Online BS in Special Education Academic Behavioral Strategist Courses

An introduction to early childhood, elementary, and secondary education specifically for students interested in teaching. Students will explore their potential for teaching in light of the admission criteria and licensure requirements. This course includes the study of historical and social foundations of education, and topics such as inquiry in the teaching and learning process; schools in a multicultural and diverse society; the profession of teaching; principles of cooperative group learning; and cultural differences, communication, and stereotyping. Course requires a 20-hour field experience.

The focus of this course is educational uses of technology. Students will explore computer applications as tools for their own learning, as well as the ethics of electronic communications and the exploration of emergent technologies.

This is an introductory study of child growth and development from conception through adolescence with a concentration on the physical, cognitive, and social-emotional domains of development. Emphasis areas of the course include: historical foundations and theories associated with the study of child development, the research process, the implications of teaching and learning, student diversity and pertinent topics associated with the possible effect of environment and behavior on prenatal development through adolescence.

This course covers concepts and ideas that enable students to recognize and identify oppression, discrimination, and racism, along with learning techniques for building a community of teachers and learners in a pluralistic society with its great variety of cultures, value systems, and lifestyles. This course includes the study of diverse groups, language, history, government, and culture. Through inquiry-based learning, students will critically examine bias, discrimination, and prejudice, focusing on their impact within educational settings. The course emphasizes culturally responsive teaching practices, equity in education, and fostering inclusive classroom environments that support diverse learners. Students will explore effective communication strategies for engaging with families from various cultural backgrounds, including school-to-home connections and community involvement. Course assignments include a DEI Textual Analysis Presentation, a Multicultural Research and Presentation Project, and a Culturally Responsive Lesson Plan, all of which assess students ability to apply human relations principles to teaching. Additionally, students will complete a Teacher Interview Assignment, engage in lesson planning that integrates diverse perspectives, and participate in reflective writing assignments that analyze best practices in human relations for educators. Assessments align with the Minnesota Standards of Effective Practice (MN-SEPT) and require students to demonstrate competency in areas such as cultural and community diversity, contributions and lifestyles, bias awareness, and American Indian education. The course also emphasizes professional responsibility, ethical teaching practices, and self-reflection.

This course explores the foundations of literacy with focus on the role of language and culture in language development. With emphasis on the pillars of effective reading instruction, candidates will consider structured, evidenced-based instructional strategies and modifications to support literacy and language development for diverse learners. Course includes an in-depth study of genres, authors, story elements, teaching strategies, and assessments of the literature of children and young adolescents with an emphasis on diversity and a focus on learners in early childhood, elementary, special education, early childhood special education, and multilingual learners.

Provide education teacher candidates an understanding of the principles of effective classroom management and an opportunity to use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; grow in their knowledge on how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations, establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole. Participants will professionally grow in their development of skills necessary to lead with confidence, compassion, creativeness and commitment and team planning and teaching with multi-age grouping for P-6 diverse learners. Teacher candidates integrate strategies within an existing lab setting to collaboratively plan and deliver content and skill objectives.

This required course for all secondary (5-12/K-12) licensure students addresses instructional strategies and assessment, diversity and exceptionality, classroom management, and home-school-community relationships. Students plan for and teach in clinical settings at nearby secondary schools.

This course provides information on the various exceptionalities and facilitates understanding of the basic special needs education services provided to children with disabilities, and includes gifted and talented. Topics include federal and state mandates, planning with parents, team approaches, teaching methodologies, and curriculum modifications and adaptations. A portfolio, reflective journal, and field experience will assist students in valuing diversity and inclusion.

This course is designed to introduce TESL teacher candidates to fundamental theories in the field of teaching ESL. The course builds a foundation of understanding of English learners and topics impacting the academic experiences of language minority students in the United States. TESL teacher candidates will participate in a 15 hour lab field experience with focus on culturally and linguistically diverse learners. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course will help the teacher candidate begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Candidates taking this course will complete their Pre-Student Teaching Experience for 10 full days.

This required course for all secondary (5-12/K-12) licensure students addresses instructional strategies and assessment, diversity and exceptionality, classroom management, and home-school-community relationships. Students plan for and teach in clinical settings at nearby secondary schools.

Provide education teacher candidates an understanding of the principles of effective classroom management and an opportunity to use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; grow in their knowledge on how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations, establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole. Participants will professionally grow in their development of skills necessary to lead with confidence, compassion, creativeness and commitment and team planning and teaching with multi-age grouping for P-6 diverse learners. Teacher candidates integrate strategies within an existing lab setting to collaboratively plan and deliver content and skill objectives.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this course include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

This course addresses the total spectrum of an inclusive P-6 developmental literacy program, including a study of phonemic, graphemic, and semantic systems, as well as strategies for teaching fluency, vocabulary, writing, and comprehension skills to learners. This course includes a field experience with structured assignments for teaching reading skills to diverse learners in grades K-6.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of mathematics from pre-kindergarten through grade 8. The course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course provides the characteristics and educational programming for mild to moderate disabilities, including emotional behavior disorders, learning disabilities, developmental cognitive disabilities, autism spectrum disorders, traumatic brain injuries, and other health disorders.

This course provides strategies for planning assessment, concepts of measurement, interpretation of assessment results, and their use in making programming decisions for individual students in special education.

A course in the best practices and procedures in curriculum instruction techniques and performance evaluation for all exceptionalities. Application in the process of individualized programming and modification/accommodation plans in integrated educational settings, use of assistive technologies, and adaptive techniques will be covered.

A course in theories of behavior, functional behavior assessment, and the laws, policies, and ethical principles regarding the planning and implementation of positive behavior supports for students with challenging behavior.

An understanding of the issues, resources, and techniques of communication, collaboration, consultation, and transitions for children, their families, the school, and all stakeholders in regular and special education settings. This includes professional reflection and development. The role of mental health professionals and agencies is included.

Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.

This course provides an overview of autism spectrum disorders for individuals from birth through age 21. Identification and legal requirements, current theories and practices, medical and neurological perspectives, social/behavioral characteristics, and coexisting conditions will be studied with an understanding that educators rely on the assistance of a partnership with parents.

Supervised semester long field experience, required for K-12 Special Education licensure fields, in kindergarten – Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

Admission to Teacher Education program required.

This course is intended for students who are not yet licensed but who are completing the requirements for a second or third, etc., licensure field. Additional weeks of supervised practice teaching in the area of Special Education in an elementary and/or secondary school setting.

A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.

A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor, Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.

This course consists of the final SMSU School of Education Teacher Education Program requirements for teacher licensure in Minnesota. Teacher candidates successfully completing all the requirements for MN licensure will be moved forward for licensure recommendation.