Explore the Special Education Program
Special education teachers are vital to fostering an inclusive and equitable education environment. Not all students learn in the same way, and there is a high demand for qualified special education teachers who can provide personalized instruction and support to students with disabilities, or students who may face unique challenges.
In the Special Education degree program at Wayne State, you’ll learn how to provide individualized instruction tailored to the unique needs of students with exceptionalities. You also learn about special education law and develop the advocacy skills needed to ensure your students receive the resources, support, and accommodations they need.
Special education teachers also collaborate with other professionals, such as speech therapists, occupational therapists, and psychologists to address the needs of their students. The Special Education degree program at WSC will help you develop the collaboration strategies you’ll need to work with professional service providers, agencies, and parents. With a long-standing, excellent reputation for our education program, Wayne State is the perfect place to begin your career in special education.
Choosing a Special Education endorsement
The grade levels and subjects you want to teach are called endorsements, and depending on the type of endorsement, you are required to choose one or more in order to obtain your teaching certificate. In the field of special education, Wayne State offers the following options:
- Special Education Generalist field endorsement to teach grades K-12
View K-12 Special Education program fact sheet (PDF)
- Special Education Generalist subject endorsement to teach grades K-6
View K-6 Special Education program fact sheet (PDF)
- Special Education Generalist subject endorsement to teach grades 7-12
View 7-12 Special Education program fact sheet (PDF)
If you want to learn to serve all grade levels, the K-12 field endorsement offers you that opportunity. If you choose the field endorsement, you are not required to choose any other endorsements. Subject endorsements are meant to combine two or more content areas. If you choose one of the subject endorsements, you are required to select at least one additional subject or field endorsement. So, if you have a strong passion to teach a certain age group (younger children vs. adolescents and teens), and if you want to specialize in another subject area, choosing a PK-6 or 7-12 Special Education Generalist subject endorsement may better suit you. Learn more about endorsements.
Fast facts
Degree options:
- B.A. or B.S. in Special Education Generalist (field endorsement)
- B.A. or B.S in Special Education Generalist K-6 (subject endorsement)
- B.A. or B.S. in Special Education Generalist 7-12 (subject endorsement)
Delivery format: On campus (Wayne)
Program credit hours: 45-81
- K-12 field endorsement (81 credit hours)
- K-6 subject endorsement (60 credit hours)
- 7-12 subject endorsement (45 credit hours)
Note: Students must also take 30 credit hours of General Studies courses. A total of 120 credit hours are needed to graduate from WSC. Additional majors or minors can be added to help meet graduation requirements.
School: Education and Behavioral Sciences
Department: Educational Foundations and Leadership
Becoming a teacher
Field experience and clinical practice
As a student pursuing a career as a special education teacher, you’ll complete field experiences and clinical practice. Some field experiences are embedded within the coursework of WSC’s educator preparation programs. Once you’ve completed the initial field experience requirements, you’ll then complete a semester of clinical practice (student teaching) in a school district chosen with the help of your adviser. During this semester, you’ll work closely with an experienced teacher to gain classroom experience.
Learn more about clinical practice
Northeast Nebraska Teacher Academy (NENTA)
Student teaching is a requirement for teacher certification in all 50 states and provides you with critical real-life experience before gaining a classroom of your own. Only Wayne State College adds to this experience through the Northeast Nebraska Teacher Academy (NENTA), a program that allows you to substitute teach as a junior and get paid, all while still earning your degree.
Topics covered
Special education topics covered
- Teaching methods and assistive technology for exceptional learners
- Special education law and advocacy
- Social and emotional development
- Multi-Tiered System of Supports (MTSS) framework
- Behavior intervention planning
- Creating individual education plans (IEPs)
- Collaboration strategies and equitable learning opportunities
- Human learning processes and behavior
- Classroom management
Student learning outcomes
Special education
- Use evidence-based inclusive practices to develop meaningful learning experiences for students with special educational needs in accordance with relevant legislation
Educator preparation
Teacher candidates who successfully complete an education preparation program at Wayne State will be able to:
- Create environments that support individual and collaborative learning using knowledge of how students grow and develop, along with individual differences and diverse cultures. (InTASC Standards 1-3)
- Plan for instruction by applying content knowledge, a variety of instructional strategies, and multiple methods of assessment to connect concepts for learners in real-world applications. (InTASC Standards 4-8)
- Engage in ongoing professional learning and use evidence to reflect on and adapt practice to meet the needs of each learner. (InTASC Standard 9)
- Seek leadership roles and opportunities to take responsibility for student learning, to collaborate with stakeholders, and to advance the profession. (InTASC Standard 10)
Admission to Wayne State College does not guarantee entry into its educator preparation programs. Students planning to pursue professional education must undergo a background check along with meeting other requirements (benchmarks) and advance through three levels of preparation required to become a teacher.
Level One - Preparing for Teacher Candidacy
In this level, students apply for educator preparation and complete some of the preliminary coursework of the program. Students will need to pass an initial background check as well. View all Level One benchmarks.
Level Two - Preparing for Clinical Practice
In Level Two, students will prepare for student teaching by passing the required courses, meeting evidence to show their readiness, and pass a complete background check. View all Level Two benchmarks.
Level Three - Clinical Practice
Level Three is the final level and includes the successful completion of clinical practice and meeting the degree requirements for graduation from Wayne State. Students will also register to take the Praxis Exam. Passing the Praxis Exam is not a graduation requirement; however, it is required to earn a teaching license for the state in which you want to teach. View all Level Three benchmarks.
Teacher certification
After successfully completing a teacher education program at Wayne State, you’ll submit your application to become a licensed teacher in Nebraska.
State licensure disclosure
Wayne State's Special Education programs are designed to prepare students for teacher licensure or certification in Nebraska. It has not been determined if these programs meet requirements for all other states.
If you are planning to pursue professional licensure or certification in a state other than Nebraska, it is strongly recommended that you contact the appropriate licensing entity in that state to seek information and guidance regarding licensure or certification requirements before beginning an academic program.
Special Education Licensure Disclosure for All States About State Authorization and Licensure
Graduates with a degree in Special Education teach in schools using the skills they learned while at Wayne State College.
Jobs of recent graduates:
- Alternative Curriculum Program Teacher – Millard Public Schools (Omaha, Neb.)
- Elementary Special Education Teacher – O’Neill Public Schools (O’Neill, Neb.)
- Middle Level Special Education Teacher – Norfolk Middle School (Norfolk, Neb.)
- Resource Teacher (8th grade) – Fremont Public Schools (Fremont, Neb.)
- Preschool Teacher – East Butler Public Schools (Brainard, Neb.)
- Special Education Teacher – Grand Island Public Schools (Grand Island, Neb.)
- Special Education Teacher (K-6) – Wayne Community Schools (Wayne, Neb.)
- Special Education Teacher (4-12) – Leigh Community Schools (Leigh, Neb.)
- Special Education Teacher (7-12) – Santee Community Schools (Santee, Neb.)
- Special Education Teacher (9-12) – River Valley Community Schools (Correctionville, Iowa)
- Special Education Teacher (9-12) – Sioux City West High School (Sioux City, Iowa)

