Twin Cities campus

This is archival data. This system was retired as of August 21, 2023 and the information on this page has not been updated since then. For current information, visit catalogs.umn.edu.

 
Twin Cities Campus

Special Education Initial License M.Ed.

Educational Psychology
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Educational Psychology, 250 Educational Science Building, 56 East River Road, Minneapolis, MN 55455 (612-624-6083)
Email: sped-adm@umn.edu
Website: http://www.cehd.umn.edu/edpsych/Programs/SpecialEd/MEd-prospective.html
  • Program Type: Master's
  • Requirements for this program are current for Fall 2021
  • Length of program in credits: 30
  • This program requires summer semesters for timely completion.
  • All practica related to the residency-based sub-plan in EBD are delivered off-campus. Practica are located in public school settings of our partner districts in Federal Setting III and IV EBD classrooms and take place during regular school hours.
  • Degree: Master of Education
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
Graduates of the University's Special Education Initial License MEd are student-centered, collaborative professionals who deliver robust, high-quality, and specialized educational services, adding value to the learning and development of infants, children, and adults with disabilities from diverse cultural backgrounds. Program graduates are knowledgeable in the following areas: • Engaging in collaborative problem solving with families and professionals to meet the academic, social, behavioral, and life skills needs of individuals with disabilities; • Implementing, and supporting others' implementation of, evidence-based instruction and intervention with fidelity to improve student outcomes; • Using reliable and valid assessment data to make individualized educational decisions; • Systematically selecting and adapting instructional supports to meet individual needs, based on data and knowledge of individual learning, developmental, and cultural differences; • Maximizing expectations and learning opportunities for individuals with disabilities in the Least Restrictive using the full continuum of services; and • Upholding principles of professionalism and ethics in their practice.
Accreditation
This program is accredited by PELSB, Council of Exceptional Children (CEC) and Council on Education of the Deaf (CED).
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 2.80.
Other requirements to be completed before admission:
Experience in working with children and/or people with disabilities is preferred.
Special Application Requirements:
The application deadline is March 1 for summer or fall admission. Upload the following additional materials into the appropriate areas of the online application: - One to two page applicant statement outlining goals, interests, experiences, etc. - Résumé - Two letters of recommendation [.pdf], preferably from individuals in the education field (for the online application, applicant's will be asked to enter recommenders' information into the online application; a message will be automatically sent to those recommenders with further instructions on how to submit their letters) - Unofficial transcripts from all collegiate institutions attended (Students who are accepted will need to send official transcripts in a sealed envelope. University of Minnesota graduates need not submit University of Minnesota transcripts to Student Services.) - International applicants should submit a foreign transcript evaluation from an accredited reviewer (ECS http://www.ece.org/ or WES http://www.wes.org/students/index.asp)
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Plan C: Plan C requires 30 major credits and 0 credits outside the major. There is no final exam. A capstone project is required.
Capstone Project: A portfolio is required in conjunction with registration for EPSY 5699. The student and advisor will develop the individual's MEd graduate plan.
This program may be completed with a minor.
Use of 4xxx courses toward program requirements is permitted under certain conditions with adviser approval.
A minimum GPA of 2.80 is required for students to remain in good standing.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may complete the program with more than one sub-plan.
Academic Behavioral Strategist
Additional requirements and credits will be required to be recommended for licensure. Required licensure coursework is subject to change. Please visit https://www.cehd.umn.edu/teaching/ for the most up to date requirements and coursework. The University of Minnesota does not award licensure. The Professional Educator Licensing and Standards Board (PELSB) determines licensure for the state of Minnesota in the areas of teacher education and related services. For school administrative licensure, the Minnesota Board of School Administrators (BOSA) determines licensure in Minnesota.
