Education –
Teacher Education

College of Education

Division of Teacher Education

Basic Credential Programs

Multiple Subject - Student Teaching Option or

University Intern Option with English Language

Authorization or BCLAD Emphasis

Single Subject - Student Teaching Option or

University Intern Option with English Language

Authorization or BCLAD Emphasis

Designated Subject - Adult Education

Master of Arts - Special Education

Early Childhood Option

Mild/Moderate Disabilities Option

Moderate/Severe Disabilities Option

Credentials

Special Education

Early Childhood - Levels I & II

Mild/Moderate Disabilities - Levels I & II

Moderate/Severe Disabilities - Levels I & II

Certificates

Special Education

Assistive Technology Specialist

Early Childhood Special Education

Special Education Resource Specialist

Faculty

Richard Gordon, Division Chair

Jill Aguilar, Glenda Aleman, Hilda Baca, Kelli Beard-Jordan, Libby Bergen, Dawn Berlin, Carrie Blackaller, Daniel Brassell, Grenada Brazzeller, Gwen Brockman, Carolyn Brown, James Cantor, John Davis, Dennis Dulyea, Kate Esposito, (Pat) Raymond Gallagher, Kamal Hamdan, Diane Hembacher, Sharroky Hollie, Lisa Hutton, Susan Johnston, Shirley Lal, Nada Mach, John McGowan, Caron Mellblom, Jeffrey Miller, Hedy Moscovici, Carol Nakayama, Deandrea Newton, Margaret Olebe, Edward Olivos, Ireene Osisioma, Sharon Russell, Lilia Sarmiento, Sue Schaar-Fellwock, Karl Skindrud, Cheryl Trujillo

Department Office: SOE 1001, (310) 243-3496

Emeriti Faculty

Ingeborg Assmann, John A. Brownell, Lenora Cook, Peter D. Ellis, Suzanne Gemmell, Dru Ann Gutierrez, Ruth Larson, Cynthia McDermott-LaCorte, Priscilla Porter, R.H. Ringis, Mimi Warshaw, Diana Wolff

Program Description

Multiple and Single Subject Credential Programs

The credential program offers Multiple and Single Subject credentials with two options: the University Intern option and the Student Teaching option. The Multiple Subject Preliminary Credential authorizes its holder to teach in a self-contained classroom, usually grades kindergarten through six. The Single Subject Preliminary Credential authorizes its holder to teach in departmental classes, usually in the middle or high school. Both the multiple and single subject programs fulfill the California state requirements for English Language Authorization and, for qualified applicants, the Bilingual, Cross-cultural, Language and Academic Development (BCLAD) emphasis in Spanish, Khmer, Cantonese, Korean, Mandarin and Vietnamese. Certification in other authorized languages is available by examination.

Candidates enrolled in the University Intern Option are contracted teachers (without a preliminary credential) currently teaching K-12 students and are supervised for fieldwork in their own classroom by trained university supervisors and site-based coaches who provide support and guidance. Candidates enrolled in the Student Teaching Option are not contracted teachers and are assigned to master teachers in a public school setting for their supervised field experiences. In addition, student teachers receive support and guidance from a university supervisor.

Both program options are organized into phases, university semesters, that include courses and field experiences. Each phase is divided into modules that allow students to progress at a personalized pace while adhering to the required sequence. In the University Intern Option, there are four phases, one prerequisite semester followed by three fieldwork semesters. In the Student Teaching Option, there are three phases, one prerequisite semester followed by two student teaching semesters. The program sequence in the Student Teaching Option allows candidates to complete their coursework and exit requirements in one year.

Coursework and field experiences effectively prepare candidates to teach K-12 students and understand the contemporary conditions of schooling. Because the majority of teacher candidates enrolled in the TED credential program are, or will be, teaching in urban schools with multicultural and mutilingual students, the program's coursework and field experiences are designed to prepare candidates to effectively meet the needs of those students. Courses are designed to address issues of second language learners and diverse styles of learning.

The program provides extensive opportunities for candidates to learn to teach the content of the California K-12 academic content standards, to use state-adopted instructional materials, to assess student progress, and to apply these understandings in teaching K-12 students.

Through the carefully sequenced courses and field experiences candidates develop a series of pedagogical competence represented by the Teaching Performance Expectations (TPEs). Within each phase of the program, courses are designated to address specific TPEs that must be applied and practiced during each field experience.

The TPEs are assessed throughout the program using fair, valid, and reliable methods and measures. There are three formative assessments (FAST #1, FAST #1, and FAST #3) and a summative assessment (SAST) distributed throughout the phases of the program. Students must successfully pass each assessment before moving on to the subsequent phase.

Qualified students may begin the prerequisite phase of the student teaching option during their senior year. They must apply and meet the admissions criteria. They should consult with their undergraduate subject matter advisor and teacher education advisor and attend the Teacher Education Program Orientation Meeting.

CSU Dominguez Hills' basic credential programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE), 1919 Pennsylvania Ave, N.W., Ste. 202, Washington, DC, 20006 and the California Commission on Teacher Credentialing (CCTC) 1900 Capitol Street, Sacramento, CA.

Features

The location of the University allows an ongoing, intensive interaction with a wide variety of local school districts, providing an excellent opportunity for working with a diverse population. Graduates of basic credential programs are in high demand by principals and superintendents who have come to respect the quality of the programs and the competence of its graduates. Teaching methods classes reflect the most up-to-date
and effective approaches to instruction.

Scholarships

Scholarships and awards are available to students in Basic Credential Programs:

1. Laura E. Settle Scholarship: $2,000 to a student in the teacher credential program who has average to high scholastic standing, exemplary character and citizenship, and financial need.

2. California Retired Teachers, Los Angeles Division 12: up to $1,500 to a student teacher with a 3.0 GPA or above, exemplary character and citizenship, and financial need.

3. California Retired Teachers, South Bay Division 46: up to $1,500 to a student enrolled in student teaching or fieldwork with a 3.0 GPA or above, exemplary character and citizenship, and financial need.

4. Suzanne Gemmell Student Teacher Scholarship: $500 to a student teacher with an average to high academic standing and financial need.

5. Paul Kaufman Memorial Scholarship: $500 to a student teacher with a 3.0 GPA or above, exemplary character and citizenship, and financial need.

6. Delta Kappa Gamma Society International, ETA Chapter: $700 to a female student teacher with a 3.3 GPA or above and proof of financial need.

7. Edison International Teachers For Tomorrow Scholarship: $5,000 to a full time student with a 3.0 GPA or above and proof of financial need.

8. Joette Lavarini Memorial Scholarship: $500 to an elementary student teacher with high academic standing, exemplary character and citizenship, and financial need.

