Twin Cities campus

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Twin Cities Campus

Special Education Minor

Educational Psychology
College of Education and Human Development
  • Program Type: Undergraduate free-standing minor
  • Requirements for this program are current for Fall 2024
  • Required credits in this minor: 12
  • This program requires summer terms.
If EPSY 3613 is taken instead of EPSY 5015 and 5016, summer registration is not required. 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. Students may not earn a BS in special education with a special education minor.
Program Delivery
This program is available:
  • via classroom (the majority of instruction is face-to-face)
Minor Requirements
Students must meet minimum performance standards, a GPA of 2.75 or higher, in the core requirements in order for the University of Minnesota to support their application for licensure.
Required Courses (8 or 9 credits)
Students who take EPSY 3613 will take 3 elective credits. Students who take EPSY 5015 and 5016 will take 4 elective credits. Students with an Elementary Education major must take EPSY 3613.
EPSY 3616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 4605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 3613 - 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 (3 or 4 credits)
Take at least 3 credits elective coursework with EPSY 3613 registration and 4 credits with EPSY 5015/5016 registration.
ASL 3001 - Cultural and Sociolingual Views within the Deaf Community (3.0 cr)
EPSY 3631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
EPSY 3705 - Field Experience in Denmark: Exploring Community, Culture, and Education [GP] (3.0 cr)
EPSY 4609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention (3.0 cr)
EPSY 4614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 4617 - Academic and Social Interventions for Students with Mild to Moderate Disabilitie (3.0 cr)
EPSY 4657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
EPSY 5121 - Debugging Failure in Learning (3.0 cr)
EPSY 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
 
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EPSY 3616W - 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).
EPSY 4605W - 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 3613 - 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
ASL 3001 - Cultural and Sociolingual Views within the Deaf Community
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
This course investigates the Deaf community using an ethnocentric view of culture. Students will explore cultural readings and various sources in class discussion using multi-disciplinary approaches: sociological, educational, and linguistic views. Can be taken concurrently with ASL 1701-3704. Class instruction conducted entirely in ASL with an English interpreter.
EPSY 3631 - 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 AA
EPSY 3705 - Field Experience in Denmark: Exploring Community, Culture, and Education (GP)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
The Department of Educational Psychology is on a mission to provide its students with opportunities to develop the multicultural competencies necessary to work effectively with children and families of all races, cultures, languages, and ethnicities. Through this seminar, students will experience cross-cultural teaching and learning through intense immersion in Danish schools and communities. In addition, as a minority culture in Copenhagen, students will learn from diverse perspectives expanding their respect for individual differences. 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 future professionals who aspire to work in Educational Psychology and related fields.
EPSY 4609 - 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 4614W - 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 4617 - Academic and Social Interventions for Students with Mild to Moderate Disabilitie
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 4657 - 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 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 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 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.