| SPED | 410 | Survey of Characteristics of Learners with Disabilities | 3 hours. | Fulfills requirements for Illinois House Bill 150. Field experience required. Learning and personality characteristics of exceptional learners. Diagnostic processes and educational approaches are examined. Prerequisite(s): ED 210 or ED 421 or graduate standing and consent of the instructor. |
| SPED | 415 | Characteristics of Exceptional Learners | 3 hours. | Provides a foundation for the understanding of the exceptional learner in an inclusive environment. No graduation credit for students enrolled in a secondary education, social work or any graduate degree program. Prerequisite(s): Junior standing or above and admission to the Bachelor of Arts in Elementary Education program or consent of the instructor. |
| SPED | 416 | Methods of Instruction for Exceptional Learners | 2 hours. | The purpose of this course is to address issues of instruction for individuals with special needs. Topics include effective instructional and accommodative practices and strategies in multiple areas (math, literacy, science, social studies, art). Prerequisite(s): Junior standing or above and Admission to the Bachelor of Arts in Elementary Education program. Successful completion of SPED 415. |
| SPED | 423 | Assessment of Monolingual and LEP Children with Disabilities | 3 hours. | To prepare students in use of formal and informal assessments to inform placement, instructional planning, and evaluation of English Language Learners with disabilities. Prerequisite(s): Open only to Master's degree students; and consent of the instructor. Assumes previous assessment of students with disabilities coursework and practicum that is part of certification requirements as for Learning Behavior Specialist I certification; and provision of direct services to students with disabilities. Recommended Background: Minimum one year teaching experience. |
| SPED | 424 | Assessment of Students with Special Needs | 3 OR 4 hours. | Theoretical basis and practical application of standardized and alternative testing of children with learning and behavior difficulties. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): SPED 410 |
| SPED | 426 | Curricular/Behavioral Considerations for Learners with Special Needs | 3 OR 4 hours. | Instructional practices related to academics, classroom management, individualized and group instruction for students with special needs. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): SPED 424 or the equivalent or consent of the instructor. |
| SPED | 427 | Instructional and Behavioral Methods for English Language Learners with Disabilities | 3 hours. | To prepare students in the use of best practice instruction and the promotion of prosocial behavior within the context of teaching English Language Learners with disabilities. Prerequisite(s): Open only to Master's degree students; and consent of the instructor and successful completion of SPED 423 or equivalent. Assumes previous instructional planning for students with disabilities and practicum that is part of the certification requirements for the Learning Behavior Specialist I certification; and minimum one year teaching experience or providing direct services to students with disabilities. Recommended background: Illinois State Board of Education certification: Learning Behavior Specialist I; minimum one year teaching experience. |
| SPED | 442 | Language Development and Disorders | 3 OR 4 hours. | Theory and research on the acquisition of phonology, syntax, semantics and pragmatics in children with and without disabilities. Models for language assessment and intervention. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): SPED 410 |
| SPED | 444 | Assistive Technology for Literacy, Learning and Participation in Pre-K through High School | 3 hours. | Use of communication systems, computers, adapted equipment and strategies to foster participation and inclusion of students in grades preschool through high school. Same as DHD 444. |
| SPED | 448 | Topics in Special Education | 1 TO 4 hours. | Course or workshop on preannounced topic on the education of handicapped children, adolescents, or adults. May be repeated. Students may register in more than one section per term. Prerequisite(s): SPED 410 and consent of the instructor. |
| SPED | 449 | Early Childhood/Early Childhood Special Education: Perspectives, Policies and History | 3 hours. | Perspectives, policies, history, and foundations of Early Childhood Education and Early Childhood Special Education. Emphasis on the effects of changing economic, political, legal, social, and views of human development. Same as EPSY 449 and EDPS 449. |
| SPED | 461 | Political and Socio-Cultural Perspectives on Special Education | 3 hours. | Students will examine issues of access and equity through legislation, litigation, and socio-cultural perspectives and be introduced to major theoretical frameworks that influence special education programs. Same as ED 461. Field work required. |
| SPED | 462 | Assessment of Individuals with Disabilities | 3 hours. | To prepare students in the use of formal and informal assessment in making decisions regarding placement, instructional planning, and evaluation of students with disabilities. Field work required. Prerequisite(s): ED 461 or SPED 461 or the equivalent or consent of the instructor. |
| SPED | 463 | Instructional Adaptations in Reading and Writing I | 3 hours. | Emphasizes the components of designing, implementing, and assessing reading and writing instruction for individuals with disabilities at the elementary level. Field work required. Prerequisite(s): ED 461 or SPED 461 or the equivalent or consent of the instructor. |
