The B.A. in Special Education offers a mostly online format, with occasional on-campus Saturday sessions, allowing adult learners the flexibility to meet requirements on the job and finish their degree efficiently.

A flexible pathway is available for those not seeking a teaching license and for those who need flexibility around student teaching requirements.

To earn an undergraduate degree from Bethel, you will need a total of 122 credits. The listed number of required credits is based on a minimum of 60 transfer credits from previous professional, military, or educational experiences.

If you are applying with fewer credits, your enrollment counselor can help explore options for obtaining additional credits.

Online

Online with Weekends

You'll complete coursework online, with 1-2 weekends on campus each year.

Location: St. Paul

Start Dates: Courses start every 6 weeks. Contact your enrollment counselor for details.

Total Credits

Finish in as Few as

30 months

Courses

Foundations in Education (EDUC321)

Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning, collaboration, and connection between professional responsibilities and personal faith and values.

3 credits
Educational Psychology (EDUC324)

Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Synthesis of early assessment theory and current issues. Description of theories that influence learning and behavior related to the learning environment. Integration of Christian or personal faith perspective of learning.

4 credits
General Methods of Instruction (EDUC326)

Development of effective lesson plans that include all required components. Creation of effective long-range plans, assessments, and evaluations. Integration of a variety of instructional strategies within lesson plans to meet student needs. Identification of appropriate data practices related to student assessment and progress.

3 credits
Educational Equity (EDUC363)

Identification of various groups in American communities and how to foster communication. Analysis of Minnesota-based American Indian tribes. Description of biases, discrimination, prejudices, racism, and sexism in the classroom and the influence personal identity has on student learning. Evaluation of the effects that various diversity factors have in the classroom.

3 credits
Classroom Technology (EDUC368)

Description of foundations of technology integration practices. Development of a personal technology integration philosophy. Creation of instructional materials to develop understanding of digital citizenship. Evaluation of technology integration resources. Identification of appropriate technology tools for meeting objectives. Application of best practices in technology integration. Analysis of tools for collecting data.

2 credits
School-wide Systems Field Experience (EDUC395)

Supervised observation in K-12 inclusive education setting. Analysis of student needs, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Identification of MN edTPA language. Impact of personal faith on the special education teacher role. 30 hours over 10 weeks.

1 credits
Special Education Student Teaching Seminar (EDUC451)

Development of strategies for personal and professional efficacy and engaging resources. Analysis of the impact teachers’ personal and professional practices, second language, and communication have on student learning. Alignment of an instructional plan with the needs of a learner. Application of academic language.

3 credits

Corequisite Course: SPED480H
Introduction to Special Education (SPED305)

Identification of the impact historical and philosophical foundations, legal bases, and contemporary issues have on special education. Identification of common disability category characteristics. Description of the impact culture, faith, and linguistics have on special education. Description of how the Individuals with Disabilities Education Act (IDEA) impacts special education.

2 credits
Introduction to Academic Instruction and Behavior Management for Exceptional Learners (SPED308)

Introduction to how special education and general education academic systems work together. Identification of functional behavioral assessments processes and principles of individual and school-wide systems of supports. Demonstration of how evidence-based instruction can be adapted. Identification of how required curricular components direct instruction. Analysis of positive instructional environments.

3 credits
Reading Foundations (SPED320)

Identification of relationships among reading, writing, and oral language, comprehension processes, and instructional strategies. Description of the structure of the English language and word identification strategies, and the role of vocabulary knowledge in language. Analysis of different texts for K-12 classrooms. Assessment strategies for memorizing and writing needs. Recognition of characteristics and instructional strategies for the specific learning disability: dyslexia.

3 credits
Reading Field Experience (SPED321)

Supervised memorizing instruction in a K-12 setting. Assessment and analysis of memorizing ability. Creation of lessons and application of memorizing instruction skills/strategies. Designing of an environment that fosters reading. Identification of how personal faith connects with the professional responsibilities of a teacher. 30 hours over 10 weeks.

1 credits
Characteristics of Mild-Moderate Disabilities (SPED400)

Exploration of the five disability categories represented under Academic Behavioral Strategist (ABS). Identification of strategies that support stakeholders of children with mild-moderate needs. Explanation of subjects that form the basis for special education practice for students with mild-moderate disabilities. Identification of the impact culture and linguistics has on special education.

3 credits
Norm-Referenced Assessment (SPED410)

Description of standards and critical elements in the special education assessment process. Identification of test development principles and evaluation of standardized assessment instruments for special education decision-making. Description of responsibilities of assessment team members. Synthesis of assessment data. Application of scriptural principles to assessment in special education.