job or grad school placement rate
within six months of graduation
Data based on most recent
employment outcomes survey
After graduating from Wayne State College, recent grads pursued advanced degrees at the following schools:
- Speech Language Pathology (MSEd) – University of Nebraska-Kearney (Kearney, Neb.)
2024-25 Estimated Annual Cost of Attendance
cost per credit hour
Tuition: $5,880
Fees: $2,290.50
Food plan: $4,690
Housing: $4,730
Most Affordable College in Nebraska
- College Affordability Guide, 2024
Wayne State is considered the most affordable four-year college or university in Nebraska. With same rates for in- and out-of-state students, our tuition guarantee, and our generous scholarship packages, it is clear to see how WSC earned the title. In fact, the average remaining annual cost of attendance for 2024-25 is $2,268 for undergraduate students after financial aid and scholarships.
Special Education degree program courses
Students will take the required courses for their chosen special education endorsement in addition to the professional education core requirements. A total of 120 credit hours are needed to graduate from WSC. Additional endorsements or minors can be added to help meet graduation requirements.
Note: Admission to Wayne State does not guarantee entry into its Educator Preparation Programs. Students preparing for professional education must meet benchmark criteria at multiple stages in order to advance through established levels. Refer to the Benchmarks and Levels for Educator Preparation for more information.
Courses for all Special Education majors
Credits: 3
Description: Students are introduced to teaching as a profession through the historical, cultural, and philosophical foundations of educational systems. Students will explore various aspects of education, as well as their beliefs and values about teaching and learning through the exploration of professional knowledge, practice, and values. This course may include a field experience.Credits: 0
Description: This course is designed for students in Level 1 of WSC’s educator preparation programs who are progressing into Level 2. Students will receive valuable information including, but not limited to, admission, program progression, degree and certification requirements, the use of portfolio software, professional dispositions for success, etc.
Notes: Graded S/NCCredits: 3
Description: Students construct a conceptual basis for understanding the growth and development of learners. Theories of physical, cognitive, and socio-emotional development are explored in order to better understand the importance of the nurturing role of the teacher in human development and learning. Students begin to understand the human learning process and individual differences in how learners think and behave based on their unique characteristics. Students study theoretical models and the integration of models for planning and facilitating effective and differentiated experiences for diversified learners. This course will include field experience.
Prerequisite: EDU 150 Introduction to Professional Education
Corequisite: EDU 245 Preparing for Level 2: Teacher CandidacyCredits: 3
Description: Students will practice instructional design methodologies or analysis, design, development, implementation, and evaluation. To explore and learn to recognize their biases, including but not limited to sexism, racism, prejudice, and discrimination, students will develop an awareness of the impact such biases have on their interpersonal relations. Students will be challenged to reflect on how they can relate more effectively to other individuals and groups in a pluralistic society in order to promote equitable approaches to instructional design. This course fulfills the human relations component established by the Nebraska Department of Education. This course may include a field experience.
Prerequisites: EDU 150 Introduction to Professional Education and EDU 250 Human Development and Cognition must be taken concurrently or prior to this course.
Credits: 0
Description: This course is designed for graduate students in Level 2 of WSC’s educator preparation program who are progressing into Level 3 and those completing clinical practice to change endorsement levels. Two virtual sessions will be held at the beginning of each academic session for graduate teacher candidates planning to student teach in the following semester. Graduate teacher candidates will attend one of the two virtual sessions to receive valuable information including, but not limited to, how to apply for Clinical Practice, an overview of Clinical Practice requirements, rules regarding placement choices and department approval requirements.
Dual-listed: EDU 545
Notes: Graded S/NCCredits: 3
Description: Introduction to Special Education (3) The process of special education including an introduction to the laws, services and categories will be presented in this course. Philosophy, characteristics of exceptional learners and an overview of educational practices will be discussed. (Available to all Education majors)
Credits: 3
Description: This course will focus on functional curriculum design, program development, classroom organization, instructional strategies, and materials for teaching a functional curriculum to K-12 learners with low incidence disabilities. Self-determination, self-advocacy, and transition to independent living will be topics addressed in this course. A focus on the use of assistive technology to promote functional skill instruction will be addressed.
