2014-15 Undergraduate Catalog
Department of Special Education
Dr. Brent Askvig, Interim
Special Education Program Mission
MSU’s special education program: 1) provides exemplary learning experiences to prospective and practicing educators; 2) provides technical assistance and services to schools, families, and agencies; 3) disseminates current and relevant information to state and local agencies; and 4) conducts
credible, practical research.
Students who complete one of MSU’s special education programs will be reflective decision makers who provide exemplary educational services to people with disabilities.
Special Education Department Goals and Outcomes
The Department’s goals and outcomes are aligned with the national Council for Exceptional Children standards and practices for professional development.
|Prepare professional personnel to teach children and adults with disabilities.||Students will describe the philosophical, historical and legal foundations of special education.|
|Render community service to children and adults with disabilities through testing, clinical program and consultation.||Students will describe the characteristics of learners with and without disabilities.|
|Assist teachers, administrators and parents to understand and improve the lives of individuals having special needs.||Students will demonstrate appropriate assessment, diagnosis and evaluation procedures and strategies for individuals with disabilities.|
|Students will use appropriate instructional content and practices for individuals with disabilities.|
|Students will plan and manage the teaching and learning environment for individuals with disabilities.|
|Students will manage learner behavior and social interactions.|
|Students will engage in and facilitate appropriate communication and collaborative partnerships.|
|Students will demonstrate professional and ethical practices.|
Admission to Teacher Education
All students completing a BSE in Special Education must meet specific teacher education requirements prior to enrolling in Block I/II methods courses, corresponding community-based practica, and student teaching. To accomplish this, an application packet must be completed and submitted to their Special Education Advisor one semester prior to anticipated Blocks enrollment. It is then forwarded to the Department Chair and the Dean of Education and Health Sciences. The Teacher Education Administrative Council (TEAC) will review the packet and will grant or deny admission to Teacher Education prior to registration for the following semester. After admission to Teacher Education, the students may enroll in restricted education classes and in SPED practica, provided all other prerequisites are met.
Application for Teacher Education
The application packet will contain the following:
- Application form identifying
- a GPA of at least 2.50 overall for General Education (GE) requirements and,
- a GPA of at least 2.50 for the communications section of the GE requirements.
- Documentation of 20 clock hours of supervised activities with children or youth is obtained as one component of SPED 233 Experience In SPED.
- Two completed “Reference Forms for Admission to Teacher Education” from previous teachers/supervisors.
- A personal “Philosophy of Education” statement.
- Satisfactory Pre-Professional Skills Test (PPST) scores.
- Overall composite score of 516 or more
- Reading score of 173/170; Writing score of 173/171; and Math score of 170/169. Scores in two of the areas must meet or exceed the highest score listed. The third score may not be below the lowest score in a subject area.
- Evidence of completion of a Teacher Education Seminar.
- A completed self-assessment of CEC standards and professional dispositions.
Candidates applying for a North Dakota special education license must work with MSU and the ND Education Standards and Practices Board to complete an acceptable program of Study for the BSE in Special Education.
Prospective student teachers in Special Education should make application for student teaching a full semester in advance of potential placement. Application materials are available from the Special Education Office, Memorial 210. Information regarding relevant deadlines may be obtained from the Special Education office, the MSU campus calendar, the MSU website, and the Red and Green. It is the responsibility of the student to follow all published deadlines. Only applications submitted by the published due dates will be considered for student teaching approval.
Criteria for Retention in Teacher Education
- Special Education students must maintain a cumulative grade point average of at least 2.50 in all courses within the Special Education and teacher education core. Students must receive no grade less than a “C” in any core education course. A grade below a “C” results in probation. This course grade must be replaced with a grade of “C” or higher prior to applying to student teaching.
- Students are expected to demonstrate the dispositions of a good teacher as described by CEC teaching standards. Students who display inappropriate dispositions are reported to MSU faculty and/or local school district representatives. Prior to the lodging of a formal complaint regarding students’ dispositions, MSU faculty will engage in a discussion of the complaint and attempt to attain a resolution. If a resolution is not attained, a formal complaint is then filed with the chair of TEAC who will forward it to the appropriate personnel and bring it forth to TEAC for determination of appropriate futher action, such as a plan to remedy concerns, probation with a plan to remedy concerns, or removal from the program.
- Students must maintain continuous enrollment at MSU. Students who are not enrolled at the university for more than two consecutive semesters (excluding summer sessions) will be dropped from the Special Education major and must be recommended by their advisor for re-admittance prior to continuing with any further coursework. Students dropped from Special Education for other reasons must go through the full admissions process but will not be required to duplicate relevant items from the first admission.
Exit Requirements from the Special Education Major
- Successful completion of all coursework outlined by the student’s Program of Study and major department.
- Successful completion of student teaching.
