Master of Science in Special Education

Upon offer of admission, the following will be required: Successful passage of FBI criminal background check

Admission Requirements for the M.S.

The Master of Science (M.S.) is for those who already have a degree in education.  The M.S. will have a research to practice focus.
  1. A bachelor’s degree.
  2. A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate work (based on A = 4.00). 

  3. 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 professional 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 four questions:
    1. Explain how your experiences/interests reflect your capacity for the specialization area you are apply for specifically (i.e., LD, EBD, ID, VI, ABA, ECSE, ASD, SES, General).
    2. Identify a behavioral or learning need with an individual whom you know professionally or personally, then describe how you approached managing it.
    3. Graduate school may be challenging due to competing demands for your time.  Please address how you will navigate these challenges by utilizing your strengths.
    4. In this master’s program, you will receive constructive feedback to develop and/or enhance your skills.  Explain how you have perceived and managed this type of feedback in your past experiences.

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 Disorder (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 Behavioral Disorders (EBD): 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.

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.

  1. A minimum of 30 credits is required for the degree. Additional credits may be needed for professional licensure.
  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. Nine credits of Special Education Core Coursework (excluding students in the ABA specialization).
  6. SPED 525Legal/Ethical Aspects in Special Education3
    SPED 578Behavior Management3
    Select 1 of the Following:
    SPED 500Introduction to Visual Impairment3
    SPED 510Introduction to Early Childhood Special Education3
    SPED 552Inclusive Methods3
  7. Five to six credits of scholarly tools/assessment courses.
  8. SPED 511Identification and Assessment of Young Children with Special Needs3
    SPED 5443
    SPED 5454
    SPED 551Advanced Assessment in Special Education3
    SPED 557Progress Monitoring3
    SPED 567Assessment in Autism Spectrum Disorder3
    SPED 590Special Topics in Special Education1-4
    T&L 569Action Research3
  9. 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 30 credits for the M.S. degree*:

Applied Behavior Analysis (ABA) 

Required Courses
SPED 5403
SPED 5413
SPED 5423
SPED 5432
SPED 5443
SPED 5454
SPED 5463
This course sequence is verified by the Association for Behavior Analysis International.
If students are also seeking North Dakota licensure as a special education teacher, the following courses will need to be taken in addition to the ABA course sequence and intensive practicums:
SPED 521IEP and the Transition Process3
SPED 525Legal/Ethical Aspects in Special Education3
SPED 551Advanced Assessment in Special Education3
SPED 552Inclusive Methods3
SPED 557Progress Monitoring3
Special Education Practicum/Internship (fulfilled with one level of SPED 580 ABA Intensive Practicum that is completed in an educational setting with additional requirements that are separate from ABA)
SPED 580Practicum: Special Education1-6

Autism Spectrum Disorder (ASD)

Required Courses
SPED 560ASD: Foundations and Brain Based Differences3
SPED 561Methods for Autism Spectrum Disorder3
SPED 567Assessment in Autism Spectrum Disorder3
SPED 583Internship: Autism Spectrum Disorder1-6
Elective Courses
SPED 5454
Select nine of the following:18
SPED 540
Autism Spectrum Disorder: Supports Across the Lifespan
Autism Spectrum Disorder: Medical Issues and Trends
ASD: Structured Teaching
ASD: Level 1 Supports and Foundations
Autism Spectrum Disorder: Intensive Early Intervention
Additional credits from the other specialization areas
Total Credits32-37

Early Childhood Special Education (ECSE)

Required Courses
SPED 510Introduction to Early Childhood Special Education3
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 Education1-4
Elective Courses
Select six of the following:15
Intervention Strategies with Infants and Toddlers
SPED 521IEP and the Transition Process3
Collaborative Authentic Assessment in Early Intervention
Advanced Assistive Technology
Progress Monitoring
Autism Spectrum Disorder: Intensive Early Intervention
Special Topics in Special Education (Infant/Toddler Mental Health)
Language Development Cognition in Children
Collaborative Relationships: Home, School and Community
Additional credits from the other specialization areas
Total Credits28-31
*

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 Behavioral Disorders (EBD)

Required Courses
SPED 521IEP and the Transition Process3
SPED 551Advanced Assessment in Special Education3
SPED 550Foundations of Special Education with Emphasis in ASD, EBD, ID, and LD3
SPED 555Advanced Methods: Emotional Behavioral Disorders3
SPED 586Internship: Emotional Behavioral Disorders1-6
Elective Courses
Select six of the following:15
Advanced Assistive Technology
Progress Monitoring
Collaborative Relationships: Home, School and Community
Additional credits from the other specialization areas
Total Credits28-33
*

If seeking special education endorsement in EBD 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 19 credits can be selected from the following courses:

