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Special Education

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Michael D. Eisner College of Education

Faculty

  • Tamarah Ashton, Nancy Burstein, Deborah Chen, Michele Haney, Virginia Kennedy, Beth Lasky, Richard Mesaros, Wendy Murawski, Rachel Friedman Narr, Kathryn Peckham-Hardin, Ellen Schneiderman, Sue Sears, Ashley Skylar, Sally Spencer, Ivor Weiner

Faculty Emeriti

  • Kenneth Armstrong, Ray Barsch, Ann Bisno, June Downing, Ruth Forer, Joyce Hagen, Phillip Hansen, Barbara Kulik, Joyce Linden, Grace Lee, June Newkirk

Degree Programs

M.A. Special Education with specializations in:

  • Deaf and Hard of Hearing
  • Early Childhood Special Education
  • Educational Therapy
  • Mild/Moderate Disabilities
  • Moderate/Severe Disabilities
  • Credentials

Preliminary Education Specialist Credential in Deaf/Hard of Hearing, Early Childhood Special Education, Mild/Moderate Disabilities, and Moderate/Severe Disabilities

Professional Education Specialist Credential (Level II) Deaf/Hard of Hearing, Early Childhood Special Education, Mild/Moderate Disabilities, and Moderate/Severe Disabilities.

Certificate

Early Intervention for Children with Special Needs/Birth to 8 Years

Educational Therapy (Post M.A. Certificate)

Resource Specialist Certificate

Academic Advisement

All department faculty are available during their scheduled office hours or by appointment to advise students during the semester.

Program Coordinators

Graduate Programs: Wendy Murawski

Teacher Education: Sally Spencer

Level II Credential: Virginia Kennedy

Department Programs

A. Master’s Degree Program: The M.A. Degree Program builds upon the competencies developed in the Special Education Credential Program, preparing students for positions of leadership, advocacy and scholarship in the schools, the community, and within the overall profession of Special Education and for entry into doctoral programs. The M.A. Program includes specializations in Deaf and Hard of Hearing, Early Childhood Special Education, Educational Therapy, Mild/Moderate Disabilities, and Moderate/Severe Disabilities.

B. Teaching Credentials: The Education Specialist Credential prepares special education teachers to meet the educational, social, emotional, and vocational needs of children and adolescents with disabilities and their families. Education Specialist Credential Programs provide specialized course work, field experiences and student teaching for individuals interested in serving students with disabilities. The Department of Special Education offers a Preliminary Education Instruction Specialist Credential and Professional Education Specialist Credential (Level II) in Deaf/Hard of Hearing, Early Childhood Special Education, Mild/Moderate Disabilities, and Moderate/Severe Disabilities. Level II Credentials are designed for teachers who have completed the Level I credential.

C. Certificates: Early Intervention for Children with Special Needs/Birth to 8 Years, Educational Therapy (Post M.A. Certificate), and Resource Specialist.

Student Learning Outcomes of the Graduate Program

  • 1. Demonstrate competencies as a scholar in the field of special education.
  • 2. Exhibit leadership skills in the field of special education.
  • 3. Serve as an advocate for students with disabilities and their families.

Student Learning Outcomes of the Preliminary Credential Program

  • 1. Engage and support all students in learning.
  • 2. Create and maintain effective environments for student learning.
  • 3. Make subject matter comprehensible for student learning.
  • 4. Plan instruction and design learning experiences for all students.
  • 5. Assess student learning.
  • 6. Develop as a professional educator.

Student Learning Outcomes of the Level II Credential Program

  • 1. Ability to reflect on one’s own practice to support student learning and continued professional development.
  • 2. Advanced professional competencies as identified by the California Commission on Teacher Credentialing (CCTC).

The Master of Arts Degree In Special Education

The Master of Arts Degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Professional Level II 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 facilitate the development of student competencies in reflective dialogue, presentation, and written avenues of expression.

The Preliminary Education Specialist credential programs address beginning child and family-focused competencies for the educator of children with special needs. The Professional Level II Education specialist credential programs address more advanced child, school and community-focused competencies.

A. Requirements for Admission to the Program (Conditionally Classified Status)

  • 1. Baccalaureate Degree from an accredited university or college.
  • 2. Good standing at the last university attended.
  • 3. A minimum of a 2.5 grade point average in the last 60 semester units attempted
  • 4. Successful completion of a Preliminary Education Specialist Credential.

B. Requirements for Admission to the Program (Classified Status)

  • 1. An undergraduate grade point average of 3.0 or higher or a University approved aptitude test for graduate study (GRE or MAT)
  • a. Score at or above the 50th percentile on one of the three portions of the aptitude test of the GRE
  • b. Score at or above the 50th percentile on the MAT
  • 2. Successful completion of the Upper Division Writing Proficiency Exam with a score of 8 or better
  • a. 3.0 grade point average for all work taken as a Conditionally Classified student
  • b. Approval of a plan of study by the student’s advisor.
Other Requirements:
  • 1. A minimum of 30 units including a comprehensive examination, thesis, or a graduate project is required for completion of the Master of Arts degree.
  • 2. No more than 12 units of credit may be applied to a Master of Arts Degree program until classified status is attained.
  • 3. Courses more than seven years old will not be included in the total of 30 units required for the M.A. Degree. Students should see an advisor prior to selecting classes.
  • 4. Students in the DHH M.A. Program must pass the American Sign Language Proficiency Interview (ASLPI) at required level
  • 5. A 3.0 grade point average or higher in all work undertaken since admission to the program to be advanced to candidacy (approval to proceed to a thesis or comprehensive examination course).

A. Deaf/Hard-of-Hearing Master’s Requirements (30 Units)

1. Core Requirements (Prerequisite: Classified Status) (9 Units)

  • SPED 681 Graduate Research in Special Education (3)
  • SPED 682 Advanced Clinical Practicum in Special Education
  • (prerequisite or corequisite SPED 681) (3)
  • SPED 683D Current Trends in Special Education (pre-requisite or corequisite SPED 681, 682) (3)

2. Advanced Specialization Course Requirements (9 units)

  • SPED 561D Teaching Reading to Deaf and Hard of Hearing Students (3)
  • SPED 565 Teaching Written English to Deaf and Hard of Hearing Students (3)
  • SPED 566D Curriculum and Instruction for Deaf and Hard of Hearing Students (3)

3. Concentration Area (9 units)

  • (Courses satisfying Level I requirements may not be included in the concentration area) Selected strands of graduate coursework, to be determined in consultation with advisor, which will expand student knowledge of exceptionality and core skills with complementary content from related areas of study.

4. Culminating Experience (3 Units)

  • SPED 697 Directed Comprehensive Studies (3)
  • or SPED 698C Thesis or Graduate Project (3)

B. Early Childhood Special Education Master’s Requirements (30 units)

1. Core Requirements (Prerequisite: classified status) (9 Units)

  • SPED 681 Graduate Research in Special Education (3)
  • SPED 682 Advanced Clinical Practicum in Special Education (3)
  • SPED 683EC Current Trends in Special Education (3)

2. Advanced Specialization Course Requirements (6 units)

  • SPED 611 Collaborating to Meet the Needs of Special Populations (3)
  • or SPED 612/L Design and Delivery of Indirect Services in Special Education (3)
  • SPED 655 Theoretical and Empirical Bases of Education of Learners with Autism (3)

3. Concentration Area (9 units) (Courses satisfying Level I requirements may not be included in the concentration area)

  • Selected strands of graduate coursework, to be determined in consultation with advisor, which will expand student knowledge of exceptionality and core skills with complementary content from related areas of study.

4. Culminating Experience (3 Units)

  • SPED 697 Directed Comprehensive Studies (3)
  • or SPED 698C Thesis or Graduate Project (3)

C. Educational Therapy Master’s Requirements (36 Units)

1. Core Courses (9 Units) (Core Prerequisite: Classified Status)

  • SPED 681 Graduate Research in Special Education (3)
  • SPED 682 Advanced Clinical Practicum in Special Education (prerequisite or corequisite SPED 681) (3)
  • SPED 683 Current Trends in Special Education (prerequisite or corequisite SPED 681, 682) (3)

2. Advanced Specialization Course Requirements (15 Units)

  • SPED 673 Principles of Educational Therapy for Individuals with Exceptional Needs (3)
  • SPED 671 Advanced Study of Literacy Problems (prerequisite SPED 670) (3)
  • SPED 672 Advanced Assessment (prerequisite SPED 620, prerequisite or corequisite SPED 671) (3)
  • SPED 676 Clinical Case Management (prerequisites SPED 673, 671, 672) (3)
  • SPED 679 Internship in Educational Therapy (prerequisites SPED 673, 671, 672, 676) (3-6)

3. Concentration Area (9 units) (Courses satisfying Level I requirements may not be included in the concentration area)

  • SPED 611 Collaborating to Meet the Needs of Special Populations (3)
  • SPED 620 Assessment and Evaluation in Special Education (3)
  • SPED 670 Reading Processes (3)

4. Culminating Experience (3 units)

  • SPED 697 Directed Comprehensive Studies (3)
  • or SPED 698C Thesis or Graduate Project (3)

D. Mild/Moderate Disabilities Master’s Requirements (30 Units)

1. Core Requirements (prerequisite: classified status) (9 Units)

  • SPED 681 Graduate Research in Special Education (3)
  • SPED 682 Advanced Clinical Practicum in Special Education (3)
  • SPED 683 Current Trends in Special Education (3)

2. Advanced Specialization Course Requirements (9 Units)

  • SPED 611 Collaborating to Meet the Needs of Special
  • Populations (3)
  • SPED 620 Assessment and Evaluation in Special Education (3)
  • SPED 670 Reading Processes (3)

3. Concentration Area (9 units) (Courses satisfying Level I requirements may not be included in the concentration area)

  • Selected strands of graduate coursework, to be determined in consultation with advisor, which will expand student knowledge of exceptionality and core skills with complementary content from related areas of study.

