Summary of Changes

Anthony Normore, Department Chair

 

Special Education

College of Education                    

Division of Teacher Education

 

Master of Arts - Special Education

Education Specialist Instruction Credentials

Preliminary Credentials

Early Childhood Special Education

Mild/Moderate Disabilities

Moderate/Severe Disabilities

Clear Credential

Authorization/Certificate

Assistive Technology Specialist Certificate

Early Childhood Special Education Added Authorization

Faculty

Anthony Normore, Chair

Kelli Beard, Dawn Berlin, Carrie Ann Blackaller, Lynne Cook, Jamie Dote-Kwan, Kate Esposito, Caron Mellblom-Nishioka, Julie Seguin, Ann Selmi

Department Office: COE 1401, (310) 243-3496

Emeriti Faculty

Judith Jackson, Karl Skindrud

Special Education Program Description

The Special Education Program is designed to offer candidates both core and advanced specialization training in the delivery of special education services from infancy to adulthood. The program meets the needs of college graduates who wish to pursue careers in special education. Candidates can obtain the following: Master of Arts degree in Special Education, Education Specialist Instruction Preliminary Credentials (Mild/Moderate Disabilities, Moderate/Severe Disabilities, and Early Childhood Special Education), Education Specialist Instruction Clear Credential, Early Childhood Special Education Added Authorization, and Assistive Technology Certificate. Credential, authorization, and certificate course work combines theory, methods, and field experiences that enrich candidates teaching practices. Master degree level courses combine theory, field assignments, and a culminating experience that enhances candidates' professional expertise.

The following information is described in detailed on the California Commission on Teacher Credentialing (CCTC) website at http://www.ctc.ca.gov/credentials/CREDS/special-ed.html: The Education Specialist Instruction Credential authorizes the holder to conduct Educational Assessments related to candidate's access to the academic core curriculum and progress towards meeting instructional academic goals, provide instruction, and Special Education Support to individuals in the area of specialization listed on the credential in the following settings:

  • Resource rooms or services
  • State hospitals
  • Special education settings
  • General education settings
  • Special schools
  • Development centers
  • Correctional facilities
  • Non-public, non-sectarian schools and agencies
  • Home/hospital settings
  • Alternative and non-traditional instructional

The Education Specialist Instruction Credentials require specific course work to meet competencies established by the California Commission on Teacher Credentialing (CCTC). CSUDH Special Education programs are accredited by CCTC and the National Council on Accreditation of Teacher Education (NCATE). The requirements of the Individuals with Disabilities Education Act (IDEA), No Child Left Behind (NCLB) Act of 2001, California Curriculum Framework and Standards, and California Reading Initiative also serve as underpinnings for instruction, field supervision, and evaluation. 

Master of Arts in Special Education

The MA program prepares candidates to assume advanced roles in the field of Special Education. Current research and best practices in the field of Special Education underpin the curriculum. The program consists of a core of advanced coursework, electives, and a culminating experience (thesis or comprehensive exam) that support advance study in the field of Special Education. There are 30 units of course work with a minimum of 21 semester units completed in residence. Candidates who apply to both the Master of Arts Degree and the Clear credential must adhere to the requirements for both programs (e.g., GPA and course grade requirements).

Preliminary Credentials

The program offers the following Education Specialist Instruction Credentials:

  • Mild/Moderate Disabilities (M/M), includes specific learning disabilities; mild to moderate intellectual/developmental disabilities; other health impairments; serious emotional disturbance; and authorizes service in grades K-12 and classes organized primarily for adults through age 22.
  • Moderate/Severe Disabilities (M/S), includes autism; deaf-blindness; moderate to severe intellectual/development disabilities; multiple disabilities; serious emotional disturbance; and authorizes service in grades K-12 and classes organized primarily for adults through age 22.
  • Early Childhood Special Education (ECSE), includes the mild/moderate and moderate/severe disabilities listed above and traumatic brain injury; authorizes service to infants, toddlers, and young children from birth to age 5 with stated disabilities and their families.

Candidates can obtain these credentials via two options: Intern and Student Teaching. Both options, designed to be completed in two years, consist of pre-service, general and special education coursework, field experience, and a culminating Program Portfolio. 

The Student Teaching Option is a traditional credential pathway that allows student teachers to teach in public school P-12 classrooms under the guidance of a Master Teacher while completing university coursework. The program has formal agreements with school districts.

The Intern Option is an alternative credential pathway that allows candidates to work in P-12 schools as teachers-of-record while they complete university coursework necessary to become fully credentialed teachers. The" Special Education program has formal agreements with school districts, non-public school (NPS), or charter schools where interns are employed.

