Special Education Courses

The M.A. in Special Education is a 34 semester credit program. Degree and license options both require the completion of all core courses and an additional set of specific courses. License options require completion of 29 semester credits. Learners seeking only E/BD and/or LD license are not required to complete core courses EDUC614, EDUC755, and EDU790.

CORE COURSES

EDUC605: Special Education: Historical and Legal Issues (2 credits)
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. 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. Focus is on norm-referenced, standardized assessment as part of the identification and instructional planning process for students with emotional/behavioral disorders or learning disabilities. Examination of issues of test quality (reliability, validity, standardization), scoring, and interpretation. Survey of instruments commonly used in assessment.

EDUC613: Social Issues and Alternative Methods in Special Education (2 credits)
Focus is 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)
Focus is on understanding and reporting educational and psychological research. Learners 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. Course is required of all master’s degree-seeking learners and is strongly recommended for learners seeking only a license. Graded on an S/U basis.

EDUC615: Teaching Exceptional Students (3 credits)
Provision for teacher-learners of a framework for designing, implementing, and evaluating instructional methods to teach exceptional students. Learners will examine and apply effective teaching principles and theories while making instructional modifications. Designed to prepare teachers to meet the academic needs of students with learning and behavior problems.

EDUC625: Special Education: Planning and Programming (3 credits)
Focus is on different special education delivery systems; central to all delivery systems is the individual education plan (IEP). Learners will use assessment data to write academic and behavioral goals and objectives to be incorporated into an IEP. Development of 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)
Focus is on the communication skills necessary to consult and collaborate effectively with parents, administrators, teachers, and agency personnel about the special needs of students. Learners will become acquainted with some of the many outside agencies that also deal with the special needs of students and their families. Examination of interagency coordination from both a legal and practical standpoint.

EDUC655: Classroom-Based Assessment (2 credits)
Focus is primarily on non-standardized assessment techniques including curriculum-based assessment/measurement; observations; functional behavioral assessment; learning styles; and ecological, authentic, and portfolio assessments. Review of behavior rating scales and various assessment data in Evaluation Reports. Learners practice techniques in actual classrooms. Taken concurrently with EDUC670 when seeking license. Prerequisite: EDU610.

EDUC755: Preparing the Thesis/Action Research Project (1 credit)
Assists learners 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. Graded on an S/U basis. Prerequisite: EDUC614.

EDUC790: Writing the Thesis/Action Research Project (3 credits)
Exploration of a significant educational issue relevant to the learner’s professional involvement through an independent, individually supervised thesis or project. Graded on an S/U basis. Prerequisites: EDUC614, EDUC755.

BASIC PROGRAM AND CONCENTRATION COURSE REQUIREMENTS

1
Basic Program
Sequence
EDUC620
EDUC631
EDUC632
PSYC600

2
E/BD
Concentration
EDUC620
EDUC660
EDUC670
EDUC782
PSYC600

3
LD
Concentration
EDUC631
EDUC632
EDUC660
EDUC670
EDUC784

4
E/BD and LD Concentrations
EDUC620
EDUC631
EDUC632
EDUC660
EDUC670
EDUC782
EDUC784
PSYC600

EDUC620: Intervention Techniques (3 credits)
Introduction to the role of the special education teacher as an implementer 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 and implement with other multidisciplinary team members, a student behavior management program. Both individual and group intervention techniques, incorporating an emphasis on social skills training. Discussion of the importance of the observation, assessment, and intervention sequence.

EDUC631: Basic Concepts of Learning Disabilities (3 credits)
Intensive study of the field of learning disabilities to provide basic information and foundation skills for understanding and working with students who have learning disabilities. Emphasis is on definition, etiology, characteristics, and impact on an individual's cognitive, academic, social, and behavioral development and achievement. Consideration of the multidisciplinary nature of services for students with learning disabilities, including identification, service delivery, and transitional needs. Exploration of various theoretical approaches related to cognition, instruction, and behavior.

EDUC632: Strategies for Teaching Students with Learning Disabilities (3 credits)
Development and evaluation of remedial strategies for students with learning disabilities. Examination of specific techniques to address deficits in conceptual and organizational skills, problem solving, study skills, and learning strategies, 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: EDUC631.

EDUC660: Pre-Practicum (1 credit)
Structured observational experiences at all levels of service delivery to students identified as E/BD or LD. Learners will observe team meetings, IEP meetings, and various educational programs and classrooms for pupils with emotional/behavioral disorders and/or learning disabilities. Learners 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 EDUC605, EDUC610, and PSYC600.

EDUC670: Assessment Practicum (2 credits)
Practicum is designed to enable learners 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 EDUC655. Prerequisites: EDUC605 EDUC610.

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 learners in all aspects of programming in a special education setting, including referral review, assessment, IEP development, placement, and instruction and management of behaviors. Learners are expected to demonstrate all proficiencies required of special education teachers. Learners 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 EDUC613, EDUC615, EDUC620, EDUC636. Prerequisites: EDUC605, EDUC610, EDUC655, EDUC660, EDUC670, 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. Learners 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 EDUC613, EDUC615, EDUC636. Prerequisites: EDUC605, EDUC610, EDUC631, EDUC632, EDUC655, EDUC660, EDUC670.

PSYC600: Child and Adolescent Psychopathology (3 credits)
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 learners with the background to be informed communicators with mental health professionals with whom they will collaborate in serving students having emotional/behavioral disorders. Improves learner'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.