2017-2018 Catalog

Special Education

http://education.und.edu/teaching-and-learning/special-education/index.cfm

FACULTY: Bjorg, Campoverde, Chiasson, Deaver, Grave, Griffin, Hoffer, Houghton, Jacobson, Johnson, Mahar, and Terras

Degrees Granted: Master of Science (M.S.) and Master of Education (M.Ed.)

The Special Education Program offers graduate coursework leading to a Master of Science or Master of Education degree in Special Education in the specialization areas of: Intellectual Disabilities; Early Childhood Special Education; Emotional Disturbance; Learning Disabilities; Strategist; Visual Impairment; and a certificate in Autism Spectrum Disorder. The program also offers the Board Certified Behavior Analyst sequence of courses and intensive practicum. Certified teachers with a bachelor’s degree in education may pursue either the Master of Education or the Master of Science. Non-certified individuals who have earned a bachelor’s degree in a field of study other than education may only pursue the Master of Science. The Master of Science degree has an assessment and scholarly writing focus, whereas the Master of Education has a focus on the foundations of education.

The Special Education programs are designed for educators or other professionals interested in the study of children, adolescents, and/or adults with disabilities. Certified teachers with a bachelor’s degree in any area of education may pursue either the Master of Education or the Master of Science in any of the specialization areas. The Master of Education degrees have a foundation of education focus, whereas the Master of Science degrees have an assessment and research focus. Non-certified individuals who have earned a bachelor’s degree in a field of study other than education may only pursue the Master of Science. The Special Education programs are administered through the Department of Teaching and Learning in the College of Education and Human Development (EHD) and the UND School of Graduate Studies.

Details pertaining to admission and degree requirements can be found in the Degrees section.

Mission, Vision and Program Goals

Mission

The Special Education Program at the University of North Dakota works to support all individuals; birth throughout their lifespan and their families through professional excel and advocacy.

Vision

The Special Education Program faculty and staff collaborate with others to ensure  that everyone is valued and empowered in all aspects of their lives.  We as a program, aspire to be globally renowned for its expertise, leadership, diversity, and high quality teacher and professional preparation in the fields of special education and behavior analysis.

Program Goals

The Special Education Program prepares individuals to have the knowledge, skills, and expertise to:

  • Recognize the dignity and worth of all individuals.
  • Understand social justice, inclusiveness, and diversity.
  • Demonstrate professional excellence, integrity, and accountability.
  • Provide rich and meaningful participation in society for individuals with exceptionalities.
  • Develop and implement effective individualized education for individuals with exceptionalities.
  • Recognize the importance of families in the lives and education of individuals with exceptionalities.
  • Collaborate and build community to improve outcomes for individuals with exceptionalities.

Master of Science (M.S.)

Admission Requirements for the M.S. and M.Ed.

  1. A bachelor’s degree.
  2. For students seeking North Dakota teacher certification, T&L 315 Education of Exceptional Students, or its equivalent taken as either a prerequisite or corequisite with the master’s coursework.
  3. For students seeking North Dakota teacher endorsement, an elementary reading methods course and an elementary math methods course taken as either prerequisites or corequisites with the master’s coursework.
  4. A cumulative grade point average (GPA) of at least 2.75 for all undergraduate work or a GPA of at least 3.0 for the junior and senior years of undergraduate work (based on A = 4.00).
  5. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.

Admissions Process

  1. Complete the School of Graduate Studies online application.
  2. Submit the application fee of $35.
  3. Recommend three people who will complete the recommendation form:
    1. one from an employment supervisor or administrator;
    2. one from a professional colleague or university professor; and
    3. one from a person of your choosing.
  4. Send official transcripts from each institution attended to the School of Graduate Studies.
  5. Complete the personal statement and attach it in the “essay” section of the application. The personal statement should address three questions:
    1. describe several personal and professional goals you would like to achieve in the next five years including why these goals are important to you;
    2. describe the characteristics, attitudes, values, and/or skills that you think will make you a good candidate for your chosen professional role; and
    3. describe what you have done professionally or personally that you are proud of.

Descriptions of the Specialization Areas

Applied Behavior Analysis (ABA):  The ABA specialization area includes coursework and an intensive practicum that focuses on concepts and principles, assessment and behavior change systems, methods and applications, ethics, and research methods. This specialization is approved by the Behavior Analyst Certification Board.

Autism Spectrum Disorders (ASD): The ASD specialization area focuses on children, adolescents, and adults with ASD and addresses several aspects of ASD including characteristics, assessment, methods/strategies, interagency collaboration/support, and application in a field setting.

Early Childhood Special Education (ECSE): The ECSE specialization area focuses on children from birth to age nine and addresses various disabilities, primarily developmental in nature, and addresses several aspects of ECSE including characteristics, assessment, methods/strategies, all forms of development, (e.g., language, physical), and application in a field setting.

Emotional Disturbance (ED): The ED specialization area focuses on children and adolescents with both emotional and behavior disorders and addresses several aspects of ED including characteristics, assessment, behavior and academic methods/strategies, and application in a field setting.

General Special Education: The general specialization area is a “design your own program” option. Students can choose courses from all of the courses offered by the special education program.