Clear Credential

The Commission has a two-tier special education teaching credential structure. A five-year Preliminary Education Specialist Instruction Credential is the first document issued after an individual has met basic credential requirements. The Clear credential is issued once ail credential requirements have been completed. The Clear credential program is based on completion of a CCTC approved Special Education Induction Program that focuses on the teacher's needs to expand and deepen knowledge, skills and abilities targeted to the teacher's employment and career goals in their development as a special education teacher. An individual with special education preliminary teaching credentials may complete the Clear credential requirements through the development of in Individual Induction Plan (IIP). The IIP includes appropriate professional development and/or course work designed to expand and apply the candidate's skills and knowledge based on the California Standards for the Teaching Profession. The IIP identifies the coursework, experiences, and/or tasks that must be completed and assessed while guiding the activities to support growth and improvement of professional practice.  

Admission Requirements

Below are the requirements for entry into the Special Education programs. General program admission requirements common to all programs are listed below followed by additional program specific requirements. Candidates may apply to the Preliminary or Clear credential, the MA, or the MA and Clear credential; candidates may not apply to the MA or Clear credential unless they hold a Preliminary credential. Candidates who chose to apply to the Clear credential and MA are advised to do so simultaneously. In addition to the admission requirements listed below, candidates are advised to follow the detailed requirements on the Special Education program application. 

General Program Admission Requirements

  1. Admission to the university;
  2. Application (with resume) to specific credential and/or MA degree program;
  3. A bachelor's degree from an accredited college or university; official transcripts of all college course history including degree posted;
  4. Acceptable grade point average (GPA): Preliminary credential programs require a 2.75 GPA in the last 60 semester units of upper division and the Clear credential and MA degree require a 3.0 GPA in the last 60 semester units of upper division and post baccalaureate work;
  5. Three professional references from supervisory individuals acquainted with the applicant's professional work with children or adolescents and his/her ability to complete successfully a graduate level program;
  6. Evidence of attendance at a special education orientation session before or during the first semester of classes;
  7. Satisfactory evaluation of file materials.  

Master of Arts in Special Education Admission Requirements

In addition to the General Program Admission Requirements the following MA requirements must be met: 

  1. Valid initial and/or advanced Special Education credential (e.g., California Level I/II, Preliminary/Clear, LH, SH, or Life Special Education Teaching Credential; out of state candidates must have equivalent credentials);
  2. Candidates who are applying to both the MA and Clear Credential must do so simultaneously;
  3. Successful admission to the university with the following conditions:
    1. Candidates who satisfy all the requirements for university and program admission will be admitted fully with Classified Standing;
    2. Candidates accepted with Conditional Standing will have one semester to meet the conditions for Classified Standing;
  4. Completion of the Graduate Writing Assessment Requirement (GWAR) before or during the first semester of classes. Candidates who do not obtain a GWE test score of 8 or higher must enroll in ENG 350 or an equivalent approved course during their second semester.  

Preliminary Credentials Admission Requirements

In addition to the general program admission requirements the following requirements are common for all Preliminary credential candidates (Intern and Student Teaching Options): 

  1. A passing score on the California Basic Educational Skills Test (CBEST);
  2. Demonstration of Subject Matter Competency for M/M and M/S only (NOTE: not a requirement for the ECSE credential) - see application for additional subject matter details;
  3. Evidence of passing U.S. Constitution requirement by course/test with minimum grade of C;
  4. Certificate of Clearance;
  5. Tuberculosis test and vaccinations verifications;
  6. Verification of 45 hours of Early Field Experience NOTE: Early Childhood Special Education candidates' Early Field Experience must be in general education Pre K (public and/or nonpublic).  

In addition to the general program admission requirements the following are specific for the Intern Option only: 

  1. Verification of full time employment in an appropriate teaching position in a public school district, non-public school (NPS), or charter school with CSUDH Memorandum of Understanding (Intern Agreement);
  2. Successful completion of the two pre-service courses (SPE 480 - Educating Exceptional Children and Youth and SPE 481- Educating Diverse Learners with Exceptionalities) with a grade of *B-" or better is required for advancement to Intern status. Candidates who hold a Preliminary or Level I credential in another specialization or General Education may take the Pre-services classes in the first semester of their Internship;
  3. Proof of advisement from the Intern Coordinator prior to applying for the Intern Credential;
  4. Submission of Intern Credential Application at the Student Services Center AND obtaining verification of the Intern Credential issued by CCTC.  

Clear Credential Admission Requirements

In addition to the general program admission requirements the following are specific for the Clear Credential

  1. Valid initial Special Education credential (e.g., California Level I or Preliminary; out of state candidates must have equivalent credentials);
  2. Certificate of Clearance;
  3. Tuberculosis test and vaccinations verifications.

Program Requirements

All programs require candidates to adhere to specific requirements throughout the length of the program. Foremost, candidates must adhere to all ethical and professional standards required by the university, professional organizations, and/or accrediting affiliations associated with the degree and credential. Candidates must, at all times, demonstrate high quality interpersonal skills with faculty, staff, fellow candidates, and others. If candidates fail to meet this requirement, they are subject to disqualification from the program. The following are the requirements for the MA degree and credential programs. 

