SPED: Autism/Emotional Behavioral Disorders (BS)

Summary

The major prepares teacher candidates working in partnering local school districts to work as special education teachers for students with autism spectrum disorders and emotional behavioral disorders. Students take classes while working with district personnel to receive on-the-job training and practicum experience. Students enrolled in the program must be employed in a partnering district. 

Catalog Year

2024-2025

Degree

Bachelor of Science

Major Credits

76

Total Credits

120

Locations

Mankato

Online

Career Cluster

Education and Training

This program satisfies licensure-to-practice standards for Minnesota and may satisfy standards for other states or US territories.

Licensure/Certification Disclosure

Program Requirements

Prerequisites to the Major

Addresses drugs and drug use from psychological, behavioral, pharmacological, historical, legal and clinical perspectives - while examining the effects of drug use on personal health and social functioning.

Prerequisites: none

Goal Areas: GE-05

Nature of mathematics from a problem solving approach using sets, relations, number systems through integers, rational numbers and discrete mathematics.

Prerequisites: Satisfy Placement Table in this section, or Grade of P in MATH 098 or "C" (2.0) or better in MATH 112 or MATH 115.

Goal Areas: GE-04

Choose 3 Credit(s).

Beginning ASL - Level I aims to develop a basic understanding and use of American Sign Language through learning parameters of sign, fingerspelling, basic grammar and a basic understanding of Deaf culture.

Prerequisites: none

Goal Areas: GE-11

This course provides the knowledge and skills necessary to respond and perform in an emergency to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness. This course includes an advanced level of First Aid certification, including bloodborne pathogens, and all aspects of cardiopulmonary resuscitation and automated external defibrillation (CPR/AED) for the Emergency Medical Responder.

Prerequisites: none

Goal Areas: GE-11

Major Common Core

This seminar is the first of a four-part seminar series. Learners will be introduced to the intersectionality of identities and multiple theories of race and ethnicity. Students will actively engage in dialogue and learning opportunities focused on the role race and racism have in perpetuating social disparities between dominant and marginalized racial groups.

Prerequisites: none

This seminar is part two of a four part seminar series. Learners will build upon seminar one to gain understanding and develop plans, procedures, and actions to create learning environments with a foundation of culturally responsive teaching and deep social and cognitive neuroscience. Learners will build upon seminar one┬┐s determined problem of practice or policy implementation resulting in education inequity with research and study of historical context and analysis of what continues to show up today.

Prerequisites: none

This seminar is part three of a four part seminar series. Learners will build upon seminars one and two to gain understanding and develop plans, procedures, and actions to create learning environments with a foundation of culturally responsive teaching and deep social and cognitive neuroscience. Learners will build upon previous seminars determined problem of practice or policy implementation resulting in education inequity with research and study of historical context and analysis of what continues to show up today.

Prerequisites: none

This seminar is part four of a four part seminar series. Learners will build upon the first three seminars to further understand culturally and linguistically sustaining practices. Critical discussions and collaborative activities will deepen understanding of the intersections between culture, language, beliefs, and values about disability and special education. This course provides theoretical foundations and practical strategies for educators to create and sustain classroom communities that honor the diverse backgrounds of their students while holding them to high standards.

Prerequisites: none

This course provides teacher candidates with the knowledge and skills necessary to understand curriculum standards to design instruction related to the general education curriculum. It will provide candidates with opportunities to identify materials and curriculum to ensure access to the general education standards for students with IEPs.

Prerequisites: none

This course is designed to teach secondary assessment, instructional and transition planning methods needed by students in the undergraduate program of study in Special Education - Academic and Behavioral Strategist. The course focuses on strategies that promote choice and quality of life for young adults with mild to moderate disabilities.

Prerequisites: none

This course will introduce teacher candidates to different aspects of being a Special Educator, including writing Individual Education Program plans, working collaboratively, addressing strategies for working with paraprofessionals, developing an understanding of collaboration including co-teaching, and using technology in the classroom to assist student learning.

Prerequisites: none

This course is designed to teach the principles of Positive Behavior Supports and intervention planning. Students will learn how PBIS can be applied at the school, classroom, and individual levels. Students will apply learned information to identify successful interventions.

Prerequisites: none

Designed to provide an introduction and overview of the characteristics and educational needs of children and youth with diverse and exceptional needs in the public school. The course introduces Minnesota Graduation Standards Rules in relationship to the needs of students with diverse and exceptional needs.

Prerequisites: none

Introduces students to theories of learning and human development as they relate to regular and diverse learning populations. Students will acquire an understanding of the many factors that affect learning and human development and strategies that can be used to enhance learning for all learning populations.