Required Courses (19 credits)
Take the following courses:
EPSY 5605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 5613 - Foundations of Special Education I [DSJ] (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Student Teaching (6 credits)
Take the following for a total of 6 credits:
EPSY 5741 - Student Teaching: Academic and Behavioral Strategist (3.0-6.0 cr)
Practicum (3 credits)
Take EPSY 5704 for 2 credits and EPSY 5705 for 1 credit.
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms (1.0-2.0 cr)
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
Capstone Course (2 credits)
Take the following course:
EPSY 5699 - Experimental Teaching Seminar (2.0 cr)
Autism Spectrum Disorder
Note: New student applications are not currently being accepted.
Additional requirements and credits will be required to be recommended for licensure. Required licensure coursework is subject to change. Please visit https://www.cehd.umn.edu/teaching/ for the most up to date requirements and coursework. The University of Minnesota does not award licensure. The Professional Educator Licensing and Standards Board (PELSB) determines licensure for the state of Minnesota in the areas of teacher education and related services. For school administrative licensure, the Minnesota Board of School Administrators (BOSA) determines licensure in Minnesota.
Required Courses (19 credits)
Take the following courses:
EPSY 5605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 5613 - Foundations of Special Education I [DSJ] (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Student Teaching (6 credits)
Take the following course:
EPSY 5742 - Student Teaching: Autism Spectrum Disorders (6.0 cr)
Practicum (3 credits)
Take EPSY 5704 for 1 credit and EPSY 5705 for 2 credits.
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms (1.0-2.0 cr)
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
Capstone Course (2 credits)
Take the following course:
EPSY 5699 - Experimental Teaching Seminar (2.0 cr)
Deaf and Hard of Hearing
Additional requirements and credits will be required to be recommended for licensure. Required licensure coursework is subject to change. Please visit https://www.cehd.umn.edu/teaching/ for the most up to date requirements and coursework. The University of Minnesota does not award licensure. The Professional Educator Licensing and Standards Board (PELSB) determines licensure for the state of Minnesota in the areas of teacher education and related services. For school administrative licensure, the Minnesota Board of School Administrators (BOSA) determines licensure in Minnesota.
Required Courses (19 credits)
Take the following courses:
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing (3.0 cr)
EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing (3.0 cr)
EPSY 5653 - ASL/English Structure and Application (3.0 cr)
EPSY 5654 - Current Research, Issues Trends in Deaf Education (1.0 cr)
Student Teaching (6 credits)
Take 6 credits of the following:
EPSY 5751 - Student Teaching for Deaf Education (1.0-6.0 cr)
Practicum (3 credits)
Take EPSY 5704 for 1 credit and EPSY 5705 for 2 credits.
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms (1.0-2.0 cr)
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
Capstone Course (2 credits)
Take the following course:
EPSY 5699 - Experimental Teaching Seminar (2.0 cr)
Developmental Disabilities
Note: New student applications are not currently being accepted.
Additional requirements and credits will be required to be recommended for licensure. Required licensure coursework is subject to change. Please visit https://www.cehd.umn.edu/teaching/ for the most up to date requirements and coursework. The University of Minnesota does not award licensure. The Professional Educator Licensing and Standards Board (PELSB) determines licensure for the state of Minnesota in the areas of teacher education and related services. For school administrative licensure, the Minnesota Board of School Administrators (BOSA) determines licensure in Minnesota.
Required Courses (19 credits)
Take the following courses:
EPSY 5605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 5613 - Foundations of Special Education I [DSJ] (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Student Teaching (6 credits)
Take each of the following courses for 3 credits:
EPSY 5755 - Student Teaching: Developmental Disabilities, Mild/Moderate (1.0-6.0 cr)
EPSY 5756 - Student Teaching: Developmental Disabilities, Moderate/Severe (1.0-6.0 cr)
Practicum (1-2 credits)
Take 1 to 2 credits of EPSY 5705 in consultation with the advisor.
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
Electives (2 to 3 credits)