4 credits

Corequisite Course: SPED470
Foundations of Instructional Strategies for Students with Mild-Moderate Disabilities (SPED418)

Development of an instructional sequence for students in special education. Evaluation of data for making accommodations and modifications. Identification of differentiation strategies. Application of evidence-based practices. Identification of the relationship between teaching and learning theories and academic standards. Exploration of the relationship between faith concepts and instruction in special education.

4 credits
Special Education: Planning and Programming (SPED425)

Development and evaluation of both an individual education program based on student assessment results. Consideration of technology, supplementary aids, services, and transition needs of students. Synthesis of cultural, ethnic, and linguistic diversity. Demonstration of best practice and collaboration techniques between school, family, and outside agencies.

3 credits
Responsive Instruction, Intervention and Assessment (SPED431)

Identification of appropriate assessment measures and professional resources related to interventions. Interpretation of assessment and progress monitoring data to make informed instructional and placement decisions. Creation of instruction and modifications incorporating research-based interventions and based on data collected through collaboration with stakeholders. Description of student assessment results.

3 credits
Introduction to Behavioral Methods & Mental Health for Mild-Moderate Special Needs (SPED441)

Introduction to behavior methods and mental health for students with mild/moderate

3 credits
Classroom-based Assessment (SPED455)

Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of student’s learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age and gender have on assessment.

3 credits

Corequisite Course: SPED470
Assessment Field Experience (SPED470)

Identification of students' strengths and needs through assessment. Identification of the purpose of multidisciplinary teams. Development of an evaluation report. Explanation of assessment results with family, student and staff. Creation of interventions. Development of a plan for continued professional development in the area of assessment. 30 hours/10 weeks.

1 credits

Corequisite Course: SPED410;SPED455
ABS Field Experience (SPED473)

Identification of students with mild to moderate disabilities through the special education referral, evaluation, and eligibility process. Clarification of IEP team meeting and development components, as well as roles and responsibilities of IEP team members. Identification of effective academic and behavioral interventions, accommodations, and modifications. Integration of faith and teaching.

1 credits
Consultation, Collaboration, and Resources (SPED475)

Focus on the communication skills necessary to consult and collaborate effectively with parents, administrators, teachers, paraprofessionals, and agency personnel about the special needs of students. Identification of resources, outside agencies, as well as transition needs and services. Clarification of personal beliefs and adjusting to diverse student needs within special education.

3 credits
Student Teaching: Academic Behavioral Strategist (SPED480H)

Management of timelines and ethical responsibilities of a special educator. Implementation of appropriate interventions and procedures necessary to process moral dilemmas related to special education due process. Consultation with parents and professionals to provide special education services. Analysis of personal development. Integration of duty, virtue, responsibility, and Christian values.

4 credits

Corequisite Course: EDUC451

CORE Courses

A distinctive feature of Bethel's programs is our commitment to the development of the whole person. In addition to courses within a program, students explore personal values and faith formation in a hospitable environment that respects learning from one another's perspectives. Rather than teaching students what to think about Christianity, we teach students how to think about the Bible, Christian history, and personal faith.

Examining Crucial Questions (CORE330)

Summary of the Christian biblical narrative. Identification of the roles of scripture, history, experience, and reason as they form convictions related to social and ethical issues. Examination of selected theological concepts using the Wesleyan Quadrilateral, as well as the application of those concepts to real life situations.

3 credits
Community, Self and Formation: Ancient and Contemporary Narratives (CORE300)

An exploration of self in the world, based on personal experience and classical spiritual practices. Students are challenged to think systemically about contexts of family, faith community, workplace, and broader culture as they plan for lifelong formation and contribution to the well-being of others.

3 credits

Licensure

Bethel University cannot confirm whether courses or programs meet requirements for professional licensure in states outside of Minnesota. Students should contact their program's licensing bureau to determine whether Bethel's program meets requirements for licensure in their state.

NTA UGC NET 2022 test Analysis (Phase-1 9th/11th/12th July 2022): National Testing Agency (NTA) started conducting the UGC NET June 2022 test on 9th, 11th & 12th July 2022. UGC NET 2022 test is being conducted for 24 subjects on 9^th July; 5 Subjects on 11th July; and 4 subjects on 12th July 2022 at different Examination Centers spread across the country to determine the eligibility for the post of Assistant Professor and Junior Research Fellowship (JRF) or Assistant Professor only.

Recent Story: UGC NET 2022 test Postponed in a few Test Centres

In this article, we are going to share the detailed test Analysis of the NTA UGC NET June 2022 test conducted online on the 9th, 11th & 12th July 2022. Let’s first look at the test Pattern of the NTA UGC NET 2022 Exam.