Master of Arts in Special Education Program Requirements

  1. A minimum GPA of "B" in all coursework. Candidates must maintain a "B" average in all coursework. No course grade lower than a "C" may be used toward the MA. However, candidates who are simultaneously in the Clear and MA, no course grade lower than a "B-" may be used toward the Clear credential.
  2. Continuous Enrollment. Candidates are required to maintain enrollment throughout their MA program. Candidates who have completed the maximum number of required units but have not completed their culminating activity (e.g., thesis or comprehensive examination) must enroll in SPE 600 every semester. In order to enroll in SPE 600, candidates must submit an application form (available online) prior to enrollment (see University Policy on Continuous Attendance Requirement).
  3. Transfer Credit. A maximum of 9 units of coursework from an accredited college or university; coursework must be no older than seven (7) years from the date of MA degree completion.
  4. Time Limit on Coursework. Candidates must complete all of the requirements for the degree or credential within seven (7) years. This time limit commences with the semester of the earliest course used on the candidate's program of study. Outdated course work must be repeated and validated (see University Policy on Outdated Course work).
  5. Capstone Requirement for the Master's Degree. Candidates must complete a comprehensive examination, project or thesis and are required to make this decision when applying for classified standing. Candidates may retake the comprehensive examination one time provided the retake is within the 7-year limit. The thesis is not an option for someone who selected the exam option, but was unable to pass.  
  6. Candidates completing a thesis must enroll in SPE 599 for a minimum of two semesters. To satisfy the continuous enrollment policy, SPE 600 can only be taken for four semesters.

Preliminary and Clear Credentials Program Requirements

  1. A minimum GPA. Candidates must maintain a "B" average in all Special Education coursework. No course grade lower than a "B-" may be used toward any credential. NOTE: TED courses in the Preliminary credential may have a grade of WC."
  2. Field Experience. Candidates must have access to classrooms to complete field experience course work.
  3. Transfer Credit. A maximum of 9 units of coursework from an accredited college or university; coursework must be no older than seven (7) years from the date of credential completion.
  4. Time Limit on Coursework. Candidates must complete all of the requirements for the degree or credential within seven (7) years. This time limit commences with the semester of the earliest course used on the candidate's program of study. Outdated course work must be repeated and validated (see University Policy on Outdated Course work).  

Course of Study

Master of Arts Degree Course of Study (30 units)

A. Required Courses (21 units):

GED 500.  Research Methods in Education (3)

SPE 580. Advanced Assessment, Pedagogy and Instruction for Students with Disabilities (3)

SPE 581.  Collaborative Planning, Implementing and Evaluating Educational Programs for Students with Disabilities (3)

SPE 582.  Current Trends and Issues in Special Education (3)

SPE 583.  Education Law and Policy: Serving Students with Disabilities (3)

SPE 584.  Research I: Evidence Based Design and Inquiry (3)

SPE 585.  Research II: Evidenced Based Inquiry and Practice (3)

B. Elective Courses (9 units):

Candidates should select Electives from their Preliminary credential category as follows:

Mild/Moderate

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 567. Assessment of Students with Mild/Moderate Disabilities (3)

SPE 568. Instructional Strategies for Students with Mild/Moderate Disabilities (3)

Moderate/Severe

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 565. Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities (3)  

Early Childhood Special Education

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 554. Curriculum and Instruction in Early Childhood Special Education (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

Preliminary Education Specialist Credentials Course of Study

Early Childhood Special Education Credential: Student Teaching Option (42 units)

A. Required Courses (32 units):

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 549. Seminar in Infants and Toddlers in Early Childhood Special Education (2)

SPE 551. Biomedical Information and Technological Intervention with Children with Disabilities (3)

SPE 552. Communicative and Collaborative Partnerships with Families and Professional (3)

SPE 553. Assessment Early Childhood Special Education and with Moderate-Severe Disabilities (3)

SPE 554. Curriculum and Instruction in Early Childhood Special Education (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 560. Language Disorders and Communication (3)

SPE 561. Typical and Atypical Developmental and Assessment Issues in Special and General Education (3)

TED 403. Reading/Language Arts I: K-3 in Elementary Schools (3)  

B. Field Experience Requirements (10 units):

The following courses require candidates to submit an application in the semester prior to enrolling in the course: 

SPE 550. Field Work in Infants and Toddlers in Early Childhood Special Education (1)

SPE 575. Student Teaching in Early Childhood Special Education (9) 

Early Childhood Special Education Credential: Intern Option (47 units)

A. Required Courses (40 units):

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 523. Special Education Intern Initial Field Experience/Seminar (3)

SPE 525. Special Education Intern Advanced Field Experience/Seminar (3)

