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The Bachelor of Arts in Special Education offers a mostly-online format, with occasional face-to-face intensives, allowing adult learners the flexibility to meet requirements on the job and finish their degree efficiently.

You need to have 60 credits to start this program. Your enrollment counselor can help you explore your options for obtaining credits, including taking courses in our associate degree programs.

Online

Mostly Online

You'll complete over 80% of your coursework online.

Location: Online

Start Dates: Spring 2019, Summer 2019, and Spring 2020

Blended

Partially Online

Courses will be a mix of online and face to face sessions. You'll complete over half of your coursework online.

Location: St. Paul

Start Dates: Spring 2019, Summer 2019, and Fall 2019

Total Credits

66

Finish in as Few as

30 months

Courses

  • Foundations in Education (EDUC321)

    Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning, collaboration, and connection between professional responsibilities and personal faith and values.

    3 credits

  • Educational Psychology (EDUC324)

    Identification of different approaches to K-12 students development, learning, performance, and critical elements needed to structure an effective learning environment. Synthesis of early assessment theory and current issues. Description of theories that influence learning and behavior related to the learning environment. Integration of Christian or personal faith perspective of learning.

    4 credits

  • General Methods of Instruction (EDUC326)

    Development of effective lesson plans that include all required components. Creation of effective long-range plans, assessments, and evaluations. Integration of a variety of instructional strategies within lesson plans to meet student needs. Identification of appropriate data practices related to student assessment and progress.

    3 credits

  • Educational Equity (EDUC363)

    Identification of various groups in American communities and how to foster communication. Analysis of Minnesota-based American Indian tribes. Description of biases, discrimination, prejudices, racism, and sexism in the classroom and the influence personal identity has on student learning. Evaluation of the effects that various diversity factors have in the classroom.

    3 credits

  • Classroom Technology (EDUC368)

    Description of foundations of technology integration practices. Development of a personal technology integration philosophy. Creation of instructional materials to develop understanding of digital citizenship. Evaluation of technology integration resources. Identification of appropriate technology tools for meeting objectives. Application of best practices in technology integration. Analysis of tools for collecting data.

    2 credits

  • School-wide Systems Field Experience (EDUC395)

    Supervised observation in K-12 inclusive education setting. Analysis of student needs, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Identification of MN edTPA language. Impact of personal faith on the special education teacher role. 30 hours over 10 weeks.

    1 credits

  • Special Education Student Teaching Seminar (EDUC451)

    Development of strategies for personal and professional efficacy and engaging resources. Analysis of the impact teachers personal and professional practices, second language, and communication have on student learning. Alignment of an instructional plan with the needs of a learner. Application of academic language.

    3 credits

  • Characteristics of Mild-Moderate Disabilities (SPED400)

    Exploration of the five disability categories represented under Academic Behavioral Strategist (ABS). Identification of strategies that support stakeholders of children with mild-moderate needs. Explanation of topics that form the basis for special education practice for students with mild-moderate disabilities. Identification of the impact culture and linguistics has on special education.

    3 credits

  • Introduction to Special Education (SPED405)

    Identification of the impact historical and philosophical foundations, legal bases, and contemporary issues have on special education. Identification of common disability category characteristics. Description of the impact culture, faith, and linguistics have on special education. Description of how the Individuals with Disabilities Education Act (IDEA) impacts special education.

    2 credits

  • Introduction to Academic Instruction and Behavior Management for Exceptional Learners (SPED408)

    Introduction to how special education and general education academic systems work together. Identification of functional behavioral assessments processes and principles of individual and school-wide systems of supports. Demonstration of how evidence-based instruction can be adapted. Identification of how required curricular components direct instruction. Analysis of positive instructional environments.

    3 credits

  • Norm-Referenced Assessment (SPED410)

    Description of standards and critical elements in the special education assessment process. Identification of test development principles and evaluation of standardized assessment instruments for special education decision-making. Description of responsibilities of assessment team members. Synthesis of assessment data. Application of scriptural principles to assessment in special education.

