Autism Spectrum Disorders Concentration

Our Autism Spectrum Disorders (ASD) concentration prepares you to serve students with ASD from birth to age 21 in a variety of educational settings addressing mild, moderate, and severe needs. If you're not already a Tier 3 or Tier 4 Minnesota licensed teacher, you will also need to complete the Standards of Effective Practice concentration. This additional concentration meets the Minnesota Professional Educator Standards and Licensing Board’s (PELSB) Minnesota Standards of Effective Practice, a requirement for all Tier 3 and Tier 4 licensed teachers.

Total credits

41

Finish in as few as

19-31 months

Courses

• Writing the Thesis (EDUC795)

  Exploration of a significant educational issue relevant to the student's profession through writing an independent thesis or collaborative research project. Recognition of the characteristics of quantitative, qualitative, mixed-methods, meta-analysis, and action research designs. Reflection on research ethics from a Christian worldview. Oral defense of student’s thesis or project.

  4 credits

• Introduction to Special Education: History, Law, Academics, and Behavior (SPED602)

  Identifies the impact of historical, philosophical, legal, and contemporary factors on special education. Explores disability characteristics, cultural influences, and linguistic considerations. Describes the effects of IDEA and collaboration between special and general education. Introduces functional behavioral assessments, support systems, and evidence-based instructional adaptations. Analyzes curricular guidance and positive instructional environments.

  4 credits

• Norm-Reference Assessment and Field Experience (SPED617)

  Standards and critical elements in special education assessment. Test development principles and standardized assessment instruments for special education decision-making. Responsibilities of assessment team members. Synthesis of assessment data. Applies scriptural principles to assessment in special education. Identifies students’ strengths and needs through assessment. Developing and explaining results of evaluation report.

  4 credits

• Instructional Strategies for Students with Mild-Moderate Disabilities (SPED618)

  Interprets student performance data, differentiates instruction for diverse needs, and applies evidence-based practices for students with mild–moderate disabilities. Creates positive learning environments and explores connections between faith and K-12 special education. Develops skills to locate, evaluate, summarize, and cite scholarly research in APA style to inform practice.

  4 credits

• Consultation, Collaboration, and Resources (SPED623)

  Identifies collaborative partners and structures to provide effective special education services to students and families. Includes community, interagency, educational, and professional resources while considering family background, socioeconomic status, and cultural and linguistic diversity. Evaluates current research to plan and implement emerging special education practices.

  2 credits

• Programming and Planning for Special Education (SPED627)

  Development and evaluation of an individual education program (IEP) based on student assessment results. Consideration of technology, supplementary aids, services, and transition needs of students. Synthesis of cultural, ethnic, and linguistic diversity.

  2 credits

• Reading Foundations and Field Experience (SPED629)

  Relationships, stages, and patterns among reading, writing, and oral language development, fluency and comprehension processes, and instructional strategies. English language structure, word identification strategies, addressing dyslexia, and the role of vocabulary knowledge. Assessment strategies and textual analysis for K-12 classrooms. Students apply learning in a 35-hour supervised K-12 field experience.

  4 credits

• Characteristics of ASD (ASD) (SPED643)

  Identification of theories, research, legal requirements and medical perspectives related to serving ASD students. Synthesis of information associated with ASD. Examination of early indicators of ASD. Identification of associated factors and their relationship to ASD behavior. Presentation of the impact of factors on ASD students. Evaluation of professional ASD-related resources.

  2 credits

• ASD: Evaluation, Communication, and Intervention Strategies and Field Experience (SPED645)

  Autism spectrum disorders (ASD): core characteristics, comorbid conditions, collaboration, and assessment plans. Instructional strategies targeting social, communication, academic, behavioral, and functional skills. Program modifications, strategies, generalization of skills, designing communication systems and assistive technology. Includes a 35-hour field experience focused on individualized programming, collaboration, and understanding the impact of ASD.

  4 credits

• Planning, Instruction, and Consultation for ASD (ASD) (SPED649)

  Development of individualized programs and interventions for students with Autism Spectrum Disorders. Collaboration models and techniques for best collaborating with stakeholders. Evaluation of environments, classrooms, and academic lessons for students with Autism Spectrum Disorders. Creation of instructional strategies and resources for students with Autism Spectrum Disorders.

  4 credits

• Classroom-based Assessment and Field Experience (SPED655)

  Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of student’s learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age and gender have on assessment.

  4 credits

Select one from:

• ASD: Student Teaching (SPED771)

  Implements referral, assessment, evaluation, IEPs, and interventions for students with autism spectrum disorders. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting.

  5 credits

  Corequisite Course: SPED770;SPED773;SPED774;TEAC751

Credits listed are for the current catalog. The PELSB (Professional Educator Licensing and Standards Board) may implement new requirements that may require credit changes.