SPE 526. Special Education Intern Continuing Field Experience/Seminar (2)

SPE 549. Seminar: Infants and Toddlers in ECSE (2)

SPE 551. Biomedical Information and Technological Intervention with Children with Disabilities (3)

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 554. Curriculum and Instruction in Early Childhood Special Education (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 560. Language Disorders and Communication (3)

SPE 561. Typical and Atypical Developmental and Assessment Issues in Special and General Education (3)

TED 403. Reading/Language Arts I: K-3 in Elementary Schools (3)  

B. Field Experience Requirements (7 units):

The following courses require candidates to submit an application in the semester prior to enrolling in the course: 

SPE 550. Field Work in Infants and Toddlers in Early Childhood Special Education (1)

SPE 555. Practicum: Directed Teaching of Students in ECSE (6)  

Mild/Moderate Disabilities Credential: Student Teaching Option (42 units)

A. Required Courses (30 units):

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 503. Reading and Language Arts Instruction for K-12 Students with Disabilities (3)*

SPE 504. Reading and Language Arts Instruction for 9-12 Students with Disabilities (1)**

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 560. Language Disorders and Communication (3)

SPE 561. Typical and Atypical Developmental and Assessment Issues in Special and General Education (3)

SPE 567. Assessment of Students with Mild/Moderate Disabilities (3)

SPE 568. Instructional Strategies for Students with Mild/Moderate Disabilities (3)

TED 410. Methods for Teaching Mathematics (3)

 *SPE 503 is for teachers with a Single Subject or no general education credential.

**SPE 504 is for teachers with a Multiple Subject credential.

B. Field Experience Requirements (12 units):

The following courses require candidates to submit an application in the semester prior to enrolling in the course: 

SPE 556. Field Experience in General and Special Education, Student Teaching Option (3)

SPE 579. Student Teaching of Individuals with Mild/Moderate Disabilities (9)

Mild/Moderate Disabilities Credential: Intern Option (44 units)

A. Required Courses (38 units):

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 503 Reading and Language Arts Instruction for K-12 Students with Disabilities (3)*

SPE 504. Reading and Language Arts Instruction for 9-12 Students with Disabilities (1)**

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 523. Special Education Intern Initial Field Experience/Seminar (3)

SPE 525. Special Education Intern Advanced Field Experience/Seminar (3)

SPE 526. Special Education Intern Continuing Field Experience/Seminar (2)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 560. Language Disorders and Communication (3)

SPE 561. Typical and Atypical Developmental, and Assessment Issues in Special and General Education (3)

SPE 567. Assessment of Students with Mild/Moderate Disabilities (3)

SPE 568. Instructional Strategies for Students with Mild/Moderate Disabilities (3)

TED 410. Methods for Teaching Mathematics (3)  

*SPE 503 is for teachers with a Single Subject or no general education credential.

**SPE 504 is for teachers with a Multiple Subject credential. 

B. Field Experience Requirements (6 units):

The following course requires candidates to submit an application in the semester prior to enrolling in the course: 

SPE 569. Directed Teaching of Students with Mild/Moderate Disabilities (6) 

Moderate/Severe Disabilities Credential: Student Teaching Option (48 units)

A. Required Courses (36 units):

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 551. Biomedical Information and Technological Intervention with Children with Disabilities (3)

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 560. Language Disorders and Communication (3)

SPE 561. Typical and Atypical Developmental and Assessment Issues in Special and General Education (3)

SPE 565. Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities (3)

TED 403. Reading/Language Arts I: K-3 in Elementary Schools (3)

TED 410. Methods for Teaching Mathematics (3)  

B. Field Experience Requirements (12 units):

The following courses require candidates to submit an application in the semester prior to enrolling in the course: 

SPE 556. Field Experience in General and Special Education, Student Teaching Option (3)

SPE 576. Student Teaching of Individuals with Moderate/Severe Disabilities (9) 

Moderate/Severe Disabilities Credential: Intern Option (50 units)

A. Required Courses (44 units):

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 523. Special Education Intern Initial Field Experience/Seminar (3)

SPE 525. Special Education Intern Advanced Field Experience/Seminar (3)

SPE 526. Special Education Intern Continuing Field Experience/Seminar (2)

SPE 551. Biomedical Information and Technological Intervention with Children with Disabilities (3)

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 558. Managing Learning Environments in Special and General Education (3)

SPE 560. Language Disorders and Communication (3)

SPE 561. Typical and Atypical Developmental and Assessment Issues in Special and General Education (3)

SPE 565. Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities (3)

TED 403. Reading/Language Arts I: K-3 in Elementary Schools (3)

TED 410. Methods for Teaching Mathematics (3)  

B. Field Experience Requirements (6 units):

The following course requires candidates to submit an application in the semester prior to enrolling in the course: 

