A holder of a Special Education Credential may add an authorization to add expertise in areas of Special Education that were not part of their original credential authorization. Added Authorizations include: Autism Spectrum Disorder (ASD), Emotional Disturbance (ED) and Resource Specialist (RS).

(1969) Professor Emeritus of Special Education. B.A. 1951, Whittier College; M.A. 1956, California State University, Los Angeles; Ed.D. 1967, University of Kansas.

(1998) Professor of Special Education. B.M. Ed. 1984, Western Michigan University; M.S. 1988, M.A. 1990, San Diego State University; Ph.D. 1997, Claremont Graduate University.

(1975) Professor Emeritus of Special Education. B.S. 1950, M.Ed. 1952, University of Wisconsin-Milwaukee; Ph.D. 1959, Northwestern University.

Bilingual Authorization in Spanish, Korean, or Armenian may be obtained concurrently with the preliminary teaching credential or after students obtain their preliminary teaching credential. Students in any credential program other than the Traditional Program must be approved for the concurrent program by their program coordinator (ACT, Intern, FYI/JYI, ITEP, or Dual).

(1979) Professor Emeritus of Special Education. B.A. 1946, University of Chicago; M.A. 1970, California State University, Los Angeles; Ph.D. 1979, University of California, Los Angeles.

(1990) Professor of Special Education. B.A. 1968, Michigan State University; M.A. 1972, San Francisco State University; Ph.D. 1982, University of California, Los Angeles.

(2016) Associate Professor of Special Education. B.A. 2002, Shandong University; M.Ed. 2003, Boston University; Ph.D. 2012, University of Georgia.

(1990) Professor Emeritus of Special Education. B.A. 1971, M.A. 1971, San Francisco State University; Ph.D. 1985, University of California, Berkeley.

(2022) Assistant Professor of Special Education. B.A. 1998, Selcuk University; M.E. 2012, Arizona State University; Ph.D. 2021, University of Nevada Las Vegas.

The Dual Preliminary Single Subject/Education Specialist Credential in Mild/Moderate and Extensive Support Needs program allows candidates to earn the following three credentials: Preliminary Single Subject Credential Preliminary Education Specialist Credential in Mild/Moderate Support Needs Preliminary Education Specialist Credential in Extensive Support Needs In the Dual Program, candidates earn three credentials simultaneously in fewer units than …

The Master of Arts degree in Educational Therapy is an online program designed to prepare individuals to become Educational Therapy practitioners who are specifically trained to combine educational and therapeutic approaches that address the needs of children, adolescents and adults with learning challenges. Educational therapists provide intensive services to their clients, including creating and implementing …

Advanced Study in Educational Therapy Certificate The Educational Therapy post-M.A. degree certificate program, designed in collaboration with the Association of Educational Therapy (AET), provides M.A. degree students an opportunity to develop expertise and professional skills related to educational therapy. Completion of the certificate program, which includes courses and field experience, leads to the award of …

(1973) Professor Emeritus of Special Education. B.A. 1952, New York University; M.A. 1965, California State University, Los Angeles; Ed.D. 1970, University of California, Los Angeles.

(2003) Professor of Special Education. B.A. 1986, University of California, Santa Barbara; M.S. 1987, Teachers College, Columbia; Ph.D. 1999, University of Arizona.

(2011) Associate Professor of Special Education. B.A. 1996, University of California, Riverside; M.A. 2002, Azusa Pacific University; Ph.D. 2011, University of California, Riverside.

(2013) Department Chair of Special Education; Associate Professor of Special Education. B.A. 1999, M.A. 2002, California State University, Northridge; Ph.D. 2013, Chapman University.

(2000) Associate Professor of Special Education. B.Mus. 1973, State University of New York; M.S. 1975, Ph.D. 1981, University of Southern California.

(1970) Professor Emeritus of Special Education. B.S. 1963, M.Ed. 1964, University of Missouri; Ph.D. 1975, Texas Women’s University.

(1987) Professor Emeritus of Special Education. B.A. 1973, M.A. 1977, California State University, Northridge; Ph.D. 1986, University of Arizona.

(1975) Professor Emeritus of Special Education. B.A. 1960, California State University, Northridge; M.A. 1964, California State University, Los Angeles.

(2000) Executive Director and Endowed Chair for the Michael D. Eisner Center for Teaching and Learning; Professor of Special Education. B.A. 1991, M.Ed. 1992, Ed. S. 1995, College of William and Mary; Ph.D. 2001, University of California, Riverside.