Prerequisites: SPD 160 Intro to Special Education, and SPD 252 Instructional Methods for Special Education K-6
Credits: 3
Description: The course will explore applications of methods and strategies within elementary and secondary settings to provide equitable learning opportunities within least restrictive learning environments for all students. An emphasis is placed on communication and collaboration among professionals and families to ensure the needs of all students are met.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
Credits: 3
Description: Historical implications of special education law within the present and future educational settings
Prerequisites: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks), SPD 255 Functional Curriculum and Instructional Methods, and SPD 160, 252, or 254.
Credits: 3
Description: Multidisciplinary Team process and construction of the Individual Education Plan will be explored with an emphasis on culturally and linguistically diverse best practices.
Prerequisites: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks), SPD 255 Functional Curriculum and Instructional Methods, and SPD 160, 252, or 254.
Credits: 3
Description: Effective techniques of working with parents, educators, paraprofessionals, related service providers, agencies, and other professional personnel. (Available to all Education majors)
Prerequisites: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
Credits: 3
Description: Practical application of knowledge, skills, and dispositions acquired through prior coursework. Enable learners to demonstrate the state and national performance and practice-based standards through 100 supervised hours of field experience.
Prerequisites: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks), SPD 255 Functional Curriculum and Instructional Methods, and SPD 160, 252, or 254.
Endorsement/content area courses
In addition to the courses for all Special Education majors above, you will choose and take courses within one of the following endorsement areas below, depending upon which endorsement or grade levels you are seeking to teach.
Students pursuing the Special Education Generalist K-6 subject endorsement will take the following courses in addition to those listed in the core courses above.
- EDU 340 Early Reading (3 credits) - Current methods, materials, and research findings related to the teaching of reading in a balanced program up through the primary level. Comprehension, fluency, phonemic awareness, and phonics instruction will be addressed. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and EDU 216 Children’s Literature
- EDU 423 Development of Social Studies in the Elementary and Middle School (3 credits) - To prepare emergent professionals to become confident in their ability to implement social studies and to create an environment in which students become confident learners and participants of social studies. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
- EDU 430 Literacy Assessment (3 credits) - The assessment, analysis, and instruction of children’s literacy development to include a field experience. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of EDU 340 Early Reading or EDU 341 Intermediate Reading or graduate standing.
- EDU 432 Development of Mathematics in the Elementary and Middle School (3 credits) - To prepare emergent professionals to become confident in their ability to implement mathematics and to create an environment in which students become confident learners and participants of mathematics. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and completion of all coursework except the professional semester and clinical practice.
- EDU 431 Development of Science in the Elementary and Middle School (3 credits) - To prepare emergent professionals to become confident in their ability to implement science activities and to create an environment in which students become confident learners and participants of science. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and completion of one course in General Studies biology or physical science.
- SPD 252 Instructional Methods for Special Education K-6 (3 credits) - This course will focus on differentiated instruction unique to elementary aged exceptional learners. An emphasis is placed on the methodology of facilitating the student’s learning in Least Restrictive Environments and transition to secondary education. An introduction to assistive technology and mastery of learning strategies are included. Prerequisites: SPD 160 Intro to Special Education.
- SPD 435 Classroom Management through Social Emotional Learning K-6 (3 credits) - Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment; promotion of social competence; awareness of prosocial skills; and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of elementary learners. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
- SPD 458 Clinical Practice and Seminar for Special Education K-6 (6 credits) - This is a semester course of full day learning experiences in an elementary school under the supervision of a cooperating K-6 special educator and a supervisor from the School of Education and Behavioral Sciences. On-campus seminars will be offered periodically throughout the semester. (Graded S/NC). Prerequisites: Admission to Clinical Practice (successful completion of Level 2 Benchmarks).
Plus one of the following courses:
