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Course Criteria
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3.00 Credits
This course examines behavioral theories of learning, debates, concepts and assumptions related to discipline, legal mandates regarding the discipline of students with disabilities, characteristics of severe and chronic behavior, methods for observing, collecting and analyzing behavioral data, and effective intervention strategies for reducing and preventing the occurrence of inappropriate behavior. This course requires a practicum experience in which the principles of behavior analysis are directly applied in changing academic/social behavior of individuals with exceptional learning needs in school or community settings. PRQ: SPED 343 AND 344. Meets: N.
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3.00 Credits
This course examines the role of the special education teacher in facilitating access to the general curriculum for students with all ranges of disability. The Individualized Education Program, its purpose, components, and relationship to the design of instruction, curriculum development, appropriate technology and material selection are discussed. Strategies that support learning in the general and expanded curriculum to meet learning needs in the range of instructional environments are provided. Parent and student rights, collaboration, inclusion, and discipline strategies will also be addressed. Finally, issues related to the incorporation of alternative assessments when delivering services to students with disabilities will be reviewed. Course content may be taught across two semesters. PRQ: SPED 343 (may be taken concurrently). Meets: N.
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3.00 Credits
This course examines the role of the special education teacher in facilitating access to the general curriculum for students with all ranges of disability. The Individualized Education Program, its purpose, components, and relationship to the design of instruction, curriculum development, appropriate technology and material selection are discussed. Strategies that support learning in the general and expanded curriculum to meet learning needs in the range of instructional environments are provided. Parent and student rights, collaboration, inclusion, and discipline strategies will also be addressed. Finally, issues related to the incorporation of alternative assessments when delivering services to students with disabilities will be reviewed. Course content may be taught across two semesters. PRQ: SPED 344 (may be taken concurrently). Meets: N.
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3.00 Credits
This course provides an overview of the types of assistive technology available to enhance learning outcomes and performance of students with mild, moderate and severe disabilities. In addition, the course provides an overview of strategies for incorporating technology, resources and other media into instruction. A field-based placement is required to facilitate application of concepts. PRQ: SPED 343 AND 344. Meets: N.
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3.00 Credits
(XL: EDEC/SPED 360) Strategies for developing positive and supportive relationships with socially, culturally, and linguistically diverse families of young children with special needs focused upon family-centered services, family participation in education, and family and professional rights and responsibilities in the special education process. Models for effective collaboration and consultation with other professionals and community agencies, including techniques to support family strengths and address family needs, priorities, and concerns as they access community resources, are also explored. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Spring and summer, yearly. Meets: N.
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3.00 Credits
(XL: EDEC/SPED 561) Major theoretical perspectives and research on typical and atypical language development in young children from infancy through third grade, with special emphasis on birth through age 5; specific language disabilities, the relationship between communication delays and other areas of early learning and development, and alternative communication systems for young children with disabilities are addressed. Procedures in early identification of developmental risk and screening and diagnostic assessment of communicative competencies, as well as appropriate intervention models, strategies, and programs are taught. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Spring and summer, yearly. Meets: N.
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3.00 Credits
(XL: EDEC/SPED 563) Developmentally and individually appropriate methods to support social, emotional, communication, cognitive, adaptive, and motor development and learning in young children with specials needs in a variety of settings, including the home, school, and community, are explored. Curriculum, instructional methods, and materials are examined, as is the relationship between instructional methods and current issues including compliance with relevant legislation, teaming and collaboration, IEPs/IFSPs, Response to Intervention (RTI), accommodations and modifications for educating young children with special needs in the least restrictive environment, assistive technology, and family-centered programming. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Fall and spring, yearly. Meets: N.
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3.00 Credits
Special Course in Special Education
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0.00 Credits
Special Education Transfer Meets: NO
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3.00 Credits
Complements the student's concurrent student teaching experience. Helps the student teachers develop techniques related to methods, procedures, and problem-solving in the elementary classroom.
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