Major in Special Education for the Bachelor of Arts Degree
The major in Special Education is designed to meet state teacher licensure requirements by training students to be knowledgeable and skilled regarding the education of all school aged children and adolescents with disabilities. Majors are selected during October to begin studies during the following Spring semester. Majors progress through the program as a cohort. Most coursework is offered during late afternoon and evening hours.
Admission Requirements
Prospective students apply for admission during Fall semester and must be fully admitted to the University at time of application. Minimum admission requirements include:
- Minimum GPA of 2.75 based on all undergraduate work. New students must have successfully completed 12 credit hours at NEIU with a 2.75 or greater GPA if their previous work falls below 2.75.
No more than two grades of “C” or less in professional sequence coursework (i.e., SPED, ELED, SCED, TESL, BLBC, LTCY) is allowed. A grade of “D” in any required Special Education course will not be accepted toward the Special Education major. The student may repeat a “D” course once, dependent on departmental review (see program maintenance criteria). If a student fails to get a “C” or better, the student will be removed as a Special Education major.
All students must maintain a 2.75 GPA. To be entitled for licensure a student must earn a grade of “B” or better in Student Teaching. A 2.75 cumulative G.P.A. is required for graduation.
Program Maintenance Criteria
Students must maintain a minimum 2.75 grade point average every semester. Should the candidate’s GPA fall below 2.75 in any semester or the cumulative GPA falls below 2.75, the student is allowed one semester to raise the GPA back to 2.75 or will be dismissed from the program. Education courses completed with a grade less than a “C” must be repeated and the candidate must earn a grade of “C” or above. Education courses refers to any NEIU courses with the following prefixes: EDFN, SPED, ELED, SCED, BLBC, or LTCY.
The candidate must obtain permission from the department’s Professional Standards Committee to retake the education course for which a grade lower than “C” was earned.
No more than two grades of “C” are acceptable in professional sequence courses (i.e., any course required for the special education major). If the student earns more than two grades of “C” in professional sequences courses, the student must re-take those courses, no more than once, until grades of “B” or better are earned, or leave the program. The candidate must obtain permission from the department’s Professional Standards Committee in order to retake these professional sequence courses.
Students may only repeat a course one time.
All coursework including the removal of incompletes must take place prior to student teaching.
Any course that has been repeated with a final (second) grade of “C,” may not be repeated again.
Students must maintain acceptable ratings on all key program assessments in order to progress without interruption through their program. Students who do not meet an acceptable or above rating on any key program assessment must obtain permission from the Program Facilitator to retake the course in which a key program assessment is embedded or to revise the assessment, no more than one time, in order to meet an acceptable rating.
Students must receive acceptable evaluations of their dispositions and professional behaviors in order to progress without interruption through their program. Failing to demonstrate acceptable dispositions and professional behaviors may be grounds for program removal.
Transfer Students
Students transferring to Northeastern Illinois University must have a minimum 2.75 GPA based on a 4.0 system. If the transfer student’s GPA is below 2.75, the student must establish a minimum Northeastern Illinois University GPA of 2.75 based upon 12 credit hours. All majors progress through the program within a cohort. The cohort model fosters professional development. For this reason transfer students must begin the major in January as part of an entering cohort. Advanced standing within the major is not provided.
University Core Curriculum Requirements
| General Education Distribution Area | Cr. Hrs. |
|---|---|
| Fine Arts (FA)* 2 courses, from at least two of the following areas of study: Art, CMT (Mass Media or Theatre), Music (includes Dance). | 6 |
| Humanities (HU)* 3 courses, from at least two of the following areas of study: CMT (Communication), English, Linguistics. Philosophy, Women's and Gender Studies, World Languages and Cultures, (Note: No more than two foreign language courses may be used to fulfill this requirement.) | 9 |
| Behavioral/Social Sciences (SB)* 3 courses, from at least two of the following areas of study: African & African American Studies, Anthropology, Computer Science, Economics, Geography & Environmental Studies, History, Justice Studies, Latino & Latin American Studies, Political Science, Psychology, Sociology, Social Work | 9 |
| Natural Sciences (NS and NSL)** 3 courses, from at least two of the following areas of study; one course must have a laboratory component (NSL): Biology, Chemistry, Earth Science, Environmental Science, Physics (Note: If an FYE ANTH that counts as Natural Science is taken, only one Biology course may be used for Natural Science). | 9 |
| Engaged Learning Experiences | |
| Students must complete, at Northeastern, three courses designated as Engaged Learning Experiences courses. One of the Engaged Learning Experiences courses must be at the 300-level, and one Engaged Learning Experiences course must be designated as "Boundary Crossing". | |
| Discipline Specific (ELE-DS) These courses have pre-requisites that are specific courses within a program of study. Discipline Specific courses give students a deeper understanding of how knowledge is created and applied in their field. | |
| Boundary Crossing (ELE-X) These are courses that cross disciplinary boundaries and/or cross boundaries through engagements outside the classroom or University allowing students to see how knowledge gained in one field might inform other fields or other aspects of society. | |
| Math/Quantitative Reasoning (MA) 1 Math course, that has intermediate Algebra as prerequisite OR is a course listed on the General Education Distributive Learning List of Approved Courses. Any 3 hour college level math course, beyond Intermediate Algebra, meets this requirement. |
- *
Majors in Fine Arts, Humanities or Social/Behavioral Sciences, may waive up to 6 credit hours of General Education requirements in the corresponding distribution area.
