Special Education

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Eastern Illinois University Department of Special Education is dedicated to excellence and committed to providing personnel preparation programs for individuals who will be prepared to provide for the educational needs of individuals, birth through adulthood, with exceptionalities and their families. Excellence in teaching is delivered by a faculty dedicated to scholarship and service.

Undergraduate programs prepare fully qualified individuals to function in a variety of professional roles. Programs provide a dynamic core of information. Individuals who complete Eastern's Special Education undergraduate programs provide professional expertise and leadership in the development and implementation of educational programs in the localities in which  they are employed, throughout the State of Illinois and across the United States.

The graduate program in special education mission is to prepare professionals for advanced practice in education and faculty use instructional methodologies  to assure graduate candidates develop and demonstrate critical thinking, problem solving, and research skills; depth of content knowledge; written and oral competence; and demonstrate the skills of advanced scholarship. The graduate program faculties are committed to teaching, research/creative activities, and service serving as role models for special education graduate candidates. Individuals who complete Eastern's Special Education graduate program provide professional expertise and leadership in the development and implementation of educational programs in the localities in which they are employed, throughout the State of Illinois and across the United States.

How does the program mission align with the university mission?

The Eastern Illinois mission statement reflects that "students learn the methods and outcomes of free and rigorous inquiry in the arts, sciences, humanities, and professions."  The Eastern Illinois University Special Education graduate and undergraduate programs prepare candidates for a profession in education and faculty use instructional methodologies to assure students learn the methods and outcomes of free inquiry. The major is rigorous and requires candidates (students) demonstrate the professional knowledge and skills consistent with State and national professional organization standards at the initial (undergraduate) and advanced (graduate) levels.

The University mission further states that: "The University community is committed to diversity and inclusion and fosters opportunities for student-faculty scholarship and applied learning experiences within a student-centered campus culture. Throughout their education, students refine their abilities to reason and to communicate clearly so as to become responsible citizens and leaders. Field experiences embedded across undergraduate special education courses and required service learning and volunteer activities require undergraduate candidates (students) to demonstrate commitment across their program to diversity and inclusion within communities in which they live and work.

The Graduate Education University mission as stated in the Graduate Catalog "is to provide superior graduate degree, certificate and post baccalaureate options designed for career specialization and advancement, certification and credentialing, professional and leadership development and preparation for advanced scholarship." The Special Education M.S. in Education degree program meets the graduate University mission through provision of a superior and rigorous program with advanced certification options (Curriculum Adaptation Specialist, Behavior Intervention Specialist and Director) which provide graduates with a career ladder beyond the provision of direct services which may include being a supervisor, technical assistant, or special education administrator. Candidates are also prepared to be special education teacher role models, special education organization and community leaders, and advocates and change agents for services for learners with exceptionalities. Graduate candidates are also prepared to analyze research to determine if practices are evidence based, relate research to practice, and to design and conduct research to determine if practices/programs are effective.

Whom does the program serve?

The Special Education undergraduate programs serve candidates seeking an undergraduate degree and State of Illinois licensure as a "Learning Behavior Specialist I (LBSI)" teacher and candidates who in addition to the LBSI are seeking  to be prepared to work with young children with exceptionalities or at-risk, birth to age 8, and their families(ECSE).

The Special Education Graduate Program serves candidates who hold licensure to teach in an area of special education (LBSI, Early Childhood Special Education, deaf, or blind) who are seeking the advanced LBSII credential in "Curriculum Adaptation Specialist" or "Behavior Intervention Specialist"  and/or who are seeking to enhance their knowledge skills for advanced practice.  

What are the services provided? How do these services align with the university mission and program mission?

The department provides academic programs that prepare professionals to work with individuals with disabilities and their families, birth through adulthood. Candidates are prepared to work with individuals and their families with sensitivity and consideration of differences in values, language, customs and cultures. Candidates are prepared to practice in diverse communities and settings, including schools, agencies, institutional, and group home settings. Field experiences are embedded across the coursework of the programs and all field experiences are supervised and evaluated by special education faculty.

The Department has two student recognized organizations for which faculty serve as advisors:  Student Council for Exceptional Children (SCEC which is a subdivision of the International Council for Exceptional Children ,CEC, and Sigma Rho Epsilon which is a special education honorary.  These two organizations are service organizations which interact with community agencies providing services to individuals with disabilities.

In addition to the integrated learning experiences provided by the embedded field experiences and activities of the two student recognized organizations integrated learning experiences are also provided through the Department faculty and student involvement in the Consolidated Special Olympics Fall Family Festival and the Area 9 Spring Special Olympics which is held in O'Brien Stadium.

Provision of academic programs that provide preparation for a profession are consistent with the University mission which articulates that: "The university offers superior, accessible, undergraduate and graduate education. Students learn the methods and results of free and rigorous inquiry in the arts, humanities, sciences, and professions...." The mission further articulates that: "The University community is committed to diversity and inclusion and fosters opportunities for student-faculty scholarship and applied learning experiences..." The special education program embodies this aspect of the University mission as the professionals we prepare through their professional roles must be committed to diversity and inclusion.

Integrated learning has also been articulated by the President as a University cornerstone and goal.

Describe the program’s origins (e.g. year established, purpose, expectations).