    4 credits

  • Foundations of Instructional Strategies for Students with Mild-Moderate Disabilities (SPED418)

    Development of an instructional sequence for students in special education. Evaluation of data for making accommodations and modifications. Identification of differentiation strategies. Application of evidence-based practices. Identification of the relationship between teaching and learning theories and academic standards. Exploration of the relationship between faith concepts and instruction in special education.

    4 credits

  • Reading Foundations (SPED420)

    Identification of relationships among reading, writing, and oral language, comprehension processes, and instructional strategies. Description of the structure of the English language and word identification strategies, and the role of vocabulary knowledge in language. Analysis of different texts for K-12 classrooms. Assessment strategies for reading and writing needs.

    3 credits

  • Reading Field Experience (SPED421)

    Supervised reading instruction in a K-12 setting. Assessment and analysis of reading ability. Creation of lessons and application of reading instruction skills/strategies. Designing of an environment that fosters reading. Identification of how personal faith connects with the professional responsibilities of a teacher. 30 hours over 10 weeks.

    1 credits

  • Special Education: Planning and Programming (SPED425)

    Development and evaluation of both an individual education program based on student assessment results. Consideration of technology, supplementary aids, services, and transition needs of students. Synthesis of cultural, ethnic, and linguistic diversity. Demonstration of best practice and collaboration techniques between school, family, and outside agencies.

    3 credits

  • Responsive Instruction, Intervention and Assessment (SPED431)

    Identification of appropriate assessment measures and professional resources related to interventions. Interpretation of assessment and progress monitoring data to make informed instructional and placement decisions. Creation of instruction and modifications incorporating research-based interventions and based on data collected through collaboration with stakeholders. Description of student assessment results.

    3 credits

  • Introduction to Behavioral Methods & Mental Health for Mild-Moderate Special Needs (SPED441)

    Introduction to behavior methods and mental health for students with mild/moderate

    3 credits

  • Classroom-based Assessment (SPED455)

    Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of students learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age and gender have on assessment.

    3 credits

  • Assessment Field Experience (SPED470)

    Identification of students' strengths and needs through assessment. Identification of the purpose of multidisciplinary teams. Development of an evaluation report. Explanation of assessment results with family, student and staff. Creation of interventions. Development of a plan for continued professional development in the area of assessment. 30 hours/10 weeks.

    1 credits

  • ABS Field Experience (SPED473)

    Identification of students with mild to moderate disabilities through the special education referral, evaluation, and eligibility process. Clarification of IEP team meeting and development components, as well as roles and responsibilities of IEP team members. Identification of effective academic and behavioral interventions, accommodations, and modifications. Integration of faith and teaching.

    1 credits

  • Student Teaching: Academic Behavioral Strategist (SPED480H)

    Management of timelines and ethical responsibilities of a special educator. Implementation of appropriate interventions and procedures necessary to process moral dilemmas related to special education due process. Consultation with parents and professionals to provide special education services. Analysis of personal development. Integration of duty, virtue, responsibility, and Christian values.

    4 credits

  • CORE Courses

    A distinctive feature of Bethel's programs is our commitment to the development of the whole person. In addition to courses within a program, students explore personal values and faith formation in a hospitable environment that respects learning from one another's perspectives. Rather than teaching students what to think about Christianity, we teach students how to think about the Bible, Christian history, and personal faith.

    • Examining Crucial Questions (CORE330)

      Summary of the Christian biblical narrative. Identification of the roles of scripture, history, experience, and reason as they form convictions related to social and ethical issues. Examination of selected theological concepts using the Wesleyan Quadrilateral, as well as the application of those concepts to real life situations.

      3 credits

    • Community, Self and Formation: Ancient and Contemporary Narratives (CORE300)

      An exploration of self in the world, based on personal experience and classical spiritual practices. Students are challenged to think systemically about contexts of family, faith community, workplace, and broader culture as they plan for lifelong formation and contribution to the well-being of others.

      3 credits

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