The BA in Special Education (SPED) prepares teacher candidates to address the learning and socio-emotional needs of children and adolescents with learning and intellectual disabilities, severe emotional and behavior disorders, and other disabilities. This intensive, field-based program prepares every candidate to work democratically at the elementary, middle school, and high school levels. It leads to the Illinois LBS1 teaching credential.
Location:
Chicago
Start Term:
Fall, Spring
Program Type:
Major
The program is a part of Roosevelt's New Deal Teacher Academy. Each program in the NDTA fulfills the legacy of Franklin and Eleanor Roosevelt by fostering inclusive and engaging relationships among teacher candidates, faculty, school practitioners, and learners; immersing teacher candidates intensively in diverse school and community cultures; nurturing social justice leadership skills and dispositions; and coaching candidates toward career success.
Lilibeth Castillo
, Assistant Dean, Student Support & Licensure Officer
Expectations & Requirements
Standards
Teaching is an immensely rewarding profession, but requires a lot of time and effort. Students can expect focused and practical assignments, engaging discussion and small group projects, and intensive field experiences in diverse schools and classrooms. During the final semester, students complete a 15 week student teaching experience under the guidance of a mentor teacher and a university supervisor.
Sample Courses
- Assessment in Special Education
- Characteristics and Methods of Teaching Students with Disabilities: Focus on Cognition
- Characteristics and Methods of Teaching Students with Disabilities: Focus on Behavior
- Characteristics and Methods of Teaching Students with Disabilities: Focus on Physical Health
- Characteristics and Methods of Teaching Students with Disabilities: Focus on Learning
- Technology for Special Education
Outcomes
100% Pass Rate
Career Options
Testimonials
Every one of my professors knew my name and my story, and that’s true for all the students they had in their class. It felt like a genuine connection.
Rebecca Moss
2016
Special Education Chair, Thornton Fractional North High School ,
Assistive technologies are developing at a rapid pace. I bring these technologies into my classrooms and show my students how to use them to improve communication and learning for all students, regardless of abilities.
Maria Earman Stetter
Associate Professor, Roosevelt University