(2000) Professor Emeritus of Special Education. B.A. 1984, University of California, Santa Barbara; M.A. 1994, California State University, Northridge; Ph.D. 2002, University of California, Santa Barbara.

Authorizes the holder to conduct assessments, provide instruction and special education-related services to individuals with a primary or secondary disability of deaf or hard of hearing, deaf-blind, autism spectrum disorders within the disability area and a hearing loss that manifests itself in conjunction with additional disabilities, including unilateral or bilateral, whether fluctuating, conductive, sensorineural and/or …

Authorizes the holder to conduct assessments, provide instruction and special education-related services to children from birth through kindergarten, with a primary eligibility of speech or language impairment, specific learning disability, mild/moderate intellectual disability, traumatic brain injury, other health impairment, autism spectrum disorder, deafness, hearing impairment, visual impairment including blindness, deaf-blindness, emotional disturbance, orthopedic impairment, developmental …

Authorizes the holder to conduct assessments, provide instruction and special education-related services to learners with extensive to mild support needs in kindergarten and grades 1-12, through age 22. Teacher candidates will complete course and fieldwork that will prepare them to work with learners across federal disability categories and support needs. Upon completion of the program, …

(1985) Professor of Special Education. B.A. 1976, M.A. 1977, The Ohio State University; Ph.D. 1987, University of California, Los Angeles.

(1990) Professor of Special Education. B.A. 1971, Purdue University; M.S. 1976, University of Southern California; Ph.D. 1989, University of California, Los Angeles.

(2023) Assistant Professor of Special Education. B.A. 1992, Gallaudet University; M.A. 1996, San Diego State University; Ph.D. 2023, Claremont Graduate University and San Diego State University Joint Doctoral Program.

The Special Education department at CSUN is committed to preparing educators who advocate for and provide service to students with all levels of support needs. Our program strives to dismantle systems that categorize, segregate, or limit student expectations on the basis of perceived disability label, level of support need, assumptions about language access or cultural/linguistic …

The Master of Arts degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Induction Education Specialist Credential programs. This degree is designed to prepare graduates for positions of leadership, advocacy and scholarship in schools, the community and within the overall profession of special education. Toward this end, faculty members …

The Master of Arts degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Induction Education Specialist Credential programs. This degree is designed to prepare graduates for positions of leadership, advocacy and scholarship in schools, the community and within the overall profession of special education. Toward this end, faculty members …

The Master of Arts degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Induction Education Specialist Credential programs. This degree is designed to prepare graduates for positions of leadership, advocacy and scholarship in schools, the community and within the overall profession of special education. Toward this end, faculty members …

This course provides students with an overview of the disability studies field. Students gain introductory knowledge about disability as a social, cultural, historical and political phenomenon. Drawing from interdisciplinary scholarship and multiple perspectives of people with disabilities, students are exposed to varying disability definitions, cultural meanings and representations, social justice and human rights issues, and …

This course is designed to help teacher candidates in the area of special education gain knowledge and understanding of typical and atypical development and the implications for educating students with disabilities. Candidates will gain knowledge related to the sources of developmental diversity, including both biological and environmental factors and how these factors can impact a …

This course is designed to provide education specialist candidates with the skills and knowledge needed to promote and reinforce prosocial skills using positive behavior support strategies. The three-tiered model (primary, secondary and tertiary supports) to positive behavior support will serve as the organizing framework for this course. Additionally, concepts around (a) trauma informed practices, (b) …

Prerequisite: Admission to the Preliminary Education Specialist Credential Program. Corequisite: SPED 400. This course is the first of two fieldwork practica in special education designed to provide credential candidates field experiences in K-12 schools serving deaf and hard-of-hearing students. Students observe/participate in the instruction of deaf and hard-of-hearing students across the age ranges from preschool …

Prerequisites: Restricted to candidates admitted to the Preliminary Education Specialist Credential Program, ITEP, or the Dual Preliminary Single Subject/Education Specialist Credential Program. Prerequisites for Preliminary Education Specialist Credential Program: SPED 400, SPED 511. Pre/corequisites for the Preliminary Education Specialist Credential Program: SPED 420. Pre/corequisites for Dual Preliminary Single Subject/Education Specialist Program: EPC 420, SED 521, …

