Special Education - SPED

The information below lists courses approved in this subject area effective Fall 2015. Not all courses will necessarily be offered these terms. Please consult the Schedule of Classes for a listing of courses offered for a specific term.

500-level courses require graduate standing.

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410 Exceptional Learners
3 hours. Addresses the psychology of, identification of, and methods of instruction for exceptional learners served under all categories recognized by federal law. Field work required. 20 hours of field work is required.

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.

416 Methods of Instruction for Exceptional Learners
3 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.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

482 Collaborating with Families, Community, and Professionals
3 hours. Explores the dynamics of professional collaboration with families, addressing characteristics, structures, and processes of collaboration for children and youth with and without disabilities. Same as EPSY 482. Previously listed as SPED 582. Field work required. Prerequisite(s): SPED 461, applicable to SPED M.Ed. students only; or consent of the instructor.

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.

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. Approprite assessment techniques reviewed. Field work required.

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.

508 Methods of Instruction & 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.

509 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. Previously listed as SPED 513. 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.

510 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. Previously listed as SPED 511. 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.

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.

514 Principles of ABA and Experimental 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. Prerequisite(s): SPED 513 and Admission to the LBSII Program or admission as a doctorate student or consent of the instructor.

515 Transition Planning and Vocational Programming for Students with Disabilities, Part 1
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. Prerequisite(s): SPED 513 and Admission to the LBSII program or admission as a doctorate student or consent of the instructor.

516 Transition Planning and Vocational Programming for Students with Disabilities, Part 2
3 hours. Provides teachers of individuals with disabilities with skills to enhance opportunities for successful transitions. Required course for LBSII. Prerequisite(s): SPED 515 or consent of the instructor.

517 Analysis of Behavior in Applied Contexts
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. Prerequisite(s): SPED 516 and Admission to the LBSII Program or admission as a doctorate student or consent of the instructor.

522 Advanced Procedures in Special Educator as Consultant
3 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.

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.

538 Internship in University Teaching
4 hours. Field-based internship in teaching at the university level for students in the PhD Program in Special Education. 4 hours. Satisfactory/Unsatisfactory grading only. May be repeated. Students may register in more than one section per term. Field work required. Prerequisite(s): SPED 564 and consent of the instructor. Coursework and experience in special education, as determined by the instructor and enrollment in the PhD in Special Education.

564 Proseminar in Special Education
4 hours. Various areas of special education research are reviewed. Topics include areas of faculty research. Prerequisite(s): Admission to the Ph.D. in SPED program and consent of the instructor.

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.

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.

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.

577 Field Teaching Internship Experience
3 hours. Field-based internship experiences for special education. Field work required. Prerequisite(s): Approval of the program faculty.

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.

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.

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.

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.

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 16 hours. Students may register in more than one section per term. Prerequisite(s): Admission to the Ph.D. in SPED program or consent of instructor.

593 Ph.D. 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 Ph.D. in Education program.

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.

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.

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.

Information provided by the Office of Programs and Academic Assessment.

This listing is for informational purposes only and does not constitute a contract. Every attempt is made to provide the most current and correct information. Courses listed here are subject to change without advance notice. Courses are not necessarily offered every term or year. Individual departments or units should be consulted for information regarding frequency of course offerings.