Accelerated Special Education & Early Childhood Requirements
Complete the requirements to earn accelerated degrees in Early Childhood Education and Special Education with a specialization in Early Childhood Special Education.
Upon offer of admission, the following will be required: Successful passage of FBI criminal background check
Admission Requirements for the M.Ed.
The Master of Education (M.Ed.) is designed for those who do not have a previous degree in education. This degree will have a pedagogy focus to build a foundation for the art and science of teaching.
- A bachelor’s degree.
- A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate work (based on A = 4.00).
- Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.
Admissions Process
- Complete the School of Graduate Studies online application.
- Submit the application fee of $35.
- Recommend three people who will complete the recommendation form:
- one from an employment supervisor or administrator;
- one from a professional colleague or university professor; and
- one from a professional of your choosing.
- Send official transcripts from each institution attended to the School of Graduate Studies.
- Complete the personal statement and attach it in the “essay” section of the application. The personal statement should address four questions:
- Explain how your experiences/interests reflect your capacity for the specialization area you are apply for specifically (i.e., LD, EBD, ID, VI, ECSE, ASD, SES, General).
- Identify a behavioral or learning need with an individual whom you know professionally or personally, then describe how you approached managing it.
- Graduate school may be challenging due to competing demands for your time. Please address how you will navigate these challenges by utilizing your strengths.
- In this master’s program, you will receive constructive feedback to develop and/or enhance your skills. Explain how you have perceived and managed this type of feedback in your past experiences.
Descriptions of the Specialization Areas
Autism Spectrum Disorder (ASD): The ASD specialization area focuses on children, adolescents, and adults with ASD and addresses several aspects of ASD including characteristics, assessment, methods/strategies, interagency collaboration/support, and application in a field setting.
Early Childhood Special Education (ECSE): The ECSE specialization area focuses on children from birth to age nine and addresses various disabilities, primarily developmental in nature, and addresses several aspects of ECSE including characteristics, assessment, methods/strategies, all forms of development, (e.g., language, physical), and application in a field setting.
Emotional Behavioral Disorders (EBD): The EBD specialization area focuses on children and adolescents with both emotional and behavior disorders and addresses several aspects of EBD including characteristics, assessment, behavior and academic methods/strategies, and application in a field setting.
General Special Education: The general specialization area is a “design your own program” option. Students can choose courses from all of the courses offered by the special education program.
Intellectual Disabilities (ID): The ID specialization area focuses on children and adolescents with DCD (the federal law refers to this population as those with mental retardation) and addresses several aspects of ID including characteristics, assessment, methods/strategies, and application in a field setting.
Learning Disabilities (LD): The LD specialization area focuses on children and adolescents with learning problems that are not due to developmental, emotional, or cognitive disabilities and addresses several aspects of LD including characteristics, assessment, methods/strategies, and application in a field setting.
Special Education Strategist (SES): The SES specialization area is a cross-categorical area that encompasses all of the courses in the specialization areas of ID, ED, and LD. Since it addresses three disability areas, it is the largest specialization area in number of credits required.
Visual Impairment (VI): The VI specialization area focuses on children and adolescents who are visually impaired or blind and addresses several aspects of VI including characteristics, assessment, braille code, methods/strategies, orientation/mobility, and application in a field setting.
Degree Requirements
Students seeking the Master of Education degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Special Education Program.
- A minimum of 30 credits is required for the degree. Additional credits may be needed for teacher licensure.
- At least one-half of the credits must be at or above the 500 level.
- A maximum of one-fourth of the credit hours may be transferred from another institution.
- Preparation of a written independent study or scholarly project approved by the faculty advisor: Two credits of SPED 995 Scholarly Project or four credits of T&L 998 Thesis.
- Passing of a written final comprehensive examination.
- Nine credits of Special Education Core Coursework (excluding students in the ABA specialization).
