Earn your special education endorsement online. The Instructional Strategist curriculum prepares regular-license teachers to educate and inspire students with disabilities in a wide range of teaching and administrative roles. Learn through hands-on experiences that teach assessment, instructional strategies, and evidence-based practices for teaching students with special needs or disabilities. Choose from our endorsement options below. It's more than a lane change.
Instructional Strategist I prepares you to recognize and understand disabilities in students of various ages as well as the psychological factors that affect these students. You'll learn about transitional collaboration, effective teaching strategies, and ways to create meaningful learning experiences for students in grades K-8 and/or 5-12.
Instructional Strategist II prepares you to address the basic foundations of special needs, transition methods for students with behavior disorders and learning disabilities or intellectual disorders. The program dives into communication between parents and teachers, assessment of learning problems, social and behavior interventions, decision-making/problem-solving techniques in education, and teaching students with exceptionalities in a K-12 instructional setting. Choose a focus in behavior disorders/learning disabilities or intellectual disabilities.
Instructional Strategist I and II ALL combines both the Instructional Strategist I and II endorsements.
*To add the endorsement in the state of Iowa, 24 credit hours in special education is required.
If you are not teaching in the state of Iowa, contact us and we will check with your state's department of education to determine if NWC's Instructional Strategist II endorsement is comparable to and can be substituted for certification in your state.
100% online. 8-week courses.
Earning an endorsement will broaden your teaching opportunities, and it doesn't have to cost you time away from your other responsibilities. Northwestern College's online endorsements mean you can log into class each week to complete your coursework, whenever it's most convenient for you.
Take one online 8-week class at a time, completing two classes each semester, and you'll finish your endorsement in just over 1 year and be eligible for financial aid.
Program Requirements
Student Teaching
The Instructional Strategist I, II, or I and II ALL endorsements require student-teaching hours logged in a classroom with a supervising teacher. Student teaching can be completed in 15 days, typically in your own school!
*Some teachers do not need to complete the student teaching requirement depending on their certification.
Instructional Strategist I K-8
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED 522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing,
planning, organizing, implementing, and evaluating instruction based on
knowledge of the student, the intended student outcomes, and the curriculum.
The course focuses on students with mild to moderate disabilities, including
students with disabilities from diverse linguistic and cultural backgrounds.
Topics include student characteristics, linking assessment with instruction,
research-based methods and strategies, curriculum standards, accommodations,
modifications, and the use of technology, including assistive technology
devices and services, to support student access to the general education
curriculum. (3 credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
SPED 547 - Special Education Practicum: K-8
Endorsement #260 candidates will complete a supervised student teaching
experience in a Special Education setting. This practicum endorses the
student teacher to become a teacher in a mild and moderate special education
program for children from K to eighth grade by preparing the student to
schedule, evaluate, collaborate, write IEPs, and develop strategies to
address special needs of children. This is a 15 day experience
with time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on a
pass/no pass basis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Instructional Strategist I 5-12
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED 522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing,
planning, organizing, implementing, and evaluating instruction based on
knowledge of the student, the intended student outcomes, and the curriculum.
The course focuses on students with mild to moderate disabilities, including
students with disabilities from diverse linguistic and cultural backgrounds.
Topics include student characteristics, linking assessment with instruction,
research-based methods and strategies, curriculum standards, accommodations,
modifications, and the use of technology, including assistive technology
devices and services, to support student access to the general education
curriculum. (3 credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
SPED 548 - Special Education Practicum: 5-12
Endorsement #261 candidates will complete a supervised student teaching
experience in a Special Education setting. This practicum endorses the
student teacher to become a teacher in a mild and moderate special education
program for children from 5 - 12 grade by preparing the student to schedule,
evaluate, collaborate, write IEPs, and develop strategies to address special
needs of children. This is a 15-day experience with time spent
in both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass
basis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Instructional Strategist II Behavior Disorders/Learning Disabilities
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED 524 - Methods and Strategies for Students with Academic and Behavioral Disorders
This course will prepare teachers to work effectively with students who have
learning and behavior problems. Included are adequate procedures for
teaching skill and content areas such as reading, math, oral and written
expression, and social and study skills. At the completion of the course
teachers should understand which methods are most effective with what types
of students and why. (3 credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
SPED 549 - Special Education Practicum: K-12
Endorsement #263 & 264 candidates will complete a supervised student
teaching experience in a Special Education setting. This practicum endorses
the student teacher to become a teacher in a mild and moderate special
education program for children from K-12 by preparing the student to
schedule, evaluate, collaborate, write IEPs, and develop strategies to
address special needs of children. This is a 15-day experience
with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a
pass/no pass basis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Instructional Strategist II Intellectual
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED 523 - Methods and Strategies for Students with Intellectual Disabilities
This course introduces the history of intellectual disability. A critical
examination of current definitions of intellectual disability and practices
in medical diagnosis of intellectual disability will be covered. A study of
the biological, educational, social, and behavioral factors contributing to
intellectual delays will be addressed. Consideration of current and
historical educational practices for individuals with intellectual
disability and explore contemporary ethical, social, and the educational
issues that affect the lives of individuals with this label across the
lifespan will be analyzed. Students will also learn how to measure and
analyze behavior in order to evaluate learning and make necessary adjustment
to teaching strategies for individuals with intellectual disability. (3
credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
SPED 549 - Special Education Practicum: K-12
Endorsement #263 & 264 candidates will complete a supervised student
teaching experience in a Special Education setting. This practicum endorses
the student teacher to become a teacher in a mild and moderate special
education program for children from K-12 by preparing the student to
schedule, evaluate, collaborate, write IEPs, and develop strategies to
address special needs of children. This is a 15-day experience
with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a
pass/no pass basis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Make it a Masters!
Special Education M.Ed. + Endorsement
credits 36-42 | completion just over 2 years (6 to 7 semesters)
Seamlessly earn your endorsement alongside a Master of Education in Special Education or choose to do so after earning your Instructional Strategist Endorsement I or II. You can easily count your endorsement credits toward completing your M.Ed. in Special Education, here's how.