9. Robert DeVries Memorial Scholarship: $500 to a student entering teaching as a second career with an exemplary character and citizenship and average to high academic standing.

10. Dominguez Brand Scholarship (Carson Companies): $3,000 to a Liberal Studies Major with a 3.5 GPA or above and financial need.

11. Naomi Byers Scholarship

12. Miguel Gallegos Memorial Scholarship

13. James E. Williams Memorial Scholarship

14. Maureen P. McCarthey Scholarship

15. Martin Hare Memorial Scholarship

16. Doris M. Okada Scholarship

17. Hearst Fifth Year Scholarship

18. Dean's Circle Scholarship

Preparation

High school students should plan to take an academic program that includes four years of English, three years of mathematics, two years of science, two years of foreign language and a course in the use of computers.

Students planning to teach children in a self-contained classroom, usually grades kindergarten through six, will need to earn a Multiple Subject Credential. Students pursuing a Multiple Subject Credential must pass the California Subject Examination for Teachers (CSET): Multiple Subjects Examination. Information pertaining to the examination is available at the University Testing Office.

Students planning to teach in departmentalized classes, usually
at the middle or senior high school levels, will need to earn a Single Subject Credential. These students should complete course requirements for one of the single subject equivalency fields listed below after contacting the designated program advisor in the appropriate department. Single Subject equivalency programs are offered in art, English, foreign language, history, mathematics, music, physical education, and social studies. Please see separate entries in the University Catalog.

An alternative to fulfilling course requirements for a single subject equivalency is to pass the California Subject Examination for Teachers (CSET): Single Subject Examination in the appropriate subject area. Information pertaining to these examinations is available at the University Testing Office. Please refer to the CCTC website at www.ctc.ca.gov for the most current information.

All students are required to pass the California Basic Educational Skills Test (CBEST) before admission to the program.

The CSU prepares teachers for positions in California as well as other states. It is in the students' best interest to be knowledgeable about credential or licensure requirements of the state in which they intend to teach.

Multiple Subject Credential-Student Teaching and University Intern Options

Application and Admission

Admission Requirements for the Student Teaching Option:

1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;

2. University admission;

3. A passing score on the California Basic Skills Test (CBEST);

4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units of upper division course work;

5. Evidence of the U.S. Constitution requirement;

6. Evidence of subject matter competency;

7. Certificate of Clearance;

8. Tuberculosis Test and Vaccinations Verifications;

9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;

10. Three recommendations from individuals familiar with the applicant's work and character.

Admission Requirements for the University Intern Option:

1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;

2. University admission;

3. A passing score on the California Basic Skills Test (CBEST);

4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units;

5. Evidence of the U.S. Constitution requirement;

6. Evidence of subject matter competency;

7. A one-year employment contract from a public school;

8. A letter from school district personnel indicating that the applicant has been screened and interviewed by human resource professionals;

9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;

10. Evidence that the candidate has successfully completed the district's 40-hour training program prior to assuming a full-time classroom teaching assignment;

11. Emergency Permit or Preintern Certificate.

Admission Requirements to BCLAD:

1. Fluency in a second language equivalent to or higher than three on the Foreign Service Institute (FSI) scale or a passing score on Test 6 of the BCLAD Examination. Information on equivalencies is available from the Teacher Education Department;

2. Knowledge of the culture associated with the second language. That knowledge may be tested through Test 5 of the BCLAD Examination, taken upon completion of the program. Students wishing to be admitted into BCLAD at some point during their program whose language is Spanish may wish to enroll in either GED 420, SPA 351 (prerequisite: SPA 221), or SPA 350.

A. Student Teaching Option (42-50 units)

Candidates enrolled in the Student Teaching Option are not contracted teachers and are assigned to master teachers in a public school setting for their supervised field experiences. Student teachers receive support and guidance from a university supervisor. In the Student Teaching Option, there are three phases (one prerequisite semester followed by two student teaching semesters). The program sequence in the Student Teaching Option allows candidates to complete their coursework and exit requirements in one year.

1. Prerequisite Phase (9-17 units)

KIN 425. Physical Education in the Elementary School (3)**

TED 400. Introduction to Education (2)*

TED 402. Educational Psychology (3)

TED 408. Elementary Art and Music Methods (2)**

TED 411. Classroom Management Methods (2)

TED 415. Multiculutural Education (3)

TED 420. Computer Literacy for Teachers (1)***

TED 473. Assessment Seminar: Pre-requisite Multiple Subject (1)

* Not required for CSUDH Liberal Studies Majors who have passed LBS 400 beginning with the fall 2003 semester.

** Not required for CSUDH Liberal Studies Majors. All other candidates must enroll in TED 402 and may meet course requirements by examination.

*** Not required for CSUDH Liberal Studies Majors.

Requirements for Advancement to Student Teaching

a. Application for student teaching due November 1 for Spring semester, April 1 for Fall semester; includes three letters of recommendation;

b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;

c. Interview by university faculty. Faculty rate applicant on ability to communicate ideas, speech articulation, standard English fluency, positive assertiveness, flexibility, sensitivity to cultural diversity, appearance, and enthusiasm;

d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).

2. Phase One (15 units)

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

TED 407. Language Learning (3)

TED 410. Elementary Math Methods (2)

TED 416. Elementary Science Methods (2)

TED 434. Elementary Student Teaching I (3)

TED 436. Seminar: Elementary Student Teachers (1)

TED 474. Assessment Seminar: Phase One Multiple Subject (1)

3. Phase Two (18 units)

TED 404. Elementary Reading/Language Arts: 4-8 (3)

TED 412. Elementary Social Studies Methods (2)

TED 437. Elementary Student Teaching II (9)

TED 476. Assessment Seminar: Phase Two Multiple Subject Student Teachers (2)

TED 470. Critical Perspectives in Urban Education (2)

B. University Intern Option (44-52 units)

Candidates enrolled in the University Intern Option are contracted teachers (without a preliminary credential) currently teaching K-12 students and are supervised for fieldwork in their own classroom by trained university supervisors and site-based coaches who provide support and guidance. In the University Intern Option, there are four phases (one prerequisite semester followed by three fieldwork semesters). Each phase is divided into modules that allow students to progress at a personalized pace while adhering to the required sequence.

1. Prerequisite Phase (9-12 units)

TED 400. Introduction to Education (2)*

TED 402. Educational Psychology (3)

TED 411. Classroom Management (2)

TED 415. Multiculutural Education (3)

TED 420. Computer Literacy for Teachers (1)**

TED 473. Assessment Seminar: Pre-requisite Multiple Subject (1)

Requirements for Advancement to Fieldwork

a. Application for advancement to fieldwork due May 1 for Fall semester, December 1 for Spring semester; includes recommendation from school administrator;

b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;

c. Interview by university faculty;

d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).

