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Course Offerings

Special Education

Below is the suggested course sequence for the special education program that begins Fall 2017. Current special education students can find information about their program here.

Course Offerings
Special Education, Starting Fall 2017

SPE 300: Introduction to Curriculum, Planning and Instruction
.75 credit
An introduction to curriculum, the underlying principles of instructional planning, and designing learning opportunities based on the knowledge of young students. Matching materials to students’ needs and their developmental levels through the evaluation, selection, and adaptation of curricular materials and technologies will be introduced. Fall Term

SPE 301: Special Education Practicum Block 1
.75 credit
An introductory practicum requiring directed and supervised pre-clinical experiences in curriculum planning and instruction.  The majority of the pre-clinical experiences will be in diverse instructional settings pre-arranged and supervised by program faculty.  SPE 301 must be completed concurrently with SPE 300, SPE 316, SPE 434, and SPE 442. 
Fall Term

SPE 316: K-12 Literacy Instructional Strategies and Interventions
.75 credit
An advanced study of the development of language skills and the provision of support for meeting the literary needs of the diverse learner, K-12.  Focus areas include reading foundations, emerging literacy skills, remediation, developmental reading instruction, support, materials, and resources.
Fall Term

SPE 320: Establishing Professional Relationships: Communication and Collaboration
.75 credit
A study of the collaborative processes and communication skills necessary for effective interaction among parents, professionals, paraprofessionals, and students in providing services for individuals with disabilities.  Roles, rights, and responsibilities of all team members will be reviewed.  A special focus on the process and the collaboration necessary for successful transitions throughout the life of individuals with disabilities will be provided.  January Term

SPE 338: Characteristics of Learners with Exceptionalities
.75 credit
An advanced study of the development and the diverse educational, physical, motor, communication, social-emotional, and cognitive needs of students with mild/moderate/severe/profound disabilities.  Research on and implications for appropriate diagnosis, service delivery, and instructional methodology are examined. Fall Term 

SPE 350: Curriculum, Instruction and Assistive Technology
.75 credit
An advanced study of curriculum trends including both general and special education settings. Course content includes methods and materials for teaching at the prek - high school levels, the use of assistive technology and augmentative communication system components and the decisions involved in selecting these components for individual students. Spring Term

SPE 352: Special Education Practicum Block 2
.75 credit
A practicum that requires directed and supervised pre-clinical experiences in curriculum planning and instruction for Pk-12 diverse learners.  The majority of the pre-clinical experiences will be in diverse instructional settings pre-arranged and supervised by program faculty.  SPE 352 must be completed concurrently with SPE 350, SPE 338, SPE 438 ,and SPE 439. Spring Term

SPE 434: Curriculum, Assessment, and Instructional Strategies for Learners with High Incidence Disabilities
.75 credit
This course offers an investigation of the special methodology, materials, and approaches for teaching students with mild to moderate disabilities in the academic curriculum (K-12).  Educational assessment strategies, components in individualized education programs, and the design of such programs are also studied. Fall Term

SPE 435: The Learning Environment: Positive Behavior Supports
.75 Credit
An advanced study of the application of integrated behavioral theory in the management and the influence of behavior in educational settings. Focus areas include strategies that promote positive social interaction, functional assessment of behavior, proactive behavior problems.  Fall Term 

SPE 438: Curriculum, Assessment, and Instructional Strategies for Learners with Low Incidence Disabilities
.75 credit
An advanced study of the assessment, curriculum development and instruction in meaningful curriculum design including functional academics; critical life skills, and communication, social and mobility areas.  Authentic assessment strategies, components in individualized education programs, and the implementation of functional curricula across settings is studied.  Spring Term

SPE 439: Characteristics and Specific Needs of Students with Physical, Health and Sensory Impairments
.75 credit
An advanced study of the characteristics, needs and support for individuals with physical, health and sensory impairments. Common medical conditions and health impairments the effect of various medications and the specialized health care needs at school will be covered.  Fall Term 

