Special Education
(College of Education)
The Department of Special Education offers the following programs:
- Early Childhood Special Education-Teaching
- Special Education-Teaching
- Instructional Strategist (declared Summer 2014 or after)
Undergraduate Programs
Minors
Early Childhood Special Education Minor-Teaching
This minor leads to Endorsement 262: PreK-K Early Childhood Special Education. Students must complete all requirements for an Early Childhood Education major and complete student teaching TEACHING 3135 in both the major and the Early Childhood Special Education minor endorsement area.
| Required | ||
| SPED 3150 | Meeting the Needs of Diverse Learners in Classrooms | 2 |
| EDPSYCH 3109 | Development and Assessment of Young Children | 3 |
| SPED/ELEMECML 4124 | Infant Toddler Curriculum and Early Intervention * | 3 |
| SPED 4192/5192 Experience in Special Education: Practicum in Home Intervention Birth-3 | 1-3 | |
| SPED 4141/5141 | Including Young Children with Special Needs Into General Education Classrooms * | 3 |
| SPED 4192/5192 Experience in Special Education: Practicum in ECSE Age 3-6 Endorsement 262 | 3 | |
| ELEMECML 3149/5149 | Child, Family, School and Community Relationships | 3 |
| SPED 4148/5148 | Assessment of Young Children and Families with Exceptionalities | 3 |
| Total Hours | 21-23 | |
- *
Students enrolled in SPED 4124/5124 or ELEMECML 4124/5124 and/or SPED 4141/5141 are required to have not lower than a C in each of these methods courses that are prerequisites for Student Teaching in Special Education.
Special Education Minor-Teaching
Instructional Strategist Minor
This minor leads to an endorsement in teaching students with disabilities with three different options: 1) Instructional Strategist I K-8 (Endorsement 260), 2) Instructional Strategist I 5-12 (Endorsement 261), or 3) Instructional Strategist II Intellectual Disabilities K-12 (Endorsement 264). Students must complete all requirements for an Early Childhood, Elementary, or Secondary Education major and complete student teaching (TEACHING 3135) in both the major and the Instructional Strategist special education minor endorsement area.
| Required Special Education Core for All Endorsement Options: | ||
| SPED 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPED 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPED 4161/5161 | Constructions of Behavior and Humanistic Supports ** | 3 |
| SPED 4162/5162 | Specialized Assessment and Instruction for Students with Disabilities ** | 3 |
| SPED 4163/5163 | Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) | 3 |
| SPED 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) ** | 3 |
| Choose from the following endorsement options: | 6 | |
| Instructional Strategist l K-8 (Special Education Core plus the following courses): | ||
| Differentiated & Intensive Methods in Literacy & Mathematics: Elementary Mild/Mod Disabilities (K-8) ** | ||
| Experience in Special Education (Practicum ll, Strategist l K-8) | ||
| Instructional Strategist l 5-12 (Special Education Core plus the following courses): | ||
| Instructional Methods for Inclusive Learning (5-12) ** | ||
| Experience in Special Education (Practicum ll, Strategist l 5-12) | ||
| Instructional Strategist ll K-12 (Special Education Core plus the following courses): | ||
| Instructional Methods for Inclusive Learning (5-12) ** | ||
| Experience in Special Education (Practicum ll, Strategist ll Intellectual Disabilities K-12) | ||
| Total Hours | 24 | |
- *
And Student Teaching TEACHING 3135 (4-12 hours) in specific endorsement area.
- **
Students enrolled in SPED 4161/5161, SPED 4162/5162, SPED 4171/5171, SPED 4172/5172, and/or SPED 4173/5173 are required to have not lower than a C in each of these methods courses that are prerequisites for Student Teaching in Special Education.
Master of Arts in Education Degree Programs
Major in Special Education
This major is designed to prepare special education professionals for leadership positions and for advanced professional studies. To be eligible for Endorsement 250 Special Education Consultant, the student must have four years of successful teaching experience, two of which must be congruent with the desired Special Education Consultant endorsement. Students desiring to be endorsed as Work Experience Coordinators must hold a Special Education Teaching 5-12 endorsement.
UNI does not complete the recommendation for the following endorsements. Students will need to work directly with the Iowa Board of Educational Examiners (BOEE) for an evaluation, sending transcripts, and recommendation: Endorsement 233: K-12 Supervisor Special Education/Instructor; Endorsement 234: Work Experience Coordinator; Endorsement 239: Director of Special Education; Endorsement 258: Professional Service Administrator.
Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Special Education for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.
The Graduate Record Examination (General Test) is not required for admission to the program.
Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.
This major is available on the thesis and non-thesis option. A minimum of 30 semester hours is required for the non-thesis option and a minimum of 33 hours is required for the thesis option. A minimum of 18 hours of 6000-level course work is required for both thesis and non-thesis options.
Students on the thesis option must complete 6 hours of SPED 6299 Research and present a defense of the thesis. Students on the non-thesis option must complete 3 hours of SPED 6299 ending with a culminating research paper, and successfully complete a final written comprehensive examination.
| Required professional core | ||
| Educational Psychology: | ||
| EDPSYCH 6214 | Foundations of Instructional Psychology | 3 |
| Measurement and Research: | ||
| MEASRES 6205 | Educational Research | 3 |
| Required special education | ||
| SPED 6260 | Special Education Law and Policy | 3 |
| Special Education: | ||
| SPED 6289 | Seminar | 3 |
| or SPED 4180/5180 | Interdisciplinary Study of Disability | |
| Research: | 3 or 6 | |
| Research | ||
Thesis Option (6 hours) | ||
Non-thesis Option (3 hours) | ||
| Emphasis in special education (choose one from below) | 15 | |
| Total hours (non-thesis option) | 30 | |
| Total hours (thesis option) | 33 | |
Instructional Emphasis
| Required | ||
| Special Education: | ||
| SPED 6293 | Qualitative Research in Special Education | 3 |
| SPED 6295 | Single-Subject Research Applications | 3 |
| Approved electives | 9 | |
| Total Hours | 15 | |
Special Education Consultant Emphasis
| Required | ||
| Special Education: | ||
| SPED 6293 | Qualitative Research in Special Education | 3 |
| SPED 6240 | Collaborative Consultation I: The Relationship | 3 |
| SPED 6245 | Collaborative Consultation II: The Process | 3 |
| SPED 6290 | Practicum | 3 |
| Approved electives | 3 | |
| Total Hours | 15 | |
Program Certificates
The University of Northern Iowa makes available, in addition to traditional programs, the opportunity for students to earn program certificates. Program certificates provide an alternative to programs leading to a degree, a major, or a minor; they certify that an individual has completed a program approved by the university. For information on the following program certificates, contact the Department of Special Education or the Office of the Registrar, which serves as the centralized registry.
Inclusive Education Certificate
The Inclusive Education certificate requires a fifteen (15) credit hour program designed to provide practicing educators the knowledge, skills, and dispositions needed to design and implement inclusive education in Pre K-12 schools.
| SPED 6260 | Special Education Law and Policy | 3 |
| SPED 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPED 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPED 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) (Note: Prerequisites will be waived for the Inclusive Education Certificate) | 3 |
| SPED 4192/5192 | Experience in Special Education | 3 |
| Total Hours | 15 | |
Special Education Instructional Coaching Certificate
Applicants for the Special Education Instructional Coaching Certificate must hold a master’s degree in special education or complete 30 semester hours of college coursework in the special education content area. The applicant must have four years of successful teaching experience, two of which must be in special education.
The purpose of this certificate program is to improve outcomes for students with disabilities by recruiting and preparing highly-qualified special education graduates to serve as special education instructional coaches in Local Education Agencies (LEAs) and Area Education Agencies (LEAs) across Iowa. The coaches will be prepared to provide on-site, personalized professional development to PK-12 general and special educators to enhance the implementation of evidence-based practices with high-need students with disabilities. The certificate program utilizes a distance education format [Adobe Connect with E-Learning Blackboard and on-line learning] to allow greater access to scholars across the state who are working professionals, people with child care considerations, and people living in geographically isolated areas. The distance education approach will assist in expanding the reach of the certification program and promoting diversity of the special education workforce. This Special Education Instructional Coaching certificate program will be directed from within the Department of Special Education’s pre-existing Master of Arts in Education (MAE) – Consultation Emphasis Program.
The certificate program addresses state-wide critical needs for special education instructional coaches to assist teachers in the implementation of evidence-based practices for students with disabilities. Applicants must have four years of successful teaching experience, two of which must be in special education. Scholars will exit the program with a special education coaching certificate. Special education graduate students will be prepared with the necessary competencies to be highly effective special education instructional coaches and consultants using evidence-based pedagogical practices that result in improvements in learning and developmental outcomes (e.g., academic, social, emotional, behavioral) and successful transition to postsecondary education and the workforce. Concurrent field-based practica will provide authentic opportunities for the students to apply competencies, resulting in specified performance tasks and portfolio products. For the practicum course, each student will be assigned a mentor from the LEA or AEA who is currently serving as an instructional coach or special education teacher.
