Our Academic Behavioral Strategist concentration prepares you to serve K-12 students in a variety of mild to moderate disability categories, including Autism Spectrum Disorders, Emotional Behavioral Disorders, Learning Disabilities, Other Health Disabilities, and Developmental Concentration Disabilities. You’ll be equipped to work in resource rooms and inclusive K-12 settings within public schools. 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

18-28 months (plus thesis)

Courses

• Writing the Thesis (EDUC795)

  Introduction to the educational research process including planning for the process of writing and defending a thesis. Recognition of the characteristics of quantitative, qualitative, mixed-methods, meta-analysis, and action research designs. Reflection on research ethics from a Christian worldview. Demonstration of academic research and writing skills including APA formatting proficiency. Summarization of current, relevant literature on a feasible topic. Creation of a prospectus that contains key components of a proposed study. Exploration of a significant educational issue relevant to the student's professional involvement through an independent thesis or collaborative, research project. Oral defense of student’s thesis or project following collaboration with thesis advisor to ensure guidelines have been followed and requirements have been met as noted in the Bethel University Graduate Education Thesis Handbook.

  4 credits

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

  Interpretation of student performance data, employing differentiation strategies for diverse needs, and applying evidence-based instructional practices for students with mild-moderate disabilities. Creation of positive learning environments and exploration of the connection between faith concepts and K-12 special education. Development of skills for resource search and citation, distinguishing between research-based, non-research-based, and scholarly sources. Development of skills to find, review, and summarize scholarly articles and adhere to APA style while linking academic research to evidence-based practices.

  4 credits

• Characteristics of Mild-Moderate Disabilities (ABS) (SPED633)

  Exploration of the five disability categories represented under Academic Behavioral Strategist (ABS). Identification of strategies that support stakeholders of children with mild-moderate needs. Explanation of topics that form the basis for special education practice for students with mild-moderate disabilities.

  4 credits

• Responsive Instruction, Intervention, and Assessment (ABS) (SPED635)

  Identification of assessment measures for instructional decisions, professional organizations and publications related to interventions, and the historical context and educational movements. Interpretation of assessment data. Designing of instruction and modifications and analysis of progress monitoring data. Description of students’ assessment results and progress understandable to all stakeholders. Identification of the impact culture and linguistics has on special education.

  2 credits

• Intro to Behavioral Methods & Mental Health for Mild-Moderate Special Needs (ABS, EBD) & Field Exper (SPED639)

  Introduction and interventions to behavior methods and mental health for students with mild/moderate needs. Impact of mental health and behavioral labels/diagnoses within K-12 education. Identification of roles of professionals within and outside the school related to mental health. Includes a 35-hour field experience in which students complete observational experiences in mild, moderate, and severe K-12 EBD settings OR in mild-moderate ABS settings covering LD, EBD, ASD, DD, and OHD.

  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

• Consultation, Collaboration & Resources (SPED675)

  Identification of collaborative partners and structures needed to provide effective special education services to students and their families. Inclusion of community, interagency, educational organizations, and other professional services while considering family background, socioeconomic status, cultural and linguistic diversity. Evaluation of current research and its relevance to planning and implementing emerging special education practices.

  2 credits

Select one from:

• ABS: Student Teaching (SPED780)

  Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with mild-moderate disabilities. Management of timelines and responsibilities including consultation with parents, school and community professionals. Development of strategies for efficacy and engaging resources. Analysis of personal and professional growth as a special educator. 12 consecutive weeks required.

  4 credits

• ABS: Practicum (SPED786)

  Implementation of procedures necessary to incorporate interventions and IEPs for students with mild-moderate disabilities using engaging resources. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Analysis of personal and professional growth as a special educator (80 required hours in a special education school setting). FE: Practicum fee: $100, out of region fee: $100, out-of-state fee: varies.

  3 credits

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