The orientation introduces students to the tools, technology, policies, and expectations for the M.A. in Special Education. The delivery approach, instructional methods, and use of technology are reviewed. Program expectations are discussed, including APA style for written academic work and practicum parameters and placement.

The course emphasizes the fundamental, philosophical, and organizational history of K-12 special education. The historical evolution, issues, and current trends in special education are analyzed. Organizational structures, available service and placement options, disability classifications, and stereotypes of individuals with disabilities are covered. Additional areas introduced include non-biased assessment, legal requirements, and professional collaboration.

This course examines the characteristics of disabilities and their impact on students’ educational and social lives. Learning, developmental cognitive, speech, language, physical, autism spectrum, emotional behavioral, and other health disabilities are discussed along with the requirements for receiving special education.

This course examines the administration and interpretation of standardized instruments used to identify students with emotional behavioral disorders or specific learning disabilities. The focus is on the technical adequacy and educational viability of assessment instruments in screening, eligibility determinations, student progress monitoring, and data-based instructional planning practices. Scoring and interpretations of assessment tests; informal and observational assessment data collection and reporting; and the philosophy, procedures, and methodologies used to conduct screening and assessment are also covered.

This course addresses team teaching, curriculum modification and adaptation, interagency collaboration, career planning, and transition planning. Strategies for collaboration and communication with families and professionals are analyzed and applied. Implications of having a life long disability and how a child with a disability can impact family dynamics are also a focus.

• EDSE603 Individualized Assessment

This course explores proactive and systemic approaches to the assessment and management of behavior problems in the classroom, including functional assessment, behavioral analysis, cognitive strategies, and crisis prevention. The ethical and legal practices in behavior management and the use of positive behavior supports for promoting behaviors in school, home, school, and community settings are covered. The course examines research-based behavioral interventions and interventions based on behavioral, psycho-educational, and ecological theories.

This course provides an in-depth theoretical and practical examination of the characteristics, needs, and issues related to two specific student populations: those with learning disabilities and those with emotional behavioral disorders. The course explores expected psychosocial, educational, vocational, and leisure outcomes; the legal responsibilities of schools; collaboration among the school and other agencies; and the community and family

This course addresses both normal and atypical development in reading, spelling, and writing. Interventions for students having instructional and/or behavioral difficulties in the regular classroom; diagnostic strategies for developing remediation programs, and scientifically-based programs for remediation of literacy disabilities are covered.

This course examines instructional strategies, especially in literacy and math, for elementary and secondary age students with learning disabilities, and explores the role of the learning strategy specialist in resource and inclusive settings. Topics include facilitating the inclusion of students with learning deficiencies in general education through instructional modifications, managing classroom behavior, promoting social acceptance, and modifying the classroom environment; and researching and applying effective classroom instructional strategies across delivery models.

This course examines the learning needs of students identified with emotional behavioral disorders as a primary or co-existing disability identification. Techniques and strategies to facilitate the inclusion of these students in general education, including instructional modifications, classroom behavior management, promotion of social acceptance, and modification of the classroom environment to accommodate learners with emotional behavioral disorders are covered. Programming models and behavioral and psycho-educational techniques are analyzed. Attention is focused on intervention strategies, reintegration, and follow-up techniques.

The practicum/student teaching experience provides the opportunity to apply coursework; plan, organize, and teach lessons; maintain an environment conducive for learning; and become acquainted with school routines and practices, while working closely with a cooperating teacher. The practicum student is expected to demonstrate the professional dispositions of a well organized, effective, and reflective instructor.  The 3 credit practicum experience is for licensed teachers who will be adding on a special education endorsement, the 6 credit student teaching experience is for those students seeking an initial teaching license.

The student teaching experience is a 6 credit (15 week) experience to include each area of licensure for which students will be applying.  The student teaching experience consists of placement in two of the following grade levels (depending on grade level of experience in EDUC554) K-5, 6-8, and 9-12 grade levels.  Each student will be placed in a variety of settings to experience a resource setting, self contained setting, and an inclusive setting.  All experiences will be supervised by a university faculty member with appropriate licensure, and will be observed a minimum of 5 times.  Each teacher candidate will be placed with an experienced cooperating teacher with appropriate licensure and at least 3 years of special education teaching experience.

This course examines both qualitative and quantitative educational research and methodology, and its impact on the development of educational theory and the improvement of educational practices. Focus is on how to develop a research question and identify the relevant literature. The processes for conducting educational action research projects are explored.

The final course for the master program includes a literature review and action research design. Research findings are developed into an action plan. The action plan highlights current research-based practices; ethical principles; teacher resiliency; and cultural competence; and connections to students, families, colleagues, and professionals.

This course examines the historical, philosophical, and sociological foundations of education, including such topics as schooling in a changing pluralistic society, human relations and the discrimination issues in education, legal and political forces which impact American education, and the teacher’s professional roles and responsibilities; and 2) educational psychology, including (a) child and adolescent cognitive, social/emotional, and moral development; (b) psychology of exceptional children, federal and state laws and policies regarding assessment, free appropriate public education and inclusion of students with disabilities; and (c) motivation, learning theories, classroom management and principles of effective teaching.

Students will learn and apply the principles of educational psychology, including (a) child and adolescent cognitive, social/emotional, and moral development; (b) motivation, learning theories, classroom management and principles of effective teaching; and (c) psychology of exceptional children, including knowledge of exceptional educational need areas as defined by Minnesota, Wisconsin and federal law, the major characteristics of the disability areas in order to recognize their existence in children, and knowledge of various alternatives for providing the least restrictive environment for children with exceptional educational needs.

Middle and secondary school philosophy, classroom management, motivation, and student developmental differences are examined. An emphasis is placed on unit development, daily lesson planning, interdisciplinary planning, teaming, cooperative learning, exploratory learning and a variety of teaching strategies appropriate for grades 5-12.

• EDUC515 Foundations of Education

This course focuses on how to assess reading and written language skills of middle and high school students, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Adaptation of course materials, teaching strategies, and testing for students with exceptional educational needs is featured.

• EDUC515 Foundations of Education
• EDUC525 Curriculum and Instruction: Grades 5-12

This course provides an introduction to technology-based learning. Major topics include: 1) information literacy, i.e.criteria for web-based research; 2) discipline-specific software and technology;3) presentation systems (Hyperstudio, projection microscopes, Power Point); and, 4) assessment and grading tools.

Students will work under a cooperating teacher in an area school for a significant field experience. Translation of learning theory to classroom practice and preparation for student teaching will be featured.

This course is designed to sensitize students to issues which can cause discriminatory and prejudicial behaviors in students, teachers, administrators, parents, and members of the community at large. Emphasis is placed on developing the skills and dispositions of an inclusive, multicultural teacher in today's diverse classrooms. A particular focus is placed on Minnesota Indian cultures.