Earn your special education endorsement online. The Instructional Strategist curriculum prepares regular-license teachers to educate and inspire students with disabilities in a wide range of teaching and administrative roles. Learn through hands-on experiences that teach assessment, instructional strategies, and evidence-based practices for teaching students with special needs or disabilities. Choose from our endorsement options below. It's more than a lane change.
Instructional Strategist I prepares you to recognize and understand disabilities in students of various ages as well as the psychological factors that affect these students. You'll learn about transitional collaboration, effective teaching strategies, and ways to create meaningful learning experiences for students in grades K-8 and/or 5-12.
Instructional Strategist II prepares you to address the basic foundations of special needs, transition methods for students with behavior disorders and learning disabilities or intellectual disorders. The program dives into communication between parents and teachers, assessment of learning problems, social and behavior interventions, decision-making/problem-solving techniques in education, and teaching students with exceptionalities in a K-12 instructional setting. Choose a focus in behavior disorders/learning disabilities or intellectual disabilities.
Instructional Strategist I and II ALL combines both the Instructional Strategist I and II endorsements.
*To add the endorsement in the state of Iowa, 24 credit hours in special education is required.
If you are not teaching in the state of Iowa, contact us and we will check with your state's department of education to determine if NWC's Instructional Strategist II endorsement is comparable to and can be substituted for certification in your state.
100% online. 8-week courses.
Earning an endorsement will broaden your teaching opportunities, and it doesn't have to cost you time away from your other responsibilities. Northwestern College's online endorsements mean you can log into class each week to complete your coursework, whenever it's most convenient for you.
Take one online 8-week class at a time, completing two classes each semester, and you'll finish your endorsement in just over 1 year and be eligible for financial aid.
Program Requirements
Student Teaching
The Instructional Strategist I, II, or I and II ALL endorsements require student-teaching hours logged in a classroom with a supervising teacher. Student teaching can be completed in 15 days, typically in your own school!
*Some teachers do not need to complete the student teaching requirement depending on their certification.
Instructional Strategist I K-8
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills forrecognizing and effectively teaching students with various exceptionalities.Broad areas to be covered in this course are areas of exceptionalities,major trends and issues in special education with emphases on collaborationand inclusion, service delivery models, roles of general and special classteachers, individual education programs, and family and communityinvolvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needsof students with disabilities. Attention will be given to the definition,etiology, characteristics and various educational alternatives for each ofthe exceptionalities. Students will learn to design instructional programsfor success by building on the abilities, strengths, and interests ofexceptional students by using highly effective, research-based practices topromote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue ofassessment, including an examination of evaluation procedures, frompre-referral intervention, eligibility/placement/program decision-making toprogress monitoring of research-based instructional interventions based onResponse to Intervention (RTI). Students will examine a variety of formaland informal instruments and techniques used in assessing the strengths,needs, interests, and preferences of children and youth with exceptionallearning needs. The focus is placed on providing students with knowledgeand skills necessary for selecting, using, interpreting, and evaluatingresults from measurement and/or screening instruments and techniquescommonly employed by professionals to facilitate special educationplacement, Individual Education Program (IEP) development and evaluation ofthe effectiveness of that instruction using progress-monitoring techniques.Issues in assessment and instruction concerning multicultural and bilingualspecial education will also be addressed. (3 credits)
SPED 522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing,planning, organizing, implementing, and evaluating instruction based onknowledge of the student, the intended student outcomes, and the curriculum.The course focuses on students with mild to moderate disabilities, includingstudents with disabilities from diverse linguistic and cultural backgrounds.Topics include student characteristics, linking assessment with instruction,research-based methods and strategies, curriculum standards, accommodations,modifications, and the use of technology, including assistive technologydevices and services, to support student access to the general educationcurriculum. (3 credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learningthat govern human behavior as well as how these principles can be applied inthe classroom to help individuals with exceptional learning needs reachtheir maximum potential. Students will also learn how to measure andanalyze student behavior in order to evaluate student learning and makenecessary adjustment to teaching strategies for individuals with exceptionallearning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,related services personnel, and other support staff for collaborativeconsultation, teamwork and transition in serving the educational needs ofstudents and their families. Consideration of the role of home and parentsin the educational programming for exceptional children, and practical topositive strategies that can be used in working with parents. The context,content, processes, practices, and support of collaborative schoolconsultation will be addressed. (3 credits)
SPED 547 - Special Education Practicum: K-8
Endorsement #260 candidates will complete a supervised student teachingexperience in a Special Education setting. This practicum endorses thestudent teacher to become a teacher in a mild and moderate special educationprogram for children from K to eighth grade by preparing the student toschedule, evaluate, collaborate, write IEPs, and develop strategies toaddress special needs of children. This is a 15 day experiencewith time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on apass/no pass basis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Instructional Strategist I 5-12
