SPED 200SL. Introduction to Disability Studies (3)

This course provides students with an overview of the disability studies field. Students gain introductory knowledge about disability as a social, cultural, historical and political phenomenon. Drawing from interdisciplinary scholarship and multiple perspectives of people with disabilities, students are exposed to varying disability definitions, cultural meanings and representations, social justice and human rights issues, and current bioethical debates related to disability. (Available for General Education, Comparative Cultural Studies.)

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 also will 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 3-tiered model (primary, secondary and tertiary supports) to positive behavior support will serve as the organizing framework for this course. The first part of the course will focus on ways to promote positive and cooperative behaviors by using a variety of schoolwide 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 403D. Early Field Experience in Deaf Education (3)

Prerequisite or Corequisite: SPED 400. This course is the first of 2 field work practica in special education designed to provide Credential candidates field experiences in K-12 schools serving deaf and hard-of-hearing students. Students observe/participate in the instruction of deaf and hard-of-hearing students across the age ranges from preschool through high school and across the 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 field work hours coincide with seminar topics.

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

Prerequisite or Corequisite: SPED 400. This course is the first of 2 field work practical in special education designed to provide Credential candidates field experiences in K-12 schools serving deaf and hard-of-hearing students. Students observe/participate in the instruction of deaf and hard-of-hearing students across the age ranges from preschool through high school and across the 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 field work hours coincide with seminar topics.

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

Prerequisite: Admission to Preliminary Education Specialist Credential Program. MM Program Prerequisites or Corequisites: SPED 400, 406. MS Program Prerequisites: SPED 400, 504MS. MS Program Prerequisite or Corequisite: SPED 402. This course is the first of two field work practica in special education designed to provide Credential candidates practical hands-on experience in K-12 schools. Accompanying seminars link coursework with practice and provide collegial support to participants. Field work hours coincide with seminar topics and range from 5-10 hours per week, varying by specialization.

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 students to teach diverse learners with disabilities reading and language arts at the elementary and secondary levels. The course focuses on the design and delivery of comprehensive literacy programs consistent with state standards and the competencies and strengths of students with disabilities. Content specifically addresses word analysis, fluency, vocabulary, academic language and comprehension, and prepares students to pass the RICA exam. 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)

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

Prerequisite: Restricted to candidates admitted to Credential Programs in Elementary, Secondary or Special Education or acceptance into the Educational Therapy Program; SPED 400, 406. Prerequisite for MM Program: SPED 403MM. Prerequisite for MS Program: SPED 504MS. Prerequisite or Corequisite for MS Program: SPED 505MS. This course is designed for general and special education teachers to learn how to design differentiated instruction that is universally accessible to all learners and how to provide accommodations and modifications to grade-level instruction 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 each 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)

No course description.

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

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

SPED 499X-Z. Independent Study (1-3)

No course description.

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

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

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

Prerequisites: SPED 400, 403 MM, 406 or 506MMA. This course is designed to provide candidates with the foundation for understanding the assessment process and to prepare students to be professional educators and leaders in assessment. Candidates will focus on the educational assessment methods and procedures used in decision making and program planning for students with 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, 406, 416; SPED 403MM or 506MMA/B. Prerequisite or Corequisite: SPED 501MM. This course develops understanding of reading processes and the reading and written language problems of students with mild/moderate disabilities. Emphasis is given to informal diagnostic assessment procedures and intensive focused intervention. Evidence-based approaches to supporting the development of individualized interventions in phonemic awareness, word decoding, fluency, vocabulary knowledge and reading comprehension are critically examined and applied.

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

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

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

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 for the MS Program: SPED 400, 504MS. Prerequisite or Corequisite for the MS Program: SPED 402. This course examines models of assessment, curriculum and instruction appropriate for learners having moderate to severe disabilities. Students use research and contemporary best practices to evaluate, modify and/or design methodology and materials for assessment, curriculum development and instruction 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. Field work included to complete applied assignments. May be repeated twice for credit.

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

Prerequisite: Must be enrolled in the Education Specialist Internship Program.

DHH Intern Program Prerequisites: Taking the ASLPI is required prior to admission to the Intern Program; Passing the ASLPI is required prior to enrollment in the third semester of SPED 506D. Prerequisites to Intern Program: SPED 400, 402, 406, 420. Prerequisites or Corequisites to second semester of SPED 506D: SPED 504D, 560D, 561D, 565. Prerequisites to third semester of SPED 506D: EED 565M or SED 525; SPED 416, 563.