2. Phase One (13-16 units)

KIN 425. Physical Education in the Elementary School (3)***

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

TED 407. Language Learning (3)

TED 445. Fieldwork: Elementary Interns (6)

TED 474. Assessment Seminar: Phase One Multiple Subject (1)

3. Phase Two (14 units)

TED 404. Elementary Reading/Language Arts II: 4-8 (3)

TED 410. Elementary Math Methods (2)

TED 416. Elementary Science Methods (2)

TED 445. Fieldwork: Elementary Interns (6)

TED 475. Assessment Seminar: Phase Two Multiple Subject Interns (1)

4. Phase Three (8-10 units)

TED 408. Elementary Art and Music Methods (2)^***

TED 412. Elementary Social Studies/Content Related Reading and Writing (2)

TED 447. Intern Performance Assessment: Multiple Subject (4)

TED 470. Critical Perspectives in Urban Education (2)

* Not required for CSUDH Liberal Studies Majors who have passed LBS 400 beginning with the fall 2003 semester.

** Not required for CSUDH Liberal Studies Majors. All other candidates must enroll in TED 420 and may meet course requirements by examination.

*** Not required for CSUDH Liberal Studies Majors.

C. Summary of Multiple Subject Preliminary Credential Requirements

A recommendation of a Multiple Subject Preliminary Credential may be made when the candidate has:

1. Completed a bachelor’s degree from an accredited university:

2. Completed all education courses with an overall grade point average of 3.0 with no grade lower than a C;

3. Completed the TPAS© successfully;

4. Demonstrated subject matter competence; and

5. Completed US Constitution requirement.

6. Passed the Reading Instruction Competence Assessment (RICA).

D. Professional Clear Credential Requirements

Candidates must complete and induction program with the school district in which they are employed. The school district will recommend the Professional Clear Credential.

Single Subject Credential-Student Teaching and University Intern Options

Application and Admission

Admission Requirements for the Student Teaching Option:

1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;

2. University admission;

3. A passing score on the California Basic Skills Test (CBEST);

4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units of upper division course work;

5. Evidence of the U.S. Constitution requirement;

6. Evidence of subject matter competency;

7. Certificate of Clearance;

8. Tuberculosis Test and Vaccinations Verifications;

9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;

10. Three recommendations from individuals familiar with the applicant's work and character.

Admission Requirements for the University Intern Option:

1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;

2. University admission;

3. A passing score on the California Basic Skills Test (CBEST);

4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units;

5. Evidence of the U.S. Constitution requirement;

6. Evidence of subject matter competency;

7. A one-year employment contract from a public school;

8. A letter from school district personnel indicating that the applicant has been screened and interviewed by human resource professionals;

9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;

10. Evidence that the candidate has successfully completed the district's 40-hour training program prior to assuming a full-time classroom teaching assignment;

11. Emergency Permit or Preintern Certificate.

Admission Requirements to BCLAD:

1. Fluency in a second language equivalent to or higher than three on the Foreign Service Institute (FSI) scale or a passing score on Test 6 of the BCLAD Examination. Information on equivalencies is available from the Teacher Education Department;

2. Knowledge of the culture associated with the second language. That knowledge may be tested through Test 5 of the BCLAD Examination, taken upon completion of the program. Students wishing to be admitted into BCLAD at some point during their program whose language is Spanish may wish to enroll in either GED 420, SPA 351 (prerequisite: SPA 221), or SPA 350

A. Student Teaching Option (42-43 units)

Candidates enrolled in the Student Teaching Option are non-contracted teachers and are assigned to master teachers in a public school setting for their supervised student teaching field experiences. Student teachers receive support and guidance from a university supervisor. In the Student Teaching Option, there are three phases (one prerequisite semester, followed by two student teaching semesters). The program sequence in the Student Teaching Option allows candidates to complete their coursework and exit requirements in one year.

1. Prerequisite Phase (12-13 units)

TED 400. Introduction to Education (2)

TED 402. Educational Psychology (3)

TED 411. Classroom Management Methods (2)

TED 415. Multiculutural Education (3)

TED 420. Computer Literacy for Teachers (1)*

TED 460. Creating Supportive Healthy Environment for Secondary Learners (1)

TED 478. Assessment Seminar: Pre-requisite Phase Single Subject (1)

* Not required for CSUDH Liberal Studies Majors. All other candidates must enroll in TED 420 and may meet course requirements by examination.

Requirements for Advancement to Student Teaching

a. Application for student teaching due October 1 for Spring semester, March 1 for Fall semester; includes three letters of recommendation;

b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;

c. Interview by university faculty. Faculty rate applicant on ability to communicate ideas, speech articulation, Standard English fluency, positive assertiveness, flexibility, sensitivity to cultural diversity, presentable appearance, and enthusiasm.

d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).

2. Phase One (14 units)

TED 406. Content related Reading/Writing in Secondary Schools (3)

TED 407. Language Learning (3)

TED 454. Student Teaching I (3)

TED 456. Seminar: Secondary Student Teachers (1)

TED 467. Secondary Teaching Methods I (3)

TED 479. Assessment Seminar: Phase One Single Subject (1)

3. Phase Two (16 units)

TED 457. Student Teaching: Secondary II (9)

TED 468. Secondary Teaching Methods II (3)

TED 470. Critical Perspectives in Urban Education (2)

TED 481. Summative Assessment Seminar: Phase Two Single Subject Student Teachers (2)

B. University Intern Option (44-45 units)

Candidates enrolled in the University Intern Option are contracted teachers (without a preliminary credential) currently teaching K-12 students and are supervised for fieldwork in their own classroom by trained university supervisors and site-based coaches who provide support and guidance. In the University Intern Option, there are four phases (one prerequisite semester followed by three fieldwork semesters). Each phase is divided into modules that allow students to progress at a personalized pace while adhering to the required sequence.

1. Prerequisite Phase (11-12 units)

TED 400. Introduction to Education (2)

TED 402. Educational Psychology (3)

TED 411. Classroom Management (2)

TED 415. Multiculutural Education (3)

TED 420. Computer Literacy for Teachers (1)*

TED 478. Assessment Seminar: Pre-requisite Phase Single Subject (1)

* Not required for CSUDH Liberal Studies Majors. All other candidates must enroll in TED 420 and may meet course requirements by examination.

Requirements for Advancement to Fieldwork

a. Application for advancement to fieldwork due May 1 for Fall semester, December 1 for Spring semester; includes recommendation from school administrator;

b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;

c. Interview by university faculty;

d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).

