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Course Criteria
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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 543 and SPED 544.
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3.00 Credits
The diagnosis of reading and spelling ability and disabilities with emphasis on skillful administration and interpretation of informal reading inventories. PRQ: EDUC 511. Scheduled: Fall, yearly.
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3.00 Credits
The course provides in-depth knowledge about delivering services to learners for whom learning to read is difficult. Approaches include clinical and collaborative interventions and methods in staff development. PRQ: EDUC 411/511 or equivalent. Scheduled: Spring, yearly.
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3.00 Credits
This course synthesizes the diagnostic-prescriptive model. Students work in a clinical setting in which they conduct diagnosis, provide one-on-one tutoring to clients experiencing difficulty in reading, and meet in a seminar format. PRQ: EDUC 556, 557, and consent of instructor. Scheduled: Summer, yearly.
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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.
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3.00 Credits
(XL: EDEC/SPED 361) 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 363) 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.
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3.00 Credits
Special Course in Special Education
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3.00 Credits
This course provides candidates with the ability to establish and utilize collaborative partnerships with parents, students, related service professionals, paraprofessionals and a variety of community agencies to improve learning in the classroom and to facilitate transition planning for those with special needs. This course also addresses the consulting role of the special educator in regular education and collaborative strategies and services responsive to the needs of students with disabilities or at-risk students in the regular educator classroom. This course requires a field-based experience to facilitate assessment of collaborative practices in a school setting. PRQ: SPED 543 and SPED 544.
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3.00 Credits
Independent Study: Special Education
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