Prerequisite: Admission to Preliminary Education Specialist Credential Program. MS Program Prerequisites: SPED 400, SPED 504MS. MS Program Pre/Corequisite: SPED 402. Pre/Corequisites for Dual Single Subject/Education Specialist Program: EPC 420, SED 521. This course is the first of two fieldwork practica in special education designed to provide credential candidates practical hands-on experience in K-12 schools. Accompanying …

This course is designed to provide information regarding the social-communication challenges faced by diverse learners, including students who are diagnosed with autism spectrum disorder (ASD). Emphasis will be placed on implications for intervention and instruction based on students’ learning characteristics, including: (a) the roles of social interaction and communication in cognition and learning; (b) specific …

Prerequisites: Restricted to candidates admitted to the Education Specialist Credential Program, ITEP, and Educational Therapy programs. This course is designed to prepare special education students to teach diverse learners with disabilities reading and language arts at the elementary and secondary levels. The course focuses on the design and delivery of comprehensive literacy programs consistent with …

This course focuses on the role of a special education teacher in fostering communication, language and early literacy development for students with disabilities, with mild to extensive support needs, including those who are emergent bilingual or multilingual. Students will learn about recommended and evidence based practices to assess and support students’ early language use and …

Prerequisites: Restricted to candidates admitted to the Preliminary Education Specialist Credential Program, ITEP, or the Dual Preliminary Single Subject/Education Specialist Credential Program. Prerequisites for Preliminary Education Specialist Credential Program: SPED 400 or SPED 541B, and SPED 407. Prerequisites for Dual Preliminary Single Subject/Education Specialist Program: EPC 420 and SPED 407. This course is designed to …

Prerequisites: Acceptance into the Preliminary Multiple Subject, Single Subject, Education Specialist, Dual Preliminary Single Subject/Education Specialist Credential programs or Educational Therapy certificate program. This course, designed for general and special education teacher candidates, emphasizes practical approaches to the design and implementation of equitable and responsive differentiated instruction for all learners. Foundational information on the rationales, …

May be taken prior to admission. This course examines atypical development in young children with disabilities and the interrelationships and implications of atypical development in motor, cognitive, sensory, language/speech and social/emotional areas. It is designed for professionals working in nursing, special education, physical and occupational therapy, speech and language, social work and child development. Emphasis …

Selected topics in special education, with course content to be determined.

Independent Study

May be taken prior to admission. This course focuses on communication strategies and early literacy development for young children with disabilities, including those who are learning English as a second language. Students will learn about recommended and evidence-based practices to assess and support these children’s early language use and communicative behaviors. They also will learn …

Prerequisites: SPED 400, SPED 406, and either SPED 403MME or SPED 506MMA or admission to the Educational Therapy Programs with pre/corequisites SPED 400 and SPED 406. Prerequisites for the Dual Single Subject/Education Specialist Program: EPC 420, SED 521. Pre/corequisite for Dual Single Subject/Education Specialist Program: SPED 403MME. This course is designed to provide candidates with the foundation for understanding the assessment process and to prepare students to be professional educators and …

Restricted to candidates admitted to the Preliminary Education Specialist Credential Program, ITEP or the Dual Preliminary Single Subject/Education Specialist Program. Prerequisites for ITEP and Preliminary Education Specialist Credential Program: SPED 400 or SPED 541B, SPED 406; Prerequisites for Dual Single Subject/Preliminary Education Specialist Program: EPC 420, SED 521. This course develops understanding of reading processes …

Restricted to candidates admitted to the Preliminary Education Specialist Credential Program, the Dual Preliminary Single Subject/Education Specialist Credential Program, the ITEP program, or the Master of Arts (M.A.) degree in Educational Therapy. Prerequisites for ITEP and Preliminary Education Specialist Credential Program: SPED 420 or SPED 541B, SPED 511, and EED 472, or EED 565M, or …

Prerequisites or Corequisites: SPED 400, SPED 403D. This course uses the historical context of deaf education to focus on current educational, political and social trends that affect the placement and instruction of deaf/hard of hearing students. The breadth of placements and age ranges within this diverse population are critically reviewed using current research in the …

Prerequisite: Admission to Preliminary Education Specialist Credential Program in Moderate/Severe Disabilities. This course is the first of the four specialization courses candidates in Moderate/Severe disabilities take and as such, serves as the course that provides a strong foundation for subsequent methodology classes. Topics include definition and identification of students with moderate to severe disabilities; federal legislation …