2. Phase One (14 units)

TED 407. Language Learning (3)

TED 460. Creating Supportive Healthy Environment for Secondary Learners (1)

TED 465. Fieldwork I: Secondary Interns (6)

TED 467. Secondary Methods I (3)

TED 479. Assessment Seminar: Phase One Single Subject (1)

3. Phase Two (13 units)

TED 406. Content related Reading/Writing in Secondary Schools (3)

TED 465. Fieldwork: Secondary Interns (6)

TED 468. Secondary Methods II (3)

TED 480. Assessment Seminar: Phase Two Single Subject Interns (1)

*May be met by examination

4. Phase Three (6 units)

TED 470. Critical Perspectives in Urban Education (2)

TED 472. Intern Performance Assessment: Single Subject (4)

C. Summary of Single Subject Preliminary Credential Requirements

A recommendation of a Single Subject Preliminary Credential may be made when the candidate has:

1. Completed a bachelor’s degree from an accredited university:

2. Completed all education courses with an overall grade point average of 3.0 with no grade lower than a C;

3. Completed the TPAS© successfully;

4. Demonstrated subject matter competence; and

5. Completed US Constitution requirement.

D. Professional Clear Credential Requirements

Candidates must complete an induction program with the school district in which they are employed. The school district will recommend the Professional Clear Credential.

Designated Subject Teaching Credential

The Designated Subject Adult Education Teaching Credential Program is designed for students who meet requirements for a Two-Level Preliminary Adult Education Credential and would like to fulfill requirements for a Professional Clear Adult Education Credential. Graduates find employment in public and private schools, community agencies, private industry, health services, government agencies, military settings, correctional and religious institutions, volunteer agencies, and centers for older adults.

Requirements for the Two-Level Preliminary Adult Education Teaching Credential

1. Qualifying Experience and/or Education

a. Academic Subjects

English as a Second Language

Elementary and Secondary Basic Skills

A Language Other Than English

English

Fine Arts

Life Science, including General Science

Physical Science, including General Science

Mathematics

Social Science

Qualifying education for an adult education credential authorizing the teaching of an academic subject shall include a baccalaureate or higher degree completed at a regionally accredited college or university and completion of 20 semester units or 10 upper division semester units in the subject to be taught.

b. Non-Academic Categories

Adults with Disabilities Older Adults

Health and Safety Parent Education

Home Economics Vocational Education

Qualifying experience, or experience and education, or education, for an adult education credential authorizing the teaching of a non-academic subject shall meet one of the criteria described in the table below:

Yrs of Subject-Related

Education and/or Training Experience Required

High school diploma or equivalent + 5 years

24 semester units of college course work, + 4 years including a minimum of 4 semester units in the subject to be taught

48 semester units of college course work, + 3 years including a minimum of 8 semester units in the subject to be taught

72 semester units of college course work, + 2 years including a minimum of 12 semester units in the subject to be taught

96 semester units of college course work, + 1 year including a minimum of 16 semester units in the subject to be taught

Bachelor's or higher degree completed at a + 0 years regionally accredited college or university with 20 semester units, or 10 upper division units in the subject to be taught

2. Knowledge of the Constitution of the United States: Completion of the U.S. Constitution requirement (POL 101 or equivalent).

3. Passage of the California Basic Education Skills Test (CBEST). Applicants for the adult credential in NON-ACADEMIC subjects are exempt from this requirement.

Requirements for the Professional Clear Adult Education Teaching Credential (14 units)

1. A valid Preliminary Adult Education Teaching Credential.

2. Verification of Level I completion.

3. Verification of four terms or two years of successful teaching adult learners authorized by the preliminary adult education teaching credential while holding the valid preliminary credential.

4. Completion of Level I and Level II Course work for the Professional Clear Credential

a. Level I Courses

TED 418. Methods and Materials of Adult Education, Part I (2)

TED 419. Methods and Materials of Adult Education, Part II (2)

TED 421. Principles of Adult Education (2)

Professional clear credential candidates must complete the Level I classes within the first two years of the two-level preliminary credential.

b. Level II Courses

TED 420. Computer Literacy for Teachers (1)

TED 417. Seminar in Adult Education (1)

TED 423. Supervised Field Experience (2)

TED 424. Counseling/Guidance for
Teachers of Adult Education (2)

HEA 300. Health in Public Education (2)

Professional clear credential candidates must complete the Level II classes by the end of the fifth year of the preliminary credential.

Major Requirements - M.A. Special Education

The Master of Arts in Special Education requires completion of 30 units of course work with a minimum 3.0 grade point average. A minimum of 21 semester units must be completed in residence. Courses taken previously may be used to meet the course content requirements of a graduate program if they have been completed within the seven years immediately preceding the completion of the requirements for the degree. However, no courses may apply toward the required number of units of approved graduate work that have been used to meet the requirements of another degree.

Requirements for the Master's Degree and Credential Programs

A. Continuous Enrollment

Students are required to enroll in either a regular course or GED 600 continuous enrollment course every semester.

B. A minimum GPA of "B" in all coursework.

Candidates must maintain a "B" average in all coursework.

C. Maintaining Ethical and Professional Standards

Candidates must adhere to all ethical and professional standards required of the university, professional organizations, and/or accrediting affiliations associated with the degree. Candidates must, at all times, demonstrate high quality interpersonal skills with faculty, staff, fellow students, and others in their field experiences. If candidates fail to meet this requirement, they are subject to disqualification from the program.

D. Graduation Writing Requirement (GWAR)

Candidates must complete the Graduation Writing Requirement and score at least eight or take one of the undergraduate certifying courses at CSU Dominguez Hills and make at least a grade of "B." Candidates are required to either pass the exam or the course by the end of their first semester in the program or be subject to disqualification.

E. Time Limit on Coursework.

Candidates must complete all of the requirements for the degree or credential within seven years from the date of first MA course.

F. Capstone Requirement for the Master's Degree

Candidates must complete a comprehensive examination or a thesis project to fulfill the capstone requirement, and they are required to make this decision when they apply for classified standing. They may retake the comprehensive examination one time provided the retake is within the seven-year limit. The thesis is not an option for someone who selected the exam option but was unable to pass.

G. Transfer Credit

Several restrictions apply to transfer credit. (1) The coursework must be from an accredited college or university; (2) the maximum number of units which may be transferred, for either a degree or credential, from another accredited institution, is nine (9); (3) the coursework can be no older than seven (7) years from the expected date of completion.

