SPED 200SL. Introduction to Disability Studies (3)

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 …

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Burstein, Nancy D.

(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.

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Peckham-Hardin, Kathryn D.

(2000) Professor 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.

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Friedman-Narr, Rachel A.

(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.

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Hanreddy, Amy N.

(2013) Assistant Professor of Special Education. B.A. 1999, M.A. 2002, California State University, Northridge; Ph.D. 2013, Champman University.

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SPED 683. Current Trends in Special Education (3)

Prerequisite: Admission to the Master’s Program with Classified status. Prerequisite or Corequisite: SPED 681 and 682. This course is an 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 …

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SPED 655. Promising Practices and Interventions for Students with Autism (3)

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 …

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SPED 682EC, D, MM, MS. Advanced Graduate Research in Special Education (3)

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—Deaf and Hard of Hearing. It is designed as an opportunity for students to outline and research a topic of interest related to special education. Students meet …

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SPED 681. Graduate Research in Special Education (3)

Prerequisites: 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 …

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Early Intervention for Children with Special Needs/Birth to 5 Years

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 for more information about the …

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Educational Therapy, Advanced Study

Advanced Study in Educational Therapy Certificate The ET 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 the …

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Added Authorizations

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. Autism Spectrum Disorder, Emotional Disturbance, and Resource Specialist.  

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Clear (Induction) Education Specialist Credential

The Clear Education Specialist Credential is designed for candidates who hold a valid Preliminary Education Specialist Credential. Candidates in the Clear Credential Program are employed as teachers in the specialization area of their Credential or, if not employed, are conducting field work in their specialization area. This Program leads to completion of a Clear Education …

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Clear (Induction) Education Specialist Credential

The Clear Education Specialist Credential is designed for candidates who hold a valid Preliminary Education Specialist Credential. Candidates in the Clear Credential Program are employed as teachers in the specialization area of their Credential or, if not employed, are conducting field work in their specialization area. This Program leads to completion of a Clear Education …

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Clear (Induction) Education Specialist Credential

The Clear Education Specialist Credential is designed for candidates who hold a valid Preliminary Education Specialist Credential. Candidates in the Clear Credential Program are employed as teachers in the specialization area of their Credential or, if not employed, are conducting field work in their specialization area. This Program leads to completion of a Clear Education …

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Clear (Induction) Education Specialist Credential

The Clear Education Specialist Credential is designed for candidates who hold a valid Preliminary Education Specialist Credential. Candidates in the Clear Credential Program are employed as teachers in the specialization area of their Credential or, if not employed, are conducting field work in their specialization area. This Program leads to completion of a Clear Education …

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Preliminary Education Specialist Credential

Authorizes the holder to conduct assessments, provide instruction and special education-related services to individuals with a primary disability of autism, moderate/severe mental cognitive impairment, deaf-blind, emotional disturbance and multiple disabilities in kindergarten and grades 1-12 up to age 22. Classes organized primarily for adults in services across the continuum of program options available. Candidates are …

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Preliminary Education Specialist Credential

Authorizes the holder to conduct assessments, provide instruction and special education-related services to individuals with a primary disability of specific learning disabilities, mild/moderate mental retardation, other health impairment, emotional disturbance and autism spectrum disorders within the disability area in kindergarten and grades 1-12. Classes organized primarily for adults in services across the continuum of program …

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Preliminary Education Specialist Credential

Authorizes the holder to conduct assessments, provide instruction and special education-related services to children from birth through pre-kindergarten, with a primary disability of specific learning disabilities, mild/moderate mental retardation, traumatic brain injury, other health impairment, autism spectrum disorders, moderate/severe mental retardation, deaf, blindness, serious emotional disturbance and multiple disabilities in services across the continuum of …

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Preliminary Education Specialist Credential

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, sensori-neural and/or …

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Special Education

The Master of Arts Degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Clear 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 …

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Special Education

The Master of Arts Degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Clear 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 …

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Special Education

The Master of Arts Degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Clear 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 …

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Special Education

The Master of Arts Degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Clear 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 …

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Special Education

The Master of Arts Degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Clear 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 …

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Armstrong, Kenneth

(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.

