Twin Cities campus

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Twin Cities Campus

Special Education 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.
  • 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 MEd program 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, 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 Office of Graduate Admissions.) - 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 and integrated paper/mini research project/comprehensive exam is required in conjunction with registration for EPSY 5991. 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.
Full Program: Students with a bachelor's degree from outside the University of Minnesota Special Education ABS BS program will complete a required program of core courses, electives, and a capstone course. Advanced Standing Anchor Program (ASD, DD or LD subplans): Students with a bachelor's degree from the University of Minnesota Special Education ABS BS program or with a Minnesota issued Tier 3 or 4 ABS license will complete a program of courses specific to their subplan designed with their academic adviser and a capstone course.
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 may 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)
Electives (9 credits)
Select at least 9 elective 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 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
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)
EPSY 5720 {Inactive} (1.0-4.0 cr)
EPSY 5741 - Student Teaching: Academic and Behavioral Strategist (3.0-6.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
Capstone Course (2 credits)
Take EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
Autism Spectrum Disorder
Note: New student applications are not currently being accepted.
Additional requirements and credits may 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.
Courses for Full Program and Advanced Standing Anchor Programs
Full Program (30 credits)
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)
Electives (9 credits)
Select at least 9 elective 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 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 cr)
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention (2.0 cr)
EPSY 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder (3.0 cr)
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions (3.0 cr)
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)
EPSY 5720 {Inactive} (1.0-4.0 cr)
EPSY 5742 - Student Teaching: Autism Spectrum Disorders (6.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
Capstone Course (2 credits)
Take EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
-OR-
Advanced Standing Anchor Program (30 credits)
Electives (28 credits)
Select 28 elective credits from the following in consultation with the advisor. Other courses can be applied to this requirement with advisor approval.
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 cr)
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention (2.0 cr)
EPSY 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder (3.0 cr)
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions (3.0 cr)
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
EPSY 5720 {Inactive} (1.0-4.0 cr)
EPSY 5742 - Student Teaching: Autism Spectrum Disorders (6.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
Capstone Course (2 credits)
Take EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
Deaf and Hard of Hearing
Additional requirements and credits may 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)
Electives (9 credits)
Select at least 9 elective credits from the following in consultation with the advisor:
EPSY 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing (3.0 cr)
EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education (2.0 cr)
EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities (2.0 cr)
EPSY 5647 - Spoken Language Practices and Assistive Technology: Deaf and Hard of Hearing (2.0 cr)
EPSY 5651 - Best Practices Teaching Content Areas: Deaf Education (3.0 cr)
EPSY 5652 - Incorporating Academic ASL in the Classroom: Deaf and Hard of Hearing (3.0 cr)
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)
EPSY 5720 {Inactive} (1.0-4.0 cr)
EPSY 5751 - Student Teaching for Deaf Education (1.0-6.0 cr)
CI 5404 - Multicultural Literature for Children and Adolescents (3.0 cr)
CI 5417 {Inactive} (3.0 cr)
CI 5620 - Introduction to Second Language Acquisition for Language Teachers (3.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Capstone Course (2 credits)
Take EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
Developmental Disabilities
Note: New student applications are not currently being accepted.
Additional requirements and credits may 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.
Courses for Full Program and Advanced Standing Anchor Programs
Full Program (30 credits)
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)
Electives (9 credits)
Select at least 9 elective 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 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (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 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
EPSY 5706 - Practicum in Moderate to Severe Developmental Disabilities (2.0 cr)
EPSY 5720 {Inactive} (1.0-4.0 cr)
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)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
Capstone Course (2 credits)
Take EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
-OR-
Advanced Standing Anchor Program (30 credits)
Electives (28 credits)
Select 28 credits from the following in consultation with the advisor. Other courses can be applied to this requirement with advisor approval.
