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

• 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

• Intervention Strategies for Moderate to Severe Behavioral Disabilities (SPED613)

  Identification of policy and procedures for educational services to pre K-12 students with EBD. Application of essential features of EBD classrooms. Description of how Functional Behavior Assessments are utilized. Analysis of theories of behavior change. Description of interagency collaboration and program accommodations. Integration of faith perspective and students with EBD.

  3 credits

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

  Interpretation of student performance data, employing differentiation strategies for diverse needs, and applying evidence-based instructional practices for students with mild-moderate disabilities. Creation of positive learning environments and exploration of the connection between faith concepts and K-12 special education. Development of skills for resource search and citation, distinguishing between research-based, non-research-based, and scholarly sources. Development of skills to find, review, and summarize scholarly articles and adhere to APA style while linking academic research to evidence-based practices.

  4 credits

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

  Introduction and interventions to behavior methods and mental health for students with mild/moderate 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. Includes a 35-hour field experience in which students complete observational experiences in mild, moderate, and severe K-12 EBD settings OR in mild-moderate ABS settings covering LD, EBD, ASD, DD, and OHD.

  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

• 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)

  Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Understanding of the developmental process of language acquisition and the influence of culture on learning. 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 Teaching (TEAC526)

  Development of effective lesson plans that include all required components. Creation of effective long-range plans, assessments, and evaluations. Design of lesson plans that integrate a variety of instructional strategies and incorporate student assets including language and culture. Description of appropriate data practices related to student assessment and progress. Planning of opportunities that utilize culturally responsive practice to engage all students and especially multilingual learners and those who have been historically marginalized.

  4 credits

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

  Identification of various groups in American communities and skills to foster culturally affirming communication and collaboration. Description of Minnesota-based American Tribal Nations and communities. Analysis of how biases, discrimination, prejudices, racism, and sexism impact student learning in the classroom and influence personal identity. Recognition of the impact school environments and practices have on the delivery of equitable education.

  4 credits

• School-Wide Systems Field Experience (TEAC595)

  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 8 weeks.

  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. FE: EdTPA fee $300. GE: Graded on an S/U basis.

  1 credits

Select one from:

• EBD: Student Teaching (SPED783)

  Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with emotional/behavioral disorders. Management of timelines and responsibilities including consultation with parents, school and community professionals. Development of strategies for efficacy and engaging resources. Analysis of personal and professional growth as a special educator. 12 consecutive weeks required. FE: EBD student teaching fee: $150, out-of-region fee: $100, out-of-state fee: varies.

  4 credits

• EBD: Practicum (SPED788)

  Implementation of procedures necessary to incorporate interventions and IEPs for students with emotional/behavioral disorders using engaging resources. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Analysis of personal and professional growth as a special educator (80 required hours in a special education school setting). FE: Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies.

  3 credits