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Barsch, Ray H.

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

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Bisno, Ann R.

(1979) Professor emerita 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.

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Forer, Ruth K.

(1973) Professor emerita 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.

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Hagen, Joyce C.

(1970) Professor emerita of Special Education. B.A. 1952, Stanford University; M.A. 1970, Ph.D. 1979, University of California, Los Angeles.

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Kulik, Barbara J.

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

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Linden, Joyce

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

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Ashton, Tamarah M.

(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.

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Chen, Deborah A.

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

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Goodwin, Vanessa A.

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

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Haney, Michele

(1988) Professor of Special Education. B.A. 1974, Goddard College; M.A. 1979, Castleton State College; Ph.D. 1988, University of California, Los Angeles.

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Kennedy, Virginia E.

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

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Lasky, Beth A.

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

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Murawski, Wendy W.

(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.

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Schneiderman, Ellen

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

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Sears, Sue

(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.

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Skylar, Ashley A.

(2004) Associate Professor of Special Education. B.A. 1996; M.A. 1999; Ph.D. 2004, University of Nevada.

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Spencer, Sally A.

(2005) Associate Professor in Special Education. B.M. 1977, California State University, Long Beach; M.A. 1997, California State University, Northridge.

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Weiner, Ivor

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

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SPED 400. Developmental Differences and Implications in Special Education (3)

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 …

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SPED 402. Behavioral Assessment and Positive Behavior Support (3)

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 3-tiered model (primary, secondary and tertiary supports) to positive behavior support will serve as the organizing framework for this course. The first part of the course will focus …

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SPED 403DHH. Early Field Experience in Deaf Education (3)

Prerequisite or Corequisite: SPED 400. This course is the first of 2 field work practical 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 through high school and across the …

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SPED 403MM, MS. Early Field Experience/Seminar in Special Education (3)

Prerequisite: Admission to Preliminary Education Specialist Credential Program. MM Program Prerequisites or Corequisites: SPED 400, 406. MS Program Prerequisites: SPED 400, 504MS. MS Program Prerequisite or Corequisite: SPED 402. This course is the first of two field work practica in special education designed to provide Credential candidates practical hands-on experience in K-12 schools. Accompanying seminars link …

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SPED 403D. Early Field Experience in Deaf Education (3)

Prerequisite or Corequisite: SPED 400. This course is the first of 2 field work 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 through high school and across the …

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SPED 404. Teaching Diverse Learners with Social-Communication Disabilities, including Autism (3)

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 …

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SPED 406. K-12 Literacy Instruction for Diverse Learners with Disabilities (3)

Prerequisites: Restricted to Candidates admitted to the Education Specialist Credential Program and ITEP. 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 state standards and …

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SPED 416. Educating Diverse Learners with Disabilities and Working With Their Families (3)

Prerequisites for MM Program: SPED 400, 403 MM, 406. Prerequisite or Corequisite for MM Program: SPED 501MM. Prerequisites for MS Program: SPED 400, 406. Prerequisite or Corequisite for MS Program: SPED 504MS. Prerequisites for DHH Program: SPED 400, 406. This course is designed to provide information regarding the education of diverse learners with disabilities. The …

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SPED 420. Improving the Learning of Students with Special Needs Through Differentiated Instruction and Collaboration (3)

Prerequisite: Restricted to candidates admitted to Credential Programs in Elementary, Secondary or Special Education or acceptance into the Educational Therapy Program; SPED 400, 406. Prerequisite for MM Program: SPED 403MM. Prerequisite for MS Program: SPED 504MS. Prerequisite or Corequisite for MS Program: SPED 505MS. This course is designed for general and special education teachers to …

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SPED 431. Atypical Development in Young Children with Disabilities (3)

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 …

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SPED 438CD. Student Teaching in Language, Speech and Hearing and Audiology (6)