- CNA 451 Speech Pathology (3 credits) - Characteristics, causes, and treatment of speech and hearing disorders. Designed for teachers to aid in recognizing speech and language disorders in the classroom.
- EDU 318 Professional Communication (3 credits) - Students will examine the concepts of written and spoken communication as practiced in a healthy, productive school environment with a focus on human interaction. Students will evaluate their communicative ability in parent-teacher conferencing, staff meetings, and interpretations of test results and in day-to-day communication with students, colleagues, and administration. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
- EDU 350 The Middle Level Teacher (3 credits) - In this course, students will examine the history and philosophy of middle level education, the concepts of teaming and learning communities, knowledge specific to curriculum and learner-centered instructional design in the core subjects, assessment appropriate for middle level learners, and other organizational and communication models specific to middle level education. Prerequisite: Candidacy in Educator Preparation. Notes: This course should be taken prior to enrollment in EDU 332, 423, 431, 432, and the required sections of EDU 409.
- HUS 202 Introduction to Human Services (3 credits) - This course summarizes the history and standards of the human services profession. It also clarifies the personality characteristics, skills, and knowledge that lead to the development of effective human services professionals. Students implement these during service-learning activities in human services agencies in the community (as available) and discuss their experiences in small reflection groups.
- HUS 218 Personal Growth (3 credits) - An introduction to the study of personal growth with an emphasis upon facilitating self-awareness, personal growth, and adjustment. An understanding of oneself and others will be addressed along with such issues as friendship, stress, motivation, work, decision making, emotions, intimate relationships, sexuality, and others.
- SOC 245 Race and Ethnic Relations (3 credits) - Study of the history, place, and role of ethnic and racial groups in American society. The course examines the social construction and consequences of majority-minority group relations to understand the differences and similarities in the adjustment processes of race and ethnic groups in American society.
- EDU 340 Early Reading (3 credits) - Current methods, materials, and research findings related to the teaching of reading in a balanced program up through the primary level. Comprehension, fluency, phonemic awareness, and phonics instruction will be addressed. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and EDU 216 Children’s Literature
Students pursuing the Special Education Generalist 7-12 subject endorsement will take the following courses in addition to those listed in the core courses above.
- SPD 254 Instructional Methods for Special Education 7-12(3 credits) - This course will focus on differentiated instruction unique to adolescents and young adult aged exceptional learners. An emphasis is placed on the methodology of facilitating the student’s learning in Least Restrictive Environments and transition to post-secondary goals. An introduction to assistive technology and mastery of learning strategies are included. Prerequisites: SPD 160 Intro to Special Education
- SPD 436 Classroom Management Through Social-Emotional Learning 7-12 (3 credits) -Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment, promotion of social competence, awareness of prosocial skills, and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of secondary learners. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
- SPD 460 Clinical Practice and Seminar for Special Education 7-12 (6 credits) - This is a semester course of full day learning experiences in a secondary school under the supervision of a cooperating 7-12 special educator and a supervisor from the School of Education and Behavioral Sciences. On-campus seminars will be offered periodically throughout the semester. (Graded S/NC). Prerequisites: Admission to Clinical Practice (successful completion of Level 2 Benchmarks)
Plus one of the following courses:
- CED 417 Principles of Career Education (3 credits) - This course will provide students with the understanding of the five relationships critical for planning and implementing a career education program; politics and government, academics and total school offerings, student achievement and life application, business and industry and the individual’s role as a professional educator. Career Education reflects the historical, evolutionary, and technological changes in career education, the impact of legislation, work and demand for new knowledge and skills in a global economy.
- CED 423 Coordinating Techniques (3 credits) - The study of cooperative programs in career and technical education with emphasis in the areas of business, family and consumer sciences, and skilled and technical sciences. Comparative philosophies of career and technical (vocational) and general education and their relation in the comprehensive school program. Stresses the organization of the cooperative program, supervision techniques, functions of the coordinator, selection and placement of students, and the evaluation of training situations and vocational competencies.
- CNA 451 Speech Pathology (3 credits) - Characteristics, causes, and treatment of speech and hearing disorders. Designed for teachers to aid in recognizing speech and language disorders in the classroom.