EPSY 5621 {Inactive} (3.0 cr)
EPSY 5622 {Inactive} (3.0 cr)
EPSY 5624 {Inactive} (2.0 cr)
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (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 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5706 - Practicum in Moderate to Severe Developmental Disabilities (2.0 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 EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
Early Childhood Special Education
Additional requirements and credits may 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)
Electives (9 credits)
Select at least 9 elective credits from the following in consultation with the advisor:
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 cr)
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions (3.0 cr)
EPSY 5682 {Inactive} (1.0 cr)
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)
EPSY 5720 {Inactive} (1.0-4.0 cr)
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)
CPSY 5252 - Facilitating Social and Emotional Learning in Early Childhood Education (3.0 cr)
CPSY 5253 - Facilitating Cognitive and Language Learning in Early Childhood Education (3.0 cr)
CPSY 5254 - Facilitating Creative and Motor Learning in Early Childhood Education (2.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
Capstone Course (2 credits)
Take EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
Learning Disabilities
Note: New student applications are not currently being accepted.
Additional requirements and credits may 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.
Courses for Full Program and Advanced Standing Anchor Programs
Full Program (30 credits)
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)
Electives (9 credits)
Select at least 9 elective 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 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 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 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)
EPSY 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
EPSY 5707 - Practicum in Moderate to Severe Learning Disabiliites (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 EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
-OR-
Advanced Standing Anchor Program (30 credits)
Electives (28 credits)
Select at least 28 credits from the following in consultation with the advisor. Other courses can be applied to this requirement with advisor approval.
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 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 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5707 - Practicum in Moderate to Severe Learning Disabiliites (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 EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
Emotional and Behavioral Disabilities
Note: New student applications are not currently being accepted.
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)
Electives (9 credits)
Select at least 9 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 5629 {Inactive} (3.0 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 5705 - Clinical: Field Experiences in ECSE or Elementary Special Education Classrooms (1.0-2.0 cr)
EPSY 5708 - Practicum in Moderate to Severe Emotional/Behavioral Disorders (2.0 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 EPSY 5991 for a minimum of 2 credits.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
 
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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 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 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.
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 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 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
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 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
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 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 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
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 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.
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Selection/use of range of procedures, including non-biased, specific assessments to screen/identify children with autism spectrum disorder. Specific intervention strategies designed to teach beginning communication/social skills to children with Autism Spectrum Disorder (ASD). prereq: 5661, Special Ed grad, licensure student, ASD Certificate student, IDP major or instr consent
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4681/EPsy 5681
Grading Basis: A-F only
Typically offered: Every Spring
This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings. prereq: [5616, 5625] 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 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.
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 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
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
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 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.
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Selection/use of range of procedures, including non-biased, specific assessments to screen/identify children with autism spectrum disorder. Specific intervention strategies designed to teach beginning communication/social skills to children with Autism Spectrum Disorder (ASD). prereq: 5661, Special Ed grad, licensure student, ASD Certificate student, IDP major or instr consent
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4681/EPsy 5681
Grading Basis: A-F only
Typically offered: Every Spring
This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings. prereq: [5616, 5625] or 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 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.
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 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
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 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
Early identification and intervention with deaf and hard of hearing children including the development of ASL and English, Emergent Literacy in the homes and the role of Deaf Mentors. Emphasis on the importance of early exposure to fully accessible language and addressing the issue of language deprivation. prereq: Preservice teacher in deaf education licensing program or instr consent.
EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall
Reflecting on your own identity as a future teacher of the deaf and how to facilitate the identity development of your students. Having a deep understanding of the diversity of students and their families and how best to foster these relationships and communication. Synthesis of previously learned material into practice.
EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Spring
Building an understanding of the complex issues and best practices involved in educating deaf learners with disabilities. Working with families and service providers, identifying resources, understanding identification, placement, assessment and intervention strategies to modify curriculum to work with deaf students with varying disabilities.
