The Special Education Endorsement Certificate is designed for paraprofessionals currently employed in Illinois school districts who are seeking licensure in special education. This 24-credit-hour graduate certificate integrates coursework in assessment, curriculum adaptations, academic and behavioral intervention, and special education law with hands-on clinical practice. Candidates must also pass the LBS1 content exam and meet Illinois licensure requirements. 

A key component of the program is the apprenticeship structure, which allows candidates to learn, earn, and apply new strategies immediately within their school settings while receiving ongoing faculty and mentor support.

Related Programs

Curriculum

Course List

Code	Title	Hours
CIEP 425	Theory and Practice in Assessment	3
CIEP 477	Prevention, Assessment & Intervention: Academic	3
CIEP 478	Behavioral Intervention: Assessment & Support	3
CIEP 501	Exceptional Learner II	3
CIEP 510	Accessing & Adopting General Education Curriculum	3
CIEP 512	Special Education: The Profession	3
CIEP 563	Graduate Special Education-Student Teaching	6
Total Hours		24

Suggested Sequence of Course

Plan of Study Grid

Year 1
Fall		Hours
CIEP 477	Prevention, Assessment & Intervention: Academic	3
CIEP 478	Behavioral Intervention: Assessment & Support	3
CIEP 512	Special Education: The Profession	3
	Hours	9
Spring
CIEP 563	Graduate Special Education-Student Teaching	6
	Hours	6
Summer I
CIEP 501	Exceptional Learner II	3
	Hours	3
Summer II
CIEP 425	Theory and Practice in Assessment	3
CIEP 510	Accessing & Adopting General Education Curriculum	3
	Hours	6
	Total Hours	24

Graduate & Professional Standards and Regulations

Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supersede school policies.

Learning Outcomes

• Instructional Planning and Delivery: Candidates will plan and deliver effective, evidence-based instruction for students with disabilities, as measured by mentor rubrics, faculty observations, and the adapted edTPA.
• Behavior Management: Candidates will implement positive behavioral interventions and supports in diverse classroom settings, evaluated through structured observations and milestone assessments
• Collaboration and Professional Practice: Candidates will collaborate effectively with mentor teachers, colleagues, and families to support student learning, as assessed by rubrics and reflective assignments.
• Assessment Competence: Candidates will design, administer, and interpret multiple forms of assessment to inform instruction, measured by course assignments, mentor/faculty evaluations, and adapted edTPA artifacts.
• Teaching Preparedness: Candidates will apply evidence-based instructional strategies, design and implement lesson plans, and assess student learning
• Reflective Practice and Professional Growth: Candidates will develop their professional reflective skills through guided reflections and milestone reviews, integrating theory and practice.