Special Education, BAE
Requirements
Students may begin major courses in the Special Education program so long as they have a minimum 2.7 GPA in all undergraduate courses.
Students must maintain an overall GPA of at least 2.7 while enrolled in the education program. Should a student fall below a 2.7 GPA, the program's faculty will review the student's eligibility to continue moving forward in the licensure program.
All courses must be passed with grades of C- or higher. Student Teaching must be passed with a grade of C or higher.
| Code | Title | Credit Hours |
|---|---|---|
| EDUC 202 | CHILD & ADOLESCENT DEVELOPMENT, LEARNING AND MOTIVATION | 3 |
| SPED 219 | EXCEPT CHILDREN & YOUTH | 3 |
| SPED 300 | CURRICULUM, INSTRUCTION, & ASSESSMENT | 3 |
| SPED 301 | FOUNDATIONS & COMMUNITY | 3 |
| SPED 303 | IND. COACHING & FIELD EXP. 1 | 1 |
| READ 320 | METHODS OF TEACHING READING IN K-8 EDUCATION | 3 |
| EDUC 321 | INTERGR, HLTH, ARTS & PE CURR | 3 |
| SPED 328 | IND. COACHING & FIELD EXP. 2 | 1 |
| SPED 340 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 341 | METHODS OF TEACHING MATHEMATICS & SCIENCE IN K-8 EDUCATION | 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 348 | IND. COACH & FIELD EXP III | 1 |
| SPED 350 | TECHNOLOGY FOR SPECIAL EDUCATION | 3 |
| SPED 366 | STUDENT TEACHING SEMINAR: SPECIAL EDUCATION | 12 |
| Total Credit Hours | 58 | |
CPS AA to BA Teacher Residency Program
Students who complete the Special Education degree program through the CPS AA to BA Teacher Residency Program earn a State of Illinois Professional Education License with an LBS1 endorsement. To enroll in this program, students must apply and earn approval from Roosevelt University and the Chicago Public Schools. The program provides current employees of the Chicago Public Schools with a unique opportunity to earn teacher licensure and a BA degree in Special Education while completing a full year student teaching experience.
Students in the concentration are exempted from the following course requirements: SPED 303, 328, 348, and 366. However, all other required courses, plus the ones listed below, must be passed with grades of C- or higher. Student teaching (Teacher Residency 1 and 2) must be passed with a grade of C or higher.
| Code | Title | Credit Hours |
|---|---|---|
| SPED 367 | TEACHER RESIDENCY 1 | 5 |
| SPED 368 | TEACHER RESIDENCY 2 | 10 |
| Total Credit Hours | 15 | |
FIELD AND CLINICAL EXPERIENCES
Pedagogical and real-world training is at the center of traditional undergraduate degree coursework. Consequently, all traditional undergraduates (i.e., non-teacher residency) are required to enroll in one credit hour "Individualized Coaching and Field Experiences" courses in each of three semesters prior to student teaching.
In their Individualized Coaching courses, students will complete the field experiences needed to develop professional knowledge, skills, and dispositions in alignment with Roosevelt's social justice mission. As students progress from one Individualized Coaching course to another, they will take on tasks and responsibilities that are increasingly complex and challenging. These experiences will prepare students for success in the student teaching experiences that culminate the traditional Special Education major and facilitate the awarding of an Illinois Professional Educator License.
Placement in student teaching sites is planned with consideration of professional standards and partnership schools. Student teaching placements are open only to students who have successfully completed the appropriate general education and professional education courses, the required content tests, and other student teaching requirements. Placements in sites with diverse student populations are required. Students must submit formal application two semesters prior to the semester in which they plan to do their student teaching. Applicants are expected to be in good academic standing and must provide evidence of competency with regard to professional dispositions, including passage of a criminal background check. Students should consult regularly with their advisor about the specific requirements for licensure and student teaching in Illinois.
In addition to the requirements outlined in this academic catalog, students in Special Education program are obligated to become familiar with, and comply with, all requirements outlined in the Initial Licensure Field Experience & Student Teaching Handbook in order to receive a passing grade for field experience and student teaching courses proceeding to licensure. Students enrolled in field experience and student teaching courses will receive the handbook from the Director of Field Placement.
LICENSURE REQUIREMENTS
In order to qualify for Roosevelt University’s recommendation for the Illinois teaching license in Special Education, students must meet all general education requirements that are in effect at the time of their application.
Students must consult with their education advisor to determine which general education courses are acceptable toward fulfillment of licensure requirements. Because requirements for licensure are decided by the Illinois State Board of Education and are subject to change, undergraduates must consult frequently with their education advisors. The advising plan at program admission provides the most up-to-date and authoritative information with respect to all program and licensure requirements.