The special education department became an entity in 1979. The newly formed department had a  B.S. in Education program in Special Education with two options:  Elementary and Secondary and a M.S. in Education with a special education major. The established purpose and expectations were consistent with those articulated in this section of this report:  To prepare professional to provide services to learners with exceptional learning needs and their families.

The Early Childhood Handicapped Option was added between 1979 and 1982.

How has the unit changed or adapted over time?

In 1987 the department proposed that a "Standard Special Option" be added and that the Elementary and Secondary Options be eliminated. In July of 1990 after going through the multi layered process required to "eliminate two options and modify and expand the program" the Board of Governors with gave approval followed by agreement by the Illinois Board of Higher Education in August of 1990. The Standard Special Option was approved to prepare professionals to serve students with learning disabilities, behavior disorders, and educable mental handicaps in grades K-12. The Standard Special Option provided that candidates could prepare singularly for special education, K-12; the program was cross categorical (L.D., B. D. and M. R.).  The changes provided that candidates could also elect to pursue the Standard Special with dual certification in elementary, K-9, or secondary, 6-12, in an academic area.

The Early Childhood Handicapped Option was approved also by IBHE in 1990 to continue to prepare professionals to serve students with learning disabilities, behavior disorders, and educable mental handicaps in grades K-12 and for ages 3-5. In the letter of approval BOG stated: "These changes will bring the program and options in line with recent Illinois State Board of Education requirements for all certificates to be issued after July 1, 1992."

The Early Childhood Handicapped Option was renamed  consistent with terminology of the profession and federal and state laws and rules and regulations and with approval of the EIU Office of the Vice-President and Provost in 1997-98 to "Early Childhood Option."

In 2002 revised options and revised courses within each of the two options were implemented to assure the programs were consistent with Illinois State Board of Education requirements for all certificates to be issued after July 1, 2002. Consistent with special education certification changes candidates completing the program as of 2002 and who had passed all the State of Illinois required tests received the LBSI, K-12, State of Illiniois certificate. The L. D., B.D. and M.R. categorical certificates were eliminated by State law.

In the past two years further up-dates and revisions have occurred specific to the Illinois State Board of Education requirements for all certificates to be issued 2013 and after and the 2010 revised Illinois Professional Teaching Standards. (IPTS). 

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

The Education of Individuals with Exceptional Learning Needs: Access to the General Curriculum (SPE 3500) is a 3-1-3 course taken by all individuals seeking teacher licensure to teach in grades 9-12, excluding kinesiology majors.

Disabilities in the Context of Education and the Life Span (SPE 2000) is a 2-0-2 course required of all special education majors and individuals majoring in early childhood education, elementary education, and middle school. Given it is a 2000 level course  community college transfer courses that address similar content are accepted in substitution for this course.

Education of Individuals with Exceptional Learning Needs (SOE 3000) is a 3-1-3 course required of all special education majors and individuals majoring in early childhood education, elementary education, and middle school. 

SPE 3500 and in combination SPE 2000 and 3000 address the special education specific indicators as delineated in the State of Illinois "Illinois Professional Teaching Standards (IPTS)." Assessments are embedded into these courses to assess candidate demonstration of the IPTS knowledge and skill indicators.

Commencing Spring 2014 the department will service all candidates in the graduate principal preparation program with a 3 semester hour course, SPE 5675, Assessments, Programs, and Services for Students with Exceptionalities and English Language Learners. Seven to eight sections of this course will be required to service the "Educational Leadership" candidates across the cohort programs and on-campus.  It is anticipated that 28-32 additional credit units will be generated each fiscal year to provide this service course.  An additional full-time faculty equivalent (FTE) will be needed to meet this service demand.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Major Count: While between fall 2010 and fall 2012 the number of special education majors reported in the data above changed from 523 (2010) to 415 (2012)  the data across the 10 years 2003 to 2012  reflects the average number of majors, fall count day, has been 415 with a range of 334 in 2003 to 523 in 2010. This reflects no change when you compare fall 2012, 415, with the 10 year average, 415. 

Credit Hour Production: Fall 2003 (FY04) credit hour production was 4414; across the time span (FY04 to FY 12) credit hour production increased by 42.41%.

Decline in number of secondary education majors and early childhood, elementary, and middle school majors due to State changes in the cut scores of the test of basic skills, the TAP, contributed to the 13.4% decline in credit hours FY 10 to FY 12. Credit hours produced in major only courses in FY10 was 6003; FY 11, 6455; and FY12, 5467 which reflects a 8.9% decline in credit hour production FY 10 to FY12 versus the 13.4% decline reflected across all courses comparing FY 10 credit hour production to FY 12 credit hour production. The decline in credit hours is also linked to the University decline in students, particularly the decrease in numbers of  juniors, seniors and transfer students.

