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Our Emotional and Behavioral Disorders License prepares you to serve K-12 students who have been identified with emotional and behavior disorders ranging from mild to severe.

Online

Fully Online

You'll complete 100% of your coursework online.

Location: Online

Start Dates: Spring 2019

Mostly Online

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

Location: Online

Start Dates: Spring 2018, and Fall 2018

Blended

Blended

Courses will be a mix of online and face to face sessions. You'll complete 30-80% of your coursework online.

Location: Anderson Center

Start Dates: Fall 2018, and Spring 2019

Mostly Online

Courses will be a mix of online and face to face sessions. You'll complete 30-80% of your coursework online.

Location: Anderson Center

Start Dates: Spring 2018, and Summer 2018

Finish in as Few as

15-18 months

Courses

  • EBD: 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

  • Introduction to Special Education (SPED605)

    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.

    1 credits

  • Introduction to Academic Instruction and Behavior Management for the Exceptional Learner (SPED608)

    This course will prepare special education teachers for their unique role as academic instructors and skillful classroom managers. Students will become familiar with a wide range of evidence-based teaching and behavior management methods that include approaches for one to one, small group and class-wide delivery. An emphasis on universal design as it relates to the needs of both typically developing and exceptional learners will accompany a foundational introduction to Behavioral management through antecedent-based intervention and environmental arrangement.

    3 credits

  • Norm-Referenced Assessment (SPED610)

    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.

    3 credits

  • Norm-Referenced Assessment (SPED610)

    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.

    3 credits

  • Interventions for Emotional and Behavioral Disabilities (SPED613)

    Role of special education teachers as social/emotional and behavioral intervention implementers meeting individual needs of students with moderate to severe behavioral disabilities. Skills to function on multidisciplinary teams implementing school-based behavior management programs. Individual and group intervention strategies emphasizing social skills training and academic adaptations for general education curriculum mastery. Importance of observation, assessment, and intervention sequence and crisis management.

    3 credits

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

    Interpretation of student performance data. Description of differentiation strategies. Application of evidence-based instructional practices and theories for students with a range of disabilities and diverse needs. Designing of positive instructional environments. Reflection on the relationship between faith concepts and educational practice in K-12 special education.

    3 credits

  • Reading Foundations (SPED620)

    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 (SPED621)

    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 12 weeks.

    1 credits

  • Special Education: Planning and Programming (SPED625)

    Development and evaluation of an individual education program (IEP) 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

  • Introduction to Behavioral Methods & Mental Health for Mild to Moderate Special Needs (SPED641)

    Introduction to behavioral methods and foundations of mental health for students with mild to moderate special education needs. Students analyze behavior methods/interventions for the classroom with emphasis on brain-based research. Understanding behaviors and mental health are explored within behavioral, social, emotional, educational, cognitive, physical, communication, and functional contexts as well as foundations of cognitive/emotional development and informal tools for screening.

    3 credits

  • Classroom-Based Assessment (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 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

  • Special Education Assessment Field Experience (SPED670)

    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/12 weeks

    1 credits

  • EBD Field Experience (SPED672)

    A 35-hour field experience in which students complete observational experiences in mild, moderate, and severe K-12 EBD settings. Participate in behavioral techniques and programming, accommodations and modifications both in the resource and general education classrooms, and observe mental health providers for K-12 EBD students with mild, moderate and severe needs.

    1 credits

  • Consultation, Collaboration & Resources (SPED675)

    Focus is on the communication skills necessary to consult and collaborate effectively with parents, administrators, teachers, paraprofessionals, and agency personnel about the special needs of students. Students will become acquainted with outside agencies, as well as transition needs and services. Clarifying personal beliefs and adjusting to diverse student needs within their student teaching environments are critical elements of this course.

    2 credits

  • Select one from:

    • EBD: Student Teaching (SPED783)

      A 12-week student teaching experience working with K-12 students who have moderate to severe emotional/behavioral disorders (M/SED). Minnesota State Standards for Special Educators, school-based program planning, and service provision for students with M/SED.

      4 credits

    • EBD: Practicum (SPED788)

      A seven-week practicum experience with K12 students who have moderate to severe emotional/behavioral disorders (M/SED). The course plan aligns with Minnesota State Standards for Special Educators and includes all aspects of school-based program planning and service provision for students with M/ SED.

      3 credits

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