Graduate School
Special Education Courses
The M.Ed. in Special Education is a 34 semester credit program. Degree and licensure options both require the completion of all core courses and an additional set of specific courses. Licensure options require completion of 29 semester credits. Students seeking only E/BD and/or LD licensure are not required to complete core courses EDUC614, EDUC752, and EDU791.)
CORE COURSES
EDUC605: Special Education: Historical and Legal Issues (2 credits)
An examination of historical and legal issues of special education. State and federal laws, due process, data privacy requirements, and exclusionary rules will be discussed. Historical and philosophical background of special education and attitudes toward the exceptional child will also be discussed. The course provides a thorough examination of the Individuals With Disabilities Education Act, and a review of significant litigation related to the education of special education students.
EDUC610: Norm-Referenced Assessment (3 credits)
Introduction to the role of special education teachers in the assessment process. Focuses on norm-referenced, standardized assessment as part of the identification and instructional planning process for students with emotional/behavioral disorders or learning disabilities. Examines issues of test quality (reliability, validity, standardization), scoring, and interpretation. Surveys instruments commonly used in assessment.
EDUC613: Social Issues and Alternative Methods in Special Education (2 credits)
Focuses on current social issues affecting student academic and social progress, and alternative methods and strategies to address students' complex needs. Issues such as child abuse, domestic violence, poverty, addictions, and multicultural considerations are researched and discussed. Alternative methods are explored and practiced, such as cognitive behavior therapy, prayer, art and play techniques, biofeedback, nutrition, stress management, therapeutic holding, and others.
EDUC614: Educational Research (1 credit)
(INLG, TEAG)
Assists students in understanding and reporting educational and psychological research. As a part of the process, this course will allow students to 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. Graded on an S/U basis.
EDUC615: Teaching Exceptional Students (3 credits)
The goal of this course is to provide teacher-students a framework for designing, implementing, and evaluating instructional methods to teach exceptional students. Class participants will examine and apply effective teaching principles and theories while making instructional modifications. The course is designed to prepare teachers to meet the academic needs of students with learning and behavior problems.
EDUC625: Special Education: Planning and Programming (3 credits)
An opportunity for the student to gain a working knowledge of different special education delivery systems. Central to all delivery systems is the individual education plan (IEP). Students will use assessment data to write academic and behavioral goals and objectives that can be incorporated into an IEP. Develops the skills necessary to evaluate all available service delivery options in order to choose the most appropriate setting to meet individual student need. Emphasis is on accomplishing this task through an effective multidisciplinary team process.
EDUC636: Consultation and Collaboration (2 credits)
A focus on the communication skills necessary to consult and collaborate effectively with parents, administrators, teachers, and agency personnel about the special needs of students. Students will become acquainted with some of the many outside agencies that also deal with the special needs of students and their families. Interagency coordination is examined from both a legal and practical standpoint.
EDUC655: Classroom-Based Assessment (2 credits)
A focus primarily on non-standardized assessment techniques including curriculum-based assessment/measurement; observations; functional behavioral assessment; learning styles; and ecological, authentic, and portfolio assessments. Students will also review behavior rating scales and include various assessment data in evaluation reports. Students practice techniques in actual classrooms. Taken concurrently with EDU667 when seeking licensure. Prerequisite: EDU610 .
EDUC752: Writing the Thesis (1 credit)
Assists students in preparation for writing the Master’s Thesis. Focuses on the writing process and will include the following topics: information on the nature and scope of the Master’s Thesis, selection and delimitation of thesis topic, APA style, and the oral examination process. Graded on an S/U basis. Prerequisite: EDU614.
EDUC791: Master's Thesis (3 credits)
Exploration of a significant educational issue relevant to the student's professional involvement through an independent, individually supervised thesis. Graded on an S/U basis. Prerequisites: EDU614, EDU618.
