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B.S. in Exceptional Student Education (Nevada)

The Fischler College of Education is no longer accepting new applicants for this program.

You recognize that students with special needs deserve the best opportunities possible, and you want to teach exceptional students to the best of your abilities. Earn your special education degree and initial certification in Nevada in this state-approved program. Study online or in Las Vegas with convenient classes for working professionals.

What you'll study
Explore the spectrum of challenges and learn best practices for teaching students with multiple disabilities—within the inclusive classroom or in special educational settings. Gain specific knowledge about teaching English as a second language (ESOL). Become fully prepared for Nevada's certification requirements for exceptional student education (grades K–12) and endorsement requirements for ESOL.

How you'll learn more
Your student teaching experiences and final internship prepare you for a full-time classroom environment. Your professors are eager to share what they’ve learned from extensive classroom experience, and the curriculum is focused to help you reach your professional goals.

Where it can take you
Because the Bachelor of Science in Exceptional Student Education is state-approved in Nevada, you'll be ready to obtain the essential state certification credential you need to become a teacher. As conditions such as autism are diagnosed earlier and more often, your strong preparation at NSU puts you on the path to becoming a leader in special education.

Review the approximate annual cost of tuition, housing, studying part-time, and other options.

Tuition and Fees

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GENERAL EDUCATION REQUIREMENTS (30 CREDITS)

Students are required to complete 30 credit hours as part of the General Education Program. For specific course requirements, refer to the General Education Program section in the Academic Resources and Procedures segment of the catalog.

PROGRAM REQUIREMENTS (3-5 CREDITS)

Course NumberCourse TitleCredits
NLAW 1000 Nevada School Law OR EXAM
Nevada School Law: This course is designed for transfer of credit for persons meeting the Nevada School Law, Nevada Constitution, and/or the U.S. Constitution course for Teacher Licensure. Students who fulfill this requirement have demonstrated compliance with the law requiring teachers to take the Nevada School Law course for licensure in the state of Nevada.
Pre-Requisites: None
0-2
EDUC 2500 Education Pre-enrollment Seminar
This seminar provides an orientation to technology and program skills necessary for successful participation in the undergraduate programs. Students will be introduced to university systems designed to provide support and services to the undergraduate student during the formal program of study. An overview of all facets of the undergraduate programs will be provided, including how to locate course schedules online, how to contact academic advising, and how to access resources. Students will learn interactive technology skills, such as using e-mail and sending attachments, navigating the Internet, accessing the electronic library, using APA format, locating and using the undergraduate website and using Blackboard for online classes.
Pre-Requisites: None
0
ESOL 2903 Cross Cultural Studies
This course will enable students to expand their knowledge of a multiplicity of cultural groups nationwide. This knowledge will allow them to identify culture-specific verbal and nonverbal communications and school behaviors resulting from cultural variations and their influence on student behavior/attitudes. The use of recent research findings and cross-cultural awareness will assist participants in maximizing student learning and in designing culturally-sensitive instructional materials while exhibiting appropriate teacher behaviors in cross-cultural school settings. In addition to class meetings, a 10 hour virtual field experience is required for this course.
Pre-Requisites: None
3

EDUCATION MAJOR COURSES (72 CREDITS)

Teacher candidates in the state-approved teacher education program in the elementary education major must also keep track of program benchmarks within the courses. There are five benchmarks, coinciding with five blocks in the state-approved teacher education program. At these five benchmarks, teacher candidates provide documentation showing completion of program requirements. A supervised field experience occurs in ESED 4550.

