Provides an introduction to educational professions and the system of education within the United States. Exposes students to knowledge and skills necessary for educators to embody the dispositions of the profession, including but not limited to historical, philosophical, social, legal and ethical issues in a diverse society. Introduces and explores instruction and assessment practices rooted in inclusive and equitable perspectives. Supports students in developing their skills as a collaborative and reflective practitioner. A 10-hour directed observation is required; therefore, the student must pass a criminal background check for successful completion of this course. IAI ESE 901

Provides an in-depth study of classroom practices in the subject and age category that each student is training to teach. Students will complete 30-hours of directed observation in classrooms in their area of interest and will attend a seminar once weekly to discuss their experience, therefore, the student must pass a criminal background check for successful completion of this course.

Examines psychological principles underlying educational practice. Theories concerning cognitive and psychological development, human learning, and motivation are studied with emphasis on application for instruction, including assessment. Emphasis will also be placed on learner-centered instruction, culturally responsive teaching, and assessment strategies that acknowledge learner differences and student diversity within an affirming and equitable environment. There is a 10-hour directed observation required in this course, therefore, the student must pass a criminal background check for successful completion of this course. Prerequisite: PSY 101 or consent of instructor.

Presents the historical, philosophical and legal foundations of special education as well as an overview of the diverse characteristics of individuals from birth through age 21 with exceptional cognitive, physical, social and emotional needs, including, but not limited to, children identified with learning disabilities and children who are gifted and talented. Covers identification, evidence-based intervention strategies, cross-categorical methods of instruction and programs for early childhood and K-12 classroom settings, including, but not limited to, assistive technologies, Positive Behavioral Interventions and Supports (PBIS), behavioral interventions, and Universal Design. Studies applicable state and federal laws and requirements, including Individuals with Disabilities Education Act (IDEA), American with Disabilities Act (ADA), Individualized Family Service Plan (IFSP), Individual Education Plan (IEP), Response to Intervention (RTI) and inclusive programming. Examines the roles of educators, families, and communities in creating supportive educational environments. This course addresses the coursework identified in the Illinois Administrative Code 25, Section 25:25 for professional educator licensure. There is a mandatory 10-hour directed observation in this course; therefore, the student must pass a criminal background check for successful completion of this course. IAI ESE 902

Provides an introduction to diversity issues in schools and society today. Examines how schooling is shaped by the social contexts in which it occurs, including the assets each learner brings to the classroom. Includes examination of both social and global perspectives. Includes investigation of culturally responsive, equitable practices in multicultural and global contexts.

Examines the foundations of effective practices in supporting student progress toward both fluent and strategic reading and writing. Provides an introduction to the theory and practices of language arts education for students who are interested in becoming teachers. Focuses on the way students learn to read from prereading skills to fluent reading and how students construct meaning from print, the relationship between reading and writing, and the principles of classroom assessment. Emphasis on evidence-based strategies. Provides an introduction to the Illinois Learning Standards for English Language Arts and the Illinois Framework for Effective Evidence-Based Literacy Instruction.

Identification, exploration and evaluation of digital resources and tools for learning. Analysis of the role of technology in education in society, development of strategies to compensate for the digital divide among students, application of accessible and adaptive technology guidelines and requirements for digital content. Emphasis on current and emerging instructional technologies and how to best integrate, utilize and adapt technology as a resource in teaching and learning with a critical lens. Prerequisite: Keyboarding, basic skill word processing, spreadsheet, and database programs, or consent of instructor.

Studies selected problems or topics in education. The exact content and instructional method will vary from semester to semester. A syllabus or course outline containing additional information will be available with pre-registration materials each time that the course is offered. This course maybe repeated to a maximum of three credit hours.