Earn your M.Ed. in Special Education and endorsement together online. Earn your Instructional Strategist I or II endorsement and M.Ed. in Special Education at the same time or begin with a special education endorsement to transfer your credits seamlessly into your M.Ed. program. You can plan to complete your M.Ed. in Special Education and endorsement in just over 2 years (7-8 semesters).
You choose the endorsement emphasis that best fits your classroom and career goals.
Instructional Strategist I
Mild/Moderate Endorsement (K-8)
Mild/Moderate Endorsement (5-12)
This endorsement 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 or 5-12.
Instructional Strategist II
Behavior Disorders/Learning Disabilities Endorsement (K-12)
Intellectual Disabilities Endorsement (K-12)
This endorsement prepares you to address the basic foundations of special needs, transition methods for students with behavior disorders and learning disabilities, communication between parents and teachers, assessment of learning problems, social and behavioral interventions, decision-making/problem-solving techniques in education, and teaching students with exceptionalities in K-12 instructional setting.
100% online. 8-week courses.
Earning a graduate degree doesn't have to cost you time away from your other responsibilities. Northwestern College's online Masters in Special Education means 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 M.Ed. in 2 years or less and be eligible for financial aid. The Masters in Special Education program also enables students to count credits toward their M.Ed from our endorsement in Instructional Strategist I or II or work on both at the same time.
Our online Masters in Special Education curriculum was developed in concert with the Iowa Board of Education (BOE).
TEACH Grant
This master's program is approved for the TEACH Grant which can help you pay for your masters if you teach or plan to become a teacher in a high-need field in a low-income area. For more information visit the TEACH Grant website.
Program Requirements
You will complete the Special Education emphasis courses during the Instructional Strategist I or II endorsement, then complete the core Masters in Special Education courses. The curriculum was developed in concert with the Iowa Board of Education (BOE).
Courses
Required Core (15 credits):
EDU 555 - Trends and Issues in 21st Century Education (3 credits)
(3 credits) Teachers and schools must continually examine current
practices in PreK-12 education in search of better solutions to increase
student
achievement and to thoroughly prepare children for the world in which
they will live and work. In this course students will study current
social, political and academic trends and issues affecting children,
teachers and schools. Students will define their personal positions
based on facts and experience, and will collaborate with others to
advocate for solutions that improve education for PreK-12 grade students.
Prerequisite: completed bachelor's degree in education.
EDU 570 - Teaching and Learning with Technology (3 credits)
(3 credits) Technology integration in the K-12 setting can enhance
learning, improve motivation and engagement, increase accessibility,
individualize instruction, differentiate assessment and improve
communication with parents and stakeholders. In this course students
will broaden their understanding of the technology available to them in
the PreK-12 classroom and improve their ability to leverage specific
technology to improve teaching and learning.
Prerequisite: completed bachelor's degree in education.
EDU 610 - Educational Research Methods and Design (3 credits)
(3 credits) This course will provide an overview of research methodology
employed for studies in the field of education. Topics include basic
research methodology, interpretation of findings, and application of
research in educational settings. Students will develop their ability to
critically evaluate educational research and to judiciously apply
findings in their professional settings. By the conclusion of the course
students will be able to identify a potential topic for future research
and outline the basic methodology needed to conduct the study.
Prerequisite: completed bachelor's degree in education.
EDU 635 - Master’s in Education Capstone (3 credits)
(3 credits) In this course students will apply the cumulative knowledge and
skills learned in their master's program through an action research project.
Research focus may be related to student learning, teacher effectiveness,
school quality, school policy or other area by approval. The project will be
proposed, approved, designed, and implemented prior to the
student's graduation with a master's degree in education from Northwestern
College. Students who do not have a finished capstone approved by the
M.Ed. Director at the conclusion of EDU635 will repeat the
course for credit.
Prerequisite: completed bachelor's degree in education.
Note: Graded on a pass/no pass basis.
Choose one
EDU 540 - Teaching Young Children with Diverse Needs (3 credits)
(3 credits) Students will learn to design curriculum, instruction and
assessment
specific to the needs of diverse children ages 0 through 8. Create safe
and nurturing classroom environments that are developmentally appropriate
and respect diversity. Collaborate with stakeholders to meet the needs
of young children.
Prerequisite: completed bachelor's degree in education.
EDU 565 - Instructional Strategies for Diverse Students and Settings (3 credits)
(3 credits) This course is intended for experienced teachers, and will
focus on
building off of prior knowledge and experience to improve student
learning. Research-based instructional strategies will be studied, with
particular emphasis on adapting and employing strategies to fit students'
cognitive abilities, motivation, interest, cultural background and other
unique characteristics in diverse settings. Students in this class will
apply new instructional strategies in their practice to positively impact
learning in the PreK-12 classroom.
Prerequisite: completed bachelor's degree in education.
Special Education Emphasis + Endorsement (24 credits):
SPED 516 - Contemporary Issues in Special Education (3 credits)
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 (3 credits)
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 (3 credits)
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 605 - Instructional Decision Making and Leadership in Special Education (3 credits)
This course provides an introduction to theoretical and practical
applications of data-driven decision making, assessments, and curriculum
planning for educators. Students will explore the uses of qualitative and
quantitative data by educational leaders for the purpose of improving
student and organizational outcomes. This course will also focus on using a
collaborative problem-solving approach and response to intervention
processes to improve the learning rate of student. (3 credits)
SPED 612 - Social, Legal, and Ethical Issues in Special Education (3 credits)
This course is an intensive study of the legislation and litigation involved
with individuals with disabilities specifically concentrating on those
students between the ages of birth - 21 years. A historical as well as
current study of legislation used as the basis for providing special
education services on the federal and state level will be covered. The legal
system on the federal and state level is covered as well as critical
litigations that have influenced the field of special education. The student
will become knowledgeable about the legal precedence for all that they do as
a special educator. (3 credits)
SPED 550 - Communication and Collaborative Partnerships (3 credits)
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 545 - Behavior and Social Interventions of Learners (3 credits)
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)
Choose one (based on endorsement)
SPED 522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12) (3 credits)
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 523 - Methods and Strategies for Students with Intellectual Disabilities (3 credits)
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 524 - Methods and Strategies for Students with Academic and Behavior Disorders (3 credits)
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)
Choose one (some students may not be required to student teach based on certification)
SPED547 - Special Education Student Teaching: K-8 (3 credits)
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.)
SPED548 - Special Education Student Teaching: 5-12 (3 credits)
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.)
SPED549 - Special Education Student Teaching: K-12 (3 credits)
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: 36-42 credit hours
A total of 42 credits are required to earn the M.Ed. in Special Education + endorsement.
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 for a total of 42 credits to earn the M.Ed. in Special Education + endorsement.