Admission Requirements

1. A 2.75 grade point average in the last 60 semester units of upper division college course work or GRE score of 800 on two subtests and combined;

2. Three professional references from supervisory individuals acquainted with the applicant's work with children or adolescents;

3. Evidence of attendance at a special education orientation session with satisfactory faculty evaluation of file materials before beginning special education course work.

4. Completion of the Graduate Writing Assessment Requirement (GWAR) before or during the first semester of classes. Candidates who do not obtain a GWE test score of 8 or higher must enroll in ENG 350 or an equivalent approved course during their second semester.

Early Childhood Option

A. Prerequisite Course

SPE 460. Introduction to Special Education (3)

B. Core Requirements (21 units)

GED 500. Research Methods in Education (3)

SPE 524. Advanced Leadership Management and Curriculum Modification for Diverse Learners with Disabilities (3)

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

SPE 552. Cultural Competence and Intervention for Family Systems (3)

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

SPE 560. Language/Speech Development, Disabilities, and Alternate Communication Systems (3)

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

C. Electives: Select nine (9) units from the following:

SPE 553. Assessment and Transitions in Early Childhood Special Education (3)

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

SPE 555. Directed Teaching in Early Childhood Special Education (5)

SPE 591. Current Issues in Special Education (2)

Mild/Moderate Disabilities Option

A. Prerequisite Course

SPE 460. Introduction to Special Education (3)

B. Required Courses (21 units)

GED 500. Research Methods in Education (3)

SPE 507. Special Education: Research and Trends (3)

SPE 524. Advanced Leadership Management and Curriculum Modification for Diverse Learners with Disabilities (3)

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

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

SPE 567. Instructional Planning and Curriculum Development for Individuals with Mild/Moderate Disabilities (3)

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

C. Electives: Select nine (9) units from the following:

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

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

SPE 560. Language/Speech Development, Disabilities, and Alternative Communication Systems (3)

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

SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)

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

Moderate/Severe Disabilities Option

A. Prerequisite Course

SPE 460. Introduction to Special Education (3)

B. Required Courses (21 units)

GED 500. Research Methods in Education (3)

SPE 507. Special Eduction: Research and Trends (3)

SPE 524. Advanced Leadership Management and Curriculum Modification for Diverse Learners with Disabilities (3)

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

SPE 530. Introduction to Assistive Technology (3)

SPE 564. Instructional Strategies for Individuals with Moderate Severe Disabilities (3)

SPE 565. Instructional Strategies for Individuals with Moderate/Severe Disabilities (3)

C. Electives: Select nine (9) units from the following:

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

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

SPE 560. Language/Speech Development, Disabilities, and Alternative Communication Systems (3)

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

SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)

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

Specialist and Service Credential and Certificate
Program Requirements

The Specialist and Services Credentials and Certificates require specific course work to meet competencies specified by the California Commission on Teacher Credentialing (CCTC). Students must receive at least a “B” in each course or repeat that course to meet the competency requirements.

Exception: The Special Education program requires that students earn a B- or better grade in each course or repeat that course to meet the competency requirement.

Special Education Resource Specialist Certificate (9 units)

This program is offered to teachers holding a clear Special Education Specialist Credential who wish to serve students with disabilities who spend the majority of the day in the regular classroom. The certificate provides additional competencies in program coordination, legal compliance, consultation, staff development, parent education, and advanced services needed to successfully fulfill the role of the resource specialist in the public schools.

Admission Requirements

o Possession of a clear California Special Education Specialist Credential, or a clear Clinical Services Credential in Language, Speech and Hearing with Special Class Authorization.

o A total of three years of successful full-time teaching experience across both regular and special education verified by district letter(s) and three professional references.

Required Courses

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

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

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

Special Education Credentials

The Special Education Program is designed to offer candidates both core and advanced specialization training in the delivery of special education services from infancy to adulthood. The program prepares candidates in principles and techniques applicable to individuals with mild/moderate disabilities, moderate/severe disabilities, and early childhood special education.

Early Childhood Special Education Credential - Preliminary Level I (33 units)

The Early Childhood Special Education Credential is designed for persons who wish to work with children from birth to age 5 with disabilities and those who are at risk.

Admission Requirements

1. A 2.75 grade point average in the last 60 semester units of college work;

2. Three professional references from supervisory individuals acquainted with the applicant’s work with children or adolescents;

3. Evidence of completion of a group interview with satisfactory faculty evaluation of file materials before beginning early childhood special education course work;

4. A passing score on the California Basic Educational Skills Test (CBEST).

5. A bachelor’s degree from an accredited college or university;

Admission Requirements for Internship Program

In addition to the above admission requirements, all applicants to the Early Childhood Special Education Internship Credential Program must also satisfy the following admission requirements:

6. Enrollment in the first two courses for the Special Education Internship Program: SPE 460 (Introduction to Special Education) and SPE 558 (Managing Learning Environments in Special and General Education);

7. Enrollment in preliminary field work during the first full semester in the program: SPE 559 (Field Experiences: Infant, Toddler, and Preschool Intervention);

8. Verification of full-time employment in an appropriate teaching position within the university’s service area.

Required Courses

SPE 460. Introduction to Special Education (3)

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

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

SPE 559. Field Experiences: Infant, Toddler, and Preschool Interventions (4)

SPE 560. Language/Speech Development, Disabilities, and Alternate Communication Systems (3)

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

SPE 552. Cultural Competence and Intervention for Family Systems (3)

SPE 553. Assessment and Transitions in Early Childhood Special Education (3)

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

SPE 555. Directed Teaching in Early Childhood Special Education (5)

Additional Courses for Interns

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

SPE 546. Special Education Post-Induction Planning Supervision (1)

Early Childhood Special Education Credential - Professional Level II (12+ units)

Admission Requirements

1. Possession of a valid 5-year preliminary level I Early Childhood Special Education Specialist credential; and

2. Employment in a teaching position appropriate to candidate’s area of special education authorization.

Required Courses

SPE 507. Special Education: Research and Trends (4) [I]

SPE 524. Advanced Leadership, Management, and Curriculum Modification for Diverse Learners with Disabilities (3)

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

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

SPE 546. Special Education Post-Induction Planning Supervision (1)

Preliminary Level I Education Specialist Mild/Moderate Disabilities Credential - Student Teaching Option (41 units)

Admission Requirements

1. A Baccalaureate degree and a 2.75 grade point average in the last 60 semester units of college work;

2. Three professional references from supervisory individuals acquainted with the applicant’s work with children or adolescents;

3. Evidence of attendance at a special education orientation session with satisfactory faculty evaluation of file materials before beginning special education course work.

