Twin Cities campus
 
Twin Cities Campus

Special Education Minor

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
  • Program Type: Graduate free-standing minor
  • Requirements for this program are current for Fall 2022
  • Length of program in credits (master's): 12
  • This program does not require summer semesters for timely completion.
The Special Education minor is a 12-credit program that provides a deeper understanding of special needs populations both inside and outside of teaching. Students will gain an understanding of the foundations of special education through a provision of special education services to children from birth through age 21. The field of special education as it relates to children of diverse backgrounds is infused throughout the coursework. Emphasis includes implementing evidence-based practices by examining studentsí areas of strength and challenges and using data to determine effective academic, functional, and social-emotional treatment plans to ensure that persons with special needs meet their full potential. The Special Education minor is designed to meet the needs of students who are interested in working with children including those interested in elementary and secondary teaching, counseling, family social science, social work, occupational and physical therapy, mental health professionals, and those interested in neuroscience fields among others.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
  • partially online (between 50% to 80% of instruction is online)
Prerequisites for Admission
Special Application Requirements:
Students interested in the minor are strongly encouraged to confer with their major field advisor and director of graduate studies, and the Special Education Coordinator regarding feasibility and requirements. Students with an Educational Psychology major may elect a minor in Special Education, but no courses may count for both the major and the minor.
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Use of 4xxx courses towards program requirements is not permitted.
All minor coursework must be taken on the A-F grade basis unless the course is only offered on the S/N grade basis, and the minimum cumulative GPA for that coursework is 3.0
Required Courses (8 credits)
Students with an Elementary Education major must take EPSY 5613. Take the following courses:
EPSY 5605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
Select either EPSY 5613 or EPSY 5015 and EPSY 5016, in consultation with the Special Education Coordinator.
EPSY 5613 - Foundations of Special Education I [DSJ] (3.0 cr)
or EPSY 5015 - Teaching Students with Special Needs in Inclusive Settings (1.0 cr)
EPSY 5016 - Teaching Students with Special Needs in Inclusive Settings (1.0 cr)
Elective Courses
Select courses from the following, in consultation with the Special Education Coordinator, to complete the minimum credit requirement:
EPSY 5121 - Debugging Failure in Learning (3.0 cr)
EPSY 5609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities (3.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
EPSY 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may not complete the program with more than one sub-plan.
Masters
 
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EPSY 5605W - Collaborative Practices for the Special Educator (WI)
Credits: 3.0 [max 3.0]
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 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
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. prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
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 5015 - Teaching Students with Special Needs in Inclusive Settings
Credits: 1.0 [max 1.0]
Grading Basis: A-F only
Typically offered: Every Summer
Areas of exceptionality defined in federal/state regulations. Historical perspectives, definitions, etiology, characteristics, needs, and service delivery systems. Collaborating with special education personnel. prereq: Enrolled in a teacher initial licensure program
EPSY 5016 - Teaching Students with Special Needs in Inclusive Settings
Credits: 1.0 [max 1.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Attending to constant transitions/development in which children/adolescents negotiate their road to adulthood. How to foster learning/positive development. prereq: Enrolled in teacher initial licensure program
EPSY 5121 - Debugging Failure in Learning
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
This course investigates the double-edge potential of failure to catalyze and thwart learning. The goal is to develop a multi-dimensional framework drawing on psychological, cognitive, interpersonal, and systemic perspectives that can be used in research to document, understand, problematize, and ultimately support students experiences with failure during learning. Central topics include causal attributions, play-based failures, counter storytelling, inequities, framing, and motivation. Course activities include reviews of experimental and observational research; reflections on video of students and instructors navigating moments of failure; and opportunities to develop research designs and/or analyze new data attending to failure.
EPSY 5609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention
Credits: 3.0 [max 3.0]
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 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
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 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities
Credits: 3.0 [max 3.0]
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. prereq: instr consent
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
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 5657 - Interventions for Behavioral Problems in School Settings
Credits: 3.0 [max 3.0]
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 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.