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Emotional and Behavioral Disorders Concentration

Master of Arts

Our Emotional and Behavioral Disorders concentration prepares you to serve K-12 students who have been identified with emotional and behavior disorders ranging from mild to severe. If you're not already a licensed teacher, you will have to complete required prerequisite courses which meet the MN Standards of Effective Practice.

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: Courses start every 6 weeks. Contact your enrollment counselor for details.

Blended

Partially Online

Courses will be a mix of online and face to face sessions. You'll complete over half of your coursework online.

Location: Anderson Center

Start Dates: Spring 2018, Summer 2018, Fall 2018, and Spring 2019

Total Credits

41

Finish in as Few as

15-18 months (plus thesis)

Courses

  • Educational Research (EDUC614)

    Focus is on understanding and reporting educational and psychological research. Students will conduct online computer searches, appraise the quality of professional literature, cite research using APA style, and understand the options of writing a master's thesis or conducting an action research project.

    1 credits

  • Preparing the Thesis/Action Research Project (EDUC755)

    Assists students in preparing their master's thesis or conducting an action research project. Focus is on the design process and includes the following topics: information on the nature and scope of the master's thesis/action research project; selection and refinement of topic; APA style; and the oral examination process.

    1 credits

  • Writing the Thesis/Action Research Project (EDUC790)

    Exploration of a significant educational issue relevant to the student's professional involvement through an independent, individually supervised thesis or project.

    3 credits

  • 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 behavior methods and mental health for students with mild/moderate

    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

Program Distinctives

Approved by Minnesota Board of Teaching

The Board of Teaching governs the teacher licensing requirements for the state of Minnesota. The graduate Special Education program at Bethel meets these requirements.

Accredited by the Teacher Education Accreditation Council (TEAC)

Bethel’s graduate Special Education program is accredited under the Teacher Education Accreditation Council (TEAC) Quality Principles through the Council for the Accreditation of Educator Preparation (CAEP) Accreditation System for a period of 7 years, from October 2015 through December 2022. Our teacher education program will seek accreditation under the CAEP Standards in fall of 2022. Formed in 2013, CAEP is the single specialized accreditor for educator preparation, and administers TEAC accreditation. See our candidate performance data (pdf).

Premier Paraprofessional Partnership with Anoka-Hennepin

We partner with the Anoka-Hennepin School District to offer you opportunities to work as a full-time float para in area schools while you earn your master’s in special education. This program is a chance to gain first hand experience, get full-time pay and benefits while you work towards your degree, and make connections that will help you build a successful career.

Become a Bethel Student