Our Autism Spectrum Disorders (ASD) concentration prepares you to serve students with ASD from birth to age 21 in a variety of educational settings addressing mild, moderate, and severe needs. If you're not already a Tier 3 or Tier 4 Minnesota licensed teacher, you will also need to complete the Standards of Effective Practice concentration. This additional concentration meets the Minnesota Professional Educator Standards and Licensing Board’s (PELSB) Minnesota Standards of Effective Practice, a requirement for all Tier 3 and Tier 4 licensed teachers.

Total Credits

41

Finish in as Few as

18-28 months (plus thesis)

Courses

• Locating Resources for Educational Research (EDUC614)

  Introduction of skills needed to search for and cite resources used in a teacher preparation program and master’s thesis. Identification of differences between research-based sources, non-research-based sources, and other scholarly sources on educational topics using discipline-specific resources.

  1 credits

• Preparing the Thesis/Collaborative Research Project (EDUC755)

  Introduction to the educational research process including planning for the process of writing and defending a thesis. Recognition of the characteristics of quantitative, qualitative, mixed-methods and meta-analysis. Reflection on research ethics from a Christian worldview. Demonstration of academic research and writing skills including APA formatting proficiency. Summarization of current, relevant literature on a feasible topic. Creation of a prospectus that contains key components of a proposed study.

  1 credits

• Writing the Thesis/Collaborative Research Project (EDUC790)

  Exploration of a significant educational issue relevant to the student's professional involvement through an independent thesis or collaborative, research project. Oral defense of student’s thesis or project following collaboration with thesis advisor to ensure guidelines have been followed and requirements have been met as noted in the Bethel University Graduate Education Thesis Handbook.

  3 credits

• Characteristics of ASD (SPED601)

  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.

  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

  Corequisite Course: SPED655;SPED670

• Autism Spectrum Disorders: Assessment, Communication and Instructional Strategies (SPED611)

  Generation of comprehensive assessment plan for ASD evaluation. Designing of instruction based on evaluation results, in collaboration with outside service providers. Designing of communication and assistive technology systems for individuals with ASD. Development of instructional programs and opportunities that support individuals with ASD and promote social participation and interpersonal interactions.

  3 credits

• Planning, Instruction & Consultation for ASD (SPED612)

  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.

  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. Recognition of characteristics and instructional strategies for the specific learning disability: dyslexia.

  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

• 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 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.

  3 credits

  Corequisite Course: SPED610;SPED670

• 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

  Corequisite Course: SPED610;SPED655

• ASD Field Experience (SPED671)

  Identification of the impact characteristics and collaboration in coordinating resources have on learners with autism. Description of individualized programming based on evaluation results. Explanation of how lessons target social, communication, academic, behavioral, functional skills. Identification of program modifications. Interpretation of how instructional strategies promote the generalization of skills.

  1 credits

• Consultation, Collaboration & Resources (SPED675)

  Identification of collaborative partners and structures needed to provide effective special education services to students and their families. Inclusion of community, interagency, educational organizations, and other professional services while considering family background, socioeconomic status, cultural and linguistic diversity. Evaluation of current research and its relevance to planning and implementing emerging special education practices.

  2 credits

Select one from:

• ASD: Student Teaching (SPED781)

  Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with autism spectrum 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: ASD student teaching fee: $150, out-of-region fee: $100, out-of-state fee: varies.

  4 credits

• ASD: Practicum (SPED787)

  Implementation of procedures necessary to incorporate interventions and IEPs for students with autism spectrum 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. This course is for add-on SPED license candidates (80 required hours in a special education school setting).

  3 credits

Credits listed are for the current catalog. The PELSB (Professional Educator Licensing and Standards Board) may implement new requirements that may require credit changes.