Gifted/Talented Education (GT): The GT specialization area focuses on children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. The specialization area addresses characteristics, assessment, methods/strategies, and application in a field setting.

Intellectual Disabilities (ID): The ID specialization area focuses on children and adolescents with DCD (the federal law refers to this population as those with mental retardation) and addresses several aspects of ID including characteristics, assessment, methods/strategies, and application in a field setting.

Learning Disabilities (LD): The LD specialization area focuses on children and adolescents with learning problems that are not due to developmental, emotional, or cognitive disabilities and addresses several aspects of LD including characteristics, assessment, methods/strategies, and application in a field setting.

Special Education Strategist (SES): The SES specialization area is a cross-categorical area that encompasses all of the courses in the specialization areas of ID, ED, and LD. Since it addresses three disability areas, it is the largest specialization area in number of credits required.

Visual Impairment (VI): The VI specialization area focuses on children and adolescents who are visually impaired or blind and addresses several aspects of VI including characteristics, assessment, braille code, methods/strategies, orientation/mobility, and application in a field setting.

Degree Requirements

Students seeking the Master of Science degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Special Education program. Note that the Master of Science degree provides both an on-campus and online format.

  1. A minimum of 32 credits including credits required for the major/specialization.
  2. At least one-half of the credits must be at or above the 500 level.
  3. A maximum of one-fourth of the credit hours may be transferred from another institution.
  4. Two credits of SPED 995 Scholarly Project or four credits of T&L 998 Thesis.
  5. Five credits of scholarly tools/assessment courses. E.g.:
  6. SPED 511Identification and Assessment of Young Children with Special Needs3
    SPED 544Research Methods in Behavior Analysis3
    SPED 545Assessment and Behavior Change Systems4
    SPED 551Advanced Assessment/Special Needs Students3
    SPED 557Progress Monitoring/Special Needs Students3
    SPED 558Response to Intervention2
    SPED 578Behavior Management for Special Needs Students3
    SPED 567ASD Assessment2
    SPED 590Special Topics in Special Education1-4
    EFR 509Introduction to Educational Research3
    EFR 515Statistics I3
    T&L 569Action Research3
  7. In addition to #4 and #5 above, choose one or more specialization areas and complete the required courses and elective courses for a minimum total of 32 credits for the M.S. degree*:

Applied Behavior Analysis (ABA) 

Required Courses
SPED 540Concepts and Principles in Behavior Analysis3
SPED 541Methods and Applications in Behavior Analysis3
SPED 542Ethical and Professional Conduct for Behavior Analysts3
SPED 543Applied Behavior Analysis Across Settings and Populations2
SPED 544Research Methods in Behavior Analysis3
SPED 545Assessment and Behavior Change Systems4
SPED 580 ABA Intensive Practicum Level I
SPED 580 ABA Intensive Practicum Level II
SPED 580 ABA Intensive Practicum Level III
This specialization is approved by the Behavior Analyst Certification Board.

Autism Spectrum Disorders (ASD)

Required Courses
SPED 560Introduction to Autistic Spectrum Disorder2
SPED 561Methods for Autistic Spectrum Disorder2
SPED 567ASD Assessment2
SPED 583Internship: Autism Spectrum Disorders1-6
Elective Courses
Select nine of the following:18
Concepts and Principles in Behavior Analysis
Autistic Spectrum Disorder: Supports Across the Lifespan
Autistic Spectrum Disorder:Medical Issues and Trends
Structured Teaching
Methods for Students with Asperger Syndrome
Autistic Spectrum Disorder Intensive Early Intervention
Behavior Management for Special Needs Students
Additional credits from the other specialization areas
Total Credits25-30

Early Childhood Special Education (ECSE)

Required Courses
SPED 510Early Intervention for Children with Special Needs2
SPED 511Identification and Assessment of Young Children with Special Needs3
SPED 512Methods and Materials for Preschool Children with Special Needs3
SPED 589Internship: Early Childhood Special Education2-8
Elective Courses
Select six of the following:15
IEP Development
Intervention Strategies with Infants and Toddlers
Advanced Assistive Technology
Language Development & Cognition in Children
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Behavior Management for Special Needs Students
Response to Intervention
Special Topics in Special Education (Infant/Toddler Mental Health)
Special Education Law
Additional credits from the other specialization areas
Total Credits25-31
*

If seeking special education endorsement in ECSE in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Emotional Disturbance (ED)

Required Courses
SPED 506Introduction to Emotional Disorders2
SPED 551Advanced Assessment/Special Needs Students3
SPED 555Advanced Methods: Emotionally Disturbed3
SPED 586Internship: Emotional Disturbance2-6
Elective Courses
Select six of the following:15
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits25-29
*

If seeking special education endorsement in ED in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

General Special Education

Note that there are no additional required courses. A minimum of 25 credits can be selected from the following courses:

