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Special Education Licensure:
Academic Behavioral Strategist K-12

Educators who are Academic Behavioral Strategists (ABS) evaluate and specially design instruction for children and youth from kindergarten through age 21. They work to assist children and youth with mild to moderate needs in the areas of academics, behavior, social, emotional, communication and functional performance. These students come from the primary disability areas of autism spectrum disorders, developmental disabilities, emotional behavioral disorders, other health disabilities and learning disabilities. View our information session.

As you complete your program in Special Education and Gifted Education at the University of St. Thomas you will:

  • Gain the knowledge and skills to have a positive impact on students in the K-12 classroom
  • Become part of a supportive network of fellow students, alumni and faculty that will inspire and sustain you throughout your career
  • Learn from expert faculty currently active in the K-12 classroom who are here to help you shape your path


What you can earn

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  • License
  • Master of Arts (M.A.)

 

Where you'll learn

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  • On-campus (St. Thomas)
  • Off-site (locations below)

 

When you can start

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  • Fall semester begins: September 4, 2013
  • Spring semester begins: February 3, 2014

 



 



Questions about this program

Image for the contact

Ea Porter

Enrollment Advisor

651-962-4657

celc@stthomas.edu

Program Details

For the License

SPED 750 Survey of Exceptionality
3 Credits

Provides an overview of special education and specific categories of exceptionality. Examines the theories, legal mandates, definitions and terminology related to special education. Characteristics of individuals with exceptionalities are explored. Emphasis is placed on understanding learning characteristics, abilities, and underlying needs within a particular disability, common characteristics across various disabilities, and effective interventions in both general education and special education that respond to diverse learners.

SPED 785 Behavior Management
3 Credits

This course explores the idea of positive behavior support for promoting acceptable behavior in school and other settings where individuals learn. This course, grounded in research based interventions, is designed to assess all who work with students in special and regular education in developing skills to teach and support acceptable behavior that is demonstrated in home, school and community settings.

SPED 714 Collaboration Skills for School Professionals
3 Credits

Developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families and community members. Students explore the fundamentals of collaboration, applications of collaboration related to consultation, team membership, co-teaching, partnership with families, developing interagency agreements and supervision of paraprofessionals, and pragmatic aspects of collaboration. Consideration of current practices in collaboration used in program planning and implementation for students receiving special education services is a focus.

SPED 716 Fundamentals for Students with Mild to Moderate Needs
1-3 Credits

Provides an overview of the disabilities of autism spectrum disorder, developmental disabilities including developmental cognitive disabilities, emotional or behavioral disorders, specific learning disabilities and other health disorders. Definitions, eligibility criteria, characteristics, etiology and family and community supports and resources. Students will use this fundamental information and apply to IEP development, use of assistive technology and contemporary issues in the field.
 
*1-3 credits dependent upon whether this is a first time license or an additional special education license and advisor recommendation

SPED 645 Educational Assessment
3 Credits

Examine principles of formal and informal educational assessment and learn to use data to inform decisions for service eligibility, Least Restrictive Environment, and best practices for culturally diverse learners. Synthesis of assessment data to develop evaluation summaries and IEP's based on data and best practices for students with mild to moderate disabilities are also addressed. 

SPED 717 Elementary Academic Interventions
3 Credits

Focuses on academic instructional interventions with elementary age students identified as having mild to moderate disabilities. Specific instructional emphasis includes understanding the development of and teaching of mathematics, reading, language arts and literacy, and writing. The course also emphasizes developing systematic instructional programs utilizing research-based interventions that incorporate progress monitoring, academic learning standards, and differentiated instruction to support diverse student needs. 

SPED 718 Secondary Academic Interventions and Transitions
3 Credits

Addresses the knowledge and understanding of the academic, social, and functional needs of students at the secondary level who have been identified as having mild to moderate disabilities. Current evidence-based practices for modifying and adapting content-area curricula will be presented with an emphasis on writing, math, and reading at the secondary level. The course also focuses on transition planning, assessment and the development of IEP's for secondary-level students. 

