Basic Program Sequence
Graduate School Academics M.A. in Special Education Program Details
M.A. in Special Education
- Home
- Program Details
- Academic Behavioral Strategist Concentration
- Autism Spectrum Disorders Concentration
- Developmental Disabilities Concentration
- Emotional and Behavioral Disorders Concentration
- Standards of Effective Practice Concentration
- Basic Program Sequence
- License Options
- Anoka-Hennepin Premier Para Partnership
- Faculty
- How to Apply
The Basic Program Sequence is a great opportunity to grow your understanding of students with disabilities without completing student teaching requirements or earning a license. This option is a great way to acquire more knowledge related to people with disabilities if you’re a general education teacher or a professional in a different field working with people with disabilities.
Online
Mostly Online
You'll complete over 80% of your coursework online.
Location: St. Paul
Start Dates: Courses start every 6 weeks. Contact your enrollment counselor for details.
Total Credits
37
Finish in as Few as
17-24 months
Courses
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Writing the Thesis (EDUC795)
Exploration of a significant educational issue relevant to the student's profession through writing an independent thesis or collaborative research project. Recognition of the characteristics of quantitative, qualitative, mixed-methods, meta-analysis, and action research designs. Reflection on research ethics from a Christian worldview. Oral defense of student’s thesis or project following collaboration with the thesis advisor.
4 credits
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Introduction to Special Education: History, Law, Academics, and Behavior (SPED602)
Identification of the impact of historical, philosophical foundations, legal bases, and contemporary issues on special education. Exploration of disability category characteristics, cultural influences, and linguistic considerations. Description of the effects of the Individuals with Disabilities Education Act (IDEA) and the collaboration between special and general education. Introduction to functional behavioral assessments, individual and school-wide support systems, and the adaptation of evidence-based instruction. Identification of how curricular components guide instruction and analysis of positive instructional environments.
4 credits
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Norm-Reference Assessment and Field Experience (SPED617)
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. Identification of students’ strengths and needs through assessment, Development of an evaluation report, Explanation of results with family, student and staff.
4 credits
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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
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Consultation, Collaboration, and Resources (SPED623)
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
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Programming and Planning for Special Education (SPED627)
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.
2 credits
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Reading Foundations and Field Experience (SPED629)
Identification of relationships, stages, and patterns among reading, writing, and oral language development, fluency and comprehension processes, instructional strategies, markers/strategies to address dyslexia, and connections between personal faith and professional role. Description of English language structure, word identification strategies, and the role of vocabulary knowledge. Determination of appropriate assessment strategies and analysis of texts for K-12 classrooms. Students will apply evidence-based lesson design, instructional methods, and assessment strategies in a 35-hour supervised K-12 field experience.
4 credits
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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
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Responsive Instruction, Intervention, and Assessment (ABS) (SPED635)
Identification of assessment measures for instructional decisions, professional organizations and publications related to interventions, and the historical context and educational movements. Interpretation of assessment data. Designing of instruction and modifications and analysis of progress monitoring data. Description of students’ assessment results and progress understandable to all stakeholders. Identification of the impact culture and linguistics has on special education.
2 credits
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Intro to Behavioral Methods & Mental Health for Mild-Moderate Special Needs (ABS, EBD) & Field Exper (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
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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