Course NumberCourse TitleCredits
EDUC 3330 Integrating Instructional Technology in the Classroom
Presents strategies for technological integration into the classroom curriculum in elementary/secondary learning environments. Hands-on experiences will allow students to apply teaching practices and research to specific learning needs of typical and atypical learners. In addition to class meetings, a minimum of 5 hours in school & (5) virtual observation hours are required.
Pre-Requisites: COMP 1500, COMP 2000, COMP 2020, MATH 1040
3
EDUC 3350 Survey of Exceptional Student Education
Foundations in exceptional student education in which historical perspectives, student characteristics, prevalence, incidence, etiology and medical aspects of exceptional learners are discussed. Techniques of prevention and intervention, from infancy through adulthood, are explored through classification processes, the continuum of services and the utilization of community services. Current trends and issues will be investigated. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required.
Pre-Requisites: COMP 1500, COMP 2000, COMP 2020, MATH 1040, MATH 1050
3
EDUC 3360 Educational Psychology
This course combines the two fields of psychology and education. It is the scientific study of human beings and the principles by which learning can be increased and directed by education. Students will learn about principles of development, learning, assessment, and motivation, among other areas of study for prospective teachers to consider as they analyze student behavior and make decisions for instruction.
Pre-Requisites: None
3
EDUC 3525 Principles of Instruction
This course focuses on building teacher candidates? repertoire of instructional practices and lesson planning skills. Candidates learn about six pedagogical models: presentation, concept teaching, direct instruction, cooperative learning, problem-based instruction, and discussion. Candidates apply their knowledge of the instructional practices as they learn how to plan a lesson that promotes students? achievement. This course is ESOL infused.
Pre-Requisites: EDUC 3360
3
ESED 3535 Educational Assessment Of Exceptional and Elementary Students
Assessment of exceptional students for instructional planning purposes is stressed. Topics include formal and informal evaluation techniques. Emphasis will be placed on observation, screening, evaluations, interpretation and communication of evaluation results. This is an ESOL infused course. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required. There will also be a supervised lesson plan in the field setting.
Pre-Requisites: EDUC 3330, EDUC 3350, EDUC 3360, ESOL 3340, and GKEP; GKMP; GKRP; GKSP
3
ESED 3540 Introduction to Language Development and Speech Disabilities
The study of language development and disorders, which includes the impact of language on learning and augmentative forms of communication, is investigated. Individual needs and remediation concerns are addressed from early childhood to adulthood in the area of Language development. Impact of inclusion and alternate strategies for delivery of services in the mainstream for exceptional language learners is investigated. In addition to class meetings, a minimum of ten (10) hours of field experience is required.
Pre-Requisites: EDUC 3330, EDUC 3350, EDUC 3360, and GKEP, GKMP, GKRP, GKSP
3
ESED 3550 Vocational and Functional Life Skills
Personal and social skills for exceptional learners are stressed through emphasis on employability skills, career awareness and transition planning for adult living. Teaching major competencies necessary from kindergarten through adulthood in the areas of vocational and social needs are explored and applied.
Pre-Requisites: EDUC 3330, EDUC 3350, EDUC 3360
3
ESED 3561 Families, Professionals, and Exceptionalities
A study of theory, research, and best practices related to family-professional partnerships from both general and special education is conducted. Families are studied as interactive systems from a multicultural perspective. Concepts and techniques of developing empowerment through collaboration are discussed and applied for it is through such partnerships that reliable alliances develop. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required.
Pre-Requisites: EDUC 3330, EDUC 3350, ESOL 3340
3
ESED 3570 Foundations of Learning Disablilities
This course is a study in the fundamental knowledge in the field of specific learning disabilities. Concepts, theories, characteristics, causes of specific learning disabilities as well as assessment and teaching methods are presented to the teacher candidate.
Pre-Requisites: EDUC 3350, EDUC 3360, ESOL 3340
3
ESED 4320 Classroom Management for Typical and Atypical Learners in the Multicultural Classroom
This course examines classroom management as the interrelationship of appropriate curricula, methods, materials, student behavior, family factors, and teacher behavior from culturally diverse perspectives. Additionally, this course addressed the classroom management needs of students with Emotional/Behavioral Disorders (EBD), focusing on the history, identification, and screening/evaluation approaches. Academic and data-based ethical behavioral strategies for intervention are discussed and applied. A minimum of 10 hours of field experience in a classroom is required. This course is ESOL infused.
Pre-Requisites: EDUC 3330, EDUC 3350, EDUC 3360, ESED 3535, ESED 3570, ESOL 3340
3
ESED 4340 Methods of Teaching Lang. Arts Through Children’s Literature in the Elementary School
This course examines content and teaching strategies for teaching language arts through the use of children's literature. Emphasis is on the identification of high-quality children's books and the development of teaching strategies for integrated language arts instruction. Students will implement ESOL strategies in planning and presenting language arts lessons. This is an ESOL infused course. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required.
Pre-Requisites: EDUC 3330, EDUC 3350, EDUC 3360
3
ESED 4350 Methods of Teaching Mathematics in the Elementary School