SPED 500Education of the Visually Impaired3
SPED 501Diseases and Function of the Eye2
SPED 502Braille Reading and Writing2
SPED 503Orientation and Mobility/Visually Impaired2
SPED 504Communication Media and Methods/Visually Impaired3
SPED 505Low Vision Assessment and Remediation2
SPED 506Introduction to Emotional Disorders2
SPED 507Introduction to Intellectual Disabilities2
SPED 508Introduction to Learning Disabilities2
SPED 509IEP Development2
SPED 510Early Intervention for Children with Special Needs2
SPED 511Identification and Assessment of Young Children with Special Needs3
SPED 512Methods and Materials for Preschool Children with Special Needs3
SPED 514Intervention Strategies with Infants and Toddlers2
SPED 521Transition to Adult Life3
SPED 528Advanced Assistive Technology1
SPED 540Concepts and Principles in Behavior Analysis3
SPED 551Advanced Assessment/Special Needs Students3
SPED 552Inclusive Methods3
T&L 553Collaborative Relationships: Home, School and Community3
SPED 554Advanced Methods: Learning Disabilities3
SPED 555Advanced Methods: Emotionally Disturbed3
SPED 556Advanced Methods: Intellectual Disabilties3
SPED 557Progress Monitoring/Special Needs Students3
SPED 558Response to Intervention2
SPED 560Introduction to Autistic Spectrum Disorder2
SPED 561Methods for Autistic Spectrum Disorder2
SPED 562Autistic Spectrum Disorder: Supports Across the Lifespan2
SPED 563Autistic Spectrum Disorder:Medical Issues and Trends2
SPED 564Structured Teaching2
SPED 565Methods for Students with Asperger Syndrome2
SPED 566Autistic Spectrum Disorder Intensive Early Intervention2
SPED 567ASD Assessment2
SPED 578Behavior Management for Special Needs Students3
EDL 529Special Education Law3
SPED 590Special Topics in Special Education ( Infant and Toddler Mental Health)2

Gifted/Talented (GT)

Required Courses
SPED 522Introduction to Gifted/Talented Education3
SPED 523Assessment in Gifted/Talented Education3
SPED 524Teaching Methods in Gifted/Talented Education3
SPED 584Internship: Gifted/Talented2-6
Elective Courses
Select five of the following:15
Advanced Assessment/Special Needs Students
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Behavior Management for Special Needs Students
SPED 558Response to Intervention2
Special Education Law
Additional credits from the other specialization areas or other T&L courses approved by the advisor
*

If seeking special education endorsement in GT in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Intellectual Disabilities (ID)

Required Courses
SPED 507Introduction to Intellectual Disabilities2
SPED 551Advanced Assessment/Special Needs Students3
SPED 556Advanced Methods: Intellectual Disabilties3
SPED 587Internship: Intellectual Disabilities1-6
Elective Courses
Select six of the following:15
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Introduction to Autistic Spectrum Disorder
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits24-29
*

If seeking special education endorsement in ID in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Learning Disabilities (LD)

Required Courses
SPED 508Introduction to Learning Disabilities2
SPED 551Advanced Assessment/Special Needs Students3
SPED 554Advanced Methods: Learning Disabilities3
SPED 588Internship: Learning Disabilities2-6
Elective Courses
Select five of the following:15
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits25-29
*

If seeking special education endorsement in LD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Strategist (SES)

Required Courses
SPED 506Introduction to Emotional Disorders2
SPED 507Introduction to Intellectual Disabilities2
SPED 508Introduction to Learning Disabilities2
SPED 551Advanced Assessment/Special Needs Students3
SPED 554Advanced Methods: Learning Disabilities3
SPED 555Advanced Methods: Emotionally Disturbed3
SPED 556Advanced Methods: Intellectual Disabilties3
SPED 586Internship: Emotional Disturbance2-6
SPED 587Internship: Intellectual Disabilities2-6
SPED 588Internship: Learning Disabilities2-6
Elective Courses
Select one of the following:1
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Introduction to Autistic Spectrum Disorder
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits25-37
*

If seeking special education endorsement in SES in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Visual Impairment (VI)

Required Courses
SPED 500Education of the Visually Impaired3
SPED 502Braille Reading and Writing2
SPED 505Low Vision Assessment and Remediation2
SPED 585Internship: Visual Impairment2-6
Elective Courses
Select six of the following:15
Diseases and Function of the Eye
Orientation and Mobility/Visually Impaired
Communication Media and Methods/Visually Impaired
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Topics in Special Education (Braille Code)
Special Education Law
Additional credits from the other specialization areas
Total Credits24-28
*

If seeking special education endorsement in VI in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Master of Education (M.Ed.)

Degree Requirements

Students seeking the Master of Education degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Special Education program. Note that the Master of Education degree provides an on-campus format only.