MM Intern Program Prerequisite or Corequisites to second semester of 506MM: SPED 400, 406; Prerequisites to fourth semester of SPED 506MM: EED 565M; SPED 400, 402, 404, 406, 416, 501MM, 502MM.

MS Intern Program Prerequisite or Corequisite with first and second semester of 506MS and Prerequisite to third semester of 506MS: EED 565M; SPED 400, 402, 406, 416, 504MS. Prerequisite or Corequisite with third semester of SPED 506MS and prerequisite to fourth semester of 506MS: SPED 420, 505MS. Prerequisite or Corequisite with fourth semester of SPED 506MS: SPED 581, SPED elective (SPED 404, 640 or 642).

Extended field work participation for special education intern teachers. Clinical supervision is provided through such means as videotaping and on-site visits by the instructor. Students meet with the instructor to discuss videotapes, on-site observation and field work activities. This course will normally be taken for four 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. SPED 506ECA: Prerequisites or Corequisites with first semester SPED 431 and 402. SPED 506ECB : Prerequisites or Corequisites with second semester SPED 532, 537). SPED 506ECC: Prerequisites prior to third semester SPED 500, 535, 536; Corequisites with third semester SPED 520EC, 538. 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)

Prerequisite or Corequisite: SPED 431. Theory and practice of assessment and evaluation of infants, toddlers and young children with special needs. Examines the uses and limitations of current assessment practices for educational decision making with this population. Includes evaluation, selection and administration of assessment instruments for both the young child and his/her family and use of assessment results to develop the IFSP/IEP. Assessment for program evaluation also is 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 each 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 each 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 each year.)

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

Prerequisite or Corequisite: SPED 431. Study of atypical patterns of motor development in infants, toddlers and preschool children with disabilities; and methods of assessment and intervention for fine and gross motor skills. An emphasis is placed on collaboration with families, physical and occupational therapists and other service providers in assessing motor, adaptive and sensory processing skills, using adaptive devices, specialized equipment and other modifications to support a child’s active participation. (Offered once each year.)

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

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

SPED 538. Early Intervention Practices (3)

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

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

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program; Admission into the ACT Program. Prerequisites or Corequisites for Multiple Subject Credential candidates: EED 515, 520, 559C, 565M, 567ACT, 559C; EED or EPC 500; ELPS 541A. Prerequisites or Corequisites for Single Subject Credential candidates: ELPS 541A; EPC 420; SED 511, 514, 525, 554, 544S. Prerequisites or Corequisites for MM Program: EED 565M or SED 525; ELPS 541A; SPED 400, 404, 406, 501MM, 579ACT. Other specializations should check with their advisor. Offered in Fall semester only. 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 discussions that emphasize the links between theory and practice.

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

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program; Successful completion of all Fall semester coursework. Prerequisites or Corequisites for Multiple Subject Credential Candidates: EED 559F, 565S, 568ACT, 575; ELPS 542A; HSCI 496TH; KIN 595PE. Prerequisites or Corequisites for Single Subject Credential Candidates: ELPS 542A; HSCI 466ADO; SED 521, 555. Prerequisites or Corequisites for MM Program: ELPS 542A; SPED 402, 502MM, 503MM, 580ACT. Other specializations should check with their advisor. Offered in Spring semester only. SPED 542B with ELPS 542A is 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 discussions that emphasize the links between theory and practice.

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

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

Prerequisites or Corequisites: SPED 406, 560. Corequisite: SPED 565. This course is a systematic examination of principles, assessment and instruction of reading deaf and hard-of-hearing pupils. This course addresses the development of emergent literacy skills of young children and actual reading abilities. This course focuses on reading skills development, vocabulary acquisition, development of concepts through reading, and language assimilation through reading. Selection and use of appropriate instructional resources to develop reading skills also are covered.

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

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

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

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

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

Prerequisites or Corequisites: SPED 402, 504D, 560. Deaf students with special needs have unique learning and behavioral characteristics that present many challenges to their teachers. This course will address characteristics, placement, modification of curriculum, instructional methods and educational materials to meet these students’ special learning and behavioral needs. Emphasis will be on establishing programs that are meaningful to the students and provide an arena in which they can be successful. (Offered Spring semester.)

