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Program of Study This comprehensive program seeks to develop special education teachers who are well equipped to meet the educational needs of the wide spectrum of exceptional students. Roosevelt University created the program to reflect new federal and state teaching standards, which emphasize a non-categorical approach to teaching exceptional children, rather than a model of focusing on individual categories of disability. The Program Roosevelt University's Special Education Certification (Type 10) program provides:
The program will center on the Learning Behavior Specialist I (LBSI) special education endorsement on the Type 10 (K - 12) special certificate. This means that individuals graduating from this program will be accredited to teach children with specific learning disabilities, emotional disturbances, cognitive disabilities, autism, physical disabilities, other health impairments, and traumatic brain injury. In many cases, exceptional students experience more than one disability, and graduates of the Roosevelt program will be prepared to work with this population. Students enrolled in the Roosevelt program will spend a considerable amount of time on site in Pre-kindergarten through 12th grade classrooms, starting with their first semester in the program. Roosevelt students also will be required to take general education courses, enabling them to teach in integrated setting. Core courses Prerequisite Coursework Required Coursework
Total Semester Hours: 40 General Education Requirements Students must provide transcripts and credit evaluation for a program advisor to determine courses that are acceptable toward fulfillment of the general education requirements.
Student Teaching and Certification In order to qualify for Roosevelt University's College of Education recommendation for the Special Education Teaching Certificate (Type 10), students must meet all general and professional requirements in effect at the time of their application. Students must also complete 100 hours of field experience as a condition of being admitted to internship and student teaching. Internship and student teaching are completed in consecutive five and ten-week full-time placements. Arrangements for student teaching are made two semesters in advance. The Illinois State Board of Education requires satisfactory scores on the Illinois Test of Basic Skills exam prior to enrolling in methods courses and satisfactory scores on the content area test prior to internship and student teaching. The Assessment of Professional Teaching is required prior to issuing certification. Admission Requirements Students must have at least a 2.7 out of a 4.0 grade point average for all collegiate work completed prior to the time of application and a passing score on the Illinois Test of Basic Skills. As of spring 2009, if the subscale score for mathematics is below the cut off of 240 on the Illinois Test of Basic Skills, MATH 105 will be required prior to taking SPED 421. If the subscale score for English/language arts or writing is below the cut off of 240 on the Illinois Test of Basic Skills, students will be required to provide documentation of participation in either online or live tutoring sessions at the Roosevelt University Writing Center prior to enrollment in READ 420. Enrollment Requirements To meet conditions for continued enrollment in the Special Education Certification (Type 10) Program in the College of Education, students must complete 6 semester hours of professional education coursework with a grade of B or better. Faculty Courses are taught by experienced educators: both full-time university faculty and practitioners with outstanding records of service and instruction. A full-time faculty member serves as a personal advisor to each student. The College of Education Roosevelt University's College of Education is accredited by the Illinois State Board of Education (ISBE) and is one of only 18 schools in Illinois to have received national accreditation from the National Council for Teacher Accreditation (NCATE). All programs in the College are based on the goal of cultivating democratic learning communities. The elements of those learning communities are the focus of all that the College does. Three main elements of the learning communities we seek to develop are: Devotion to Social Justice and Global Responsibility Education can transform individuals and societies, and to achieve that end, teacher candidates in the College learn to exercise an ethic of caring, to engage and invite human diversity, and to advocate for social change. Respect for Knowledge and Learning In our time, teachers need to develop multiple literacies--in various academic disciplines, in multiple intelligences, and in various media (including technology). These literacies, combined with personal expertise, will help teachers to be effective and adaptive decision makers. Passion for the Educator's Craft An enthusiastic desire to share and construct meaning--passion for the craft--is an attribute of the remarkable teacher, and it is evident in the many roles a teacher plays. Request Further Information Chicago Campus Schaumburg Campus
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