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The Culture of Disability The purpose of this course is to provide an introduction to the culture of disability across the lifespan. The impact of disabilities on an individual across the lifespan will be explored, and the unique culture that is created by having a disability will be addressed. The historical basis for the disability movement and special education will be addressed, including legislation and litigation that has had a significant impact on the field. Students also will learn about the characteristics of individuals with diverse abilities as well as current trends in educational services.

Instructional Strategies I Course is designed to provide participants with information on effective instructional practices for working with students with disabilities. Participants are provided with information on generic strategies and principles of learning, instructional formats and strategies for informal assessment. Throughout this course emphasis is placed on methods and strategies for instructing individuals and groups of students. Important consideration is given to legal and ethical issues and an understanding of diverse needs in instructional design and delivery. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: SPED 317 and SPED 517 or consent of instructor.

Career Dev & Indiv with Disab Course focuses on developing transition plans and activities that prepare students with disabilities for adulthood, including post school employment, independent living, and postsecondary education. Particular emphasis is placed on career development including determining job interests, career exploration, work experiences prior to graduation, job development, and job placement. Course Information: 1 or 3 undergraduate hours. 1 or 3 graduate hours. Prerequisite: Admission to the Department of Special Education, or consent of instructor. Class Schedule Information: Course will meet during the first eight weeks only.

Career Dev & Transition Course focuses on developing transition plans and activities that prepare students with disabilities for adulthood, including post school employment, independent living, and postsecondary education. Particular emphasis is placed on career development including determining job interests, career exploration, work experiences prior to graduation, job development, and job placement. Course Information: 1 or 3 undergraduate hours. 1 or 3 graduate hours. Prerequisite: Admission to the Department of Special Education, or consent of instructor. Class Schedule Information: Course will meet during the first eight weeks only.

Learning Environments II Course is designed to provide participants with specific information on intervention and evaluation strategies related to designing and managing effective learning environments and to becoming a discriminating consumer of the professional literature related to behavior interventions. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: SPED 470, and admission to the Department of Special Education, or consent of instructor.

Disability Issues in SPED Overview of special education at the graduate level. Focus is placed on issues related to: assessment, identification, and characteristics across all disability areas. The greatest emphasis is placed on strategies for including students with disabilities in the general curriculum. Historical and legal perspectives that provide the foundation for special education are discussed.: assessment, identification, and characteristics across all disability areas. The greatest emphasis is placed on strategies for including students with disabilities in the general curriculum. Historical and legal perspectives that provide the foundation for special education are discussed.

Supervised Prac in SPED Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Course Information: Additional fees may apply. See Class Schedule. Approved for S/U grading only. May be repeated in same or subsequent terms to a maximum of 8 hours. Prerequisite: Admission to the graduate program in special education; consent of supervising faculty member. Class Schedule Information: Student teaching fee required. A per hour fee will be charged. The fee is determined by the yearly total rate approved by the Board of Trustees.

Collaborative Leaders in SPED Course provides special educators and other professionals with skills and strategies to assume a leader/change agent role in their schools. Participants focus on effective leadership, collaborative practices, and innovative programs in special education that create unique learning environments, ultimately impacting all stakeholders (student with and without disabilities, teachers, families). Course readings, lectures, and activities address how leaders in the field affect change in special education through grant writing, professional development, and the implementation and evaluation of innovative programs and practices. Course Information: Prerequisite: SPED 426 or SPED 538 or equivalent.

Curr/Ped Implic Teach Div Stds Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Course Information: Additional fees may apply. See Class Schedule. Approved for letter and S/U grading. Class Schedule Information: Some sections may require additional course fees.

Field Study and Thesis Seminar Planning field studies and thesis problems by graduate students; students present their studies at each of four stages: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically. Course Information: May be repeated up to 8 hours. Prerequisite: Admission to graduate studies in Special Education or consent of instructor.: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically.

Yvonne Carey

ACCESS Project Coordinator, Special Education

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288 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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