SPED 719 Social, Emotional and Behavioral Interventions
3 Credits

Examines the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions to support these areas of development. This course uses the 3-tiered prevention pyramid model for supporting social, emotional, and behavioral competence. Students will gain knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.

SPED 720 Clinical Practice and Seminar: Academic Behavioral Strategist
1-3 Credits

A clinical practice and seminar experience that addresses competencies and practical experiences required for the Academic Behavioral Strategist (ABS) special education licensure. The clinical practice occurs in an educational setting that provides an opportunity to work with a range of students with mild to moderate disabilities according to the ABS licensure criteria. Accompanying seminars support examination of applied use of evidenced based teaching practices and current issues in the field. Prerequisities: Satisfactory completion of all other required ABS licensure coursework.

*1-3 credits dependent upon whether this is a first time license or an additional special education license and advisor recommendation

For your First License - New Teachers add the following
(14 Credits)

Required coursework for working toward a first teaching license in Minnesota. These courses meet the Standards of Effective Practice and can be completed during your time at St. Thomas.

TEGR 510  Educations' Place in Society and Field Experience I 3 Credits
TEGR 512  Human Relations and Multicultural Education               3 Credits
TEGR 530  Psychology of Teaching and Learning                          3 Credits
TEGR 532 Field Experience II: Learning and Teaching                   1 Credit
TEGR 550 Language Development and Literacy I                         3 Credits
SPED 598 Standards of Effective Practice Portfolio         1 Credit

TOTAL 23-27 (37-41) Credits

For the Master of Arts (M.A.)

SPED 750 Survey of Exceptionality
3 Credits

Provides an overview of special education and specific categories of exceptionality. Examines the theories, legal mandates, definitions and terminology related to special education. Characteristics of individuals with exceptionalities are explored. Emphasis is placed on understanding learning characteristics, abilities, and underlying needs within a particular disability, common characteristics across various disabilities, and effective interventions in both general education and special education that respond to diverse learners.

SPED 785 Behavior Management
3 Credits

This course explores the idea of positive behavior support for promoting acceptable behavior in school and other settings where individuals learn. This course, grounded in research based interventions, is designed to assess all who work with students in special and regular education in developing skills to teach and support acceptable behavior that is demonstrated in home, school and community settings.

SPED 714 Collaboration Skills for School Professionals
3 Credits

Developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families and community members. Students explore the fundamentals of collaboration, applications of collaboration related to consultation, team membership, co-teaching, partnership with families, developing interagency agreements and supervision of paraprofessionals, and pragmatic aspects of collaboration. Consideration of current practices in collaboration used in program planning and implementation for students receiving special education services is a focus.

SPED 716 Fundamentals for Students with Mild to Moderate Needs
1-3 Credits

Provides an overview of the disabilities of autism spectrum disorder, developmental disabilities including developmental cognitive disabilities, emotional or behavioral disorders, specific learning disabilities and other health disorders. Definitions, eligibility criteria, characteristics, etiology and family and community supports and resources. Students will use this fundamental information and apply it to IEP development, use of assistive technology and contemporary issues in the field.
 

*1-3 credits dependent upon whether this is a first time license or an additional special education license and advisor recommendation

SPED 645 Educational Assessment
3 Credits

Examine principles of formal and informal educational assessment and learn to use data to inform decisions for service eligibility, Least Restrictive Environment, and best practices for culturally diverse learners. Synthesis of assessment data to develop evaluation summaries and IEP's based on data and best practices for students with mild to moderate disabilities are also addressed. 

SPED 717 Elementary Academic Interventions
3 Credits

Focuses on academic instructional interventions with elementary age students identified as having mild to moderate disabilities. Specific instructional emphasis includes understanding the development of and teaching of mathematics, reading, language arts and literacy, and writing. The course also emphasizes developing systematic instructional programs utilizing research-based interventions that incorporate progress monitoring, academic learning standards, and differentiated instruction to support diverse student needs. 

