Program Description - Chicago Programs

 

Overview

Preparing Teachers for Inclusive Education in positive Schools, Project TIES, is a personnel preparation program focused on strengthening ties between general and special education while preparing teachers to work more effectively with students who display challenging behavior. This Master Degree program in Special Education leads to a Learning and Behavior Specialist II, advanced endorsement, in Behavior Intervention.

Through project TIES, approximately 150 special educators will be provided with either initial or advanced certificates over a 4-year period. Project TIES will offer 3 options: a) full time, on- campus undergraduate and graduate degree programs leading to initial certification; b) part-time on- campus master’s degree program for practicing teachers; c) part-time off-campus master’s degree program for practicing Chicago Public School teachers.

        In attempting to address the increasing need for teachers who specialize in content related to working with students with behavior disorders and those with challenging behavior, the State of Illinois offers an advanced certificate (Learning and Behavior Specialist II) to practicing professionals who hold an Illinois Type 10 LBSI certificate. Currently there is a significant need for teachers to serve as Behavior Intervention Specialists, particularly in the CPS. This program will be one of only two in the state providing LBSII certification in this area of specialization. Over the course of the grant funding, two cohorts (a minimum of 30 special educators) will be prepared. Students in the TIES program will participate in:

       Specialized Coursework and Field Experiences. A cluster of courses relevant to the LBSII Behavior Intervention Specialization in addition to graduate courses in collaboration, diversity, and teaming. Participants also will complete a unique or specialized field experience that offers opportunities to work with students with EBD and/or their families. For example, a student may do an internship with a behavioral consultant or consult with teachers in a juvenile detention facility. All field experiences provide candidates with an opportunity for advanced study for the purposes of (a) applying the knowledge and skills from coursework and (b) meeting the State of Illinois LBS II Content Standards.

       Applied Research. The culminating activity in the program will be an applied “innovative project” focused on implementing interventions for students with EBD. Through this project, candidates will have the opportunity to investigate promising practices, attitudes and beliefs, and other questions of interest related to EBD populations.

 

Theoretical Program Components

              Project TIES incorporates a number of theoretical and applied components. Theoretical components include the following:

•Positive behavioral support for individuals with challenging behavior.

In designing interventions for students with challenging behaviors, 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 students. 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.

•Inclusion in Educational, Community, Employment, and Residential Settings.

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

•Behavioral focus.

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.

Given cultural and geographic differences from one family and setting to another, all skills found to be relevant for one student cannot be assumed relevant for another. Therefore, this program will promote the development of culturally sensitive, individualized curricula that can be implemented in general education settings. High expectations will be promoted for all students with EBD and access to the general education curriculum will be emphasized.

•Continuous interactions with families.

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 are teachers. Therefore, this program will emphasize the need for close partnerships between parents and professionals.

•Cultural Diversity.

Teachers of students with EBD must be prepared for the demands of a diverse society by creating environments that are culturally supportive and appropriate for all children. This program will embed and strand information and experiences that focus on areas identified in the literature related to diverse populations: (a) language and communication styles, (b) values and cognitive orientations, (c) social norms and rules, (d) childrearing practices, (e) historical experiences, and (f) contributions of group members in various fields (e.g., Banks, 1994; Voltz, Dooley, & Jefferies, 1999). Program participants will have opportunities to work in settings with students from culturally diverse backgrounds.

•Collaboration and teaming.

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

•High reliance on performance-based and authentic assessment.

Rather than utilizing only norm-referenced assessments to determine what and where to begin teaching, this program will emphasize the use of performance-based and authentic assessment of a person’s ability to perform those skills identified as critical to achieving productive outcomes for students with EBD.