SPED 100. First Year Special Ed Seminar. 1 hour.

Students will get oriented to UIC campus and college resources, learn about the Department of Special Education and program requirements, and overarching goals, and facilitate adjustment to university life.

SPED 101. Disability and Schooling. 3 hours.

Students will gain an understanding of how disability, race, gender, and class intersect and shape the history of the education of students with disabilities in the US, from preschool through college. Course Information: Enrollment is required by students in Inclusive and Special Education, but other students can take this course. UIC GE US Society course.

SPED 200. Special Education in Context: Common Frameworks for Equitable Student Learning. 3 hours.

Introduces students to key special education frameworks and terminology used in schools to support students with disabilities. Course Information: Enrollment is required by students in Inclusive and Special Education, but other students can take this course. Prerequisite(s): SPED 101.

SPED 201. Children’s Literature and Disabilities. 3 hours.

Examination of children’s and young adult literature focused on how disabilities are portrayed and how literature encapsulates societal attitudes, beliefs, and stereotypes contributing to access and equity of children with disabilities in schools. Course Information: Same as ED 201. This is a blended course. UIC GE Creative Arts course.

SPED 202. International Perspectives: Inclusive Education and Schooling. 3 hours.

Focuses on international comparative views of how different educational systems include students with disabilities. Course Information: Same as ED 202. Extensive computer use required. UIC GE Individual and Society course, and UIC GE World Cultures course.

SPED 215. Special Education Law, Policy, and Advocacy. 3 hours.

Students learn about seminal policies and legislation for students with disabilities. They will research a current issue in special education or disability (i.e., racial and linguistic inequities, high quality inclusive education, data-based instruction). Course Information: Enrollment is required by students in Inclusive and Special Education, but other students can take this course.

SPED 280. Language Development and Communication Disorders for Diverse Populations. 3 hours.

Students will learn about the critical role that communication and language development plays within U.S. society and the impact on children and adolescents with delayed language acquisition or communications disorders. Course Information: Enrollment is required by students in Inclusive and Special Education, but other students can take this course.

SPED 300. Assessment and Instructional Methods: Supporting Students with High Incidence Disabilities. 4 hours.

Students will gain an understanding of high incidence disabilities including characteristics, assessments, and best practices to support learning. Course Information: Field work required. Prerequisite(s): SPED 200 and SPED 258. Corequisite(s): Requires concurrent registration in SPED 305. Course Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 302. Inclusive Approaches to Effective Learning Environments for Students with Disabilities. 4 hours.

Students will learn about school-wide systems of support and classroom-based methods for establishing positive learning environments that promote social, emotional, and behavioral health for students with disabilities in inclusive classrooms. Course Information: Field work required. Prerequisite(s): SPED 200. Course Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 303. Assessment and Instructional Methods Supporting: Students with Low incidence Disabilities. 4 hours.

Students will gain an understanding of low incidence disabilities including characteristics, assessments, and best practices to support learning. Course Information: Field work required. Prerequisite(s): SPED 302. Course Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 305. Inclusive Literacy Instruction for Students with Disabilities. 4 hours.

Students will gain knowledge and skills to design and implement effective, culturally responsive literacy instruction for students with disabilities. Course Information: Field work required. Prerequisite(s): Consent of the instructor. Course Information: To be properly registered, students must enroll in one Lecture-Discussion and one Clinical Practice.

SPED 306. Advanced Inclusive Literacy and Writing Strategies for Students with Disabilities. 4 hours.

Students will be prepared to foster an inclusive learning environment by exploring various literacy techniques, such as explicit comprehension and writing instruction, along with using vital assistive and digital technologies. Course Information: Field work required. Prerequisite(s): SPED 305; and consent of the instructor. Corequisite(s): Requires concurrent registration in SPED 303. Course Information: To be properly registered, students must enroll in one Lecture-Discussion and one Clinical Practice.

SPED 310. Inclusive Approaches to Teaching Math to Students with Disabilities. 4 hours.

