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.  

Total Credits

37

Finish in as Few as

17-24 months

Courses

• Writing the Thesis (EDUC795)

  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, meta-analysis, and action research designs. 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. 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.

  4 credits

• 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

• 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 assessments for special education decision-making. Description of responsibilities of assessment team members. Synthesis of assessment data. Identification of students’ strengths and needs through assessment. Development of an evaluation report, Explanation of results with family, student and staff, Creation of interventions.

  4 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

• 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

• 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

• 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 apply evidence-based lesson design, instructional methods, and assessment strategies in a 35-hour supervised K-12 field experience.

  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