The required coursework and practica include:
Special Education, M.A.E.
The Department of Special Education values the continuous development of special, inclusive educator's dispositions, knowledge, and skills to support, educate, serve, and learn alongside all students, considering students' diverse historical, social, cultural, linguistic, and other multi-dimensional identities that intersect with their disability experiences in educational contexts. This occurs through endorsement program goals using collaborative frameworks that center a plurality of perspectives to orient educators to their leadership, teacher work, and voice through the:
● use of skills, knowledge base, and dispositions that support child and adolescent growth and development by adhering to philosophical, historical, cultural, and state/federal law for special, inclusive education from collaborative frameworks related to curriculum, instruction, intervention, and assessment of children with disabilities.
● demonstration of knowledge of the characteristics of learners identified with disabilities appropriate to the pursued endorsement area
● explanation and use of unbiased assessment, diagnosis, and evaluation procedures to make decisions about individualized support of learners eligible for special education services that draw from a plurality of universally designed methods and materials that are culturally responsive, age-appropriate, and provide curricular and instructional support for eligible individuals (UNI SLO - Content Knowledge and Skills)
● co-creation of positive, inclusive learning environments that support students’ emotional well-being and facilitate positive social interactions across universally designed and culturally responsive settings that build on the reflexivity of teacher learning that accounts for intersectionality and theories of academic, social, and emotional support for individuals with disabilities. (UNI SLO - Critical Thinking)
● communication and collaboration with existing and potential partners to support individuals with disabilities (e.g., families, classroom teachers, support services personnel, paraprofessionals, community partners, and others involved in the education program) and transitional collaboration, including individuals with disabilities, while honoring their multi-dimensional identities. (UNI SLO - Communication)
● development of updated skills, knowledge, and dispositions to support positive long-term personal and professional learning plans, quality collaborative relationships, and positive educator self-care.
Courses
SPED 3150. Meeting the Needs of Diverse Learners in Classrooms — 2 hrs.
Introduction to pedagogical, curricular, and social considerations involved in educating diverse learners in the general education classroom. Physical Education majors will be waived from SPED 3150. Prerequisite(s): EDPSYCH 2030. (Fall and Spring)
SPED 3210. Instruction and Assessment for Deaf or Hard of Hearing Students — 3 hrs.
Exploration of instructional methods and strategies, assessment and evaluation practices when teaching deaf or hard of hearing students. The course will cover the use of appropriate assistive technology, the importance of deaf culture in planning, and differentiation of instructional settings from birth to age 21. Prerequisite(s): CSD 3100. Corequisite(s): SPED 4192/5192. Prerequisite(s) or corequisite(s): CSD 3200/5200. (Fall)
SPED 4124/5124. Infant Toddler Curriculum and Early Intervention — 3 hrs.
Methods of implementing appropriate curriculum for and guidance of very young children, including children with diverse needs in natural settings. Interagency collaboration and services to support and coach families of infants and/or toddlers with developmental delays or disabilities. Prerequisite(s): SPED 3150; EDPSYCH 3109; EDPSYCH 3148; TEACHING 3128; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. Corequisite(s): SPED 4192/5192 Experience in Special Education: Birth-3. [Same as ELEMECML 4124/5124] (Fall and Spring)
SPED 4141/5141. Including Young Children with Special Needs Into General Education Classrooms — 3 hrs.
Advanced best practices for educating young children with diverse learning needs in the general education classroom. Prerequisite(s): SPED 3150; junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Corequisite(s): ELEMECML 4130/5130; ELEMECML 4192/5192; SPED 4192/5192 for Early Childhood majors/Early Childhood Special Education minors. (Fall)
SPED 4148/5148. Assessment of Young Children and Families with Exceptionalities — 3 hrs.
This course builds on the recommended practices to prepare education professionals to assess young exceptional children aged from birth to eight with diverse learning needs and their families. Students gain knowledge of various approaches to assessment and master skills in administering the assessment and interpreting gathered information to determine eligibility, planning and implementing the intervention, monitoring progress, as well as evaluating the program. The concerns, priorities, and resources of families will be addressed in support of the decision making throughout the assessment process. Prerequisite(s): SPED 3150; EDPSYCH 3109; EDPSYCH 3148; TEACHING 3128; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. (Fall and Spring)
SPED 4150/5150. Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues — 3 hrs.
