Special Education Concentration

In our Special Education concentration, you’ll grow in your ability to effectively meet the needs of special education students in your general education classroom.

Total credits

32-34

Finish in as few as

18 months (plus thesis)

Courses

• Child & Adolescent Psychopathology (SPED604)

  Explanation of etiology, characteristics, and classifications of behavioral disorders. Description of foundation and conceptual models related to emotional/behavioral disorders. Identification of current educational definitions, identification criteria, and labeling issues. Analysis of behavioral manifestations and the relationship between emotional/behavioral disorders. Determination of consultation with other professionals.

  3 credits

• Instructional Strategies for Students with Mild-Moderate Disabilities (SPED618)

  Interprets student performance data, differentiates instruction for diverse needs, and applies evidence-based practices for students with mild–moderate disabilities. Creates positive learning environments and explores connections between faith and K-12 special education. Develops skills to locate, evaluate, summarize, and cite scholarly research in APA style to inform practice.

  4 credits

• Reading Foundations and Field Experience (SPED629)

  Relationships, stages, and patterns among reading, writing, and oral language development, fluency and comprehension processes, and instructional strategies. English language structure, word identification strategies, addressing dyslexia, and the role of vocabulary knowledge. Assessment strategies and textual analysis for K-12 classrooms. Students apply learning in a 35-hour supervised K-12 field experience.

  4 credits

• Responsive Instruction, Intervention, and Assessment (ABS) (SPED635)

  Identifies assessment measures for instructional decisions, professional organizations, and historical educational contexts. Interprets assessment data, designs instruction and modifications, and analyzes progress monitoring results. Communicates students’ assessment outcomes clearly to stakeholders. Identifies cultural and linguistic impacts on special education.

  2 credits

• Intro to Behavioral Methods & Mental Health for Mild-Mod Special Needs (ABS, EBD) & Field Experience (SPED639)

  Introduction to behavior methods and mental health for students with mild/moderate needs. Interventions for K-12 students with mental health and behavioral needs. Impact of mental health and behavioral labels/diagnoses within K-12 education. Identification of roles of professionals within and outside the school related to mental health.

  4 credits

• Foundations of Developmental and Cognitive Disabilities/Intellectual Disabilities (SPED661)

  Examination of the historical, legal, and philosophical foundations of educating students with developmental cognitive disabilities. Survey of etiology and characteristics of students, definitions and identification, assessment, and current issues related to disabilities. Integration of personal faith, reflection, vision, and professional development practices to improve service to students and families.

  2 credits

• ABS: Student Teaching (SPED770)

  Implements referral, assessment, evaluation, IEPs, and interventions for students with mild–moderate disabilities. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting.

  5 credits

  Corequisite Course: SPED771;SPED773;SPED774;TEAC751

• Teacher as Leader (TEAC606)

  Analyzes the critical impact of teachers in education and examines formal and informal ways teachers lead. Provides a framework for engaging with the evolving role and challenges of teacher leadership. Develops reflective practices and sets goals for leadership and professional growth.

  3 credits

• Content Research in Practice (TEAC610)

  Use of evidence based research to inform instructional practice is a critical skill for practicing teachers. The ability to locate, curate, analyze and apply educational research will be mastered. Creation of unique applications of research from specific k-12 content is the primary focus of this course.

  2 credits

• Improving Instruction (TEAC616)

  Examines theories, approaches, and instructional strategies that build on practicing teachers’ experience. Explores 21st-century skills and model schools known for innovative practices grounded in theory. Renews teachers’ knowledge base, craft of teaching, and understanding of new models for effective schooling.

  3 credits

• Applied Classroom Assessment (TEAC635)

  Examination of the core principles of how assessment can accelerate student learning when applied systematically. Development of thinking habits that lead to consistent and purposeful implementation of practices that motivate, inspire, and empower students to take ownership of their learning.

  3 credits

• Introduction to Differentiation and Responsive Teaching (TEAC730)

  Overviews the theory and research of differentiated instruction to address varying student needs in K-12 classrooms. Focuses on instructional strategies and the practical application of differentiation. Emphasizes strategies to support students with disabilities while developing content, processing ideas, and creating products that enhance learning for all students.

  3 credits

• Responsive Pedagogy for English Language Learners (TEAC731)

  Overviews second language acquisition theories to understand how learners acquire a new language. Focuses on differentiating instruction for language proficiency and prior schooling while maintaining grade-level rigor. Applies strategies for academic language teaching across content areas. Addresses factors influencing language acquisition, including linguistic and cultural identity negotiation.

  3 credits

• Culturally Responsive Instruction (TEAC732)

  Examination of multicultural research, theory and practice as a foundation to cultural understanding in the classroom. Exploration of their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research‑based best practice to continually improve as culturally responsive practitioners.

  3 credits

• Preparing to Write the Thesis/Collaborative Research Project (TEAC756)

  Preparation for the process of designing and writing a master's level thesis or collaborative research project. Exploration of the selection and refinement of a research topic; the nature and scope of master's thesis; APA style; and preparation for the oral examination process.

  1 credits

• Thesis Writing Studio (TEAC790)

  Explores a significant educational issue through an independent or collaborative, step-by-step process to develop a thesis or project. Works with a thesis advisor to ensure adherence to guidelines and requirements. Defends the thesis or project upon completion, integrating feedback and demonstrating mastery of scholarly practice.

  3 credits

Select 3 from:

• Introduction to Special Education: History, Law, Academics, and Behavior (SPED602)

  Identifies the impact of historical, philosophical, legal, and contemporary factors on special education. Explores disability characteristics, cultural influences, and linguistic considerations. Describes the effects of IDEA and collaboration between special and general education. Introduces functional behavioral assessments, support systems, and evidence-based instructional adaptations. Analyzes curricular guidance and positive instructional environments.

  4 credits

• Characteristics of Mild-Moderate Disabilities (ABS) (SPED633)

  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.

  4 credits