A female teacher and a student are smiling.
Special Education Foundations

Have a heart for making an impact in the lives of students? Start your journey towards becoming a special education teacher and become and educator that transforms lives. As part of Inver Hills’ Special Education Pathway Associate of Science, you will gain the foundational skills and knowledge to work with students who have a wide range of learning, mental, emotional and physical abilities. Graduates of this Associate of Science degree program can directly transfer to designated bachelor’s degree programs at Minnesota State universities.

Skip Navigation LinksHome > Degrees and Programs > Education > Special Education Foundations

Special Education Foundations

Contact Information

Cheryl Redinger
Education Instructor

creding@inverhills.edu
651-450-3306
HH305

Admissions Team

admissions@inverhills.edu
651-450-3000
College Center

Special Education provides transformative experiences for young learners. Special education teachers combine communication, organization, and instructional skills to create individualized learning opportunities. In Minnesota, there’s a critical shortage of qualified special education professionals. At Inver Hills, you will explore this high-demand and rewarding career.

  • Intro to Special Education
  • Intro to Education and Reflective Teaching
  • Interpersonal Communication
  • Child and Adolescent Psychology
  • Instructional Strategies

Inver Hills' Special Education Foundations Transfer Pathway A.S. offers students the opportunity to complete an Associate of Science degree with course credits that directly transfer to designated Special Education bachelor’s degree programs at Minnesota State universities at a junior level status. Learn from passionate instructors who have first-hand experience in the classroom.

Degrees

A.S., Special Education Foundations Transfer Pathway Degree – 60 credits

The Special Education Foundations Transfer Pathway A.S. offers students a powerful option: the opportunity to complete an Associate of Science degree with course credits that directly transfer to designated Special Education bachelor’s degree programs at Minnesota State universities. The curriculum has been specifically designed so that students completing the pathway degree and transferring to one of the seven Minnesota State Universities* enter the university with junior-year status. All courses in the Transfer Pathway associate degree will directly transfer and apply to the designated bachelor’s degree programs in a related field.

* Universities within the Minnesota State system include Bemidji State University; Metropolitan State University; Minnesota State University, Mankato; Minnesota State University, Moorhead; Southwest Minnesota State University; St. Cloud State University; and Winona State University.

Note: If you have been arrested, charged or convicted of any criminal offense, you should investigate the impact that the arrest, charge or conviction may have on your chances of employment in the field you intend to study or on your chances to obtain federal, state and other higher education financial aid. Some courses within this program require a criminal background study to successfully complete. Please see the course description section of the catalog for more details. Please refer to the Criminal Background section of the catalog for more information on the criminal background study.

This program has been submitted for approval to Minnesota State as well as the Minnesota Professional Educator Licensing and Standards Board (PELSB). Students may take the required courses and once approved may officially declare the program. Prior to receiving these final approvals four year institutions may review coursework on a case by case basis.

Coursework   Program Planning Guide

Required Pathway Curriculum – 42 credits

Course Number Title Credits
EDU 1109 Intro to Education and Reflective Teaching 4 cr
EDU 1138 Introduction to Special Education 3 cr
EDU 1141 Learning Technology Educators 2 cr
EDU 1143 Multicultural Education/Human Relations 3 cr
EDU 2018 Instructional Strategies 3 cr
COMM 1100 Interpersonal Communication 3 cr
BIOL 1117 Environmental Science with Lab 4 cr
GEOL 1101 Physical Geology 4 cr
MATH 1107 Mathematical Foundations 4 cr
PSYC 1215 Child and Adolescent Psychology 3 cr
SOC 1127 Social Inequalities: Race, Class & Gender 3 cr
ART 1100 Introduction to Art 3 cr
MUSC 2220 Music Education and Pedagogy 3 cr
Electives 0-5 cr
Any additional course from the EDU department or the MnTC.
Total Credits: 42

Additional MnTC Requirements – 13-18 credits

The Minnesota Transfer Curriculum (MnTC) requires a minimum of 40 credits, some of which will be satisfied by the required pathway curriculum. You must complete the MnTC courses that are specifically designated below. You may choose the other courses from each goal area from the list located at: www.inverhills.edu/MnTC

To streamline your degree, you are encouraged to choose MnTC Goal 1-6 courses that also meet MnTC Goal areas 7-10.