This course will focus on methods of teaching mathematics to elementary children. Students will explore major concepts and procedures that define Number and Operation, Algebra, Geometry, Measurement, and Statistics and Probability using a variety of techniques (using various manipulatives as well as mathematics-specific technology) as they move from concrete to abstract conceptual and procedural understanding. They will reflect on approaches most applicable to teaching and learning when working with students who are typical in learning styles, who are limited in English Proficiency (LEP) or who are exceptional learners. In doing this, they will constantly engage in activities to develop several mathematical processes: problem solving, reasoning and proof, communication, connections, and representation. There will be a ten (10) hour field experience in an elementary school. Field experience activities include collecting observation data using pre-selected tools, teaching and reflecting on the delivery of a lesson, and working with the teacher and students.
Pre-Requisites: EDUC 2500, EDUC 3350, EDUC 3525, and ESOL 3340 AND GKEP, GKMP, GKRP, and GKSP
3
ELEM 4360 Methods of Teaching Literacy in the Elementary School
This course examines concepts in reading, including sequential development skills in both word recognition and comprehension methods and materials. The rationale for each method is discussed and practical application with an elementary school youngster is required. The relationship of writing, listening, and speaking to reading is included. Students will implement ESOL strategies in planning and presenting lessons. This is an ESOL infused course. In addition to class meetings, at least ten hours of field experience are required.
Pre-Requisites: EDUC 2500, EDUC 3350, EDUC 3360, ESOL 3340,and GKEP, GKMP, GKRP, and GKSP
3
ESED 4360 Classroom Procedures for Students with Emotional/Behavioral Disorders
This course addresses information about learners with Emotional/Behavioral Disorders (EBD). The nature, history of the problem and relevant conceptual approaches are presented along with specific identification, screening and evaluation techniques. Additionally, factors related to family, school and culture are emphasized within a social systems perspective. Finally, academic and behavioral strategies for intervention are discussed and applied. In addition to class meetings, a minimum of 10 hours of observation and participation in a clinical setting are required.
Pre-Requisites: EDUC 3330, EDUC 3350, ESED 3530, ESED 3535, ESED 3540
3
EDUC 4200 Simulation Experience-Diversity
The Simulation Experience is a three credit, eight week course that all students must complete prior to internship. Students (in teams) are ?placed? in simulated school settings and required to recommend interventions relating to issues that arise relating to diversity. The Simulation Experience takes place over three phases; these phases take place in a kindergarten, middle school, or high school setting. The Simulation Experience is directly related to the QEP (Quality Enhancement Plan) within the Abraham S. Fischler School of Education at Nova Southeastern University.
Pre-Requisites: EECP 3550 or ELEM 4320, or ESED 4320, or SECE 4320
3
ESED 4530 Classroom Procedures for the Intellectually and Developmentally Disabled
Emphasis is placed on instructional strategies for teaching students who are intellectually and developmentally disabled. The development, implementation and evaluation of individualized educational plans are stressed. Special approaches to teaching functional skills, developmental programming, and data based management for students ranging in age from kindergarten through high school are investigated and applied. In addition to class meetings, a minimum of ten (10) hours of clinical experience is required.
Pre-Requisites: EDUC 3330, EDUC 3350, ESED 3535, ESED 4320
3
ELEM 4540 Reading Assessment I
This course examines recent trends in testing of word recognition and comprehension techniques. Students learn the appropriate use of methods and materials to improve reading performance. The rationale for each assessment technique is discussed and practical application with an elementary school youngster is required. Students will consider ESOL influences when administering assessments and interpreting data. This is an ESOL infused course. In addition to class meetings, at least ten hours of field experience are required.
Pre-Requisites: EDUC 2500, ELEM 4340, and ELEM 4360
3
ESED 4550 Methods and Materials for Teaching Specific Learning Disabilities (SLD) Learners
Methods and Materials for Teaching Students with Specific Learning Disabilities (SLD) Emphasis is placed on instructional strategies for teaching students with specific learning disabilities. Specialized approaches to teaching basic skills and adaptation of curriculum and materials for students ranging in age from kindergarten through high school are investigated and applied. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required. This course has a mandatory university supervision component of the field experiences. This class will have a supervised lesson plan demonstration in the field placement.
Pre-Requisites: ESED 4320; ESED 3570; ESED 3535
3
ELEM 4560 Methods of Teaching Reading Across the Elementary Curriculum
This course addresses the significance of reading ability and study skills throughout the elementary school curriculum. The emphasis is on identifying sources of difficulties experienced by elementary school students in reading and learning from instructional materials. General strategies for learning from textbooks are examined as well as study skills and specific strategies for dealing with text materials from particular content areas. Students will implement ESOL strategies in planning and presenting lessons. This is an ESOL infused course. In addition to class meetings, at least 10 hours of field experience are required.
Pre-Requisites: EDUC 2500, ELEM 4340, and ELEM 4360
3
ESED 4570 Exceptional Student Education Internship Seminar
his course offers a comprehensive review and practical application of educational philosophy, methods, and strategies through a 12-week clinical experience (internship) that includes coursework and seminars. The central coursework is composed of a 12-week field experience, with a concurrent seminar serving as a supportive and reinforcing component. During the seminar sessions, the teacher candidate will explore, in depth, such topics as school board rules, regulations, and policies; professional ethics; best practices; Professional Generic Competencies; Preprofessional Educator Accomplished Practices; state standards; teaching strategies; current trends in education; review and discussion of essential teaching competencies; Bloom's Taxonomy as it relates to comprehensive student assessment; self-assessment; and assessment of the student teaching experience. This is an ESOL infused course.
Pre-Requisites: None
12