4. Culminating Experience (3 units)

  • SPED 697 Directed Comprehensive Studies (3)
  • or SPED 698C Thesis or Graduate Project (3)

E. Moderate/Severe Disabilities Master’s Requirements (30 Units)

1. Core Requirements (prerequisite: classified status) (9 Units)

  • SPED 681 Graduate Research in Special Education (3)
  • SPED 682 Advanced Clinical Practicum in Special Education (3)
  • SPED 683 Current Trends in Special Education (3)

2. Advanced Specialization Course Requirements (9 Units)

  • SPED 611 Collaborating to Meet the Needs of Special
  • Populations (3)
  • SPED 622 Career Education for Learners with Special Needs (3)
  • SPED 695A Advanced Behavior Support (3)

3. Concentration Area (9 units) (Courses satisfying Level I requirements may not be included in the concentration area)

Selected strands of graduate coursework, to be determined in consultation with advisor, which will expand student knowledge of exceptionality and core skills with complementary content from related areas of study.

4. Culminating Experience (3 units)

  • SPED 697 Directed Comprehensive Studies (3)
  • or SPED 698C Thesis or Graduate Project (3)

Preliminary Education Specialist Instruction Credential Programs

  • A. Deaf/Hard of Hearing (DHH), 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 auditory neuropathy, from birth through age 22, and classes organized primarily for adults in services across the continuum of program options available.
  • B. Early Childhood Special Education (ECSE), 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 program options available.
  • C. Mild/Moderate Disabilities (MM), 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, grades 1 through 12, and classes organized primarily for adults in services across the continuum of program options available.
  • D. Moderate/Severe Disabilities (MS), 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, grades 1 through 12 to age 22, and classes organized primarily for adults in services across the continuum of program options available.
Candidates are provided the following alternative pathways to pursue a preliminary credential.
  • 1. The Traditional Program (DHH, ECSE, MM, MS) is designed primarily as a post B.A. program for candidates in non-teaching or teaching positions interested in flexible scheduling.
  • 2. The Intern Program (DHH, ECSE, MM, MS), a post B.A. two-year Program (including summers), is designed for teachers who have an intern credential and are hired in a cooperating school district. Interns must take a minimum of 6 units each semester including three units of the SPED 506 Intern Practicum/Seminar. Interns receive classroom support and mentorship throughout the program by University and district personnel. Contact Tamarah Ashton at 818-677-4869 or tamarah.ashton@csun.edu for Intern Program advisement. Candidates in the DHH, ECSE and MS areas must consult with an advisor in their area of specialization.
  • 3. The Accelerated Collaborative Teacher (ACT) Preparation Program (DHH, MM, MS) is a post B.A. full-time two semester (MM) or three semester (MS, DHH) program. Candidates begin the program fall semester and progress through the program as a cohort. The ACT Advisor, Nancy Burstein, can be contacted at (818) 677-2596 or nancy.burstein@csun.edu.
  • 4. The Integrated Teacher Education Program (MM, MS) is an undergraduate program. Candidates begin as freshmen or enter the two-year option as transfer students. Contact Sue Sears at (818) 677-2552 or sue.sears@csun.edu for more information.

A. Deaf and Hard of Hearing

1. Traditional Education Specialist Teaching Credential Program in Deaf/Hard-of-Hearing (49 units)

(Must meet admission requirements as described in the credential section).

Courses Required Prior to SPED 580DHH Student Teaching
  • SPED 400 Developmental Differences and Implications in Special Education (3) (may be taken prior to admission)
  • SPED 402 Behavioral Assessment and Positive Behavioral Supports (3) (may be taken prior to admission)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3) (Prerequisite: admission to post baccalaureate credential program or ITEP)
  • SPED 416 Educating Diverse Learners with Disabilities and Working with their Families (3) (Prerequisites SPED 400, SPED 406)
  • SPED 420 Improving the Learning of Students with Special Needs through Differentiated Instruction and Collaboration (3) (Prerequisites SPED 400, SPED 406)
  • EED 565M Mathematics Curriculum and Methods (3)
  • or SED 525 Methods of Teaching Single Subject (3)
  • SPED 403D Early Field Experience in Deaf Education (3) (pre/ corequisite SPED 400)
  • SPED 504D Foundations of Deaf Education (3) (pre/ corequisites: SPED 400, SPED 403D)
  • SPED 560 Development and Assessment of Language in DHH Students (3) (pre/corequisites 403D, SPED 416, SPED 504D)
  • SPED 561D Teaching Reading to DHH Students (3) (pre/ corequisites SPED 406, SPED 560; corequisite SPED 565)
  • SPED 565 Teaching Written English to DHH Students (3 (pre/corequisites SPED 406, SPED 560; corequisite SPED 561D)
  • SPED 566D Curriculum and Instruction for Deaf and Hard of Hearing Students (3) (pre/corequisites SPED 402, SPED 504D, SPED 560)
Other Requirements Prior to SPED 580D Student Teaching
  • • Basic Skills and Subject Matter Requirement:

Recommended option for individuals interested in teaching at the elementary level: Passage of CSET Multiple Subject Exam and CSET Writing Skills or passage of a CSET Multiple Exam and CBEST.

Recommended option for individuals interested in teaching at the secondary level: Passage of a CSET Single Subject Exam and CBEST or completion of approved subject matter program and passage of the CBEST.

  • • Passage of American Sign Language Proficiency Interview (ASLPI)
  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of “C” or better is required in all courses)
  • • Fingerprint Clearance
  • • Submission of Student Teaching Application and approval to student teach by Credential Office. (Application for student teaching is required in the semester prior to student teaching.)
Courses Required Prior to or Concurrent with SPED 580D Student Teaching (only one course may be completed concurrently with SPED 580D)
  • SPED 563 Audiology and Spoken English Development for Teachers of DHH Students (4) (pre/corequisites SPED 416, SPED 504D, SPED 560)
  • SPED 567D Teaching Deaf and Hard of Hearing Students with Special Needs (3) (pre/corequisites SPED 402, SPED 504D, SPED 560)
  • SPED 580D Student Teaching and Seminar in Deaf and Hard of Hearing with a grade of “B” or better (6).
Required Prior to Applying for the Credential
  • • Bachelor’s Degree from an accredited institution of higher education
  • • U.S. Constitution (course or exam)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
  • • Overall GPA of 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of C or better is required in all courses.

2. Intern Education Specialist Program in DHH (52 units)

(Must meet admission requirements as described in the credential section).

Preservice Component

All applicants are required to complete a minimum of 120 hours of Pre-service Preparation. This preparation includes classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English learners. Applicants without a valid teaching credential satisfy the Pre-service Preparation component through a combination of credential coursework, on-line instructional modules, and documented field experience (see intern advisor).

Preservice coursework
  • SPED 400 Developmental Differences and Implications in Special Education (3) (may be taken prior to admission)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3) (Prerequisite: admission to post baccalaureate credential program)
  • SPED 420 Improving the Learning of Students with Special Needs through Differentiated Instruction and Collaboration (3) (Prerequisites SPED 400, SPED 406, SPED 416)
  • SPED 402 Behavioral Assessment and Positive Behavioral Supports (3) (may be taken prior to admission)
Semester 1
  • SPED 504D Foundations of Deaf Education (3) (pre/ corequisites: SPED 400, SPED 506DHA, SPED 403D)
  • SPED 560 Development and Assessment of Language in DHH Students (3) (pre/corequisite SPED 416, SPED 504D)
  • SPED 506Da SPED Field Experience/Seminar (3)
Semester 2
  • SPED 561D Teaching Reading to DHH Students (3) (pre/ corequisites SPED 406, SPED 560, SPED 565)
  • SPED 565 Teaching Written English to DHH Students (3) (pre/corequisites SPED 406, SPED 560, SPED 561D)
  • SPED 506Db SPED Field Experience/Seminar (3)
Summer 1
  • SPED 416 Educating Diverse Learners with Disabilities and Working with their Families (3) (Prerequisites SPED 400, SPED 406)
Other Requirements Prior to SPED 506DH (3rd semester)

Passage of the American Sign Language Proficiency Interview (ASLPI)

Semester 3
  • EED 565M Mathematics Curriculum and Methods (3)
  • or SED 525 Methods of Teaching Single Subject (3)
  • SPED 563 Audiology and Spoken English Development for Teachers of DHH Students (4) (pre/corequisites SPED 416, SPED 504D, SPED 560)
  • SPED 506cD SPED Field Experience/Seminar (3)
Other Requirements Prior to SPED 506DHD (4th semester)
  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
Semester 4
  • SPED 566D Curriculum and Instruction for Deaf and Hard of Hearing Students (3) (pre/corequisites SPED 402, SPED 504D, SPED 560)
  • SPED 567D Teaching Deaf and Hard of Hearing Students with Special Needs (3) (pre/corequisites SPED 402, SPED 504D, SPED 560)
  • SPED 506Dd SPED Field Experience/Seminar (3)

3. Accelerated Collaborative Teacher (ACT) Education Specialist Program in Deaf/Hard of Hearing (53 units)

(Must meet admission requirements as described in the credential section).

Semester 1 (Fall) Required with SPED 579ACT Field Experience (22 units)
  • ELPS 541A Getting Started: Introduction to Teaching in Urban Schools (1)
  • SPED 541B Getting Started: Introduction to Teaching in Urban Schools (2)
  • SPED 400 Developmental Differences and Implications in Special Education (3)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3)
  • SPED 504D Foundations of Deaf Education (3)
  • SPED 560 Development and Assessment of Language in Deaf and Hard of Hearing Students (3)
  • DEAF 360 Deaf Culture (3)
  • SPED 579ACT ACT Fieldwork with Exceptional Learners/ Seminar (4)
Semester 2 (Spring) Advanced Fieldwork (18 units)
  • ELPS 542A Meeting the Needs of All Students in Urban Schools (2)
  • SPED 542B Meeting the Needs of All Students in Urban Schools (1)
  • SPED 402A Behavioral Assessment and Positive Behavioral Supports (3)
  • SPED 561D Teaching Reading to Deaf and Hard of Hearing Students (3)
  • SPED 565 Teaching Written English to Deaf and Hard of Hearing Students (3)
  • SPED 566D Curriculum and Instruction for Deaf and Hard of Hearing Students (3)
  • EED 565M Mathematics Curriculum and Methods (3)
  • or SED 525 Methods of Teaching Single Subject (3)
Required Prior to SPED 580ACT: Advanced Fieldwork
  • • Basic Skills and Subject Matter Requirement:

Recommended option for individuals interested in teaching at the elementary level: Passage of CSET Multiple Subject Exam and CSET Writing Skills or passage of a CSET Multiple Exam and CBEST.