Students will gain knowledge and skills to design and implement effective, culturally responsive mathematics instruction for students with disabilities. Course Information: Field work required. Prerequisite(s): SPED 300 and SPED 302; and consent of the instructor. Corequisite(s): Requires concurrent registration in SPED 303. Course Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 315. Inclusive Approaches to Collaboration. 3 hours.

Students will learn collaboration skills to work with students with disabilities and their families, professionals, paraprofessionals, administrators, and community agency personnel to provide high quality educational services and supports. Course Information: Field work required. Prerequisite(s): SPED 215 and SPED 300. Corequisite(s): Requires concurrent registration in SPED 303.

SPED 370. Inclusive Transition Practices for Students with Disabilities. 3 hours.

Students will learn the major transition frameworks, and EBP's to prepare students with disabilities to post-secondary education, employment and living in the community. Course Information: Field work required. Prerequisite(s): SPED 300 and SPED 302 and SPED 303 and SPED 315.

SPED 400. Inclusive Approaches to Teaching Social Studies and Science. 3 hours.

Students will explore social studies and science instruction for students with disabilities across contexts to gain fluency in supporting all students. Course Information: Field work required. Prerequisite(s): SPED 306; and SPED 310. Corequisite(s): Requires concurrent registration in SPED 470.

SPED 405. Foundations of Inclusive Behavior Analysis. 3 hours.

Explore scientific approaches to changing human behavior, while focusing on ethical practices and real-world applications to promote accessible, inclusive communities for all. Course Information: Extensive computer use required. The course is structured in a way to support a variety of learning outcomes with a host of academic repertoires. Prerequisite(s): ENGL 160. Recommended background: Ideal for students interested in learning about how to understand human behavior and to create safe and inclusive environments for people with disabilities.

SPED 410. Exceptional Learners. 3 hours.

Addresses the psychology of, identification of, and methods of instruction for exceptional learners served under all categories recognized by federal law. Course Information: Field work required. 20 hours of field work is required.

SPED 416. Methods of Instruction for Exceptional Learners. 3 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). Course Information: Prerequisite(s): Junior standing or above and admission to the Bachelor of Arts in Elementary Education program.

SPED 423. Assessment of Monolingual and LEP Children with Disabilities. 3 hours.

To prepare students in use of formal and informal assessments to inform placement, instructional planning, and evaluation of English Language Learners with disabilities. Course Information: Prerequisite(s): Restricted to students seeking LBSII or admission as a doctoral student or consent of the instructor.

SPED 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. Course Information: 3 undergraduate hours. 4 graduate hours. Prerequisite(s): SPED 410.

SPED 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. Course Information: 3 undergraduate hours. 4 graduate hours. Prerequisite(s): SPED 424 or the equivalent or consent of the instructor.

SPED 427. Instructional and Behavioral Methods for English Language Learners with Disabilities. 3 hours.

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. Course Information: Prerequisite(s): Open only to Master's degree students; and 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.

SPED 430. Fieldwork Supervision. 0-6 hours.

Students will implement evidence-based behavioral assessments and interventions in community-based settings that provide ABA services to children, adolescents, or adults with disabilities from underrepresented groups in a field based setting. Course Information: Field work required. Prerequisite(s): Acceptance to the Master of Science in Applied Behavior Analysis, Disability, and Diversity in Urban Society program or consent of the instructor. Class Schedule Information: To be properly registered, students must enroll in one Practice and one Clinical Practice.

SPED 431. Applying Evidence-Based Practices in Authentic Settings. 4 hours.

Students will demonstrate competence at implementing behavioral assessments and interventions. Complete a series of performance assessments and will receive individualized feedback until reaching mastery for each assessment and intervention. Course Information: Prerequisite(s): Acceptance to the Master of Science in Applied Behavior Analysis, Disability and Diversity in Urban Society program or consent of the instructor.

