- Course Information
Special education is a unique field where leadership skills are a necessary part of everyday teaching. The Bachelor’s Degree in Special Education (BEd) courses focus on the special needs of students, and related laws and requirements. NCU’s partnership with Rio Salado College (RSC) will allow you to make a seamless transition into courses at NCU to complete your degree. You will complete ten NCU courses that will enhance your knowledge, competency and professional skills sets needed to excel in working with special needs students in the special education environment.
BEd Degree Completion Program
The Northcentral University Bachelor of Education program of study is an undergraduate articulation program designed for Rio Salado College (RSC) students interested in completing the degree work for the teaching profession in three specific specializations: elementary education, secondary education and special education.
Rio Salado College sponsors 39 credit hours in general education subjects and 51 credit hours in teacher preparation courses. The 90 credit hours from RSC are accepted as a block transfer to Northcentral University, which will only accept a maximum of 90 lower and upper division semester credit hours toward the bachelor's degree coursework completed at RSC with a grade of "C" or better. The BEd partnership program requires the successful completion of 30 credits at Northcentral University for a total of 120 credit hours.
The BEd transfer students come to Northcentral University with academic coursework in elementary education, secondary education and special education and continue to study within those three distinct areas while at Northcentral. Their NCU specialization will be geared towards their specific field of elementary education, secondary education or special education. Each course in the 10 course program is identified by a letter following the course number (A for Elementary Education, B for Secondary Education, and C for Special Education). The course content in each specialization has similar information focused on general leadership principles but is geared specifically for the different fields.
Dynamics of Schooling in Special Education
This course uses critical thinking exercises to examine research-based instructional practices and procedures that teachers use to guide classroom activities designed to maximize and enhance student achievement. Students will develop an awareness of instructional strategies that shape effective classroom pedagogy and have a profound influence on students, including differentiated instruction, teaching English Language Learners, and using technology and web resources in instruction. Students will also evaluate instructional strategies as well as the effects of standards, professional development, and licensure on teacher effectiveness.
Foundations of School Leadership in Special Education
ED4001C has been designed to introduce students to the field of educational leadership. Its purpose is to assist prospective educational leaders to understand the philosophical, historical, and organizational underpinnings of educational leadership. The course provides students with a theoretical base on which to develop sound practical applications in the educational leadership tasks of communicating, planning, organizing, implementing, and evaluating strategies designed to develop effective learning communities. Further, it prepares the students to understand and choose the most effective leadership, motivational, and decision-making strategies for the educational environment in which the student is engaged.
The Role of Teacher Leadership in Special Education
ED4002B provides opportunities for students to investigate the implications of the leadership roles that teachers play as educators. As students explore various aspects of teacher leadership, including the roles of teacher leaders, leadership in effective secondary schools, supporters of optimal school cultures, and teacher initiatives, they will consider ways to implement and evaluate change in their classrooms and their schools.
Instructional Paradigms and Technology in Special Education
This focus of this course is threefold: 1) the student will examine the integration of technology in content-area instruction, 2) the student will investigate how authentic technology-supported student projects can be used in the classroom, and 3) the student will explore how technology can be used to support a cognitive approach to learning. PLEASE NOTE THAT THIS COURSE REQUIRES FIELD EXPERIENCE.
Assessment of Student Learning in Special Education
In this course, students will examine the foundations of assessment for student learning and explore the underlying principles of how assessments can enhance the learning process. Students investigate the underpinnings of assessments to improve their own teaching practice. This course is designed to present issues, ideas, and strategies pertaining to assessment and learning that align with current educational practices. PLEASE NOTE THAT THIS COURSE REQUIRES FIELD EXPERIENCE.
School and Family Partnerships in Special Education
This course is designed to provide students with a comprehensive understanding of the scope and magnitude of collaborative relationships with their students’ families. Students will have the opportunity to examine case studies of typical families and teachers, and descriptions of real, family-centered programs. The case studies portray the challenges and successes teachers can expect. Students will have the opportunity to reflect on their own personal attitudes and experiences. With an emphasis not only on the theoretical approach, but also the practical approach, the student will gain the knowledge to employ suggested strategies for success.
Safe Schools in Special Education
ED4006C is designed to provide students with a comprehensive understanding of the scope and magnitude of school safety and violence prevention measures in schools and classrooms for special education. Students will have the opportunity to examine effective school-based intervention strategies and levels of prevention, link interventions to assessment results, as well as monitor changes during intervention. Students will also examine social validity components as they relate to intervention procedures. Students will investigate practical and strategic plans to address traumatic events and how they relate to safe schools.
The School as Learning Community in Special Education
The learning community paradigm is central to the development of improved pedagogy. Learning communities are effective models for improving schools and increasing student achievement. Professional development, collaborative groups, shared leadership, professional portfolios, and classroom evaluation all play a role in the design of a learning community. Once established, learning communities require work to sustain their value to the school.
Teaching as Reflective Practice in Special Education
Reflection is a critical process that informs decision making and involves experience, research, discussion, and implementation. Teachers who use reflective practice are committed to continuous learning and improvement. This course will provide the student with an overview of the reflective thinking process and model, and will invite the student to reflect on personal characteristics and skills in preparation for providing effective professional growth, teaching methods, classroom strategies, and student learning.
Educational Change Processes in Special Education
This course examines educational change and its implications and consequences for teachers and others involved in elementary education. Students will examine the change processes and understand the role teachers play in initiating, implementing or resisting educational change and reform. Participants will explore the key strategies and challenges of the change process in educational institutions and in organizations.
At Northcentral University, we pride ourselves in being completely transparent when it comes to tuition and fees. We have adopted an all-inclusive tuition model that gives you the cost of your Bachelor of Education Degree Completion tuition and fees in one flat program rate*. The only additional cost above your BEd program rate is books. Learn more about the NCU’s BEd costs below:
- Per credit cost: $432
- Per 3 credit course cost: $1,296*
- Program cost: $13,310*
*There is a $75 placement fee for each of the field experience courses (ED4003-A, -B, and -C, and ED4004-A, -B, and -C) in the BEd program administered jointly with Rio Salado College. The fee is added to each of the respective course’s tuition. However, students in this program may be eligible for a tuition reduction; consult your Enrollment Advisor for more information.
- Average Book cost per course: $110
- Application Fee: $0
- Learning Management Fee (one-time per program): $350
- Registration Fee: $0
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*Program rates are subject to change and generally increase at the start of each calendar year.
Total program costs reflected are calculated based on standard degree program credits exclusive of the program’s potential evaluation track. The actual cost of program is determined on the program and track student enters, transfer credits if any and other unique student factors. For more information: please contact Admissions or refer to the catalog.
If there’s one thing we’ve learned about our students, it’s that they are motivated and ambitious—but they are also busy! At Northcentral University, we’ve designed our education experience to work with you, not against you, so you can achieve your academic goals without sacrificing the quality, flexibility and support you need to be successful.
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- No Physical Residency Requirements
- One-to-One Teaching
- 100% Doctoral Faculty
- Flexibility of Online Learning
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To learn more, request information or call 1-866-776-0331 to speak with an enrollment advisor today. We offer new courses every Monday of the year so you can get started when it’s best for you.