Goal Description Courses
Goal 1 Communication
  • Goal 1a: ENG 1108 Writing & Research Skills
  • Goal 1b: ENG 1111, 1114 OR 1130
  • Goal 1c: COMM 1100 (Satisfied by Pathway)
 3 courses
Goal 2 Critical Thinking
  • Satisfied by MnTC completion
  
Goal 3 Natural Science
  • Satisfied by Transfer Pathway
  
Goal 4 Mathematical/Logical Reasoning
  • Satisfied by Transfer Pathway
  
Goal 5 History/Social Sciences/Behavioral Sciences
  • PSYC 1215 - Satisfied by Transfer Pathway
  • SOC 1127 - Satisfied by Transfer Pathway
  • Any additional Goal 5 course
 3 courses
Goal 6 Humanities/Fine Arts/Literature
  • Goal 6a: ART 1100 (Satisfied by Pathway)
  • Goal 6b: Any course
  • Goal 6c: MUSC 2220 (Satisfied by Transfer Pathway)
 3 courses
Goal 7 Human Diversity
  • SOC 1127 - Satisfied by Transfer Pathway
  
Goal 8 Global Perspective
  • Art 1100 - Satisfied by Transfer Pathway
  
Goal 9 Ethical and Civic Responsibility
  • May be satisfied by utilizing a course from Goal 5 or 6
 1 course
Goal 10 People and the Environment
  • Satisfied by Transfer Pathway
  
Total Credits: 60
Course Descriptions

EDU 1109  Introduction to Education & Reflective Teaching   4.0 cr

Gives prospective educators and school paraprofessionals perspective on the rewards and challenges of teaching, including critical issues facing teaching and learning in today's schools. Class lectures/discussions, course readings, guest speakers, and field experiences will focus on such topics as educational equity, the achievement gap, poverty, diversity, resiliency, cultural awareness, using the community as a resource, effective teaching, school improvement, the importance of engaging in reflective teaching, and opportunities to further explore personal motivations for becoming a teacher. Participants are introduced to education through case studies and first-hand accounts of teaching and learning in schools, including an exploration of the impact that larger social systems have on schools, teachers, and students and their families. In addition to attending the weekly 3-hour class lecture/discussion, students will complete a minimum of 30 Service Learning hours in a school setting. They will also use eFolio Minnesota to create a multimedia electronic portfolio to reflect upon their Service Learning experiences. This course will include completion of MTLE Basic Skills practice tests in Reading, Mathematics, and Writing, in preparation for Minnesota teacher licensure requirements. This course meets the Minnesota Professional Educator Licensing and Standards Board (PELSB) 8710.3200, Subp. 3, Standard A2, 3, 8710.2000, Subp. 3, Standard 2C, Subp. 5, Standard 4B, Subp. 6, Standard 5A, 5F, Subp. 10, Standard 9A, Subp. 11, Standard 10A, B, F, L.

EDU 1110  Education: Early Childhood Birth To Grade 3   3.0 cr

Gives students a perspective on teaching at the early childhood through third-grade levels. In addition to attending the weekly 2-hour discussions, students will complete a minimum of 30 Service Learning hours in an early childhood program or elementary school setting. The lecture/discussion groups and guest speakers will focus on such issues as curriculum, Minnesota Early Childhood Indicators of Progress, classroom management, various cultures, parent-teacher communication, classroom issues, and technology in the classroom. Prerequisites: Recommended EDU 1109.

EDU 1128  Guidance, Communication and Development of Young Children   3.0 cr

Discusses developmental characteristics of infants, toddlers and preschool children with emphasis on stages of and individual differences in rates and styles of learning. Incorporates guidance principles and techniques in order for students to better understand the child's behavior and improve skills in working with a child in various situations.

EDU 1130  Early Childhood Education   3.0 cr

Provides an opportunity for students to explore the early childhood education field as caregivers of young children. Individuals will explore their role as a practitioner through self-exploration, classroom activities, and group activities.

EDU 1132  Creative Activities for the Young Child   2.0 cr

Presents the principles needed to plan creative experiences for infants, toddlers, and young children in all curriculum areas. Creative activities and experiences will be explored that enhance children's social, emotional, cognitive, language, and physical development. Materials fee required.

EDU 1133  Children's Health, Nutrition, Phys Development, and the Effects of Drugs   3.0 cr

Focuses on the knowledge and skills needed to maintain a safe and healthy environment for young children. Appropriate activities and experiences for young children will be addressed around the topics of health, safety, nutrition, physical development, and the effects of drugs on children.

EDU 1136  Infant and Toddler Development   3.0 cr

Focuses on developing a knowledge base about infant and toddler development emphasizing identification and creation of the learning environment. 40 hours of service learning/field experience required. To complete the requirements of the course students will need to receive a criminal background clearance. Please refer to the Criminal Background section of the catalog for more information on the criminal background study.

EDU 1138  Introduction to Special Education   3.0 cr

Focuses on the knowledge and skills needed to create and maintain an integrated school learning environment for individuals with special needs. An introduction and exploration of disabilities commonly found in infants through school age children. This course meets the Minnesota Professional Educator Licensing and Standards Board (PELSB) 8710.2000, Subp. 3, Standard 2D, Subp. 4, Standard 3B, I, O, Q, Subp. 11, Standard 10C 8710.5000, Subp. 2, Standard A1, 2, 3, 4, 5, 6, 7, 9, 11, 12, 13, D1.