New Service Course in Support of the Educational Leadership Graduate Program: Commencing Spring 2014 the department will service all candidates in the graduate principal preparation program with a 3 semester hour course, SPE 5675, Assessments, Programs, and Services for Students with Exceptionalities and English Language Learners. Seven to eight sections of this course will be required to service the "Educational Leadership" candidates across the cohort programs and on-campus.  It is anticipated that 28-32 additional credit units will be generated each fiscal year to provide this service course.  An additional full-time faculty equivalent (FTE) will be needed to meet this service demand.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

Illinois Supply and Demand for Special Education Teachers:  While special education program graduates who complete the Standard Special Option are prepared to work with individuals with disabilities and their families ages 6 through adulthood and those in the Early Childhood (Special Education) Option are prepared to work with individuals birth through adulthood and their families in agencies, hospital, institutional, and school settings the majority take positions in public schools providing direct services to individuals with disabilities. One factor contributing to most graduates remaining in Illinois is that Special Education licensure varies significantly from state to state which results in the majority of EIU special education program graduates taking their first position in the State of Illinois. The Illinois K-12 licensure for which the EIU program prepares personnel is  "Learning Behavior Specialist I (LBSI)." Another contributing factor is the "State of Illinois Special Education Scholarship" which provides tuition for up to 4 calendar years to special education majors who meet the criteria for the scholarship has the stipulation that the recipient must teach 2 of their first 5 years in special education in Illinois in a public school setting or pay the scholarship back. Given this the most relevant supply and demand data is the data prepared by the Illinois State Board of Education.

In the 2011 Annual Report, Educator Supply and Demand in Illinois, September 2011, LBSI was reported as the teaching position in the 2011 school year with "the greatest number of unfilled positions." Data specific to the "Positions with the Most Severe Shortages" reflects the LBSI teaching area ranked  in the top 7 of most severe shortages out of 26 areas of teaching. The only two areas of teaching for which the State of Illinois currently grants scholarships is special education (LBSI, Hearing Impairment, Visual Impairment, and Early Childhood Special Education) and Communication Disorder Sciences teacher education.

The need for special educators nation-wide is reflected by the federal areas of teaching for which majors are eligible for the "Teacher Education Assistance for College and Higher Education  (TEACH) Grant which pays up to $3760 per year to individuals majoring in special education, foreign language, mathematics, and science.  Recipients must teach in a public or nonprofit elementary or secondary school that is eligible for Title I assistance four years of the first eight years after graduation or repay the scholarship with interest.

In spring 2010 the Department of Special Education sent a survey to program graduates; the purpose of the survey was to gather data for the 2011 IBHE Report. Four hundred and twenty undergraduate program graduates responded to the survey. Ninety-seven percent of the undergraduate program completers responding to the survey took their first position in special education within one year of leaving EIU; 2.5% said they took their first position a year or more after graduation and .5% said they had not sought a position. 9% earned an additional degree or certification within 1-2 years after graduation from EIU.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Standard Special Option and the Early Childhood (Special Education) Option, the two undergraduate program options, are fully "recognized" by the Council for Exceptional Children and the National Council of Accreditation of Teacher Education (NCATE, now called Council for Accreditation of Education Programs, CAEP).

The Illinois State Board of Education has "approved" the "Learning Behavior Specialist I" program at the undergraduate level.  The "Curriculum Adaptation Specialist" sequence of courses, and the "Behavior Intervention Specialist" sequence of courses for the LBSII endorsement have been approved at the graduate level.  In addition a "Director of Special Education" sequence of courses has been approved; this program provides individuals with a general administrative certificate the coursework needed to be a Director of Special Education.

The graduate program is an "advanced" program and is therefore reviewed as part of the institutional unit accreditation NCATE/CAEP process.  Eastern Illinois University teacher education programs, including the advanced programs. were fully re-accredited by NCATE/CAEP in 2010.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

The Special Education programs and courses must meet the legal requirements of the State of Illinois and the regulatory requirements of the Illinois State Board of Education. All special educators must be prepared to professionally practice within the legal mandates of the federal "Elementary and Secondary Act (currently referred to as NCLB)" and the "Individuals with Disabilities Education Improvement Act (referred to as IDEA)."

What are the most important outreach or public service activities supported by the program?

The Department of Special Education organizes and provides oversight of approximately 500 EIU student volunteers for the Area 9 Spring Special Olympics held in O'Brien Stadium each fall with the exception of the track officials and time keepers. Each fall the Department helps recruit approximately 600 EIU students to be "Friends for a Day" at the Consolidated Communication Fall Special Olympics Family Festival.

The two special education student groups, the honorary Sigma Rho Epsilon, and the Student Council for Exceptional Children interact across each semester with residential facilities for individuals with disabilities and  not-for- profit service groups that provide services to individuals with disabilities in non-school settings providing volunteers for varied and multiple activities, including "bingo nights", holiday parties, and just "hanging out socially" in the settings with individuals with disabilities.

All special education majors must complete 16 volunteer hours that benefit individuals with disabilities and must also complete 30 service learning hours with individuals with disabilities and their families prior to student teaching.  Volunteer hours and service learning hours are constituted by outreach and public service activities that support individuals with disabilities.

How do the local community and the region benefit from the program?

The local school and group home settings and individuals with disabilities and their families are positively impacted by the Special Olympic events, fall and spring.  Individuals with disabilities are positively impacted by the two special education student organizations sponsored events which occur weekly in community settings and group home settings. Community agencies and not-for profits that serve  individuals with disabilities and their families are positively impacted by the volunteer hours and service learning hours that special education majors do in these settings.    