Prerequisites: none

Diverse Cultures: Gold

Describes and demonstrates strategies that teachers can use to differentiate the curriculum to meet the needs of special learners in an inclusive classroom. Course will also examine the latest knowledge related to intelligence, creativity, holistic education and classroom differentiation.

Prerequisites: none

Introduces students to methods and strategies for personal and professional growth and development. As a result of taking this course, students will be able to a) engage in reflective inquiry for personal and professional growth, b) identify and demonstrate dispositions necessary for teaching special needs learners, c) understand the cultural, social, and other environmental effects on learning and human development, and d) use strategies for personal and professional growth.

Prerequisites: none

Provides an introduction to reading and language arts instruction for special needs and other students in an inclusive classroom. As a result of taking this course, students will be able to plan and implement effective literacy lessons and utilize a variety of differentiation strategies.

Prerequisites: none

This course provides instruction in the connections between critical content concepts, standards, research-based practices in mathematics and science, and students with mild-moderate disabilities for the purpose of developing goals and objectives in order to implement effective instruction.

Prerequisites: none

This ASD/EBD Foundations course will provide apprentices with in-depth information about ASD and EBD historical and philosophical foundations, etiology and characteristics, legal basis and criteria and related assessments for determining eligibility for services, as well as general information about IEP development and research-based and evidence-based practices.

Prerequisites: none

This ASD/EBD Methods course will provide apprentices with in-depth information about the FBA and BIP process, implementing behavior management strategies that promote learning and generalization of skills across all environments for individuals of all ages, and writing IEPs.

Prerequisites: none

This course is designed to provide students with the foundation for understanding and implementing the assessment process effectively. Specifically, by building skills associated with educational assessment methods and procedures, students will develop core decision making and program planning competencies for students with disabilities and from culturally or linguistically diverse backgrounds. An emphasis will be on classroom-based measures that can be used to make educational decisions to plan instruction for students┬┐particularly those who are experiencing academic difficulty.

Prerequisites: none

This course is designed to equip teacher candidates with the knowledge and skills necessary to effectively address the unique academic and behavioral needs of students with emotional and behavioral disorders (EBD). Candidates will explore the multifaceted nature of EBD and delve into evidence-based instructional strategies and interventions aimed at fostering academic success and positive behavior in diverse educational settings.

Prerequisites: none

This course will provide students with knowledge and skills about instructional strategies that are used in the field of autism with evidence of effectiveness, including several evidence-based practices in their responsibilities of direct everyday instruction and/or consultation to general education teachers.

Prerequisites: none

This course is the culmination of the MN Special Education Emotional or Behavioral Disorders licensure program. Apprentices will complete a student teaching experience in which they gradually assume the full responsibilities of a special education teacher under the guidance of their Journey Worker.

Prerequisites: none

This course is the culmination of the MN Special Education Autism SpectrumDisorders licensure program. Apprentices will complete a student teaching experience in which they gradually assume the full responsibilities of a special education teacher under the guidance of their Journey Worker.

Prerequisites: none

Policies

All admissions decisions are made in partnership with participating school districts.

Students working toward a teaching degree must be admitted to Professional Education during their first semester in the program to allow continued registration.

  1. Minimum of 40 earned semester credits
  2. Minimum of 2.75 cumulative GPA
  3. Completion of MATH 201, HLTH 240, and CDIS 205 or HLTH 210

Program Continuance. The Special Education Department will monitor block entrance and continuance in program. Students must maintain a 3.0 cumulative GPA in Program coursework.

Admission to Student Teaching. Student teaching at Minnesota State University, Mankato is a performance-based, 16-week program, requiring the demonstration of an acceptable level of performance in the areas of planning and preparation, classroom management, instruction, and professionalism. Multiple methods of assessment are used and evidence is collected to assess the student teacher's skills and dispositions. These methods include direct observations of teaching activities by cooperating teachers and university faculty, the use of video recorded lessons and activities for self-assessment, participation in online activities, and participation in activities reflective of the professional responsibilities of teachers (e.g., parent conferences). The Office of Field and International Experience (OFIE) requests placements for all student teachers in partner districts. Application materials are available in 119 Armstrong Hall.

Admission to the student teaching experience is contingent upon completion of:

  1. General Ed and Diverse Cultures program requirement
  2. a grade point average of 3.0, grades of "C" or better for all major coursework
  3. admittance to Professional Education
  4. formal application materials one year prior to student teaching semester (obtain specific dates from 119 Armstrong Hall)
  5. submission of scores on the Basic Skills Exams
  6. recommendation of advisor