Select at least 2 credits from the following in consultation with the advisor:
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs (3.0 cr)
EPSY 5621 {Inactive} (3.0 cr)
EPSY 5622 {Inactive} (3.0 cr)
EPSY 5624 {Inactive} (2.0 cr)
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention (2.0 cr)
EPSY 5636 {Inactive} (2.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5720 {Inactive} (1.0-4.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
Capstone Course (2 credits)
Take the following course:
EPSY 5699 - Experimental Teaching Seminar (2.0 cr)
Early Childhood Special Education
Additional requirements and credits will be required to be recommended for licensure. Required licensure coursework is subject to change. Please visit https://www.cehd.umn.edu/teaching/ for the most up to date requirements and coursework. The University of Minnesota does not award licensure. The Professional Educator Licensing and Standards Board (PELSB) determines licensure for the state of Minnesota in the areas of teacher education and related services. For school administrative licensure, the Minnesota Board of School Administrators (BOSA) determines licensure in Minnesota.
Required Courses (19 credits)
Take the following courses:
EPSY 5609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention (3.0 cr)
EPSY 5613 - Foundations of Special Education I [DSJ] (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Student Teaching (6 credits)
Take each of the following courses for 3 credits:
EPSY 5761 - Student Teaching in Early Childhood Special Education Settings for Children Aged Three to Five Years (3.0 cr)
EPSY 5762 - Student Teaching in Early Childhood Special Education for Children Aged Birth to Three Years (3.0 cr)
Practicum (3 credits)
Take 3 credits of the following:
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
Capstone Course (2 credits)
Take the following course:
EPSY 5699 - Experimental Teaching Seminar (2.0 cr)
Learning Disabilities
Note: New student applications are not currently being accepted.
Additional requirements and credits will be required to be recommended for licensure. Required licensure coursework is subject to change. Please visit https://www.cehd.umn.edu/teaching/ for the most up to date requirements and coursework. The University of Minnesota does not award licensure. The Professional Educator Licensing and Standards Board (PELSB) determines licensure for the state of Minnesota in the areas of teacher education and related services. For school administrative licensure, the Minnesota Board of School Administrators (BOSA) determines licensure in Minnesota.
Required Courses (19 credits)
Take the following courses:
EPSY 5605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 5613 - Foundations of Special Education I [DSJ] (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Practicum (3 credits)
Take EPSY 5704 for 2 credits and EPSY 5705 for 1 credit.
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms (1.0-2.0 cr)
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
Electives (6 credits)
Select at least 6 credits from the following in consultation with the advisor:
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs (3.0 cr)
EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities (3.0 cr)
EPSY 5627 - Seminar: Advanced issues in Learning Disabilities (3.0 cr)
EPSY 5628 {Inactive} (3.0 cr)
EPSY 5629 {Inactive} (3.0 cr)
EPSY 5657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
Capstone Course (2 credits)
Take the following course:
EPSY 5699 - Experimental Teaching Seminar (2.0 cr)
Emotional and Behavioral Disabilities Residency-Based
Additional requirements and credits will be required to be recommended for licensure. Required licensure coursework is subject to change. Please visit https://www.cehd.umn.edu/teaching/ for the most up to date requirements and coursework. The University of Minnesota does not award licensure. The Professional Educator Licensing and Standards Board (PELSB) determines licensure for the state of Minnesota in the areas of teacher education and related services. For school administrative licensure, the Minnesota Board of School Administrators (BOSA) determines licensure in Minnesota.
Required Courses (30 credits)
Take the following courses. Take EPSY 5991 for 3 credits.
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5637 - Core Practices in Special Education: Foundations of Special Education (1.0 cr)
EPSY 5638 - Core Practices in Special Education: IEP Writing (1.0 cr)
EPSY 5656 - Advanced Issues in Emotional Behavior Disorders (3.0 cr)
EPSY 5657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
EPSY 5699 - Experimental Teaching Seminar (2.0 cr)
EPSY 5708 - Practicum in Moderate to Severe Emotional/Behavioral Disorders (2.0 cr)
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
 
