Special Education Programs: M.A., License
The purpose of the M.A. in Special Education, and Special Education License programs, is to equip, educate, empower, and engage special education teachers for the 21st century across the entire state of Minnesota and beyond. The M.A. and License programs in Special Education emphasize the practical application of the theoretical and research bases of the discipline, special education foundations, data-based decision making, as well as ethical/spiritual issues related to the profession. Students will learn from current researchers in the field along with current practitioners in Minnesota K-12 public schools. Students will have the option to choose from four different license tracks: Academic Behavioral Strategist, Autism Spectrum Disorders, Developmental Cognitive Disabilities, and/or Emotional Behavioral Disorders.
To be recommended for a license students must:
- Maintain academic success, which is defined as completion of each teacher licensure and each content area course with a passing grade: S, C, or higher.
- Maintain character, ethics, and relational skills consistent with the role and responsibility of the professional educator. Any student failing to meet this expectation may be asked to discuss with the program director other viable options for professional development.
- License standards are subject to change at any time by the Professional Education Licensing and Standards Board (PELSB: formerly called Minnesota Board of Teaching).
- Candidates for licensure must meet the PELSB license standards in place at the time of program completion.
If PELSB changes any content standards or education standards after a student is admitted into a Bethel education program, the student is responsible to find, complete, and pay for appropriate classes to meet the standard(s) either at Bethel or another college/university.
The M.A. degree and licenses in special education will consider applicants who:
- Meet the general requirements for admission to the Graduate School.
- Submit an official transcript (U.S. schools) or NACES or AICE evaluation (international schools) showing an earned baccalaureate degree and official transcripts or NACES or AICE evaluations from all undergraduate and graduate schools attended. Undergraduate transcript(s) may be waived if transfer credit(s) are not used being used to fulfill content area requirements.
- Have earned a baccalaureate degree or higher from a regionally accredited (or internationally recognized as equivalent) institution.
- Have earned a GPA of 3.0 or higher on a 4.0 scale on the highest degree completed.
- Submit two professional Admission References.
- Submit a written Statement of Purpose.1
- Interview with the program director or enrollment counselor.1
- Submit a copy of current or most recent state or internationally recognized teaching license at the elementary, secondary, or K–12 (or equivalent) level. Applicants without a current teaching license will be considered for admission to the special education program.
NOTE: Students who become licensed in ABS K–12, ASD B–21, DD K-12 or EBD K–12 but do not have a regular teaching license prior to entering the program will only be eligible to teach in those areas of special education license, not as regular education teachers.
- Submission of current Tier 3 or 4 Minnesota teaching license is sufficient documentation of completion of equivalent Standards of Effective Practice (SEP) coursework listed in the degree requirements.
- Submit a current resume.
Students who have not achieved the minimum GPA, grade standards, or other assessment criteria may still apply to be considered for provisional acceptance. See Admission Categories.
Required if this is the student's first special education license.
Academic Behavioral Strategist K-12 (ABS) License
The curriculum for the Academic Behavioral Strategist K–12 License is between 36-53 credits. Courses for the full license are designated as Standards of Effective Practice (SEP) courses, Special Education License Core (SPED) courses, and ABS License (ABS) courses. Students who already hold a full professional teaching license take only the SPED Core courses and ABS courses. Students with a qualifying special education license take only the ABS courses. All other students take the SEP courses, the SPED Core courses, and the ABS courses.
|Standards of Effective Practice Courses: 16 credits *|
|EDUC 594||General Methods of Effective Instruction *||3|
|EDUC 595||School-wide Systems Field Experience *||1|
|EDUC 621||Foundations in Education *||3|
|EDUC 624||Introduction to Theories and Practices of Teaching and Learning *||3|
|EDUC 663||Understanding Diversity and Student Needs *||2|
|EDUC 668||Classroom Technology *||1|
|EDUC 751||Special Education Student Teaching Seminar *||3|
|Special Education License Core courses: 17 credits|
|SPED 605||Introduction to Special Education||1|
|SPED 608||Introduction to Academic Instruction and Behavior Management for the Exceptional Learner||3|
|SPED 610||Norm-Referenced Assessment||3|
|SPED 620||Reading Foundations||3|
|SPED 621||Reading Field Experience||1|
|SPED 625||Special Education: Planning and Programming||3|
|SPED 670||Special Education Assessment Field Experience||1|
|SPED 675||Consultation, Collaboration & Resources||2|
|ABS License courses: 19-20 credits|
|SPED 600||Characteristics of Mild-Moderate Disabilities||3|
|SPED 618||Foundations of Instructional Strategies for Students with Mild-Moderate Disabilities||3|
|SPED 631||Responsive Instruction, Intervention, and Assessment||3|
|SPED 641||Introduction to Behavioral Methods & Mental Health for Mild to Moderate Special Needs||3|
|SPED 655||Classroom-Based Assessment||3|
|SPED 673||ABS Field Experience||1|
|SPED 780||Student Teaching - Academic Behavior Strategist||3-4|
|or SPED 782||SPED Practicum for Teachers of Other Licenses|
Required for all students who do not already hold a full professional teaching license.