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LBS1 Special Education Approval

The learning and behavior specialist approval is available to teachers already certified in early childhood, elementary, or secondary education. This special education approval is limited to the grade level of the teaching certificate you hold. Earning an LBS1 approval through North Park will advance your special education career and make you a more effective teacher. Our faculty are experienced teaching professionals who will get to know you in small classes.

In the LBS1 approval program, you will survey the characteristics of learners with disabilities; gain practical experience observing special education classes for clinical hours; examine the assessment and evaluation instruments used for special populations; learn about the educational approaches and best practices used by teachers to design curriculum and instruct students with disabilities.

To earn the approval, you must complete ISBE Form 73-52 and apply for an approval in LBS1 on an elementary (03), early childhood (04), secondary (09), or special K–12 (10) certificate. You also must completed a four-course sequence of the courses offered.

Approvals issued Jan 1, 2002, or later are valid for 3 years only, are nonrenewable, and do not qualify a teacher as ‘Highly Qualified” under NCLB or IDEA 2004. If you pass the LBS1 test (#155) and the general education exam (#163), and submit form ISBE 73-52, you may have the LBS1 added to your current certificate.

Courses

Four classes are required for the LBS1 approval. These courses are available to both undergraduate and graduate students; undergraduate course are 3000-level, graduate courses are 5000-level. Click on a course title below to read the description for that class..

EDUC 3430 – Survey of Teaching Exceptional Learners
Survey of characteristics of learners with physical, mental, emotional, or learning disabilities. Implications for the school situation.

EDUC 3431 – Characteristics of Special Needs Students
An introduction to the characteristics of students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments and implications of these characteristics in the educational setting and throughout the life-span. The provisions of the Individuals with Disabilities Education Act (IDEA) for these learners are explored as well as the definitions of the disabilities, etiologies, preventions, and interventions. Issues related to the identification, screening, labeling, and placement of culturally and linguistically diverse students in Special Education will also be presented. Attention to past, present, and future issues and trends in the field are given. Early childhood through high school student populations are included. Leads to cross-categorical approval for early childhood, elementary, secondary and K-12 certificates when combined with EDUC 3430, 3436 and 3437.

EDUC 3436 – Psychological and Educational Assessment for Special Populations
An examination of assessment and evaluation instruments appropriate for use with special populations. Standardized, aptitude, achievement, diagnostic, and criterion reference tests will be analyzed. Validity, reliability, norming, and standard scores will be examined.

EDUC 3437 – Methods of Teaching Students with Special Needs
An introduction to the philosophies and theories underlying the variations in educational programming for students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments. Educational approaches and best practices used by teachers to design curriculum, and instruct and assess students with disabilities will be presented.

EDUC 5430 – Survey of Teaching Exceptional Learners
Survey of characteristics of learners with physical, mental, emotional, or learning disabilities. Implications for the school situation; observation in special education classes for five clinical observation hours.

EDUC 5431 – Characteristics of Special Needs Students
An introduction to the characteristics of students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments and implications of these characteristics in the educational setting and throughout the lifespan. The provisions of the Individuals with Disabilities Education Act (IDEA)for these learners are explored as well as the definitions of the disabilities, etiologies, preventions, and interventions. Issues related to the identification, screening, labeling, and placement of, students, particularly culturally and linguistically diverse students in Special Education, will also be presented. IFSP and IEP development is explored well as past, present, and future issues and trends in the field. Early childhood through high school student populations are included. Leads to cross-categorical approval for early childhood, elementary, and 6-12 certificates when combined with EDUC 5430 and 5436. Student must have completed an introductory course in Educational Psychology and in Curriculum.

EDUC 5436 – Psychological and Educational Assessment for Special Populations
An examination of assessment and evaluation instruments appropriate for use with special populations. Standardized, aptitude, achievement, personality, diagnostic, and criterion reference tests will be analyzed. Validity, reliability, norming, and standard scores will be examined. Student must have completed an introductory course in Statistics.

EDUC 5437 – Methods of Teaching Students with Special Needs
An introduction to the philosophies and theories underlying the variations in educational programming for students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments. Educational approaches and best practices used by teachers to design curriculum, and instruct and assess students with disabilities will be presented. Applied behavioral analysis techniques and behavior change plan will be explored. Issues of identification, screening, placement, and family involvement of culturally and linguistically diverse students will also be explored. Student must have completed an introductory course in Educational Psychology and in Curriculum. To be taken as part of Professional Term C.