- **
Majors in Natural Sciences may waive up to 9 credit hours of General Education requirements in the Natural Sciences distribution area.
Students should also be aware of all other university requirements to obtain a degree - NEIU requirements
Requirements for the Bachelor of Arts Degree in Special Education:
The program is divided into three levels. Progress through each level is contingent upon the successful completion of both prescribed coursework and program benchmarks.
Coursework
| Code | Title | Hours |
|---|---|---|
| Level I | ||
Fall I (may be completed prior to acceptance into major) | ||
Spring I | ||
| SCED-311 | Writing Intensive Program: School Curriculum | 3 |
| SPED-272 | The Development And Characteristics Of Children And Youth With Exceptional Learning | 3 |
Summer I | ||
| SPED-382 | Strategies For Differentiating Instruction For Students With Exceptional Learning Needs | 3 |
| ELED-302 | Writing Intensive Program: Foundation Of Teaching The English Language Arts | 3 |
| Level II | ||
Fall II | ||
| SPED-383 | Informal Assessment And Progress Monitoring | 3 |
| SPED-374 | Supervised Field Experience I | 3 |
| SPED-395 | Technology And Special Education | 3 |
| ELED-310 | Methods Of Teaching Mathematics In The Elementary Grades | 3 |
Spring II | ||
| SPED-377 | Supervised Field Experience II | 3 |
| LTCY-311 | Foundations Of Literacy Instruction | 3 |
| SPED-379 | Managing Behaviors In The Classroom | 3 |
Summer II | ||
| SPED-376 | Teaching Learners With Moderate To Severe Disabilities | 3 |
| Level III | ||
Fall III | ||
| BLBC-340 | Teaching English Learners In Diverse Classrooms | 3 |
| SPED-385 | Community Partnership And Advocacy | 3 |
| SCED-303R | Materials And Methods For Teaching High School Science | 3 |
| BLBC-342 | Assessment In The Bilingual Classroom | 3 |
| BLBC-339 | Culturally Responsive Teaching in Diverse Classrooms | 3 |
| TESL-301 | The English Language For Teachers | 3 |
| BLBC-341 | Methods of Teaching in Bilingual Classrooms | 3 |
| Fall IV | ||
| SPED-381 | Student Teaching In Special Education | 12 |
For BLBC Endorsement | ||
| Bilingualism And Education | ||
For TESL Endorsement | ||
| English Grammar: Description & Instruction | ||
| Total Hours | 69 | |
Undergraduate Special Education Program Benchmarks
Students must complete all benchmarks for each level before allowed to progress to the next level.
Level 1
Successful completion of all coursework at this level and completion of the following:
- Minimum overall GPA of 2.75
- No more than two grades of “C” or less in professional sequence coursework (see Program Maintenance Criteria)
- Acceptable or above ratings on all key program assessments and associated professional standards
- Acceptable or above ratings on all diversity proficiencies and technology proficiencies
- Acceptable or above evaluations of dispositions and professional behaviors
- Professional sequence course retaken once if grade lower than “C” and if approved by department (see Program Maintenance Criteria)
- Meeting all expectations and requirements set forth by the Clinical Experience and Student Teaching (CEST) Office
Level 2
Successful completion of all coursework at this level, all of the Level 1 criteria plus:
- Passing score on the Learning Behavior Specialist (LBS) I state exam (#290) prior to student teaching (SPED 381)
- Ability to meet standard for acceptable professional writing as demonstrated through course work.