Preparatory: Approval of the Department of Communication Disorders and Sciences. The student will spend 2 full school days per week in the Public School System under the supervision of a supervisory teacher. In addition, all candidates will be supervised by a University Faculty coordinator from the Department of Communication Disorders and Sciences. The student will …

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SPED 438CDA. Student Teaching in Severe Language Handicapped Aphasia (4)

Preparatory: Approval of the Department of Communication Disorders and Sciences. This course can be taken concurrently with or subsequent to SPED 438CD. The student will participate, during 1 semester, in 100 hours of student teaching in the Public School System in a classroom for severe language handicapped/aphasic pupils. This will be done under the supervision …

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SPED 496A-Z. Experimental Topics Courses in Special Education (1-3)

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

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SPED 500. Communication and Early Literacy Development of Young Children with Disabilities (3)

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 evidenced-based practices to assess and support these children’s early language use and communicative behaviors. They also will learn …

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SPED 501MM. Special Education Assessment of Diverse Learners with Mild/Moderate Disabilities (3)

Prerequisites: SPED 400, 403 MM, 406 or 506MMA. This course is designed to provide candidates with the foundation for understanding the assessment process and to prepare students to be professional educators and leaders in assessment. Candidates will focus on the educational assessment methods and procedures used in decision making and program planning for students with …

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SPED 502MM. Reading/Language Arts Instruction for Diverse K-12 Students with Mild/Moderate Disabilities (3)

Prerequisites: SPED 400, 406, 416; SPED 403MM or 506MMA/B. Prerequisite or Corequisite: SPED 501MM. This course develops understanding of reading processes and the reading and written language problems of students with mild/moderate disabilities. Emphasis is given to informal diagnostic assessment procedures and intensive focused intervention. Evidence-based approaches to supporting the development of individualized interventions in …

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SPED 503MM. Curriculum and Instruction in Math and Content Subjects for Learners with Mild/Moderate Disabilities (3)

Prerequisites: EED 565M or SED 525; SPED 400, 406, 416; SPED 403MM or 506MMA-C. Prerequisite or Corequisite: SPED 501MM. This course examines models of assessment, curriculum and instruction in math, writing and content subjects appropriate for students with mild to moderate disabilities. Students use research and contemporary theoretical orientations to evaluate, adapt, modify and/or design methodology, curriculum and instructional …

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SPED 504D. Foundations of Deaf Education (3)

Prerequisite or Corequisites: SPED 400, 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 field. …

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SPED 504MS. Teaching Learners with Moderate/Severe Disabilities (3)

Prerequisite: Admission to Preliminary Education Specialist Credential Program in Moderate/Severe Disabilities. This course is the first of the 4 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 …

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SPED 505MS. Curriculum and Instruction for Diverse Learners with Moderate to Severe Disabilities (3)

Prerequisites for the MS Program: SPED 400, 504MS. Prerequisite or Corequisite for the MS Program: SPED 402. This course examines models of assessment, curriculum and instruction appropriate for learners having moderate to severe disabilities. Students use research and contemporary best practices to evaluate, modify and/or design methodology and materials for assessment, curriculum development and instruction …

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SPED 506DH(A-D), MM(A-D), MS(A-D). Special Education Internship Field Experience (3-3-3-3)

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 3rd semester of SPED 506D. Prerequisites to Intern Program: SPED 400, 402, 406, 420. Prerequisites or Corequisites to 2nd …

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SPED 506EC(A-C). Early Childhood Special Education Internship Field Experience (3-3-3)

Prerequisite: Must be enrolled in the Early Childhood Special Education Specialist Intern Program. SPED 506ECA: Prerequisites or Corequisites with first semester SPED 431 and 402. SPED 506ECB : Prerequisites or Corequisites with second semester SPED 532, 537). SPED 506ECC: Prerequisites prior to third semester SPED 500, 535, 536; Corequisites with third semester SPED 520EC, 538. …

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SPED 520EC. Assessment and Evaluation in Early Childhood Special Education (3)

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 the young child and his/her family and use …

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SPED 532. ECSE Curriculum and Instruction (3)

May be taken prior to admission. Study of curriculum and methods for infants, toddlers and preschoolers with disabilities, focusing on the developmental areas of cognition, play and social interaction, and the CA Preschool Learning Foundations. The course includes an overview on designing environments to facilitate independent problem-solving and social interaction. (Offered once each year.)