- Successful completion of the Praxis II tests.
- Completed formal application for graduation.
Students graduating in Special Education are required to successfully complete the Praxis II test for the area of Special Education: Core Knowledge and Mild to Moderate Applications. The test code for the computerized version of the test is 0543 and the test code for the printed version of the test is 543.
Bachelor of Science in Education with a Major Special Education1
|General Education Courses||38|
Requires two lab sciences: one each in Life and Physical Sciences.
|US History to 1877|
or HIST 212
|World Civilizations Since 1500|
|Introduction to Geography|
or GEOG 161
|World Regional Geography|
|Required Special Education Core|
|SPED 110||Introduction to Exceptional Children||3|
|SPED 120||Intro to Positive Beh Supports||3|
|or PSY 473||Behavior Modification|
|SPED 141||Development of Young Children||2|
|SPED 201||Beh Interventions for Mild||2|
|SPED 202||Intro to Sensory Disabilities||3|
|SPED 233||Experience In SPED||1|
|SPED 301||Language Analysis of the Deaf & Hard of Hearing||3|
|SPED 310||Intro to IDDA||3|
|SPED 317||Foundational Academics||2|
|SPED 340||Assessment in SPED 1||4|
|SPED 379||Leadership in SPED||3|
|SPED 410||Introd to Mild Disabilities||3|
|SPED 420||Inclusive Practices||3|
|SPED 441||Methods for Mild Disabilities 1||3|
|SPED 442||Methods for Mod/Severe 1||3|
|SPED 444||Transition to Adult Life 1||3|
|SPED 445||Collaborations in SPED||3|
|SPED 494||Practicum In Special Education||4|
|ED 495||Student Teaching, Special Areas 1||12|
|Teacher Education Core|
|Select one of the following:||3|
|Child & Adolescent Psychology|
|SS 283||Ethnic and Cultural Diversity in America||3|
|ED 250||Foundations of Education||2|
|ED 260||Educational Psychology||2|
|ED 320||Curriculum, Planning & Assessment||3|
|ED 380||Technology in Teaching 1||2|
|ED 460||Managing the Learning Environment 1||2|
|ED 470||Teaching Diverse Learners 1||2|
Requires Admission to Teacher Education.
Students wishing to enroll in a double major in conjunction with the BSE in SPED will complete all requirements of both majors as identified in the MSU undergraduate catalog.
Deaf and Hard of Hearing Minor
|SPED 110||Introduction to Exceptional Children||3|
|SPED 113||American Sign Language I||3|
|SPED 115||American Sign Language II||3|
|SPED 117||Manually Coded English||3|
|SPED 210||Intro to Ed of Children w/DHH||3|
|SPED 213||American Sign Language III||3|
|SPED 233||Experience In SPED||1|
|CD 321||Language Development||3|
|CD 342||Introduction to Audiology||4|
|CD 427||Aural Rehabilitation||3|
Special Education Concentration
|SPED 110||Introduction to Exceptional Children||3|
|SPED 420||Inclusive Practices||3|
|Select two of the following:||5-6|
|Intro to Positive Beh Supports|
|Intro to Ed of Children w/DHH|
|Intro to IDDA|
|Introd to Mild Disabilities|
SPED 101. Introduction to IDD. 3 Hours.
A survey of the various types of developmental disabilities, the philosophy of service, team planning, individual program planning, and legal and ethical considerationsl for persons with developmental disabilities.
SPED 110. Introduction to Exceptional Children. 3 Hours.
A survey course examining exceptionalities of learning with a focus on understanding current social and educational responsibilities.
SPED 111. Health Care in IDD I. 3 Hours.
This course concentrates on basic medication concepts and procedures, First Aid, CPR, staff responsibilities for medications and health issues, nutrition information, and issues in sexuality.
SPED 112. Health Care in Developmental Disabilities II. 2 Hours.
This course focuses on the most common types of seizures and provides information on how to observe, report, and assist persons during seizures. Included also are techniques of positioning, turning, and transferring persons with physical disabilities.
SPED 113. American Sign Language I. 3 Hours.
This course is designed to introduce students to American Sign Language. Students develop basic vocabulary and conversation skills.
SPED 115. American Sign Language II. 3 Hours.
This course is designed to continue where ASL I ended. Students will expand vocabulary and conversation skills. Deaf culture will be further emphasized in this course through expanded contact with the deaf community. Prerequisite: SPED 113.
SPED 117. Manually Coded English. 3 Hours.
An introduction to Signing Exact English and finger spelling. A basic sign vocabulary is presented.
SPED 120. Intro to Positive Beh Supports. 3 Hours.
This course focuses on principles of behavior; basic behavior management procedures; defining, recording, and charting behavior; and ways to design and implement behavior management programs. It also teaches skills on how to write behavioral objectives.