Recommended option for individuals interested in teaching at the secondary level: Passage of a CSET Single Subject Exam and CBEST or completion of approved subject matter program and passage of the CBEST.

  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
  • • Fingerprint Clearance
  • • Passage of American Sign Language Proficiency Interview (ASLPI)
  • • Approval for Student Teaching
Semester 3 (Fall) Required Prior to SPED 580D: Advanced Fieldwork (13 units)
  • SPED 563 Audiology and Spoken English Development for Teachers of Deaf and Hard of Hearing Students (4)
  • SPED 567D Teaching Deaf and Hard of Hearing Students With Special Needs (3)
  • SPED 580D Advanced Fieldwork with Exceptional Learners/ Seminar with a grade of “B” or better (6)
Required Prior to Applying for the Credential
  • • Bachelor’s Degree from an accredited institution of higher education
  • • U.S. Constitution (course or exam)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
  • • Overall GPA of 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of C or better is required in all courses.

B. Early Childhood Special Education

1. Traditional Educational Specialist Teaching Credential in Early Childhood Special Education (42 units)

(Must meet admission requirements as described in credential section)

Pre or Corequisites

Bachelor’s Degree in Child and Adolescent Development or 12 units in approved Child and Adolescent Development or Early Childhood Curriculum coursework that includes participation in a typical preschool setting. Note: Six units must be completed before the first student teaching assignment and nine units must be completed before the second student teaching assignment and no more than three units may be taken concurrently with each student teaching assignment.

Basic Requirements
  • SPED 431 Atypical Development of Young Children with Disabilities (3) (may be taken prior to admission)
  • SPED 402 Behavior Assessment and Positive Behavior Support (3) (may be taken prior to admission)
  • SPED 404 Teaching Diverse Learners with Social- Communication Disabilities including Autism (3) (may be taken prior to admission)
  • SPED 500 Communication and Early Literacy Development of Young Children with Disabilities (3) (may be taken prior to admission)
  • SPED 532 ECSE Curriculum and Instruction (3) (may be taken prior to admission)
  • SPED 535 Collaboration with Families in Early Childhood Special Education (3)

Requirements Prior to SPED 580EC Advanced Specialist Fieldwork in ECSE and SPED 578 Fieldwork in ECSE: Infant/Toddler

Passage of California Basic Educational Skills Test (CBEST)

Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or approved course: ENGL 305 or ENGL 406 or COMS 321 with “C” or better)

  • Fingerprint Clearance
  • Submission of Student Teaching Application and approval to student teach by Credential Office. (Application for student teaching is required in the semester prior to student teaching.)
Prior to or not more than one of the following courses may be taken with SPED 580EC Advanced Specialist Fieldwork in ECSE

See note under Pre- or Corequisites regarding Child and Adolescent Development coursework

  • SPED 520EC Assessment and Evaluation in ECSE (3) (Pre or corequisite SPED 431)
  • SPED 536 Methods for Young Children with Disabilities: Motor and Adaptive Skills (3) (Pre or corequisite SPED 431)
  • SPED 537 Methods for Young Children with Multiple Disabilities: Sensory Impairments (3) (Pre or corequisite SPED 431)
Concurrent with or the semester before SPED 578 Fieldwork in ECSE: Infant/Toddler
  • SPED 538 Early Intervention Practices (3)
Student Teaching
  • SPED 580EC Advanced Specialist Fieldwork in Early Childhood Special Education (6) and
  • SPED 508S Student Teaching Seminar (3)
  • SPED 578 Fieldwork in ECSE: Infant/Toddler (3)
Other Program Requirements

Bachelor’s Degree in Child and Adolescent Development or 12 units in approved Child and Adolescent Development or Early Childhood Curriculum coursework

U.S. Constitution (Course or Exam)

CPR certification – infant, child, adult (online CPR training is not acceptable)

Overall GPA or 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of “C” or better is required in all courses.

2. Intern Education Specialist Program in Early Childhood Special Education (42 units)

(Must meet admission requirements as described in the credential section).

Preservice Component

All applicants are required to complete a minimum of 120 hours of Pre-service Preparation. This preparation includes classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English learners. Applicants without a valid teaching credential satisfy the Pre-service Preparation component through a combination of credential coursework, on-line instructional modules, and documented field experience (see intern advisor).

Semester 1
  • SPED 431 Atypical Development of Young Children with Disabilities (3) (may be taken prior to admission)
  • SPED 402 Behavior Assessment and Positive Behavior Support (3) (may be taken prior to admission)
  • SPED 506ECa SPED Field Experience/Seminar (3)
Semester 2
  • SPED 532 ECSE Curriculum and Instruction (3) (may be taken prior to admission)
  • SPED 537 Methods for Young Children with Multiple Disabilities: Sensory Impairments (3)
  • SPED 506ECb SPED Field Experience/Seminar (3)
Semester 3
  • SPED 500 Communication and Early Literacy Development of Young Children with Disabilities (3) (may be taken prior to admission)
  • SPED 535 Collaboration with Families in Early Childhood Special Education (3)
  • SPED 536 Methods for Young Children with Disabilities: Motor and Adaptive Skills (3)
Other Requirements Prior to SPED 506ECC (4th semester)
  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
Semester 4
  • SPED 520EC Assessment and Evaluation in ECSE (3)
  • SPED 538 Early Intervention Practices (3)
  • SPED 506ECC SPED Field Experience/Seminar (3)
Summer 2
  • SPED 404 Teaching Diverse Learners with Social- Comm. Disabilities including Autism (3) (may be taken prior to admission)
  • SPED 578 Fieldwork in ECSE: Infant/Toddler (3)
  • or SPED 580ECI Advanced Specialist Fieldwork in ECSE (3) to demonstrate professional competencies with age group (infant-toddler or preschool/pre-K) that is not served on-the-job.

C. Mild/Moderate Disabilities (MM)

1. Traditional Education Specialist Teaching Credential Program in Mild/Moderate Disabilities (42 units)

(Must meet admission requirements as described in the credential section).

Courses Required Prior to or Concurrent with SPED 403
  • SPED 400 Developmental Differences and Implications in Special Education (3) (may be taken prior to admission)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3) (Prerequisite: admission to post baccalaureate credential program or ITEP)
  • SPED 403MM Early Field Experience (3) (72 hours of fieldwork and seminar)
Courses Required Prior to SPED 580MM Student Teaching
  • SPED 402 Behavioral Assessment and Positive Behavioral Supports (3) (may be taken prior to admission)
  • SPED 404 Teaching Diverse Learners with Social- Communication Disabilities including Autism (3)
  • SPED 501MM Special Education Assessment of Diverse Learners with Mild/Moderate Disabilities (3) (Prerequisites SPED 400, 406, 403MM)
  • SPED 416 Educating Diverse Learners with Disabilities and Working with their Families (3) (Prerequisites SPED 400, SPED 406, SPED 403MM; pre/ corequisite SPED 501MM)
  • SPED 420 Improving the Learning of Students with Special Needs through Differentiated Instruction and Collaboration (3) (Prerequisites SPED 400, SPED 406, SPED 403MM)
  • EED 565M Mathematics Curriculum and Methods (3)
  • or SED 525 Methods of Teaching Single Subject (3)
Other Requirements Prior to SPED 580MM Student Teaching
  • • Basic Skills and Subject Matter Requirement:
  • Recommended option for individuals interested in teaching at the elementary level: Passage of CSET Multiple Subject Exam and CSET Writing Skills or passage of a CSET Multiple Exam and CBEST.
  • Recommended option for individuals interested in teaching at the secondary level: Passage of a CSET Single Subject Exam and CBEST or completion of approved subject matter program and passage of the CBEST.
  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
  • • Fingerprint Clearance
  • • Submission of Student Teaching Application and approval to student teach by Credential Office. (Application for student teaching is required in the semester prior to student teaching.)
Courses Required Prior to or Concurrent with SPED 580MM Student Teaching (only one course may be completed concurrently with SPED 580MM)
  • SPED 502MM Reading/Language Arts Instruction for Diverse Learners with Mild/Moderate Disabilities (3) (Prerequisites SPED 400, SPED 406, SPED 403, SPED 416)
  • SPED 503MM Curriculum and Instruction in Math and Content Subjects for Diverse Learners with Mild/Moderate Disabilities (3) (Prerequisites SPED 400, SPED 406, SPED 403, SPED 416, SPED 565M or SED 525)
  • SPED 580MM Student Teaching (6) and SPED 580S (3) Seminar in Mild/Moderate Disabilities with a grade of “B: or better.
Required Prior to Applying for the Credential
  • • Bachelor’s Degree from an accredited institution of higher education
  • • U.S. Constitution (course or exam)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
  • • Overall GPA of 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of C or better is required in all courses.

2. Intern Education Specialist Program in Mild/Moderate Disabilities (42 units)

(Must meet admission requirements as described in the credential section).

Preservice Component

All applicants are required to complete a minimum of 120 hours of Pre-service Preparation. This preparation includes classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English learners. Applicants without a valid teaching credential satisfy the Pre-service Preparation component through a combination of credential coursework, on-line instructional modules, and documented field experience (see intern advisor).