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SPED 535. Collaboration with Families in Early Childhood Special Education (3)

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 practices that promote the family’s roles in the child’s development, family/professional collaboration in the development of the IFSP/IEP, and the family systems model in designing …

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SPED 536. Methods for Young Children with Disabilities: Motor and Adaptive Skills (3)

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 …

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SPED 537. Methods for Young Children with Multiple Disabilities: Sensory Impairments (3)

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, …

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SPED 538. Early Intervention Practices (3)

Prerequisites or Corequisites: SPED 402, 404, 431, 500, 520EC, 532, 535, 536, 537. Corequisite: 578EC. Taken with or the semester before 578EC–Field Work in ECSE: Infant/Toddler. The course content is designed for graduate level students from relevant disciplines (e.g., early childhood special education, communicative disorders, child development, nursing, physical therapy). Students will identify their roles …

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SPED 541B. Getting Started–Introduction to Teaching in Urban Schools (2)

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program; Admission into the ACT Program. Prerequisites or Corequisites for Multiple Subject Credential candidates: EED 515, 520, 559C, 565M, 567ACT, 559C; EED or EPC 500; ELPS 541A. Prerequisites or Corequisites for Single Subject Credential candidates: ELPS 541A; EPC 420; SED 511, 514, 525, …

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SPED 542B. Meeting the Needs of all Students in Urban Schools (1)

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program; Successful completion of all Fall semester coursework. Prerequisites or Corequisites for Multiple Subject Credential Candidates: EED 559F, 565S, 568ACT, 575; ELPS 542A; HSCI 496TH; KIN 595PE. Prerequisites or Corequisites for Single Subject Credential Candidates: ELPS 542A; HSCI 466ADO; SED 521, 555. Prerequisites …

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SPED 560. Development and Assessment of Language in Deaf and Hard of Hearing Students (3)

Prerequisites or Corequisites: SPED 403D, 416, 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 skills (BICS) …

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SPED 561D. Teaching Reading to Deaf and Hard of Hearing Students (3)

Prerequisite or Corequisites: SPED 406, 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 through …

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SPED 563. Audiology and Spoken English Development for Teachers of Deaf and Hard of Hearing Students (4)

Prerequisites or Corequisites: SPED 416, 504D, 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 to early …

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SPED 565. Teaching Written English to Deaf and Hard of Hearing Students (3)

Prerequisites or Corequisites: SPED 406, 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 activities …

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SPED 566D. Curriculum and Instruction for Deaf and Hard of Hearing Students (3)

Prerequisites or Corequisites: SPED 402, 504D, 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 and skills …

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SPED 567D. Teaching Deaf and Hard of Hearing Students with Special Needs (3)

Prerequisites or Corequisites: SPED 402, 504D, 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 programs that …

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SPED 578. Field Work in ECSE: Infant/Toddler (3)

Each Early Childhood Special Education candidate is assigned to a program providing early intervention services to infant/toddlers with disabilities and their families. This field work 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 …

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SPED 579ACT. Supervised Field Work with Exceptional Learners and Seminar (4)

Prerequisite: Restricted to candidates admitted to the Accelerated Collaboration Teacher (ACT) Preparation Program. Corequisites for MM Program: EED 565M or SED 525; ELPS 541A; SPED 400, 404, 406, 501MM, 541B. Other specializations should contact their advisor. Offered in the Fall semester only. This course is the first of 2 field work/seminar requirements for the ACT …

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SPED 580ACT. Advanced Field Work with Exceptional Learners and Seminar (6)