More program views..
View college catalog(s):
· College of Education and Human Development

View future requirement(s):
· Fall 2022

View PDF Version:
Search.
Search Programs

Search University Catalogs
Related links.

College of Education and Human Development

Graduate Admissions

Graduate School Fellowships

Graduate Assistantships

Colleges and Schools

One Stop
for tuition, course registration, financial aid, academic calendars, and more
 
EPSY 5605W - Collaborative Practices for the Special Educator (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4605W/ EPsy 5605W
Grading Basis: A-F only
Typically offered: Every Spring
Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.
EPSY 5613 - Foundations of Special Education I (DSJ)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3613/EPsy 5613
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3616W/ EPsy 5616W
Typically offered: Every Fall & Spring
Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4618/EPsy 5618
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Course Equivalencies: EPsy 3631/EPsy 5631
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent
EPSY 5741 - Student Teaching: Academic and Behavioral Strategist
Credits: 3.0 -6.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Transfer of theoretical knowledge to practical application. Responsibilities of special education teacher in variety of settings. prereq: Special education licensure program or instr consent
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in middle and secondary (high school or transition) school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in ECSE and elementary school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5699 - Experimental Teaching Seminar
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction. Prereq: instr consent
EPSY 5605W - Collaborative Practices for the Special Educator (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4605W/ EPsy 5605W
Grading Basis: A-F only
Typically offered: Every Spring
Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.
EPSY 5613 - Foundations of Special Education I (DSJ)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3613/EPsy 5613
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3616W/ EPsy 5616W
Typically offered: Every Fall & Spring
Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4618/EPsy 5618
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Course Equivalencies: EPsy 3631/EPsy 5631
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent
EPSY 5742 - Student Teaching: Autism Spectrum Disorders
Credits: 6.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Transfer of theoretical knowledge to practical application. Role/responsibilities of special education teacher in settings of elementary/secondary age.
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in middle and secondary (high school or transition) school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in ECSE and elementary school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5699 - Experimental Teaching Seminar
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction. Prereq: instr consent
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3616W/ EPsy 5616W
Typically offered: Every Fall & Spring
Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5641 - Foundations of Deaf Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Philosophical foundations of deaf and hard of hearing (DHH) education. Engage in discussion, debates, and processes that have influenced deaf education, communication methodologies, and placement options in the US. Considered from the perspective of deaf and hard of hearing children, adults, and their families.
EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Perspectives and best practices related to the development of early language and literacy skills in ASL and English for deaf and hard of hearing children. prereq: Preservice teacher in deaf education licensing program or instr consent
EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Understanding and application of best practices for teaching reading/writing with DHH students in school age settings including incorporating bilingual strategies (making connections between ASL and English).
EPSY 5653 - ASL/English Structure and Application
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Understanding the structure and assessment of ASL and English in deaf and hard of hearing children and how to analyze each language. Students gain knowledge of the parts of each language, various assessments prepare future teachers to evaluate and facilitate the development of ASL and English. Readings drawn from both bilingual and Deaf education.
EPSY 5654 - Current Research, Issues Trends in Deaf Education
Credits: 1.0 [max 1.0]
Grading Basis: A-F only
Typically offered: Every Spring
Examining current research, issue trends in Deaf Education to help prepare future teachers to develop an understanding of research and apply critical thinking to analyze new issues, problem solve, and consider participating in research to practice opportunities that may arise during their career in Deaf Education.
EPSY 5751 - Student Teaching for Deaf Education
Credits: 1.0 -6.0 [max 60.0]
Grading Basis: A-F only
Typically offered: Every Spring
Students participate in educational programming for infants, children, and youth who are deaf or hard of hearing. On-site, directed experiences under supervision of master teachers of deaf/hard of hearing students.
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in middle and secondary (high school or transition) school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in ECSE and elementary school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5699 - Experimental Teaching Seminar
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction. Prereq: instr consent
EPSY 5605W - Collaborative Practices for the Special Educator (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4605W/ EPsy 5605W
Grading Basis: A-F only
Typically offered: Every Spring
Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.
EPSY 5613 - Foundations of Special Education I (DSJ)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3613/EPsy 5613
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3616W/ EPsy 5616W