SPED 718 Secondary Academic Interventions and Transitions
3 Credits

Addresses the knowledge and understanding of the academic, social, and functional needs of students at the secondary level who have been identified as having mild to moderate disabilities. Current evidence-based practices for modifying and adapting content-area curricula will be presented with an emphasis on writing, math, and reading at the secondary level. The course also focuses on transition planning, assessment and the development of IEP's for secondary-level students. 

SPED 719 Social, Emotional and Behavioral Interventions
3 Credits

Examines the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions to support these areas of development. This course uses the 3-tiered prevention pyramid model for supporting social, emotional, and behavioral competence. Students will gain knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.

SPED 720 Clinical Practice and Seminar: Academic Behavioral Strategist
1-3 Credits

A clinical practice and seminar experience that addresses competencies and practical experiences required for the Academic Behavioral Strategist (ABS) special education licensure. The clinical practice occurs in an educational setting that provides an opportunity to work with a range of students with mild to moderate disabilities according to the ABS licensure criteria. Accompanying seminars support examination of applied use of evidenced based teaching practices and current issues in the field. Prerequisities: Satisfactory completion of all other required ABS licensure coursework.

*1-3 credits dependent upon whether this is a first time license or an additional special education license and advisor recommendation

CIED 500 Principles of Educational Research
3 Credits

Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

Electives
0-3 Credits

3 credits determined by student's academic advisor (CIED 500-999, GRED 500-999, SPED 500-999)

SPED 799 Special Education Final Project
1 Credit

The purpose of the final project is to give candidates for the master of arts degree opportunities to integrate what has been learned in their program and apply that knowledge in useful and creative ways. Beyond the demonstration of this knowledge in teaching, candidates should also demonstrate the ability to influence professionals in their field of choice. This can be demonstrated through design and implementation of innovative curricula, adapted instruction, in-service programs or through more formal research projects. Through the final project, candidates have the opportunity to provide leadership in their field and to take an active advocacy role for persons with disabilities.

For your First License - New Teachers add the following
(14 Credits)

Required coursework for working toward a first teaching license in Minnesota. These courses meet the Standards of Effective Practice and can be completed during your time at St. Thomas.

TEGR 510 Educations' Place in Society and Field Experience I 3 Credits
TEGR 512 Human Relations and Multicultural Education  3 Credits
TEGR 530 Psychology of Teaching and Learning 3 Credits
TEGR 523 Field Experience II: Learning and Teaching 1 Credit
TEGR 550 Language Development and Literacy I 3 Credits
SPED 598 Standards of Effective Practice Portfolio 1 Credit

TOTAL 30-31 (44-45) Credits

Minneapolis, MN (on-campus)

Degree: Certificate, License, and Masters options
Time: Evening Courses
Start Date: Varies by term
Location: Opus Hall | Downtown UST Campus (map)

Students who are interested in taking all of their courses at our on-campus location in Downtown Minneapolis are welcome to start in the Fall, Spring or Summer terms. Take a look at admissions for further information on how to apply.

Burnsville, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)
Time: Thursdays, 4:45-8:45 & two Saturdays, 8:00-4:00
Start Date: October 29, 2013
Location: Diamondhead Education Center (map)

Starting Fall 2013! Application Deadline: October 15, 2013

 

Plymouth, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)
Time: Thursdays, 4:45-8:45 & two Saturdays, 8:00-4:00
Start Date: October 29, 2013
Location: Intermediate District 287 Service Center (map)

Starting Fall 2013! Application Deadline: October 15, 2013

 

St. Paul, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)
Time: Thursdays 4:30-8:30pm, Saturdays 8:00-4:00pm
Start Date: March 6, 2014
Location: University of St. Thomas St. Paul Campus (map)

Starting Spring 2014! Application Deadline: February 13, 2014

Woodbury, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)
Time: Thursdays 4:30-8:30pm, Saturdays 8:00-4:00pm
Start Date: March 6, 2014
Location: East Ridge High School (map)

Starting Spring 2014! Application Deadline: February 13, 2014

Todd Busch, Ph.D.

