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 (K to age 22). 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.
For more information on state licensure and certification information please visit NLU’s Public Disclosures page.
Program Learning Outcomes (PLOs):
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.
Program Details:
- Requires 41 SH for degree completion (38 SH for licensure)
- 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
| EDU 510 | Social Justice Perspectives on the History and Philosophy of American Education | 2 |
| EDU 514 | Research in Action: Becoming Practitioner Researchers | 3 |
Program Requirements - 34 SH
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
| SPE 501 | Educational and Diagnostic Assessment in Special Education | 3 |
| SPE 502 | Language Development, Differences, and Challenges in Children and Adolescents | 2 OR 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 |
| SPE 509 | Methods of Instruction in Foundational Literacy for Diverse Learners | 3 |
| SPE 523 | Methods and Content in Mathematics for Students with Disabilities | 3 |
| SPE 572 | Practicum 1: Roles, Responsibilities, and Practices of the Special Educator | 2 OR 3 |
| SPE 573 | Methods for Low Incidence Differentiated & Inclusionary Curriculum & Instruction | 3 |
| SPE 587 | Seminar/Teaching Children and Adolescents with Special Needs | .5 TO 6 |
Notes: SPE 502 and SPE 572 must be taken for 2 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 and Special Education General Curriculum (290) Content Tests before SPE 587 Seminar
- 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