Semester 1
  • SPED 400 Developmental Differences and Implications in Special Education (3) (may be taken prior to admission)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3) (Prerequisite: admission to post baccalaureate credential program)
  • SPED 506MMA SPED Field Experience/Seminar (3)
Semester 2
  • SPED 416 Educating Diverse Learners with Disabilities and Working with their Families (3) (Prerequisites: SPED 400, SPED 406, SPED 506MMA; pre/ corequisite: 501MM)
  • SPED 501MM Special Education Assessment of Diverse Learners with Mild/Moderate Disabilities (3) (Prerequisites SPED 400, SPED 406, SPED 506MMA)
  • SPED 506MMB SPED Field Experience/Seminar (3)
Summer 1
  • EED 565M Mathematics Curriculum and Methods (3)
  • or SED 525 Methods of Teaching Single Subject (3)
  • SPED 404 Teaching Diverse Learners with Social- Communication Disabilities including Autism (3)
Semester 3
  • SPED 402 Behavioral Assessment and Positive Behavioral Supports (3) (may be taken prior to admission)
  • SPED 502MM Reading/Language Arts Instruction for Diverse Learners with Mild/Moderate Disabilities (3) (Prerequisites SPED 400, SPED 406, SPED 416, SPED 506MMA/B)
  • SPED 506MMC SPED Field Experience/Seminar (3)
Other Requirements Prior to SPED 506MMD (4th semester)
  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
Semester 4
  • SPED 420 Improving the Learning of Students with Special Needs through Differentiated Instruction and Collaboration (3) (Prerequisites SPED 400, SPED 406, SPED 506MMA-C)
  • SPED 503MM Curriculum and Instruction in Math and Content Subjects for Diverse Learners with Mild/Moderate Disabilities (3) (Prerequisites SPED 400, SPED 406, SPED 416, SPED 420, SPED 506MMA-C, EED 565M or SED 525)
  • SPED 506MMd SPED Field Experience/Seminar (3)

3. Accelerated Collaborative Teacher (ACT) Education Specialist Program in Mild/Moderate Disabilities (40 Units)

  • (Must meet admission requirements as described in the credential section).
Semester 1 (Fall) Required with SPED 579ACT Field Experience (21-22 units)
  • ELPS 541A Getting Started: Introduction to Teaching in Urban Schools (1)
  • SPED 541B Getting Started: Introduction to Teaching in Urban Schools (2)
  • SPED 400 Developmental Differences and Implications in Special Education (3)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3)
  • SPED 402 Behavioral Assessment and Positive Behavioral Supports (3)
  • SPED 501MM Special Education Assessment of Diverse Learners with Mild/Moderate Disabilities (3)
  • EED 565M Mathematics Curriculum and Methods (3)
  • or SED 525 Methods of Teaching Single Subject (3)
  • SPED 579ACT ACT Fieldwork with Exceptional Learners/ Seminar (4)
Required Prior to SPED 580ACT: Advanced Fieldwork
  • • Basic Skills and Subject Matter Requirement:

Recommended option for individuals interested in teaching at the elementary level: Passage of CSET Multiple Subject Exam and CSET Writing Skills or passage of a CSET Multiple Exam and CBEST.

Recommended option for individuals interested in teaching at the secondary level: Passage of a CSET Single Subject Exam and CBEST or completion of approved subject matter program and passage of the CBEST.

  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
  • • Fingerprint Clearance
  • • Approval for Student Teaching
Semester 2 (Spring) Required Prior to SPED 580ACT: Advanced Fieldwork (18 units)
  • ELPS 542A Meeting the Needs of All Students in Urban Schools (2)
  • SPED 542B Meeting the Needs of All Students in Urban Schools (1)
  • SPED 404 Teaching Diverse Learners with Social- Communication Disabilities including Autism (3)
  • SPED 502MM Reading/Language Arts Instruction for Diverse Learners with Mild/Moderate Disabilities (3)
  • SPED 503MM Curriculum and Instruction in Math and Content Subjects for Diverse Learners with Mild/Moderate Disabilities (3)
  • SPED 580ACT Advanced Fieldwork with Exceptional Learners/Seminar with a grade of “B” or better (6)
Required Prior to Applying for the Credential
  • • Bachelor’s Degree from an accredited institution of higher education
  • • U.S. Constitution (course or exam)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
  • • Overall GPA of 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of “C” or better is required in all courses.

4. Integrated Teacher Education Program (ITEP)

For Mild/Moderate Disabilities program see the Liberal Studies section of the Catalog. Must meet admission requirements as described in the credential section.

D. Moderate/Severe Disabilities

1. Traditional Education Specialist Teaching Credential Program in Moderate/Severe Disabilities (42 units)

(Must meet admission requirements as described in the credential section).

Courses Required Prior to or Concurrent with SPED 403MS
  • SPED 400 Developmental Differences and Implications in
  • Special Education (3) (may be taken prior to admission)
  • SPED 402 Behavioral Assessment and Positive Behavioral Support (3) (may be taken prior to admission)
  • SPED 504MS Teaching Diverse Learners with Moderate/Severe Disabilities (3)
  • SPED 403MS Early Field Experience (3) (120 hours of fieldwork and seminar) (Prerequisite SPED 400, 504MS; pre/ corequisite SPED 402)
Courses Required Prior to SPED 580MS Student Teaching
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3) (Prerequisite: admission to post baccalaureate credential program or ITEP)
  • SPED 416 Educating Diverse Learners with Disabilities and Working with their Families (3) (Prerequisites SPED 400, 406, pre/corequisites 504MS)
  • SPED 420 Improving the Learning of Students with Special Needs through Differentiated Instruction and Collaboration (3) (Prerequisites SPED 400, 406, 504MS; pre/corequisite SPED 505MS)
  • SPED 505MS Curriculum and Instruction for Diverse Learners with Moderate/Severe Disabilities (3) (Prerequisites SPED 400, 504MS; pre/corequisites SPED 402)
Other Requirements Prior to SPED 580MS Student Teaching
  • • Basic Skills and Subject Matter Requirement:

Recommended option for individuals interested in teaching at the elementary level: Passage of CSET Multiple Subject Exam and CSET Writing Skills or passage of a CSET Multiple Exam and CBEST.

Recommended option for individuals interested in teaching at the secondary level: Passage of a CSET Single Subject Exam and CBEST or completion of approved subject matter program and passage of the CBEST.

  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
  • • Fingerprint Clearance
  • • Submission of Student Teaching Application and approval to student teach by Credential Office. (Application for student teaching is required in the semester prior to student teaching.)
Courses Required Prior to or Concurrent with SPED 580MS Student Teaching (only one course may be completed concurrently with SPED 580MS)
  • SPED 581 Alternative and Augmentative Communication (3) (Prerequisites SPED 400, 504MS)
  • EED 565M Mathematics Curriculum and Methods (3)
  • SPED Elective SPED 640, SPED 642, or SPED 404 (3)
  • SPED 580MS Student Teaching (6) and SPED 580S (3) Seminar in Moderate/Severe Disabilities with a grade of “B: or better.
Required Prior to Applying for the Credential
  • • Bachelor’s Degree from an accredited institution of higher education
  • • U.S. Constitution (course or exam)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
  • • Overall GPA of 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of C or better is required in all courses.

2. Intern Education Specialist Program in Moderate/Severe Disabilities (42 units)

(Must meet admission requirements as described in the credential section).

Preservice Component

All applicants are required to complete a minimum of 120 hours of Pre-service Preparation. This preparation includes classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English learners. Applicants without a valid teaching credential satisfy the Pre-service Preparation component through a combination of credential coursework, on-line instructional modules, and documented field experience (see intern advisor).

Year 1: Early Fieldwork

Prior to or concurrent with SPED 506MSA and SPED 506MSB (1st and 2nd semester) and prerequisite to SPED 506MSC (3rd semester)

  • SPED 400 Developmental Differences and Implications in Special Education (3) (may be taken prior to admission)
  • SPED 504 MS Teaching Diverse Learners with Moderate/Severe Disabilities (3) (Prerequisites SPED 400, 406, 506MSA)
  • SPED 402 Behavioral Assessment and Positive Behavioral Supports (3) (may be taken prior to admission)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3) (Prerequisite: admission to post baccalaureate credential program)
  • EED 565M Mathematics Curriculum and Methods (3)
  • SPED 416 Educating Diverse Learners with Disabilities and Working with their Families (3) (Prerequisites SPED 400, 406, 506MSA; pre/corequisite 504MS)
  • SPED 506MSA SPED Field Experience/Seminar (3)
  • SPED 506MSB SPED Field Experience/Seminar (3)
Year 2: Student Teaching

Prior to or concurrent with SPED 506MSC (3rd semester) and prerequisite to SPED 506MSD (4th semester):

  • SPED 420 Improving the Learning Needs of Students with Special Needs though Differentiated Instruction and Collaboration (3) (Prerequisites SPED 400, 406, 504MS, pre/corequisite SPED 505MS)
  • SPED 505MS Curriculum and Instruction for Diverse Learners with Moderate/Severe Disabilities (3) (Prerequisites: SPED 400, 504MS, pre/corequisite: SPED 402)
  • SPED 506MSC SPED Field Experience/Seminar (3)
Other Requirements Prior to or Concurrent with 4th Semester of SPED 506MSD
  • SPED 581 Alternative and Augmentative Communication (3) (Prerequisites SPED 400, 504MS, SPED 506MS; pre/corequisite SPED 506MSb, SPED 506MSc, SPED 506MSd)
  • SPED Elective (3) (SPED 640, SPED 642 or SPED 404)
  • SPED 506MSD SPED Field Experience/Seminar (3)
Other Program Requirements
  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of C or better is required in all courses)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)

3. ACCELERATED COLLABORATIVE TEACHER (ACT) EDUCATION SPECIALIST PROGRAM IN MODERATE/SEVERE DISABILITIES (40 Units)

(Must meet admission requirements as described in the credential section).

Semester 1 (Fall) Required with SPED 579ACT Field Experience (19 units)
  • ELPS 541A Getting Started: Introduction to Teaching in Urban Schools (1)
  • SPED 541B Getting Started: Introduction to Teaching in Urban Schools (2)
  • SPED 400 Developmental Differences and Implications in Special Education (3)
  • SPED 406 K-12 Literacy Instruction for Diverse Learners with Disabilities (3)
  • SPED 402 Behavioral Assessment and Positive Behavioral Supports (3)
  • SPED 504MS Teaching Diverse Learners with Moderate/Severe Disabilities (3)
  • SPED 579ACT ACT Fieldwork with Exceptional Learners/ Seminar (4)
Required Prior to SPED 580ACT: Advanced Fieldwork
  • • Basic Skills and Subject Matter Requirement:

Recommended option for individuals interested in teaching at the elementary level: Passage of CSET Multiple Subject Exam and CSET Writing Skills or passage of a CSET Multiple Exam and CBEST.

Recommended option for individuals interested in teaching at the secondary level: Passage of a CSET Single Subject Exam and CBEST or completion of approved subject matter program and passage of the CBEST.