SPED 432. Foundations and Contemporary Understanding of Applied Behavior Analysis. 4 hours.

Overview of the science of ABA and its philosophical underpinnings; will be exposed to the concepts and principles underlying the science of ABA, and how the science has informed educational practices in schools, clinics, and community-based settings. Course Information: Prerequisite(s): Acceptance to the Master of Science in ABA, Disability and Diversity in Urban Society program or consent of the instructor. Corequisite(s): Requires concurrent registration in SPED 433.

SPED 433. Ethics in Applied Behavior Analysis. 4 hours.

Will examine the professional and ethical obligations of practicing behavior analysts. Issues related to common ethical dilemmas, scope of competence, behavior analyst’s responsibilities to clients, and the ABA compliance code, will be discussed. Course Information: Prerequisite(s): Acceptance to the Master of Science in ABA, Disability and Diversity in Urban Society program or consent of the instructor.

SPED 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. Course Information: 3 undergraduate hours. 4 graduate hours. Prerequisite(s): SPED 410.

SPED 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. Course Information: Same as DHD 444.

SPED 448. Topics in Special Education. 1-4 hours.

Course or workshop on preannounced topic on the education of handicapped children, adolescents, or adults. Course Information: May be repeated. Students may register in more than one section per term. Prerequisite(s): SPED 410 and consent of the instructor.

SPED 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. Course Information: Same as EPSY 449 and EDPS 449.

SPED 455. Exceptional Child Development. 3 hours.

Explores how children,(birth to age 8), grow and learn in diverse ways, using the social model of disability and an equity lens to highlight that differences in development reflect human diversity, not deficit, and to prepare students for inclusive practice. Course Information: Extensive computer use required. Prerequisite(s): EPSY 255; or consent of the instructor.

SPED 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. Course Information: Same as ED 461. Field work required. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 462. Assessment of Individuals with Disabilities. 3 hours.

To prepare students in the use of standardized and formative assessment to understand student learning, inform decisions regarding placement, instructional planning, and evaluation of students with disabilities.

SPED 463. Literacy Instruction for Diverse Learners in School. 3 hours.

Emphasizes the components of designing, implementing, and assessing reading and writing instruction for diverse students at the early childhood/elementary level. Course Information: Field work required. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 465. Understanding Students with High Incidence Disabilities. 3 hours.

Uses major theoretical frameworks of human development to examine the characteristics and development of students with high incidence disabilities, ages 3-21. Course Information: Same as EPSY 465. Field work required. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 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. Course Information: Same as EPSY 466.

SPED 467. Understanding Students With Low Incidence Disabilities. 3 hours.

Explores characteristics and development of children and youth with low incidence disabilities, ages 3-21, as well as how schools address their instructional needs. Course Information: Same as EPSY 467.

SPED 471. Curricular Adaptations for Learners with Significant Disabilities. 3 hours.

Provides information on the nature and needs of individuals with severe/profound disabilities and the roles of federal, state, and local education agencies play in providing services to this population. Course Information: Field work required. Prerequisite(s): SPED 461 and SPED 465 and SPED 467. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 472. Academic and Prosocial Interventions. 3 hours.

Introduces students to the principles and concepts of data-based decision making and individualization with an emphasis on addressing the social, emotional, and behavioral needs of students with disabilities. Course Information: Same as ED 472. Field work required.

SPED 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. Course Information: Same as ED 473. Field work required. Prerequisite(s): SPED 461. Course Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

SPED 481. Theoretical Foundations and Issues of Bilingual Special Education. 3 hours.

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. Course Information: Prerequisite(s): Restricted to students seeking LBSII or admission as a doctoral student or consent of the instructor.

SPED 482. Collaborating with Families, Community, and Professionals. 3 hours.

Explores the dynamics of professional collaboration with families, addressing characteristics, structures, and processes of collaboration for children and youth with and without disabilities. Course Information: Same as EPSY 482. Previously listed as SPED 582. Field work required. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.