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Special Education (B.S.Ed.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Special Education (M.S.Ed.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

In Spring 2010 in preparation for the Illinois Board of Higher Education (IBHE) report surveys were sent to program graduates, B.S. in Education and M. S. in Education, and a survey was sent to employers of the EIU Special Education Graduates as identified as current employers by the graduates. One of the questions asked of undergraduate program graduates was: "At what level do you perceive your ability to create positive learning environments for student (K-12) learning?" 97% of the 405 respondents to this question answered "high" or "very high."

One hundred and twenty graduates of the M. S. in Education with a major in special education responded to the survey. When asked: "Overall how do you view Eastern Illinois University's Special Education graduate program?" 95% said the program was a "very strong program" or a "strong program." To the query: "How do you perceive that other professionals view Eastern Illinois University's Special Education graduate program?" 96% said "very well" or "moderately well." 

One hundred and one employers of program graduates responded to the Spring 2010 "employer survey." To the question: "Overall, what is the level of preparedness of EIU special educators to create positive learning environments for student (K-12) learning?" 33 of 101 responded "very well," 42 of 101 "well," and 17 of 101 "satisfactory."  There were no responses reflecting "less than satisfactory; the mean for this question was 3.17 on a 4.00 scale.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

The 222801-Special Education Profile Fee Account is generated by the fees candidates pay to use consumable materials available to them in the "Special Education Test Material Center."  The "Special Education Test Material Center" is located in 1160 Buzzard Hall and housed in this area are diagnostic instruments, curriculum materials, books, and commercial materials related to diagnosis and instruction of learners with exceptional learning needs. Consumables are essential in the use of some of these items with learners with clinical experience settings.  Candidates buy a "Profile Fee Card" and then as they need consumables the card is charged per item.  The card also provides a means of collecting late fees for late return of non-consumables or loss of items. The "Profile Fee" monies in this account are used  to restock consumables and replace lost or damaged items. If a candidate does not purchase items to use up the full amount of the card a refund is given. Refunds are done through the Eastern cashier's office thus the account is charged for these refunds and this service.

222802-Youth Program Account monies are generated specific to the "Summer Youth Education Program for Students with Special Needs."  Each summer the Department of Special Education provides a summer 5 week; half day experience; 4 days a week, Monday through Thursday, for individuals who have completed in the past year grade1-6. Individualized instruction in the core academic areas is provided by undergraduate and graduate candidates enrolled in summer course work in which a field experience is embedded. Candidates provide the instruction under the direction of a licensed special educator and the faculties assigned to teach the courses in which the field experiences are embedded.

The parent/caregiver/guardian of each child enrolled in the summer program is asked to pay a $30.00 fee for the five week program.  If the family cannot afford the fee it is waived; the Chair and faculty generally off-set the waived fees through donations made to this account on behalf of the child/children. The money in the account is used to fund a supplemental contract for the special educator who serves as the classroom teacher, buy snacks for the children, buy supplies, craft supplies, and provide an end of program experience.

This money is used solely for the purposes of this summer program and the carry over is used as seed money for the next summer. The program is not fully self-supporting and annually there is insufficient money to pay the supplemental contract. The Office of the Dean of the College of Education and Professional Studies pays the remaining amount of the salary annually.

22803-Integrative Learning Award  Sp Ed monies were generated when the Department of Special Education was recognized by the Vice President and Provost  in FY11 for its integrative learning initiatives. This money was designated to be used to advance student integrative learning experiences.  This money and the source are non-reoccurring.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Department Gift Account: In January of 1999 a gift account for the Department of Special Education was approved. The original fund balance of $1,000 in February 1999 represented the money designated for the Special Education Department during the "Buzzard Building" campaign.1994-1998. This campaign culminated at the conclusion of the remodeling and following the move back in phase. Current amount of money in this account (#522800) is $13,377.76. Designated payroll deductions, department designated donations, and telefund monies specifically designated for the department provide the revenue stream for this account.

Across the years money has been used from this account specific to donor specifications, for example a memorable bench for the EIU Courtyard; furniture for the children's summer classroom; support of student (candidate travel) to national and state conferences to make presentations; to purchase a projector to support faculty presentations of research at the state, regional and national levels; and as a flow through account for Redden grants and other internal to EIU grants.

While the money is appreciated and valued and provides the department with some discretionary monies within  the parameters of donor designations the amount is not significant and does not provide significant support of the program's overall operating budget.

Scholarships: The Department has six endowed scholarships which provide monies to candidates chosen to receive the scholarships. While the Department celebrates and appreciates these scholarships the Department  budgetarily does not in any way directly benefit from these scholarships.

The Errett and Mazie Warner Scholarship is shared with the Department of Early Childhood, Elementary, and Middle School.  The amount was $2,497.14 in FY 13. The Stephen Wayne Kennard Memorial Scholarship designated for one or more individuals student teaching in special education was for $2400 in FY13. The Dr. Robert Zabka Special Education Scholarship designated for a non-traditional special education major was for $585.87 in FY13. The Iva P. Miller Memorial Scholarship was for $313.55 in FY13 and is designated for special education majors showing promise as leaders (Juniors or sophomores). The David Coon Memorial Scholarship which is the newest of the departmental scholarships was for $875.41 in FY13. The Department also receives an amount each year from the College of Education and Professional Studies Telefund.  The Special Education Telefund Scholarship is used to support one or more candidates to travel to a state national meeting for professional development.  The amount of this scholarship shared by two candidates in FY13 was $1,000.

