Autism Spectrum Disorders License

The Autism Spectrum Disorders License will prepare you to serve students in birth to age 21 settings who have been identified with autism spectrum disorders. If you're not already a licensed teacher, you will have to complete the Standards of Effective Practice concentration, which meets the Minnesota Standards of Effective Practice, a requirement for every Tier 3 and Tier 4 K-12 licensed teacher in Minnesota.

Total credits

37

Finish in as few as

18-28 months

Courses

• 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

• Characteristics of ASD (ASD) (SPED643)

  Identification of theories, research, legal requirements and medical perspectives related to serving ASD students. Synthesis of information associated with ASD. Examination of early indicators of ASD. Identification of associated factors and their relationship to ASD behavior. Presentation of the impact of factors on ASD students. Evaluation of professional ASD-related resources.

  2 credits

• ASD: Evaluation, Communication, and Intervention Strategies and Field Experience (SPED645)

  Autism spectrum disorders (ASD): core characteristics, comorbid conditions, collaboration, and assessment plans. Instructional strategies targeting social, communication, academic, behavioral, and functional skills. Program modifications, strategies, generalization of skills, designing communication systems and assistive technology. Includes a 35-hour field experience focused on individualized programming, collaboration, and understanding the impact of ASD.

  4 credits

• Planning, Instruction, and Consultation for ASD (ASD) (SPED649)

  Development of individualized programs and interventions for students with Autism Spectrum Disorders. Collaboration models and techniques for best collaborating with stakeholders. Evaluation of environments, classrooms, and academic lessons for students with Autism Spectrum Disorders. Creation of instructional strategies and resources for students with Autism Spectrum Disorders.

  4 credits

• Classroom-based Assessment and Field Experience (SPED655)

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

  4 credits

• ASD: Student Teaching (SPED771)

  Implements referral, assessment, evaluation, IEPs, and interventions for students with autism spectrum disorders. 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: SPED770;SPED773;SPED774;TEAC751

• Foundations of Education (TEAC521)

  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.

  2 credits

• Educational Psychology (TEAC524)

  Identifies approaches to K–12 student development, learning, and performance and structures effective learning environments. Explores language acquisition, cultural influences, early assessment theory, and current issues. Examines learning and behavior theories that inform instruction and integrates Christian or personal faith perspectives on learning.

  4 credits

• General Methods of Instruction (TEAC526)

  Develops effective lesson and long-range plans, assessments, and evaluations. Designs lessons that integrate diverse instructional strategies and leverage student assets, including language and culture. Examines appropriate data practices for student assessment and progress. Plans opportunities using culturally responsive practices to engage all students, especially multilingual learners and historically marginalized populations.

  4 credits

• Diversity, Equity, and Inclusion in Education (TEAC528)

  Identifies various groups in American communities and develops skills for culturally affirming communication and collaboration. Examines Minnesota-based American Tribal Nations and communities. Analyzes how biases, discrimination, prejudice, racism, and sexism affect student learning and personal identity. Recognizes the impact of school environments and practices on equitable education delivery.

  4 credits

• School-Wide Systems Field Experience (TEAC595)

  Supervised observation in K-12 inclusive education setting. Analysis of students, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Impact of personal faith on the special education teacher role.

  1 credits

• Student Teaching Seminar (TEAC751)

  Analysis of the impact communication and teaching practices have on student learning. Consideration of the learner’s needs while aligning an instructional plan to help ensure student success. Application of appropriate academic language related to lesson planning, instruction, and assessment in the K-12 environment.

  1 credits

  Corequisite Course: SPED770;SPED771;SPED773;SPED774

Select one from:

• Autism Spectrum Disorders: Practicum (SPED787)

  Implements interventions and IEPs for students with autism spectrum disorders using engaging resources. Manages timelines, responsibilities, and consultation with parents, school, and community professionals. Analyzes personal and professional growth as a special educator. Completes 80 hours in a special education school setting.

  3 credits