  1. A minimum of 32 credits including credits required for the major/specialization.
  2. At least one-half of the credits must be at or above the 500 level.
  3. A maximum of one-fourth of the credit hours may be transferred from another institution.
  4. Two credits of SPED 995 Scholarly Project or four credits of T&L 998 Thesis.
  5. Six credits of foundations of education courses. E.g.:
  6. EFR 500Introduction to the Foundations of Education3
    EFR 501Psychological Foundations of Education3
    EFR 502Issues and Trends in Education3
    EFR 503Historical Foundations of Education3
    EFR 504Philosophical Foundations of Education3
    EFR 505Sociological Foundations of Education3
    EFR 506Multicultural Education3
    EFR 507Gender, Sexuality and Education3
    EFR 508Anthropological Foundations of Education3
    T&L 553Collaborative Relationships: Home, School and Community3
    SPED 552Inclusive Methods3
  7. In addition to #4 and #5 above, choose one or more specialization areas and complete the required courses and elective courses for a minimum total of 32 credits for the M.Ed. degree*:

Autism Spectrum Disorders (ASD)

Required Courses
SPED 560Introduction to Autistic Spectrum Disorder2
SPED 561Methods for Autistic Spectrum Disorder2
SPED 567ASD Assessment2
SPED 583Internship: Autism Spectrum Disorders1-6
Elective Courses
Select nine of the following:18
Response to Intervention
Autistic Spectrum Disorder: Supports Across the Lifespan
Autistic Spectrum Disorder:Medical Issues and Trends
Structured Teaching
Methods for Students with Asperger Syndrome
Autistic Spectrum Disorder Intensive Early Intervention
Behavior Management for Special Needs Students
Special Topics in Special Education (Introduction to ABA)
Special Topics in Special Education (Experimental Analysis of Behavior)
Additional credits from the other specialization areas
Total Credits25-30

Early Childhood Special Education (ECSE)

Required Courses
SPED 510Early Intervention for Children with Special Needs2
SPED 511Identification and Assessment of Young Children with Special Needs3
SPED 512Methods and Materials for Preschool Children with Special Needs3
SPED 589Internship: Early Childhood Special Education2-8
Elective Courses
Select six of the following:15
IEP Development
Intervention Strategies with Infants and Toddlers
Advanced Assistive Technology
Language Development & Cognition in Children
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Topics in Special Education ( Infant/Toddler Mental Health)
Special Education Law
Additional credits from the other specialization areas
Total Credits25-31

 

*

If seeking special education endorsement in ECSE in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Emotional Disturbance (ED)

Required Courses
SPED 506Introduction to Emotional Disorders2
SPED 551Advanced Assessment/Special Needs Students3
SPED 555Advanced Methods: Emotionally Disturbed3
SPED 586Internship: Emotional Disturbance2-6
Elective Courses
Select five of the following:15
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits25-29

 

*

If seeking special education endorsement in ED in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Gifted/Talented (GT)

Required Courses
SPED 522Introduction to Gifted/Talented Education3
SPED 523Assessment in Gifted/Talented Education3
SPED 524Teaching Methods in Gifted/Talented Education3
SPED 584Internship: Gifted/Talented2-6
Elective Courses
Select five of the following:15
Advanced Assessment/Special Needs Students
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas or other T&L courses approved by the advisor
Total Credits26-30

  

*

If seeking special education endorsement in GT in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Intellectual Disabilities (ID)

Required Courses
SPED 507Introduction to Intellectual Disabilities2
SPED 551Advanced Assessment/Special Needs Students3
SPED 556Advanced Methods: Intellectual Disabilties3
SPED 587Internship: Intellectual Disabilities1-6
Elective Courses
Select six of the following:15
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Introduction to Autistic Spectrum Disorder
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits24-29

 

*

If seeking special education endorsement in DCD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Learning Disabilities (LD)

Required Courses
SPED 508Introduction to Learning Disabilities2
SPED 551Advanced Assessment/Special Needs Students3
SPED 554Advanced Methods: Learning Disabilities3
SPED 588Internship: Learning Disabilities2-6
Elective Courses
Select six of the following:15
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits25-29

 

*

If seeking special education endorsement in LD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Strategist (SES)

Required Courses
SPED 506Introduction to Emotional Disorders2
SPED 507Introduction to Intellectual Disabilities2
SPED 508Introduction to Learning Disabilities2
SPED 551Advanced Assessment/Special Needs Students3
SPED 554Advanced Methods: Learning Disabilities3
SPED 555Advanced Methods: Emotionally Disturbed3
SPED 556Advanced Methods: Intellectual Disabilties3
SPED 586Internship: Emotional Disturbance2-6
SPED 587Internship: Intellectual Disabilities2-6
SPED 588Internship: Learning Disabilities2-6
Elective Courses
Select one of the following:1
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Introduction to Autistic Spectrum Disorder
Behavior Management for Special Needs Students
Special Education Law
Additional credits from the other specialization areas
Total Credits25-37

 

*

If seeking special education endorsement in SES in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Daktoa, refer to that state’s requirements.

Visual Impairment (VI)

Required Courses
SPED 500Education of the Visually Impaired3
SPED 502Braille Reading and Writing2
SPED 505Low Vision Assessment and Remediation2
SPED 585Internship: Visual Impairment2-6
Elective Courses
Select six of the following:15
Diseases and Function of the Eye
Orientation and Mobility/Visually Impaired
Communication Media and Methods/Visually Impaired
IEP Development
Transition to Adult Life
Advanced Assistive Technology
Inclusive Methods
Collaborative Relationships: Home, School and Community
Progress Monitoring/Special Needs Students
Response to Intervention
Behavior Management for Special Needs Students
Special Topics in Special Education (Braille Code)
Special Education Law
Additional credits from the other specialization areas
Total Credits24-28

 

*

If seeking special education endorsement in VI in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Courses

SPED 500. Education of the Visually Impaired. 3 Credits.