Prerequisites: SPED 400, SPED 504MS. This course examines models of assessment, curriculum and instruction appropriate for learners having moderate to severe disabilities. Candidates gather and analyze assessment data to identify individual student strengths and areas of needs. Candidates evaluate research to identify evidence-based instructional practices appropriate for this group of learners with an emphasis on …

Prerequisite: Must be enrolled in the Education Specialist Internship Program. DHH Intern Program Prerequisites: Taking the ASLPI is required prior to admission to the Intern Program; Passing the ASLPI is required prior to enrollment in the third semester of SPED 506D. Prerequisites to Intern Program: SPED 400, SPED 402, SPED 406, SPED 420. Prerequisites or Corequisites to …

Prerequisite: Must be enrolled in the Early Childhood Special Education Specialist Intern Program. SPED 506ECA–Prerequisites or Corequisites: SPED 431, SPED 532. SPED 506ECB–Prerequisite: SPED 506ECA; Prerequisite or Corequisite: SPED 520EC. SPED 506ECC–Prerequisite: SPED 506ECB; Corequisite: Taken in the last semester of the Preliminary Credential Program. This course is designed to provide ongoing support to candidates …

SPED 506MEA–Prerequisite: Must be enrolled in the Preliminary Education Specialist Internship Program. SPED 506MEB–Prerequisite: SPED 506MEA; Pre/Corequisites: SPED 400, SPED 511. SPED 506MEC–Prerequisite: SPED 506MEB; Pre/Corequisites: SPED 400, SPED 511. SPED 506MED–Prerequisites: SPED 400, SPED 406, SPED 407, SPED 420, SPED 503MME, SPED 506MEC, SPED 511; Pre/Corequisites: SPED 402, SPED 416, SPED 502MME, SPED 545; …

Prerequisite: Must be enrolled in the Education Specialist Internship Program. MS Intern Program Prerequisite or Corequisite with first and second semester of 506MS and Prerequisite to third semester of 506MS: EED 565M; SPED 400, SPED 402, SPED 406, SPED 416, SPED 504MS. Prerequisite or Corequisite with third semester of SPED 506MS and prerequisite to fourth semester of 506MS: SPED 420, SPED 505MS. Prerequisite or …

Prerequisite: Restricted to candidates admitted to the Preliminary Education Specialist Credential Program, Dual Preliminary Single Subject/Education Specialist Credential Program, ITEP, or the Master of Arts degree in Educational Therapy. This course is designed to provide candidates with the foundation for understanding the assessment process for learners with a range of support needs. Candidates will focus …

Prerequisite or Corequisite: SPED 431. Theory and practice of assessment and evaluation of infants, toddlers and young children with special needs. Examines the uses and limitations of current assessment practices for educational decision making with this population. Includes evaluation, selection and administration of assessment instruments for both young children and their families and use of …

This course may be taken prior to admission to the Preliminary Education Specialist Credential Program. The purpose of this course is to provide individuals with knowledge of program models, instructional methods, and curriculum in early childhood special education from preschool through kindergarten. Primary emphasis will be placed on tiered instruction, developmentally appropriate practices, and embedded …

Prerequisite: Restricted to candidates admitted to the Education Specialist Credential program in Early Childhood Special Education or admission to the Special Education master’s degree program. Recommended and evidence-based practices for working with families of infants, toddlers, and preschoolers receiving early intervention and early childhood special education services. An emphasis is placed on family-centered and culturally-responsive …

Prerequisite or Corequisite: SPED 431. Study of atypical patterns of motor development in infants, toddlers and preschool children with disabilities; and methods of assessment and intervention for fine and gross motor skills. An emphasis is placed on collaboration with families, physical and occupational therapists and other service providers in assessing motor, adaptive and sensory processing …

Prerequisite or Corequisite: SPED 431. This course identifies strategies for working with infants, toddlers and preschoolers whose multiple disabilities include vision impairments and/or hearing loss. An emphasis is placed on collaboration with families, vision and hearing specialists and other related services personnel in identifying children’s functional use of vision and hearing and adapting instructional materials, …

Prerequisites or Corequisites: SPED 402, SPED 404, SPED 500, SPED 520EC, SPED 532, SPED 535, SPED 536, SPED 537. Corequisites: SPED 578 or taken the semester immediately before SPED 578. The purpose of this course is to provide students with knowledge and skills to support the growth, development, and learning of infants and toddlers with …

