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Special Education

Offered in: CHICAGO

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 below 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, have a minimum 2.7 GPA in all undergraduate courses, and have demonstrated professional dispositions. Students may take general education requirements and the following five education courses without having earned admission to the program.

EDUC 200 American Education (three semester hours)
EDUC 210 Child Development for Educators: Infancy Through Adolescence (three semester hours)
EDUC 303 Health for Educators (three semester hours)
EDUC 311 Adolescent Development (three semester hours)
SPED 319 Exceptional Children and Youth (three semester hours)

In order to enroll in the remainder of the academic major, students must have earned admission to the teacher preparation program. Also, EDUC 200, 210, and SPED 261 must be passed with grades of B- or better as prerequisites for all other education courses.

  READ 320 Methods of Teaching Reading .....6
  SPED 261 Initial Field Experience in Special Education .....3
  SPED 321 Methods of Teaching Mathematics .....6
  SPED 340 Assessment in Special 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 Char & Methods of Teaching Students w/ Disabilities: Focus on Physical & Health-Related Disorders .....4
  SPED 346 Characteristics and Methods of Teaching Students with Disabilities: Focus on Perception .....4
  SPED 350 Technology in Special Education .....3
  SPED 361 Internship in Special Education .....4
  SPED 366 Student Teaching and Seminar in Special Education .....8

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. A minimum of 100 hours of field experiences is required prior to student teaching.

Placement in internship and 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.

Licensure requirements
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 semester 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

Communication Skills

  Written Communication .....6


  Total Required Humanities (must include American History) .....9


  MATH 105 Foundations of Arithmetic .....3
  MATH 110 Quantitative Literacy (or higher than MATH 110) .....3

Non-Western/Third World/Multicultural

  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 and physical science, including at least one lab .....7

Social Science

  Total Required Social Science (must include American Government) .....9


  Total General Education Hours .....46-52