| SPE-Special Education |
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| SPE300 |
Survey of Exceptional Children |
| This course provides fundamental knowledge of the historical, legal, philosophical, and instructional issues pertaining to the education of students with disabilities. Key components of the Individuals with Disabilities Education Act (IDEA) and other important laws and regulations are stressed. A basic understanding is gained of all high incidence û with an emphasis on learning disabilities and behavior disorders û and low incidence disabilities. A variety of assessment and instructional strategies are introduced. All types of classroom and intervention models are explored, including inclusive, co-teaching, mainstream, resource and self-contained. The responsibilities of general education and special education teachers, partnerships with parents, and collaborative reform issues are highlighted. Five clinical observation hours are required as part of this course. Prerequisites: none. 5 quarter hours |
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| SPE500 |
Introduction to Exceptional Children and Adolescents/ Special Education |
| This course provides a fundamental understanding of the historical, legal, philosophical, and pedagogical issues pertaining to the education of students with disabilities. Implications of current laws, public policies and responsibilities of general educators, special educators, administrators, parents/guardians and individuals are addressed. Inclusive/differentiated curricular and instructional strategies and supports are emphasized. 15 clinical observation hours are required as part of this course. Prerequisite(s): Prerequisite or corequisite of at least methods or practicum course. 3 semester hours |
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| SPE501 |
Educational Diagnostic Assessment of Exceptional Children and Adolescents |
| This course provides an overview of the process of collecting information for the purpose of specifying learning strengths/challenges and making appropriate educational decisions. Legal, ethical, sociological, and historical considerations are explored. Implications of cultural/linguistic assessment issues are addressed. Particular attention is given to: psychometric aspects of instruments, the role of ongoing observation, issues of assessment bias, and selection of an appropriate assessment battery. Special emphasis is directed towards interpreting test results and connecting assessment to instruction. The role of the special educator as a collaborative consultant and multidisciplinary team member is considered. A minimum of 15 hours of clinical experiences required. 3 semester hours |
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| SPE502 |
Language Development and Challenges in Children & Adolescents |
| In this course, the theoretical, clinical and pedagogical issues concerning speech and language delays and disorders are explored. The relationship between language and communication challenges and learning is studied, along with the features and demands of conversational, narrative, instructional and classroom discourse. Etiological theories, biological bases and characteristics of various language difficulties are reviewed. Assessment models, intervention approaches, and compensatory strategies are studied, as is the special education specialist and speech-language professionals' role in implementing and managing language intervention. The education of students with language disorders, as well as the distinction between language differences and disorders will be considered throughout. 2 semester hours |
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| SPE503 |
Collaborative and Consultative Teaming and Teaching |
| This course is designed to focus on collaborative structures in the educational realm. Participants will develop a systematic plan for introducing innovative collaborative structures, planning and teaching into a school system. Learning styles and intelligences of students, as well as teaming styles of adults will be addressed. Inclusion strategies such as curriculum planning, adaptations, modifications, differentiated instruction, teambuilding, problem solving, lesson design and evaluation will be emphasized. Student collaboration methodology will be discussed and applied. Communication techniques will be taught. Students are required to complete a minimum of 15 hours of clinical experiences as part of this course. 3 semester hours |
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| SPE506 |
Frameworks and Perspectives in Special Education |
| Designed to provide the beginning graduate student with the foundational frameworks and perspectives of special education and their implications for the resulting implications for and problems of policy and practice. Epistemological frameworks are explored as are the resulting practical implications and problems. Throughout this course, students will interpret the discourses of disability from a variety of frameworks and perspectives and to understand the influences of those frameworks and perspectives on the everyday lives of teachers and students. Major issues of special education theory and practice are addressed, including: curriculum, pedagogy, legal/ethical/political issues, cultural diversity, and the impact of values and beliefs on special education practice. 3 semester hours |
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| SPE507 |
Social/Emotional Development Teaching and Support |
| This course is designed to explore social and emotional components of behavior and learning. Historical, political, social, and cultural factors which impact the student and teacher in school and home environments will be examined. Legal issues, evaluation, and ethical considerations in relationship to students' social and emotional growth and classroom behavior will be explored. Multiple theoretical positions and pedagogical approaches to individual and school relationships will be discussed. The importance of viewing behavior as communication will be emphasized. The interaction of various disabilities and behavior will be explored. Cultural and ethical issues relative to the educational process are considered throughout. All students will be required to complete 15 hours of fieldwork as part of this course. 3 semester hours |