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Residency Program. Corequisites: Multiple Subject Credential Candidates: ELPS 541A; EPC 500 or EED 500; EED 515, EED 520, EED 565M, EED 577, EED 559C, EED 567ACT. Single Subject Credential Candidates: ELPS 541A; EPC 420; SED 511, SED 514, SED 525XX, SED 554/S. Special Education …

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Residency Program; Successful completion of all Fall semester coursework. Corequisites: Multiple Subject Credential Candidates: ELPS 542A; EED 559F, EED 565S, EED 568ACT, EED 575; HSCI 465ELM; KIN 595PE. Single Subject Credential Candidates: ELPS 542A; HSCI 466ADO; SED 521, SED 529, SED 555, SED 555S. …

Prerequisites: CD 465, CD 566, CD 567 and the approval of the Department of Communication Disorders and Sciences. The student will spend a minimum of 135 hours on a K-12 school site under the supervision of a master teacher who is a speech language pathologist with a state license and Certification of Clinical Competency from …

Prerequisites: Restricted to candidates admitted to the Preliminary Education Specialist Credential Program or the Dual Preliminary Single Subject/Education Specialist in Mild/Moderate and Extensive Support Needs. Prerequisites for Preliminary Education Specialist Credential Program: SPED 400 or SPED 541B. Prerequisites for Dual Preliminary Single Subject/Education Specialist in Mild/Moderate and Extensive Support Needs: EPC 420. This course includes …

Prerequisites or Corequisites: SPED 403D, SPED 416, SPED 504D. This course addresses optimal communication environments for language acquisition and contrasts features of and communication strategies used by deaf parents and hearing parents with deaf children. General theoretical framework of language acquisition is covered, as well as strategies to assess and promote the basic interpersonal communication …

Prerequisites or Corequisites: SPED 406, SPED 560. Corequisite: SPED 565. This course is a systematic examination of principles, assessment and instruction of reading deaf and hard-of-hearing pupils. This course addresses the development of emergent literacy skills of young children and actual reading abilities. This course focuses on reading skills development, vocabulary acquisition, development of concepts …

Prerequisites or Corequisites: SPED 416, SPED 504D, SPED 560. This course is an examination of audiological and speech theory and practice pertinent to the teaching of deaf and hard-of-hearing students, with an emphasis on bilingual methods, procedures and materials used in teaching speech, speech reading and auditory training. Students will acquire knowledge and skills related …

Prerequisites or Corequisites: SPED 406, SPED 560. Corequisite: SPED 561D. This course is a systematic examination of various systems and methods that have been used to teach written English to deaf and hard-of-hearing students. Exploration of the facilitative role of ASL fluency on the subsequent acquisition of written English skills will be addressed. Strategies and …

Prerequisites or Corequisites: SPED 402, SPED 504D, SPED 560. This course examines assessment, curriculum and instruction appropriate for deaf and hard-of-hearing students across the age range. Candidates use research and contemporary theoretical orientations to evaluate, modify and/or design instructional materials for assessment, curriculum development and instruction in content areas. Emphasis is given to developing knowledge …

Prerequisites or Corequisites: SPED 402, SPED 504D, SPED 560. Deaf students with special needs have unique learning and behavioral characteristics that present many challenges to their teachers. This course will address characteristics, placement, modification of curriculum, instructional methods and educational materials to meet these students’ special learning and behavioral needs. Emphasis will be on establishing …

Each Early Childhood Special Education candidate is assigned to a program providing early intervention services to infant/toddlers with disabilities and their families. This fieldwork of at least 100 hours includes working with the families, participating in the design and implementation of individualized plans and activities to support the children’s development in all areas, ongoing data …

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Residency Program. Prerequisites or Corequisites: ELPS 541A; SPED 402, SPED 406, SPED 407, SPED 511, SPED 541B; EED 565M or SED 525XX. This course is the first of two supervised field experiences and seminars for residents in the ACT Mild/Moderate and Extensive Support Needs …

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Residency Program. Successful completion of all Fall semester coursework. Prerequisite or Corequisites: ELPS 542A; SPED 416, SPED 502MME, SPED 503MME, SPED 542B, SPED 545. This is the final special education field experience for residents in the ACT Mild/Moderate and Extensive Support Needs Education Specialist …