A course which provides an overview of the field of visual impairment to include the following areas of emphases: History/Philosophy; Service-delivery models; medical, psychological and educational implications of partial vision or total blindness; curricula methods and materials; current issues/trends.

SPED 501. Diseases and Function of the Eye. 2 Credits.

A course which introduces students to: a) the structural parts of the eye and its functions; b) common ocular conditions and diseases and their implications for education; c) interpretation of medical eye examination reports; and d) special considerations for infant, school-age academic, multiply disable and adult populations.

SPED 502. Braille Reading and Writing. 2 Credits.

In this course students learn: 1) to read and write the literary code of grade 2 braille and 2) to teach the literary code of grade 2 braille to students of all ages.

SPED 503. Orientation and Mobility/Visually Impaired. 2 Credits.

This course introduces students to basic orientation and mobility techniques used by specialists when working with individuals with low vision and blindness. Concept development, kinesiology, tactile map construction, dog guides, electronic mobility devices and parental involvement are topics covered with respect to various populations (i.e. infants, schoolage academic children, multiply disabled children and adults).

SPED 504. Communication Media and Methods/Visually Impaired. 3 Credits.

This course provides an overview of the communication devices and adaptive technology used by the visually disabled. Students learn to read and write the braille codes for mathematics and music, do basic calculations on the abacus, brailler and talking calculator and gain familiarity with computers and software currently used in the field. Prerequisite: Consent of instructor.

SPED 505. Low Vision Assessment and Remediation. 2 Credits.

A course which focuses on children who have severe visual deficits but with proper training are able to utilize their vision for learning. Effects of low vision are studied with respect to psychological/sociological development, academic learning, skills of independent living, and vocational choice. Methods of assessing visual function are examined with emphasis on adaptions needed in the educational settings. Optical and non-optical aids are compared and evaluated. Prerequisite: T&L 315 or consent of instructor.

SPED 506. Introduction to Emotional Disorders. 3 Credits.

The historical perspective and the complexities of identification and characteristics of emotional disorders will be covered. Students will gain an understanding of service delivery models within a multisystems approach. F,S,SS.

SPED 507. Introduction to Intellectual Disabilities. 3 Credits.

The historical perspectives and the complexities of identification and characteristics of developmental/cognitive disabilities will be covered. Students will gain an understanding of service delivery models within a multi-systems approach. F,S,SS.

SPED 508. Introduction to Learning Disabilities. 3 Credits.

The historical perspective and the complexities of identification and characteristics of learning disabilities will be covered. Students will gain an understanding of service delivery models within a multisystems approach. F,S,SS.

SPED 509. IEP Development. 2 Credits.

This course is an introduction to the individualized education plan (IEP) process, including an understanding of how to develop and write effective IEPs for students with disabilities. In addition, the IEP template and process used by the state of North Dakota (i.e., TIENET) will be addressed.

SPED 510. Early Intervention for Children with Special Needs. 3 Credits.

An introduction to the field of Early Childhood Special Education, primarily for students interested in entering the field. Issues such as program design, parent involvement, identification, infant education, and effects of disabilities will be covered. F,S,SS.

SPED 511. Identification and Assessment of Young Children with Special Needs. 3 Credits.

A study of the principles and procedures for screening, identifying and evaluating young children with special needs. Emphasis will be placed on exposing students to available assessment instruments and providing opportunities for actual testing of preschoolers. Prerequisite: Admission to one of the master's programs in special education.

SPED 512. Methods and Materials for Preschool Children with Special Needs. 3 Credits.

A comprehensive study of curricula, program development and intervention strategies for disabled children ages birth to 6. Prerequisite: Admission to one of the master's programs in special education.

SPED 514. Intervention Strategies with Infants and Toddlers. 3 Credits.

This course provides for study into the unique needs of infants and toddlers with disabilities as well as the delivery of intervention services to the very young child with disabilities and his/her family. SS.

SPED 515. Professional Development. 1 Credit.

This course will provide an orientation to the roles and responsibilities of being a resident teacher in special education. Restricted to resident teachers in special education.

SPED 521. Transition to Adult Life. 3 Credits.

This course focuses on education, personal and vocational transition issues for students with disabilities across all grade levels into adult life. Assessment and transition program planning will be covered along with interagency collaboration skills and career awareness.

SPED 522. Introduction to Gifted/Talented Education. 3 Credits.

Historical and evolutionary research, theories, and philosophies for understanding the developmental and social-emotional needs of the more able child from early childhood through adolescence in educational experiences. Characteristics of G/T learners in the intellectual, leadership, academic, and creative realms; asynchrony; stereotypes; comorbidities; issues surrounding the identification of G/T learners. Cultural and societal influences on the field; educational trends. Prerequisite: T&L 315 or permission of the instructor.

SPED 523. Assessment in Gifted/Talented Education. 3 Credits.