- EDU 318 Professional Communication (3 credits) - Students will examine the concepts of written and spoken communication as practiced in a healthy, productive school environment with a focus on human interaction. Students will evaluate their communicative ability in parent-teacher conferencing, staff meetings, and interpretations of test results and in day-to-day communication with students, colleagues, and administration. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
- EDU 350 The Middle Level Teacher (3 credits) - In this course, students will examine the history and philosophy of middle level education, the concepts of teaming and learning communities, knowledge specific to curriculum and learner-centered instructional design in the core subjects, assessment appropriate for middle level learners, and other organizational and communication models specific to middle level education. Prerequisite: Candidacy in Educator Preparation. Notes: This course should be taken prior to enrollment in EDU 332, 423, 431, 432, and the required sections of EDU 409.
- SOC 245 Race and Ethnic Relations (3 credits) - Study of the history, place, and role of ethnic and racial groups in American society. The course examines the social construction and consequences of majority-minority group relations to understand the differences and similarities in the adjustment processes of race and ethnic groups in American society.
- SPD 254 Instructional Methods for Special Education 7-12(3 credits) - This course will focus on differentiated instruction unique to adolescents and young adult aged exceptional learners. An emphasis is placed on the methodology of facilitating the student’s learning in Least Restrictive Environments and transition to post-secondary goals. An introduction to assistive technology and mastery of learning strategies are included. Prerequisites: SPD 160 Intro to Special Education
Students pursuing the Special Education Generalist K-12 field endorsement will take the following courses in addition to those listed in the core courses above.
- EDU 216 Children's Literature (3 credits) - A study of children’s literature to include historical development, contemporary topics and trends, genre, author/illustrator study, and integration into the elementary curriculum.
- EDU 332 Development of Language Arts in Elementary and Middle School (3 credits) - To prepare emergent professionals to become confident in their ability to develop and implement quality instruction in the language arts, with an emphasis on writing, listening, and speaking. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of or concurrent enrollment in either EDU 340 Early Reading or EDU 341 Intermediate Reading
- EDU 341 Intermediate Reading (3 credits) - Current methods, materials, and research findings related to the teaching of reading in a balanced program at the intermediate level. Content area reading, vocabulary development, and comprehension will be addressed.Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and EDU 216 Children’s Literature
- EDU 423 Development of Social Studies in the Elementary and Middle School (3 credits) - To prepare emergent professionals to become confident in their ability to implement social studies and to create an environment in which students become confident learners and participants of social studies. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
- EDU 430 Literacy Assessment (3 credits) - The assessment, analysis, and instruction of children’s literacy development to include a field experience. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of EDU 340 Early Reading or EDU 341 Intermediate Reading, or graduate standing
- EDU 431 Development of Science in the Elementary and Middle School (3 credits) - To prepare emergent professionals to become confident in their ability to implement science activities and to create an environment in which students become confident learners and participants of science. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and completion of one course in General Studies biology or physical science
- EDU 432 Development of Mathematics in the Elementary and Middle School (3 credits) - To prepare emergent professionals to become confident in their ability to implement mathematics and to create an environment in which students become confident learners and participants of mathematics. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and completion of all coursework except the professional semester and clinical practice
- MAT 215 Mathematics for Elementary Teachers II (3 credits) - Probability and data analysis, geometry, measurement, problem-solving, reasoning and proof.Prerequisite: C- or better in MAT 210
- SPD 252 Instructional Methods for Special Education K-6 (3 credits) - This course will focus on differentiated instruction unique to elementary aged exceptional learners. An emphasis is placed on the methodology of facilitating the student’s learning in Least Restrictive Environments and transition to secondary education. An introduction to assistive technology and mastery of learning strategies are included. Prerequisites: SPD 160 Intro to Special Education
- SPD 254 Instructional Methods for Special Education 7-12 (3 credits) - This course will focus on differentiated instruction unique to adolescents and young adult aged exceptional learners. An emphasis is placed on the methodology of facilitating the student’s learning in Least Restrictive Environments and transition to post-secondary goals. An introduction to assistive technology and mastery of learning strategies are included. Prerequisites: SPD 160 Intro to Special Education