Tuition Recovery (TRM) Sponsored Credit-Tri-County Special Education Cooperative: The monies generated through the TRM partnership with Tri-County provide a significant percentage of the program's overall funding. This sponsored credit program results in the special education program being delivered in underserved geographic areas of south-central and southwestern Illinois that have significant special education personnel shortages. The Tri-County partnership is one of three partnerships that have existed with the first of these initiated with "Wabash Ohio Special Education Cooperative (WOVSED); it was implemented in 1990.

While the TRM money generated is not donor gift money it is money on which the department is very dependent. It is also money resulting from a "key relationship" as addressed in the next text box.  This TRM revenue stream is not reliable as it is dependent on number of courses offered in each fiscal year and number of students enrolled yet the department is very dependent on this money as is reflected in Section 7 of this program analysis.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The Department maintains multiple key relationships with external constituencies. The area public schools and agencies; The Council for Exceptional Children; the Illinois State Board of Education; the Tri-County Special Education Cooperative; State of Illinois Special Olympics; Area 9 Special Olympics; and Consolidated Communication sponsor of the Special Olympics Fall Festival are among the most key relationships sustained. 

Relationships with the area public schools and agencies serving individuals with exceptionalities and Special Education accrediting entities are essential to the quality of the program.  Field experiences are required by The Council for Exceptional Children, the special education program accrediting body, and the Illinois State Board of Education for program approval. The Department programs are "recognized" by The Council for Exceptional Children (CEC) and approved by the Illinois State Board of Education (ISBE).  These represent program accreditations/approvals that are central to programs being recognized as quality professional special education programs.  The University mission states that "Eastern Illinois University is a public comprehensive university that offers superior, accessible, undergraduate and graduate education." Professional specialty recognition by CEC and approval of programs by ISBE are key to the special education programs being considered "superior." The Chair and faculties of the Department are involved at the local, state, regional, and national level in committees and professional activities of CEC and the Chair and faculties are involved and serve on committees of ISBE. One of the two student organizations SCEC is a sub-division of CEC.

The relationship with the "Tri-County Special Education Cooperative" results in the special education program being delivered in underserved geographic areas of south-central and southwestern Illinois that have significant special education personnel shortages. The program delivered provides undergraduate candidates can complete a B.S. in Education degree with a major in special education and upon passing all State of Illinois tests the LBSI designation on their "Professional Educator" license and graduate candidates can complete the sequence of courses and field experiences required for the LBSI designation on their "Professional Educator" license. The offering of coursework in this geographical underserved area to individuals who are place bound due to life obligations advances the university stated mission of being "accessible."

The Special Education Department relationship with State Special Olympics, Area 9 Special Olympics, and Consolidated Community which hosts an annual fall Special Olympic festival day is central to the University mission of providing "applied learning experiences" and enhancing students' development of the attributes of "responsible citizens" who are committed to "diversity and inclusion."

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

The resources generated and deposited in these three aforementioned accounts are not significant percentage wise when considering the Department of Special Education operating budget/costs but are essential for the purposes for which they are generated and used: replacing consumables and damage or lost materials in the Test Material Center, Profile Fee; supporting the "Summer Youth Education Program" which provides a field experience for summer courses with embedded field experiences, Youth Program account; and reinforcement of integrative learning experiences, Integrative Learning Award account.

The "Gift Account" provides a  vehicle for designated donations to the Department.  These monies are used consistent with donor expectations and used to support the mission and vision of the department consistent with the University mission. These monies do not provide a significant percentage of the program's overall funding. 

The Department's donor endowed scholarships are designated for special education majors and the covenants of each scholarship restrict the use of this money to the scholarship.

The monies generated by the sponsored credit partnership/relationship (TRM) with Tri-County while not "donor gifts" per se do contribute a significant percentage of the program's overall funding. 

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Credit Hour Production:  While when looking at this data for three fiscal years there is a 13.4% decline in student credit hour production, FY10 to FY12,  the special education data across years reflects that this is not consistent with the past decade of departmental productivity. Fall 2003 (FY04) credit hour production was 4414; across the time span (FY04 to FY 12) credit hour production increased by 42.41%.

The 13.4% decline in student credit hours across the past three fiscal years can be linked to the University's decline in students, particularly the decrease in numbers of juniors, seniors and transfer students and the changes in the State of Illinois Test of Academic Proficiency (TAP, formally "Basic Skills") cut scores set by the State that must be used by institutions of higher education to determine if teacher education candidates may enter and complete teacher education programs. 

The number of majors in special education has been affected to a lesser extent by the change of cut scores required to be used for the TAP then have other teacher education majors. While between fall 2010 and fall 2012 the number of special education majors reported in the data in Section 2 of this report changed from 523 (2010) to 415 (2012), the data across the 10 years 2003 to 2012 reflects the average number of majors, fall count day, has been 415 with a range of 334 in 2003 to 523 in 2010. This reflects no change when you compare fall 2012, 415, with the 10 year average, 415. 