Prerequisite: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program. Prerequisites for MM Program: EED 565M or SED 525; ELPS 541A; SPED 400, 404, 406, 501MM, 541B. Corequisites for MM Program: ELPS 542A, SPED 402, 502MM, 503MM, 542B. Other specializations should contact their advisor. Offered Spring semester. This course is the final …

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SPED 580D. Student Teaching and Seminar in Deaf/Hard of Hearing (6)

Prerequisites: All credential courses except SPED 563 and 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 field work experience for students in the Deaf/Hard …

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SPED 580EC. Advanced Specialist Field work in Early Childhood Special Education (6)

Prerequisite: Bachelor’s Degree in Child and Adolescent Development or 12 units in approved Child and Adolescent Development or Early Childhood courses SPED 402, 431, 500, 532, and 535. May be taken as a Corequisite to SPED 520EC, 536, or 537 (although only one of these 3 may be taken concurrently with this course). One semester …

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SPED 580ECI. Advanced Specialist Field work in Early Childhood Special Education (3)

Prerequisites: Admission to the Intern Program for the Educational Specialist Credential in ECSE. Supervised field work 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 intervention programs or as an option for …

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SPED 580MM. Student Teaching and Seminar in Mild/Moderate Disabilities (6)

Prerequisites or Corequisites: EED 565M or SED 525; SPED 400, 402, 403MM, 404, 406, 416, 420, 501MM. Only one of these courses, however, may be taken concurrently with SPED 580MM. This course is the final special education field work experience for students in the Mild/Moderate Education Specialist Preliminary Credential Program. Candidates complete this experience on-the-job …

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SPED 580MS. Student Teaching and Seminar in Moderate/severe Disabilities (6)

Prerequisites: SPED 400, 402, 403MM, 406, 416, 420, 504MS, 505MS. This course is the final special education field work 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 1 complete semester, full-day assignment during which time the …

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SPED 580S. SPED 580S ECSE/MM/MS Advanced Specialist Field work Analysis In Education of Learners with IEPS (3)

Prerequisites: Coursework required for approval of SPED 580ECSE/MM/MS. 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 field work experience related to teaching effectiveness, assessment, individualized educational planning, program evaluations, case analysis and problem solving. …

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SPED 581. Augmentative and Alternative Communication (3)

Prerequisite: SPED 400, 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.

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SPED 612/L. Design and Development of Indirect Services in Special Education and Lab (2/1)

Prerequisites: Preliminary Education Specialist Level I Credential; Admitted to Clear Education Specialist Credential Program and/or Special Education Masters Program. Corequisite: SPED 612L. This course is designed for experienced educators who work with exceptional individuals to develop specialized knowledge regarding the critical elements involved in effective delivery of indirect services. It focuses on major theoretical positions …

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SPED 622. Career Education for Learners with Special Needs (3)

Prerequisites: Preliminary Education Specialist Credential; Admitted to Clear Education Specialist Credential Program and/or Special Education Master’s Program. Examination of current concepts, philosophies and methods in career education of exceptional individuals, as well as the exploration of the practical application of their potential in the work setting. Does not replace EDP 657 for PPS Credential. (Offered …

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SPED 628. Induction and Formative Assessment (3)

Prerequisites: Completion of the Preliminary Education Specialist Credential Program in the Specialization (MM, MS, DHH, ECSE); Admitted to the Clear Education Specialist Credential Program; Must be taken the first semester of the Program. This introductory course in the Clear Credential Program is designed to facilitate the transition from teacher preparation to induction. An overview of …

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SPED 638. The Role of the Special Educator in the Twenty-First Century (3)

Prerequisite: SPED 628 and/or acceptance into the Masters Program in Special Education. Prerequisite or Corequisite: 6 units of Clear Credential courses from the menu of Options or acceptance into the Masters Program in Special Education. This course is designed for special education teachers to develop advanced knowledge and skills of processes for effective collaboration, consultation …

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SPED 640. Physical and Multiple Disabilities (3)

Preparatory: SPED 400, 431, 508 or equivalent. Information pertaining to typical growth and development of children, and common physical disorders and their impact on development and learning. Transdisciplinary model of service delivery to address the needs of children and youth having physical and multiple disabilities. Specific information and techniques on physical positioning, lifting and carrying …

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SPED 642. Students with Multiple and Sensory Impairments (3)

Preparatory: SPED 400, 431, 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 only.)