SPE 566. Directed Teaching of Individuals with Moderate/Severe Disabilities (6)  

Clear Education Specialist Credentials Course of Study (12 units)

SPE 570. Individual Induction Plan Development (3)

SPE 571. Individual Induction Plan Development (3)

SPE 580. Advanced Assessment, Pedagogy and Instruction for Students with Disabilities (3)

SPE 581. Collaborative Planning, Implementing and Evaluating Educational Programs for Students with Disabilities (3)  

Early Childhood Special Education Authorization (21 or 24 units)

The Early Childhood Special Education Added Authorization (ECSE AA) is designed for credentialed Special Education teachers who are interested in teaching young children (birth to pre-kindergarten) with special needs. The ECSE AA allows the credential holder to conduct educational assessments and evaluate progress toward meeting the instructional goals of these children who are eligible for special education services across a continuum of service options.

Admission Requirements

  1. Possession of a valid Level I, Preliminary, Level II, Clear, or Life Special Education Teaching Credential.
  2. A 2.75 grade point average in the last 60 semester units of college work.
  3. Three professional references from supervisory individuals acquainted with the applicant's work with children.

Required Courses

SPE 549. Field Experience Seminar: Infant, Toddler, and Preschool Interventions (2)

SPE 550. Field Experience: Infant, Toddler, and Preschool Interventions (1)

SPE 551. Biomedical Information and Technological Intervention with Children with Disabilities (3)

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 554. Curriculum and Instruction in Early Childhood Special Education (3)

SPE 555 Directed Teaching in Early Childhood Special Education (6) Or

*Course for candidates who are teachers-of-record in an ECSE assignment.

SPE 575. Student Teaching in Early Childhood Special Education (9)  

Assistive Technology Specialist Certificate (15 units)

The Assistive Technology Specialist Certificate program consists of five courses for a total of 15 units. Completion of the certificate will provide Special Education personnel with the skills necessary to perform functional evaluations, determine appropriate hardware/software adaptations, and locate assistive technology resources for disabled students.

Required Courses

SPE 530. Introduction to Assistive Technology (3)

SPE 531. Basic Assistive Technology (3)

SPE 532. Advanced Assistive Technology (3)

SPE 533. Administration of Assistive Technology Services (3)

SPE 537. Capstone Course in Assistive Technology (3)

Course Offerings

The credit value for each course in semester units is indicated for each term by a number in parentheses following the title. For course availability, please see the list of tentative course offerings in the current Class Schedule.

Upper Division

SPE 460          Introduction to Special Education (3).

Review of the field of exceptionality, including behavioral and learning characteristics of pupils with disabilities. Examination of developmental and program needs. Presentation of eligibility criteria, legal rights, legislation, and exemplary school programs for diverse learners with disabilities.

SPE 480          Educating Exceptional Children and Youth (3).

Review of the field of exceptionality, including behavioral and learning characteristic of students with mild, moderate and severe disabilities. Examination of developmental and program needs. Presentation of eligibility criteria, legal rights, legislation, and best practices for students with exceptionalities.

SPE 481          Educating Diverse Learners with Exceptionalities (3).

Designed to understand the relationship between cultural, home, and school influences and the effects these influences have on classroom teaching and learning and the utilization of appropriate materials and methods for students who are exceptional, culturally, ethnically and/or linguistically diverse.

SPE 495          Special Topics in Special Education (1-3).

Selected topics in special education. Repeatable course up tp six units.

Graduate

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

SPE 503          Reading and Language Arts Instruction for K-12 Students with Disabilities (3).

Prerequisite: SPE 480 and SPE 481.

An overview of principles of reading instruction and elements of the K-12 language arts program including literature-based reading, the role of phonics, emergent literacy and diagnosis and remediation of reading and writing difficulties.

SPE 504          Reading and Language Arts Instruction for 9-12 Students with Disabilities (1).

Prerequisite: SPE 480 and SPE 481.

This course prepares teacher candidates in the Education Specialist Mild/Moderate Program to develop and implement a comprehensive, integrated, interactive perspective to teaching reading/language arts in grades 9-12 classrooms. Candidates will develop skills needed to analyze and solve curriculum, instruction, assessment and management problems related to reading and language arts across the content areas.

SPE 505          Collaborating to Develop Self Determined Learners (3).

Prerequisite: SPE 480 and SPE 481.

This course is designed to develop expertise in working with stakeholders in the education of children and youth with special needs as they transition to different levels of education and into adulthood.

SPE 523          Special Education Intern Initial Field Experience/Seminar (3).

Prerequisite: SPE 480 and SPE 481.

Observation and evaluation of intern candidates' initial teaching competencies by university and school site supervisors. Candidates attend seminars bi-monthly. Fieldwork and seminars. Credit/no credit grading.

SPE 525          Special Education Intern Advanced Field Experience/Seminar (3).