  • • Writing Proficiency (CBEST writing score of 41 or better or Upper Division Writing Proficiency Exam with a score of 10 or better or ENGL 305 or ENG 406 or COMS 321)
  • • Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education Courses (a grade of “C” or better is required in all courses)
  • • Fingerprint Clearance
  • • Approval for Student Teaching
Semester 2 (Spring) Required Prior to SPED 580MS Advanced Fieldwork (12 units)
  • ELPS 542A Meeting the Needs of All Students in Urban Schools (2)
  • SPED 542B Meeting the Needs of All Students in Urban Schools (1)
  • SPED Elective SPED 404, SPED 460 or SPED 642 (3)
  • SPED 505MS Curriculum and Instruction for Diverse Learners with Moderate/Severe Disabilities (3)
  • EED 565M Mathematics Curriculum and Methods (3)
Semester 3 (Fall) Required Prior to or Concurrent with SPED 580MS: Advanced Fieldwork (9 units)
  • SPED Elective SPED 404, SPED 460 or SPED 642 (3)
  • SPED 580MS Advanced Fieldwork with Exceptional Learners/ Seminar with a grade of “B” or better (6)
Required Prior to Applying for the Credential
  • • Bachelor’s Degree from an accredited institution of higher education
  • • U.S. Constitution (course or exam)
  • • Passage of Reading Instruction Competence Assessment (RICA) or hold Valid California Teaching Credential (Must hold valid California Teaching Credential at the time of applying for this credential in order to be exempt from RICA.)
  • • CPR certification – infant, child, adult (online CPR training is not acceptable)
  • • Overall GPA of 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of C or better is required in all courses.

4. Integrated Teacher Education Program (ITEP)

For Moderate/Severe Disabilities program see the Liberal Studies section of the Catalog. Must meet admission requirements as described in the credential section.

Professional Level II Education Specialist Credential Programs

Level II is designed for candidates seeking a Professional Clear Level II Education Specialist Credential who hold a valid Preliminary Level I Education Specialist Credential and are employed as teachers in the specialization area of their credential. The program leads to completion of a Professional Clear Level II Education Specialist Credential with specialization areas in Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing, and Early Childhood Special Education. A Professional Clear Level II Education Specialist Credential program includes a two-year induction period and must be completed within five years of the date of issuance of the Preliminary Level I Credential. The Education Specialist Level II Credential is designed to assist new teachers in the application of their Preliminary Level I preparation to the demands of professional positions while also fostering advanced skills and knowledge. In accordance with the California Commission on Teacher Credentialing (CCTC), the Level II program includes academic requirements, an individualized induction plan within a support component, and an option to allow some requirements to be met with non-university activities.

The purpose of the Level II Program is to provide a mechanism for the successful induction of a new professional. This requires collaboration and shared responsibility among the candidate, university advisor and the employer-designated support provider. The emphasis of the professional preparation program is to move special educators beyond the functional aspects of teaching to more advanced knowledge and reflective thinking about their role in providing effective instruction and an environment for student success. Research on teacher education indicates that a successful induction program supports teacher retention and improves job satisfaction. Procedures for admission are conducted through the Credential Office.

A. Deaf and Hard of Hearing Professional Level II Credential Requirements

Induction and Support
  • SPED 628DHH Induction and Support (3)

The course must be taken the first semester of the program. 12 units of SPED 506 may be used as an equivalency.

Specialized Standards (Equivalents may include non-IHE activities) (9 units)
  • SPED 695D Working with Very Young Deaf and Hard of Hearing Children and their Families (3)
  • SPED 624 Teaching English Learners with Disabilities (3)
  • Advancement of Personal Communication Skills (See advisor)
  • Involvement with Deaf Community (See advisor)
Individualized Requirements

Determined in collaboration with employer designated support provider and CSUN faculty advisor. May include electives or non-IHE activities.

Assessment of Professional Competence
  • SPED 629DHH Assessment of Professional Competence (3)

This course provides a mechanism for a final assessment of the candidate’s competence in individually targeted areas appearing on the Professional Level II Education Specialist Credential Induction Program. This course must be taken in the last semester of the program.

Additional State Requirements
  • • Health: (HSCI 396 or 435 or 496ADO or 496TH)
  • • Valid Cardiopulmonary Resuscitation (CPR) certificate that covers infant, child, and adult CPR skills. On-line certification is not acceptable.
  • • Technology: SPED 595T (preferred) or EED 513, or EED 515 or EED 602 or SED 514
  • • GPA: Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education courses. A grade of “C” or better is required in all courses.

B. Early Childhood Special Education Professional Level II Credential Requirements

Induction and Support
  • SPED 628EC Induction and Support (3)

This course must be taken the first semester of the program.

Specialized Standards
  • Equivalents may include non-IHE activities (9 units)
  • SPED 611 Collaborating to Meet the Needs of Special Populations (3)
  • or SPED 612/L Design and Delivery of Indirect Services (3)
  • SPED 624 Teaching English Learners with Disabilities (3)
  • SPED 683EC Current Trends in Early Childhood Special Education (3)
Individualized Requirements

Determined in collaboration with employer designated support provider and faculty advisor. May include electives or non-IHE activities.

Assessment of Professional Competence
  • SPED 629EC Assessment of Professional Competence (3)

This course provides a mechanism for a final assessment of the candidate’s competence in individually targeted areas appearing on the Professional Level II Education Specialist Credential Induction Program. This course must be taken in the last semester of the program.

Additional State Requirements
  • • Health: (HSCI 396 or 435 or 496ADO or 496TH)
  • • Valid Cardiopulmonary Resuscitation (CPR) certificate that covers infant, child, and adult CPR skills. On-line certification is not acceptable.
  • • Technology: SPED 595T (preferred) or EED 513, or EED 515 or EED 602 or SED 514
  • • GPA: Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education courses. A grade of “C” or better is required in all courses.

C. Mild/Moderate Disabilities Professional Level II Credential Requirements

Induction and Support
  • SPED 628MM Induction and Support (3)

The course must be taken the first semester of the program. 12 units of SPED 506 may be used as an equivalency.

Specialized Standards

Candidates select either the Emotional Disturbance or Learning Specialist Strand. Equivalents may include non-IHE activities.

Emotional Disturbance Specialist Strand (12 Units)
  • SPED 611 Collaborating to Meet the Needs of Special Populations (3)
  • SPED 624 Teaching English Learners with Disabilities (3)
  • SPED 652 Educating Children with Emotional Disturbance (3)
  • SPED 695A Advanced Behavior Management for Learners with Emotional Disturbance (3)
  • or Learning Specialist Strand (12 Units)
  • SPED 611 Collaborating to Meet the Needs of Special Populations (3)
  • SPED 624 Teaching English Learners with Disabilities (3)
  • SPED 620 Assessment and Evaluation in Special Education (3)
  • SPED 670 Reading Processes (3)
Individualized Requirements

Determined in collaboration with employer designated support provider and faculty advisors. May include electives or non- Institutions of Higher Education (IHE) activities.

Assessment of Professional Competence
  • SPED 629MM Assessment of Professional Competence (3)

This course provides a mechanism for a final assessment of the candidate’s competence in individually targeted areas appearing on the Professional Level II Education Specialist Credential Induction Program. This course must be taken in the last semester of the program.

Additional State Requirements
  • 1. Health: (HSCI 396 or 435 or 496ADO or 496TH)
  • 2. Valid Cardiopulmonary Resuscitation (CPR) certificate that covers infant, child, and adult CPR skills. On-line certification is not acceptable.
  • 3. Technology: SPED 595T (preferred) or EED 513, or EED 515 or EED 602 or SED 514
  • 4. GPA: Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education courses. A grade of “C” or better is required in all courses.

D. Moderate/Severe Disabilities Professional Level II Credential Requirements

Induction and Support
  • SPED 628MS Induction and Support (3)

The course must be taken the first semester of the program. 12 units of SPED 506 may be used as an equivalency.

Specialized Standards (12 Units)

(equivalents may include non-IHE activities) (9 units)

  • SPED 695A Advanced Behavior Management for Learners with Emotional Disturbance (3)
  • SPED 622 Career Education for Learners with Special Needs (3)
  • SPED 611 Collaborating to Meet the Needs of Special Populations (3)
  • or SPED 624 Teaching English Learners with Disabilities (3)
Individualized Requirements

Determined in collaboration with employer designated support provider and faculty advisors. May include electives or non-IHE activities.

Assessment of Professional Competence
  • SPED 629MS Assessment of Professional Competence (3)

This course provides a mechanism for a final assessment of the candidate’s competence in individually targeted areas appearing on the Professional Level II Education Specialist Credential Induction Program. This course must be taken in the last semester of the program.

Additional State Requirements
Individualized Requirements

Determined in collaboration with employer designated support provider and faculty advisors. May include electives or non-IHE activities.

  • • Health: (HSCI 396 or 435 or 496ADO or 496TH)
  • • Valid Cardiopulmonary Resuscitation (CPR) certificate that covers infant, child, and adult CPR skills. On-line certification is not acceptable.
  • • Technology: SPED 595T (preferred) or EED 513, or EED 515 or EED 602 or SED 514
  • • GPA: Overall GPA of 2.75 since admission with cumulative 3.0 GPA in Professional Education courses. A grade of “C” or better is required in all courses.

Certificate Programs

Contact the Department office at (818) 677-2596 for more information about the following certificate programs.

The Resource Specialist Certificate (RSP) is designed for experienced educators who have a Special Education Specialist Credential, and wish to qualify for positions as Resource Specialists. This entails working with students with special needs who receive part of their education in general education, and collaborating with general education teachers in serving these students. This credential is only available to teachers who hold a Learning Handicapped, Severely Handicapped, or Communication Handicapped Credential. Contact Department for program requirements.

Educational Therapy (ET) Post M.A. Certificate:

The ET Post M.A. Certificate Program, designed in collaboration with the Association of Educational Therapy (AET), provides MA 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 Certificate of Advanced Study in Educational Therapy. The program combines educational and therapeutic approaches for evaluation, remediation, case management, and communication/advocacy on behalf of children, adolescents and adults with learning disabilities or learning problems. Graduates of the certificate program meet the academic course requirements to achieve AET’s associate professional level of membership. Moreover, 100 supervisory hours for the professional level of membership are met by the internship, the culminating experience in the certificate program.