Typically offered: Every Fall & Spring
Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4618/EPsy 5618
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Course Equivalencies: EPsy 3631/EPsy 5631
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent
EPSY 5755 - Student Teaching: Developmental Disabilities, Mild/Moderate
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Supervised student teaching, or special practicum project, in schools or other agencies serving students at elementary/secondary levels who have mild to moderate developmental disabilities. prereq: Completion of all licensure coursework, instr consent
EPSY 5756 - Student Teaching: Developmental Disabilities, Moderate/Severe
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Supervised student teaching, or special practicum projects, in schools or other agencies serving students at elementary/secondary levels who have moderate to severe developmental disabilities. prereq: Completion of all licensure coursework, instr consent
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in ECSE and elementary school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4604/EPsy 5604
Typically offered: Every Spring & Summer
Use of strategies/models for improving transition of youth from school to work and community living. Course content that specifically addresses all phases of student assessment, individualized transition planning. Parent, family, and student involvement in designing post school options. Community-based services (employment, residential living, social and recreational services, etc). Comprehensive interagency approaches.
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Summer
Evidence-based tools to conduct augmentative/alternative communication (AAC) assessments. AAC intervention plans. Data-driven strategies to evaluate progress.
EPSY 5661 - Introduction to Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Knowledge/skills needed to promote learning/success for school age children with Autism Spectrum Disorder. Definition, etiology, and characteristics of ASD. Current research/issues. Collaborative problem solving, family-professional partnerships, educational programming.
CI 5645 - Teaching English Learners in English-medium classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
The course is designed to give teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with English learners (ELs) and linguistically and culturally diverse students in a variety of settings. Central topics include instructional practices and strategies for teaching English learners; second language literacy and biliteracy development; language learning and bilingualism; and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning and to demonstrate the ability to apply a range of instructional strategies to help English learners succeed academically. prereq: Early Childhood or Elementary Education ILP or Special Education Major or Special Education M.Ed./M.A candidates
EPSY 5699 - Experimental Teaching Seminar
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction. Prereq: instr consent
EPSY 5609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4609/EPsy 5609
Grading Basis: A-F or Aud
Typically offered: Every Fall
This course was designed to provide pre-service and current teachers as well as related service providers with the knowledge and skills needed to understand the dynamic ecosystems of families with a child with disabilities. Students will be introduced to the major methods, philosophies, and current research that emphasize effective family-professional collaboration in planning and service delivery for infants and young children with disabilities. The focus is on a family-centered approach to assess and design educational plans and interventions, with a specific emphasis on relationship building and understanding the diverse perspectives on family life and developmental expectations.
EPSY 5613 - Foundations of Special Education I (DSJ)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3613/EPsy 5613
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3616W/ EPsy 5616W
Typically offered: Every Fall & Spring
Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4618/EPsy 5618
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Course Equivalencies: EPsy 3631/EPsy 5631
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent
EPSY 5761 - Student Teaching in Early Childhood Special Education Settings for Children Aged Three to Five Years
Credits: 3.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Student teachers work closely with their cooperating teacher and University supervisor to design/implement programming for children in classrooms. Course includes a seminar with discussion, cooperative learning experiences, and some lectures. prereq: Licensure candidate in Early Childhood/Early Childhood Licensure Program, completion of all other licensure requirements for ECSE, instr consent; completion of Birth-3 student teaching should be completed after age 3-5 student teaching when possible
EPSY 5762 - Student Teaching in Early Childhood Special Education for Children Aged Birth to Three Years
Credits: 3.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Student teachers work closely with cooperating teacher and University supervisor to design/implement programming for families with children aged birth-to-three in their homes. Course includes seminar with discussion, cooperative learning experiences, and some lectures. prereq: Licensure candidate in Early Childhood/Early Childhood Licensure Program, completion of all other licensure requirements for ECSE, instr consent; completion of Birth-3 student teaching should be completed after age 3-5 student teaching when possible
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in ECSE and elementary school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5699 - Experimental Teaching Seminar
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction. Prereq: instr consent
EPSY 5605W - Collaborative Practices for the Special Educator (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4605W/ EPsy 5605W
Grading Basis: A-F only
Typically offered: Every Spring
Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.
