Special Education
Why pursue a degree in Special Education at North Central College?
A degree in special education will prepare you to impact students, classrooms and your community. Our program is designed to equip you with the skills needed to educate and support students with a range of disabilities and learning needs. You will learn how to assess the characteristics of the learners you teach, craft effective teaching strategies and collaborate with families and other support services.
You will explore the history of disability and Special Education along with the policies and laws that led to the Individuals with Disabilities Education Act (IDEA). You’ll come to understand the legal requirements that are fundamental to the protocols and provisions implemented through the IEP and the discipline.
You’ll graduate ready to connect with diverse learners, provide the appropriate level of education for each student’s ability and improve learner-centered outcomes.
IF YOU ARE INTERESTED IN
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Helping students with disabilities achieve great things
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Creating a learner-centered approach to education
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Cultivating effective teaching and learning environments for diverse learners
then a degree in SPECIAL EDUCATION might be for you.
Special Education majors:
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Explore how neurology impacts disability and learning
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Survey assistive technology and assistive devices that can aid learning
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Examine the educational and societal barriers experienced by disabled children and adults
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Plan, implement, and evaluate educational programs
Why Study Special Education at North Central College?
In the Classroom
Coursework topics:
- Assistive Technology
- Collaboration with Families, Caregivers, Professionals & the Community
- Diagnosis & Assessment
- Disability Law & Policy
- Equity & Access in Systems of Education
- Foundations of Teaching & Learning
- Psychology
- Social Emotional Learning Interventions
- Teaching to Exceptionally Diverse Learners:
- Communication, Reading & Writing
- Math
Beyond the Classroom
Students will enhance their studies through:
- Special Education Field Experience: Special Education teacher candidates will have three different field experiences at three different levels of education. These experiences will help teacher candidates determine where their skills are best utilized. The three field experiences include:
- Elementary School
- Middle or High School
- Transition School/Center (18-22-year-old students)
- Student Teaching Residency: Based on their field experience, teacher candidates will choose which level of education to focus on for their Student Teaching Residency.
Opportunities & Outcomes
Graduates who complete our program will be prepared to teach at all levels from kindergarten to transition programs that service students up to age 22.
- Career Outcomes: Expected placement rate: 100%
- There is a nationwide shortage of Special Education teachers
- Some districts offer a sign-on bonuses of $10,000.
- In Chicago Public Schools, the 2022-2023 starting salary for a teacher with a bachelor’s degree is $60,000.
- Graduates will find positions in public and private schools in Illinois and across the United States.
- Graduate school opportunities include:
- Master’s or doctorate degree programs in Special Education
- Master’s degree program in related services: Speech Language Pathology, School Social Work, Occupational Therapy, Educational Psychology, or Physical Therapy.
Special Education, B.A.
The Bachelor of Arts (B.A.) in Special Education introduces students to the history of disability and Special Education along with the policies and laws that led to the Individuals with Disabilities Education Act (IDEA). Students explore the legal requirements that are fundamental to the protocols and provisions implemented through the IEP and the discipline. Within the context of how neurology impacts disability and learning, students examine the peer-reviewed evidence-based practices that inform how we manage behavior and implement academic protocols to teach and assess exceptional diverse learners. With a curriculum that is constructed through the lens of Critical Disability Theory, candidates apply conscious cultural responsiveness to remove learning and societal barriers that diverse populations of exceptional learners and their families confront. Accordingly, collaboration with families and all stakeholders is a focus to improve learner-centered outcomes through their entire IDEA-mandated academic life and beyond matriculation through transition to postsecondary outcomes.
For additional programs and courses in this department, see Education.
Education Core Courses
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EDUC 101 - Foundations of Teaching and Learning
EDUC 101 - Foundations of Teaching and Learning
4.00 credit hours
Examination of the structures and processes that frame the work of teaching and learning in schools with an emphasis on equity and culturally relevant and sustainable practice. Emphasis on the impact of curricular learning standards and development of children and adolescents on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program are introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks.