SPED 130. Expanding Leisure Opts IDD I. 1 Hour.
This course focuses on basic concepts and ways to assess recreation and leisure conpetencies. It provides information on leisure time activities and associated community resources for persons with developmental disabilities.
SPED 140. Human Development. 2 Hours.
A study of the sequence of human development from conception to late childhood, adolscence through adulthood, with emphasis on motor, language, cognitive, emotional, and social characteristics.
SPED 141. Development of Young Children. 2 Hours.
In this course, students will learn typical and atypical development of children ages birth to age five. The course includes observation of development, introduction to service delivery models, and study of best practices in intervention.
SPED 201. Beh Interventions for Mild. 2 Hours.
Learners in this course will be introduced to best practices in managing behavior in least restricted environments. In addition, students will learn preventative, supportive, and corrective behavioral strategies for individuals with mild disabilities. Cognitive behavior theories will be address.
SPED 202. Intro to Sensory Disabilities. 3 Hours.
In this introductory course in sensory disabilities, students will learn the dimensions of deaf/hard of hearing, visual impairments, and dual impairments. The content will cover the etiology of sensory disabilities that can result in additional learning challenges. In addition, historical foundations and research evidence upon which educational best practice is based for sensory disabilities is identified.
SPED 210. Intro to Ed of Children w/DHH. 3 Hours.
A foundations course which surveys the history of the education of children who are deaf or hard of hearing. An introduction to present techniques as well as historical philosophies is presented. Prerequsite: SPED 110.
SPED 213. American Sign Language III. 3 Hours.
New Course Approved By Senate For Interpreter Curriculum Effective Summer 1993.
SPED 221. Promoting Personal Outcomes. 2 Hours.
This course introduces a value-based process for developing and evaluating major program goals for clients, the relationship of assessment to goal setting, and strategies for achieving goals and objectives.
SPED 223. Dual Diagnoses:Mental Retardation and Psychopathology. 1 Hour.
An overview of issues related to supporting people who experience both mental retardation and mental illness including common psychopathological disorders, identification of the need for services, treatment options, adn standards for service provision.
SPED 225. Assisting People with TBI. 2 Hours.
This course provides a comprehensive overview of Traumatic Brain Injuries (TBI) and how to assist people with TBI and their families. It discusses community resources, assessment issues and straegies, as well as the role of employment consultants in working with people with TBI.
SPED 233. Experience In SPED. 1 Hour.
Through a service learning approach, students will be introduced to divers, vibrant, professional community working together with others to ensure that individuals with exceptionalities are valued and included in all aspects of life. Students will be exposed to leadership policy and practices.
SPED 234H. Disability and Society. 3 Hours.
This course prepares future leaders to understand new perspectives on viewing disabilitiy as a part of a diverse society. Learning experiences are designed to eliminate myths and preconceptions and prepare students to successfully encounter diversity as expressed by people with disabilities who may be colleagues, employees, neighbors, or members of the community.
SPED 250. Dev Communicative Interactions. 2 Hours.
This course is designed to provide training to personnel who work with persons who exhibit serve disorders and deficiencies. It is a multimedia training program in the area of social interaction, communication and language skills development, and intervention.
SPED 255. Aging and IDD. 2 Hours.
This course is designed to address training needs of direct service delivery and case management personnel working with aging/aged persons woth developmental disabilities on comminity programs. It covers demographic and philosophical considerations, health, social, and legal issues, and coordination of services.
SPED 296. Field Experience in IDD. 4 Hours.
Practical experience in the development of individual program plans; administration, documentation, and storage of medications; positioning, turning, and transferring techniques; and observation, assistance and documentation of seizure activities.
SPED 299. Special Topics In Special Ed. 1-8 Hour.
SPED 301. Language Analysis of the Deaf & Hard of Hearing. 3 Hours.
Strategies for teaching grammatical structures and the rules of language usage to children with hearing impairments. Prerequisite: SPED 210.
SPED 302. Language and Communication Interventions. 3 Hours.
Students will learn the characteristics of culture and use of language as it relates to diversity across cultures. Additional focus will be on communication and social interaction alternatives, typical language development as it is compared/contrasted to individuals with exceptional learning needs, and augmentative and assistive communication strategies. Students will use strategies to support and enhance communication skills of individuals with exceptional learning needs.
SPED 310. Intro to IDDA. 3 Hours.
In this survey course, students will explore definitions and issues related to individuals with intellectual disabilities and autism. In addition, trends and practices will be discussed in the areas of developmental disabilities. Students will understand the impact of learners' academic and social abilities, attitudes, interests, and values on instruction and career development.
SPED 317. Foundational Academics. 2 Hours.