-
Course List Code Title Credits SPED 525 Legal/Ethical Aspects in Special Education 3 SPED 578 Behavior Management 3 Select 1 of the Following: SPED 500 Introduction to Visual Impairment 3 SPED 510 Introduction to Early Childhood Special Education 3 SPED 552 Inclusive Methods 3 - Six credits of pedagogical coursework.
Course List Code Title Credits T&L 542 Models of Teaching 3 SPED 525 Legal/Ethical Aspects in Special Education 3 SPED 552 Inclusive Methods 3 SPED 504 Communication Media and Methods/Visual Impairment 3 T&L 530 Foundations of Reading Instruction 3 T&L 522 Mathematics in the Elementary School 3 T&L 533 Secondary English Language Arts Literacy Instruction 3
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In addition to #4 and #5 above, choose one or more specialization areas and complete the required courses and elective courses for a minimum total of 30 credits for the M.Ed. degree*:
Autism Spectrum Disorder (ASD)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 560 | ASD: Foundations and Brain Based Differences | 3 |
SPED 561 | Methods for Autism Spectrum Disorder | 3 |
SPED 567 | Assessment in Autism Spectrum Disorder | 3 |
SPED 583 | Internship: Autism Spectrum Disorder | 1-6 |
Elective Courses | ||
Select nine of the following: | 18 | |
SPED 540 | ||
SPED 544 | ||
SPED 562 | Autism Spectrum Disorder: Supports Across the Lifespan | |
SPED 563 | Autism Spectrum Disorder: Medical Issues and Trends | |
SPED 564 | ASD: Structured Teaching | |
SPED 565 | ASD: Level 1 Supports and Foundations | |
SPED 566 | Autism Spectrum Disorder: Intensive Early Intervention | |
Additional credits from the other specialization areas | ||
Total Credits | 28-33 |
- *
If seeking special education endorsement in BIS in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 510 | Introduction to Early Childhood Special Education | 3 |
SPED 511 | Identification and Assessment of Young Children with Special Needs | 3 |
SPED 512 | Methods and Materials for Preschool Children with Special Needs | 3 |
SPED 589 | Internship: Early Childhood Special Education | 1-4 |
Elective Courses | ||
Select six of the following: | 15 | |
SPED 514 | Intervention Strategies with Infants and Toddlers | |
SPED 516 | Collaborative Authentic Assessment in Early Intervention | |
SPED 528 | Advanced Assistive Technology | |
SPED 557 | Progress Monitoring | |
SPED 566 | Autism Spectrum Disorder: Intensive Early Intervention | |
SPED 590 | Special Topics in Special Education ( Infant/Toddler Mental Health) | |
SPED 521 | IEP and the Transition Process | 3 |
T&L 529 | Language Development Cognition in Children | |
T&L 553 | Collaborative Relationships: Home, School and Community | |
Additional credits from the other specialization areas | ||
Total Credits | 28-31 |
- *
If seeking special education endorsement in ECSE in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
Emotional Behavioral Disorders (EBD)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 521 | IEP and the Transition Process | 3 |
SPED 550 | Foundations of Special Education with Emphasis in ASD, EBD, ID, and LD | 3 |
SPED 555 | Advanced Methods: Emotional Behavioral Disorders | 3 |
SPED 551 | Advanced Assessment in Special Education | 3 |
SPED 586 | Internship: Emotional Behavioral Disorders | 1-6 |
Elective Courses | ||
Select five of the following: | 15 | |
SPED 528 | Advanced Assistive Technology | |
SPED 557 | Progress Monitoring | |
T&L 553 | Collaborative Relationships: Home, School and Community | |
Additional credits from the other specialization areas | ||
Total Credits | 28-33 |
- *
If seeking special education endorsement in EBD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
General Special Education
Note that there are no additional required courses. A minimum of 19 credits can be selected from the following courses:
Code | Title | Credits |
---|---|---|
SPED 500 | Introduction to Visual Impairment | 3 |
SPED 501 | Diseases and Function of the Eye | 2 |
SPED 503 | Orientation and Mobility/Visual Impairment | 2 |
SPED 505 | Low Vision Assessment and Remediation | 3 |
SPED 510 | Introduction to Early Childhood Special Education | 3 |
SPED 511 | Identification and Assessment of Young Children with Special Needs | 3 |
SPED 512 | Methods and Materials for Preschool Children with Special Needs | 3 |
SPED 514 | Intervention Strategies with Infants and Toddlers | 3 |
SPED 516 | Collaborative Authentic Assessment in Early Intervention | 3 |
SPED 521 | IEP and the Transition Process | 3 |
SPED 528 | Advanced Assistive Technology | 1 |
SPED 532 | Visual Impairment/Early Intervention | 3 |
SPED 540 | 3 | |
SPED 551 | Advanced Assessment in Special Education | 3 |
SPED 554 | Advanced Methods: Learning Disabilities | 3 |
SPED 555 | Advanced Methods: Emotional Behavioral Disorders | 3 |
SPED 556 | Advanced Methods: Intellectual Disabilities | 3 |
SPED 557 | Progress Monitoring | 3 |
SPED 560 | ASD: Foundations and Brain Based Differences | 3 |
SPED 561 | Methods for Autism Spectrum Disorder | 3 |
SPED 562 | Autism Spectrum Disorder: Supports Across the Lifespan | 3 |
SPED 563 | Autism Spectrum Disorder: Medical Issues and Trends | 3 |
SPED 564 | ASD: Structured Teaching | 3 |
SPED 565 | ASD: Level 1 Supports and Foundations | 3 |
SPED 566 | Autism Spectrum Disorder: Intensive Early Intervention | 3 |
SPED 567 | Assessment in Autism Spectrum Disorder | 3 |
SPED 580 | Practicum: Special Education | 1-6 |
SPED 590 | Special Topics in Special Education | 1-4 |
T&L 553 | Collaborative Relationships: Home, School and Community | 3 |
SPED 581 | Internship: General Special Education | 1-6 |
SPED 550 | Foundations of Special Education with Emphasis in ASD, EBD, ID, and LD | 3 |
Intellectual (ID)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 521 | IEP and the Transition Process | 3 |
SPED 507 | Introduction to Intellectual Disabilities | 3 |
SPED 551 | Advanced Assessment in Special Education | 3 |
SPED 556 | Advanced Methods: Intellectual Disabilities | 3 |
SPED 587 | Internship: Intellectual Disabilities | 1-6 |
Elective Courses | ||
Select six of the following: | 15 | |
SPED 528 | Advanced Assistive Technology | |
SPED 557 | Progress Monitoring | |
SPED 560 | ASD: Foundations and Brain Based Differences | |
T&L 553 | Collaborative Relationships: Home, School and Community | |
Additional credits from the other specialization areas | ||
Total Credits | 28-33 |
- *
If seeking special education endorsement in ID in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
Learning Disabilities (LD)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 521 | IEP and the Transition Process | 3 |
SPED 508 | Introduction to Learning Disabilities | 3 |
SPED 551 | Advanced Assessment in Special Education | 3 |
SPED 554 | Advanced Methods: Learning Disabilities | 3 |
SPED 588 | Internship: Learning Disabilities | 1-6 |
Elective Courses | ||
Select six of the following: | 15 | |
SPED 528 | Advanced Assistive Technology | |
SPED 557 | Progress Monitoring | |
T&L 553 | Collaborative Relationships: Home, School and Community | |
Additional credits from the other specialization areas | ||
Total Credits | 28-33 |
- *
If seeking special education endorsement in LD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
Special Education Strategist (SES)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 521 | IEP and the Transition Process | 3 |
SPED 550 | Foundations of Special Education with Emphasis in ASD, EBD, ID, and LD | 3 |
SPED 551 | Advanced Assessment in Special Education | 3 |
SPED 554 | Advanced Methods: Learning Disabilities | 3 |
SPED 555 | Advanced Methods: Emotional Behavioral Disorders | 3 |