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EDUC 411 - Equity and Access in Systems of Education
EDUC 411 - Equity and Access in Systems of Education
4.00 credit hours
Students examine and analyze their role as an advocate for equity in systems of education. Drawing from leadership perspectives, students investigate educational theories and practices instituted locally, nationally and globally. The goal of this course is to assist students to both understand these systems and develop the knowledge and skills to be agents of change.
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EDUC 434 - Diagnosis and Assessment of Students with Disabilities
EDUC 434 - Diagnosis and Assessment of Students with Disabilities
3.00 credit hours
Prepares students in the field of education with knowledge, skills and experience related to: 1) diagnostic and educational assessment instruments and methods; 2) administration and scoring of diagnostic and educational assessments; 3) interpretation of assessment results; 4) data-based decision making regarding placement, instructional planning and evaluation of students with disabilities; 5) communication of diagnostic and educational assessment results to colleagues and parents. Students may not receive credit for both EDUC 434 and MEDU 534.
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ENGL 122 - Children's Literature
ENGL 122 - Children's Literature
2.00 credit hours
An exploration of children's genres from picture books to fiction and poetry across historical periods and nations. Students consider how these texts often foreground reading and interpretation. Students may create children's texts and evaluate their appeal.
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ENVI 141 - Introduction to Earth Science
ENVI 141 - Introduction to Earth Science
4.00 credit hours
A survey of the four sub-disciplines of earth science: astronomy, geology, meteorology and oceanography. The processes and features related to the Earth's surface, interior, atmosphere, oceans and astronomical surroundings are actively investigated. Discussions of the interrelationships among the sub-disciplines are included. Laboratory required.
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HIST 120 - Chicago History
HIST 120 - Chicago History
4.00 credit hours
This introduction to Chicago history explores the major events, people, and transformations of the metropolitan area from Indian Country to twenty-first century metropolis through historical texts, films, literature, visual art, and media related to Chicago's development. Particular attention will be paid to the following themes: politics and government; industrialization and technological change; reform and social change; labor; and racial and ethnic identities.
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HIST 150 - Global History and Geography
HIST 150 - Global History and Geography
4.00 credit hours
An exploration of themes in World History and Geography through the study of maps and their evolution through the pre-modern and modern eras. Topics include the role of maps in representing religious, political, and ethnic identities, patterns of pilgrimage and trade, and the increasing power of science in reshaping forms of knowledge and global political and cultural relations.
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HTSC 220 - School Health and Methods of Physical Activity
HTSC 220 - School Health and Methods of Physical Activity
2.00 credit hours
Introduces teacher education candidates to school-wide and classroom teaching philosophies and methods of health education and physical activity. Examination of adverse childhood experiences and the role of trauma informed practices in schools is addressed.
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MATH 106 - Mathematics for Elementary Education I
MATH 106 - Mathematics for Elementary Education I
2.00 credit hours
College algebra for the prospective elementary teacher, to include linear, quadratic, and absolute value equations and inequalities, graphs and applications of linear, quadratic, rational, exponential and logarithmic functions, conic sections, and use of augmented matrices to solve systems of linear equations. Emphasis on both the procedural and conceptual nature of the material.
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MATH 107 - Mathematics for Elementary Education II
MATH 107 - Mathematics for Elementary Education II
2.00 credit hours
Essentials of mathematics for the prospective elementary teacher to include cognitive reasoning, sets, logic and structure of arithmetic through the real numbers including numeration systems, fractions, and number theory. Emphasis on problem solving techniques.
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MATH 108 - Mathematics for Elementary Education III
MATH 108 - Mathematics for Elementary Education III
4.00 credit hours
Continuation of
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POLS 101 - The American Political System
POLS 101 - The American Political System
4.00 credit hours
An introduction to the fundamental ideas, actors, and institutions that make up the American political system. We examine the legal and structural basis of our government, evaluate the institutions that carry out its day-to-day functions, and analyze the role the individual citizen can play in influencing governmental policy. For each subject, we engage with some of the leading perspectives in political science; we also incorporate current events and our personal experiences. This course also includes a community-engaged learning component, allowing students the opportunity to put into practice the theories they have learned in the classroom.