- SPD 435 Classroom Management through Social Emotional Learning K-6 (3 credits) -Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment; promotion of social competence; awareness of prosocial skills; and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of elementary learners. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
- SPD 436 Classroom Management Through Social-Emotional Learning 7-12 (3 credits) - Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment, promotion of social competence, awareness of prosocial skills, and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of secondary learners.Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
- SPD 458 Clinical Practice and Seminar for Special Education K-6 (6 credits) - This is a semester course of full day learning experiences in an elementary school under the supervision of a cooperating K-6 special educator and a supervisor from the School of Education and Behavioral Sciences. On-campus seminars will be offered periodically throughout the semester. Graded S/NC. Prerequisites: Admission to Clinical Practice (successful completion of Level 2 Benchmarks)
- SPD 460 Clinical Practice and Seminar for Special Education 7-12 (6 credits) - This is a semester course of full day learning experiences in a secondary school under the supervision of a cooperating 7-12 special educator and a supervisor from the School of Education and Behavioral Sciences. On-campus seminars will be offered periodically throughout the semester. Graded S/NC. Prerequisites: Admission to Clinical Practice (successful completion of Level 2 Benchmarks)
Plus one of the following:
- EDU 302 Curriculum, Standards, and Assessment in the Elementary School (3 credits) - A holistic view of curriculum planning, implementation, standards, and assessment in the elementary school. To understand and apply the knowledge and skills needed to benefit elementary student learning and growth, a primary focus in this course will be on the applications of data literacy and the employment of data analysis and evidence to develop supportive school environments that align curriculum, assessment, and instruction. This emphasis on data literacy will enhance the learner’s ability to understand the rationale for school districts in having a clear vision, mission, and purpose when making curriculum and assessment decisions and how these decisions connect with the overall history, culture, and traditions of a society. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
- EDU 318 Professional Communication (3 credits) - Students will examine the concepts of written and spoken communication as practiced in a healthy, productive school environment with a focus on human interaction. Students will evaluate their communicative ability in parent-teacher conferencing, staff meetings, and interpretations of test results and in day-to-day communication with students, colleagues, and administration. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
- EDU 340 Early Reading (3 credits) - Current methods, materials, and research findings related to the teaching of reading up through the primary level. Comprehension, fluency, phonemic awareness, and phonics instruction will be addressed. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and EDU 216 Children's Literature.
- EDU 350 The Middle Level Teacher (3 credits) - In this course, students will examine the history and philosophy of middle level education, the concepts of teaming and learning communities, knowledge specific to curriculum and learner-centered instructional design in the core subjects, assessment appropriate for middle level learners, and other organizational and communication models specific to middle level education. Prerequisite: Candidacy in Educator Preparation. Notes: This course should be taken prior to enrollment in EDU 332, 423, 431, 432, and the required sections of EDU 409.
- SOC 245 Race and Ethnic Relations (3 credits) - Study of the history, place, and role of ethnic and racial groups in American society. The course examines the social construction and consequences of majority-minority group relations to understand the differences and similarities in the adjustment processes of race and ethnic groups in American society.
- EDU 216 Children's Literature (3 credits) - A study of children’s literature to include historical development, contemporary topics and trends, genre, author/illustrator study, and integration into the elementary curriculum.
Popular pairings
Many students at Wayne State will add an extra endorsement to make themselves more marketable and expand their teaching abilities. Students who recently majored in Special Education at Wayne State also paired this program with one or more of the following endorsements
- Coaching (supplemental endorsement)
- Early Childhood Education PK-3 (supplemental endorsement)
- Early Childhood Inclusive Education (Birth - Grade 3) (field endorsement)
- Elementary Education (field endorsement)
- ESL Education (supplemental endorsement)
- Reading and Writing Education (supplemental endorsement)
- Spanish Education (subject endorsement)
Related programs
Students interested in the Special Education may also be interested in
Approved by the Nebraska Department of Education
Wayne State's educator preparation programs are approved by the Nebraska Department of Education.


