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Course Criteria
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3.00 Credits
Accommodations for Students with Expressive Language Difficulties Instructional models that represent Best Practice in the classroom for students with word-finding difficulties are presented. Specifically, this course provides a study of: (1) definition, characteristics, and word-finding profiles of children with word-finding difficulties; (2) models of lexical access to explain the source of word-finding difficulties; (3) the impact of word-finding difficulties on academic learning; (4) techniques for embedding retrieval strategies in vocabulary instruction; and (5) appropriate accommodations in academic instruction, assessment, and classroom discourse, for students challenged with word finding. Throughout learners engage in a self-study of their own word-finding skills to better understand those of students with word finding difficulties. Prerequisite(s): SPE500. 2 semester hours COURSE DESCRIPTIONS 330 NATIONAL COLLEGE OF EDUCATION
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3.00 Credits
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 both high incidence and low incidence 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. Prerequisite(s): SPE500/506, SPE572, SPE545, SPE502/526, SPE503, SPE508, SPE501 or consent of instructor. 3 semester hours
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3.00 Credits
The purpose of this course is to examine how teachers can implement 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. Through discussion and hands-on learning activities, teachers will learn to design and adapt learning environments to support optimal development and adapt curricular activities and materials in ways that will enable active and full participation of all children in various types of programs. This course includes 15 hours of preclinical experiences. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE500. 3 semester hours
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3.00 Credits
This course is designed to explore a wide variety of developmental and educational assessment strategies, procedures and formal and informal instruments and techniques for assessing young children's social, emotional, cognitive, communication and motor skills as well as family concerns, priorities, and resources. Students will use various instruments and techniques to assess home and community learning environments and conduct formative and summative individual and 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. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE500, EPS500 or EPS511, SPE532. 3 semester hours
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3.00 Credits
Collaboration, Family, and Community Students build on knowledge about special education to create strategies for developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation in assessment and support of young children. Students will develop strategies for working with socially, culturally, and linguistically diverse families to create and implement Individual Family Services Plans (IFSPs) that provide family-centered services to support young children and their families. Students learn various strategies and models for promoting effective consultation and collaboration with professionals and agencies within the community. This course requires 15 hours of preclinical experiences. This course addresses standards required by the Illinois State Board of Education for Early Childhood Special Education Approval. Prerequisite(s): SPE500, EPS500 or EPS511, SPE532, SPE533. 3 semester hours
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2.00 Credits
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(s): SPE500, SPE506 or consent of instructor. 2 semester hours
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3.00 Credits
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 noncertified), budgets, delivery of service systems, collaboration, evaluation, accountability, parent relationships, and issues and trends. 3 semester hours
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4.00 Credits
This is the initial course designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in early childhood education; elementary education; secondary education for science; social sciences, English language arts, or mathematics; special education for LBS-I; or K-12 foreign language. A portfolio documenting knowledge and experiences COURSE DESCRIPTIONS 331 NATIONAL COLLEGE OF EDUCATION 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. Prerequisite(s): Valid Illinois certificate. 4 semester hours
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2.00 Credits
This course is an introduction to the field of special education for M.A.T. students, and involves 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 M.A.T. graduate student's graduate study and to the special education program at NLU. This course integrates fieldbased experience with on-campus seminars held during the quarter. SPE572 is a prerequisite for SPE592C, and for completion of coursework for graduation. All students will be required to complete 20 hours of fieldwork as part of this course. Prerequisite(s): none. 2 semester hours
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3.00 Credits
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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