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PSYC 100 - Psychology: Science of Behavior
PSYC 100 - Psychology: Science of Behavior
4.00 credit hours
An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory, and motivation and emotion, as well as personality, intellectual functioning, psychopathology, and social influences on behavior. Community engaged learning and/or an active research experience is used to further student understanding of course topics. Gateway course.
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SCIE 109 - Science Inquiry
SCIE 109 - Science Inquiry
4.00 credit hours
The method of inquiry is the foundation of scientific learning. It utilizes active, conceptually oriented methods of investigation. Fundamental concepts in physical and biology sciences are explored through scientific investigation. Laboratory required.
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SCIE 110 - The Science of Energy
SCIE 110 - The Science of Energy
4.00 credit hours
Physics, Earth Science, Biology and Chemistry will all be investigated with respect to what energy is, how it is generated and how it is used along with the impacts of humankind interaction with the world's resources. Laboratory required.
One of the following:
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HIST 226 - U.S. and Illinois since 1945
HIST 226 - U.S. and Illinois since 1945
4.00 credit hours
An examination of major political, social and economic developments in the United States since the end of World War II to understand today's America. Early topics include the Cold War and American prosperity, Civil Rights movements by African Americans and others, and the Vietnam War. Later topics include the collapse of the New Deal coalition, conservative responses to social upheaval, the shift from an industrial economy to a service economy and America's role in the world since the Cold War's end. Special attention is given to linking the broader current of American history to Illinois.
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HIST 224 - U.S. and Illinois from 1865–1945
HIST 224 - U.S. and Illinois from 1865–1945
4.00 credit hours
An examination of the major political, social and economic developments in the United States from the end of the Civil War to the end of World War II in order to understand the creation of modern America. During this critical period, the United States was transformed from a rural nation of farmers into a nation of urban-industrial workers. In the late nineteenth century, America had little involvement in foreign affairs, but by 1945, it was the world's most powerful nation. Special attention is given to linking the broader current of American history to Illinois.
Special Education Courses
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SPED 225 - Special Education, Disability Law and Policy
SPED 225 - Special Education, Disability Law and Policy
4.00 credit hours
Understand the historical and legal foundations of special education. Examine current legislation, regulations, policies, litigation and ethical issues, including least restrictive environment, and due process for individuals with all types of disabilities across the age range.
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SPED 227 - Collaboration With Families, Caregivers, Professionals and Community
SPED 227 - Collaboration With Families, Caregivers, Professionals and Community
4.00 credit hours
Utilizing a family-centric approach to collaboration with all stakeholders including professionals (paraprofessionals, faculty, staff, related service providers) and community (adult-service providers, employers) to maximize all planning (IEPs, transition, etc) in order to ensure optimal opportunities for teamwork. Understand how to build and maintain collaborative relationships to foster cognitive, linguistic, physical, and social-emotional development. Work as a team member with professional colleagues, students, parents/guardians and community members.
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SPED 300 - Assistive Technology for Exceptional Diverse Learners With High and Low Incidence Disabilities
SPED 300 - Assistive Technology for Exceptional Diverse Learners With High and Low Incidence Disabilities
2.00 credit hours
Examine an array of assistive technology tools and products that support classroom learning and facilitate participation across educational settings for students with high and low incidence disabilities. Understand laws and processes related to assistive technology under the Individuals with Disabilities Education Act.
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SPED 308 - Social Emotional Learning Interventions for the Classroom and Individual
SPED 308 - Social Emotional Learning Interventions for the Classroom and Individual
4.00 credit hours
Examine the different evidence-based person-centered behavioral interventions including Applied Behavior Analysis (ABA), Pivotal Response Treatment (PRT), Floor Time, Picture Exchange Communication System (PECS), Cognitive Behavioral Therapy (CBT) and Mindfulness for self-regulation as well as classroom evidence-based behavior management PBIS protocols including CHAMPS and Token Economy Systems. Know how to collect and analyze behavioral data. Understand how to conduct a Functional Behavior Analysis (FBA) and create a Behavior Intervention Plan (BIP).