Prerequisite: SPE 523.

Observation and evaluation of intern candidates' advanced teaching competencies by university and school site supervisors. Candidates attend seminars bi-monthly. Fieldwork and seminars. Credit/no credit grading.

SPE 526          Special Education Intern Continuing Field Experience/Seminar (2).

Prerequisite: SPE 523 and 525.

A repeatable course designed to review the teaching competencies of special education interns. University supervisor continues observation and evaluation of candidates' progress toward professional certification. Fieldwork and seminars. Credit/no credit grading.

SPE 527          Resource Specialist I: Program Planning (3).

Prerequisite: Clear Special Education Credential.

Surveys current special education laws and practices regulating appropriate identification, assessment, program planning, placement, parent appeal, and coordination of services for the education of the mildly handicapped in public and private schools.

SPE 530          Introduction to Assistive Technology (3).

Reviews the use of Assistive Technology as it relates to education, communication, vocation, recreation, and mobility for individuals with disabilities. Explore types of assistive technologies, functional assessments, resources, and district responsibilities.

SPE 531          Basic Assistive Technology (3).

Provides information regarding design and development of basic assistive technologies, compares human and system performance, and details the development of system interfaces and switches.

SPE 532          Advanced Assistive Technology (3).

Prerequisites: SPE 530 and SPE 531.

Teaches students to use and adapt a variety of assistive technology devices and software and apply these technologies in a wide range of integrated educational settings.

SPE 533          Administration of Assistive Technology Services (3).

Prerequisites: SPE 530 and SPE 531.

Provides students with information on a variety of administrative issues, including the role of the Transdisciplinary Team, identification of funding and other resources, specialized computer adaptations, legal and ethical issues, and effective evaluation.

SPE 537          Capstone Course in Assistive Technology (3).

Prerequisites: SPE 532 and SPE 533.

Students will apply assistive technology skills by performing functional assessments, developing technology goals/objectives, and selecting appropriate assistive technology services for the disabled.

SPE 549          Seminar in Infants and Toddlers in Early Childhood
Special Education (2).

Prerequisite: SPE 480 and SPE 481.

Co-requisite: SPE 550

Seminar on information and experiences in working with children from birth–3 years who have mild, moderate, or severe disabilities. Emphasis on learning how to address the needs of children and their families in a culturally sensitive family-centered professional manner.

SPE 550          Field Work in Infants and Toddlers in Early Childhood
Special Education (1).

Prerequisite: SPE 480 and SPE 481.

Co-requisite: SPE 549.

Supervised 40-hour practicum provides experiences working with children from birth–3 years who have mild, moderate, or severe disabilities. Emphasis on learning how to address the needs of children and their families in a culturally sensitive family-centered professional manner.

SPE 551          Biomedical Information and Technological Interventions with Children with Disabilities (3).

Prerequisite: SPE 480 and SPE 481.

Review of physical disabilities, presentation, etiology, behavioral/psychosocial sequelae, and impact on development. Medical care required for monitoring and ongoing management, technological procedures, and accommodations to facilitate full inclusion of medically fragile children in school and community settings. Field experience included.

SPE 552          Communicative and Collaborative Partnerships with
Families and Professional (3).

Prerequisite: SPE 480.

Overview of the family systems model for understanding families from diverse cultures with specific focus on the effects of disability on family functions and relationships. Use of effective communicate and collaborate with individuals with disabilities, their families and other stakeholders to establish and work in partnerships.

SPE 553          Assessment in Early Childhood Special Education and
Moderate-Severe Disabilities (3).

Prerequisites: SPE 480 and SPE 481.

Assessment and evaluation procedures for young children (birth to 5 years) with developmental disabilities or delays, and students with moderate-severe disabilities including formal and informal assessments and strategies to determine needs and strengths while incorporating family concerns and priorities.

SPE 554          Curriculum and Instruction in Early Childhood Special Education (3).

Prerequisites: SPE 480 and 481.

Current issues and best practices research in designing curriculum for children (birth to 5 years) with disabilities or who are at risk. Instructional intervention procedures and educational settings appropriate to the learner's develop-mental and functional needs.

SPE 555          Practicum Directed Teaching in Early Childhood Special Education (6).

Prerequisite: Student must be in the last semester of credential program.

Supervised experience working with young children with special needs (birth – 5 years) with mild, moderate and severe disabilities in early intervention and educational settings. Integrates learned theoretical models with every day situations in planning, implementing and evaluating intervention strategies. Seminar and fieldwork required. Credit/no credit grading.

SPE 556          Field Experiences in General and Special Education, Student Teaching Option (3).

Prerequisite: SPE 460 or 480, SPE 481 or 545, SPE 558, SPE 561, TED 403 or SPE 503..