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| SPE508 |
Critical Literacy |
| This course is designed to introduce students to critical and foundational perspectives for teaching literacy to students with disabilities as well as to introduce them to content area literacy teaching and learning. It examines contemporary understandings of literacy as involving listening, speaking, writing, and reading, as well as other forms of communication (e.g., gestures, communicative behavior) and their usefulness in facilitating literacy learning. The course approaches literacy learning with a particular emphasis on preparing students to use literacy to learn in order to gain access to the general education curriculum whenever possible. Emphasis is placed in the inherent right of all students to literacy for use in self-expression and communication. 3 semester hours |
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| SPE509 |
Clinical Literacy |
| This course is designed to address the assessment and instruction of literacy skills for students with disabilities from a clinical perspective. It includes instruction in the use of both standardized and informal literacy assessment tools, analysis and interpretation of case materials, and methods and materials for the development of strategies to promote reading, spelling and written expression for students with disabilities in individual and small group settings. All students will be required to complete 15 hours of field work with this course. 3 semester hours |
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| SPE510 |
Early Childhood Special Education Language Development and Challenges |
| This course addresses typical and atypical language development in young children; specific language disabilities; the relationship between communication delays and other areas of early learning and devlopment; and alternative communication systems for young children with disabilities. 2 semester hours |
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| SPE523 |
Diagnosis & Remediation of Mathematics Disabilities/Special Education |
| This course explores the diagnosis of mathematical disabilities and the teaching of major mathematical topics to students with learning challenges. Knowledge about how students learn mathematics is presented. Methods, materials, and instructional issues specific to teaching and adapting mathematics for students with special needs in the K-12 curriculum will be addressed. The impact of NCTM standards on students who are challenged is considered. Students are required to complete a minimum of 15 hours of clinical experiences as part of this course. 3 semester hours |
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| SPE526 |
Best Practice in Child Word Finding: |
| Academic Accommodations for Students with Expressive Language Difficulties |
| This course provides a study of best practice for students with word finding difficulties through a self-study of ones own word finding skills. Content areas include: 1) comparative study of definition and characteristics of typical and atypical word finding in children and adults; 2) adapted models of lexical retrieval for oral and written language to explain the interactive nature of word finding, reading, and writing; 3) the impact of word finding difficulties on academic learning; and 4) appropriate accommodations in academic instruction, evaluation, classroom discourse, and curriculum selection for students challenged with word finding. 15 preclinical hours are required as part of this course. 2 semester hours |
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| SPE527 |
Individualized Curriculum and Instruction |
| This course is designed to address the formulation, implementation, and evaluation of individualized curriculum and instruction. Specifically, emphasis is placed on current best practices in individualizing curriculum and instructional methods for students with disabilities. It will focus on a planning and implementation process for incorporating general education learning standards, differentiated instruction, curricular adaptations to the general education curriculum, ecological assessment, IEP development, systematic instruction, self-advocacy and self-determination, and provide instruction in general education and community settings. All students will be required to complete 15 hours of fieldwork as part of this course. 3 semester hours |
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| SPE532 |
Early Childhood Special Education Curriculum, Instruction and Methods |
| 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. This course includes 15 hours of preclinical experiences. 3 semester hours |
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| SPE533 |
Early Childhood Special Education Diagnostic Assessment |
| This course is designed to explore a wide variety of developmental and educational assessment strategies, procedures and formal and informal instruments for assessing young children's social, emotional, cognitive, communication and motor skills as well as family concerns, priorities and resources. Students will learn to use various instruments and techniques to assess home and community learning environments and conduct formative and summative individual 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. 3 semester hours |
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| SPE534 |
Early Childhood Special Education Collaboration, Family and Community |
| Strategies in developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation; family-centered services; and strategies for working with socially, culturally, and linguistically diverse families. Strategies and models for promoting effective consultation and collaboration with other professionals and agencies within the community. This course includes 15 hours of preclinical experiences. 3 semester hours |
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| SPE545 |
Assistive Technology |
| (Technology for Special Education) |
