BS Inclusive and Special Education: Degree Requirements

SPED 100. Freshman Special Education Orientation Seminar. 1 hour. Students receive an orientation to the UIC and learn about the College of Education (COE) and the Department of Special Education, along with the program requirements. Additionally, students learn how to access the library, navigate Blackboard, and identify student support services and advising resources available at both the university and the college, including student advisors and the Educational Technology Center.

DLG 120. First-year Dialogue Seminar. 1 hour. Students become familiar with multidisciplinary theories and research on diversity, social justice, culture, and identity through participation in critical dialogues with one another to explore differences.

Math 140. Arithmetic and Algebraic Structures. 4 hours. Students learn problem-solving, algebraic thinking, number systems, numeration, number theory, mathematical operations over natural, integer, and rational numbers, as well as proportional reasoning.

Math 141. Algebraic and Geometric Structures. 4 hours. Students study area, perimeter, volume, and surface area of both plane and solid figures; integers, real numbers, and rational numbers; trigonometry and solutions for general polygons; and probability.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts. 3 hours, Students write in a variety of genres with an emphasis on argument and sentence-level grammar. Topics vary by section.

ENGL 161. Academic Writing II: Writing for Inquiry and Research. 3 hours. Students engage in academic inquiry and undertake various writing projects, including a documented research paper. The topics vary by section.

SPED 101. Disability and Schooling. 3 hours. Students gain an understanding of how disability, race, gender, and class intersect and impact past and current beliefs in the U.S. of educating students with disabilities, pre-school through college. They examine historical and legal developments and frameworks that influenced current policies and practices for students with disabilities. Meets the Understanding the Individual & Society or Understanding U.S. Society requirement

ED 100. Introduction to Urban Education. 3 hours. Introductory and cross-disciplinary examination of issues related to education in urban America, with particular attention paid to policies and practices impacting diversity and equity in public schools. Meets the Understanding the Individual & Society or Understanding U.S. Society requirement.

SPED 280. Exploring Language Development within Diverse Populations. 3 hours. The course will introduce students to speech and the complex issues associated with language development, English Language Learners (ELL), deaf education, and communication disorders. Students will also reflect on the differences between language differences, often noted in students from culturally diverse backgrounds, and communication disorders. Students will learn to think critically about the interplay between communication disorders and language differences, as well as their impact on inclusion, quality of life, and self-determination in school and community settings.

Analyzing the Natural world. 3 hours.

A central principle of a knowledge-based society is that, where possible, experimental tests should be designed to critically evaluate the accuracy of an idea or physical law. It is crucial that students understand both how accurate experimental results are obtained and how uncertainties in these results affect scientific conclusions. (students choose from a list of approved courses).

Understanding the Past. 3 hours. The objects of study in these courses include the human past and its historical record; the emergence and transformation of nations, states, ideas, and civilizations; traditions and modes of human thought; the relationship between ideas and practices; and the implications of scientific discovery and technological innovation.(students choose from a list of approved courses)

Understanding the Creative Art. 3 hours. Courses fulfilling this requirement acquaint students with issues involved in making, interpreting, analyzing, and evaluating written texts, musical works, visual and material culture, performing arts, and other media presentations in the context of the histories and cultures that have shaped and been shaped by their production. The aim is to develop the ability to read, experience, and view carefully, to think critically, to argue cogently and to communicate ideas effectively in written and oral forms (students choose from a list of approved courses).

Exploring World Cultures. 3 hours. Courses in this category explore how cultures function and how they may arise and change, whether through the internationalization of economies, social or political forces, changes in environment, or the development of new technologies. Further, these courses aim to provide students with the necessary tools to study and evaluate disparate social systems and cultural products. (students choose from a list of approved courses)

General Education elective. 3 hours. Students may select a course from any of the six General Education content areas.

SPED 200. Special Education in Context: Common Frameworks for Equitable Student Learning. 3 hours. This course introduces students to essential frameworks and terminology used in educational settings, including Multi-Tiered Systems of Support (MTSS), High-Leverage Practices (HLPs), Universal Design for Learning (UDL), Culturally Responsive Teaching (CRT), self-determination, and Data-Based Individualization (DBI). Students explore these concepts, understand their applications for students with disabilities, and grasp the intended purposes of each framework. Additionally, students learn how to assess needs, develop Individualized Education Programs (IEPs), teach effectively, and monitor progress using DBI.

SPED 215. Special Education Law, Policy, and Advocacy. 3 hours. Students study important policies and legislation related to individuals with disabilities. They will research a current issue in special education or disability, such as racial and linguistic inequities, high-quality inclusive education, or data-based instruction. Finally, they will create policy briefs and share them with state and national education policy members.