SPED 556 | Advanced Methods: Intellectual Disabilities | 3 |
SPED 586 | Internship: Emotional Behavioral Disorders | 1-6 |
SPED 587 | Internship: Intellectual Disabilities | 1-6 |
SPED 588 | Internship: Learning Disabilities | 1-6 |
Elective Courses | ||
Select one of the following: | 1 | |
SPED 528 | Advanced Assistive Technology | |
SPED 557 | Progress Monitoring | |
SPED 560 | ASD: Foundations and Brain Based Differences | |
T&L 553 | Collaborative Relationships: Home, School and Community | |
Additional credits from the other specialization areas | ||
Total Credits | 22-37 |
- *
If seeking special education endorsement in SES in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
Visual Impairment (VI)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 500 | Introduction to Visual Impairment | 3 |
SPED 502 | Braille Reading and Writing | 2 |
SPED 505 | Low Vision Assessment and Remediation | 3 |
SPED 585 | Internship: Visual Impairment | 1-6 |
Elective Courses | ||
Select six of the following: | 15 | |
SPED 501 | Diseases and Function of the Eye | |
SPED 503 | Orientation and Mobility/Visual Impairment | |
SPED 504 | Communication Media and Methods/Visual Impairment | |
SPED 509 | IEP Development | |
SPED 521 | IEP and the Transition Process | |
SPED 528 | Advanced Assistive Technology | |
SPED 530 | Braille Code 1 | |
SPED 531 | Braille Code 2 | |
SPED 532 | Visual Impairment/Early Intervention | |
SPED 557 | Progress Monitoring | |
SPED 558 | Response to Intervention | |
T&L 553 | Collaborative Relationships: Home, School and Community | |
Additional credits from the other specialization areas | ||
Total Credits | 24-29 |
- *
If seeking special education endorsement in VI in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
Behavior Intervention Specialist (BIS)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 540 | 3 | |
SPED 541 | 3 | |
SPED 542 | 3 | |
SPED 545 | 4 | |
SPED 579 | Internship: Behavioral Intervention Specialist | 1-6 |
Elective Courses: choose remaining credits from courses in th SPED program | ||
Select 4 elective special education credits: | 4 | |
Total Credits | 30 |
- *
If seeking special education endorsement in BIS in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.
Accelerated Admission
The Accelerated Bachelors/Master’s (ABM) 4+1 program allows exceptional undergraduate students at UND an opportunity to complete the requirements for both the bachelor’s and master’s degrees at an accelerated pace. All requirements for both degrees must be met, and these students may double count up to 12 graduate-level credits toward the requirements for both their bachelor’s and master’s degree requirements. ABM students must obtain their master’s degree within 12 months of completing the bachelor’s degree.
The M.Ed. in Special Education offers two options for the ABM program:
- B.S.Ed. Early Childhood Education with a minor in Special Education/M.Ed. in Special Education with Specialization in Early Childhood Education.
- B.G.S. with a major in General Studies/M.Ed. in Special Education with a Specialization in Special Education Strategist.
Admission Requirements
- Students may apply to this program upon completion of 60 credits toward the bachelor’s degree or with an Associate’s degree. Students interested in the accelerated program will follow the admission process listed above.
- In addition to these requirements, students will need to submit an Accelerated/Combined Program of Study as part of the admission process.
- Students must have an overall G.P.A. of 3.00 at the time of admission.
Degree Requirements:
Early Childhood Education ABM
- Admission to Teacher Education Requires: Praxis Core Pass score; Live Text purchase; Introductory Letter; Level One Disposition Degree Requirements.