One semester prior to their student teaching, students must submit proof of passing the content exam(s) that meets the state's criterion and have a minimum 2.7 GPA in all undergraduate courses. All courses must be passed with grades of C- or higher and a grade of C or higher in Student Teaching.
Before issuing a license, the Illinois State Board of Education also requires satisfactory scores on the Educator Teacher Performance Assessment Portfolio (edTPA).
CORE Requirements (General Education)
| Code | Title | Credit Hours |
|---|---|---|
| First Year Success Course or Transfer Success Course | ||
| FYS 101 | FIRST YEAR SUCCESS COURSE | 1 |
| or TRS 101 | TRANSFER SUCCESS 101 | |
| Communication Requirement | ||
| ENG 101 | COMPOSITION I: CRITICAL READING & WRITING | 3 |
| ENG 102 | COMPOSITION II: INTRODUCTION TO ACADEMIC RESEARCH | 3 |
| EDUC 101 | BECOMING A SJ EDUCATOR | 3 |
| Ideas Across Disciplines | ||
| EDUC 201 | LANGUAGE & CULTURE IN EDUCATION | 3 |
| Humanities and Fine and Performing Arts | ||
| 9 credits from the following subject areas: African-American Studies, Art History, English (excluding ENG 101 and ENG 102), History, Languages, Music, Philosophy, Theatre, Communication and Women's and Gender Studies | 9 | |
| Mathematics | ||
| MATH 105 | FOUNDATIONS OF ARITHMETIC | 3 |
| MATH 110 | QUANTITATIVE LITERACY | 3 |
| Experiential Learning | ||
| 6 credits from coursework categorized as Experiential Learning | 6 | |
| Natural Science | ||
| One biological science and one physical science required (one must include a one credit lab). | 7-8 | |
| Social Science | ||
| 9 credits from the following subject areas: African-American Studies, Anthropology, Criminal Justice, Economics, History, Journalism, Philosophy, Political Science, Psychology, Sociology and Women's and Gender Studies | 9 | |
| Total Credit Hours | 50-51 | |
Your degree map is a general guide suggesting courses to complete each term on the academic pathway to your degree. It is based on the most current scheduling information from your academic program. Your program’s degree map is reviewed annually and updated as schedules change (although you retain the same course requirements as long as you are continuously enrolled in your degree program).
Always work closely with your academic advisor to understand curriculum requirements and scheduling, as each student’s academic plan can look slightly different.
| Year 1 | |||
|---|---|---|---|
| Fall | Credit Hours | Spring | Credit Hours |
| FYS 101 | 1 | ENG 102 | 3 |
| ENG 101 | 3 | EDUC 2014 | 3 |
| EDUC 101 | 3 | MATH 110 (or Higher) | 3 |
| MATH 105 | 3 | BIOL 111 or 1125 | 4 |
| Social Science elective | 3 | Humanities Elective | 3 |
| Social Science elective | 3 | ||
| 16 | 16 | ||
| Year 2 | |||
| Fall | Credit Hours | Spring | Credit Hours |
| EDUC 202 | 3 | SPED 2193 | 3 |
| Humanities Course | 3 | PHSC 105 | 3 |
| Social Science elective | 3 | Humanities Course | 3 |
| General Elective/Endorsement Course6 | 3 | General Elective/Endorsement Course6 | 3 |
| General Elective/Endorsement Course6 | 3 | General Elective/Endorsement Course6 | 3 |
| 15 | 15 | ||
| Year 3 | |||
| Fall | Credit Hours | Spring | Credit Hours |
| SPED 300 | 3 | READ 320 | 3 |
| SPED 301 | 3 | SPED 328 | 1 |
| SPED 303 | 1 | SPED 341 | 3 |
| SPED 342 | 4 | SPED 343 | 4 |
| General Elective/Endorsement Course6 | 3 | SPED 345 | 4 |
| General Elective/Endorsement Course6 | 3 | ||
| 17 | 15 | ||
| Year 4 | |||
| Fall | Credit Hours | Spring | Credit Hours |
| SPED 348 | 1 | SPED 366 | 12 |
| SPED 340 | 3 | ||
| SPED 346 | 4 | ||
| SPED 350 | 3 | ||
| EDUC 321 | 3 | ||
| 14 | 12 | ||
| Total Credit Hours 120 | |||
- 1
9sh of humanities are required
- 2
9sh of social science required.
- 3
Experiential Learning course.
- 4
Ideas course.
- 5
One Natural Science course must have a lab.
- 6
Endorsement requirements vary. Please consult with advisor for information. If general elective is taken, it may be in any discipline. General elective may not fulfill program requirements. Consult with advisor for information.