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SPED 340 - Teaching and Communication, Reading and Writing to Exceptional Culturally Diverse Learners
SPED 340 - Teaching and Communication, Reading and Writing to Exceptional Culturally Diverse Learners
4.00 credit hours
Examine language development among English Language Learners and Limited English Proficiency as well as language-based developmental delay. Understand how disability may affect the acquisition of communication, reading and writing skills. Understand how to utilize curriculum-based measurement (CBM) to assess and use evidence-based protocols and curricula to teach communication, reading and writing to exceptional diverse learners. Differentiate instruction and assessment. Create a culturally competent learning environment in which ELL/LEP exceptional diverse learners develop communication, reading and writing skills.
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SPED 345 - Teaching Math to Exceptional Diverse Learners
SPED 345 - Teaching Math to Exceptional Diverse Learners
4.00 credit hours
Evaluate methods, assessment strategies and adaptations, modifications and interventions in math for exceptional diverse learners. Design effective instruction and utilize evidence-based strategies for teaching math to exceptional diverse learners. Examine how to identify math learning disability and dyscalculia. Understand neurological differences that affect mathematics learning as well as other factors that impact math learning including gender, cultural background, language proficiency and socio-economic status, as well as other variables.
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SPED 450 - Teaching Exceptional Diverse Learners with High Incidence Disabilities
SPED 450 - Teaching Exceptional Diverse Learners with High Incidence Disabilities
4.00 credit hours
Evaluate methodologies and strategies, for teaching exceptional diverse learners with mild to moderate high incidence disabilities. Through a cross-categorical lens, understand the characteristics of mid-to-moderate disabilities and how to accommodate and modify curriculum. Understand curriculum-based measurement (CBM) for assessment. Examine motivation in the context of cultural, linguistic and exceptional diverse learners.
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SPED 455 - Teaching Exceptional Learners with Moderate to Severe Low Incidence Disabilities
SPED 455 - Teaching Exceptional Learners with Moderate to Severe Low Incidence Disabilities
4.00 credit hours
Examine the characteristics and development exceptional learners with moderate to severe low incidence disabilities. Understand personalized curricula development, instructional methods, alternative assessment and create instructional and related services support to advocate for and facilitate learning equity across environmental and educational settings. Evaluate the roles of federal, state and local education agencies in providing services.
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SPED 466 - Transition to Postsecondary Options
SPED 466 - Transition to Postsecondary Options
4.00 credit hours
Plans and implements transition programs appropriate to the age and skill level of the student. Evaluates best practices for post-secondary transition to higher education, work or community options with an emphasis on self-determined, person-centered transition. Understands and implements extant curricula and effective collaboration with all stakeholders. With knowledge of issues and trends in special education across the life span, collaborates with the student, family, adult services and other stakeholders to expertly create a path to transition through IEP transition SMART goals.
Special Education Field Experiences
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SPED 292 - Special Education Field Experience I
SPED 292 - Special Education Field Experience I
1.00 credit hours
Introductory Special Education field experience in directed observation and participation at selected elementary school attendance centers (50 clock hours).
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SPED 392 - Special Education Field Experience II
SPED 392 - Special Education Field Experience II
1.00 credit hours
Special Education field experience in directed observation and participation at selected high school attendance centers (50 clock hours).
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SPED 492 - Special Education Field Experience III
SPED 492 - Special Education Field Experience III
1.00 credit hours
Special Education field experience in directed observation and participation at a selected transitional (extended) school attendance center (75 clock hours).
Education Residency
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EDUC 494 - Residency Seminar
EDUC 494 - Residency Seminar
4.00 credit hours
This seminar engages students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication and analysis and reflection on instruction. Focus is given to all tasks of the Teacher Performance Assessment (TPA). Additionally, attention is given to aspects of professional development, professional service and community involvement.
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EDUC 496 - Student Teaching Residency
EDUC 496 - Student Teaching Residency
8.00 credit hours
A five-day per week, full day student teaching experience in an elementary, MS or HS classroom. Candidates assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model building up to full responsibility. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.
Students must demonstrate elementary competence in a foreign language. For more information, see the
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