Formal and informal assessments of characteristics of G/T learners in the intellectual, leadership, academic, and creative realms for identification and qualification for educational programming; assessment of readiness and content mastery. Ongoing assessment, progress monitoring, and data interpretation skills will be practiced. Issues surrounding the identification of G/T learners, including misdiagnosis, stereotyping, and bias will be critically evaluated. Legal issues surrounding this area, and cultural influences on data sources will be explored. Prerequisite: T&L 315, and T&L 423 or SPED 551, or permission of the instructor.

SPED 524. Teaching Methods in Gifted/Talented Education. 3 Credits.

Methodological and pedagogical approaches for fulfilling the unique academic, intellectual, creative, social, and emotional needs of the more able child in the educational environment. Exploration and analysis of contributing research, theories, and philosophies for designing differentiated learning opportunities from early childhood through adolescence via multiple modes (i.e. Bloom's Taxonomy, Multiple Intelligence's, technologies, multicultural and creative materials, etc.); educational trends through curriculum design and the integration of formal and informal assessment data and national/state standards to create individualized learning goals through curriculum compacting, tiering, acceleration, academic planning, modifications, and mentorships. Exploration and analysis of curriculum models to suit various learning needs of the asynchronous child with multiple forms of exceptionality (LD, ED, ASD, ELL); legal, cultural, and stereotype issues affecting the implementation of enriched curriculum for the G/T child with comorbidities. Prerequisite: SPED 522.

SPED 528. Advanced Assistive Technology. 1 Credit.

This course covers the types and functions of assistive technology for students with disabilities across a variety of settings, e.g., home, schools and community. Assistive technology assessment and a working knowledge of best practices of assistive technology in the lives of students will be addressed. Identification of funding sources and assistive technology resources will also be covered.

SPED 540. Concepts and Principles in Behavior Analysis. 3 Credits.

This course introduces definitions, characteristics, principles, processes and concepts of Applied Behavior Analysis. In addition, the philosophical assumptions and dimensions of the science of applied behavior analysis, including determinism, empiricism, parsimony, selectionism, pragmatism, and lawfulness of behavior will be addressed. Students will learn to differentiate between environmental and mentalistic explanations of behavior, and between conceptual, experimental, and applied analyses of behavior. F,S,SS.

SPED 541. Methods and Applications in Behavior Analysis. 3 Credits.

This course addresses behaviorally-based strategies to establish, strengthen, and weaken target behaviors. Fundamental elements of behavior change are reviewed, with a focus on selecting evidence-based tactics that utilize basic principles of behavior (reinforcement, punishment, extinction, and stimulus control), as well as utilizing appropriate parameters and schedules of reinforcement and punishment. Various procedures combining fundamental behavior principles are reviewed, modeled, practiced, and demonstrated to mastery and fluency. F,S,SS.

SPED 542. Ethical and Professional Conduct for Behavior Analysts. 3 Credits.

This course introduces ethical and professional considerations relevant in the professional practice of applied behavior analysis as well as the ethical and disciplinary standards of the profession. Students will become familiar with the ethical and professional conduct and legal issues relevant to Board Certified Behavior Analyst-level practitioners found in the Behavior Analyst Certification Board's Guidelines for Responsible Conduct for Behavior Analysts and Disciplinary and Ethical Standards and Disciplinary Procedures (2012), as well as the professional conduct consistent with the practice of applied behavior analysis. F,S,SS.

SPED 543. Applied Behavior Analysis Across Settings and Populations. 2 Credits.

This course will focus on client-centered responsibilities across settings, including identification of the problem and selection and implementation of interventions based on biological, medical, and environmental variables. The course will also address management of behavioral services and supervision of those responsible for carrying out behavior change procedures. F,S,SS.

SPED 544. Research Methods in Behavior Analysis. 3 Credits.

This course focuses on the measurement of behavior and the analysis of intervention effect using single-subject experimental design. Procedures for collection and display of behavioral data are demonstrated, practiced, and examined for reliability, validity, efficiency, and relevance to a variety of settings, with a focus on educational environments. Individualized measurement procedures are developed and implemented using a variety of single-subject design formats, and the contribution of single-subject research design to education, clinical practice, and scientific inquiry is examined. Ethical considerations of experimental analysis are examined. F,S,SS.

SPED 545. Assessment and Behavior Change Systems. 4 Credits.

This course will address the process of identifying behaviors targeted for change and the use of behavioral assessment techniques to identify and analyze behavior-environment relations for the purpose of developing successful, functionally-based intervention strategies. Students will learn a variety of methods for behavior assessment, interventions, analysis of interventions, experimental analysis, and interpreting outcomes including the use of practical behaviorally-based assessment tools such as checklists, rating scales, structured observation tools, and curricular assessments. F,S,SS.

SPED 551. Advanced Assessment/Special Needs Students. 3 Credits.

Theory and practice of assessment, including formal and informal procedures for screening, identification and assessment of students with disabilities. Practical assignment included. Prerequisite: Admission to one of the master's programs in special education. F,S,SS.

SPED 552. Inclusive Methods. 3 Credits.

The study of a variety of methods and materials for teaching and assessing children and youth with learning and behavior problems in the general education classroom.

SPED 554. Advanced Methods: Learning Disabilities. 3 Credits.

The study of specific strategies, methods, and materials for working with students with learning disabilities. Prerequisite: Admission to one of the master's programs in special education.