Introductory exploration of foundational issues and practices in special and inclusive education. Includes emphasis on 1) law and legal issues; 2) professional advocacy and related educational issues focused on identification, assessment, intervention, and characteristics; and 3) universal design and assistive technology for individuals with exceptional learning needs. Prerequisite(s): SPED 3150; junior standing. Registration requires full admission to the Teacher Education Program. (Fall and Spring)
SPED 4151/5151. Educational and Post-School Transition Programming for Individuals with Disabilities — 3 hrs.
This course will promote understandings of current initiatives and research related to planning and supporting educational (K-12) and post-school transitions for individuals with disabilities. Prerequisite(s): SPED 3150; junior standing. Registration requires full admission to the Teacher Education Program. Prerequisite(s) or corequisite(s): SPED 4150/5150. (Fall and Spring)
SPED 4161/5161. Constructions of Behavior and Humanistic Supports — 3 hrs.
Individual behavior management, behavioral change strategies, and classroom management for students with special needs. Prerequisite(s): SPED 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4162/5162; SPED 4163/5163. Prerequisite(s) or corequisite(s): SPED 4150/5150. (Fall and Spring)
SPED 4162/5162. Specialized Assessment and Instruction for Students with Disabilities — 3 hrs.
Collection and use of educational data to assess and teach students with diverse learning needs, educational planning and progress monitoring, instructional models, curricular access, mapping, and development. Prerequisite(s): SPED 3150; MEASRES 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4161/5161; SPED 4163/5163. Prerequisite(s) or corequisite(s): SPED 4150/5150. (Fall and Spring)
SPED 4163/5163. Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) — 3 hrs.
Supervised foundational field experience practicum addressing specialized assessment, instruction and management in special education. Credit/no credit only. Prerequisite(s): SPED 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4161/5161; SPED 4162/5162. Prerequisite(s) or corequisite(s): SPED 4150/5150. (Fall and Spring)
SPED 4171/5171. Creating and Sustaining Positive Inclusive Learning Environments (K-12) — 3 hrs.
Development of professional behaviors characterized by positive personal interactions with others and effective skills for interdisciplinary collaboration. Strategies for collaborating with parents, administrators, teachers, and paraprofessional colleagues, as well as community and support services personnel to create and sustain positive inclusive learning environments. Students will engage in problem-solving, learn small group, whole class, and school-wide management competencies required to teach and support students with disabilities (K-12). Prerequisite(s): SPED 3150; SPED 4150/5150; SPED 4161/5161; SPED 4162/5162; SPED 4163/5163; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4172/5172 or SPED 4173/5173; SPED 4192/5192 (a) or SPED 4192/5192 (b) or SPED 4192/5192 (c) (as associated with the SPED 4172/5172 or 4173 co-requisite course and teaching focus area). Prerequisite(s) or corequisite(s): SPED 4151/5151. (Fall and Spring)
SPED 4172/5172. Differentiated & Intensive Methods in Literacy & Mathematics: Elementary Mild/Mod Disabilities (K-8) — 3 hrs.
Differentiated and intensive instructional methods, materials, and assessment for students with mild/moderate disabilities in grades K-8; emphasis in literacy and mathematics instruction and accommodations to address individualized needs; includes collaborative approaches and co-teaching and accessible/assistive technology. Prerequisite(s): SPED 3150; SPED 4150/5150; SPED 4161/5161; SPED 4162/5162; SPED 4163/5163; LITED 3115; MATH 3204 or approved elementary Mathematics methods course; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4171/5171; SPED 4192/5192 (a) Practicum in Instructional Strategist I K-8. Prerequisite(s) or corequisite(s): SPED 4151/5151. (Fall and Spring)
SPED 4173/5173. Instructional Methods for Inclusive Learning (5-12) — 3 hrs.
Instructional methods, materials, and assessment for students with mild/moderate and significant disabilities in grades 5-12; emphasis on creating access to curriculum and supporting students within the inclusive classroom. Prerequisite(s): SPED 3150; SPED 4150/5150; SPED 4161/5161; SPED 4162/5162; SPED 4163/5163; LITED 3115 (or approved literacy methods course); MATH 3204 (or approved mathematics methods course); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4171/5171; SPED 4192/5192 (b) Practicum in Instructional Strategist I 5-12 OR SPED 4192 (c) Practicum in Instructional Strategist II: Intellectual Disabilities. Prerequisite(s) or corequisite(s): SPED 4151/5151. (Spring)
SPED 4180/5180. Interdisciplinary Study of Disability — 3 hrs.