Transferred credits or credits fulfilled with Associates Degree in Early Childhood or Education include:
Code | Title | Credits |
---|---|---|
T&L 250 | Introduction to Education | 3 |
T&L 251 | Understanding Individuals with Different Abilities | 3 |
T&L 252 | Child Development | 3 |
T&L 310 | Introduction to Early Childhood Education | 3 |
T&L 320 | Infant and Toddler | 3 |
Courses:
Code | Title | Credits |
---|---|---|
Bachelor’s courses for licensure: | ||
T&L 530 | Foundations of Reading Instruction | 3 |
T&L 433 | Multicultural Education | 3 |
T&L 322 | Administration and Leadership in Early Childhood Education | 3 |
T&L 333 | Methods and Materials: Pre-Kindergarten | 3 |
T&L 335 | Foundations of Reading | 3 |
T&L 336 | Social and Emotional Development and Guidance of Children | 3 |
T&L 339 | Educational Technology | 2 |
T&L 405 | Data Literacy for Teachers | 1 |
T&L 453 | Methods and Materials: Kindergarten | 2 |
T&L 411 | Primary Reading and Language Arts | 2 |
T&L 443 | Mathematics for Primary Grades | 2 |
T&L 518 | Curriculum and Methods for Teaching STEM | 3 |
T&L 519 | Social Studies in the Elementary School | 3 |
T&L 456 | Early Childhood Ed Seminar | 1 |
T&L 487 | Student Teaching | 4-16 |
T&L 486 | Field Experience | 1-4 |
T&L 488 | 1 | |
T&L 319 | Integrating Diverse Needs in Educational Settings | 3 |
T&L 316 | Behavioral Assessment and Tiered Supports in Education | 3 |
T&L 423 | Assessment and Individualized Planning in Special Education | 3 |
T&L 413 | Assessing and Correcting Reading Difficulties | 2 |
T&L 444 | Assessing and Correcting Mathematics Difficulties | 2 |
T&L 489 | Senior Capstone: Responsive Teaching | 3 |
Special Education Minor courses- included in degree | ||
T&L 316 | Behavioral Assessment and Tiered Supports in Education | 3 |
T&L 319 | Integrating Diverse Needs in Educational Settings | 3 |
T&L 413 | Assessing and Correcting Reading Difficulties | 2 |
T&L 423 | Assessment and Individualized Planning in Special Education | 3 |
T&L 444 | Assessing and Correcting Mathematics Difficulties | 2 |
T&L 486 | Field Experience | 1-4 |
SPED 525 | Legal/Ethical Aspects in Special Education | 3 |
SPED Masters level courses (12 credits double counted from BS with asterisk) | ||
SPED 510 | Introduction to Early Childhood Special Education (*) | 3 |
T&L 529 | Language Development Cognition in Children (*) covers content from 313 | 3 |
T&L 553 | Collaborative Relationships: Home, School and Community (*) covers content from 338 | 3 |
SPED 511 | Identification and Assessment of Young Children with Special Needs (*) | 3 |
SPED 525 | Legal/Ethical Aspects in Special Education | 3 |
SPED 512 | Methods and Materials for Preschool Children with Special Needs | 3 |
SPED 578 | Behavior Management | 3 |
SPED 590 | Special Topics in Special Education | 1-4 |
SPED 514 | Intervention Strategies with Infants and Toddlers | 3 |
SPED 589 | Internship: Early Childhood Special Education | 1-4 |
SPED 557 | Progress Monitoring | 3 |
Special Education Strategist ABM
The Bachelor of General Studies and a minor in Special Education
B.S. General Studies requirements can be located in the academic catalog. The following undergraduate courses must be included as part of the degree.
Bachelor of General Studies/Special Education Minor
Code | Title | Credits |
---|---|---|
T&L 251 | Understanding Individuals with Different Abilities | 3 |
T&L 252 | Child Development | 3 |
T&L 316 | Behavioral Assessment and Tiered Supports in Education | 3 |
T&L 319 | Integrating Diverse Needs in Educational Settings | 3 |
T&L 339 | Educational Technology | 2 |
T&L 350 | Development and Education of the Adolescent | 3 |
T&L 413 | Assessing and Correcting Reading Difficulties | 2 |
T&L 423 | Assessment and Individualized Planning in Special Education | 3 |
T&L 444 | Assessing and Correcting Mathematics Difficulties | 2 |
T&L 486 | Field Experience | 2 |
T&L 433 | Multicultural Education | 3 |
The requirements on this page are pulled from UND’s academic catalog and may not reflect future terms. Updates are published annually in April.
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