Students will be taught evidence based practices validated for specific characteristics of learners and settings in reading, math, written language, and content areas. Students will also learn to select, adapt, and use instructional strategies, curriculum, and materials according to characteristics of the individual with exceptional learning needs. Additionally, students will learn to use strategies that facilitate maintenance and generalization of skills across learning environments.
SPED 340. Assessment in SPED. 4 Hours.
Students will engage in the process as it relates to assessments. The focus will include the use of legal provisions and ethical principles; screening, pre-referral, referral and classification procedures; use of exceptionalities specific instruments, and practices for individuals with exceptional learning needs. In addition, curriculum-based assessment will be used to evaluate instruction and monitor progress.
SPED 379. Leadership in SPED. 3 Hours.
The student will engage in pre-professional activities that benefit individuals with diverse learning needs, their families, and community. Students will understand how their dispositions uphold high standards of competence and integrity and exercise sound judgement in the profession. Most importantly, students will focus on collaboration, partnerships, and involvement through a conserted and deliberate effort to connect higher education and the common good as identified in Dr. Fuller's strategic plan at Minot State University in Vision 2013.
SPED 410. Introd to Mild Disabilities. 3 Hours.
Students will understand the similarities and differences of individuals with exceptional learning needs which include specific learning disabilities, emotional disorders, high-functioning autism, Asperger Syndrome, traumatic brain injury, and other syndromes. Within the context of mild disabilities, students will understand the etiology and diagnosis related to various theoretical approaches to include, neurological, medical , cognitive, behavioral, social-emotional and developmental.
SPED 420. Inclusive Practices. 3 Hours.
Students will learn adaptive strategies for inclusion in order to provide optimal physical and learning environments. Concepts of the shared model of Response to Intervention and Universal Design for Learning will be emphasized. Co-teaching practices will be modeled within this course. In addition, collaborative partnerships with school personnel and community members for integrating individuals with exceptional learning needs will be demonstrated.
SPED 441. Methods for Mild Disabilities. 3 Hours.
Students will have knowledge of theories and research that form the basis for curriculum development and instructional practice for students with mild disabilities. Students will develop and select instructional content with resources and strategies that respond to exceptional learning needs, cultural, linguistic, and gender differences. The students will learn to make responsive adjustments to lesson planning and instruction based on continual progress monitoring and assessment. Students will develop and implement comprehensive, longitudinal individualized educational programs in collaboration with various team members. Students will demonstrate techniques in transferring, positioning, and lifting and CPI training.
SPED 442. Methods for Mod/Severe. 3 Hours.
Students will have knowledge of theories and research that form the basis for curriculum development and instructional practice for students with moderate to severe disabilities. Students will develop and select instructional content with resources and strategies that respond to exceptional learning needs, cultural, linguistic, and gender differences. The students will learn to make responsive adjustments to lesson planning and instruction based on continual progress monitoring and assessment for those. Students will develop and implement comprehensive, longitudinal individualized education programs in collaboration with various team members. Students will demonstrate techniques in transferring, positioning, and lifting and CPI training.
SPED 444. Transition to Adult Life. 3 Hours.
Students will have knowledge in designing and using methods for assessing and evaluating programs for students at transitional age. An emphasis on vocational training, life-skill development, recreation/leisure opportunities, social skills development, and post-secondary training will be included. The students will understand their role in developing transitional individual education plans. Students will demonstrate their understanding of assessment development of natural support systems that facilitate transitions in adult life.
SPED 445. Collaborations in SPED. 3 Hours.
Students will demonstrate models and strategies of consultation and collaboration. Students will understand the importance of fostering responsive, respectful, and beneficial relationships between families and professionals. Students will demonstrate high levels of professional communication while developing person-centered plans.
SPED 491. Senior Seminar in IDD. 4 Hours.
Seminar on various topics for seniors in the mental retardation and education of teh deaf.
SPED 494. Practicum In Special Education. 4 Hours.
Students will participate in practicum with their school partners to design, implement, and evaluate instrucional practices. Prospective special educators will develop and apply knowledge, skills, and dispositions essential to the roles for which they are being prepared.
SPED 497. Externship in IDD. 8 Hours.
Senior practicum for nonteaching DD majors in community programs or agencies serving persons with mental retardation or other developmental disabilities.
SPED 498. Student Teaching in SPED. 12 Hours.
Students will participate in advanced practicum with their school partners to design, implement, and evaluate instructional practices. Prospective special educators will develop and apply knowledge, skills, and dispositions essential to the roles for which they are being prepared. Students will gain practicum experiences in primary, middle, and secondary models.
SPED 499. Special Topics in SPED. 1-8 Hour.
Special Education Faculty
Dr. Brent Askvig
Dr. Lori Garnes
Dr. Jennifer Hefter
Dr. Jerrica Maxson
Dr. Holly Pedersen
Dr. Johnna Westby