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

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

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

Prerequisite: Restricted to candidates admitted to the Accelerated Collaboration Teacher (ACT) Preparation Program. Corequisites for MM Program: EED 565M or SED 525; ELPS 541A; SPED 400, 404, 406, 501MM, 541B. Other specializations should contact their advisor. Offered in the Fall semester only. This course is the first of two field work/seminar requirements for the ACT Program that are designed to provide teacher candidates practical hands-on experience in the classroom, K-12 schools and the community. 120 hours of field work 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 Field Work with Exceptional Learners and Seminar (6)

Prerequisite: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Preparation Program. Prerequisites for MM Program: EED 565M or SED 525; ELPS 541A; SPED 400, 404, 406, 501MM, 541B. Corequisites for MM Program: ELPS 542A, SPED 402, 502MM, 503MM, 542B. Other specializations should contact their advisor. This course is the final field work 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. Field work consists of 66 field work 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. (Offered Spring semester.)

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

Prerequisites: All credential courses except SPED 563 and 567D, both of which are Prerequisites or Corequisites for this course. Only one of the two, however, may be taken concurrently with student teaching. The other must be taken as a Prerequisite. SPED 580D is the final special education field work experience for students in the Deaf/Hard 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 1 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 Field work in Early Childhood Special Education (6)

Prerequisite: Bachelor’s degree in Child and Adolescent Development or 12 units in approved Child and Adolescent Development or Early Childhood courses SPED 402, 431, 500, 532, and 535. May be taken as a corequisite to SPED 520EC, 536, or 537 (although only one of these three may be taken concurrently with this course). One semester of supervised field work 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 and on-site observations, and field work activities.

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

Prerequisite: Admission to the Intern Program for the Educational Specialist Credential in ECSE. Supervised field work of at least 100 hours in preschool or pre-K settings with young children who have IEPs. Required of candidates in the Early Childhood Special Education Intern Program who are employed in early intervention programs or as an option for 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 or Corequisites: EED 565M or SED 525; SPED 400, 402, 403MM, 404, 406, 416, 420, 501MM. Only one of these courses, however, may be taken concurrently with SPED 580MM. This course is the final special education field work experience for students in the Mild/Moderate Education Specialist Preliminary Credential Program. Candidates complete this experience on-the-job or with a supervising teacher who serves diverse learners with mild/moderate disabilities. Student teaching consists of 1 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 (SPED 580S) meets on a regular basis throughout the semester with the University supervisor.

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

Prerequisites: SPED 400, 402, 403MM, 406, 416, 420, 504MS, 505MS. This course is the final special education field work experience for students in the Moderate/Severe Education Specialist Preliminary Credential Program. Candidates complete this experience on-the-job or with a supervising teacher who serves diverse learners with moderate/severe disabilities. Student teaching consists of 1 complete semester, full-day assignment during which time the 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 1 to 2 times per month with the University supervisor.

SPED 580S. Advanced Specialist Fieldwork Analysis In Education of Learners with IEPS (3)

Prerequisites: Coursework required for approval of SPED 580ECSE/MM/MS. Corequisite: SPED 580. This seminar meets at regularly scheduled times during the semester as a concurrent seminar with student teaching to provide professional development opportunities for analysis of the field work experience related to teaching effectiveness, assessment, individualized educational planning, program evaluations, case analysis and problem solving. Relationships with parents, relationships with other professionals, and issues related to assuming a professional role as a special educator are included. The seminar instructor facilitates reflective practice.

SPED 581. Augmentative and Alternative Communication (3)

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

SPED 595A-Z. Experimental Topics Courses (1-6)

No course description.

SPED 610. Program Planning in Special Education (3)

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

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

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

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

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

SPED 628. Induction and Formative Assessment (3)

Prerequisites: Completion of the Preliminary Education Specialist Credential Program in the Specialization (MM, MS, DHH, ECSE); Admitted to the Clear Education Specialist Credential Program; Must be taken the first semester of the Program. This introductory course in the Clear Credential Program is designed to facilitate the transition from teacher preparation to induction. An overview of the Program is provided with a focus on developing as a professional special educator and advancing professional knowledge, skills and dispositions. In collaboration with the University instructor and the support provider, candidates develop an Individual Induction Plan (IIP), intended to expand the candidate’s knowledge base, with goals and activities completed and assessed throughout the program. This course emphasizes the development of inquiry and implementation of formative assessment activities based on candidates’ individual contexts for teaching.

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

Prerequisite: SPED 628 and/or acceptance into the master’s program in Special Education. Prerequisite or Corequisite: 6 units of Clear Credential courses from the menu of options or acceptance into the master’s program in Special Education. This course is designed for special education teachers to develop advanced knowledge and skills of processes for effective collaboration, consultation and communication in educational settings. The course focuses on the changing role of the special educator, the effective management of caseloads and paraprofessionals, the development of effective communication skills for problem solving, advocacy and leadership, and the challenges inherent in collaborative relationships. Candidates will learn how to build partnerships with other professionals to design instruction that is universally accessible to all learners and learn how to use technology and assistive technology to provide universal access for learners with special needs. Emphasis will be on the unique skills each specialization candidate brings to any collaborative or instructional interaction and to the added value of the special educator as an education specialist. Current research and theoretical positions in the field will be analyzed, while emphasis will be placed on concrete skills for implementation. As this is the final course in the Clear Educational Specialist Program, students will be expected to reflect on their professional development and instructional competencies, and complete their Individualized Instructional Program.

