Department of Special Education

Overview

The Department of Special Education (SPED) is a community of dedicated scholars, researchers, teachers and practitioners working toward innovation and access to improve the education of children and adolescents with disabilities - particularly in urban school environments. The community also is a forceful advocate for special education through outreach service programs and groundbreaking research.

 

 

Programs

Centers, Labs & Clinics

Department Faculty

Special Education Courses

  • 410 Survey of Characteristics of Learners with Disabilities

    Hours
    3
    Prerequisites
    •  ED 210 or ED 421 or graduate standing
    • Consent of the instructor

    Fulfills requirements for Illinois House Bill 150. Field experience required. Learning and personality characteristics of exceptional learners. Diagnostic processes and educational approaches are examined.

  • 415 Characteristics of Exceptional Learners

    Hours
    2
    Prerequisites
    • Junior standing or above
    • Admission to the B.A. in Urban Education, Concentration in Elementary Education program or consent of the instructor.

    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.

  • 416 Methods of Instruction for Exceptional Learners

    Hours
    2
    Prerequisites
    • Junior standing or above
    • Admission to the Bachelor of Arts in Elementary Education program
    • Successful completion of SPED 415

    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).

  • 423 Assessment of Monolingual and LEP Children with Disabilities

    Hours
    3
    Prerequisites
    • Open only to Master's degree students
    • 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.

    To prepare students in use of formal and informal assessments to inform placement, instructional planning, and evaluation of English Language Learners with disabilities.

  • 424 Assessment of Students with Special Needs

    Hours
    4
    Prerequisites

    SPED 410

    Theoretical basis and practical application of standardized and alternative testing of children with learning and behavior difficulties. 3 undergraduate hours. 4 graduate hours.

  • 426 Curricular/Behavioral Considerations for Learners with Special Needs

    Hours
    4
    Prerequisites

    SPED 424 or the equivalent or consent of the instructor.

    Instructional practices related to academics, classroom management, individualized and group instruction for students with special needs. 3 undergraduate hours. 4 graduate hours.

  • 427 Instructional and Behavioral Methods for English Language Learners with Disabilities

    Hours
    3
    Prerequisites
    • Open only to Master's degree students
    • 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.

    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.

  • 442 Language Development and Disorders

    Hours
    4
    Prerequisites

    SPED 410

    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.

  • 444 Assistive Technology for Literacy, Learning and Participation in Pre-K through High School

    Hours
    3

    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

    Hours
    4
    Prerequisites
    •  SPED 410
    • Consent of the instructor.

    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.

  • 449 Early Childhood/Early Childhood Special Education: Perspectives, Policies and History

    Hours
    3

    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

    Hours
    3

    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

    Hours
    3
    Prerequisites

    ED 461 or SPED 461 or the equivalent or consent of the instructor.

    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.

  • 463 Instructional Adaptations in Reading and Writing I

    Hours
    3
    Prerequisites

    ED 461 or SPED 461 or the equivalent or consent of the instructor.

    Emphasizes the components of designing, implementing, and assessing reading and writing instruction for individuals with disabilities at the elementary level. Field work required.

  • 465 Cognitive Development and Disabilities

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor

    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.

  • 466 Language Development, Diversity, and Disabilities

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor

    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.

  • 467 Social and Emotional Development and Disabilities

    Hours
    3
    Prerequisites

     SPED 461 or ED 461 or the equivalent or consent of the instructor

    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.

  • 471 Curricular Adaptations for Learners with Significant Disabilities

    Hours
    3
    Prerequisites

    SPED 465 SPED 466 and SPED 467; or consent of the instructor.

    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.

  • 472 Promoting Academic and Prosocial Behavior I

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor

    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.

  • 473 Teaching Math and Science with Adaptations

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor

    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.

  • 480 Technology and Multimedia: Learning Tools in the Classroom

    Hours
    4

    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

    Hours
    3
    Prerequisites
    • Open only to Master's degree students
    • Consent of the instructor
    • Learning Behavior Specialist certification
    • Recommended Background: Minimum one year teaching experience or related services certificate to serve students with disabilities.

    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.

  • 500 Research Methods in Special Education

    Hours
    4
    Prerequisites

    SPED 410 or consent of the instructor

    Research strategies and statistical methods for the assessment of applied and theoretical research studies in special education.

  • 506 Characteristics and Assessment of Young Children with Disabilities

    Hours
    4

    Biological and environmental factors in infancy may cause developmental disabilities. Impact of such factors on child development will be reviewed. Appropriate assessment techniques reviewed. Field work required.

  • 506 Characteristics and Assessment of Young Children with Disabilities

    Hours
    4

    Biological and environmental factors in infancy may cause developmental disabilities. Impact of such factors on child development will be reviewed. Appropriate assessment techniques reviewed. Field work required.

  • 507 Children with Disabilities and the Family

    Hours
    4
    Prerequisites

    SPED 506 or SPED 511 or SPED 513 or SPED 515

    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.

  • 508 Methods of Instruction & Assessment of Young Children with Disabilities

    Hours
    4
    Prerequisites

    Grade of B or better in SPED 506; or consent of the instructor.

    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.

  • 509 Educational Implications of Learners with Low-Incidence and Multiple Disabilities

    Hours
    3
    Prerequisites

    Must have an LBSI Certificate and Admission to the LBSII Program or admission as a doctorate student or consent of the instructor.

    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.