4. A passing score on the California Basic Educational Skills Test (CBEST).

1. General Education Foundations (12 units)

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

TED 404. Elementary Reading/Language Arts: 4-8 (3) or

TED 406. Content Related Reading/Writing in Secondary Schools (3)

TED 410. Elementary Math Methods (3) or

TED 467. Secondary Teaching Methods I: Math (3)

TED 468. Secondary Teaching Methods II : Math (3)

2. Special Education Foundations and Preliminary Fieldwork (18 units)

SPE 460. Introduction to Special Education (3)

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

SPE 556. Fieldwork in Special and General Education for Student Teaching Option (3)

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

SPE 560. Language/Speech Development, Disabilities, and Alternative Communication Systems (3)

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

3. Special Education Specialization and Advanced Fieldwork (11 units)

SPE 567. Instructional Planning and Curriculum Development for Individuals with Mild/Moderate Disabilities (3)

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

SPE 579. Student Teaching of Individuals with Mild/Moderate Disabilities (5)

Professional Clear Level II Education Specialist Mild/Moderate Disabilities Credential - Student Teaching Option (17 units)

Additional Admission Requirements

1. Possession of a 5-year preliminary Level I Mild/Moderate Credential

2. Employment in a teaching position appropriate to authorization.

HEA 300. Health in Public Education (2)

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

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

SPE 544. Special Education Pre-Induction Planning Supervision (1)

SPE 546. Special Education Post Induction Evaluation Supervision (1)

SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)

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

TED 420. Computer Literacy for Teachers (1) *

*may be met by examination

Admission Requirements for University Internship Program

In addition to the above admission requirements, all applicants to the Mild/Moderate University Internship Credential Program must also satisfy the following admission requirements:

1. Letter from school district with whom we have a Special Education Intern Agreement, verifying employment and support;

2. Copy of a substitute, per-intern, or emergency Special Education Credential;

3. Credential application and fee;

4. Department recommendation to issue a Special Education Intern Credential.

Preliminary Level I Educational Specialist Mild/Moderate Disabilities Credential - University Intern (41-42 units)

1. Pre-requisite Phase (9 units)

SPE 460. Introduction to Special Education (3)

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

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

2. Phase One (16-17 units)

a. Semester 1

SPE 523 Field Experiences in Special and General Education for Interns with Students with Mild/Moderate/Severe Disabilities (4)

SPE 567. Instructional Planning and Curriculum Development for Individuals with Mild/Moderate Disabilities (3)

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

TED 406. Content Related Reading/Writing in Secondary Schools (3)

b. Semester 2

SPE 541. Special Education Pre-Induction Planning Supervision (1)

TED 404. Elementary Reading/Language Arts II: 4-8 (3) and

TED 410. Elementary Math Methods (2) or

TED 467. Secondary Teaching Methods I Math (3) and

TED 468. Secondary Teaching Methods II Math (3)

3. Phase Two (16 units)

a. Semester 3

SPE 542. Special Education Induction Plan Review Supervision (1)

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

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

b. Semester 4

SPE 564. Special Education Post-Induction Evaluation Supervision (1)

SPE 560. Language/Speech Development, Disabilities and Alternative Communication Systems (3)

SPE 569. Directed Teaching of Individuals with Mild/Moderate Disabilities (5)

Professional Clear Level II Education Specialist Mild Moderate Disabilities Credential - University Intern Option (16 units)

Additional Admission Requirements

1. Possession of a 5-year preliminary Level I Mild/Moderate Credential

2. Employment in a teaching position appropriate to authorization.

HEA 300. Health in Public Education (2)

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

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

SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)

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

TED 420. Computer Literacy for Teachers (1)*

*may be met by examination

Preliminary Level I Education Specialist Moderate/Severe Disabilities Credential - Student Teaching Option (39 units)

Admission Requirements

1. A 2.75 grade point average in the last 60 semester units
of college work;

2. Three professional references from supervisory individuals acquainted with the applicant’s work with children or adolescents;

3. Evidence of attendance at a special education orientation session with satisfactory faculty evaluation of file materials before beginning special education course work.

4. A passing score on the CSET or a current, valid California Credential (preliminary or clear);

5. A passing score on the California Basic Educational Skills Test (CBEST).

1. General Education Foundations (9 units)

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

TED 404. Elementary Reading/Language Arts: 4-8 (3)

TED 410. Elementary Math Methods (3)

2. Special Education Foundations and Preliminary Fieldwork (19 units)

SPE 460. Introduction to Special Education (3)

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

SPE 556. Field Experiences in General and Special Education, Student Teaching Option (4)

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

SPE 560. Language/Speech Development, Disabilities, and Alternative Communication Systems (3)

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

3. Special Education Specialization and Advanced Fieldwork (11 units)

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

SPE 565. Instructional Strategies for Individuals with Moderate/Severe Disabilities (3)

SPE 576. Student Teaching of Individuals with Moderate/Severe Disabilities (5)

Professional Clear Level II Education Specialist Moderate/Severe Disabilities Credential - Student Teaching Option (17 units)

Additional Admission Requirements

1. Possession of a valid 5-year preliminary level I Moderate/Sever Education Specialist credential; and

2. Employment in a teaching position appropriate to candidate’s area of special education authorization.

HEA 300. Health in Public Education (2)

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

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

SPE 544. Special Education Pre-Induction Planning Supervision (1)

SPE 546. Special Education Post Induction Evaluation Supervision (1)

SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)

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

TED 420. Computer Literacy for Teachers (1) *

*may be met by examination

Admission Requirements for Internship Program

In addition to the above admission requirements, all applicants to the Moderate/Severe Internship Credential Program must also satisfy the following admission requirements:

1. Letter from school district with whom we have a Special Education Intern Agreement, verifying employment and support;

2. Copy of a substitute, per-intern, or emergency Special Education Credential;

3. Credential application and fee;

4. Department recommendation to issue a Special Education Intern Credential.

Preliminary Level I Educational Specialist Moderate/Severe Disabilities Credential - University Intern Option 41 units)

Additional Admission Requirements

1. Possession of a valid 5-year preliminary level I Moderate/Sever Education Specialist credential; and

2. Employment in a teaching position appropriate to candidate’s area of special education authorization.

1. Pre-requisite Phase (9 units)

SPE 460. Introduction to Special Education (3)

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

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

2. Phase One (16 units)

a. Semester 1

SPE 523. Field Experiences in Special and General Education for Interns with Students with Mild/Moderate/Severe Disabilities (4) FS.

