2024-2025 Course List

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.

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.

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.

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.

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.

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.

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.

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.

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.

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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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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

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.

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.

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.

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