ELECTIVES (18 CREDITS)

TOTAL (120 CREDITS)

Coursework for a bachelor’s degree in exceptional student education, state approved in Nevada, is available both online and at NSU's Las Vegas, Nevada Campus. The online delivery option allows students to receive distance education by submitting coursework and interacting with participants and professors via the Internet. The site-based delivery option allows students to earn a special education degree in Nevada while taking classes in the evenings in locations near their homes. The distance delivery option is a flexible choice for international students and those who want to earn an online degree in special education without having to leave their jobs or travel long distances.

The field experiences provide teacher candidates with an opportunity to perform the duties of a special education classroom teacher within the classroom setting. The purpose of these experiences is to allow teacher candidates to demonstrate their understanding of the Interstate New Teacher Assessment and Support Consortium (INTASC) and subject area competencies. A minimum of 10 field hours total are required per education course and are to be completed throughout the exceptional student education program.

The clinical practice (internship) is the culminating experience for those teacher candidates earning a bachelor’s degree in the special education field. The teacher candidate is assigned full time to a school for 12 weeks. Opportunities are provided for the teacher candidate to engage in lesson planning, instruction, and parent/teacher conferences. During this period, the teacher candidate will observe, teach, and evaluate students in conjunction with the regular classroom teacher.

The Bachelor of Science in Exceptional Student Education, Nevada state-approved for initial licensure, meets all requirements of the Nevada Department of Education’s exceptional education (grades K–12) initial licensure.

Nevada participates in the Interstate Agreement on Qualification of Educational Personnel with 38 other states for teacher certification and/or licensure. Graduates who wish to teach outside the State of Florida must contact the state’s Department of Education for information on achieving a teaching degree and/or certification through reciprocity.

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