Prerequisites:
  • 1. Completion of a M.A. program in Education or other related fields as approved by the Certificate Program Coordinator.
  • 2. Minimum of two years of experience in the field of education
  • 3. Minimum of two years of experience in the field of education.
  • 4. Education Specialist Credential or prerequisites determined by the ET Coordinator that are required for Level I. (e.g., SPED 400 or SPED 420, SPED 406, SPED 501MM, SPED 502MM, 503MM, or equivalencies)
  • 5. Minimum 3.0 GPA in M.A.
Requirements for the Certificate: The Certificate requires a minimum of 15-18 units of coursework and field experience.
  • SPED 673 Principles of Educational Therapy for Individuals with Exceptional Needs (3)
  • SPED 671 Advanced Study of Literacy Problems (prerequisite SPED 670) (3)
  • SPED 672 Advanced Assessment (prerequisite SPED 620, prerequisite or corequisite SPED 671) (3)
  • SPED 676 Clinical Case Management (prerequisites SPED 673, 671, 672) (3)
  • SPED 679 Internship in Educational Therapy (prerequisites SPED 673, 671, 672, 676) (3-6)

Certificate in Early 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.

Prerequisite (3 units):
  • SPED 431 Atypical development of young children with disabilities (3)
Core (12 units):
  • SPED 520EC Assessment and evaluation in early childhood special education (3)
  • SPED 535 Working with families of young children with disabilities (3)
  • SPED 500 Communication and early literacy development of young children with disabilities (3)
  • SPED 578 Fieldwork in ECSE: Infant/Toddler (3)
  • or SPED 580ECI Advanced specialist fieldwork in ECSE (3)
  • Note: Fieldwork requires proof of TB and fingerprint clearance
Electives (3 units)
  • SPED 402A Behavioral assessment and positive behavior support (3)
  • SPED 532 ECSE curriculum and instruction (3)
  • SPED 536 Methods for young children with multiple disabilities: Motor and adaptive skills (3)
  • SPED 537 Methods for young children with multiple disabilities: Sensory impairments (3)
  • SPED 538 Early intervention practices (3)
  • Information on the M.A. in Taxation.

Course List

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 child’s development in the areas of social, cognitive, physical, emotional, and language skills. This information will be discussed within the larger context of the different theories of child development to help candidates view these factors from multiple perspectives. Throughout this discussion, the emphasis will be placed on the practical implications for special education and the role of the special educator and other members of the educational planning team in promoting a positive, supportive and healthy learning environment. This course will also provide special education candidates with knowledge of the legal requirements of special education as specified in the Individuals with Disabilities Education Act (IDEA) and other legislative mandates.
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 three-tiered model (primary, secondary & tertiary supports) to positive behavior support will serve as the organizing framework for this course. The first part of the course will focus on ways to promote positive and cooperative behaviors by using a variety of school-wide and classroom management strategies, including teaching and reinforcing expected behaviors, active supervision, clear communication and collaboration with team members, and planned responses to challenging behavior (primary level of supports). The remainder of the course will focus on providing more intensive supports for students with more pervasive/complex behavioral and social needs (secondary and tertiary level of supports). Relevant federal and state legislation and ethical considerations will be discussed.
SPED 403MM, MS. Early Field Experience/Seminar in Special Education (3)
Prerequisite: Admission to Preliminary Education Specialist Credential Program. MM: Pre/corequisites SPED 400, SPED 406; MS: Prerequisites SPED 400, 504MS; Pre/corequisite SPED 402. 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 seminars link coursework with practice and provide collegial support to participants. Fieldwork hours coincide with seminar topics and range from 5-10 hours per week, varying by specialization.
SPED 403D. Early Field Experience in Deaf Education (3)
Pre/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 through high school and across the range of settings from itinerant to self-contained classes to special school and residential school placements. Accompanying seminars link terminology, issues and instructional perspectives with practice, with collegial support provided to participants. 72 fieldwork hours coincide with seminar topics.
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 learning needs of students with social-communication disabilities, including ASD, and (c) critical evaluation, selection, and implementation of interventions for students with social-communication disabilities, including ASD. The teacher’s role in working with families and teaming with other disciplines to develop a comprehensive and interdisciplinary approach across ages and severity of these disabilities will be examined.
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 candidates 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 the competencies and strengths of students with disabilities. Content specifically addresses word analysis, fluency, vocabulary, academic language, and comprehension. An emphasis is placed on the development and organization of differentiated instructional practices for students with disabilities, based on findings from individualized assessment procedures.
SPED 416. Educating Diverse Learners with Disabilities and Working With Their Families (3)
Mild/Moderate: Prerequisites SPED 400, SPED 406, SPED 403MM; Pre-corequisite SPED 501MM
Moderate/Severe: Prerequisites SPED 400, SPED 406; Pre-corequisite SPED 504MS
Deaf/Hard of Hearing: Prerequisites SPED 400, SPED 406.
This course is designed to provide information regarding the education of diverse learners with disabilities. The course provides an overview of the needs of English language learners (ELLs) with disabilities with an emphasis on understanding and accepting differences in culture, ethnicity, language, and abilities and disabilities of individuals. Candidates are introduced to state and federal laws related to students with disabilities and diverse needs. Knowledge and practices for becoming culturally competent educators are discussed, taking into account the principles of language acquisition, language proficiency, differences in family backgrounds and systems, and how these effect learning. Finally, the course addresses ways of communicating effectively and respectfully with families.
SPED 420. Improving the Learning of Students with Special Needs Through Differentiated Instruction and Collaboration (3)
Restricted to candidates admitted to credential programs in Elementary, Secondary or Special Education or acceptance into the Educational Therapy program.
Prerequisites MM, MS, DHH: SPED 400, SPED 406; Prerequisite MM: SPED 403MM; Prerequisites MS: SPED 504MS and pre/corequisite SPED 505MS.
This course is designed for general and special education teachers to learn how to design differentiated instruction that is universally accessible to all learners, and how to provide accommodations and modifications to grade level instruction in order to meet students’ individual needs. Foundational information on disability characteristics, and the potential impact on the inclusive classroom will be introduced, and historical foundations of special education and the inclusive education movement will be presented. The course also focuses on developing the basic principles of positive behavior support, and the communication skills needed to implement the range of collaborative service delivery options for students with disabilities, students who are at-risk, and those who are gifted and talented. Candidates will develop foundational knowledge and skills in research-based processes for effective instruction of students with special needs, positive behavior support, and collaboration with other educators, administrators, parents and students to improve student learning.
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 is placed on etiology, research, and evidence based practices. (Offered once a year).
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 two 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 assume the planning and teaching responsibilities of the Master Teacher on the assigned days.
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 of a Supervisory Teacher and a University Faculty Coordinator from the Department of Communication Disorders and Sciences. The student will assume the planning and teaching responsibilities of the Supervisory Teacher during the assigned hours.
SPED 494A-Z. Experimental Topics Courses (1-3)
SPED 496A-Z. Experimental Topics Courses in Special Education (1-3)
Selected topics in Special Education with course content to be determined.
SPED 499X,Y,Z. Independent Study (1-3)