The percent of the overall student credit hours generated by program majors  FY10 was 72.5% (5262 of 7259) whereas in FY11 it was 75% (5535 of 7373) and FY12 it was 76.6% (4811 of 6286). The percent of total student credit hours (SCHs) generated by program majors has increased whereas the student credit hours generated by non-majors has decreased. Credit hours produced in major-only courses in FY10 was 6003; FY11, 6455; and FY12, 5467 which reflects a 8.9% decline in credit hour production FY10 to FY12 versus the 13.4% decline reflected across all courses comparing FY10 credit hour production to FY12 credit hour production.  This decrease in non-major student credit hours reflects the decline in number of secondary education majors and early childhood, elementary, and middle school majors enrolled in service courses (SPE 2000, 3000, and 3500); the change in numbers in these majors is due primarily to State changes in the cut scores of the test of basic skills, the TAP.

The decline in the number of majors in Early Childhood and Elementary is also reflected in the number of student credit hours generated in special education lower division courses. The Department of Special Education has only one lower division course, SPE 2000. This course is taken by special education, early childhood, and elementary majors. Student credit hours generated by this one course in FY10 was 738 ; FY11, 564; and FY12, 492.

Increasing CEC Accreditation Requirements specific to Field Experiences and Supervision and the State edTPA Requirement:  Special Education programs and courses must meet the legal requirements of the State of Illinois and the regulatory requirements of the Illinois State Board of Education.  Field experiences are required by the State of Illinois and The Council for Exceptional Children, the special education program accrediting body. One of eight new 2012 CEC Standards that our program must meet is specific to "Field Experiences." The 2012 CEC "Field Experience" Standard explicitly requires that all field experiences are coordinated by Special Education faculty, that clinical experiences are developmentally sequenced throughout the program, that clinical experiences include on-going evaluation of candidate performance by a special education faculty member, and that on-going feedback of candidate performance, formative and summative, is provided to the candidate by the supervising special education faculty person.

The State of Illinois addition of the requirement that all teacher education candidates must pass the edTPA as of fall 2015 in order to be certified requires that in order to fully prepare candidates for this high stakes assessment, inclusion of opportunities to develop the skills needed to perform the tasks in the edTPA must be spiraled across the curriculum. Coaching candidates/students and helping them practice the skills will require additional faculty time in supervision and serving as a "coach" during field experiences.

While, as can be seen by the class size data, 33% of special education classes 3000-4749 in FY12 had fewer than 15 students/candidates, given 59% or 13 of 22 special education courses required of majors numbered 3000 and above have embedded field experiences, the percentage of smaller classes will need to be increased. This will be necessary to assure Special Education programs meet the strengthened 2012 CEC field experience standard and that faculty have a small enough number to supervise and truly coach to facilitate development of the skills that will be needed by candidates to perform the edTPA tasks. Smaller class sizes in all courses with field experiences will be essential to assure that clinical experiences include coaching of candidates in edTPA-related tasks, supervision, and evaluation of candidate performance with ongoing feedback of candidate performance, formative and summative.

Courses with embedded field experiences in which class sizes will need to be reduced to assure the programs meet the enhanced CEC 2012 Field Experience Standard and faculty have the requisite time to truly "coach" specific to the edTPA based on fall 2011 (FY12) enrollments are: SPE 3100, fall 2011 enrollment was 43; SPE 3201, 34; SPE 3600 one section with 27; and SPE 4800, two sections with 21 and 22 respectively. Reducing these class sizes to assure coaching, supervision, evaluation, and feedback to candidates will result in an additional 17 credit units or .81 FTE (based on a tenure track load of 21 credit units.) 

New Service Course in Support of the Educational Leadership Graduate Program: Commencing Spring 2014 the department will service all candidates in the graduate principal preparation program with a 3 semester hour course, SPE 5675, Assessments, Programs, and Services for Students with Exceptionalities and English Language Learners. Seven to eight sections of this course will be required to service the "Educational Leadership" candidates across the cohort programs and on campus.  It is anticipated that 28-32 additional credit units will be generated each fiscal year to provide this service course.  An additional 1.33 to 1.92 (based on a tenure track load of 21 credit units) full-time faculty equivalents (FTE) will be needed to meet this service course demand.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Analysis of the budget numbers, excluding Administrative, Civil Service, and Faculty, provided in this Section by Institutional Planning do not reflect the discrepancy between the Department's appropriated monies, the dependable part of resources, and the TRM tenuous year to year revenue stream. This TRM revenue stream is not reliable as it is dependent on the existence of a cohort in progress, on number of courses offered in each fiscal year and number of students enrolled. Administrative, Civil Service, and Faculty costs detailed are covered by appropriated monies and do not include any staffing related costs of cohort course.

TRM monies have been included in the dollar amounts shown in the above chart (with the exclusion of the amounts for Administrative, Civil Service, and Faculty):

FY 11 TRM money is $29,426.82 of the $45,355.32 total, constituting 64% of the budget expenditures

FY 12 TRM money is $39,464.49 of the $55,392.99 total, constituting 69.9% of the budget expenditures

FY 13 TRM money is $28,117.23 of the $44,045.73 total, constituting 63.7% of the budget expenditures

IT IS IMPORTANT TO NOTE- SINCE FY 09 WITHOUT TRM MONEY NO FACULTY TRAVEL TO PRESENT RESEARCH COULD HAVE BEEN SUPPORTED AND FACULTY REGISTRATIONS AT CONFERENCES AT WHICH THEY WERE PRESENTING RESEARCH COULD NOT HAVE BEEN PAID.