SPED 555. Advanced Methods: Emotionally Disturbed. 3 Credits.

The study of specific strategies, methods, and materials for working with students with emotional/behavioral disorders. Prerequisite: Admission to one of the master's programs in special education.

SPED 556. Advanced Methods: Intellectual Disabilties. 3 Credits.

This course is a masters level methods course designed for professionals seeking to extend their skills in the areas of instruction, functional (life skills) curriculum, program and curriculum development, and functional behavioral analysis for working with students with moderate to severe intellectual disabilities. Prerequisites: Graduate status and admission to one of the master's programs in special education. F,S,SS.

SPED 557. Progress Monitoring/Special Needs Students. 3 Credits.

This course covers all aspects of progress monitoring including what it is, how it works, the benefits of progress monitoring, various ways and strategies for conducting progress monitoring and how it functions in a Response to Intervention (RTI) model. Students will learn how to track students in reading, math, and written language by collecting data and then using that data to measure student progress and in instructional decision-making. The strongest research-based strategy for progress monitoring, curriculum-based measurement, will be covered in depth. Prerequisite: Admission to one of the master's programs in special education. F,S,SS.

SPED 558. Response to Intervention. 2 Credits.

This course will address common elements of Response to Intervention (RTI) including definition, components of successful RTI models, establishing RTI teams and building capacity for school-wide RTI implementation, the use of standard protocol in RTI implementation, monitoring progress in academics and behavior within RTI models, understanding guidelines for problem-solving/decision making in RTI, as well as the future direction of RTI. F,SS.

SPED 560. Introduction to Autistic Spectrum Disorder. 3 Credits.

This is the introductory course in a sequence of interdisciplinary courses focusing on autistic spectrum disorder. Its central purpose is to encourage parents and caregivers of individuals with autistic spectrum disorder to engage in reflective thinking about and critical analysis of the many and varied issues, e.g., identification, educational placement, effective treatments, vocational training, related to the provision of quality lifelong supports for these individuals. Prerequisites: Completed degree from a related field of study, or seniors who have completed T&L 315, and are completing an undergrad degree from a related field of study (see dept for approval). F,S,SS.

SPED 561. Methods for Autistic Spectrum Disorder. 3 Credits.

This is a required course in a sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). Its central purpose is to address commonly implemented intervention strategies, particularly those considered to be evidence based or research supported in the field of ASD. This course examines the current literature base supporting various interventions and strategies with a focus on matching the needs and strengths of individuals with ASD to the most appropriate intervention method based on data driven practice and research support for a particular intervention. Prerequisite or corequisite: SPED 560. F,S,SS.

SPED 562. Autistic Spectrum Disorder: Supports Across the Lifespan. 3 Credits.

This course is in a sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). Issues related to parental reactions to diagnosis, stressors at home and school, strategies for empowering families, transitional situations for individuals with ASD, transitions to jobs and college, and legal issues will be explored. The central purpose of the course is threefold: a) to provide current information related to the chronic stressors experienced by caregivers for and family members of persons with ASD, b) to provide current information regarding career/vocational options related to transition from high school through adult life, e.g., young adults, middle-aged adults, older adults, and c) to provide current information regarding legal issues related to the provision of lifelong supports for persons with ASD. Prerequisite: Completed degree from a related field of study. Prerequisites or corequisites: SPED 560 and SPED 561. F,S.

SPED 563. Autistic Spectrum Disorder:Medical Issues and Trends. 3 Credits.

This course is in a sequence of interdisciplinary courses focusing on autism spectrum disorders (ASD). The purpose of this course is to examine the historical perspective and complexities of the role of medicine and medically oriented interventions for individuals with ASD. Issues will be explored related to conducting wellness examinations, current and future medication treatments, genetics, collaboration, and resources. Prerequisite: A completed degree from a related field of study. Prerequisites or corequisites: SPED 560 and SPED 561. F,S.

SPED 564. Structured Teaching. 3 Credits.

This is an elective course in the sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). Its central purpose is to encourage parents and caregivers of individuals with ASD to engage in reflective thinking about and critical analysis of this educational approach for these persons. Prerequisites or corequisites: SPED 560 and SPED 561. F.

SPED 565. Methods for Students with Asperger Syndrome. 3 Credits.

This course is in a sequence of interdisciplinary courses focusing on autistic spectrum disorders (ASD), specifically focusing on those individuals with diagnoses or high functioning autism, Aspergers, and ASD with lower levels of support needed. The purpose of this course is to equip individuals interacting and working with people with high functioning ASD the pertinent background knowledge and experience with the diagnosis and characteristics to effectively implement assessments, functional analysis, various methods and practices, and transition planning to support individuals with ASD and their families. Prerequisite: A completed degree from a related field of study. Prerequisites or corequisites: SPED 560 and SPED 561. SS.

SPED 566. Autistic Spectrum Disorder Intensive Early Intervention. 3 Credits.

This is an elective course in the sequence of interdisciplinary courses focusing on children with autistic spectrum disorder (ASD) birth to age six. Topics addressed will include basic characteristics of children with ASD birth to age six, the developmental implications for these children and their families, and research-supported early interventions utilizing a family-centered approach with an emphasis on natural learning opportunities. Prerequisite: A completed degree from a related field of study. F,SS.