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

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

b. Semester 2

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

TED 404. Elementary Reading/Language Arts II: 4-8 (3) and

TED 410. Elementary Math Methods (2)

3. Phase Two (16 units)

a. Semester 3

SPE 542. Special Education Induction Plan Review Supervision (1)

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

SPE 565. Instructional Strategies for Individuals with Moderate/Severe Disabilities (3)

b. Semester 4

SPE 546. Special Education Post-Induction Evaluation Supervision (1)

SPE 560. Language/Speech Development, Disabilities and Alternative Communication Systems (3)

SPE 566. Directed Teaching of Individuals with Moderate/Severe Disabilities (5)

Professional Clear Level II Education Specialist Moderate/Severe Disabilities Credential - University Intern Option (16 units)

HEA 300. Health in Public Education (2)

SPE 524. Advanced Leadership, Management, and Curriculum Modification for Diverse Learners with Disabilities (3)

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

SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)

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

TBE 520. Computer Literacy for Teachers (1)*

*may be met by examination

Early Childhood Special Education Certificate (17 units)

The Early Childhood Special Education Certificate is an additional State of California Commission on Teacher Credentialing authorization to the Education Specialist Credentials after completion of the Professional Level II Credential Program. This certificate program is a means of expanding the age authorization for specialists with the mild/moderate and moderate/severe credentials. Other Professional Level II credentialed special education specialists may add the certificate for professional development.

Admission Requirements

1. Possession of Ryan Clear Special Education Credential or Professional Level II Specialist Credential;

2. A 2.75 grade point average in the last 60 semester units of college work.

3. Three professional references from supervisory individuals acquainted with the applicant’s work with children; and

4. A satisfactory rating on a group admission interview.

Required Courses

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

SPE 552. Cultural Competence and Intervention for Family Systems (3)

SPE 553. Assessment and Transitions in Early Childhood Special Education (3)

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

SPE 555. Directed Teaching in Early Childhood Special Education (5)

Assistive Technology Specialist Certificate (15 units)

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

Required Courses

SPE 530. Introduction to Assistive Technology (3)

SPE 531. Basic Assistive Technology (3)

SPE 532. Advanced Assistive Technology (3)

SPE 533. Administration of Assistive Technology Services (3)

SPE 537. Capstone Course in Assistive Technology (3)

Course Offerings

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

Prerequisite or corequisite requirements may not apply to students in Intern Credential Programs.

Teacher Education

Upper Division

TED 400 Seminar: Introduction to Education (2).

Introduction to the teacher education program and profession. Requires 30 hours of observation/participation in urban public schools. Topics include Teacher Performance Assessment System, lesson planning, classroom management, and the professional legal and ethical responsibilities of teachers.

TED 402 Educational Psychology (3).

Prerequisite: Admission to Teacher Education

Psychology of learning and motivation related to instruction; emphasis on application of learning principles to classroom learning situations, including multicultural settings. Survey of applicable research from educational psychology and psychology. Mainstreaming students with special needs.

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

Prerequisite: Must pass FAST #1

A balanced approach to teaching reading/language arts grades K through 3. Focus on the foundational skills and strategies needed in the developmental phase of learning to read. Addresses research-based knowledge and instructional practices aligned with the California Reading/Language Arts Framework.

TED 404 Elementary Reading/Language Arts II (Grades 4-8) (3).

Prerequisite: TED 403

A balanced, integrative and interactive perspective to teaching reading/language arts grades 4 through 8. Focus on skills and strategies needed in “reading and learning for life.” Addresses research-based knowledge and instructional practices aligned with the California Reading/Language Arts Framework.

TED 405 Mainstreaming Children With Special Needs (3).

A course to facilitate the integration of handicapped children into the regular classroom. Covers legal responsibilities, diagnostic/prescriptive teaching, problem solving and visits to special education facilities.

TED 406 Content Related Reading/Writing in Secondary Schools (3).

Prerequisite: Acceptance to single subject program.

Procedures, materials for teaching content related reading/writing. Includes use of multicultural literature, instructional technology, interpretation of research in reading comprehension; reading/writing for language diverse populations, classroom based diagnostic tools, cross curricular reading/writing strategies. Microteaching or field experience.

TED 407 Language Learning (3).

Focus on linguistic, social, and cultural factors in schooling language minority students; how factors considered for effective learning practices. Areas of concentration include primary language development, second language acquisition, evaluation, current research.

TED 408 Elementary Art and Music Methods (2).

Prerequisite: Acceptance or intern status in multiple subject program.

Multicultural methods, materials and strategies for elementary art and music including instructional planning, lesson design and use of appropriate media materials and resources that are culturally and linguistically diverse.

TED 410 Elementary Math Methods (2).

Methods and materials for elementary math education. Includes instructional planning, unit development, selection and preparation of curriculum materials, assessment procedures, problem-solving strategies and sheltered mathematics instruction.

TED 411 Classroom Management Methods (2).

Aimed at the student teacher/intern, this course focuses on culturally and linguistically sensitive discipline strategies, management and effective teaching of techniques identified by recent research. A minimum of 15 hours field application required. Intensive format.

TED 412 Elementary Social Studies/ Content Related Reading and Writing (2).

Prerequisite: Acceptance to multiple subject program.

Methods and materials for elementary social studies, reading and writing content areas, including instructional planning, unit development, selection and preparation of appropriate curriculum materials, use of media and assessment strategies.

TED 415 Multicultural Education (3).

Prerequisite: Admission to Teacher Credential

Analysis and application of the concept of cultural diversity. Prepares teachers and prospective teachers for multicultural classroom environments and utilization of appropriate materials and methods for culturally, ethnically and language diverse student populations.

TED 416 Elementary Science Methods (2).

Prerequisite: Acceptance or intern status in multiple subject program.

Methods and materials for elementary science education. Includes instructional planning, unit development, selection and preparation of curriculum materials, assessment procedures, and sheltered science instruction.

TED 417 Seminar in Adult Education (1).

Prerequisites: Concurrent enrollment in TED 423 is required; TED 418, TED 419 and TED 421.

Addresses beginning adult education intern needs for working in ethnically, culturally and language diverse adult school settings. It emphasizes problem solving and discussion of competency checklists used in intern fieldwork. One hour of seminar per week.

TED 418 Methods and Materials of Adult Education, Part I (2).

Course covers instructional techniques; evaluation of student achievement and the learning process in adult education.

TED 419 Methods and Materials of Adult Education, Part II (2).

Prerequisite: TED 418.

Covers instructional techniques, instructional technology, strategies to address the needs of diverse learners and resources in the Adult Education community. Emphasis will be placed on three specific groups: ESL students, older adults and exceptional adults.

TED 420 Computer Literacy for Teachers (1).

Prerequisite to Phase I Admission. Equivalent to Level 1 CCTC technology competency. Focuses on computer basics, terminology, operation and care of computer-related hardware, trouble-shooting techniques, legal and ethical issues, copyright issues, and interacting with others using email and threaded discussion. Credit/no credit grading.

