Special Education

Graduate Programs

Description

The department offers graduate programs in the areas of Academic and Behavioral Strategist (ABS), Autism Spectrum Disorders (ASD), Developmental Cognitive Disabilities (DcD), Emotional and Behavioral Disorders (EBD), Early Childhood Special Education (ECSE), and Learning Disabilities (LD) designed to prepare professionals to work with students with disabilities in school settings. These programs lead to special education licensure and/or a master of science (MS) Degree in Special Education. All courses are offered online.

Majors

 Program Locations Major / Total Credits
Special Education MS MS - Master of Science
  • Online
 34 / 34

Certificates

 Program Locations Major / Total Credits
Academic and Behavioral Strategist GC
  • Mankato
  • Online
 10 / 10
Special Education Autism Spectrum Disorders GC
  • Online
 10 / 10
Special Education Developmental Disabilities GC
  • Online
 10 / 10
Special Education Early Childhood Special Ed GC
  • Online
 12 / 12
Special Education Emotional Behavioral Disorders GC
  • Online
 10 / 10
Special Education Learning Disabilities GC
  • Online
 10 / 10
Standards of Effective Practice for Teachers GC
  • Online
 11 / 11
Theory and Practice in Special Education GC
  • Online
 15 / 15

Policies & Faculty

Policies

For graduate program policies, including Admission requirements, please see https://grad.mnsu.edu/programs/ed.html.

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Academic and Behavioral Strategist Graduate Credit

Admission

  • Bachelor's degree from an accredited university with a minimum GPA of 3.2.
  • Resume

Additional Requirements for International Applicants:

Contact Information

313 Armstrong Hall

Main Office (507) 389-1122
https://ed.mnsu.edu/academic-programs/special-education/

Faculty

Graduate Coordinator
  • Dana Wagner, Ph.D.
Chair
  • Aaron Deris, Ph.D.
Faculty

500 Level

Credits: 3

This course is designed to introduce students to theories of learning and human development as they relate to regular and diverse learning populations. Students will acquire an understanding of the many factors that affect learning and human development and strategies that can be used to enhance learning for all learning populations.

Prerequisites: none

Credits: 3

This course is designed to describe and demonstrate strategies that teachers can use to differentiate the curriculum to meet the special learning needs of students in an inclusive classroom setting. This course will also examine the latest knowledge related to intelligence, creativity, holistic education, and classroom differentiation.

Prerequisites: none

Credits: 3

This course will introduce students to methods and strategies for personal and professional growth and development. Students will engage in reflective inquiry, identify professional dispositions, and describe environment effects on learning and human development.

Prerequisites: none

Credits: 4

This course is designed to provide an introduction to reading and language arts instruction for special needs and other students in an inclusive classroom. As a result of taking this course, students will be able to plan and implement effective literacy lessons and utilize a variety of differentiation strategies.

Prerequisites: none

Credits: 3

Learners in this course will understand the historical foundations, legal issues and current issues related to the field of education and specifically to early childhood special education as they relate to the educational delivery system. The rights and responsibilities of families, students, teachers and schools within the context of IDEIA will be a focus for this course. Learners will engage in a field experience that exposes them to different educational settings serving young children with developmental needs.

Prerequisites: none

Credits: 4

Applied practical approaches to improve academic and personal social behavior of special needs students in general education and special education settings. Principles of applied behavior analysis including reduction and enhancement procdures will be explored.

Prerequisites: none

Credits: 1-3

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Prerequisites: none

Credits: 1-2

.

Prerequisites: none

600 Level

Credits: 3

Introduction to quantitative, qualitative, and action research methodologies as applied to educational research and evaluation. Development of skills for interpreting and evaluating published studies, for evaluating programs, and for developing original or secondary research plans using one or a combination of the three methodologies.

Prerequisites: none

Credits: 3

This course will familiarize teachers with methods used in action research. Action research is a systematic observation of one's own teaching situation, environment, or pedagogical practice with the expectation that a new understanding will result in a plan of action that in turn, will ultimately lead to change.

Prerequisites: none

Credits: 3

Current practices in the identification, placement, and education of exceptional children and youth. Emphasis on patterns of social, cognitive, language, and psychological development of exceptional children. Social, political, and economic advocacy issues.

Prerequisites: none

Credits: 3

Interpretation and application research and theoretical articles relatated to education. Students will learn how to use a concise, objective, academic style of writing to create a review of literature fore theses or Capstone projects.

Prerequisites: none

Credits: 4

This course teaches how to select and apply specific evidence-based reading and writing strategies for students with mild/moderate disabilities. Students will learn basic instructional principles behind validated instructional models and how to use these models in different instructional settings.

Prerequisites: none

Credits: 4

This course will provide teacher candidates with instruction in instructional design, instructional delivery, and classroom organization and management they can use to influence student acquisition of mathematics and science skills and concepts.

Prerequisites: none

Credits: 3

This course will introduce teacher candidates to different aspects of being a Special Educator, including writing Individualized Education Program plans, working collaboratively, addressing strategies for working with paraprofessionals, including co-teaching and using technology in the classroom to assist student learning.

Prerequisites: none

Credits: 3

This course will focus on applying current recommended practices with infants and toddlers with developmental needs within the family context. Students will learn how to gather information using the Routines-Based Interview, use assessment information to develop an Individualized Family Service Plan (IFSP)/Individualized Education Plan (IEP) and how to structure home visits to address the family¿s priorities. This class will teach students how to encourage parent-child interactions both during the home visit and on an ongoing basis that will support the child¿s development. In addition, students will learn how to provide services to infants and toddlers using a transdisciplinary approach.