Prerequisites: All credential courses except SPED 563 and SPED 567D, both of which are prerequisites or corequisites for this course. Only one of the two, however, may be taken concurrently with student teaching. The other must be taken as a prerequisite. SPED 580D is the final special education fieldwork experience for students in the Deaf/Hard …

Prerequisites: Bachelor’s degree in Child and Adolescent Development or 12 units in approved Child and Adolescent Development or Early Childhood courses, SPED 402, SPED 431, SPED 500, SPED 532, and SPED 535. May be taken as a corequisite to SPED 520EC, SPED 536, or SPED 537 (although only one of these three may be taken …

Prerequisites: Admission to the Intern Program for the Educational Specialist Credential in ECSE or admission to the Special Education master’s program. Supervised fieldwork of at least 100 hours in preschool or pre-K settings with young children who have IEPs. Required of candidates in the Early Childhood Special Education Intern Program who are employed in early …

Restricted to candidates admitted to the Preliminary Education Specialist Credential Program, ITEP, or the Dual Preliminary Single Subject/Education Specialist Program. Prerequisites for Preliminary Education Specialist Credential: SPED 400, SPED 403MME, SPED 406, SPED 407, SPED 420, SPED 503MME, SPED 511. Prerequisites for Dual Preliminary Single Subject/Education Specialist Credential Program: EPC 420; SED 521, SED 525XX, …

Prerequisites: SPED 400, SPED 402, SPED 403MME, SPED 406, SPED 416, SPED 420, SPED 504MS, SPED 505MS. This course is the final special education fieldwork experience for students in the Moderate/Severe Education Specialist Preliminary Credential Program. Candidates complete this experience on-the-job or with a supervising teacher who serves diverse learners with moderate/severe disabilities. Student teaching consists of one complete semester, …

Prerequisites: Coursework required for approval of SPED 580ECSE/SPED 580MM/SPED 580MS. Corequisite: SPED 580. This seminar meets at regularly scheduled times during the semester as a concurrent seminar with student teaching to provide professional development opportunities for analysis of the fieldwork experience related to teaching effectiveness, assessment, individualized educational planning, program evaluations, case analysis and problem …

Prerequisites: SPED 400, SPED 504MS. Techniques for assessment and intervention of alternative communication skills other than speech for students with severe disabilities. Development and use of augmentative communication devices (both light- and high-technology). Teaching the communicative partner how to make use of augmentative devices during interactions.

Prerequisite: Restricted to candidates admitted to the CSUN Preliminary Education Specialist Credential program in Early Childhood Special Education (ECSE) prior to Fall 2022, or to those eligible for or already possessing a Preliminary Education Specialist Credential in ECSE authorizing the holder to serve in ages birth through pre-kindergarten. Designed for individuals who want to obtain …

Experimental Topics

Preparatory: Graduate standing. Regulations, current theory, research findings and model programs are considered and their implications are applied to the selection of appropriate assessment methods, curricular and instructional approaches, and multidisciplinary approaches for educating exceptional pupils.

Prerequisites: SPED 628DHH, SPED 628EC, SPED 628MM or SPED 628MS; Admission into the Teacher Induction Education Specialist Credential Program; Employed as a special education teacher in the area in which the candidate is authorized (EC, DHH, MM or MS). This one-unit class continues candidates’ professional growth through participation in mentoring activities and an online community …

Prerequisites: SPED 628DHH, SPED 628EC, SPED 628MM or SPED 628MS; SPED 614A; Admission into the Teacher Induction Education Specialist Credential Program; Employed as a special education teacher in the area for which the candidate is authorized (EC, DHH, MM or MS). This one-unit class continues candidates’ professional growth through participation in mentoring activities and an …

Prerequisite: Admission into the M.A. in Special Education or the M.S. in Applied Behavior Analysis. This course emphasizes the unique collaboration between behavior interventionists and early childhood special education teachers/early interventionists in serving the needs of infants, toddlers, and young children with social-emotional and behavioral needs and their families. It is intended to provide scholars …

Prerequisites: Completion of a Preliminary Basic Teaching Credential; Admittance in the Clear Credential and/or M.A. program. This course focuses on learners with intellectual disabilities in grades K-12 who experience language and academic challenges due to communication and cognitive delays. Through coursework and applied assignments, candidates will acquire the skills and knowledge needed to adapt and …