The Special Education Department Appropriated Dollar Allocation is NOT sufficient to Fund Basic Functions of the Department:

The issue of significant underfunding began when special education was separated from the Department of Early Childhood, Elementary, and Special Education in 1979 but it has been exceedingly exacerbated by funding reductions since FY02:

FY02 appropriated allocation was $24,986

FY04 appropriated allocation was reduced to $21,238

FY11 appropriated allocation was reduced $15,928.50.

These reductions equate to a 36.25% reduction in operating budget allocated to the Department since FY02.

Appropriated monies do NOT cover basic expenses (basic being defined as including postage, copying, supplies, and telephone):

FY11 basic costs* were $16,329.19, appropriated monies allocated = $15,928.50**

FY12 basic costs* were $17,859.97, appropriated monies allocated = $15,928.50**

FY13 basic costs* were $15,717.43, appropriated monies allocated = $15,928.50**

*This analysis of basic costs does NOT include any support of faculty travel to present research or registration at conferences at which they are presenting research. Support of faculty in their research and creative activities is an essential function of an academic unit and essential to faculty meeting retention, promotion, tenure, and PAI criteria.

**TRM monies generated by the sponsored credit Tri-County Cooperative LBSI set of courses in FY 11, FY 12, and FY13 were used to pay the residual basic expenses, for all faculty registrations at conferences and travel, for graduate assistants beyond the Graduate School allocation, and for student employees  beyond "federal work study." These TRM dollars spent are reflected in the amounts shown above for line item 60040 (Graduate Assistants); 60050 (Student Employees); 70050 (Travel); the greater part of 70020 (Contractual Services) to pay faculty conference registrations; and the entire amount in FY13 of the "capital expenditures," line 70040, to buy IPADS needed for candidates/students to begin videotaping their teaching this academic year as will be required by the edTPA. 

How does the program seek to distinguish itself from similar programs at other institutions?

The Department of Special Education programs are "recognized" by the Council for Exceptional Children (CEC). Fewer than half of the special education programs nation-wide are "recognized."

The Department of Special Education has an "early childhood special education" option that provides candidates/students earn a B. S. in Education degree with all course work needed for State of Illinois licensure to provide educational services to individuals with disabilities and their families birth through adulthood. This is the only CEC "recognized" program in the State of Illinois that results in licensure across the grade range, including pre-school.

Integrated learning and field experiences undergird the EIU Special Education programs. Integrated learning experiences are multiple and varied with special education faculty participating side-by-side with students in these experiences.  All field experiences are supervised and evaluated by special education faculty. Candidates/students complete a minimum of 400 field experience hours prior to student teaching in school and agency settings.

Note any unique and/or essential contributions that the program makes to the university.

The Special Education Chair, faculty and students are involved in visible and extensive ways with the communities of the University, including at the College, University, local communities, State, and national levels.

Locally, involvement with Special Olympics Area 9 and the Consolidated Family Fall Festival are highly visible activities that reflect well on EIU and EIU students.

The EIU special education programs have a State and national reputation for their high quality, rigor, and preparation of well-prepared personnel to provide services to individuals with disabilities, birth through adulthood.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

"Student Learning Assessment Program Summary Forms" required by the University reflect data specific to candidate performance.  These can be accessed at: http://www.eiu.edu/assess/cepsdap.php 

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provision of academic programs that provide preparation for the special education profession are consistent with the University mission which articulates that: "The university offers superior, accessible, undergraduate and graduate education. Students learn the methods and results of free and rigorous inquiry in the arts, humanities, sciences, and professions..." The mission further articulates that: "The University community is committed to diversity and inclusion and fosters opportunities for student-faculty scholarship and applied learning experiences..." The EIU special education program embodies the University mission as the professionals we prepare through their professional roles are committed to diversity and inclusion.

Provide a link to or listing of the program’s goals and/or strategic plan.

The Department of Special Education program goals are embodied in the department's "Vision" statement.  These goals are:

• Dedication to excellence and commitment to provision of personnel preparation programs that prepare its graduates to provide for the educational needs of individuals, birth through adulthood, with exceptionalities and their families across the range of severity of disabilities and with the requisite skills to function in a variety of professional roles.
• Rigorous "recognized" and approved programs will meet the national standards of the special education profession and the Illinois State Board of Education.
• Department faculty will model excellence in teaching, research/creative activities, and service. Faculty will demonstrate, communicate, teach and reinforce candidates' development and demonstration of essential knowledge, skills, and dispositions.
• Graduates will be prepared to function in a diverse global society, to be responsible citizens, and to advocate for and provide leadership for the inclusion of all learners, including those with disabilities in educational settings, communities and society.   