Graduate Courses

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 evidence based practices to assess and support these children’s communication and early language use, participation in storybook reading, and development of emergent literacy skills. Content includes a consideration of augmentative and alternative communication options; and an emphasis on collaboration with the family, speech and language pathologists, and other service providers to promote communication and early literacy development. (Offered once a year).
SPED 501MM. Special Education Assessment of Diverse Learners with Mild/Moderate Disabilities (3)
Prerequisites: SPED 400, SPED 406, SPED 403MM or SPED 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 mild/moderate disabilities, including those from culturally and/or linguistically diverse backgrounds, with emphasis on administering, scoring, and interpreting standardized educational tests.
SPED 502MM. Reading/Language Arts Instruction for Diverse K-12 Students with Mild/Moderate Disabilities (3)
Prerequisites: SPED 400, SPED 406, SPED 403MM or SPED 506MMA/B, SPED 416. Pre/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. Research based approaches to supporting the development of phonemic awareness, word decoding, fluency, vocabulary knowledge and reading comprehension are critically examined and applied.
SPED 503MM. Curriculum & Instruction in Math and Content Subjects for Learners with Mild/Moderate Disabilities (3)
Prerequisites: SPED 400, SPED 406, SPED 403MM or SPED 506MMA-C, SPED 416, EED 565M or SED 525; Pre/corequisite SPED 501MM.This course examines models of assessment, curriculum and instruction in math 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 strategies for math and content subject instruction. Emphasis is given to the assessment/teaching cycle, the selection and implementation of research-based curricula and instructional methods, developing and evaluating individualized integrated interventions, using assistive and instructional technology, and using Universal Design for Learning to plan instruction that is accessible to all learners.
SPED 504D. Foundations of Deaf Education (3.
Pre/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 field. Offered Fall semesters only.
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 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 pertinent to this population; educational theories guiding practice and how these theories have changed over time; appropriate assessment practices and tools, and educational approaches recommended for this group of learners. Planning and adapting to meet the needs of students from diverse cultural and linguistic backgrounds is infused throughout the course. Emphasis is placed on understanding the prevailing “recommended practices” in the field of severe/moderate disabilities as endorsed through contemporary research.
SPED 505MS. Curriculum and Instruction for Diverse Learners with Moderate to Severe Disabilities (3)
Prerequisites MS Program: SPED 400, SPED 504MS; Pre/corequisite 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 in the area of moderate to severe disabilities. Emphasis is given to assessment methodology selection of educational priorities, and principles of developing and evaluating individualized, integrated interventions for a wide array of diverse learners. Fieldwork included to complete applied assignments. May be repeated twice for credit.
SPED 506D(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: Taking the ASLPI is required prior to admission to the intern program and passing the ASLPI is required prior to enrollment in the 3rd semester of SPED 506D. Prerequisites to Intern Program: SPED 400, SPED 406, SPED 420, SPED 402. Pre/corequisites to 2nd semester SPED 506D: SPED 504D, SPED 560D, SPED 561D, SPED 565. Prerequisites to 3rd semester SPED 506D: SPED 416, EED 565M or SED 525, SPED 563.MM Intern Program Pre/corequisites to 2nd semester 506MM: SPED 400, SPED 406; Prerequisites to 4th semester SPED 506MM: SPED 400, SPED 406, SPED 416, SPED 501MM, EED 565M, SPED 404, SPED 402, SPED 502MM. MS Intern Program: Pre/corequisite with 1st and 2nd semester 506MS and prerequisite to 3rd semester 506MS: SPED 400, 402, 504MS, SPED 406, EED 565M, SPED 416; Pre/corequisite with 3rd semester SPED 506MS and prerequisite to 4th semester 506MS: SPED 420, SPED 505MS; Pre/corequisite with 4th semester SPED 506MS: SPED 581, SPED elective (SPED 640, 642, or SPED 404).Extended fieldwork participation for special education intern teachers. Clinical supervision is provided through such means as video taping and on-site visits by the instructor. Students meet with the instructor to discuss video tapes, on-site observation, and fieldwork activities. This course will normally be taken for 4 semesters (12 units). May be repeated twice for credit.
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. Designed to provide ongoing support to candidates in the Early Childhood Special Education Intern Credential Program. Reflective supervision is provided through on-site visits by the instructor, analysis of videos, online discussions, and monthly meetings. Class sessions involve discussion of teaching experiences, video analysis, problem-solving, resource sharing and collegial support.
SPED 520EC. Assessment and Evaluation in Early Childhood Special Education (3)
Pre/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 of assessment results to develop the IFSP/IEP. Assessment for program evaluation is also considered. Open to graduate students in related disciplines (Communication Disorders and Sciences, Child and Adolescent Development, Psychology/Educational Psychology, Physical Therapy, Nursing) as well as in Special Education. (Offered once a year).
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 a year).
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 and implementing effective services. Interviewing and active listening techniques are included. (Offered once a year).
SPED 536. Methods for Young Children with Disabilities: Motor and Adaptive Skills (3)
Pre/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 skills, using adaptive devices, specialized equipment, and other modifications to support a child’s active participation. (Offered once a year).
SPED 537. Methods for Young Children with Multiple Disabilities: Sensory Impairments (3)
Pre/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, activities, and environments to enhance learning. (Offered once a year).
SPED 538. Early Intervention Practices (3)
Pre or corequisites: SPED 402, 404, 431, 500, 520EC, 532, 535, 536, 537. Current with or the semester before 578EC Fieldwork 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 as members of an early intervention team serving families and their infants and toddlers with IFSPs. Course content focuses on the CA Infant/Toddler Learning and Development Foundations, philosophies and recommended and evidence-based practices in the field of early intervention, team models, service delivery approaches, and strategies to promote collaboration with families and other members of the educational team. (Offered once a year).
SPED 541B: Getting Started--Introduction to Teaching in Urban Schools (2)
Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program, and offered in the Fall semester only. Prerequisites: Admission into the ACT Program. Corequisites.
• Multiple Subject Credential candidates: ELPS 541A, EED/EPC 500, EED 520, EED 577, EED 565M, EED 515, EED 567AC.
• Single Subject Credential candidates: ELPS 541A, EPC 420, SED 511, SED 525, SED 514, SED 55.
• Special Education Credential candidates: ELPS 541A, SPED 400, SPED 406, SPED 402, SPED 501MM, EED 565M, SPED 579ACT
This course is the first of two core courses in the ACT Program for elementary, secondary, and special education teacher candidates. Taught collaboratively by a team of university and school faculty, the course is an introduction to teaching and learning in the context of K-12 urban schools with an emphasis on educational equity, diversity, and special populations. Topics include an introduction to the roles and responsibilities of a professional educator; teachers’ and students’ backgrounds and how they impact teaching and learning in urban schools; knowledge of relevant federal and state legislation for students with special needs; differentiated instruction that is universally accessible to all learners; accommodations and modifications to grade level instruction in order to meet students’ individual needs, and collaboration with school professionals and families. Teacher candidates are provided activities and discussion that emphasize the link between theory and practice.
SPED 542B. Meeting the Needs of all Students in Urban Schools (1)
Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program and offered spring semester only. Prerequisites: Successful completion of all fall semester coursework. Corequisites: Multiple Subject Credential Candidates: ELPS 542A, EED 575, EED 565S, HSCI 496TH, KIN 595PE, EED 568ACT Single Subject Credential Candidates: ELPS 542A, SED 521, HSCI 496ADL, SED 555 Special Education Credential Candidates: ELPS 542A, SPED 402A, SPED 509MM, SPED 505MM, SPED 580ACT. SPED 542B with ELPS 542A, the second of two core courses in the ACT Program, is designed for elementary, secondary, and special education teacher candidates and taught collaboratively by a team of university and school faculty. Building on the content introduced in the first core course related to educational equity, diversity, and special populations, topics include developing as a reflective educator who considers the learning needs of all students; creating and managing effective and healthy classroom environments in urban schools, problem solving strategies to facilitate teaching and learning, instructional modifications and accommodations for students with disabilities in general education settings, issues related to diversity and multicultural education, and models of collaboration/consultation. Teacher candidates are provided activities and discussion that emphasize the link between theory and practice.
SPED 560 Development and Assessment of Language in Deaf and Hard of Hearing Students (3)
Pre/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 skills (BICS) and cognitive academic language proficiency (CALP) of deaf and hard-of-hearing children.
SPED 561D Teaching Reading to Deaf and Hard of Hearing Students (3)
Pre/corequisites SPED 406, SPED 560; corequisite SPED 565.This course is a systematic examination of principles, assessment and instruction of reading for deaf and hard of hearing pupils. This course addresses the development of emergent literacy skills of young children as well as actual reading abilities. This course focuses on reading skills development, vocabulary acquisition, development of concepts through reading, and language assimilation through reading. Selection and use of appropriate instructional resources to develop reading skills are also covered.
SPED 563 Audiology and Spoken English Development for Teachers of Deaf and Hard of Hearing Students (4)
Pre/corequisites SPED 416, SPED 504D, SPED 560.This course is an examination of audiological and speech theory and practice pertinent to the teaching of the 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 intervention and the impact of Newborn Hearing Screenings, working with families, and the early use of assistive listening devices, including cochlear implants. Current research and directions in listening technology will be reviewed.
SPED 565 Teaching Written English to Deaf and Hard of Hearing Students (3)
Pre/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 activities are presented and practiced for assessing and developing the written English skills of deaf and hard-of-hearing students.
SPED 566D Curriculum and Instruction for Deaf and Hard of Hearing Students (3)
Pre/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 and skills in ASL/English Bilingual instruction.
SPED 567D Teaching Deaf and Hard of Hearing Students With Special Needs (3)
Pre/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 programs that both are meaningful to the students and provide an arena in which they can be successful. Offered spring semester.
SPED 578. Fieldwork 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 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 collection, and participation in team meetings and other professional activities, as appropriate. Supervision is provided by the cooperating/master teacher and through on-site visits by the university instructor. May also be an option for the university certificate in early intervention. (Offered once a year).
SPED 579ACT. Supervised Fieldwork with Exceptional Learners and Seminar (4)
Corequisites: ELPS 541A, SPED 541B, SPED 400, SPED 406, SPED 402, SPED 501MM, EED 565M. Restricted to candidates admitted to the Accelerated Collaboration Teacher (ACT) Preparation Program and offered in the fall semester only. This course is the first of two fieldwork/seminar requirements for the ACT Program which are designed to provide teacher candidates practical hands-on experience in the classroom, K- 12 schools, and the community. 120 hours of fieldwork are required, approximately 8 hours per week, with supervision and guidance provided by the university supervisor and district coach. Teacher candidates will observe and assist teachers who serve students with disabilities from culturally and linguistically diverse backgrounds. Seminars are designed to link credential coursework with classroom practices and to provide collegial support to participants.
SPED 580ACT. Advanced Fieldwork with Exceptional Learners and Seminar (6)
Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program and offered in the second semester only. Prerequisites: ELPS 541A, SPED 541B, SPED 400, SPED 406, SPED 402, SPED 501MM, EED 565M, SPED 579ACT. Corequisites: ELPS 542A, SPED 542B, SPED 404, SPED 502MM, SPED 503MM. This course is the final fieldwork experience and seminar for the ACT Program. Teacher candidates complete this experience with a teacher, trained as a coach, who serves students with disabilities from culturally and linguistically diverse backgrounds. Fieldwork consists of 66 fieldwork hours, and a full-day, 12-week student teaching assignment in which the teacher candidate gradually assumes full responsibility for the complete instructional program. The candidate is provided supervision and guidance by the district coach and university supervisor. The seminar is designed to link credential coursework with classroom practices and to provide collegial support to participants.
SPED 580D. Student Teaching and Seminar in Deaf/Hard of Hearing (6.
Prerequisite: all credential courses except pre/corequisites SPED 563, SPED 567D. Only one course may be taken concurrently with student teaching.SPED 580D is the final special education fieldwork experience for students in the Deaf/hard of Hearing Specialist Preliminary Credential Program. Candidates complete this experience on-the-job or with a supervising teacher who serves diverse deaf/hard of hearing learners. Student teaching consists of one complete semester, full day assignment during which time the candidate gradually assumes full responsibility for the complete instructional program if he or she is not on-the-job. The candidate is provided supervision and guidance by the supervising teacher or on-site support provider and a university supervisor.