Prerequisites: A Preliminary Education Specialist Credential in Deaf and Hard of Hearing (DHH); Admission to the Teacher Induction Education Specialist Credential program; Verification of employment as a special education teacher in the area for which the candidate is authorized (DHH). SPED 628DHH is taken the first semester of the program. This course is designed to facilitate …

Prerequisites: A Preliminary Education Specialist Credential in Early Childhood Special Education (EC); Admission to the Teacher Induction Education Specialist Credential program; Verification of employment as a special education teacher in the area for which the candidate is authorized (EC). SPED 628EC is taken the first semester of the program. This course is designed to facilitate …

Prerequisites: A Preliminary Education Specialist Credential in Mild/Moderate Disabilities (MM); Admission to the Teacher Induction Education Specialist Credential program; Verification of employment as a special education teacher in the area for which the candidate is authorized (MM). SPED 628MM is taken the first semester of the program. This course is designed to facilitate beginning teachers’ …

Prerequisites: A Preliminary Education Specialist Credential in Moderate/Severe Disabilities (MS); Admission to the Teacher Induction Education Specialist Credential program; Verification of employment as a special education teacher in the area for which the candidate is authorized (MS). SPED 628MS is taken the first semester of the program. This course is designed to facilitate beginning teachers’ …

Prerequisites: Acceptance into the Teacher Induction Specialist Credential Program or the M.A. in Special Education; SPED 614A; SPED 614B; SPED 628DHH, SPED 628EC, SPED 628MM or SPED 628MS; and verification of employment as a Special Education teacher in ECSE, DHH, MM or MS. This is the final course in the Teacher Induction Education Specialist Program. Students …

Preparatory: SPED 400, SPED 431, SPED 508 or equivalent. Educational issues for students with intellectual disabilities who also have sensory impairments (visual and/or auditory). Information on specific visual and hearing disorders, psychosocial implications of these disabilities on the developing child, teaching strategies to address students with these disabilities, and adaptations and accommodations. (Offered Spring semester …

Prerequisite: Admitted to Clear Education Specialist Credential Program, Added Autism Authorization and/or Special Education master’s program. Corequisite SPED 404. The course addresses knowledge, skills and abilities to become proficient in implementing evidence-based and multi-faceted methodologies and strategies necessary in teaching and engaging students with autism spectrum disorders (ASD). Classroom application of interventions and emphasis on being part …

Prerequisites: Admission to the Special Education master’s program and prerequisite SPED 502MME; or admission to Educational Therapy programs with prerequisites SPED 400, SPED 406, SPED 501MM, SPED 503MME, SPED 672 and SPED 673; or admission to the Reading Certificate and Reading/Language Arts Specialist Credential program with prerequisites EED 625A/L or EED 625B/L and EED 595A. This course provides advanced study in the area of literacy. It is designed to …

Prerequisites: Admission to the Clear Education Specialist Credential Program or the Special Education master’s program and prerequisite SPED 501MM; or admission to Educational Therapy programs with prerequisites SPED 400, SPED 406, SPED 501MM, SPED 503MME, and pre/corequisite SPED 673. This master’s-level course is designed to examine the advanced skills educational therapists and other educators use when evaluating a student with …

Prerequisites: Admission to Educational Therapy programs, SPED 400, SPED 406, SPED 501MM and SPED 503MME. This beginning course in the Educational Therapy program provides an in-depth study of the educational therapist’s professional role and ethical responsibilities. Services of the educational therapist are compared to those of other professionals, and the interface between educational therapy and allied professions is reviewed. Responsibilities of …

Prerequisites: Admission to Educational Therapy programs, SPED 400, SPED 406, SPED 501MM, SPED 503MME, SPED 672 and SPED 673. Pre/Corequisite: SPED 671.The focus of this course is on case management. Students will analyze contextual influences, such as the school, family, community and culture that impact a student’s performance, and demonstrate the ability to serve in the role of case manager (e.g., prioritizing goals, …

Prerequisites: Admission to Educational Therapy programs; SPED 671, SPED 672, SPED 673 and SPED 676. SPED 679 is the culminating experience in the Educational Therapy program. Through a supervised internship, students will work with a client on an individual and ongoing basis to practice and further develop effective clinical skills. Students will be evaluated on each stage of the internship, including …