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The University five-year "Strategic Plan" endorsed by the Board of Trustees March 2, 2012 reflects four core values of Eastern, six strategic themes, and the institutional goals.  This document states that: "Eastern nurtures student success and we expect our students to achieve their fullest academic and personal potential."  The Department of Special Education nurtures student success through thorough and very intentional advisement and through frequent faculty/student interactions inside and outside the formal college classroom.  The Department holds candidates/students to high standards and the curriculum and expectation for graduate and undergraduate candidate/student performance is rigorous, as can be seen by the data included in the "Student Learning Assessment Program Summary" reports. (See Section 8 of this report for the link to these reports.)

Among the EIU "Core Values" are: uphold excellence, value personal relationships, accessibility, and service to the community, region, state, nation, and world. Across the narrative of this report examples have been given that demonstrate that the Department of Special Education is guided by these core values and that the Department commitment to these core values is observable and documented.

The Department of Special Education fosters in it functions, activities, and programs "academic excellence" and "campus and community life."  Section 3 and 4 of this report reflect the "recognized" and approved status of the special education programs, community involvement, local and community benefits provided by the programs, and the public service activities supported by the department and its two recognized student organizations.

Consistent with the "goals" of the EIU Strategic Plan, the department of Special Education has created and sustains a "culture of academic rigor." The on-campus undergraduate and graduate programs and the off-campus cohort programs provide opportunity and access for students, traditional and non-traditional, to prepare for a profession that is a professional area for which there are shortages of licensed personnel at the State and national levels.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

The Eastern Illinois Special Education programs are recognized across the State as high-quality rigorous programs.  The Department has the opportunity to sustain its quality programs and State program approval; to assure this the University will need to make a greater investment in the Department through provision of  the much-needed increase in the appropriated operating budget. An appropriated operating budget of $45,000, an increase of $29,000 would be an investment that would support the Department's opportunity to continue to assure rigorous quality special education programs. Dependence on the TRM unpredictable revenue stream is a threat to this departmental opportunity.

The Department of Special Education advances the University's academic mission in its provision of a rigorous, professional preparation program which meets State and national standards of excellence. The Department has sustained excellence while experiencing a 36.25% decline in its appropriated operating budget since FA02. In fall 2001 (FY02) the department had 304 majors; the appropriated budget to support operating expenses was $24,986. In fall 2012 (FY13) the department had 415 majors with an appropriated operating budget of $15,928.50.  During this same time frame the number of majors served by the department increased by 26.75%.

As has been methodically detailed in Section 7 of this report, without TRM (Tuition Recovery Monies) the Department of Special Education could not even support its daily functioning, including telephone, copying, supplies, and postage. Sustaining the off-campus cohort from which TRM monies has been generated has become very difficult due to the State of Illinois changes to the "Test of Academic Proficiency" (TAP) cut scores as this test has a high difficulty level for non-traditional test takers. The off-campus cohort is designed for the age group that is less likely to be successful on this test. Current pass rate on this test across all test takers state-wide is approximately 28-33%.

The Department of Special Education has the opportunity to continue to be a nationally "recognized" program.  To assure this as is detailed in Section 6 of this report the department will need to reduce class sizes in special education courses with embedded field experiences. Courses with embedded field experiences in which class sizes will need to be reduced to assure the programs meet the enhanced CEC 2012 Field Experience Standard and faculty have the requisite time to truly "coach" specific to the edTPA based on fall 2011 (FY12) enrollments are:  SPE 3100, fall 2011 enrollment was 43; SPE 3201, 34; SPE 3600 one section with 27; and SPE 4800, two sections with 21 and 22 respectively. Reducing class sizes of  special education courses with embedded field experiences to assure on-going program approval and recognition will require University funding of an additional 17 credit units or .81 FTE (based upon a tenure track load of 21 credit units) to the Department of Special Education. Cost of this .81 FTE would be $65,000-$70,000.

The Department has the opportunity to support the graduate service course, SPE 5675; this course is necessary to provide principal preparation candidates with an essential special education knowledge base. The need for an additional faculty equivalent (FTE) to provide the newly required special education service course to majors in "Educational Leadership" has been documented in Section 6. To realize the opportunity to support the on-campus and multiple off-campus cohorts in the "principal preparation program" an investment of an additional Special Education FTE will to needed; as the faculty hired to do this will need to have had special education administrative experience salary will need to be $81,000-$90,000. The Department was up-front about this need when the "principal preparation program" was being designed.

The Department of Special Education has the opportunity to develop and provide a graduate service course to nurses seeking the "school nurse" credential.  This course could be part of a Masters in Nursing or a "Certificate Program in School Nursing." Discussions have been in progress specific to development of the course sequence. To develop this course and offer it each semester on-line would require funding; approximate cost to fund this opportunity would be the cost of .33FTE, across three semesters, estimate is $30,000.  

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

The Department of Special Education has the opportunity to help the University further serve honors students by offering its Special Education Honors Program. While the Department has an approved Departmental Honors the Department has not had enough FTE to offer the courses thus at this point the Special Education Honors Program is not being implemented.  Implementation of the Departmental Honors Progam in Special Education would require an additional .29 FTE, estimated cost is $20,000 to $24,000.

The Department is hopeful that this report will result in recognition by the University of the contributions of the Special Education Department and the fact that this department's programs are academic assets to this University deserving of a further investment  of resources and provision of  the monetary support essential  for the Department to realize its documented opportunities.