| Subject | Number | Title | Hours | Catalog Description |
| 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 | 2 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 B.A. in Urban Education, Concentration 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. |