| SPED | 465 | Cognitive Development and Disabilities | 3 hours. | Theory and research on cognitive development in children with disabilities from infancy through adolescence, in the context of typical development. Models for cognitive assessment and intervention. Same as EPSY 465. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| SPED | 466 | Language Development, Diversity, and Disabilities | 3 hours. | Theory and research on language development in children with disabilities, in the context of typical development. Models for language assessment and intervention. Same as EPSY 466. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| SPED | 467 | Social and Emotional Development and Disabilities | 3 hours. | Exploration of the risk factors and different theoretical approaches associated with the social and emotional development of youth ages 5-21 with and without disabilities. Same as EPSY 467. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| SPED | 471 | Curricular Adaptations for Learners with Significant Disabilities | 3 hours. | Addresses methods of instruction, assessment, planning for instruction, development and evaluation of learning environments, and instructional delivery for students with significant disabilities. Field work required. Prerequisite(s): SPED 465 and SPED 466 and SPED 467; or consent of the instructor. |
| SPED | 472 | Promoting Academic and Prosocial Behavior I | 3 hours. | The importance of school-wide and classroom structure and climate in the educational process. Strategies to promote academic success and desired social behavior. Same as ED 472. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| SPED | 473 | Teaching Math and Science with Adaptations | 3 hours. | Provides prospective teachers with assessment strategies and a range of adaptations, modifications, and interventions in math and science for students with disabilities. Same as ED 473. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| SPED | 480 | Technology and Multimedia: Learning Tools in the Classroom | 3 OR 4 hours. | New technologies to support teaching and learning in pre-college classrooms. Same as CI 480. 3 undergraduate hours. 4 graduate hours. |
| SPED | 481 | Theoretical Foundations and Issues of Bilingual Special Education | 3 hours. | Theoretical, pedagogical foundations of Bilingual Special Education to provide experienced special educators with research-based knowledge and practices to serve English Language Learners with disabilities. Prerequisite(s): Open only to Master's degree students; and consent of the instructor; and Learning Behavior Specialist certification. Recommended Background: Minimum one year teaching experience or related services certificate to serve students with disabilities. |
| SPED | 500 | Research Methods in Special Education | 4 hours. | Research strategies and statistical methods for the assessment of applied and theoretical research studies in special education. Prerequisite(s): SPED 410 or consent of the instructor. |
| SPED | 506 | Characteristics and Assessment of Young Children with Disabilities | 4 hours. | Biological and environmental factors in infancy may cause developmental disabilities. Impact of such factors on child development will be reviewed. Appropriate assessment techniques reviewed. Field work required. |
| SPED | 507 | Children with Disabilities and the Family | 4 hours. | Strategies for working with families of young children with disabilities. Focus on parents and siblings within community context. Design and implementation of indiviaual family service plans. Prerequisite(s): SPED 506 or SPED 511 or SPED 513 or SPED 515. |
| SPED | 508 | Methods of Instruction and Assessment of Young Children with Disabilities | 4 hours. | Intervention and assessment methods for infants and young children at-risk for or showing developmental delays. Systems perspective on utilizing family and community to support intervention. Field work required. Prerequisite(s): Grade of B or better in SPED 506; or consent of the instructor. |
| SPED | 511 | Advanced Curricular Adapations for Learners with Significant and Multiple Disabilities | 3 hours. | Development of knowledge and skills to plan and create curriculum, teach and assess instructional delivery for students with significant disabilities. Field work required. In partial fulfillment of LBSII programs for Curriculum Adaptation Specialist, Behavior Intervention Specialist and Multiple Disabilities Specialist. Prerequisite(s): Admission to the LBSII Program or admission as a doctorate student or consent of the instructor. |
| SPED | 512 | Curricular and Social Adaptations for Working with Learners with High Incidence Disabilities | 3 hours. | Development and evaluation of differentiated instruction and learning opportunities for students with mild disabilities, including collaborative approaches and attention to families. Field work required. In partial fulfillment of LBSII programs for Behavior Intervention Specialist and Multiple Disabilities Specialist. Prerequisite(s): SPED 511 and Admission to the LBSII Program or admission as a doctorate student or consent of the instructor. |
| SPED | 513 | Educational Implications of Learners with Low-Incidence and Multiple Disabilites | 3 hours. | Development of knowledge and skills to research, synthesize and apply psychological, sociological, and educational issues for students with multiple and low incidence disabilities. Field work required. In partial fulfillment of LBSII programs for Behavior Intervention Specialist and Multiple Disabilities Specialist. Prerequisite(s): Must have an LBSI Certificate and Admission to the LBSII Program or admission as a doctorate student or consent of the instructor. |
| SPED | 514 | Advanced Procedure in ABA: Behavioral Assessment and Functional Analysis of Behavior | 3 hours. | Development of knowledge and skills to conduct behavioral assessments in school, home, and clinical settings, and to create behavior plans for school and community inclusion. Field work required. Prerequisite(s): SPED 513 and Admission to the LBSII Program or admission as a doctorate student or consent of the instructor. |
| SPED | 515 | Transition Planning and Vocational Programming for Students with Disabilities | 3 hours. | Development of knowledge and skills to provide individuals with disabilities-specific skills to enhance successful transitions especially for adolescents and young adults with disabilities. Field work required. Prerequisite(s): SPED 513 and admission to the LBSII program or admission as a doctorate student or consent of the instructor. |