SPED 580EC. Advanced Specialist Fieldwork 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, SPED431, 402, SPED 500, SPED 532, SPED 535. May be taken as a corequisite: SPED 520EC, SPED 536, SPED 537 (no more than one course may be taken with SPED 580EC). One semester of supervised fieldwork for early childhood special education candidates in preschool or Pre K settings. Supervision is provided by the cooperating/master teacher and through on-site visits by the university instructor and video analysis. Students meet in a seminar with the instructor to discuss their video, on-site observations, and fieldwork activities.
SPED 580ECI. Advanced Specialist Fieldwork in Early Childhood Special Education (3)
Prerequisites: Admission to the Intern Program for the Educational Specialist Credential in ECSE.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 intervention programs or as an option for the university certificate in early intervention. Supervision is provided by the cooperating teacher and through onsite visits by the university supervisor, analysis of videos, and online reflections.
SPED 580MM. Student Teaching and Seminar in Mild/moderate Disabilities (6)
Prerequisites: SPED 400, SPED 406, SPED 403MM, SPED 402, SPED 404, SPED 501MM, SPED 416, SPED 420, EED 565M or SED 525. Only one pre/corequisite course may be completed with SPED 580MM. This course is the final special education fieldwork experience for students in the Mild/Moderate Education Specialist Preliminary Credential Program. Candidates complete this experience on-the-job or with a supervising teacher who serves diverse learners with mild/moderate disabilities. Student teaching consists of one complete semester, full day assignment during which time the candidate gradually assumes full responsibility for the complete instructional program if he or she is not on-the-job. The candidate is provided supervision and guidance by the supervising teacher or on-site support provider and a university supervisor. The seminar portion of the course meets one to two times per month with the university supervisor.
SPED 580MS. Student Teaching and Seminar in Moderate/severe Disabilities (6)
Prerequisites: SPED 400, SPED 402, SPED 504MS, SPED 403MS, SPED 406, SPED 416, SPED 420, 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, full day assignment during which time the candidate gradually assumes full responsibility for the complete instructional program if he or she is not on-the-job. The candidate is provided supervision and guidance by the supervising teacher or on-site support provider and a university supervisor. The seminar portion of the course meets one to two times per month with the university supervisor.
SPED 581. Augmentative and Alternative Communication (3)
Prerequisite: 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.
SPED 595A-Z. Experimental Topics Courses (1-6)
SPED 611. Collaborating to Meet the Needs of Special Populations (3)
Prerequisites: Multiple Subject, Single Subject, or Education Specialist Preliminary Credential, or advanced standing in the Educational Therapy Certification Program. This course builds on knowledge, skills and strategies acquired during the preliminary preparation for teaching students with special needs. The course is designed to develop the collaboration and consultation skills of general and special education teachers to facilitate positive, inclusive environments and provide appropriate learning opportunities for students with disabilities, students who are at risk, and students who are gifted and talented.
SPED 612/L. Design and Development of Indirect Services in Special Education and Lab (2/1)
Prerequisite: Preliminary Education Specialist Level I Credential. Admitted to Level II 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 and methodologies of indirect service development and delivery. Research and theoretical positions in the field are analyzed. Lab: This course is designed for experienced Special Education teachers and master teachers. It focuses on the application of major theoretical positions and specific skill development regarding the development and implementation of indirect services for exceptional individuals.
SPED 622. Career Education for Learners with Special Needs (3)
Prerequisite: Preliminary Education Specialist Level I Credential.Admitted to Level II Education Specialist Credential Program and/or Special Education Masters 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.
SPED 628 ECSE, DHH, MM, MS. Level II: Induction and Support (3)
Prerequisite: Completion of the Preliminary Level I Education Specialist Credential Program in the specialization. Admitted to the Level II Education Specialist Credential Program, verified employment in a qualifying special education teaching position, and verification that the employing agency has assigned a qualified support provider to the beginning teacher. The candidate, the university advisor, and the designated support provider collaborate in the development of a Level II professional credential induction plan for the support and professional development of each beginning teacher based on the preliminary induction plan developed in Level I. The curriculum for the university and non-university components of the induction plan addresses the candidate’s goals, builds upon the foundation established in the Preliminary Education Specialist Credential program, meets Level II professional standards, and applies conceptual knowledge to practice in ways that engage candidates in important issues of theory and practice.
SPED 629. ECSE, DHH, MM, MS. LEVEL II: Assessment of Professional Competence (3)
Prerequisite: SPED 628. Pre/corequisite: Completion of all of the required courses and professional development activities designated in the Professional Level II Education Specialist Credential Induction Program Plan. Assessment of candidate competence is accomplished through a formal evaluation process including four phases: 1) faculty assessment of the candidate’s achievement of all goals specified on the professional induction plan; 2) assessment by a qualified assessor from a local education agency; 3) a faculty review of the candidate’s portfolio and teaching performance; and 4) an exit interview, to take place at the conclusion of the candidate’s course of study.
SPED 640. Physical and Multiple Disabilities (3)
Preparatory: SPED 400, 508, or 431 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 individuals with physical disabilities of different ages, various ways (both high and light technological) of adapting and accommodating for the needs of individuals having severe physical and multiple disabilities, and individualized teaching techniques. Positive and negative impact of medications.
SPED 642. Students with Multiple and Sensory Impairments (3)
Preparatory: SPED 400, or 508, or 431 or equivalent. Educational issues for students with intellectual disabilities who also have sensory impairments (visual and 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, adaptations and accommodations.
SPED 652. Educating Children with Emotional Disturbance (3)
Prerequisite: Preliminary Education Specialist Level I Credential.Admitted to Level II Education Specialist Credential Program and/or Special Education Masters Program. Designed to study the behavioral characteristics of children with severe emotional disorders. Problems of social control, adjustment, effective curriculum and teacher evaluation. (Offered fall semester)
SPED 655. Theoretical and Empirical Bases of Education of Learners with Autism (3)
Prerequisite: Preliminary Education Specialist Level I Credential.Admitted to Level II Education Specialist Credential Program and/or Special Education Masters Program. This course deals with theory and research specific to the disorder of autism, focusing on major theoretical positions regarding etiologies of the condition, definition and identification of the population, and educational approaches.
SPED 671. Advanced Study of Literacy Problems (3)
Prerequisites: Admission to the Special Education MA Program or Post MA Certificate Program in Educational Therapy; SPED 670. 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 placed on students struggling with reading and writing. A minimum of 12 hours of supervised clinical experience is required.
SPED 672. Advanced Assessment (3.
Prerequisites: Admission to the Special Education MA Program or Post MA Certificate Program in Educational Therapy; SPED 620. Pre/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. Course work will include (a) choosing appropriate formal and informal assessments for individuals at various age levels, (b) interpreting test data for the purpose of making an educational diagnosis, (c) interpreting test data for the purpose of developing an intervention plan, (d) synthesizing contextual information, and (e) guiding the client and family through the assessment process.
SPED 673. Principles of Educational Therapy for Individuals with Exceptional Needs (3.
Prerequisites: Admission to the MA 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 reviewed. Responsibilities of the educational therapist, which include gathering contextual information, providing formal and informal assessments, synthesizing information, developing goals, case-management, making referrals, collaborating with allied professionals, assessing progress, and self reflection are examined. A model of educational therapy is developed.
SPED 676. Clinical Case Management (3)
Prerequisites: Admission to the Special Education MA Program or Post MA Certificate Program in Educational Therapy; SPED 673, 671, and 672. 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, responding to parent concerns, understanding school demands). This course is designed to build upon the knowledge and skills from foundational educational therapy coursework as related to establishing and maintaining effective, efficient and ethical practices.
SPED 677. Instructional Strategies for Adolescents and Young Adults with Mild/Moderate Disabilities (2)
Prerequisite: Preliminary Education Specialist Level I Credential. Admitted to Level II Education Specialist Credential Program and/or Special Education Masters 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 heterogeneous groups or mainstream settings.
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.
SPED 679. Internship in Educational Therapy (3-6).
Prerequisites: Admission to the Special Education M.A. Program or Post M.A. Certificate Program in Educational Therapy; SPED 673, 671, 672, 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 gathering contextual information, providing formal and informal assessments, synthesizing information, developing goals, managing cases, making referrals, collaborating with allied professionals, assessing progress, and self reflection. Students must be available to work with two clients for a minimum of four hours per week at an approved site for 15 weeks and meet in a seminar every other week.
SPED 679. Internship in Educational Therapy (3-6)
Prerequisites: Admission to the M.A. Program or Post M.A. Certificate Program in Educational Therapy; SPED 673, 671, 672, 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 at each stage of the internship including gathering contextual information, providing formal and informal assessments, synthesizing information, developing goals, managing cases, making referrals, collaborating with allied professionals, assessing progress, and self reflection. Students must be available to work with two clients for a minimum of four hours per week at an approved site under the supervision of faculty and site personnel. Students will meet in a seminar every other week.
SPED 681. Graduate Research in Special Education (3)
Prerequisites: Preliminary Education Specialist Level I Credential, admission to the Master’s program with classified status. This Masters 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 and qualitative traditions, including experimental, quasi-experimental and non-experimental designs (group and single-subject), with accompanying statistical analyses.
SPED 682EC, D, MM, MS. Advanced Clinical Practicum in Special Education (3)
Prerequisite: Preliminary Education Specialist Level I Credential, admission to the Master’s program with classified status. Pre/corequisite: SPED 681.Advanced practicum experience for candidates in Master’s Degree programs in special education. Clinical supervision is provided through on-site visits. A minimum of 120 hours of participation in a program for pupils with disabilities is required.
SPED 683. Current Trends in Special Education (3)
Prerequisite: Preliminary Education Specialist Level I Credential, admission to the Master’s program with classified status. Pre/corequisite: SPED 681and 682. 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 d) research and demonstration projects in the education of exceptional children.
SPED 683D. Current Trends in Special Education with Deaf and Hard of Hearing Pupils (3)
Prerequisite: Preliminary Education Specialist Level I Credential, admission to the Master’s program with classified status. Pre/corequisite: SPED 681 and SPED 682.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 d) research and demonstration projects in the education of exceptional children.
SPED 683EC. Current Trends in Early Childhood Special Education (3)
Prerequisite: Preliminary Education Specialist Level I Credential, admission to the Master’s program with classified status. Pre/corequisite: SPED 681 and SPED 682. 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.
SPED 695. Experimental Topics Courses (1-6)
SPED 696. Graduate Research (1-3)
Preparatory: Acceptance by the Department of a thesis on an advanced topic in the field of education.
SPED 697. Directed Comprehensive Studies (3)
Preparatory: Prior completion of all course requirements for the Master’s degree.
SPED 698C. Thesis or Graduate Project (3-6)
Preparatory: Acceptance by a departmental thesis committee of a thesis on a topic in the field of special education.
SPED 699X, Y, Z. Independent Study (1-1-1)
May be repeated twice for credit.Prerequisites: SPED 400, SPED 401C/L, SPED 403MM, SPED 504MM, SPED 505MM, SPED 509MM, EED 520, EED 577 or SED 521, SPED 402A. Only one pre/corequisite course may be completed with SPED 580MM.This course is the final special education fieldwork experience for students in the Mild/Moderate Education Specialist Level I Credential Program. Candidates complete this experience on-the-job or with a supervising teacher who serves diverse learners with mild/moderate disabilities. Student teaching consists of one complete semester, full day assignment during which time the candidate gradually assumes full responsibility for the complete instructional program if he or she is not on-the-job. The candidate is provided supervision and guidance by the supervising teacher or on-site support provider and a university supervisor. The seminar portion of the course meets one to two times per month with the university supervisor.