Special Education Leadership and Advocacy (PhD)
Online
67 credit hours Ph.D
*
DOSE Add-On
For
The doctoral program in Special Education Leadership and Advocacy is designed for candidates who desire to continue their education as educators, administrators, and scholars prepared for leadership and administration roles in the area of special education in PreK-22 schools, public or private institutions, and/or educator preparation higher education programs. This program develops special education experts who can design, implement, evaluate, supervise, manage, and lead programs in a variety of public and private settings.
Note: Some of the courses in this program may be applied to the Director of Special Education (DOSE) Endorsement requirements. CUC has an ISBE-approved DOSE program for special education administration for those who are eligible, provided that the appropriate state testing standard has been met. Students must enroll in and successfully complete CUC’s DOSE Post-Master’s Endorsement Program for direct entitlement. Students interested in the Director of Special Education (DOSE) endorsement should see CUC’s Director of Special Education (DOSE) endorsement post-master’s program.
Optional add-on: Director of Special Education Post-Master’s Endorsement
Learning Objectives
Students will:
- develop the abilities for research and critical thinking in the field of special education, leadership, special education administration, and advocacy from a domestic and international lens;
- exhibit high standards of professional competence and ethical practice;
- critically analyze and apply theoretical and practical knowledge across settings;
- develop competency in special education leadership, administration, specialized instruction, curricular access, accessible technology, program development, and program evaluation;
- improve understanding of the needs of families as it relates to special services;
- in the work of serving those with disabilities and their families, understand the role of collaboration and advocacy in supporting key stakeholders specific to main social issues regarding disability;
- expand existing special education and related service provider’s or current special education administrator’s, knowledge, skills, and application of leadership and advocacy relevant to special education, disability, and learning differences in PreK-22 settings and higher education applications;
- teach future special education administrators/directors to establish, supervise, and oversee equitable and effective special education systems and increase current special education leader’s expertise, and
- analyze, synthesize, support, and lead change efforts related to teacher development in special education.
Additionally,
- Understand, conduct, disseminate, and critically evaluate original research
- Promote the learning of others through strong written and oral communication
- Critically analyze and understand content in one’s chosen field
- Prepare program development and research proposals
Program Requirements
Master’s degree in Special Education or a related field from a regionally accredited institution of higher education.
Students seeking the DOSE endorsement must provide proof of at least two years of full time experience providing special education services in:
- public schools, as a special education teacher, speech-language pathologist, school social worker, or school psychologist; or
- nonpublic schools, if the candidate holds the appropriate corresponding Illinois professional educator license endorsed in a special education teaching field or for school support personnel as a speech-language pathologist, school social worker, school psychologist, school counselor, school nurse or marriage and family therapist
Degree Requirements for Ph.D. Track
| Course Number | Title | Hours |
| Leadership, Foundations, and Administration Core | ||
| SPED-6250 or EDL-6250 | Special Education Law and Policy* Special Education Law and Policy | 3 |
| SPED-6225 | Special Education Finance* | 3 |
| SPED-6375 | Supervision of Programs and Facilitation of LRE for Children with Disabilities* | 3 |
| SPED-7900 | Special Education Leadership and Administration Internship* | 3 |
| FPR-7011 | Philosophical and Theoretical Foundations of Leadership | 3 |
| EDL-6310 | School, Families and Community Partnerships | 3 |
| Special Education Specialization | ||
| SPED-7030 | Seminar in Low Incidence Disabilities* | 3 |
| SPED-7040 | Seminar in High Incidence Disabilities* | 3 |
| SPED-7010 | Assistive Technology for Students with Disabilities | 3 |
| SPED-7020 | Principles of Applied Behavior Analysis, Assessment, and Single-case Design | 3 |
| SPED-7060 | Current Issues and Trends in Special Education | 3 |
| SPED-7100 | Disability Studies and International Perspectives on Special Education | 3 |
| RLL-7010 | Instructional Approaches to Reading, Writing and Language | 3 |
| Elective (select one course) | ||
| EDU-7500 | Instructional Coaching for Effective Teaching | 3 |
| EDU-7030 | The Impact of the Elementary and Secondary Education Act (ESEA) on the Educational Landscape | 3 |
| EDU-7420 | Multicultural Education: Pedagogy in Practice | 3 |
| EDU-7600 | Global Perspectives in Curriculum and Instruction | 3 |
| EDU-7700 | Research-Based Instructional Practices | 3 |
| EDT-7030 | Design of Learning Environments | 3 |
| ECE-7010 | Child Development and the Educational Process | 3 |
| ECE-7030 | Trends, Issues and Research in Early Childhood Education | 3 |
| ECE-7040 | Cultural and Socioeconomic Influences Affecting Diverse Learners | 3 |
| EDL-7260 | School/District Improvement Using Data Analysis | 3 |
| EDL-7301 | Ethics for Educational Leaders for the Illinois Superintendent Endorsement | 3 |
| EDU-6212 | Studies in Literacy and Multiliteracy (Illinois Requirement 1 Reading Methods)** | 3 |
| EDU-6230 | Content Reading: Middle and Secondary Schools** | 3 |
| SPED-6050 | Teaching Culturally & Linguistically Diverse (CLD) Students w/ Disabilities: Characteristics Methods** | 3 |
| ESL-6630 | Methods and Materials for Teaching Culturally and Linguistically Diverse Students** | 3 |
| Or other elective (only with pre-approval from division chair) | ||
| Research and Statistics | ||
| RES-7605 | Quantitative Analysis | 3 |
| RES-7700 | Qualitative Research | 3 |
| RES-7800 | Mixed Methods Research | 3 |
| RES-7620 or RES-7710 | Advanced Topics in Statistics Advanced Qualitative Analysis | 3 |
| Pre-Dissertation Research Design, Comprehensive Exam, and Dissertation | ||
| RES-7900 | Research Design | 4 |
| COMP-7000 | Comprehensive Examination | 0 |
| DISS-7010 | Dissertation I | 3 |
| DISS-7020 | Dissertation II | 3 |
| DISS-7030 | Dissertation III*** | 3 |
| Total Credit Hours: | 67 |
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What Teachers Are Saying
"Concordia University Chicago offers a convenient cohort program that made attending school, working, and being a single parent accessible and attainable. The Curriculum and Instruction Master's program met on the same weekday for two years and maintained a predictable and realistic schedule."
"A colleague of mine handed me a flyer about all of the programs offered at Concordia University Chicago and what appealed to me was that there was a location offered right down the street from where I live and the programs were arranged so that you were able to continue working while moving towards your master's degree."
"My master’s degree from Concordia University Chicago has helped me to become more of an expert in my field. I feel more confident in knowing what my students need and how to meet their needs. I also believe that it has helped me to stand out as a leader in education."