Check NTA UGC NET 2022 test Last Minute Tips

NTA UGC NET 2022 test Pattern

NTA UGC NET 2022 test consisted of two papers, i.e., Paper-1 and Paper-2. This time also both the papers will be conducted in a single session of three hours duration. Candidates can also switch between Paper-1 & 2 of the UGC NET Exam. Below is the brief table showing the changed and latest test pattern of the NTA UGC NET 2022 Exam:

NTA UGC NET 2022 test Pattern
Paper	Number of Questions/ Marks	Duration
1	50/100	3 Hours (Single Session)
2	100/200
Total	150/300

NTA UGC NET 2022 test Analysis & Review: 9th, 11th & 12th July 2022

In Paper-1, the questions asked were generic in nature, intending to assess the teaching/research aptitude of the candidate. It was primarily designed to test the reasoning ability, comprehension, divergent thinking, and general awareness of the candidate. So let’s have a look at the questions asked in this NTA UGC NET 2022 Online exam:

Paper-2 of the NTA UGC NET test carried multiple-choice questions specific to the subject chosen by the candidate for Assistant Professor and Junior Research Fellowship (JRF) or Assistant Professor only posts. Paper-2 was of the “Moderate to Difficult” level. If the candidates have attempted above 50 questions with accuracy, then it will be considered a good attempt.

UGC NET test Dates	Subject Code	Subject Name
9^th July 2022 (Day1, Saturday)	67	Archaeology Download Paper with Answers
	32	Chinese
	68	Criminology Download Paper with Answers
	33	Dogri
	71	Folk Literature
	39	French (French version)
	44	German
	50	Indian Culture
	45	Japanese
	85	Konkani
	18	Maithili
	83	Pali
	65	Performing Art - Dance/Drama/Theatre
	42	Persian
	90	Politics including International Relations/ International Studies including Defence/Strategic Studies, West Asian Studies, South East Asian Studies, African Studies, South Asian Studies, Soviet Studies, and American Studies DOWNLOAD PAPER with ANSWERS
	15	Population Studies DOWNLOAD PAPER with ANSWERS
	91	Prakrit
	43	Rajasthani
	41	Russian
	73	Sanskrit traditional subjects (including) Jyotisha/Sidhanta Jyotish/ Navya Vyakarna/ Vyakarna/ Mimansa/ Navya Nyaya/ Sankhya Yoga/ Tulanatmaka Darsan/ Shukla Yajurveda/ Madhav Vedant/ Dharmasasta/ Sahitya/ Puranotihasa /Agama)
	81	Social Medicine and Community Health Download Paper with Answers
	40	Spanish
	55	Labour Welfare / Personnel Management / Industrial Relations/ Labour and Social Welfare / Human Resource Management DOWNLOAD PAPER with ANSWERS
	100	Yoga Download Paper with Answers

Highlights of NTA UGC NET 2022 Exam

Both Paper-I and Paper-II were conducted in online mode in a single session with no breaks between the two Papers.
There was no negative marking for wrong answers.
All the questions were compulsory.
Both Paper-1 and Paper-2 had questions in English and Hindi languages except for language subjects. Candidates were supposed to answer the questions in the Language they opted for before the exam.
Candidates were required to bring Admit Card along with a passport-size photograph affixed to it; One passport-size photograph to be affixed on the attendance sheet; and ID Proof.
Candidates were not allowed to leave the examination hall/room before the test was concluded.

Just Download ASVAB-Paragraph-comp Dumps and Practice real questions

Saints and Eagles head in opposite directions. A Week 9 NFL quiz

Step One: Create Your Evolve Account

Step Two: Register and Pay with RegisterBlast

Online

Online with Weekends

Total Credits

Finish in as Few as

Courses

CORE Courses

Licensure

LSAC

GRE

NTA UGC NET 2022 test Pattern

NTA UGC NET 2022 test Analysis &amp; Review: 9th, 11th &amp; 12th July 2022

Highlights of NTA UGC NET 2022 Exam

FAQ

Q1. What is the Difficulty Level of the UGC NET 2022 Exam?

Q2. What is the Good Attempt in UGC NET 2022 Exam?

Q3. Will there be any Negative Marking in UGC NET 2022 Exam?

Description

Description

Description

Description

Description

Description

Description

Description

Description

Description

Description

Description

Description

Description

Description

Prerequisites

Description

Description

Description

Description

Prerequisites

Description

Prerequisites

Description

Prerequisites

Description

Section A - Reading Skills

Section B

Section C

Prescribed Books

INTERNAL ASSESSMENT

NTA UGC NET 2022 test Analysis & Review: 9th, 11th & 12th July 2022