& Student Handbook - Saint Mary's University of Minnesota

Master Degree Programs 227
Emotional/Behavioral Disabilities Course:
EDSE611 instructional Strategies for Students with EBD...................2 cr.
Practicum:
EDSE62 Special Education Practicum (for students adding
special education licensure to existing teaching license)...................3 cr.
Students who complete the courses for licensure (either for an initial license or an
additional license), and who wish to complete the additional courses for the Master
of Arts in Special Education, are required to complete the following courses;
Master’s Completion Courses:
EDSE670 Research and Methods ......................................................3 cr.
EDSE675 Capstone ............................................................................3 cr.
Faculty
The faculty members for the Master of Arts in Special Education program
have earned doctorate or master’s degrees. Faculty members are selected for
their combination of educational and professional experience and expertise.
Program Delivery
This program has a blended delivery model. This model gives students
the benefits of face to face instruction with the flexibility of online course
sessions. All students need access to high speed internet. The online
sessions will use blackboard, discussions boards, power point, etc.
Practicum and Student Teaching
Experience applying theoretical concepts in real life settings is crucial to a
teacher’s development as a professional. Saint Mary’s categorizes these
experiences through a 3 credits practicum experience for those teachers
adding a special education license, or a 6 credit student teaching
experience for those students working on their initial teaching license.
State Required Testing
Three tests are required by the state for teacher licensure. Students
must successfully complete all three tests to in order to be
recommended for licensure.
• The Pre-Professional Skills Test (PPST) includes three sections;
reading, mathematics, and writing.
• The Principles of Learning and Teaching (PLT) is offered at the levels of
K-6, 5-9, and 7-12. Students must take and pass one of the tests within
their level of licensure. Since Special Education licensure is K-12, any of
these tests would work. If you have previously passes one or more of
the PLT tests, you do not need to retake the test at another level.
A content area test is also required. All students applying for a license in
Special Education will take the Education of Exceptional Students: Core
Content Knowledge. All tests are developed by the Education Testing
Service (ETS) and passing scores are determined by the State of
Minnesota. More information on testing can be found on the ETS
website (www.ets.org/praxis), the Minnesota Department of Education
website (www.children.state.mn.us, or from program staff.
Course Descriptions
EDSE600
Orientation (0 cr.)
The orientation introduces students to the tools, technology, policies, and
expectations for the M.A. in Special Education. The delivery approach,
instructional methods, and use of technology are reviewed. Program
expectations are discussed, including APA style for written academic
work and practicum parameters and placement.
EDSE601
Special Education Foundations (4 cr.)
Prerequisite to all courses
The course emphasizes the fundamental, philosophical, and organizational
history of K-12 special education. The historical evolution, issues, and current
trends in special education are analyzed. Organizational structures, available
service and placement options, disability classifications, and stereotypes of
individuals with disabilities are covered. Additional areas introduced include
nonbiased assessment, legal requirements, and professional collaboration.
EDSE602
Survey of Special Populations (2 cr.)
This course examines the characteristics of disabilities and their impact
on students’ educational and social lives. Learning, developmental
cognitive, speech, language, physical, autism spectrum, emotional
behavioral, and other health disabilities are discussed along with the
requirements for receiving special education.
EDSE603
Individualized Assessment (3 cr.)
This course examines the administration and interpretation of
standardized instruments used to identify students with emotional
behavioral disorders or specific learning disabilities. The focus is on the
technical adequacy and educational viability of assessment instruments
in screening, eligibility determinations, student progress monitoring, and
data-based instructional planning practices. Scoring and interpretations of
assessment tests; informal and observational assessment data collection
and reporting; and the philosophy, procedures, and methodologies used
to conduct screening and assessment are also covered.
EDSE604
Transition Planning Through Collaboration (3 cr.)
Prerequisite: EDSE603 Individualized Assessment
This course addresses team teaching, curriculum modification and
adaptation, interagency collaboration, career planning, and transition
planning. Strategies for collaboration and communication with families
and professionals are analyzed and applied. Implications of having a life
long disability and how a child with a disability can impact family
dynamics are also a focus.
EDSE605
Behavior Theories and Practices (3 cr.)
This course explores proactive and systemic approaches to the
assessment and management of behavior problems in the classroom,
including functional assessment, behavioral analysis, cognitive
strategies, and crisis prevention. The ethical and legal practices in
behavior management and the use of positive behavior supports for
promoting behaviors in school, home, school, and community settings
are covered. The course examines research-based behavioral
interventions and interventions based on behavioral, psychoeducational,
and ecological theories.