Prerequisites: none

Credits: 3

This course emphasizes core skills necessary for early childhood special education (ECSE) teachers to conduct developmental screenings, observe children with special needs for purposes of evaluation, and administer criterion-referenced and norm-referenced assessment tools. Students will understand the referral process and learn how to interpret the results of the evaluation process to determine eligibility for special education. Included will be considerations when evaluating children from culturally and/or linguistically diverse populations and their families. The course will also cover sharing evaluation results with families, using assessment information to develop the IFSP/IEP, and techniques for ongoing monitoring of progress.

Prerequisites: none

Credits: 3

In this course students will learn about models of collaboration, communication, and teaming in regular and special education settings, with an emphasis on early childhood special education practice. The roles and responsibilities of regular and special education teachers, paraprofessionals, other service providers such as speech-language pathologists, occupational therapists, and physical therapists will be discussed. Interagency collaboration between education agencies, social service agencies, and private agencies will be explored. An emphasis on the family as a critical team member will be integrated throughout the course.

Prerequisites: none

Credits: 3

This course will focus on applying current knowledge and recommended practices with preschoolers with developmental needs. Students in this class will learn how to use assessment information to develop an Individualized Family Service Plan (IFSP)/Individualized Education Plan (IEP) and how to structure a preschool classroom. This class will focus on collaboration between teachers and other service providers to meet the developmental needs of preschoolers. Students will learn how to manage a self-contained preschool classroom, co-teach with early childhood educators, and serve as an itinerant ECSE teacher in community preschools.

Prerequisites: none

Credits: 2-3

.

Prerequisites: none

Credits: 4

In-depth examination of the problems, trends, and procedures used in planning career development, pre-vocational, and vocational programs for the midly disabled. Program models, assessment, job analysis, placement, and employer-school relations are covered.

Prerequisites: none

Credits: 4

This course addresses foundational knowledge for teachers of students with learning disabilities, and focuses on the referral, evaluation, and program planning process for these students.

Prerequisites: none

Credits: 4

Interpretation and implementation of psychological reports, formative and summative assessment data, enabling incorporation of relevant information/data into an evaluation report. Applied practical understanding, development, usage, and interpreation of information assessment tools determining identification and instructional design.

Prerequisites: none

Credits: 4

Pedagogy for teaching students with mild to severe learning disabilities with an understanding of instructional theories and trends. Applications include sequences/adaptations of instruction/curriculum, technology integration, collaborative techniques, and metacognitive strategies. Focus is in reading, written language, and mathematics.

Prerequisites: none

Credits: 2-3

Field experiences in off-campus programs providing services to students with learning disabilities. Designed to professionalize the educational experience and ensure license standards competency. Must be taken with SPED 649.

Prerequisites: none

Credits: 4

This course will provide students with foundational background knowledge of developmental disabilities, and characteristics and assessments associated with students with developmental disabilities. Topics covered will include: characteristics, historical perspectives, identification and assessment, family perspectives, learning characteristics and educational models.

Prerequisites: none

Credits: 4

This course addresses curricular approaches, instructional strategies, inclusion techniques, adaptive techniques, assistive technology, behavior techniques, and other specialized interventions needed to serve students with moderate to severe developmental and multiple disabilities effectively.

Prerequisites: none

Credits: 2-3

Student teaching is designed to provide graduate students an opportunity to demonstrate the knowledge and skills learned in their coursework and demonstrate the knowledge and skills needed to effectively teach students with developmental cognitive disabilities in a classroom setting.

Prerequisites: none

Credits: 3

This is an accompanying course for initial licensure Special Education teacher candidates in the areas of ASD, DCD, EBD, LD, and ECSE.

Prerequisites: none

Credits: 4

The purpose of this course is the effective applications of procedures for teaching students with emotional/behavioral disorders in school settings. Students will build individual programs through the use of Functional Behavioral Assessments focusing on Positive Behavioral Supports.

Prerequisites: none

Credits: 4

This course is an accompanying course for all advanced licensure Special Education teacher candidates.

Prerequisites: none

Credits: 3

This graduate course is designed to assist educators to develop knowledge of the due process requirements outlined in Minnesota Rule and Statute as well as a working understanding of federal special education law under the Individuals with Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act. Understanding the requirement of due process and federal special education law is critical in today's schools, both for teachers as well as administrators.

Prerequisites: none

Credits: 2-3

Field experience in off-campus programs providing services to student with learning disabilities. Designed to professionalize the educational experience and ensure license standards competency. Must be taken with SPED 658.

Prerequisites: none

Credits: 3

Field experience in off-campus programs providing services to student with mild/moderate disabilities.. Designed to professionalize the educational experience and ensure license standards competency.

Prerequisites: none

Credits: 1-3

.

Prerequisites: none

Credits: 4

This course will focus primarily on educational program development for children with autism. Students will learn to build visual schedules and write social stories to affect the behavior of students with autism. Students will learn the importance of individualized program development and legal issues surrounding appropriate programming.

Prerequisites: none

Credits: 4

One of 4 required courses for the certificate in ASD. This class will focus on current stressors affecting teachers, caregivers, and family members dealing with issues related to Autism.

Prerequisites: none

Credits: 2-3

Field experience with students with autism spectrum disorders. Designed to professionalize educational experience and ensure license standards competency. Take with SPED 656 (initial) or 659 (add-on license). All course work related to special education must be completed. Professor permission required.

Prerequisites: none

Credits: 1-3

.

Prerequisites: none

Credits: 1-2

Designed to assist student in preparation of their capstone project as part of their graduation requirements. In this experience, students receive one-on-one contact with their advisor.

Prerequisites: none