EPSY 5613 - Foundations of Special Education I (DSJ)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3613/EPsy 5613
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3616W/ EPsy 5616W
Typically offered: Every Fall & Spring
Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4618/EPsy 5618
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Course Equivalencies: EPsy 3631/EPsy 5631
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent
EPSY 5704 - Clinical: Field Experiences in Middle and Secondary (HS/T) Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in middle and secondary (high school or transition) school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms
Credits: 1.0 -2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in ECSE and elementary school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4604/EPsy 5604
Typically offered: Every Spring & Summer
Use of strategies/models for improving transition of youth from school to work and community living. Course content that specifically addresses all phases of student assessment, individualized transition planning. Parent, family, and student involvement in designing post school options. Community-based services (employment, residential living, social and recreational services, etc). Comprehensive interagency approaches.
EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4617/ 5617/ EPsy 5615
Grading Basis: A-F only
Typically offered: Every Spring
Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.
EPSY 5627 - Seminar: Advanced issues in Learning Disabilities
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall & Spring
Read, reflect, lead discussions related to issues in field of LD. Topics examined through relevant research in field of LD. prereq: Special Education graduate or licensure student or instr consent
EPSY 5657 - Interventions for Behavioral Problems in School Settings
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4657/EPsy 5657
Grading Basis: A-F or Aud
Typically offered: Every Fall
Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.
CI 5645 - Teaching English Learners in English-medium classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
The course is designed to give teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with English learners (ELs) and linguistically and culturally diverse students in a variety of settings. Central topics include instructional practices and strategies for teaching English learners; second language literacy and biliteracy development; language learning and bilingualism; and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning and to demonstrate the ability to apply a range of instructional strategies to help English learners succeed academically. prereq: Early Childhood or Elementary Education ILP or Special Education Major or Special Education M.Ed./M.A candidates
EPSY 5699 - Experimental Teaching Seminar
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction. Prereq: instr consent
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3616W/ EPsy 5616W
Typically offered: Every Fall & Spring
Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4618/EPsy 5618
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5637 - Core Practices in Special Education: Foundations of Special Education
Credits: 1.0 [max 1.0]
Grading Basis: S-N only
Typically offered: Every Fall
This course is an online module designed to be taken the first semester of a 4-semester sequence in the Clinical EBD Licensure Program. All materials necessary for proficient completion of the course will be delivered via on-line course. There will be no additional readings associated with this online module. prereq: Enrolled in Special Ed MEd or Special Ed ILP MEd program with EBD Residency-Based subplan
EPSY 5638 - Core Practices in Special Education: IEP Writing
Credits: 1.0 [max 1.0]
Grading Basis: S-N only
Typically offered: Every Spring
This course is an online module designed to be taken the second semester, in conjunction with the IEP Process course, of a 4-semester sequence in the Clinical EBD Licensure Program. All materials necessary for proficient completion of the course will be delivered via on-line course. There will be no additional readings associated with this online module.
EPSY 5656 - Advanced Issues in Emotional Behavior Disorders
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Emphasis on children, youth, young adults. How emotional behavior disorders affects functioning in school/post-secondary life.
EPSY 5657 - Interventions for Behavioral Problems in School Settings
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4657/EPsy 5657
Grading Basis: A-F or Aud
Typically offered: Every Fall
Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.
EPSY 5699 - Experimental Teaching Seminar
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction. Prereq: instr consent
EPSY 5708 - Practicum in Moderate to Severe Emotional/Behavioral Disorders
Credits: 2.0 [max 3.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Moderate/severe emotional behavior disorders. Transfer of theoretical knowledge to practical application. Role of EBD teacher in variety of settings.
EPSY 5991 - Independent Study in Educational Psychology
Credits: 1.0 -8.0 [max 20.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Self-directed study in areas not covered by regular courses. Specific program of study is jointly determined by student and advising faculty member. prereq: instr consent
CI 5645 - Teaching English Learners in English-medium classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
The course is designed to give teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with English learners (ELs) and linguistically and culturally diverse students in a variety of settings. Central topics include instructional practices and strategies for teaching English learners; second language literacy and biliteracy development; language learning and bilingualism; and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning and to demonstrate the ability to apply a range of instructional strategies to help English learners succeed academically. prereq: Early Childhood or Elementary Education ILP or Special Education Major or Special Education M.Ed./M.A candidates
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent