GRADUATE

LBS-I Philosophy                  LBS-I Requirements                 LBS-I Course Sequence

Philosophy

The Learning & Behavior Specialist I Program (LBS-I) at the University of Illinois is a field-based professional preparation program designed to prepare teacher candidates to work with individuals with varying disabilities including: learning disabilities, social or emotional disorders, cognitive disabilities, physical disabilities and other health impairments, autism and traumatic brain injury. Candidates are prepared to work with students from kindergarten through age 21 in a range of settings.  The master's program leads to initial Illinois teacher certification in special education.

The LBS-I Program is based on the belief that teachers must maximize opportunities for all students to learn and succeed in all settings. Central to the program's philosophy is the concept of inclusion of individuals with disabilities in educational, community, employment, and residential settings and the provision of appropriate supports and assistance to be successful academically and socially in those environments. At the core of the LBS-I program are a number of theoretical and applied concepts:

Inclusion in Educational, Community, Employment, and Residential Settings

Candidates must advocate and facilitate inclusion into educational, community, residential, and employment settings. This program incorporates a commitment to inclusion through the selection of practicum sites, implementation of program activities, design of course and practicum assignments, and development of standards that reflect opportunities for positive interactions between children and youth with disabilities and their typical peers.

Emphasis on Behavioral Principles

Behavioral principles describe the relationship between behavior and environmental events that influence behavior. This program embraces the belief that all students can learn and that behavioral learning principles provide educators with strategies that facilitate productive outcomes for all students.

Individualized curricula promoting high expectations

This program emphasizes the development of challenging, culturally sensitive, and individualized curricula that can be implemented in general education settings. High expectations are promoted for all students with disabilities and with significant emphasis on access to the general education curriculum.

Positive behavioral support for individuals with challenging behavior

This program promotes the use of functional assessment and the development of positive behavioral support plans that reflect the respect and dignity that should be accorded all persons. This approach calls for use of strategies that are educative in nature and that serve to enhance quality of life by increasing the opportunities and choices available to persons with challenging behavior.

Curriculum and performance-based assessment

To determine directions for instruction, this program emphasizes the use of performance-based and authentic assessment to assure that students acquire skills necessary for achieving productive outcomes.

Cultural Diversity

Candidates are prepared for the demands of a diverse society by creating environments that are culturally supportive and appropriate for all children.

Collaboration and teaming

With the move to inclusive education, special educators must be able to work collaboratively with general educators, support personnel, administrators and other service providers. This program embraces the belief that professionals must share expertise in designing and implementing cohesive student programs.

Partnerships with parents, families and guardians

Whether a student is at the beginning or end of his public school education or is involved in post-school programs, parents or guardians are more constant factors in the student's life than teachers. Therefore, this program will emphasize the need for close partnerships between parents and professionals.

This program focuses on building teacher competencies across a number of areas including: foundations, characteristics, assessment, instructional planning and delivery, managing the learning environment, collaborative relationships, professional conduct and leadership, and reflection and professional growth. The preparation program is designed to be experimental and experiential in its approach; teaching skills and competencies delineated in this document are subject to continuous evaluation and re-evaluation. The field-based practices that are an integral part of the program, provide opportunities in multiple contexts for teacher candidates to apply and practice skills and knowledge important to teaching individuals with disabilities. Faculty in the LBS-I Program are committed to ensuring that teacher candidates are prepared to be strong advocates for students with disabilities, dynamic change agents of their school communities, and leaders in the field of special education.

--------------------------------------------------------------------------------

Requirements

In order to complete the LBSI Graduate Program it is preferred that students start the program during the summer session.

CORE CERTIFICATION REQUIREMNTS*
Course Number:	Course Title:	Credit Hours:
SpEd 424	Formal Assessment in Special Education	2 hours
SpEd 517	Programs for Students with Special Needs	4 hours
SpEd 431	Management of Physical & Health Care Needs & Use of Technology in School Settings	2 hours
SpEd 446	Curriculum Development for Students with Disabilities, I	4 hours
SpEd 447	Curriculum Development for Students with Disabilities, II	4 hours
SpEd 448	Curriculum Development for Students with Disabilities, III	4 hours
SpEd 440	Instructional Strategies, I	4 hours
SpEd 441	Instructional Strategies, II	4 hours
SpEd 450	Introduction to Early Childhood Special Education	2 hours
SpEd 470	Designing & Managing Learning Environments, I	3 hours
SpEd 471	Designing & Managing Learning Environments, II	3 hours
SpEd 438	Families of Individuals with Special Needs	4 hours
SpEd 461	Augmentative & Alternative Communication Strategies for Individuals with Disabilities	2 hours
SpEd 444	Career Development for Individuals with Disabilities	1 hour
SpEd 526	Collaboration & Teaming in Schools	4 hours
SpEd 524	Supervised Practice in Special Education	14 hours
CI 475**	Teaching Elementary Reading and Language Arts, I or equivalent	3 hours
CI 431**	Teaching Elementary Mathematics or equivalent	4 hours
EPS	Select 2 hours from Social Foundations of Education and 2 hours from Philosophical Foundations of Education Courses	4 hours
EDPSY	Select 2 hours from Psychological Foundations of Learning and 2 hours from Psychological Foundations of Personality and Development	4 hours
TOTAL		77 hours

*Applicants may present a portfolio, based on prior teaching experiences, addressing the Common Core Standards for All Special Educators and/or the Learning Behavior Specialist I Standards. Portfolios will be evaluated on an individual basis to determine if program requirements can be waived.

**CI 431 and 475 could be waived based upon candidate's prior certification.

Additional requirements are in effect for master's degree in Special Education ( SpEd 526, Research Requirement, Innovative Project). Foundations: 4 hours of EdPsy and 4 hours of EPS as specified in the Graduate Student Handbook.

--------------------------------------------------------------------------------

Course Sequence

Following is a possible course sequence for an LBS-I Graduate program of study:

Semester 1 - Summer		Semester 2 - Fall
SpEd 517   SpEd 438   CI 431   Total Hours	4 4 4   (12)	SpEd 431   SpEd 440   SpEd 446   SpEd 470   SpEd 524 Total Hours	2 4 4 3 2 (15)
Semester 3 - Spring		Semester 4 - Summer
SpEd 447   SpEd 448   SpEd 441   CI 475   SpEd 524 Total Hours	4 4 4 3 2 (18)	SpEd 538   SpEd 424   Foundations   Foundations Total Hours	4 2 2 2 (10)
Semester 5 - Fall		Semester 6 - Spring
SpEd 444   SpEd 450   SpEd 471   SpEd 524   SpEd 461   SpEd 591 Total Hours	1 2 3 4 2 4 (16)	SpED 447   SpED 448   SpED 441     Total Hours	4 6 2   (12)
Semester 7 - Summer
Foundations   Foundations Total Hours	2 2 (4)

*Summer offerings vary and program of study may need to be revised accordingly.

A Program of Studies form must be completed so teacher candidates and their academic advisors maintain a record of student progress.

EDUCATION FOUNDATION COURSE REQUIREMENTS
Course Number:	Course Title:	Credit Hours:
EPSY 400, 401, 402, 485	Psychological foundations of learning	2 hours
EPSY 404, 405, 406, 407, 430	Psychological foundations of personality and development	2 hours
EPS 400, 402, 403, 404, 420, 421, 423, 424, 426	Social foundations.	2 hours
EPS 401, 410, 411, 412, 413, 414	Philosophical foundations	2 hours

RETURN TO:           LBS-I Philosophy          LBS-I Requirements         LBS-I Course Sequence

RETURN TO TOP OF PAGE