Associate Professor (651) 962-4461
MOH 416 | Opus Hall

Shelley Neilsen Gatti, Ph.D.

Ph D, 2001, University of Minnesota (651) 962-4396
MOH 437 | Opus Hall

Stahl 72X80

Barbara Jo Stahl

Adjunct Faculty | Special Education Off Campus Coordinator (651) 962-4398
MOH 436 | Opus Hall

L. Lynn Stansberry Brusnahan, Ph.D.

Associate Professor (651) 962-4397
MOH 439 | Opus Hall

Terri Vandercook, Ph.D.

Associate Professor | Department Chair (651) 962-4389
MOH 441 | Opus Hall

Hasan Zaghlawan, Ph.D.

Assistant Professor (651) 962-4390
MOH 438 | Opus Hall

Montie, Jo 80x72

Jo Montie, M.A.

Program Coordinator and Instructor (651) 962-4467
MOH 335 | Opus Hall

80x72 image

Gwen Berry, Ph.D.

(651)962-4874

 
 

Ongoing Professional Development

The Department of Special Education and Gifted Education offers a wide variety of professional development opportunities throughout the year. Whether networking with leaders in the field at the annual Education for Everyone Event series or simply catching up on the latest tools and techniques in gifted and talented education at the biennial Gifted Education Conference, the College of Education, Leadership & Counseling provides lifelong learning opportunities. Most events include a CEU component. In addition to annual events, the department offers specialized summer institutes in the area of Supervising Paraprofessionals, Autism Spectrum Disorders and Twice Exceptional Education.

 

Mentored Clinical Practice

The dedicated faculty in the Special Education and Gifted Education programs will work with you to ensure that your clinical practice experience (student teaching) will meet your needs and facilitate your growth, both personally and professionally. Throughout your time student teaching, regularly scheduled seminars with faculty and peers offer the opportunity to form a strong professional network as you prepare to enter the field and have a positive impact on K-12 students.

 

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working with these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program. 

 

The Value of a St. Thomas Degree

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

  • Each course can be 1-3 semester credits, but the standard course is 3 credits.  
  • A typical part-time student in our graduate programs takes 3-6 credits per term.
  • To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.




Welcome to your
NETWORK.

Cost

Education (M.A., Ed.S., Certificate, Licensure)

On-campus Tuition (per credit) $763
Off-site Program Tuition (per credit) $399
Books and materials
(estimate per course) $150-250
One-time application fee $50

1 | Meet the Requirements:

  • A Bachelor's Degree (B.A.) from a regionally accredited institution
  • A cumulative minimum undergraduate G.P.A. of 3.0 (4.0 scale) or the successful completion of a graduate level program from another institution

If you do not meet the above requirement(s), you may be eligible for special admission, which requires:

  • A cumulative minimum undergraduate G.P.A. of 2.75 (4.0 scale)
  • The completion of a standardized test, such as the Miller Analogies Test (MAT), GRE, GMAT or LSAT A possible interview with an admissions person/committee

2 | Submit the following application materials:

  • Application form and one-time $50 application fee
  • Two positive letters of reference from non-related individuals
  • Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
  • Personal statement

3 |  Submit the supplementary materials:

  • Initial Licensure:  MTLE Basic Skills required by the end of an initial teacher licensure candidate's first semester of coursework.
  • International Applicants:  (1) Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English. (2) Transcript Review: All international transcripts must be reviewed by an accredited evaluation service to determine U.S. equivalency of the degree awarded and the institution awarding the degree. Applications will not be reviewed for admissions until the official review is submitted.

Deadlines

Application Deadlines:

  • For Fall Term: June 1
  • For Spring Term: Rolling
  • For Summer Term: May 1

 

Looking for More?

Apply online


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1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
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