| SPED | 516 | Characteristics of Students with Emotional and Behavioral Disorders | 3 hours. | Exploration of the risk factors and different theoretical approaches associated with the development and prevention of serious emotional and behavioral disorders. Field work reqiured. Prerequisite(s): SPED 424 and SPED 426. |
| SPED | 517 | Instructional Methods for Students with Emotional and Behavioral Disorders | 3 hours. | Development of knowledge and skills to create curriculum and instruction for students with serious emotional and behavioral disorders and study school-wide support systems. Field work required. Prerequisite(s): SPED 516 and admission to the LBSII Program or admission as a doctorate student or consent of the instructor. |
| SPED | 522 | Advanced Procedures in Special Educator as Consultant | 4 hours. | Development of knowledge and skills to collaborate and show leadership in educational settings through use of consultation models and current school-wide support models. Field work required. Prerequisite(s): SPED 410 and admission to the LBSII Program or admission as a doctorate student or consent of the instructor. |
| SPED | 537 | Special Education Practicum | 6 TO 12 hours. | Practice teaching in the field of special education; focus on teaching students who are experiencing social and/or emotional disturbance, mental retardation, or learning disabilities. Prerequisite(s): Completion of 100 clock hours of pre-student teaching field experiences, completion of a sequence in an area of special education, and consent of the advisor. Applications are due two semesters in advance. |
| SPED | 538 | Internship in Special Education | 1 TO 9 hours. | Clinical, research or field-based internship experiences for special education majors. May be repeated. Students may register in more than one section per term. Prerequisite(s): SPED 424 and SPED 426 and SPED 500 and consent of the instructor one semester prior to enrollment. |
| SPED | 564 | Proseminar in Special Education | 4 hours. | Various areas of special education research are reviewed. Topics include areas of faculty research. Prerequisite(s): SPED 500 or consent of the instructor; and admission to PhD in Special Education program. |
| SPED | 572 | Promoting Academic and Prosocial Behavior II | 2 hours. | Provides an in-depth examination of serious problem behavior and the skills to develop individualized programs to address the academic and social needs of challenging students. Field work required. Prerequisite(s): SPED 472; or consent of the instructor. |
| SPED | 573 | Understanding Research in Special Education | 3 hours. | Overview of research methodology appropriate for teachers of special populations with emphasis on developing skills in critically reading research reports. Prerequisite(s): ED 461 or SPED 461 or the equivalent or consent of the instructor. |
| SPED | 576 | Internship in Assessment | 3 hours. | Internship experiences in an assessment clinic for special education majors. Field work required. Prerequisite(s): SPED 462 or the equivalent or consent of the instructor. |
| SPED | 577 | Field Teaching Internship Experience | 3 hours. | Field-based internship experiences for special education. Field work required. Prerequisite(s): Approval of the program faculty. |
| SPED | 578 | Classroom-Based Inquiry Internship | 3 hours. | Field-based internship experiences in special education classrooms. Field work required. Prerequisite(s): Approval of the program faculty. |
| SPED | 579 | Research Internship | 3 hours. | Students work on a specific research project under the direction of a faculty member. Field work required. Prerequisite(s): SPED 573 or the equivalent and consent of the instructor. |
| SPED | 580 | Student Teaching in Special Education | 6 hours. | Practice teaching in the field of special education. Field work required. Prerequisite(s): SPED 463 and SPED 471 and SPED 473 and SPED 572 and SPED 573 and SPED 576 and SPED 577 and approval of the program faculty. |
| SPED | 582 | Forging Collaborations with Family and Community | 3 hours. | Develops skills necessary to work in partnership with the families of children with disabilities, and community members. Same as EPSY 582. Prerequisite(s): ED 461 or SPED 461 or the equivalent or consent of the instructor. |
| SPED | 583 | Instructional Adaptations in Reading and Writing II | 3 hours. | Students learn advanced strategies for designing,implementing,and assessing reading and writing instruction for individuals with disabilities at the middle school and secondary level. Field work required. Prerequisite(s): ED 461 or SPED 461; and SPED 463; or consent of the instructor. |
| SPED | 592 | Seminar on Theory and Research in Special Education | 4 hours. | Systematic in depth review of theory and research on selected topics in special education. May be repeated to a maximum of 12 hours. Students may register in more than one section per term. Prerequisite(s): SPED 500 and consent of the instructor. |
| SPED | 593 | PhD Research Project | 1 TO 8 hours. | Students design, implement, and analyze results of a research problem in this area of specialization. Completed study is reviewed by faculty. May be repeated to a maximum of 8 hours. Prerequisite(s): Admission to the PhD in Education program. |
| SPED | 595 | Seminar in Special Education | 4 hours. | Discussion of current literature in the field of special education. Satisfactory/Unsatisfactory grading only. Prerequisite(s): SPED 564. |
| SPED | 596 | Independent Study | 1 TO 4 hours. | Students independently study related topics not covered by courses, under faculty supervision. May be repeated to a maximum of 12 hours. Students may register in more than one section per term. Prerequisite(s): SPED 500 or the equivalent, and consent of advisor and instructor. |
| SPED | 599 | Thesis Research | 0 TO 16 hours. | Research on the topic of the student's dissertation. Satisfactory/Unsatisfactory grading only. May be repeated. Students may register in more than one section per term. Prerequisite(s): Consent of the dissertation advisor. |