SPE 440: Diagnosis and Remediation of Reading Difficulties
.75 credit
An in-depth study of assessment and teaching techniques for diagnosing and treating reading problems.  The goal of this course is to provide learners with an opportunity to acquire competencies for evaluating, planning, and organizing reading instruction for students with reading difficulties.  Fall Term

SPE 442: Remediation of Difficulties in Understanding and Applying Mathematics
.50 credit
An advanced study of the theories, methods, and materials used to teach mathematics with a focus on evaluating, planning, and organizing multi-sensory instruction for students having difficulties with mathematics. Fall Term

SPE 450: Special Education Practicum III: Collaboration and Professional Practice
1.0 credit
Fieldwork for this course will be in the prospective student teaching classroom and supervised by your assigned college supervisor. You must be able to provide a copy of your criminal background check (CBC) to hosting schools.  Before beginning or continuing in any field experiences, you must disclose to the building administrator if there is an arrest on your CBC or if there has been any change in the status of your CBC (a subsequent arrest or pending court ruling).  Candidates must insure that all other school district requirements (e.g., vaccination records, etc.) are provided to the appropriate administrative office before fieldwork begins.   Spring Term

SPE 458: Student Teaching in Special Education
3.00 credits
The supervised student teaching experiences are designed to provide student teachers with the opportunity to develop, refine and demonstrate those competencies that are essential for effective teaching in special education classrooms. The student teacher will be evaluated on the basis of the behaviors described on the early childhood education student teacher evaluation form in addition satisfactory completion of assignments and course objectives. Spring Term

CSD 245: Survey of Communication Sciences and Disorders: Educational Setting
.50 credit
A broad introduction to human communication sciences and disorders as they are experienced in educational settings. Includes normal and abnormal speech, language, and hearing processes in children, adolescents and adults. Spring Term

TEL 212 Theoretical Foundations of Teaching English Language Learners
.75 credit
This course is an introduction to and immersion into the theoretical frameworks of English as a Second Language (ESL) and bilingual education and the research, movements and policies that inform them. A variety of ESL/bilingual models and programs that exist in PK-12 schools and classrooms will be identified, analyzed and evaluated through multiple assignment and media. Teacher candidates will demonstrate an understanding of the relationship between theory and practice and will define their roles as teachers of and advocates for English learners. This course requires 10 field experience hours in an ESL and/or bilingual PK-12 classroom. Prerequisite: EDU 104. January and Fall Term

TEL 317: Methods and Materials for Teaching English Language Learners
.75 credit
This is an advanced course in the teaching of bilingual and sheltered English instruction to English language learners (ELLs). Students will learn different approaches and methodologies used to support the development of listening, speaking, reading and writing in social and academic contexts. The course provides opportunities for teacher candidates to develop curriculum for ELLs in bilingual and ESL classrooms, and examine instructional delivery through videotaping and analyzing practice. This course requires 20 field experience hours in an ESL and/or bilingual PK-12 classroom.  Prerequisites: TEL 204 and TEL 212 and admission to teacher education. Spring Term

TEL 439: Assessment of English Language Learners
.75 credit
This advanced course will focus on the discussion of basic principles and current approaches to assessment of language learning students in ESL and bilingual PK-12 educational settings, including the policies, procedures and issues that inform the assessment of English Language Learners (ELLs).  Students will learn about the different purposes of process and product assessment tools, authentic and curriculum-based forms of assessment, issues in the assessment of ELLs, and assessment of academic content knowledge.  As teacher candidates, students will have opportunities to examine critically and practice administering assessment tools used in current educational contexts. Students will learn to identify language needs and how to differentiate them from developmental needs. This course requires 20 field experience hours in an ESL and/or bilingual PK-12 classroom.  Prerequisites: TEL 204, TEL 212, TEL 317 and TEL 319 and admission to teacher education. Fall Term

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