Special Education - SPED

The information below lists courses approved in this subject area effective Fall 2008. 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 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.

415 Characteristics of Exceptional Learners
3 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 Bachelor of Arts in Elementary Education program or consent of the instructor.

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). Junior standing or above and Admission to the Bachelor of Arts in Elementary Education program. Successful completion of SPED 415.

423 Assessment of Monolingual and LEP Children with Disabilities
4 hours. Psychoeducational assessment of monolingual and limited English proficient children with learning disabilities. First and second language development. Theoretical and practical aspects of measurement and testing. Prerequisite(s): Graduate standing; and SPED 410 or the equivalent.

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 Curricular and Behavioral Considerations for LEP Learners with Special Needs
4 hours. Exploration of best practice instruction and behavior management for limited English proficient students with learning disabilities, behavioral disabilities, and/or mild cognitive delays. Prerequisite(s): Graduate standing; and SPED 410 or the equivalent or consent of the instructor.

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 of Bilingual/ESL Special Education
4 hours. Overview of historical, political, pedagogical, and theoretical issues involved in the education of students with special learning needs and who are second language learners. Prerequisite(s): Graduate standing; and SPED 410 or the equivalent 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.

511 Characteristics of Learning Disabilities
3 hours. Characteristics of and educational implications for cognitive, language, academic, and social-emotional development in students with learning disabilities. Field work required. Prerequisite(s): SPED 500.

512 Instructional Methods for Students with Learning Disabilities
3 hours. Development and evaluation of individualized educational programs for learning disabled students, including instructional methods and materials. Field work required. Prerequisite(s): SPED 511

513 Characteristics of Mental Retardation
3 hours. The nature, characteristics and educational implications for the cognitive, social, and physical development of persons with mental retardation. Field work required. Prerequisite(s): SPED 500.

514 Instructional Methods for Students with Mild Mental Retardation
2 hours. Instructional theory, methods, and techniques; and behavioral and academic objectives for students with mild mental retardation. Field experience. Prerequisite(s): SPED 513 and concurrent registration in SPED 515.

515 Instructional Methods for Students with Moderate to Profound Mental Retardation
2 hours. Instructional theory and techniques, instructional methods and materials, and behavioral and academic objectives for moderate, severe, and profound mental retardation. Field work required. Prerequisite(s): SPED 513 and concurrent registration in SPED 514.

516 Characteristics of Students with Emotional and Behavioral Disorders
3 hours. Exploration of the risk factors and different theoretical approaches associated with the development and prevention of serious emotional and behavioral disorders. Field work reqiured. Prerequisite(s): SPED 424 and SPED 426.

517 Instructional Methods for Students with Emotional and Behavioral Disorders
3 hours. Instructional programming for the academic and social development of students with serious emotional and behavioral disorders. Strategies for effective classroom and behavioral management. Field work required. Prerequisite(s): SPED 516.

522 Special Educator as Consultant
4 hours. Training for consultants in educational and employment settings: consultation models, observation, and coaching skills to use with educators, parents, employers, and community-agency personnel. Prerequisite(s): SPED 410 or the equivalent 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 Special Education
1 TO 9 hours. Clinical, research or field-based internship experiences for special education majors. May be repeated. Students may register in more than one section per term. Prerequisite(s): SPED 424 and SPED 426 and SPED 500 and consent of the instructor one semester prior to enrollment.

564 Proseminar in Special Education
4 hours. Various areas of special education research are reviewed. Topics include areas of faculty research. Prerequisite(s): SPED 500 or consent of the instructor; and admission to Ph.D. in Special Education program.

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.

582 Forging Collaborations with Family and Community
3 hours. Develops skills necessary to work in partnership with the families of children with disabilities, and community members. Same as EPSY 582. Prerequisite(s): ED 461 or SPED 461 or the equivalent or consent of the instructor.

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 12 hours. Students may register in more than one section per term. Prerequisite(s): SPED 500 and consent of the 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.