SPED 640. Physical and Multiple Disabilities (3)

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

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

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

SPED 652. Educating Children with Emotional Disturbance (3)

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

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

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

SPED 671. Advanced Study of Literacy Problems (3)

Prerequisites: SPED 502MM; Admission to the Special Education master’s program or post-M.A. degree certificate program in Educational Therapy. This course provides advanced study in the area of literacy. It is designed to examine issues related to literacy processes, assessment and instructional practices, research methodologies and the relationships between language, literacy, schooling and culture. Emphasis is placed on students struggling with reading and writing. A minimum of 12 hours of supervised clinical experience is required. (Offered Spring semester only.)

SPED 672. Advanced Assessment (3)

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

Prerequisite: Admission to the master’s program or certificate program in Educational Therapy. This beginning course in the Educational Therapy program provides an in-depth study of the educational therapist’s professional role and ethical responsibilities. Services of the educational therapist are compared to those of other professionals, and the interface between educational therapy and allied professions is 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: SPED 671, 672, 673; Admission to the Special Education master’s program or post-M.A. degree certificate program in Educational Therapy. The focus of this course is on case management. Students will analyze contextual influences, such as the school, family, community and culture that impact a student’s performance, and demonstrate the ability to serve in the role of case manager (e.g., prioritizing goals, responding to parent concerns, understanding school demands). This course is designed to build on 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 Clear Education Specialist Credential Program and/or Special Education master’s program. Corequisite: SPED 677L. Analysis of major theoretical positions and methodologies for instruction of adolescents and young adults with mild/moderate disabilities. Examination of theoretical and empirical bases of specific instructional interventions, with emphasis on their use in 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: SPED 671, 672, 673, 676; Admission to the Special Education master’s program or post-M.A. degree certificate program in Educational Therapy. SPED 679 is the culminating experience in the Educational Therapy program. Through a supervised internship, students will work with a client on an individual and ongoing basis to practice and further develop effective clinical 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.

SPED 681. Graduate Research in Special Education (3)

Prerequisite: Admission to the master’s program with classified status. This master’s level course is designed to provide information regarding the process of systematically researching an educational problem and to facilitate students’ ability to interpret and evaluate the research of others in special education and related fields. Students are exposed to various research methods from both quantitative and qualitative traditions, and complete an annotated bibliography on a topic of interest within their area of specialization. Students must earn a grade of “B” or higher to proceed in the program.

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

Prerequisite: Admission to the master’s program with classified status. Prerequisite or Corequisite: SPED 681. This course provides an advanced educational experience for candidates in master’s degree programs in Special Education—Deaf and Hard of Hearing. It is designed as an opportunity for students to outline and research a topic of interest related to special education. Students meet in seminar to discuss issues related to action research and the development of literature review writing skills. The culminating assignment is a comprehensive literature review. Students must earn a grade of “B” or higher to proceed in the program.

SPED 683. Current Trends in Special Education (3)

Prerequisite: Admission to the master’s program with classified status. Prerequisite or Corequisite: SPED 681 and 682. This course is an advanced study of pertinent topics related to: (a) federal, state, and local agencies and their role in special and rehabilitative education, (b) organization of special education programs, (c) the preparation of teachers of exceptional children, and (d) research and demonstration projects in the education of exceptional children. Students must earn a grade of “B” or higher to proceed in the program.

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

Prerequisite: SPED 628. Advanced study of decision-making processes in early childhood special education, as influenced by personal values, ethics, public policy, law and the professional knowledge base. Consideration of issues related to policy and practice in early intervention and strategies for advocacy and systems change.

SPED 695. Experimental Topics Courses (1-6)

No course description.

SPED 695A. Advanced Behavioral Support (3)

(Offered Fall semester.)

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)

Prerequisites: SPED 681 and 682 must be taken and passed with a grade of “B” or higher before students may register for the culminating experience (SPED 697 or 698C). Directed Comprehensive Studies requires students to complete an examination in the form of an Action Research Project. The Project is conducted throughout the semester. Throughout the course, students organize their research materials and other resources to complete a literature review and design and conduct an action research Project. (Credit/No Credit only)

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

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

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

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