The program in Language, Literacy, and Specialized Instruction fosters leadership in two areas of specialized instruction: Special Education (combined with elementary education) and Reading and Learning Disabilities  The Dual Certification concentration in Special Education (Special K-12) and Elementary Education (K-9) prepares candidates to teach both special and regular education and leads to initial teacher certification in two areas. Coursework focuses on a theoretical understanding of both regular education and special education as well as on strategies for working with children in a wide variety of classroom settings.   The Reading and Learning Disabilities concentration combines the disciplines of Learning Disabilities and Reading Education (Developmental and Remedial Reading) and leads to a Reading Specialist Certificate (Special K-12) and prepares students to work primarily as reading specialists and as professionals in clinics or private practice. Coursework focuses on a theoretical understanding of reading problems and learning disabilities in individuals of all ages.
 
Degree Programs
·          Master of Arts or Master of Education: Language, Literacy, and Specialized Instruction
 
Campus Location
·          Lincoln Park
 
Concentrations

·          Dual Certification (special education and elementary education)

·          Learning and Behavior Specialist

·          Reading and Learning Disabilities

Certification
·          Type 10 Special --Learning and Behavior Specialist I
·          Type 03 Elementary Education (K-9)
·          Type 10 Special -- Reading Specialist
Students holding valid Illinois teaching certificates with three years of successful teaching experience may be eligible for the Type 10 Special -- Reading Specialist upon completion of the Reading and Learning Disabilities concentration. Note:  Courses in Reading Specialist concentration are designed for practicing educators and are not open to students seeking a first teaching certificate (Teaching and Learning). Admission Requirements
·          A completed School of Education graduate application
·          A bachelor’s degree conferred by an accredited, recognized institution
·          A previous grade point average of 2.75 or above on a 4.0 scale
·          Two letters of reference, one of which must be from persons familiar with your academic work
·          One official transcript from each college or university attended
·          Personal statement(see application for details)
·          Resume
·          Interview
Additional Requirements for Reading and Learning Disabilities Concentration
·          Evidence of one year of successful teaching experience
·          Evidence of adequate background for the program
·          Evidence of Illinois Core Teaching, Language Arts, and Technology skills
Additional Requirements for Dual Certification Concentration
·          Writing sample (e.g., a term paper, seminar paper, or senior thesis or portion thereof)

Degree Requirements: Dual Certification Concentration

Courses (68 hours)
Social and Cultural Foundations courses (12 quarter hours) SCG 439          Philosophy and Psychology of Middle Level Education SCG 410          Introduction to Research: Purposes, Issues and Methodologies SCG 408          Education and the Social Order
Introductory Courses  (8 quarter hours) T&L 409         Professional Practice in Elementary Schools  SCG 403        Human Development and Learning: Elementary

Theory &Practice Courses (16 quarter hours)     T&L 413           Reading and Language Arts in the Middle Grades T&L 415           Teaching and Learning Elementary School Science T&L 416           Teaching and Learning Elementary School Mathematics T&L 418           Learning Through the Arts
Special Education Courses (32 quarter hours) LSI 441            Psychology of Reading LSI 443            Psychological Tests and Methods in Diagnosis LSI 446            Psychology and Education of the Exceptional Student LSI 460            Social-Emotional Development and Classroom Management LSI 461            Collaborative Practice and Special Education LSI 462            Instructional Strategies for Students with Disabilities I: Accessing the General Education Curriculum
LSI 463            Instructional Strategies for Students with Disabilities II: Diagnosis and Remediation LSI 464            Problems and Issues in Special Education   

Field Experience (200 field hours)
LSI 096       Field Experience for Dual Certification (non-credit)

 
Student Teaching (8 hours) LSI 585            Special Education Student Teaching (Time divided between regular and special education teacher) (8 hours)   Induction (4 hours) LSI 465            Induction into the Field of Special Education
Thesis/Oral Examination or Papers
Master of Arts.  The master’s thesis is written to fulfill the requirements of this course. Oral examination on thesis required. LSI 549            Thesis Research in Specialized Instruction (4 hours)
Master of Education: Capstone project in conjunction with faculty advisement LSI 608            Capstone in Language, Literacy, and Specialized Instruction (non-credit)

Degree Requirements: Learning and Behavior Specialist (LBS1) Concentration

Courses Master of Education: (52 hours), Master of Arts (56 hours)

Prerequisites: (may require additional coursework)

College coursework in literature

College coursework in mathematics

College coursework in science

College coursework in social science

Social and Cultural Foundations courses (12 hours)