SPED 501Diseases and Function of the Eye2
SPED 503Orientation and Mobility/Visual Impairment2
SPED 505Low Vision Assessment and Remediation3
SPED 506Introduction to Emotional Behavioral Disorders3
SPED 507Introduction to Intellectual Disabilities3
SPED 508Introduction to Learning Disabilities3
SPED 510Introduction to Early Childhood Special Education3
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 Toddlers3
SPED 516Collaborative Authentic Assessment in Early Intervention3
SPED 521IEP and the Transition Process3
SPED 528Advanced Assistive Technology1
SPED 532Visual Impairment/Early Intervention3
SPED 5403
SPED 551Advanced Assessment in Special Education3
SPED 554Advanced Methods: Learning Disabilities3
SPED 555Advanced Methods: Emotional Behavioral Disorders3
SPED 556Advanced Methods: Intellectual Disabilities3
SPED 557Progress Monitoring3
SPED 560ASD: Foundations and Brain Based Differences3
SPED 561Methods for Autism Spectrum Disorder3
SPED 562Autism Spectrum Disorder: Supports Across the Lifespan3
SPED 563Autism Spectrum Disorder: Medical Issues and Trends3
SPED 564ASD: Structured Teaching3
SPED 565ASD: Level 1 Supports and Foundations3
SPED 566Autism Spectrum Disorder: Intensive Early Intervention3
SPED 567Assessment in Autism Spectrum Disorder3
SPED 580Practicum: Special Education1-6
SPED 590Special Topics in Special Education ( Infant and Toddler Mental Health)3
T&L 553Collaborative Relationships: Home, School and Community3
SPED 581Internship: General Special Education1-6

Intellectual Disabilities (ID)

Required Courses
SPED 521IEP and the Transition Process3
SPED 550Foundations of Special Education with Emphasis in ASD, EBD, ID, and LD3
SPED 551Advanced Assessment in Special Education3
SPED 556Advanced Methods: Intellectual Disabilities3
SPED 587Internship: Intellectual Disabilities1-6
Elective Courses
Select six of the following:15
Advanced Assistive Technology
Progress Monitoring
ASD: Foundations and Brain Based Differences
Collaborative Relationships: Home, School and Community
Additional credits from the other specialization areas
Total Credits28-33
*

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 521IEP and the Transition Process3
SPED 551Advanced Assessment in Special Education3
SPED 554Advanced Methods: Learning Disabilities3
SPED 588Internship: Learning Disabilities1-6
SPED 550Foundations of Special Education with Emphasis in ASD, EBD, ID, and LD3
Elective Courses
Select five of the following:15
Advanced Assistive Technology
Progress Monitoring
Collaborative Relationships: Home, School and Community
Additional credits from the other specialization areas
Total Credits28-33
*

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.

Special Education Strategist (SES)

Required Courses
SPED 521IEP and the Transition Process3
SPED 551Advanced Assessment in Special Education3
SPED 550Foundations of Special Education with Emphasis in ASD, EBD, ID, and LD3
SPED 554Advanced Methods: Learning Disabilities3
SPED 555Advanced Methods: Emotional Behavioral Disorders3
SPED 556Advanced Methods: Intellectual Disabilities3
SPED 586Internship: Emotional Behavioral Disorders1-6
SPED 587Internship: Intellectual Disabilities1-6
SPED 588Internship: Learning Disabilities1-6
Elective Courses
Select one of the following:1
Advanced Assistive Technology
Progress Monitoring
ASD: Foundations and Brain Based Differences
Collaborative Relationships: Home, School and Community
Additional credits from the other specialization areas
Total Credits22-37
*

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 500Introduction to Visual Impairment3
SPED 502Braille Reading and Writing2
SPED 505Low Vision Assessment and Remediation3
SPED 585Internship: Visual Impairment1-6
Elective Courses
Select six of the following:15
Diseases and Function of the Eye
Orientation and Mobility/Visual Impairment
Communication Media and Methods/Visual Impairment
IEP Development
IEP and the Transition Process
Advanced Assistive Technology
Braille Code 1
Braille Code 2
Visual Impairment/Early Intervention
Inclusive Methods
Progress Monitoring
Response to Intervention
Collaborative Relationships: Home, School and Community
Additional credits from the other specialization areas
Total Credits24-29
*

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.

Behavior Intervention Specialist (BIS) 

Required Courses
SPED 5403
SPED 5413
SPED 5423
SPED 5454
SPED 579Internship: Behavioral Intervention Specialist1-6

 Elective courses: choose remaining credits from courses in the SPED program

Select 4 elective special education credits: 4

Total Credits 30

*

If seeking special education endorsement in BIS 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.