- Grade of "B" or above in clinical experiences
Level 3
Successful completion of all coursework at this level, all of the Level 1 and 2 criteria plus:
- Grade of “B” or above in student teaching
- Submission of passing score on IEP Capstone Project
- Completion of the Teacher Performance Assessment (edTPA) during student teaching
Exit Requirements for Degree Completion
Successful completion of Levels one through three, with exception of passing score on edTPA.
In addition to the successful completion of the Special Education major and cognate, students must complete the general education requirements. Transfer students should meet with an advisor before registering for general education courses. Students must complete NEIU General Education Program.
Minimum credit hours for degree: 120 credit hours.
Exit Requirements for Program Completion/Entitlement
Successful completion of Levels one through three, with evidence of passing score on edTPA
This sample curricular map is provided to guide you in the planning of your progression for this major. This guide should not replace regular consultations with your program advisor. For specific recommendations of courses not identified, please consult your program advisor.
| First Year | ||
|---|---|---|
| Term 1 | Hours | |
| ENGL-101 | Writing I | 3 |
| Behavioral/Social Science course | 3 | |
| Humanities course | 3 | |
| Math (College Level) course | 3 | |
| Term Hours | 12 | |
| Term 2 | ||
| ENGL-102 | Writing II | 3 |
| Behavioral/Social Science course | 3 | |
| Humanities course | 3 | |
| Natural Science course | 3 | |
| Term Hours | 12 | |
| Second Year | ||
| Term 1 | ||
| CMTC-101 or 202 | Public Speaking | 3 |
| Behavioral/Social Science course | 3 | |
| Natural Science (Lab) | 3 | |
| Humanities Course | 3 | |
| Term Hours | 12 | |
| Term 2 | ||
| Behavioral/Social Science course | 3 | |
| Natural Science course | 3 | |
| Fine Arts course | 3 | |
| Fine Arts course | 3 | |
| Term Hours | 12 | |
| Third Year | ||
| Term 1 | ||
| TESL-301 | The English Language For Teachers | 3 |
| Term Hours | 3 | |
| Term 2 | ||
| SCED-311 | Writing Intensive Program: School Curriculum | 3 |
| SPED-272 | The Development And Characteristics Of Children And Youth With Exceptional Learning | 3 |
| BLBC-339 | Culturally Responsive Teaching in Diverse Classrooms | 3 |
| BLBC-340 | Teaching English Learners In Diverse Classrooms | 3 |
| Term Hours | 12 | |
| Term 3 | ||
| SPED-382 | Strategies For Differentiating Instruction For Students With Exceptional Learning Needs | 3 |
| ELED-302 | Writing Intensive Program: Foundation Of Teaching The English Language Arts | 3 |
| Term Hours | 6 | |
| Fourth Year | ||
| Term 1 | ||
| SPED-383 | Informal Assessment And Progress Monitoring | 3 |
| SPED-374 | Supervised Field Experience I | 3 |
| SPED-395 | Technology And Special Education | 3 |
| ELED-310 | Methods Of Teaching Mathematics In The Elementary Grades | 3 |
| Term Hours | 12 | |
| Term 2 | ||
| SPED-377 | Supervised Field Experience II | 3 |
| BLBC-338 (if BLBC option) | Bilingualism And Education | 3 |
| SPED-379 | Managing Behaviors In The Classroom | 3 |
| LTCY-311 | Foundations Of Literacy Instruction | 3 |
| Term Hours | 12 | |
| Term 3 | ||
| SPED-376 | Teaching Learners With Moderate To Severe Disabilities | 3 |
| Term Hours | 3 | |
| Fifth Year | ||
| Term 1 | ||
| SPED-385 | Community Partnership And Advocacy | 3 |
| SCED-303R | Materials And Methods For Teaching High School Science | 3 |
| BLBC-341 | Methods of Teaching in Bilingual Classrooms | 3 |
| BLBC-342 | Assessment In The Bilingual Classroom | 3 |
| Term Hours | 12 | |
| Term 2 | ||
| SPED-381 | Student Teaching In Special Education | 12 |
| TESL-310 (if TESL option) | English Grammar: Description Instruction | 3 |
| Term Hours | 15 | |
| Total Hours: | 123 | |