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills forrecognizing and effectively teaching students with various exceptionalities.Broad areas to be covered in this course are areas of exceptionalities,major trends and issues in special education with emphases on collaborationand inclusion, service delivery models, roles of general and special classteachers, individual education programs, and family and communityinvolvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needsof students with disabilities. Attention will be given to the definition,etiology, characteristics and various educational alternatives for each ofthe exceptionalities. Students will learn to design instructional programsfor success by building on the abilities, strengths, and interests ofexceptional students by using highly effective, research-based practices topromote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue ofassessment, including an examination of evaluation procedures, frompre-referral intervention, eligibility/placement/program decision-making toprogress monitoring of research-based instructional interventions based onResponse to Intervention (RTI). Students will examine a variety of formaland informal instruments and techniques used in assessing the strengths,needs, interests, and preferences of children and youth with exceptionallearning needs. The focus is placed on providing students with knowledgeand skills necessary for selecting, using, interpreting, and evaluatingresults from measurement and/or screening instruments and techniquescommonly employed by professionals to facilitate special educationplacement, Individual Education Program (IEP) development and evaluation ofthe effectiveness of that instruction using progress-monitoring techniques.Issues in assessment and instruction concerning multicultural and bilingualspecial education will also be addressed. (3 credits)
SPED 522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing,planning, organizing, implementing, and evaluating instruction based onknowledge of the student, the intended student outcomes, and the curriculum.The course focuses on students with mild to moderate disabilities, includingstudents with disabilities from diverse linguistic and cultural backgrounds.Topics include student characteristics, linking assessment with instruction,research-based methods and strategies, curriculum standards, accommodations,modifications, and the use of technology, including assistive technologydevices and services, to support student access to the general educationcurriculum. (3 credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learningthat govern human behavior as well as how these principles can be applied inthe classroom to help individuals with exceptional learning needs reachtheir maximum potential. Students will also learn how to measure andanalyze student behavior in order to evaluate student learning and makenecessary adjustment to teaching strategies for individuals with exceptionallearning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,related services personnel, and other support staff for collaborativeconsultation, teamwork and transition in serving the educational needs ofstudents and their families. Consideration of the role of home and parentsin the educational programming for exceptional children, and practical topositive strategies that can be used in working with parents. The context,content, processes, practices, and support of collaborative schoolconsultation will be addressed. (3 credits)
SPED 548 - Special Education Practicum: 5-12
Endorsement #261 candidates will complete a supervised student teachingexperience in a Special Education setting. This practicum endorses thestudent teacher to become a teacher in a mild and moderate special educationprogram for children from 5 - 12 grade by preparing the student to schedule,evaluate, collaborate, write IEPs, and develop strategies to address specialneeds of children. This is a 15-day experience with time spentin both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no passbasis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Instructional Strategist II Behavior Disorders/Learning Disabilities
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills forrecognizing and effectively teaching students with various exceptionalities.Broad areas to be covered in this course are areas of exceptionalities,major trends and issues in special education with emphases on collaborationand inclusion, service delivery models, roles of general and special classteachers, individual education programs, and family and communityinvolvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needsof students with disabilities. Attention will be given to the definition,etiology, characteristics and various educational alternatives for each ofthe exceptionalities. Students will learn to design instructional programsfor success by building on the abilities, strengths, and interests ofexceptional students by using highly effective, research-based practices topromote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue ofassessment, including an examination of evaluation procedures, frompre-referral intervention, eligibility/placement/program decision-making toprogress monitoring of research-based instructional interventions based onResponse to Intervention (RTI). Students will examine a variety of formaland informal instruments and techniques used in assessing the strengths,needs, interests, and preferences of children and youth with exceptionallearning needs. The focus is placed on providing students with knowledgeand skills necessary for selecting, using, interpreting, and evaluatingresults from measurement and/or screening instruments and techniquescommonly employed by professionals to facilitate special educationplacement, Individual Education Program (IEP) development and evaluation ofthe effectiveness of that instruction using progress-monitoring techniques.Issues in assessment and instruction concerning multicultural and bilingualspecial education will also be addressed. (3 credits)
SPED 524 - Methods and Strategies for Students with Academic and Behavioral Disorders
