91 credits
Designed to meet the needs of advanced graduate students seeking to assume leadership roles in special education in one or more of the following positions: school leadership, administration; consultation; or in higher education as a teacher educator, special education manager, curriculum specialist, and researcher/evaluator. Upon successfully completing the program, the candidate will hold a doctor of education degree in special education.
Degree requirements
The doctoral degree with a major in special education requires a minimum of 91 graduate credits, 48 of which must be completed at Ball State University. A minimum of 40 credits must be in the major area. The program consists of several basic required courses as well as one required 15-credit cognate: Research Foundations in Disability Studies. Nine credits of the 15-credit cognate must be completed at Ball State University. Students typically complete a special education concentration or second cognate. At the discretion of the committee, up to 36 credits transfer or previously completed credits at Ball State University can be applied toward the 91-credit (minimum) doctoral degree.
Another SPCE 700-level seminar may be substituted for SPCE 706, 707, or 709 with permission from the chair or director.
Special education core, 34 credits
| DISS 799 | Doctoral Dissertation | 1 TO 24 |
| ID 705 | Research Colloquium | 1 TO 3 |
| SPCE 600 | Education of Exceptional Children | 3 |
| SPCE 609 | Introduction to Applied Behavior Analysis | 3 |
| SPCE 632 | Introduction to Emotional and Behavioral Disorders | 3 |
| SPCE 701 | Seminar: Policies and Issues in Special Education | 3 |
| | or | |
| SPCE 622 | Introduction to the Law and Higher Education Issues for Students with Autism | 3 |
| SPCE 702 | Learning, Behavioral, and Developmental Disabilities and Special Needs | 3 |
| SPCE 706 | Seminar-Instructional Strategies for Students with Intense Intervention Needs | 3 |
| | or | |
| SPCE 707 | Seminar-Instructional Strategies for Students with Mild Intervention Needs | 3 |
| | or | |
| SPCE 709 | Behaviorology and the Exceptional Person | 3 |
| SPCE 764 | Seminar in Special Education | 3 TO 6 |
| Total Credit Hours: | 34 |
Another SPCE 700-level seminar may be substituted for SPCE 706, SPCE 707, or SPCE 709 with permission from the chair or director.
Research Foundations in Disability Cognate, 15 credits
The Department of Special Education offers a single cognate of 15 credits that will satisfy the required research cognate for the doctoral program. Of these 15 credits, 9 must be taken at Ball State.
| EDPS 641 | Introduction to Statistical Methods | 3 |
| EDPS 642 | Analysis of Variance | 3 |
| EDST 650 | Introduction to Qualitative Research | 3 |
| SPCE 630 | Research Methods for Behavior Analysis | 3 |
| SPCE 636 | Research in Special Education | 3 |
| Total Credit Hours: | 15 |
Concentration classes, a second cognate, and/or directed electives approved by the doctoral committee.
Total Credit Hours: 91
Policy and Administration concentration
The Policy and Administration concentration focuses on candidates interested in policy areas related to disability public policy and laws and those interested in the administration and management of program services in special education. Candidates are immersed in laws and policies that shape disability services and organizational behavior theories and principles that are applied to the administration of service delivery systems geared toward programs for persons with disabilities. Many candidates choose to complete a cognate in the area of educational leadership and work to add the director of exceptional needs to their current IDOE professional education license.
Required courses
| SPCE 637 | Special Education Administration and Law | 3 |
| SPCE 639 | Special Education Administration and Organizational Behavior | 3 |
Directed elective requirements
| SPCE 706 | Seminar-Instructional Strategies for Students with Intense Intervention Needs | 3 |
| | or | |
| SPCE 707 | Seminar-Instructional Strategies for Students with Mild Intervention Needs | 3 |
| | or | |
| SPCE 709 | Behaviorology and the Exceptional Person | 3 |
| Total Credit Hours: | 3 |
SPCE 709 is the preferred seminar course.
3 credits from one of the following areas:
Policy
| SPCE 677 | Collaborating with Families of Exceptional Children | 3 |
| | or | |
| SPCE 687 | Educational Assessment: Mild Interventions | 3 |
Administration
| SPCE 624 | Vocational Preparation and Transition for Students with Disabilities | 3 |
| | or | |
| SPCE 636 | Research in Special Education | 3 |
| | or | |
| SPCE 694 | Internship in Special Education | 3 TO 9 |
| Total Credit Hours: | 3 |
Applied Behavior Analysis (ABA) and Autism concentration
The ABA and Autism concentration focuses on principles and theories related to applied behavior analysis and their applications with persons with autism. Principles of behavior, behavior consultation techniques, and treatment/intervention strategies are core concepts and skills explored. Students seeking to complete coursework with the goal of sitting for the Behavior Analysis Certification Board national exam should anticipate taking additional coursework and obtaining field-based experience.
Required courses
| SPCE 609 | Introduction to Applied Behavior Analysis | 3 |
| SPCE 610 | Behavioral Consultation | 3 |
Directed elective requirements
| SPCE 706 | Seminar-Instructional Strategies for Students with Intense Intervention Needs | 3 |
| | or | |
| SPCE 707 | Seminar-Instructional Strategies for Students with Mild Intervention Needs | 3 |
| | or | |
| SPCE 709 | Behaviorology and the Exceptional Person | 3 |
| Total Credit Hours: | 3 |
SPCE 709 is the preferred seminar course.