Education Endorsement Electives. 21-23 hours. Students will be encouraged to select an endorsement in a general content area. The various endorsements include elementary education, elementary math, middle grades English, math, science and social studies, secondary English, Language arts, mathematics, science (biology, chemistry, earth and space, environmental, physics, social studies (economics, geography, history, political science, psychology, sociology and anthropology), bilingual education, and early childhood.

Junior and Senior Year Courses

SPED 300. Characteristics, Assessment, and Instructional Methods supporting students with high-incidence disabilities. 4 hours. Students gain an understanding of high-incidence disabilities, including their characteristics, assessments, and best practices for supporting learning. Students will complete field work in an inclusive classroom alongside both general and special educators to support the academic and social development of students with high-incidence disabilities.

SPED 302. Inclusive Approaches to Effective Learning Environments for Students with Disabilities. 4 hours. This course prepares students to create learning environments that foster active engagement, promote prosocial behavior, encourage self-determination, and cultivate a positive classroom climate. While taking this course, students will complete field work at a school, working alongside school staff to support students with social and behavioral needs.

SPED 303. Characteristics, Assessment, and Instructional Methods supporting students with low-incidence disabilities. 4 hours. Students gain an understanding of low-incidence disabilities, including their characteristics, assessments, and best practices for supporting learning. Students will complete their fieldwork in an inclusive classroom, working alongside a general and special educator to support students with low-incidence disabilities in their academic and social development.

SPED 305. Inclusive Literacy Instruction for Students with Disabilities. 4 hours. Students acquire the knowledge and skills necessary to design and implement effective, culturally responsive literacy instruction for students with disabilities. Emphasis is placed on the foundations of literacy development, evidence-based practices (EBPs), and strategies for meeting the diverse needs of learners. While taking this course, students will complete field work in an inclusive English/Language Arts class and work alongside the general educator and special educator to support the literacy needs for students with disabilities.

SPED 306. Advanced Literacy Strategies for Students with Disabilities. 4 hours. Students will enhance their literacy knowledge and skills to improve reading comprehension and writing abilities for students with disabilities. The emphasis is on collaborative and culturally responsive practices, aiming to work effectively with general educators to address students’ needs. While enrolled in this course, students will complete fieldwork in an inclusive English/Language Arts classroom, collaborating with both the general educator and the special educator to support the literacy needs of students with disabilities.

SPED 310. Inclusive Approaches to Teaching Math for students with disabilities. 4 hours. Students will acquire knowledge and skills to design and implement effective, culturally responsive mathematics instruction for students with disabilities. This course focuses on building foundational mathematics skills, implementing evidence-based practices (EBPs), and employing strategies to address the diverse needs of learners. Throughout the course, students will engage in fieldwork within an inclusive mathematics classroom, collaborating with both general educators and special educators to support students with disabilities.

SPED 315. Collaborating with School Staff, Families, Students, and outside organizations. 3 hours. Students will gain an understanding of collaborative models and key partners that support students with disabilities and their families both in schools (e.g., co-teaching, service delivery) and out of school (e.g., CIRCLES, interagency collaboration).

SPED 370. Transition to adulthood. 3 hours. Students will learn about major transition frameworks and evidence-based practices (EBPs) that prepare students with disabilities for post-high school opportunities in areas such as post-secondary education, employment, and independent living. They will also gain an understanding of transition assessments and inventories. Finally, students will develop an Individualized Transition Plan that promotes community inclusion and enhances quality of life.

SPED 400. Disciplinary Literacy and Inclusive Practices in Social Studies and Science. 3 hours. Aligned with field teaching internship (SPED 470), students will develop skills in supporting individuals with disabilities in social studies and science. A key focus of the course is collaboration with general educators to design inclusive lessons and implement culturally responsive teaching techniques. Throughout the course, students will intern in inclusive social studies and science classrooms, working alongside both general and special educators to address the content and literacy needs of students with disabilities in these disciplines.

SPED 401. Tying it all together: Supporting students with disabilities across the curriculum. 3 hours. In conjunction with student teaching (SPED 480), students will engage in practical experiences within schools and classrooms, working alongside coordinating teachers and related service professionals. Through this experience, students will gain proficiency in the assessment, planning, and teaching cycle. Additionally, they will develop skills to create individualized programs for students, advocate for their needs, and collaborate effectively with families and the community.

SPED 470. Field Internship in Inclusive and Special Education. 6 hours. Field-based internship at a school that focuses on planning, differentiating instruction, and assessing students. It includes attention to diverse learners and collaboration with multiple stakeholders.

SPED 480: Student Teaching in Inclusive and Special Education. 12 hours. Students enhance their teaching skills in special education through a full-time student teaching experience, which involves learning to teach in a classroom under the mentorship and supervision of university staff. Course Information: Field work required. Prerequisite(s): Grade of B or better in SPED 470 and approval of the program faculty.