Transfer to Wayne State
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- If you've taken courses at other institutions, you can transfer those credits to Wayne State.
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For me, choosing Wayne State was a no-brainer. For as long as I can remember, I have known Wayne State as a teacher's college, and I can confidently say that that is true. Wayne State offers so many opportunities for teachers to gain experience and to be in a classroom. All the experience I have been given has helped my abilities as a teacher grow. Because of all this experience, I am better prepared for my future career. With my degree, I would like to become a first grade teacher or a head special education teacher in a level three school.
Taylor Sanne
Clearwater, Nebraska
Majors: Special Education (K-6), Elementary Education (K-8), Early Childhood Eduation (PK-3)



For me, choosing Wayne State was a no-brainer. For as long as I can remember, I have known Wayne State as a teacher's college, and I can confidently say that that is true. Wayne State offers so many opportunities for teachers to gain experience and to be in a classroom. All the experience I have been given has helped my abilities as a teacher grow. Because of all this experience, I am better prepared for my future career. With my degree, I would like to become a first grade teacher or a head special education teacher in a level three school.


Taylor Sanne
Clearwater, Nebraska
Majors: Special Education (K-6), Elementary Education (K-8), Early Childhood Eduation (PK-3)
Department faculty

Jean Dorcey, MSE
Instructor
Jean Dorcey teaches special education courses at Wayne State College.

