Special Education, BAE
Offered in: Chicago
The College of Education has five undergraduate programs: Early Childhood Education, Educational Studies, Elementary Education, Secondary Education and Special Education. The college also works jointly with the Chicago College of Performing Arts to deliver a program in Music Education. All of these programs, with the exception of Educational Studies, focus on teacher preparation.
The College of Education has a history of serving nontraditional as well as traditional undergraduate students, and schedules are designed to meet the needs of full-time as well as part-time students. All teacher preparation programs are offered at the Chicago campus and are a part of the New Deal Teacher Academy.
Undergraduate programs within the College of Education prepare students to transform schools and communities in the pursuit of knowledge and social justice. Through the continuous evaluation and refinement of academic programs and courses, offerings are kept current and relevant to real-world contexts and professional standards of quality. Experienced, dedicated and culturally diverse faculty work collaboratively with students to foster knowledge and skills with respect to diverse learners, instruction, assessment and research. Talent and resources from a variety of disciplines are integrated and used, as are cutting edge technologies. All programs require a variety of field and clinical experiences that augment and integrate academic studies.
Roosevelt's program in Special Education is a Pre-K to age 21 teacher licensure program leading to the LBS1 endorsement. Completion of the program qualifies graduates to teach children with all areas of special education needs, with the exception of sensory impairments and communication disorders. The LBS1 classification includes the former categories of learning disabilities, mental retardation, severe emotional and behavior disorders, other health impairments, traumatic brain injury, autism, and physical disabilities. In addition to a well-rounded general education program of study, undergraduates are required to complete the sequence of professional courses found under the Requirements section during their junior and senior years.
Students are formally admitted to the teacher preparation program when they earn a passing score on the Illinois Test of Academic Proficiency or substitute an ACT or SAT score that meets the state's criterion, have a minimum 2.7 GPA in all undergraduate courses, and have demonstrated professional dispositions. Students may take general education requirements and the following four education courses without having earned admission to the program.
|EDUC 202||CHILD DEVELOPMENT, LEARNING, AND MOTIVATION||3|
|EDUC 303||HEALTH FOR EDUCATORS||3|
|EDUC 311||ADOLESCENT DEVELOPMENT||3|
|SPED 219||EXCEPTIONAL CHILD & YOUTH||3|
|Total Credit Hours||12|
In order to enroll in the remainder of the academic major, students must have earned admission to the teacher preparation program.
|SPED 301||FOUNDATIONS & COMMUNITY||3|
|SPED 303||FIELD EXPERIENCE I||1|
|READ 320||TEACHING READING IN ELEMENTARY SCHOOL||3|
|SPED 328||FIELD EXPERIENCE II||1|
|SPED 340||ASSESSMENT IN SPECIAL EDUCATION||3|
|SPED 341||METHODS OF TEACHING MATH IN ELEMENTARY SCHOOL||3|
|SPED 342||CHARACTERISTICS AND METHODS OF TEACHING STUDENTS WITH DISABILITIES: FOCUS ON COGNITION||4|
|SPED 343||CHARACTERISTICS AND METHODS OF TEACHING STUDENTS WITH DISABILITIES: FOCUS ON BEHAVIOR||4|
|SPED 345||CHARACTERISTICS AND METHODS OF TEACHING STUDENTS WITH DISABILITIES: FOCUS ON PHYSICAL HEALTH||4|
|SPED 346||CHARACTERISTICS AND METHODS OF TEACHING STUDENTS WITH DISABILITIES: FOCUS ON LEARNING||4|
|SPED 350||TECHNOLOGY FOR SPECIAL EDUCATION||3|
|SPED 361||INTERNSHIP IN SPECIAL EDUCATION||4|
|SPED 366||STUDENT TEACHING SEMINAR: SPECIAL EDUCATION||8|
|Total Credit Hours||45|
Field and clinical experiences
Field experiences in special education involve urban and suburban placements and must include culturally diverse learners. Experiences consist of involvement in special education settings ranging from inclusion to self-contained, and involve teacher candidates in individual, small group, and whole class instruction, observation, and participation in community based activities. minimum of 100 hours of field experiences is required prior to student teaching.
Placement in student teaching is planned with consideration for each student’s needs and interests. A College of Education faculty member as well as a resident, experienced teacher supervises each student. Formal application is required approximately two semesters in advance of student teaching. To earn admission to student teaching, a student must have passed the Illinois Test of Academic Proficiency, the LBS1 Content Test, and the Special Education General Curriculum Test.
In addition, all students must have a cumulative GPA of 2.7 in their undergraduate courses, and a 3.0 GPA in their academic major. All general education and academic major course requirements must be completed with grades of C or higher (C- grades are unacceptable). The edTPA test should be taken during student teaching. This test is required for licensure. No other course may be taken, nor may a student be employed, during student teaching.
Students who intend to teach at the middle school level are strongly recommended to include an 18-semester-hour concentration in a teachable content area in addition to EDUC 313 FOUNDATIONS OF MIDDLE SCHOOL. Three of these courses must be taken at the 300-level. Students who intend to teach at the high school level are recommended to have a 32 credit hour major in a teachable subject at the high school level.
Students must consult a College of Education advisor to determine which courses (Roosevelt or transferred) are acceptable toward fulfillment of all degree and licensure requirements. Students completing the program and applying for licensure must meet the general education requirements listed below.
Licensure course requirements
|Total Required Humanities (must include American History)||9|
|THE UNITED STATES TO 1865|
or HIST 107
|THE UNITED STATES SINCE 1865|
|MATH 105||FOUNDATIONS OF ARITHMETIC||3|
|MATH 110||QUANTITATIVE LITERACY (or above)||3|
|Asia, African, Central/South America or Native American or their descendants in the US (may also be counted in Humanities or Social Science)||3|
|RU Mission-Related Courses|
|ACP 101||FIRST YEAR SEMINAR||3|
|ACP 110||PRIMARY TEXTS||3|
|ACP 250||GROUNDS FOR CHANGE||3|
|LIBS 201||WRITING SOCIAL JUSTICE||3|
|Must include biological science with a lab and PHSC 105||7|
|INTRODUCTION TO ENVIRONMENTAL SCIENCE|
|UNITED STATES POLITICS|
|PRINCIPLES OF ECONOMICS I|
|INTRODUCTION TO SOCIOLOGY|
|Total Required Social Science||9|
|Total Credit Hours||52|