Prerequisite: Admission to the master’s program with classified status. This master’s level course is designed to provide information regarding the process of systematically researching an educational problem and to facilitate students’ ability to interpret and evaluate the research of others in special education and related fields. Students are exposed to various research methods from both quantitative …

Prerequisite: Admission to the master’s program with classified status. Prerequisite or Corequisite: SPED 681. This course provides an advanced educational experience for candidates in master’s degree programs in Special Education. It is designed as an opportunity for students to outline and research a topic of interest related to special education as related to their own …

Prerequisite: Admission to the master’s program with classified status. Prerequisite or Corequisite: SPED 681. This course provides an advanced educational experience for candidates in master’s degree programs in Special Education. It is designed as an opportunity for students to outline and research a topic of interest related to special education as related to their own …

Prerequisite: Admission to the master’s program with classified status. Prerequisite or Corequisite: SPED 681. This course provides an advanced educational experience for candidates in master’s degree programs in Special Education. It is designed as an opportunity for students to outline and research a topic of interest related to special education as related to their own …

Prerequisite: Admission to the master’s program with classified status. Prerequisite or Corequisite: SPED 681. This course provides an advanced educational experience for candidates in master’s degree programs in Special Education. It is designed as an opportunity for students to outline and research a topic of interest related to special education as related to their own …

Prerequisite: Admission to the master’s program with classified status. Prerequisite or Corequisite: SPED 681. This course is a guided advanced study of pertinent topics related to (a) federal, state, and local agencies and their role in special and rehabilitative education, (b) organization of special education programs, (c) the preparation of teachers of exceptional children, and …

Prerequisites: SPED 628 and admission to the Clear Education Specialist Credential Program, or admission to the master’s in Special Education. Advanced study of decision-making processes in early childhood special education, as influenced by personal values, ethics, public policy, law and the professional knowledge base. Consideration of issues related to policy and practice in early intervention and …

Experimental Topics

(Offered Fall semester.)

Prerequisites: SPED 681 and SPED 682 must be taken and passed with a grade of “B” or higher before students may register for the culminating experience (SPED 697 or SPED 698C). Directed Comprehensive Studies requires students to complete an examination in the form of an Action Research Project. The project is conducted throughout the semester. …

Prerequisite: Completion of all course requirements for the master’s degree. Preparatory: Acceptance by a departmental thesis committee of a thesis on a topic in the field of special education.

Independent study projects are designed in collaboration with a faculty member in Special Education.

The Teacher Induction Education Specialist Credential is a 2-year, individualized, job-embedded system of mentoring, support and professional development beginning in the candidates’ first year of teaching. Candidates complete a 14-unit* program: 6 units in semester one, 1 unit in semesters two and three, and 6 units in semester four. This program is designed for candidates …

The Teacher Induction Education Specialist Credential is a 2-year, individualized, job-embedded system of mentoring, support and professional development beginning in the candidates’ first year of teaching. Candidates complete a 14-unit* program: 6 units in semester one, 1 unit in semesters two and three, and 6 units in semester four. This program is designed for candidates …

The Teacher Induction Education Specialist Credential is a 2-year, individualized, job-embedded system of mentoring, support and professional development beginning in the candidates’ first year of teaching. Candidates complete a 14-unit* program: 6 units in semester one, 1 unit in semesters two and three, and 6 units in semester four. This program is designed for candidates …

The Teacher Induction Education Specialist Credential is a 2-year, individualized, job-embedded system of mentoring, support and professional development beginning in the candidates’ first year of teaching. Candidates complete a 14-unit* program: 6 units in semester one, 1 unit in semesters two and three, and 6 units in semester four. This program is designed for candidates …

(2020) Assistant Professor of Special Education. B.A. 2012, M.A. 2016, California State University, Northridge; Ph.D. 2020, University of Kansas.

Advanced Certificate in Transdisciplinary Intervention A University Certificate designed for post-bachelor’s students with a concentration of 18 units of selected coursework in the Early Childhood Special Education Credential Program. Provides interdisciplinary training to holders of bachelor’s degrees in one of the disciplines involved in providing early intervention services. Contact the department office at (818) 677-2596 …

(2001) Professor of Special Education. B.A. 1986, M.P.A. 1990, University of North Texas; Ph.D. 2001, Texas Woman’s University.

(2020) Assistant Professor of Special Education. B.A. 1997, M.A. 1998, University of California, Riverside; Ph.D. 2006, University of California, Los Angeles.