SCG 410         Introduction to Research: Purpose, Issues, and Methodologies 

Select one:

SCG 401         Advanced Developmental Psychology

SCG 409         Sociology of Education

Special Education Core (32 hours)

LSI 442            Characteristics of the Exceptional Learner 

LSI 443            Psychological Tests and Methods in Diagnosis

LSI 458            Teaching Students with High Incidence Disabilities I (prerequisite: 442)

LSI 467            Teaching Students with High Incidence Disabilities II (prerequisite: 442)

LSI 468            Teaching Students with Low Incidence Disabilities I (prerequisite: 442)

LSI 469           Teaching Students with Low Incidence Disabilities II (prerequisite: 442)

LSI 462            Instructional Strategies I: Accssing the General Curriculum

LSI 457             Seminar and Research in Special Education (prerequisite: 458, 467, 468, 469)  

Practicum Courses (8 hours)

LSI 552             Practicum Experience with High Incidence Disabilities (prerequisite: 458, 467)

LSI 553            Practicum Experience with Low Incidence Disabilities (prerequisite: 468, 469)

Clinical Experience

The program requires two summer practicum experiences. Each practicum involves six full weeks of intensive supervised field experience in a cooperating school that operates an extended school year program. Candidates will assume full teaching responsibility and will have weekly opportunities for feedback and discussion of issues and problems encountered.

Thesis and Oral Examination or Capstone Experience

Master of Arts: The master’s thesis is written to fulfill the requirements of this course.

An oral examination on the thesis is required.

LSI 549      Thesis Reseach in Specialized Instruction (4 hours)

Master of Education: Capstone project

LSI 608       Capstone in Languguage, Literacy, and Specialized Instruction (non-credit)

Degree Requirements: Reading and Learning Disabilities Concentration

Courses Master of Education: (52 hours)  Master of Arts (56 hours)
Social and Cultural Foundations courses (12 hours)
SCG 410          Introduction to Research: Purposes, Issues and Methodologies 
Select one:
SCG 401          Advanced Developmental Psychology
SCG 402          Psychology of Learning
SCG 403          Human Development and Learning: Elementary
SCG 406          Human Development and Learning: Secondary
SCG 439          Philosophy and Psychology of Middle Level Education
Select one:
SCG 408          Education and the Social Order
SCG 409          Sociology of Education
SCG 411          Philosophy of Education
Reading and Learning Disabilities Core (28 hours)
LSI 430            Introduction to Assessment of Reading and Learning Disabilities
LSI 431            Foundations of Literacy: Assessment and Instruction I
LSI 432            Developing Literacy: Assessment and Instruction II (prerequisite: 431)
LSI 433            Assessment and Diagnostic Teaching of Reading and Learning Disabilities (prerequisite: 430)
LSI 434            Literature for Successful and Struggling Readers
LSI 435            Reading Programs: Curriculum, Collaboration, and Administration (prerequisite: 432)
LSI 437            Leadership and Professional Development in Reading & Learning (prerequisite: 431, 432)
Practicum Courses (12 hours) (prerequisites: all Reading and Learning Disabilities Core Courses)
LSI 542        Testing and Diagnosis of Reading and Learning Disabilities: Practicum I
LSI 543        Diagnosis and Remediation of Learning Disabilities: Practicum II
LSI 544        Diagnosis and Remediation of Reading Disabilities: Practicum III
 
Clinical Experience
The program requires a minimum of 150 hours of clinical working with students with reading and learning disabilities. These hours are earned in the Reading and Learning Lab in conjunction with LSI 542, 543, and 544.
 
Thesis and Oral Examination or Papers
Master of Arts: The master’s thesis is written to fulfill the requirements of this course.
An oral examination on the thesis is required.
LSI 549            Thesis Research in Specialized Instruction (4 hours)
Master of Education: Capstone project in conjunction with faculty advisement.
LSI 608            Capstone in Language, Literacy, and Specialized Instruction (non-credit)

Reading and Learning Lab

Operated in conjunction with the concentration in Reading and Learning Disabilities, the Reading and Learning Lab provides diagnostic and remedial services for children and adolescents with reading disabilities. Graduate students who are enrolled in advanced courses provide diagnostic and remedial services to children and adolescents in the Chicago area.

Grade Requirements for All Concentrations

·          To receive graduate credit for an upper-level undergraduate course a grade of B- or better must be attained.
·          A grade of C-, D+, or D is unacceptable for graduate credit in this program, and if earned in a required course must be repeated or substituted as directed by the department or program. Such grades remain on the academic record and are calculated into the cumulative GPA.