BASIC PROGRAM AND CONCENTRATION COURSE REQUIREMENTS
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1 Basic Program Sequence EDUC620 EDUC631 (Summer) EDUC632 (Summer) PSYC600 |
2 E/BD Concentration EDUC620 EDUC660 EDUC670 EDUC782 PSYC600 |
3 LD Concentration EDUC631 (Summer) EDUC632 (Summer) EDUC660 EDUC670 EDUC784 |
4 E/BD and LD Concentrations EDUC620 EDUC631 (Summer) EDUC632 (Summer) EDUC660 EDUC670 EDUC782 EDUC784 PSYC600 |
EDUC620: Intervention Techniques (3 credits)
An introduction to the role of the special education teacher as an implementor of the social/emotional and behavioral interventions designed to meet individual student needs. Special attention will be paid to developing the skills necessary to help design, with other multidisciplinary team members, and implement a student behavior management program. Both individual and group intervention techniques will be presented, incorporating an emphasis on social skills training. The importance of the observation, assessment, and intervention sequence will be presented and discussed.
EDUC631: Basic Concepts of Learning Disabilities (3 credits)
An intensive study of the field of learning disabilities to provide basic information and foundation skills for understanding and working with students having learning disabilities. Emphasis is on definition, etiology, characteristics, and impact on an individual's cognitive, academic, social, and behavioral development and achievement. The multidisciplinary nature of services for students with learning disabilities, including identification, service delivery, and transitional needs will be considered. Various theoretical approaches related to cognition, instruction, and behavior will be explored.
EDUC632: Strategies for Teaching Students with Learning Disabilities (3 credits)
A focus on the development and evaluation of remedial strategies for students with learning disabilities. Specific techniques to address deficits in conceptual and organizational skills, problem solving, study skills, and learning strategies will be examined, along with curricular approaches to address the social-affective needs of students with learning disabilities. Strategies will be considered within a clinical teaching model. Prerequisite: EDU631.
EDUC660: Pre-Practicum (1 credit)
Structured observational experiences at all levels of service delivery to students identified as E/BD or LD. Students will observe team meetings, IEP meetings, and various educational programs and classrooms for pupils with emotional/behavioral disorders and/or learning disabilities. Students will also interview professionals as to their role and the specific procedures followed by schools in identifying and meeting the needs of exceptional students. Graded on an S/U basis. Taken concurrently with EDU605, EDU610, and PSY600.
EDUC670: Assessment Practicum (2 credits)
The practicum is designed to enable students to develop competence in assessing students to determine eligibility for special education and specific educational needs. Emphasis is on developing a thorough knowledge of and proficiency in formal assessment, with emphasis on administration and scoring procedures of the Woodcock-Johnson III Tests of Achievement, in compliance with professional and ethical standards of assessment. Graded on an S/U basis. Taken concurrently with EDU617. Prerequisites: EDU605 EDU610.
EDUC782: Practicum: Emotional/Behavioral Disorders (3 credits)
Experience working with children or youth from various grade levels who have emotional/behavioral disorders. The practicum corresponds to a student teaching experience and involves students in all aspects of programming in a special education setting, including referral review, assessment, IEP development, placement, and instruction and management of behaviors. Students are expected to demonstrate all proficiencies required of special education teachers. Students will also work with other educational personnel (regular or special education teachers, administrators, school psychologists, etc.) on a consultative/collaborative basis. Graded on an S/U basis. May be taken concurrently with EDU613, EDU615, EDU620, EDU636. Prerequisites: EDU605, EDU610, EDU617, EDU662, EDU667, PSY600.
EDUC784: Practicum: Learning Disabilities (3 credits)
A series of experiences working with children and/or youth from various grade levels who have been identified as having learning disabilities. Students will obtain experience with all aspects of programming for children and/or youth with learning disabilities, from referral and assessment through placement and instruction. Includes opportunities to work in collaboration with other educational personnel (regular and/or special education teachers, administrators, school psychologists) as well as parents. Graded on an S/U basis. May be taken concurrently with EDU613, EDU615, EDU636. Prerequisites: EDU605, EDU610, EDU617, EDU631, EDU632, EDU662, EDU667.
PSYC600: Child and Adolescent Psychopathology (3 credits)
A survey of major clinical perspectives, psychological disorders, terminology, and issues important to the field of child and adolescent psychopathology with emphasis given to areas of special relevance to the educational setting. Provides students with the background to be informed communicators with mental health professionals with whom they will collaborate in serving students having emotional/behavioral disorders. Improves student's proficiency at distinguishing between problems falling in the normal and clinical ranges.
* Course must be taken for credit at Bethel.
Bethel University reserves the right to withdraw, modify, or add to the list of courses or the course descriptions printed in this bulletin.