SPED 567. ASD Assessment. 3 Credits.

This course is a required course in a sequence of interdisciplinary courses focusing on autistic spectrum disorders (ASD). This course will address the entire process of program planning for students with ASD including screening, evaluative assessment, ongoing assessment, using assessment to guide intervention planning, and monitoring progress. Students will explore a variety of methods and tools commonly used with individuals with ASD; specifically standardized assessments, checklists, rating scales, structured observation tools, and curricular based assessments. Its central focus is on assessing the ongoing needs and strengths of individuals with ASD in order to plan successful interventions in further differentiating instruction. Prerequisite: SPED 560. Corequisite: SPED 561. F,S,SS.

SPED 578. Behavior Management for Special Needs Students. 3 Credits.

The study of a variety of effective behavior management and assessment techniques appropriate to the needs of children and youth with special needs. Topics include procedures to increase self-awareness, self-management, self-control, self-reliance, self-esteem, and assessment procedures and techniques for determining behavioral needs. Prerequisite: Admission to one of the master's programs in special education.

SPED 580. Practicum: Special Education. 1-6 Credits.

Practicum in the study of children and adolescents with disabilities in school and related settings. May be repeated to 8 credits. Repeatable to 8 credits. F,S,SS.

SPED 583. Internship: Autism Spectrum Disorders. 1-6 Credits.

This is a culminating experience for students in the area of autism spectrum disorders. This course is designed for students to synthesize previously learned information from coursework as they apply and implement their knowledge and skills through written products and classroom performance. Prerequisites: SPED 560, SPED 561, and consent of the instructor. Repeatable to 6 credits.

SPED 584. Internship: Gifted/Talented. 1-6 Credits.

This is a culminating experience for students in the area of gifted/talented. This course is designed for students to synthesize previously learned information from coursework as they apply and implement their knowledge and skills through written products and classroom performance. Prerequisites: SPED 522, SPED 523, and SPED 524, or consent of the instructor. Repeatable to 6 credits.

SPED 585. Internship: Visual Impairment. 1-6 Credits.

This is a culminating experience for students who are seeking licensure or an endorsement in the area of visual impairment. This course is designed for students to synthesize previously learned information from coursework as they apply and implement their knowledge and skills through written products and classroom performance. Repeatable up to 6 credits maximum. Prerequisites: SPED 500, SPED 501, SPED 502, and consent of the instructor. Repeatable to 6 credits. F,S,SS.

SPED 586. Internship: Emotional Disturbance. 1-6 Credits.

This is a culminating experience for students in the area of emotional disburbance. This course is designed for students to synthesize previously learned information from coursework as they apply and implement their knowledge and skills through written products and classroom performance. Prerequisite: Consent of instructor. Repeatable to 6 credits.

SPED 587. Internship: Intellectual Disabilities. 1-6 Credits.

This is a culminating experience for students in the area of Intellectual disabilities. This course is designed for students to synthesize previously learned information from coursework as they apply and implement their knowledge and skills through written products and classroom performance. Prerequisite: Consent of instructor. Repeatable to 6 credits. F,S,SS.

SPED 588. Internship: Learning Disabilities. 1-6 Credits.

This is a culminating experience for students in the area of learning disabilities. This course is designed for students to synthesize previously learned information from coursework as they apply and implement their knowledge and skills through written products and classroom performance. Prerequisite: Consent of instructor. Repeatable to 6 credits.

SPED 589. Internship: Early Childhood Special Education. 1-4 Credits.

This is a culminating experience for students who are seeking licensure or an endorsement in the area of early childhood special education. This course is designed for students to synthesize previously learned information from coursework as they apply and implement their knowledge and skills through written products and classroom performance. Prerequisites: SPED 510, SPED 511 and SPED 512, and consent of the instructor. Repeatable to 4 credits.

SPED 590. Special Topics in Special Education. 1-4 Credits.

Exploration of special topics in the study of special education. May be repeated for different topics. Repeatable to 30 credits.

SPED 591. Readings: Special Education. 1-4 Credits.

Designed primarily for advanced graduate students. May be repeated for different topics. Repeatable. F,S,SS.

SPED 593. Independent Project: Special Education. 1-4 Credits.

Designed primarily for advanced graduate students. May be repeated for different topics. Prerequisites: Consent of advisor and Instructor. Repeatable.

SPED 995. Scholarly Project. 2 Credits.

The scholarly project demonstrates critical analysis and application of information and experiences gained throughout the program of study. The project allows students to demonstrate scholarly skills in an integrated manner that is directly related to their roles as teachers, program evaluators, and action researchers. The scholarly project must be approved by the student's advisor. F,S,SS.

SPED 997. Independent Study Report. 2 Credits.

Independent study and preparation of a written report for students taking the non-thesis option in the Master's program. F,S,SS.

Office of the Registrar

Tel: 701.777.2711
1.800.CALL.UND
Fax: 701.777.2696

Twamley Hall Room 201
264 Centennial Drive Stop 8382
Grand Forks, ND 58202-8382