This course will prepare teachers to work effectively with students who havelearning and behavior problems. Included are adequate procedures forteaching skill and content areas such as reading, math, oral and writtenexpression, and social and study skills. At the completion of the courseteachers should understand which methods are most effective with what typesof students and why. (3 credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learningthat govern human behavior as well as how these principles can be applied inthe classroom to help individuals with exceptional learning needs reachtheir maximum potential. Students will also learn how to measure andanalyze student behavior in order to evaluate student learning and makenecessary adjustment to teaching strategies for individuals with exceptionallearning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,related services personnel, and other support staff for collaborativeconsultation, teamwork and transition in serving the educational needs ofstudents and their families. Consideration of the role of home and parentsin the educational programming for exceptional children, and practical topositive strategies that can be used in working with parents. The context,content, processes, practices, and support of collaborative schoolconsultation will be addressed. (3 credits)
SPED 549 - Special Education Practicum: K-12
Endorsement #263 & 264 candidates will complete a supervised studentteaching experience in a Special Education setting. This practicum endorsesthe student teacher to become a teacher in a mild and moderate specialeducation program for children from K-12 by preparing the student toschedule, evaluate, collaborate, write IEPs, and develop strategies toaddress special needs of children. This is a 15-day experiencewith time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on apass/no pass basis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Instructional Strategist II Intellectual
Courses
SPED 516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills forrecognizing and effectively teaching students with various exceptionalities.Broad areas to be covered in this course are areas of exceptionalities,major trends and issues in special education with emphases on collaborationand inclusion, service delivery models, roles of general and special classteachers, individual education programs, and family and communityinvolvement. (3 credits)
SPED 518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needsof students with disabilities. Attention will be given to the definition,etiology, characteristics and various educational alternatives for each ofthe exceptionalities. Students will learn to design instructional programsfor success by building on the abilities, strengths, and interests ofexceptional students by using highly effective, research-based practices topromote student achievement. (3 credits)
SPED 520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue ofassessment, including an examination of evaluation procedures, frompre-referral intervention, eligibility/placement/program decision-making toprogress monitoring of research-based instructional interventions based onResponse to Intervention (RTI). Students will examine a variety of formaland informal instruments and techniques used in assessing the strengths,needs, interests, and preferences of children and youth with exceptionallearning needs. The focus is placed on providing students with knowledgeand skills necessary for selecting, using, interpreting, and evaluatingresults from measurement and/or screening instruments and techniquescommonly employed by professionals to facilitate special educationplacement, Individual Education Program (IEP) development and evaluation ofthe effectiveness of that instruction using progress-monitoring techniques.Issues in assessment and instruction concerning multicultural and bilingualspecial education will also be addressed. (3 credits)
SPED 523 - Methods and Strategies for Students with Intellectual Disabilities
This course introduces the history of intellectual disability. A criticalexamination of current definitions of intellectual disability and practicesin medical diagnosis of intellectual disability will be covered. A study ofthe biological, educational, social, and behavioral factors contributing tointellectual delays will be addressed. Consideration of current andhistorical educational practices for individuals with intellectualdisability and explore contemporary ethical, social, and the educationalissues that affect the lives of individuals with this label across thelifespan will be analyzed. Students will also learn how to measure andanalyze behavior in order to evaluate learning and make necessary adjustmentto teaching strategies for individuals with intellectual disability. (3credits)
SPED 545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learningthat govern human behavior as well as how these principles can be applied inthe classroom to help individuals with exceptional learning needs reachtheir maximum potential. Students will also learn how to measure andanalyze student behavior in order to evaluate student learning and makenecessary adjustment to teaching strategies for individuals with exceptionallearning needs. (3 credits)
SPED 550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,related services personnel, and other support staff for collaborativeconsultation, teamwork and transition in serving the educational needs ofstudents and their families. Consideration of the role of home and parentsin the educational programming for exceptional children, and practical topositive strategies that can be used in working with parents. The context,content, processes, practices, and support of collaborative schoolconsultation will be addressed. (3 credits)
SPED 549 - Special Education Practicum: K-12
Endorsement #263 & 264 candidates will complete a supervised studentteaching experience in a Special Education setting. This practicum endorsesthe student teacher to become a teacher in a mild and moderate specialeducation program for children from K-12 by preparing the student toschedule, evaluate, collaborate, write IEPs, and develop strategies toaddress special needs of children. This is a 15-day experiencewith time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on apass/no pass basis.)
Total Credits: 21 credit hours
A total of 24 credit hours in special education is required to add the endorsement in Iowa.
Most licensed teachers can transfer at least three credits in special education from their undergraduate degree in education. In cases where no prior coursework was taken in special education, an additional three credits of special education will be required to meet the state’s requirement
Make it a Masters!
Special Education M.Ed. + Endorsement
credits 36-42 | completion just over 2 years (6 to 7 semesters)
Seamlessly earn your endorsement alongside a Master of Education in Special Education or choose to do so after earning your Instructional Strategist Endorsement I or II. You can easily count your endorsement credits toward completing your M.Ed. in Special Education, here's how.