EDU 1141  Learning Technology for Educators   2.0 cr

Examines the historical and current contexts for applications of educational technology, including the research, resources, issues and trends shaping the role of educational technology in today's classrooms. Course readings, class discussions, guest speakers, and course assignments will focus on topics such as the foundations for effective technology integration, the National Educational Technology Standards, and the enhancement of teaching and learning through the successful integration of current and future educational technology across the curriculum. Students will investigate and critically evaluate selected software, multimedia/hypermedia, distance/online learning, and Internet/web-based applications as tools to actively and cognitively engage all learners. Students will use eFolio to develop a multimedia electronic portfolio to document and reflect upon their technology competence. This course meets requirements for Minnesota Professional Educator Licensing and Standards Board (PELSB). Prerequisites: Recommended concurrent or previous enrollment in EDU 1109.

EDU 1143  Multicultural Education / Human Relations   3.0 cr

Emphasizes the development of classroom teachers who are multiculturally informed, gender fair, and disability aware. Examines issues such as racism, sexism, oppression, prejudice and discrimination. The course aims to increase students' capacity to identify, discuss, and reflect on the ethical dimensions of political, social and personal life and to examine the responsibility of classroom teachers to practice productive citizenship. Emphasis is on demonstrating multicultural competence required of all successful teachers working with diverse youth. Designed to meet State of Minnesota human relations requirement for teacher licensure. This course meets the Minnesota Processional Educator Licensing and Standards board (PELSB) 8710.2000, Subp. 5, Standard 4B, Subp. 6, Standard 5A, Subp. 4, Standard 3D, E, F, G, H, J, Q, Subp. 6, Standard 5B, Subp. 7, Standard 6B, Subp. 3, Standard 2A, 2B, 2C.

EDU 2008  Introduction to Infant/Child Mental Health   2.0 cr

Provides an introduction to mental health support and intervention for infants, children, and parents. Class sessions explore features of child mental health and mental health care, from prevalence to causes to effective treatments. Students will have opportunities to examine ways that children's overall development is affected by early relationships and social and emotional influences, including but not limited to attachment, temperament, and toxic stress. Includes a comprehensive review of parenting and community resources to provide knowledge of best practices for those interested in working with infants, young children, and their families.

EDU 2018  Instructional Strategies for Diverse Learners   3.0 cr

Examines research-based instructional strategies for successfully meeting the varying needs of students from economically, ethnically, culturally, and linguistically diverse groups. Course content will focus on how students will learn and develop including learning opportunities that support student intellectual, social, and personal development. This course will also explore individual and group motivation to create learning environments that create positive social interactive active engagement in learning. Learning opportunities will be explored that support student intellectual, social and personal development. This course is designed for prospective educators, teachers, and school paraprofessionals interested in developing the knowledge and skills necessary to work effectively with students from diverse backgrounds. This course meets the Minnesota Professional Educator Licensing and Standards Board (PELSB) 8710.2000, Subp. 3, Standard 2A, B, C Subp.6, Standard 5A.

EDU 2020  Foundations of Early Literacy   3.0 cr

Focuses on theories and strategies related to literacy in PreK-3 classroom and home settings. Class sessions feature instructional methods to promote early literacy skill development and provide opportunities to learn about concepts of print, phonemic awareness, vocabulary, comprehension, and writing. Includes a review of developmental assessment and evaluation practices. Intended for prospective early childhood or primary teachers, school paraprofessionals, and other educators working with emergent readers.

EDU 2220  Music Education and Pedagogy   3.0 cr

Focuses on the knowledge and skills needed for anyone to experience, understand, produce, discuss and enjoy various forms of music with young children. Examines the characteristics of age-appropriate music activities, how music can integrate with other disciplines, and how to teach music to others. Incorporates music concepts, basic structural elements, principles and vocabulary of music, and current pedagogical practices. The course assumes no musical background and is an introductory course for prospective elementary educators, classroom paraprofessionals or teachers, and other students interested in learning how music pedagogy works. Credit can only be earned in one department. To fulfill goal 6 enroll in MUSC 2220.

EDU 2250  Contemporary Education Topics   cr

Special topics in Urban Education will be presented on a rotating basis. Coursework explores issues and challenges currently facing education in the United States. Topics may relate to special education, diversity, gifted and talented programming, English language learners, education funding, legal issues, classroom initiatives, state and local leadership, and others as pertinent to current/future educational trends. This course may be repeated under different topics.