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SPED 652. Educating Children with Emotional Disturbance (3)

Prerequisites: Preliminary Education Specialist Level I Credential; Admitted to Clear Education Specialist Credential Program and/or Special Education Master’s Program. Designed to study the behavioral characteristics of children with severe emotional disorders. Problems of social control, adjustment, effective curriculum and teacher evaluation. (Offered Spring semester only).

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SPED 671. Advanced Study of Literacy Problems (3)

Prerequisites: SPED 502MM; Admission to the Special Education Master’s Program or Post-M.A. Degree Certificate Program in Educational Therapy. This course provides advanced study in the area of literacy. It is designed to examine issues related to literacy processes, assessment and instructional practices, research methodologies and the relationships between language, literacy, schooling and culture. Emphasis is …

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SPED 672. Advanced Assessment (3)

Prerequisites: SPED 620; Admission to the Special Education Master’s Program or Post-M.A. Degree Certificate Program in Educational Therapy. Prerequisite or Corequisite: SPED 671. This Master’s-level course is designed to examine the advanced skills educational therapists and other educators use when evaluating a student with learning differences pertaining to clinical procedures and educational diagnosis. Coursework will …

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SPED 673. Principles of Educational Therapy for Individuals with Exceptional Needs (3)

Prerequisite: Admission to the Master’s Program or Certificate Program in Educational Therapy. 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 …

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SPED 676. Clinical Case Management (3)

Prerequisites: SPED 671, 672, 673; Admission to the Special Education Master’s Program or Post-M.A. Degree Certificate Program in Educational Therapy. 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 …

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SPED 677. Instructional Strategies for Adolescents and Young Adults with Mild/Moderate Disabilities (2)

Prerequisite: Preliminary Education Specialist Level I Credential; Admitted to Clear Education Specialist Credential Program and/or Special Education Master’s Program. Corequisite: SPED 677L. Analysis of major theoretical positions and methodologies for instruction of adolescents and young adults with mild/moderate disabilities. Examination of theoretical and empirical bases of specific instructional interventions, with emphasis on their use in …

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SPED 677L. Instructional Strategies for Adolescents and Young Adults with Mild/Moderate Disabilities Lab (1)

Corequisite: SPED 677. Application of major theoretical positions and methodologies in the education of youth with disabilities. Skill development in application of the concepts presented in SPED 677.

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SPED 679. Internship in Educational Therapy (3-6)

Prerequisites: SPED 671, 672, 673, 676; Admission to the Special Education Master’s Program or Post-M.A. Degree Certificate Program in Educational Therapy. 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 …

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SPED 683EC. Current Trends in Early Childhood Special Education (3)

Prerequisite: SPED 628. 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 strategies for advocacy and systems change.

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SPED 696. Graduate Research (1-3)

Preparatory: Acceptance by the Department of a Thesis on an advanced topic in the field of education.

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SPED 697. Directed Comprehensive Studies (3)

Prerequisites: SPED 681 and 682 must be taken and passed with a grade of “B” or higher before students may register for the culminating experience (SPED 697 or 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. Throughout the …

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SPED 698C. Thesis or Graduate Project (3-6)

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.

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SPED 699X, Y, Z. Independent Study (1-1-1)

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

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Mesaros, Richard A.

(1987) Professor emeritus of Special Education. B.A. 1974, California State University, Northridge; M.S. 1976, California Lutheran College; Ph.D. 1984, University of Wisconsin.

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Spagna, Michael E.

(1991) Dean, Michael D. Eisner College of Education; Professor of Special Education. B.S. 1984, Northwestern University; M.A. 1985, University of California, Los Angeles; Ph.D. 1991, University of California, Berkeley/San Francisco State University.

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