Special Education (M.Ed.) Requirements
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.
Alternate Access License In Special Education in ND: This license is issues for one year in a documented shortage area. It is for those who do not have a teaching degree but do have a bachelor’s degree in a content area where the vacancy exists in the school.
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 32 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 3-4 T&L 522 Mathematics in the Elementary School 3 T&L 533 Secondary English Language Arts & Literacy Instruction 3
-
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 32 credits for the M.Ed. degree*:
Autism Spectrum Disorder (ASD)
Code | Title | Credits |
---|---|---|
Required Courses | ||
SPED 560 | Introduction to Autism Spectrum Disorder | 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 | Concepts and Principles in Behavior Analysis | |
SPED 544 | Research Methods in Behavior Analysis | |
SPED 562 | Autism Spectrum Disorder: Supports Across the Lifespan | |
SPED 563 | Autism Spectrum Disorder: Medical Issues and Trends | |
SPED 564 | Structured Teaching | |
SPED 565 | Methods for Students with Asperger Syndrome | |
SPED 566 | Autism Spectrum Disorder: Intensive Early Intervention | |
Additional credits from the other specialization areas | ||
Total Credits | 28-33 |
Early Childhood Special Education (ECSE)
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 25 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 | Concepts and Principles in Behavior Analysis | 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 Disabilties | 3 |
SPED 557 | Progress Monitoring | 3 |
SPED 560 | Introduction to Autism Spectrum Disorder | 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 | Structured Teaching | 3 |
SPED 565 | Methods for Students with Asperger Syndrome | 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 Disabilties | 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 | Introduction to Autism Spectrum Disorder | |
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 Disabilties | 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 | Introduction to Autism Spectrum Disorder | |
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. |
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