| This class will provide a hands-on examination of the use of instructional and assistive technology as they relate to teaching and learning and successful integration of people with disabilities. Included in this course will be exploration of hardware and software developed specifically for people with disabilities, as well as hardware and software that can be adapted for use with people with disabilities. Prerequisite: SPE500 or consent of instructor. 2 semester hours |
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| SPE561 |
Administration and Supervision of Programs for Exceptional Children and Adolescents |
| This course explores administrative leadership and instructional supervision in the successful operation of a Special education program. Examining the nature and function of administrator and supervisor as instructional leaders and discusses supervisory techniques and strategies leading to organizational efficiency and effectiveness. Programmatic and academic solutions to unique problems will be identified and discussed for possible implementation relating to exceptional children and adolescents. This course covers special education laws and regulations (Federal & State), policies (Federal, State & District), public and private organizations, personnel (certified and non-certified), budgets, delivery of service systems, collaboration, evaluation, accountability, parent relationships, and issues and trends. 3 semester hours |
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| SPE569 |
Portfolio Development for Subsequent Certificates |
| This is the initial course designed for teachers currently certified in Illinois who wish to secure a subsequent certificate in special education for LBS1. A portfolio documenting knowledge and experiences encompassing the certification standards for the certificate being sought will be created. This course is required for all candidates seeking subsequent certificates through the focused program. 4 semester hours |
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| SPE572 |
Practicum I |
| A special education introductory course of directed observation and participation in a special education school setting aimed at providing an overview of teaching, learning and special education as a profession. The course serves as an orientation to the student's graduate study and to the special education program at NLU. This course integrates field-based experience with on-campus seminars held during the quarter. SPE 572 is a prerequisite for ELE 581 and SPE 592C. A minimum of 30 clock hours of field experience are completed while enrolled in this course. 2 semester hours |
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| SPE575 |
Subsequent Certification Practicum |
| This course is designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in special education for LBS1. The candidate will be required to complete between 75 and 150 hours in a classroom setting that is represented in the subsequent certificate. The candidate will also meet for seminar with a faculty member in the subsequent certificate area. Enrollment in this class requires advance application and approval. 3-6 semester hours |
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| SPE592C |
Practicum/Teaching Children and Adolescents with Special Needs |
| This course serves as the culminating experience in the special education graduate program. Students are given opportunities to integrate theory and practice and engage in best practices with children and adolescents challenged with special needs. Supervised experiences are provided in public and private schools by exemplary teachers who are appropriately certified to teach by the state of Illinois, have at least three years of successful teaching experience in their field of specialization and who model best professional practice. In all settings, the collaborative-consultation model is practiced. Students must make arrangements for practicum six months prior to registration. Prerequisite(s): Completion of all special education coursework. Degree status in special education and consent of the students' advisor and practicum coordinator. Application for practicum must be made in writing as determined by program guidelines and procedures. 3-5 semester hours |
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| SPE594 |
Independent Study/Special Education |
| 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 studentÆs 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 |
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| SPE595 |
Selected Topics/Special Education |
| 2 semester hours |
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| SPE598A/B |
Resident Teacher Internship A/B |
| This internship is required for all candidates with a Resident Teacher 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 to develop an understanding of the multiple roles of teachers. Also, each candidate is mentored in the classroom by an experienced, certified teacher and a university supervisor. Candidates enroll in the internship for two semester hours for six consecutive terms (12 semester hours) during their first two years of teaching. Prerequisite(s): *Employed as a teacher in a partnership district *Admitted to the Resident Teacher Program in the area in which they are seeking certification and degree *Hold a Resident Teacher Certificate Resident teachers must successfully complete (grade of B or higher) all coursework in terms 1, 2, and 3; Resident Teacher Internship A; have satisfactory district-level evaluations; and pass the appropriate ISBE content area test to continue into terms 4, 5, and 6 and Resident Teacher Internship B. A grade of X is assigned for the first two terms and a letter grade is assigned for the third term [and replaces the X] for each separate internship year. 2 semester hours per term for two years, (6 semester hours per year for a total of 12 semester hours) |
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| SPE599 |
Thesis in Special Education |
| Required of all Master of Science in Education students. The thesis by the student is a formal written document that investigates a theory or particular point of view and is the result of disciplined inquiry. The student should present the thesis proposal signed by all members of the Thesis Committee at the time of registration for the course. On-campus registration. Prerequisites: Research Design Analysis and degree status in Special Education. 4 semester hours |
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