  • 510 Advanced Curricular Adapations for Learners with Significant and Multiple Disabilities

    Hours
    3
    Prerequisites

    Admission to the LBSII Program or admission as a doctorate student or consent of the instructor.

    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.

  • 512 Curricular and Social Adaptations for Working with Learners with High Incidence Disabilities

    Hours
    3
    Prerequisites
    • SPED 511
    • Admission to the LBSII Program or admission as a doctorate student or consent of the instructor.

    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.

  • 514 Principles of ABA and Experimental Analysis of Behavior

    Hours
    3
    Prerequisites
    • PED 513
    • Admission to the LBSII Program or admission as a doctorate student or consent of the instructor

    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.

  • 515 Transition Planning and Vocational Programming for Students with Disabilities, Part 1

    Hours
    3
    Prerequisites
    • SPED 513
    • Admission to the LBSII program or admission as a doctorate student or consent of the instructor

    Development of knowledge and skills to provide individuals with disabilities-specific skills to enhance successful transitions especially for adolescents and young adults with disabilities.

  • 516 Transition Planning and Vocational Programming for Students with Disabilities, Part 2

    Hours
    3
    Prerequisites

    SPED 515 or consent of the instructor.

    Provides teachers of individuals with disabilities with skills to enhance opportunities for successful transitions. Required course for LBSII.

  • 517 Analysis of Behavior in Applied Contexts

    Hours
    3
    Prerequisites
    • SPED 516
    • Admission to the LBSII Program or admission as a doctorate student or consent of the instructor

    Development of knowledge and skills to create curriculum and instruction for students with serious emotional and behavioral disorders and study school-wide support systems.

  • 522 Advanced Procedures in Special Educator as Consultant

    Hours
    3
    Prerequisites
    • SPED 410
    • Admission to the LBSII Program or admission as a doctorate student or consent of the instructor

    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.

  • 537 Special Education Practicum

    Hours
    12
    Prerequisites

    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.

    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.

  • 538 Internship in University Teaching

    Hours
    4
    Prerequisites
    • SPED 564
    • Consent of the instructor.
    • Coursework and experience in special education, as determined by the instructor and enrollment in the PhD in Special Education.

    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.

  • 564 Proseminar in Special Education

    Hours
    4
    Prerequisites
    • SPED 500 or consent of the instructor
    • Admission to Ph.D. in Special Education program.

    Various areas of special education research are reviewed. Topics include areas of faculty research.

  • 572 Promoting Academic and Prosocial Behavior II

    Hours
    2
    Prerequisites

    SPED 472; or consent of the instructor

    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.

  • 573 Understanding Research in Special Education

    Hours
    3
    Prerequisites

     ED 461 or SPED 461 or the equivalent or consent of the instructor

    Overview of research methodology appropriate for teachers of special populations with emphasis on developing skills in critically reading research reports.

  • 576 Internship in Assessment

    Hours
    3
    Prerequisites

    SPED 462 or the equivalent or consent of the instructor

    Internship experiences in an assessment clinic for special education majors. Field work required.

  • 577 Field Teaching Internship Experience

    Hours
    3
    Prerequisites

    Approval of the program faculty

     Field-based internship experiences for special education. Field work required.

  • 578 Classroom-Based Inquiry Internship

    Hours
    3
    Prerequisites

    Approval of the program faculty

    Field-based internship experiences in special education classrooms. Field work required.

  • 579 Research Internship

    Hours
    3
    Prerequisites
    • SPED 573 or the equivalent
    • Consent of the instructor.

    Students work on a specific research project under the direction of a faculty member. Field work required.

  • 580 Student Teaching in Special Education

    Hours
    6
    Prerequisites
    • SPED 463
    • SPED 471
    • SPED 473
    • SPED 572
    • SPED 573
    • SPED 576
    • SPED 577
    • Approval of the program faculty.

     Practice teaching in the field of special education. Field work required.

  • 582 Forging Collaborations with Family and Community

    Hours
    3
    Prerequisites

    ED 461 or SPED 461 or the equivalent or consent of the instructor

    Develops skills necessary to work in partnership with the families of children with disabilities, and community members. Same as EPSY 582.

  • 583 Instructional Adaptations in Reading and Writing II

    Hours
    3
    Prerequisites
    • ED 461 or SPED 461;
    • SPED 463
    • Or consent of the instructor.

    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.

  • 592 Seminar on Theory and Research in Special Education

    Hours
    4
    Prerequisites
    • SPED 500 \
    • Consent of the instructor

    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.

  • 593 Ph.D. Research Project

    Hours
    8
    Prerequisites

     Admission to the Ph.D. in Education program.

    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.

  • 595 Seminar in Special Education

    Hours
    4
    Prerequisites

    SPED 564

    Discussion of current literature in the field of special education. Satisfactory/Unsatisfactory grading only.

  • 596 Independent Study

    Hours
    4
    Prerequisites
    • SPED 500 or the equivalent
    • Consent of advisor and instructor.

    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.

  • 599 Thesis Research

    Hours
    16
    Prerequisites

    Consent of the dissertation adviser

    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.

Department Contact information

Alejandra Cantero
Assistant to the Chair
Office Phone
(312) 996-5650
Office Fax
(312) 996-5651
Location
3343 ETMSW
Mailing Address
1040 W. Harrison St. M/C 147
Chicago, IL 60607
Department of Special Education
1040 W. Harrison M/C 147 3343 EPASW
Chicago, IL 60607