Supervised observation and participation in general and special education settings (50 hours in each setting). General education focuses on classroom interactions and teaching responsibilities with students in pre-K-high school. Special Education focuses on classroom interactions and teaching responsibilities with students of mild/moderate/severe disabilities in infant through adult population. Fieldwork and seminar. Credit/no credit grading.

SPE 558          Managing Learning Environments in Special and General Education (3).

Prerequisite: SPE 480.

Survey and practice of research-based techniques for managing and motivating the behavior of students at-risk, or with mild, moderate or severe disabilities in special or general education settings. Examination of current laws, regulations and practices regarding behavior management in special education. Field projects included.

SPE 560          Language Disorders and Communication (3).

Prerequisite: SPE 480.

Basic concepts of language structure, normal and disordered speech and language development; relevant diagnostic-prescriptive methods for the classroom teacher; and the use of specialized services.  Additionally, theoretical perspective; cultural difference and the relationship between language disorders and academic learning.

SPE 561          Typical and Atypical Developmental and Assessment Issues in Special and General Education (3).

Prerequisite: SPE 480 and SPE 481.

Overview of development of children with and without disabilities including: physical growth/development, cognitive, motor, social/emotional development, cultural and genetic contributors to atypical outcomes. Integrates theory and research into effective practice for working with children who manifest a range of disabilities.

SPE 565          Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities (3).

Prerequisite: SPE 480 and SPE 481.

Review of current issues and research on effective teaching practices for students with moderate/severe disabilities. Practice in developing and delivering curricula appropriate to the student's development and functional needs. Generalization of effective teaching techniques to a variety of skill areas and environments. Field projects.

SPE 566          Directed Teaching of Individuals with Moderate/Severe Disabilities (6).

Prerequisites: Student must be in the last semester of credential program.

Supervised teaching in an approved public school program for individuals with moderate to severe disabilities. Focuses on the management of curriculum, behavior, and instruction and on professional partnerships in school and community settings. Fieldwork and seminars. Credit/no credit grading.

SPE 567          Assessment of Students with Mild/Moderate Disabilities (3).

Prerequisite: SPE 480 and SPE 481.

Acquisition of knowledge and skill in using formal and informal assessment and evaluation procedures for individuals with mild/moderate disabilities, including K-12 students with autism. Assessment information used to develop appropriate individual educational plans and curriculum management systems. Field projects required.

SPE 568          Instructional Strategies for Individuals with Mild/Moderate Disabilities (3).

Prerequisite: For Special Education Candidates: SPE 480 and SPE 481.

Review of issues and research regarding teaching practices effective for students with mild/moderate disabilities. Supervised practice in small group instructional strategies. Generalization of effective teaching techniques to a variety of curricula and content areas appropriate to students with learning difficulties.

SPE 569          Directed Teaching of Individuals with Mild/Moderate Disabilities (6).

Prerequisites: Student must be in the last semester of credential program.

Supervised teaching in an approved public school education program for students with mild/moderate disabilities. Focuses on the management of curriculum, behavior, and instruction and on professional partnerships in elementary/secondary/post secondary special education programs. Fieldwork and seminars. Credit/no credit grading.

SPE 570          Individual Induction Plan Development (3).

Knowledge and skills to develop a professional Individualized Induction Plan that focuses on teacher performance via inquiry and formative assessment of their teaching practice to improve student learning.

SPE 571         Individual Induction Plan Completion (3).

Prerequisite: SPE 570.

Knowledge and skills to complete a professional Individualized Induction Plan that focuses on teacher performance via inquiry and includes a comparison of formative and summative assessment of their teaching practice to improve student learning.

SPE 575          Student Teaching in Early Childhood Special Education (9).

Prerequisite: Student must be in the last semester of credential program in ECSE.

Supervised experience with young children (birth – 5 years) with mild, moderate and severe disabilities in early intervention and educational settings with the guidance of a master teacher. Integrates learned theoretical models with everyday situations in planning, implementing and evaluating intervention strategies. Seminars and fieldwork. Credit/no credit grading.

SPE 576          Student Teaching of Individuals with Moderate/Sever Disabilities (9).

Prerequisites: Student must be in the last semester of credential program.

Supervised teaching with the guidance of a master teacher in an appropriate public school special education program for students with moderate/severe disabilities. Focus on the management of curriculum, behavior, and instruction. Seminars and fieldwork. Credit/no credit grading.

SPE 579          Student Teaching of Individuals with Mild/Moderate Disabilities (9).

Prerequisites: Student must be in the last semester of credential program.

Supervised teaching with the guidance of a master teacher in an appropriate public school special education program for students with mild/moderate disabilities. Focus on the management of curriculum, behavior and instruction. Seminars and fieldwork. CR/NC grading.

SPE 580          Advanced Assessment, Pedagogy and Instruction for Students with Disabilities (3).

