54 - Education

This course covers the development of receptive and expressive skills in sign language and fingerspelling. Manual communication skills that are used in educational and social settings are emphasized. Deaf culture and community characteristics are discussed.

This course is designed to follow-up and expand on those signs taught in Sign Language I. Candidates are expected (following review) to be able to fluently use fingerspelling, numbers and other basic signs as well as demonstrate a certain level of precision and fluency. Extensions of deaf culture and school issues will be covered.

This course continues to examine characteristics of diverse learners, which were introduced in (54-207). An overview of the field of special education is covered, with emphasis on small and large group instruction, curriculum development, individual education plans, individual accommodation plans, philosophies of special education and current trends in the field. A case study and debate format is used. A 25 hour field experience in a junior high school or high school special education setting is associated with this course.

Candidates complete 50 hours of field experience practice in a special education setting. Guidelines for the field experience are found in the Candidates meet on campus with their University supervisor to discuss their work in the schools. The cooperating teacher and University supervisor will conduct performance assessments of the pre-service teacher during this experience.

The purpose of this class is to provide an introduction to assistive technology.  The class will discuss the selection and use of assistive technology in the classroom for a range of students with disabilities.  A continuum of low to high technology strategies will be discussed.  Candidates will have hands on experience in the class.

This course is designed to explore the goals of multicultural education and aid candidates in developing their own understanding of teaching from a multicultural perspective.  Candidates also acquire an understanding of the importance and process of linking home, neighborhood and community contexts to school and classroom contexts in an effort to promote a bias free learning environment.

This course provides an overview of classroom and behavior management theories and strategies. The course emphasizes the knowledge and skills needed to create effective behavior management and intervention projects for students, especially those with behavior problems. Emphasis will be on use of positive behavior support systems. Candidates will examine behavioral principles, procedures and assessment methods necessary for effective programming and are expected to apply skills developed in the course by developing both a classroom management and behavior intervention project to avoid or overcome communication roadblocks and improve a student's problem behavior. Through case analysis, role-playing, cooperative learning, use of technology and field experience, candidates will learn how to apply principles of classroom management to actual teaching situations.

This course explores and develops strategies used to promote both the academic and social success of all students including those with high or low incidence disabilities, ELL, gifted and talented, and at-risk students.  Teacher candidates will acquire an understanding and appreciation of diverse learners in today's classrooms.  They will also develop a commitment to collaborative practices between special education and general education and how to utilize research based instructional strategies that create learning communities for all students.  Includes a five hour field experience.

This course explores a variety of formal and informal assessments used to identify learning and social needs, and create and adjust learning experiences. Pre-service candidates will understand both legal and ethical principles of measurement and assessments, and measurement theory and practices. Pre-services candidates will understand the role of collaboration with families and colleagues as well as the use of technologies to support assessment.

This course is designed for intensive investigation and/or study of special education law and policy.  Since the passage of the Education of All Handicapped Children Act of 1975 (94-142), and its reauthorization, IDEA 1990, 1994 and 1997, the rights of students with disabilities have expanded.  LEA's, SEA's and parents have frequently been in conflict over these rights.  To provide effective educational leadership in a complex society, the professional must understand what the law requires; understand how to exercise wisely the discretion of the law; and understand how legal disputes can be shaped to advance policy objectives.

This course explores curriculum development and performance based assessment that incorporates individual's abilities and needs, the learning environment and a myriad of cultural and linguistic factors. Pre-service candidates will develop curriculum including performance based assessment that includes individualized education plans that incorporate both long term and short term instructional objectives. Collaborative processes for instructional planning are highlighted with a focus on the selection, adaptation and creation of learning experiences that incorporate appropriate technologies.

Candidates complete 50 hours of field experience practice in a special education setting. The guidelines for the field experience are found in the Candidates meet on campus with their University supervisor to discuss their work in the schools. The cooperating teacher and University supervisor will conduct performance assessments of the pre-service teacher during this experience.

This course examines the theories and practices appropriate for balanced reading and language arts instruction and assessment in grades 4-12. The emphasis of the course is on functional techniques for improving student reading performance in the upper grades and incorporating reading into subject matter instruction. Effective reading and writing instructional strategies and assessments, including those that address the specific needs of second language learners, are modeled and practiced.

This course is designed for candidates seeking Illinois Learning Behavior Specialist I (LBS1) certification with total involvement in the participating school system. Progress in developing teaching skills is observed carefully and supervised by the cooperating teacher and University supervisor. Assignment is made at the elementary level for eight weeks and the middle/secondary level for eight weeks. Associated seminars focus on current issues in special education including vocational/transitional, adaptive equipment and professional and ethical considerations. This course meets the advanced writing requirement. Attendance at student teaching seminars is required.

This course is designed for candidates seeking the Type 10 and Type 03 certification with total involvement in the participating school system.  Progress in developing teaching skills is observed carefully and supervised by the cooperating teachers and the University supervisor.  Assignment is made at the regular education elementary level for eight weeks (K-6) and at the special education middle school or secondary level for eight weeks (7-12).  This course meets the advanced writing requirement.  Attendance at student teaching seminars is required.

This course includes a study or project done under the direction of a member of the College of Education.