD). Methods for addressing Individual Education Plan (IEP) goals /objectives/benchmarks, learning targets and student identities in an inclusive and/or co-taught education model are covered. For learners needing further learning supports, accommodations and modifications are applied to curriculum and classroom environment. Critical evaluation, analysis and reflection of planning and teaching practices are emphasized. 20 field hours are required. Pre-requisite(s): SPE 500, SPE 501, SPE 502 or 526, SPE 506, SPE 507, SPE 508, SPE 509, SPE 523, SPE 572. Co-requisite(s): SPE 573. 3 semester hours.

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

This course is taken near the end of one’s M.Ed. in Special Education program and provides a culminating experience in which candidates look back over their data and research research findings, collected through various projects over the course of the program, and conduct a reflective meta-analysis of their own learning and the learning of their students. From this, they will create a research report that they present to others. Candidates will also explore communities of research and practice, and how they can sustain teachers’ momentum in personal and professional development, as well as improve their craft as educators. They will propose professional goals for themselves and develop a research plan for their future. Pre-requisite(s): SPE 529. Co-requisite(s): None. 3 semester hours

This course serves as a personal professional learning community in an ongoing experience in the special education graduate program for candidates in traditional residency or alternative teacher licensure programs. Participants integrate theory and practice in authentic settings with children and adolescents challenged with special needs. Candidates develop Individualized methods of collaboration between general and special education teachers and related service personnel and actively establish parental and community connections. The collaborative-consultation model is practiced through supervised experiences. Candidates develop and complete their eportfolio, Impact on Student Learning Analysis, Lesson Study as well as the edTPA. Pre-requisite(s): Admission to RTP or ATL SPE program; SPE 500. Co-requisite(s): None. 0.5-6 semester hours

This course is required for all candidates seeking a LBS II Certificate. This experience provides the candidates an opportunity to investigate carefully, systematically, and collaboratively some aspect of practice related to their desired LBS II credential; to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students and community; and apply information learned in the LBS II coursework. Candidates may enroll in the course for one semester hour for three terms in conjunction with other LBS II courses or can take it for variable credit (1-3) for a total of 3 credit hours. Pre-requisite(s): None. CO-requisite(s): None. 1-3 semester hours

This course is required for all candidates seeking a LBS II Certificate. This experience provides the candidates an opportunity to investigate carefully, systematically, and collaboratively some aspect of practice related to their desired LBS II credential; to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students and community; and apply information learned in the LBS II coursework. Candidates may enroll in the course for one semester hour for three terms in conjunction with other LBS II courses or can take it for variable credit (1-3) for a total of 3 credit hours. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hour

This internship is required for all candidates seeking a LBSII Certificate. The seminar provides the candidates an opportunity to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students, and community; and apply information learned in the LBSII coursework. Candidates may enroll in the internship for one semester hour for three terms in conjunction with other LBSII courses or can take it for 3 credits. Students may repeat this course for up to 3 credits for each LBSII program. Prerequisite(s): Learning Behavior Specialist I Certification. This would be the final internship for LBSII candidates after taking three courses for either LBSII Curricular Adaptation Specialist or LBSII Assistive Technology Specialist. 1-3 semester hours

This course serves as the culminating experience in in the traditional special education graduate M.A.T. program. Candidates are given opportunities to integrate theory and practice, and to engage in best practices with children and adolescents with disabilities. Candidates, in collaboration with the cooperating teacher, develop and implement culturally responsive Individualized Education Plans, lessons, instructional strategies, technology, and supports for diverse learners. Candidates develop engaging, culturally responsive, and inclusive classroom environments for all students. Candidates explore effective methods of collaboration and effectively establish professional, family, and community relationships. 10 weeks of teaching is required. Pre-requisite(s): Completion of all special education course work (listed below); Admitted to MAT Special Education Program; Consent of the students' advisor and practicum coordinator. Application for practicum must be made in writing as determined by program guidelines and procedures. Tests #290 must be passed prior to placement. Student may not have any deficiencies in coursework requirements. SPE 500, SPE 501, SPE 502 or 526, SPE 506, SPE 507, SPE 508, SPE 509, SPE 523, SPE 572, SPE 576, SPE 573, ESP 511, FND 510. Must have grade B or better in methods and practicum, courses: SPE 500, SPE 507, SPE 508, SPE 509, SPE 523, SPE 572, SPE 573, and SPE 576. Co-requisite(s): None.

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

Provides graduate students in a special education degree program an opportunity to pursue advanced scholarly study in special areas where they seek further information, or to investigate a practical school problem. Special forms may be obtained from the Graduate Administrative Office and must be signed by the student's instructor, faculty advisor, department chair, and associate dean of the graduate school. On-campus registration. Prerequisite: Degree status in Special Education. 1-3 semester hours