Summer

SPED 515: Transition Planning and Vocational Programming for Students with Disabilities, Part 1:

Development of knowledge and skills to provide individuals with disabilities-specific skills to enhance successful transitions especially for adolescents and young adults with disabilities.

SPED 522: Advanced Procedures for Special Educators as Consultants:

Development of knowledge and skills to collaborate and show leadership in educational settings through use of consultation models and current school-wide support models. Field work required.

SPED 448: Special Topics in Special Education: Project SET:

Special Topics will be offered to all Project SET students each semester of their program. Through face-face course time, online searches for research and policy, and peer and teacher online discussions, students will produce major products for use in their schools and districts In the summer SPED 448, students will explore the following topics: linkages between research and teaching practice, the range of research designs and methods we use to inform practice, transition initiatives that guide policy development, and legislation and law related to transition. Students will produce the following major products: an annotated bibliography of peer-reviewed articles around a chosen topic of interest and about research design and methods in transition; a quality indicator checklist related to a chosen topic of interest that draws on evidence-based practices (EBP) and related research.

Fall

SPED 516: Transition Planning and Vocational Programming for Students with Disabilities, Part 2:

Provides teachers of individuals with disabilities with skills to enhance opportunities for successful transitions.

SPED 510: Advanced Curricular Adaptations for Learners with Significant and Multiple Disabilities:

Development of knowledge and skills to plan and create curriculum, teach and assess instructional delivery for students with significant disabilities. Fieldwork required.

OR

SPED 512: Curricular & Social Adaptations for Working with Learners with High Incidence Disabilities:

Development and evaluation of differentiated instruction and learning opportunities for students with mild disabilities, including collaborative approaches and attention to families. Field work required.

SPED 448: Special Topics in Special Education: Project SET:

In the fall SPED 448, students will explore the following topics: linkages between research and teaching practice, the range of research designs and methods we use to inform practice, transition community services and collaboration, grant writing and program development in transition.

Spring

DHD 535: Advocacy and Empowerment in Disability:

In-depth review of academic literature on advocacy and empowerment. Relevant theories, research, and interventions in the context of individuals with disabilities will be reviewed.

SPED 578: Classroom-Based Inquiry Internship:

Students will design and conduct a community and/or district-based research inquiry. They will investigate a setting, formulate a research question with participants, design and conduct it, and then analyze data. They will write a 20 – 25 page report, executive summary and presentation. They will present at UIC, in the community and/or district, and at the Project SET annual GET SET conference. At GET SET, local and state officials, district and community transition stakeholders and Project SET graduating students and former students will participate in poster sessions and key note addresses. The purpose is to add to the possibilities for networking to enhance transition services for students and their families.

SPED 448: Special Topics in Special Education: Project SET:

In the spring SPED 448, students will explore the following topics: linkages between research and teaching practice, the range of research designs and methods we use to inform practice, networking with transition community services, conducting research and dissemination of findings.