Presents an overview of the meaning and significance of disability in society and culture by viewing this phenomenon through an interdisciplinary framework. Students will investigate multiple perspectives on disability to address intriguing and important questions regarding: civil/human rights, bioethics, law and criminal justice, economics, education, and the role of disability in American/world history, the arts, film, literature, anthropology, and philosophy. Prerequisite(s): junior standing. (Spring)
SPED 4192/5192. Experience in Special Education — 1-12 hrs.
Supervised assessment and teaching experience in special and inclusive education. May be repeated in different areas for up to 12 hours. Offered credit/no credit option only. Prerequisite(s): junior standing. Registration requires full admission to the Teacher Education Program. (Fall and Spring)
SPED 6240. Collaborative Consultation I: The Relationship — 3 hrs.
Emphasis on the psychological and behavioral considerations involved in successfully forming and maintaining a collaborative consulting relationship. In-depth topics include self-management, personality style and versatility, starting the relationship, and establishing one's role with the group and individual. (Fall)
SPED 6245. Collaborative Consultation II: The Process — 3 hrs.
Provides in-depth understanding and beginning execution of a systematic model of collaborative consulting including four processes or sets of procedures for carrying out the model. Emphasis on planning, problem clarification and analysis, teaching and teacher strategy, presenting solutions, and dealing with teacher concerns and fears. (Spring)
SPED 6254. Vocational and Transition Assessment of Individuals with Disabilities — 3 hrs.
Assessment and application of techniques for professionals working with adolescents or adults with disabilities. Designed for those interested in vocational and transition programming for individuals with disabilities. Prerequisite(s): SPED 4151/5151 or consent of instructor. (Variable)
SPED 6260. Special Education Law and Policy — 3 hrs.
Provides information and conceptual understanding of legislative, executive, and judicial action affecting special education programs for children and youth with disabilities. Prerequisite(s): graduate standing. (Fall and Spring)
SPED 6278. Administration of Special Education — 3 hrs.
Prepares administrators to plan programs for various areas of special education, select and evaluate personnel, provide instructional materials, interpret the program to the community, and be informed concerning legal provisions for special education. (Variable)
SPED 6285. Readings in Special Education.
Advanced topical independent reading course organized around current topics in special and inclusive education. May be repeated. Prerequisite(s): written consent of instructor. (Variable)
SPED 6286. Studies in Special Education.
Topical advanced and independent studies course in special and inclusive education. May be repeated. Prerequisite(s): written consent of instructor. (Variable)
SPED 6289. Seminar — 3 hrs.
Advanced seminar in special and inclusive education topics. May be repeated on different topics for a maximum of 9 hours. Prerequisite(s): graduate standing. (Fall)
SPED 6290. Practicum — 1-6 hrs.
Requires written consent of department. May be repeated for maximum of 9 hours. (Fall and Spring)
SPED 6293. Qualitative Research in Special Education — 3 hrs.
In-depth methodological understanding of qualitative research and the opportunity to conduct qualitative research projects in special educational settings. Prerequisite(s): MEASRES 6205. (Fall)
SPED 6295. Single-Subject Research Applications — 3 hrs.
In-depth understanding of single-subject methodology for conducting applied research projects in educational settings. Participation in an applied research project with emphasis on the relationship between applied research and best practices in teaching persons with disabilities. Prerequisite(s) or corequisite(s): MEASRES 6205. (Spring)
SPED 6299. Research — 2-3 hrs.
May be repeated for maximum of 6 hours. Prerequisite(s): consent of department. (Fall and Spring)
SPED 7301. Internship in Special Education Administration — 3 hrs.
Advanced supervised field-based experience to future develop administrative skills. Prerequisite(s): consent of instructor. (Spring)
SPED 7385. Readings in Special Education Leadership.
Topical individualized advanced readings course in special education leadership topics as determined by instructor and student. May be repeated. Prerequisite(s): written consent of instructor. (Variable)
SPED 7386. Studies in Special Education — 1-3 hrs.
Offered by department for specialized work. May be repeated. Prerequisite(s): consent of instructor. (Variable)