EPSY 5647 - Spoken Language Practices and Assistive Technology: Deaf and Hard of Hearing
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Summer
Study of the role and function of spoken English and Assistive technology in classrooms with students who are deaf or hard of hearing. Including understanding of speech and hearing mechanisms. Emphasis on application of spoken language practices in bimodal settings. prereq: EPSY 5642, 5644
EPSY 5651 - Best Practices Teaching Content Areas: Deaf Education
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 5649/EPsy 5651
Grading Basis: A-F only
Typically offered: Every Spring
The purpose of this course is to prepare future teachers of the deaf to understand and apply best practices for teaching students who are deaf and hard of hearing across curricular subject areas and emphasizes infusion of language and literacy into all content areas. This course is designed to be a highly practical ?how to? course that will prepare students to go into classrooms with an understanding of how to integrate content across curricula using bilingual strategies and how to adapt materials to meet the needs of deaf and hard of hearing students at various reading levels.
EPSY 5652 - Incorporating Academic ASL in the Classroom: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Understanding/application of best practices incorporating Academic ASL in classrooms for students who are deaf or hard of hearing. Practice their own academic ASL skills while learning to facilitate their future students academic language. Demonstrating complex ASL across all subject areas using bilingual strategies and conceptually accurate signs.
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 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.
CI 5404 - Multicultural Literature for Children and Adolescents
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Course explores multicultural literature for children and adolescents as a site where difference can be emphasized and appreciated rather than downplayed and muted. We study award-winning works of fiction and arrive at a definition of multicultural literature for the modern classroom.
CI 5620 - Introduction to Second Language Acquisition for Language Teachers
Credits: 3.0 [max 6.0]
Typically offered: Every Summer
Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.
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
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
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 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 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
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 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.
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 5706 - Practicum in Moderate to Severe Developmental Disabilities
Credits: 2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Practicing principles required for successful inclusion. Address model for best practices/requirements specified by Minnesota Board of Teaching.
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
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 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
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
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 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.
EPSY 5706 - Practicum in Moderate to Severe Developmental Disabilities
Credits: 2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Practicing principles required for successful inclusion. Address model for best practices/requirements specified by Minnesota Board of Teaching.
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 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
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 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4681/EPsy 5681
Grading Basis: A-F only
Typically offered: Every Spring
This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings. prereq: [5616, 5625] 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 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
CPSY 5252 - Facilitating Social and Emotional Learning in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course explores social and emotional development throughout the early childhood (0-8) years. Explore the variety of ways that social interactions and emotional understanding occur in young children with a special emphasis on the role of adults in facilitating these processes. Students will encounter a blend of theory and application as they learn to promote children's mental health, understand special circumstances such as trauma, and respond to challenging behaviors across early learning settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.
CPSY 5253 - Facilitating Cognitive and Language Learning in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This is a required methods course for students in the Early Childhood Education major (Licensure and Individualized-Studies Tracks) and the Early Childhood Education Initial Licensure Program. It is intended to prepare students to work with and teach typically and non-typically developing children from birth to age 8. Through lecture, videos, small group projects, hands-on exploration of materials and actual implementation of course principles with children, students will practice and learn to: -carefully observe children to identify their individual learning characteristics. -assess children?s developmental characteristics in the cognitive and language domains. -plan relevant and appropriate curriculum to foster growth and development in the areas of cognition, language, and literacy. -write goals and lesson plans focusing on the curriculum areas of math, science, language and literacy. -document and reflect on children?s learning and development. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.
CPSY 5254 - Facilitating Creative and Motor Learning in Early Childhood Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Spring
Learn how young children develop creativity and motor skills from birth - age 8. Engage in hands-on exploration of creative classroom materials and reflection. Complete action-oriented and applied assignments with small groups of children in early childhood education settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood and ECSE students.
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 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
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 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 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
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 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]
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 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.
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 5707 - Practicum in Moderate to Severe Learning Disabiliites
Credits: 3.0 [max 3.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Moderate/severe learning disabilities. Transfer of theoretical knowledge to practical application. Role of LD teacher in variety of settings.
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 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
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
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 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.
EPSY 5707 - Practicum in Moderate to Severe Learning Disabiliites
Credits: 3.0 [max 3.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Moderate/severe learning disabilities. Transfer of theoretical knowledge to practical application. Role of LD teacher in variety of settings.
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 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
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 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 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 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 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.
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 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