Advanced knowledge and application of current formal and informal assessment techniques and outcome-driven educational programming for culturally, linguistically, and economically diverse children/individuals with disabilities. Development of individualized educational plans including research based interventions and progress monitoring systems.

SPE 581          Collaborative Planning, Implementing and Evaluating Educational Programs for Students with Disabilities (3).

Knowledge and skills for effective collaboration and consultation with students, families, and professionals including central interaction processes for developing a range of academic, behavioral, vocational, and transition programs on behalf of individuals with disabilities.

SPE 582          Current Trends and Issues in Special Education (3).

Advanced study of pertinent topics related to federal, state, and local agencies and their role in special education; organization of special education programs and service delivery; the preparation of teachers of exceptional children and research and demonstration projects in the education of exceptional children.

SPE 583          Education Law and Policy: Serving Students with Disabilities (3).

Analysis of legislation, litigation, and administrative rulings related to special education. Emphasizes the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.

SPE 584          Research I: Evidence Based Design and Inquiry (3).

Prerequisites: GED 500.

Advance study of research in educational contexts through the application of evidenced-based inquiry practices. Research proposal design, methodology, and data collection.

SPE 585         Research II: Evidenced Based Inquiry and Practice (3).

Prerequisites: SPE 584.

Advance study of research in educational contexts through the application of evidenced-based inquiry practices and project development/implementation. Research project design, methodology, data analysis, interpretation and reporting of findings and implications for further research.

SPE 594          Independent Study (1-3).

Independent Study taken under the supervision of a faculty member. Repeatable course.

SPE 595          Graduate Selected Topics in Special Education (1-3).

Advanced course of special interests to graduate students in Special Education.  Topic and content will vary as announced.  Repeatable course.  One to three hours of seminar each week.

SPE 599          Graduate Capstone in Special Education (1-3).

Research and writing of thesis project for the master's degree.  Topic of research must be approved by graduate advisor.  Open only to thesis option graduate students.  Repeatable course.

Infrequently Offered Courses

The following course is scheduled on
a "demand" basis. Students should consult the department office for information about the next schedule offering.

SPE 528 Advanced Collaboration, Consultation, and Communication for Special Education Specialists (3).

Prerequisite: Possession of a Ryan (pre-1998) Special Education Credential or Admission to Level II of the new (post-1998) California Special Education Credential.

Elaboration on skills needed to fulfill the role of special education specialist with focus on consultation, collaboration, and staff development. Generalization of strategies for becoming effective decision maker/service providers to individuals with mild/moderate, moderate/severe disabilities; early childhood-secondary settings. Field projects.

SPE 529          Advanced Assessment Instruction and Curriculum Modification for Mild/Moderate Disabilities (3).

Prerequisite: Possession of a Ryan (pre-1998) Special Education Credential or Admission to Level II of the new (post-1998) California Special Education Credential.

Application of current formal and informal assessment techniques and outcome-driven educational programming for students with mild/moderate disabilities. Promising curriculum adaptation, self-advocacy, and data-based decision making procedures designed to facilitate participation in the core curriculum. Field projects.

SPE 541          Special Education Pre-Induction Planning for
Preliminary Level I Interns (1).

Development of a professional individual induction plan by university intern candidates at the beginning of their credential appropriate program. Roles and responsibilities of university advisor, employing agencies, support providers, and candidates are discussed. Credit/no credit grading.

SPE 543          Special Education Pre-Induction Planning Supervision (1).

Development of an individualized professional induction plan for each special education candidate upon completion of the final directed field experience (i.e. SPE 555, SPE 566 or SPE 569 in Level II standard credential programs or SPE 523 for Interns in Level I intern credential programs). Credit/no credit grading.

SPE 545          Multicultural Strategies for Culturally and Linguistically Different Exceptional Learners (3).

Course is designed to help teachers prepare and implement appropriate strategies for the identification, education and informal assessment of linguistically different exceptional learners. Included are strategies for working with parents and paraprofessionals. Projects requiring field experience included.

SPE 563          Transition Planning and Counseling in Special Education (3).

Prerequisite: SPE 460.

Information on transition practices for students with disabilities at various age and functioning levels. Overview of counseling techniques and strategies for working with individuals with special needs and their families. Relevant re-search, laws and regulations, and emerging practices. Field projects.

SPE 564          Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities (3).

Prerequisites: SPE 460 and SPE 558.

Formal and informal assessment, instructional planning, and curriculum development for children and adults with moderate/severe disabilities. Assessment of skills leading to functional independence in age-appropriate, developmental, domestic, community, recreation/leisure, vocational, and social environments. Field projects.

SPE 591          Current Issues in Special Education (2).

Prerequisite: Completion of all course work leading to the M.A. in Special Education.

Designed to help the graduate student in special education integrate all previous course work in the field. Legal and empirical evidence bearing on specific current issues will be reviewed and used as the basis of class discussion. CR/NC grading. Two hours of seminar per week.