Graduates of this online master's degree in special education with emphasis in inclusive collaboration specialist gain knowledge and understanding of the characteristics of individuals with learning and behavior disabilities.
Students acquire the skills needed to effectively collaborate with other professionals to develop positive learning environments for all students. Students explore approaches for co-teaching, differentiation strategies and other interventions for serving students with disabilities and English Language Learners served in the general education classroom.
Upon completion of this program, graduates are eligible for a Nebraska endorsement as an Inclusion and Collaboration Specialist. This endorsement allows the individual to teach children identified as having one of three disabilities: Autism Spectrum Disorder, Learning Disabilities or Traumatic Brain Injury. Students desiring endorsement in other states should check with their state's department of education. This program also will prepare students for doctoral programs in Special Education.
This certification can be pursued as part of a master’s degree or as a separate Nebraska endorsement.
University of Nebraska online courses are taught by expert faculty who embody the qualities resulting from research experience and professional/field experience. Students learn from faculty with a variety of backgrounds, many of whom are published researchers in their fields. NU faculty who teach online do so in a way that enables maximum learning and because technology provides students with maximum access to education.
Standard teaching certificate
Course Number: TE 800
This introductory web-based course in educational research focuses on evaluating and interpreting educational research and applying its findings to educational practice. The course will provide opportunities for students to (a) define and differentiate between and among basic, applied, and action research and explain how each contributes to practice; (b) conduct and interpret preliminary, primary, and secondary sources of research in both online and hard copy formats; (c) compare and contrast various research designs, and (d) analyze qualitative and quantitative research methodology. This will include the use of statistical techniques and conditions to describe educational phenomena and to determine the validity and reliability of research methods, case studies, critical-theory, historical, and ethnographical methodology.
|Philosophy of Education||3|
Course Number: TE 803
Survey of the philosophical foundations of western culture and their relation to the development of earlier and contemporary educational philosophies.
|Curriculum Development in Multicultural Education||3|
Course Number: TE 804
Students learn to evaluate, create, and implement multicultural lesson plans, unit plans, textbooks, curriculum guides, classroom rules and regulations, and school policies. In addition, students study diverse learning and teaching styles as well as explore the meaning and the reality of creating an environment that is conducive to and supportive of infused multicultural education.
|Overview of Assistive Technology||3|
Course Number: TE 805P
This course examines the applications of assistive technology for individuals with disabilities as it relates to teaching and learning. Existing research with students with special needs will be reviewed and new applications of existing and developing technology will be explored.
|Practicum in Special Education||3|
Course Number: TESE 816D
This course is designed to provide practicum experience in the Special Education programs of Mild/Moderate Disabilities K-6, Mild/Moderate Disabilities 7-12, or Advanced Practitioner. Teachers are supervised by university faculty who may also contact an individual's principal. Students are expected to document 210 hours of direct contact with students of the appropriate grade level and disability for the endorsement they are seeking. This course is a semester course.
|Bilingual Special Education||3|
Course Number: TESE 840
Students will be exposed to the latest research into the education of English language learners with disabilities, their identification, assessment, and instruction. Particular attention will be paid to the development of Appropriate Individualized Education Plans that reflect culturally responsive instruction in both segregated and inclusive environments.
|Research-Based Instructional Strategies for Students with Disabilities||3|
Course Number: TESE 863
This course is designed to address the wide range of instructional needs of students with disabilities. Students will learn to synthesize and evaluate research on instructional techniques for classroom application. Academic instructional interventions will be emphasized. Students will apply their knowledge of lesson development and classroom management strategies. Contains a field component.
|Functional Behavior Assessment & Behavior Intervention Planning||3|
Course Number: TESE 867
This course is designed for graduate level students to examine function-based behavior intervention strategies for individuals with disabilities who engage in challenging behavior. Students will be taught basic elements of functional analysis that includes: defining, observing, and recording behaviors as well as the creation of graphic displays for analysis. Ethical standards for behavior management, crisis intervention, and positive behavioral support will be highlighted. This course contains a functional assessment/intervention field component.
|Critical Issues in Special Education||3|
Course Number: TESE 880
This course provides students with the knowledge and understanding of the critical issues facing the field of Special education. Professional ethics and code of conduct will be emphasized.
|Characteristics & Identification of Behavior & Learning Disabilites||3|
Course Number: TESE 881
This course provides an in-depth coverage of the identification process, etiologies and characteristics associated with disorders that are categorized as learning disabilities or behavior disorders. Distinction from Pervasive Developmental Disorders and Severe Emotional Disturbance will be discussed.
|Inclusion & Differentiation Strategies for the 21st Century Classroom||3|
Course Number: TESE 885
The course addresses the instructional needs of all students with exceptionalities (disabilities and giftedness) as well as those from culturally diverse backgrounds in integrated settings. Special education referral process, Response to Intervention, Section 504, analysis of instruction/environment and its impact on learning, assignment/assessment modification, behavioral issues, and evaluation of student learning will be the emphasis. Research-based intervention strategies to differentiate instruction will also be presented.
|Co-Teaching & Collaborative Services||3|
Course Number: TESE 886
The focus of this course addresses the co-teaching instructional model. Co-teaching is a strategy of teaching that is not easily employed by all professionals in the field. The ability to develop a culture of trust with one's co-teacher is essential to the success of the co-teaching model and classroom. To ensure this success, this course will introduce co-teaching models and strategies that will be able to be implemented in the rural setting as well as the urban setting. Topics will include co-teaching in a wide variety of settings including: charter schools, on-line schools, brick and mortar schools, homeschools, private and parochial schools, and military based schools both at home and overseas. Additionally, this course will focus on the necessity of professionalism when collaborating with ELL instructors, para-professionals, home instructors, parents, and school support service personnel, etc. Particular focus will be placed on the special educator/support facilitator's relationship with the general educator. This course will also include a wide variety of both national and international collaborative services and agencies available to support co-teachers in their mission to successfully educate all children inclusively.
Quality learning experience
The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.
Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.
Service you expect from a leading University
Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.