Carol Erwin, Ed.D.
Professor
Dr. Carol Erwin is a family and consumer sciences professor at Wayne State College. Erwin's teaching interests include online teaching and learning, nutrition and foods classes in FCS, and working with FCS teacher education students.

Carolyn Glackin, Ed.D.
Assistant Professor
Dr. Carolyn Glackin is an education professor at Wayne State College.

Joni Irlmeier, Ed.D.
Professor
Dr. Joni Irlmeier is an education professor at Wayne State College. Her teaching interests include literacy in K-8 school systems, as well as professional communication.

Kevin Lein, Ed.D.
Assistant Professor
Dr. Kevin Lein is an education professor at Wayne State College. His experience includes 15 years as a K-12 administrator and coach at every level; 20 years as a collegiate instructor, coach, and administrator; and six years as a K-12 teacher. Lein has been involved in educational initiatives as a local, state, and regional leader and was also a school board member.

Lucas Munter, MSE
Instructor
Lucas Munter is an education instructor at Wayne State College, teaching undergraduate level courses focusing on special educational needs (SENs).

Kristina Nelsen, Ph.D.
Assistant Professor
Dr. Kristina Nelsen is an education professor at Wayne State College. She teaches special education and education foundation courses.

Jenny Piening, DOT
Assistant Professor
Dr. Jenny Piening teaches in the School Administration graduate program.

Leigh Scruggs, Ph.D.
Associate Professor
Dr. Leigh Scruggs is an education professor at Wayne State College. She teaches undergraduate and graduate level courses focusing on special educational needs (SENs) in person and online. She is also the advisor for the MSE Special Education graduate program.

Michael Sieh, Ed.D.
Assistant Professor
Dr. Michael Sieh is an education professor at Wayne State College and oversees the Education Specialist graduate program.

Kim Snyder, Ed.D.
Assistant Professor
Dr. Kim Snyder is an education professor at Wayne State College, where she also serves as chair of the Department of Educational Foundations and Leadership.

Ben Vilkas, Ed.D.
Associate Professor
Dr. Ben Vilkas is an education professor at Wayne State College, teaching courses focused on strategies for teaching English learners as well as courses on curriculum, assessment, and best instructional practices in the elementary school classroom setting.

Sara Walsh, Ed.D.
Professor
Dr. Sara Walsh is an education professor at Wayne State College. She has implemented the co-teaching during clinical practice model, serves as the contact for this program, and leads the training workshops.
Get in touch
Department of Educational Foundations and Leadership
Benthack Hall, Room 111
Phone: 402-375-7389
Student clubs for Special Education majors
Kappa Delta Pi (Kappa Beta Chapter) - The WSC chapter of the KDP international honor society in education
NSEA Aspiring Educators - A professional organization for all education majors
Student Council for Exceptional Children (SCEC) - An education club for all students interested in advocating for children with disabilities

Accreditation and Rankings
Recognized for excellence
Top-Ranked Special Education Degree
College Factual ranked WSC’s Special Education degree at No. 10 overall in the Plains States Region for program quality and other factors.

A Top Public College in the Midwest
WSC was identified as one of the top public universities in the Midwest for 2025 by U.S. News & World’s Best Colleges ranking report.

A Top Education College of Distinction
Wayne State was recognized as a Top Education College for excelling in our commitment to educating future teachers.

Accredited by CAEP
WSC’s educator preparation programs are nationally accredited by CAEP, providing assurance that our programs meet rigorous standards of excellence.

Where you'll learn
Students in this program will take courses in Benthack Hall, home to WSC's family and consumer sciences programs, educator preparation, and counseling programs. Benthack Hall features state-of-the-art learning environments that include two education labs, a counselor training clinic, and labs for foods, textiles, apparel, and interior design.

Your next steps
