Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

Access archived catalogs in the Catalog Archive section.​​​​​

Students are required to follow the Academic Handbook and Code of Student Responsibility

​Special Education for Teachers (Learning and Behavior Specialist 1)

 
Endorsement-Only Requirements 24 hours required, grade of B+ or better required  
 

Licensure Tests  

All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license.  LBS1 Endorsement students must complete the following tests: 
 
  • LBS1 Content Area Test (test #155) – assesses knowledge of working with students with disabilities and special needs.     

Endorsement Application

Individuals must submit an application directly to the Illinois State Board of Education (ISBE) upon successful completion of the required coursework and licensure tests.  All individuals must meet ISBE requirements at the time of application.  Requirements are subject to change per the discretion of ISBE. ​

 
 
 
 
 
 
 

 

LSI 440

SURVEY OF EXCEPTIONAL LEARNERS: PSYCHOLOGY AND EDUCATION

A survey of exceptional learners and characteristics of students with both high- and low-incidence disabilities, with consideration of placements appropriate for children with such disabilities. Emphasis on historical, theoretical, practical and legal implications and issues. The course also addresses the importance of developing and maintaining collaborative relationships with parents and professionals in order to maximize the academic, social, and emotional benefits of all learners.

LSI 443

PSYCHOLOGICAL TESTS AND METHODS IN DIAGNOSIS

Principles of measurement and test construction including an evaluation of standardized test instruments. Principles of broad-based assessment involving case history, criterion-referenced tests and informal assessment. Emphasis on understanding the strengths and limitations of a wide variety of assessment instruments.

LSI 458

TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES I

Introduction to the theoretical and practical approaches to instruction for students with high incidence disabilities across ages and levels of severity. Emphasis on developing an understanding of supportive learning environments, classroom and behavior management; developing collaborative practices with multiple service providers and families to meet the needs of diverse learners with high incidence disabilities. Strategies and materials for improving the social, emotional, and academic adjustment and functioning of students with high incidence disabilities are examined. Includes teaching social and emotional curricula; developing and implementing functional behavioral assessment; and monitoring growth and development in targeted areas. Strategies to increase the individual's self awareness, self-management, self control, self reliance, and self esteem are considered. (Prerequisite: LSI 442).

LSI 467

TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES II

Continued study of the theoretical and practical approaches to instruction for students with high incidence disabilities across ages and levels of severity. Translation of diagnostic information into teaching strategies and development of an instructional plan (IEP) including transition needs. Emphasis on understanding theoretical models of literacy, literacy development, instructional strategies, and adjusting literacy instruction to meet the needs of diverse learners. Principles of diagnostic teaching will be discussed. Specific teaching techniques and materials will be reviewed, including appropriate uses of technology. (Prerequisite: LSI 442).

LSI 468

TEACHING STUDENTS WITH LOW INCIDENCE DISABILITIES I

Introduction to the theoretical and practical approaches to instruction of children with low incidence disabilities including functional assessment and instructional strategies, curricular options and adaptations, as well as levels of participation and accommodation in the general curriculum. Emphasis will be placed on understanding theoretical models of language development and communication, instructional strategies for language and communication, and adjusting language instruction to meet the needs of diverse learners. Candidates will explore individualized planning (IEPs), transition needs, integration of related services into the instructional program, and strategies and materials for improving the social, emotional, and academic functioning of diverse students with low-incidence disabilities. (Prerequisite: LSI 442).

LSI 469

TEACHING STUDENTS WITH LOW INCIDENCE DISABILITIES II

Continued study of the theoretical and practical approaches to instruction for diverse students with low incidence disabilities. Focuses on addressing the intellectual, educational, physical, motor, health, social, and transitional needs of diverse students with more severe low incidence disabilities. Examination of etiological factors, growth, development, and long-term outcomes. Developing collaborative efforts with family and multiple care and service providers is addressed. Provides strategies to facilitate maintenance and generalization of both academic and non-academic skills across learning environments. Includes experiences with assistive technology, community-based instruction, and designing and implementing a functional curriculum when needed. (Prerequisite: LSI 442).