3 credits from one of the following areas:
ABA
Autism
| SPCE 680 | Introduction to Persons with Autism Spectrum Disorders | 3 |
| | or | |
| SPCE 682 | Interventions and Treatments for Persons with Autism | 3 |
| Total Credit Hours: | 3 |
Emotional and Behavioral Disorders concentration
The Emotional and Behavioral Disorders concentration is designed for candidates who are interested in gaining expertise in the education and treatment of individuals with emotional and behavioral disorders (EBD) in school settings. Candidates completing the required coursework in the concentration will be better prepared to meet the unique needs of students with and at-risk for EBD in a variety of educational settings.
Required courses
| EDPS 606 | Human Learning and Achievement Motivation | 3 |
| SPCE 604 | Applied Behavior Analysis for Teachers | 3 |
| SPCE 632 | Introduction to Emotional and Behavioral Disorders | 3 |
| SPCE 634 | Educating Students with Emotional and Behavioral Disorders | 3 |
| SPCE 635 | Advanced Studies in Emotional and Behavioral Disorders | 3 |
Total Credit Hours: 15
Multi-Tier System of Supports/Response to Intervention concentration
The Multi-Tier System of Supports/Response to Intervention concentration is designed for candidates with the ability to provide early, effective assistance to children who are having difficulty learning. Candidates will learn how to lessen the chance of academic failure through early intervention, skills for frequent progress measurement, and intensive, research-based instructional interventions for children who are having academic difficulties. Candidates will gain the expertise to implement the latest and best practices in special education for determining the ideal instructional methods and placement for a child.
Required courses
| EDEL 655 | Principles of Differentiation in the Elementary Classroom | 3 |
| SPCE 606 | Multi-Tier System of Supports/Response to Intervention: Seminar | 3 |
| SPCE 607 | Multi-Tier System of Supports/Response to Intervention: Tracking Student Progress | 3 |
Select two courses from one of the sequences listed below
Behavior (SPCE)
| SPCE 610 | Behavioral Consultation | 3 |
| SPCE 690 | Student Teaching in Exceptional Needs | 1 TO 12 |
Reading (ELED)
| EDRD 690 | Reading Practicum | 3 |
| EDRD 692 | Clinical Diagnosis of Reading Difficulties | 3 |
| | or | |
| | six credits of discipline specific course work with permission | |
Total Credit Hours: 15
Low Incidence: Teaching and Learning concentration
The Low Incidence concentration focuses on specific strategies and instructional approaches that are evidence-based related to teaching and learning for persons with low incidence disabilities. Principles of behavior, communication (including alternative and augmentative systems), accommodations, and treatment/intervention strategies used with individuals with severe and moderate disabilities are key concepts and skills presented. Candidates have the opportunity to expand their teaching repertoire as they work with students with low incidence in special education settings. Teacher education preparation is also a focus on the program.
Required courses
| SPCE 577 | Introduction to Students with Intense Intervention Needs | 3 |
| SPCE 578 | Educational Methods for Students with Intense Intervention Needs | 3 |
Directed elective requirements
| SPCE 706 | Seminar-Instructional Strategies for Students with Intense Intervention Needs | 3 |
| | or | |
| SPCE 709 | Behaviorology and the Exceptional Person | 3 |
| Total Credit Hours: | 3 |
SPCE 706 is the preferred seminar course.
3 credits from one of the following areas:
Severe
| SPCE 609 | Introduction to Applied Behavior Analysis | 3 |
| | or | |
| SPCE 631 | Computer Technology and the Learner with Special Needs | 3 |
Autism
| SPCE 680 | Introduction to Persons with Autism Spectrum Disorders | 3 |
| | or | |
| SPCE 682 | Interventions and Treatments for Persons with Autism | 3 |
| Total Credit Hours: | 3 |
High Incidence: Teaching and Learning concentration
The High Incidence concentration focuses on specific strategies and instructional approaches that are evidence-based related to teaching and learning for persons with high incidence disabilities. Principles of assessment, instructional methods, accommodations, and intervention strategies used with individuals with mild disabilities are key concepts and skills presented. Candidates have the opportunity to expand their teaching repertoire as they work with students with high incidence in special education settings. Teacher education preparation is also a focus on the program.
Required courses
| SPCE 686 | Introduction: Mild Interventions | 3 |
| SPCE 687 | Educational Assessment: Mild Interventions | 3 |
Directed elective requirements
| SPCE 603 | Collaboration in Special Education | 3 |
| | or | |
| SPCE 631 | Computer Technology and the Learner with Special Needs | 3 |
| | or | |
| SPCE 688 | Methods of Mild Intervention | 3 |
| | or | |
| SPCE 707 | Seminar-Instructional Strategies for Students with Mild Intervention Needs | 3 |
| | or | |
| SPCE 709 | Behaviorology and the Exceptional Person | 3 |
| Total Credit Hours: | 3 |
SPCE 707 is the preferred seminar course.
Special Education General concentration
The Special Education General concentration remains the same as the current Doctor of Education in Special Education offering.
Required courses
| SPCE 600 | Education of Exceptional Children | 3 |
| SPCE 636 | Research in Special Education | 3 |
Directed elective requirements
| SPCE 706 | Seminar-Instructional Strategies for Students with Intense Intervention Needs | 3 |
| | or | |
| SPCE 707 | Seminar-Instructional Strategies for Students with Mild Intervention Needs | 3 |
| | or | |
| SPCE 709 | Behaviorology and the Exceptional Person | 3 |
| Total Credit Hours: | 3 |
(SPCE 707 is the preferred seminar course.)