EDU 2805  Introduction to Children's Literature   3.0 cr

Introduces students to the study and evaluation of literature (picture books, folktales, fantasy, realistic fiction, historical fiction, young adult fiction, and nonfiction) written for children of all ages. Intended for students interested in a teaching career or in working with children, but is open to all interested students. Access to public libraries is required.
Transfer Pathways

With this transfer pathway, you will be able to transfer to the following majors at:

Meet the Faculty

{{ user.firstName }} {{ user.lastName }}

{{ user.title }}

{{ user.p }}
{{ user.o }}
Student Resource

Advising

Jeremy Clark

Jeremy Clark

Academic Advisor
jeremy.clark@inverhills.edu
651-450-3790
CC-241
Academic Planning Worksheet

Community based learning

Shannon Williams

Shannon Williams

Community-Based Learning Coordinator
swilliams@inverhills.edu
651-450-3244
CC-208

Criminal Background Study

A background study involves a review of specific records of the person being studied by the Minnesota Department of Human Services. Routine background studies include a review of criminal history information maintained by the Bureau of Criminal Apprehension and records of substantiated maltreatment of vulnerable adults and minors from investigations completed by counties’ adult protection and child protection staff and by the Minnesota Department of Human Services and the Minnesota Department of Health. Additional records are also reviewed in some cases. Information related to criminal background studies can be found on the MN Department of Human Services website: https://mn.gov/dhs/general-public/background-studies/.

Some of the educational programs have specific courses that require that a student receive the background study clearance in order to be able to meet course or field/clinical agency requirements. In some instances, the administrator may notify the student that further progression in the educational program is not feasible due to the background check status. Students who enroll in classes that require a background clearance and subsequently do not receive that clearance will not have the opportunity to pass the class and they will not qualify for a refund.

Students enrolled in the Education program and courses will be required to complete a background study and receive background study clearance in order to complete the course.

Students that participate in Field Experience/Community-Based Learning may need to complete a criminal background study. Many of the school districts/community partners with which students work require background studies prior to students serving at their organizations. During your first week of the semester your instructor will inform you of the process for completing the criminal background check, if required in the specific course.

Field Experience

Application

List of schools for field placement

Financial Aid

There are three financial aid programs available to students majoring in certain areas of education

  1. The federal Teacher Education Assistance for College and Higher Education (TEACH) Grant requires service as a highly-qualified teacher in a high-need field, in a low-income school. Teaching must be full-time for four years within eight years of completing the program of study.
  2. The Minnesota T.E.A.C.H. Scholarship Program is intended to help early childhood and school-age care professionals increase their levels of education, compensation, and commitment to the field.
  3. Minnesota Teacher Shortage Student Loan Repayment Program

Scholarship

Testing and Licensure

Learn about testing and licensure required for teacher licensure.

Transfer information

Click on the Transfer tab above to learn more.

Employment Information

Teaching is one of the most rewarding of all professions. Attitudes have shifted from viewing teaching as a starter job to valuing teaching as a lifelong career. Teachers are gifted with the talent to inspire others to learn. Teachers who teach children take on the responsibility of building foundations that guide lives and future careers.

Elementary Education Job Outlook

According to CAREERwise Education, Minnesota's career, education and job resource, employment in the field of Elementary Education, there will be a need for about 22,609 new Elementary School Teachers to meet market demand between 2016-2026. This includes the demand due to replacement (workers leaving the occupation or retiring) as well as growth. The statewide average salary of an Elementary Teacher is $61,093 / year.

Special Education Job Outlook

According to CAREERwise Education, Minnesota's career, education and job resource, employment in the field of Elementary Special Education is there will be a need for about 3,812 new Kindergarten and Elementary School Special Education Teachers to meet market demand between 2016-2026. The statewide average salary of an Elementary Special Education teacher is $61,214 / year.

According to CAREERwise Education, Minnesota's career, education and job resource, employment in the field of Secondary Education Special Education there will be a need for about 2,668 new High School Special Education Teachers to meet market demand between 2016-2026. This includes the demand due to replacement (workers leaving the occupation or retiring) as well as growth. The statewide average salary of a Secondary Special Education teacher is $62,553 / year.

Child Care Job Outlook

According to CAREERwise Education, Minnesota's career, education and job resource, there will be a need for about 43,922 new Childcare Workers to meet market demand between 2016-2026. This is high demand career. CAREERwise on child care workers: "There is a continuing trend for parents to put their children in day care. There should be an increased demand for Child Care Workers, especially for those who take care of infants."

CAREERwise on preschool teachers: There will be a need for about 8,280 new Preschool Teachers to meet market demand between 2016-2026. This is a very high demand career.

For more information on the current education job opportunities

https://careerwise.minnstate.edu/

Teacher Supply and Demand Report

Center for Career Development and Community-Based Learning

For Job Seekers from DEED

Academic Calendar

Inver Hills News

View more news

Facebook

Inver Hills