TED 421 Principles of Adult Education (2).

Course is designed to meet the requirements for the Designated Subject Credential. Topics include scope and function of adult education, knowledge of cultural differences in students and communities, curriculum, media and community relationships.

TED 423 Supervised Field Experience in Adult Education (2).

Prerequisites: TED 421 and TED 422 are recommended.

Course is designed to give student practical experiences in teaching adults. Includes participation in classroom, school and communities, and individualized assignments to fulfill the particular needs of each credential applicant. Evaluation of field experience in scheduled seminars. Credit/no credit grading.

TED 424 Counseling and Guidance for Teachers of Adult Education (2) .

Topics will cover counseling techniques to meet special needs of adult students and interpersonal relations/communication skills.

TED 425 Workshop in Teaching Methods (1-3).

Study of various approaches, methods, and materials related to a selected area of the curriculum. Development of applications at elementary and/or secondary level. Two to six hours of activity per week.

TED 434 Student Teaching: Elementary I (3).

Prerequisite: TED 400 and TED 411

Initial student teaching with a master teacher at an urban multilingual/multicultural public elementary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 though 13. Credit/no credit grading.

TED 436 Seminar: Elementary Student Teachers (1).

Problem solving and use of competency checklists in student teaching at the elementary level. Credit/no credit grading. One hour of seminar per week.

TED 437 Student Teaching: Elementary II (9).

Prerequisite: TED 435.

Consists of one semester of supervised classroom practice with a master teacher at an urban multilingual/multicultural public elementary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 13. Credit/no credit grading.

TED 445 Fieldwork: Elementary Interns (6).

Prerequisite: Must pass FAST #1

Consists of two semesters of supervised classroom practice. Credit/no credit grading.

TED 447 Intern Performance Assessment: Multiple Subject (4).

Prerequisite: TED 404.

Assessment Seminar. Critical reflection on intern performance and student achievement correlated with the 13 Teacher Performance Expectations.

TED 454 Student Teaching: Secondary I (3).

Prerequisite: TED 400 and TED 411

Initial student teaching with a master teacher at an urban multilingual/multicultural public secondary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 13. Credit/no credit grading.

TED 456 Seminar: Secondary Student Teachers (1).

Problem solving and discussion of competency check lists used in student teaching in multilingual, multiethnic, and multicultural secondary settings. CR/NC grading.

TED 457 Student Teaching: Secondary II (9).

Prerequisite: TED 454

Consists of one semester of supervised classroom practice with a master teacher at an urban multilingual/multicultural public elementary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 13. Credit/no credit grading.

TED 460 Creating a Supportive Healthy Environment for Secondary Student Learning (1).

Single subject credential candidates learn how to create a supportive healthy environment for secondary student learning.

TED 465 Fieldwork: Secondary Interns (6).

Consists of two semesters of supervised classroom practice. Credit/no credit grading.

TED 467 Secondary Teaching Methods I: (ENG/ESL, For Lang., Sci, Soc Sci, or Math) (3).

Prerequisite: Must pass FAST #1

Principles of effective instruction, critical thinking/questioning skills, lesson design, cooperative learning, sheltered instruction, guided discovery; curriculum materials for culturally, ethnically, and language diverse content classrooms. Single subject specific content.

TED 468 Secondary Teaching Methods II (3).

Prerequisite: Preliminary acceptance or intern status in single subject program; TED 467 or concurrent enrollment; TED 406 recommended.

Taken in single subject credential area. Explores methods and materials for planning instructional units and lessons. Presents alternative strategies of instruction and evaluation to assure high-level learning with ethnically, culturally, and language diverse students.

TED 470 Critical Perspectives in Urban Education (2).

Prerequisite: TED 444

Capstone experience. Focuses on the professional obligations of teachers in society and the role of families and the community in the education of children. Addresses the historical, philosophical, cultural, and sociological foundations of American education from an equity perspective.

TED 471 Secondary Methods III: Curriculum and Assessment (3).

Prerequisite: TED 467; concurrent enrollment in TED 468 is recommended.

Focus on interdisciplinary curriculum and assessment. Includes diagnostic, formative, and summative assessment. Focuses on evaluation, grading procedures, and use and interpretation of standardized exams as tools for instruction and monitoring of achievement.

TED 472 Intern Performance Assessment: Single Subject (4).

Prerequisite: TED 467; concurrent enrollment in TED 468 is recommended.

Assessment Seminar. Critical reflection on intern performance and student achievement correlated with the 13 Teacher Performance Expectations.

TED 473 Assessment Seminar: Pre-Requisite Multiple Subject (1).

Assessment Seminar to complete reflective essay required for credential program pre-requisite phase for all candidates in the Multiple Subject Program. Credit/no credit grading.

TED 474 Assessment Seminar: Phase One Multiple Subject (1).

Prerequisite: TED 473.

Assessment Seminar to complete reflective essay required for credential program Phase One for all candidates in the Multiple Subject Program.

TED 475 Assessment Seminar: Phase Two Multiple Subject Interns (1).

Prerequisite: TED 474.

Assessment Seminar to complete reflective essay required for credential program Phase Two for University Interns in the Multiple Subject Program. Credit/no credit grading.

TED 476 Summative Assessment Seminar: Phase Two Multiple Subject Student Teachers (2).

Prerequisite: TED 475.

Summative Assessment Seminar to complete reflective essay and performance task required for credential program Phase Two for Student Teachers in Multiple Subject Program. Credit/no credit grading.

TED 478 Assessment Seminar: Pre-Requisite Single Subject (1).

Assessment Seminar to complete reflective essay required for credential program pre-requisite phase for all candidates in the Single Subject Program. Credit/no credit grading.

TED 479 Assessment Seminar: Phase One Single Subject (1).

Prerequisite: TED 478.

Assessment Seminar to complete reflective essay required for credential program Phase One for all candidates in the Single Subject Program. Credit/no credit grading.

TED 480 Assessment Seminar: Phase Two Single Subject Interns (1)

Prerequisite: TED 479.

Assessment seminar to complete reflective essay required for credential program Phase Two for University Interns in Single Subject Program. Credit/no credit grading.

TED 481 Summative Assessment Seminar: Phase Two Single Subject Student Teachers (2).

Prerequisite: TED 479.

Summative Assessment Seminar to complete reflective essay and performance task required for credential program Phase Two for Student Teachers in Single Subject Program. Credit/no credit grading

TED 490 Seminar: Issues in Education (1-3).

Identification of significant and persistent issues in education, to evaluate policy statements and published opinions with an awareness of elements involved. Repeatable course. One to three hours of seminar per week.

TED 494 Independent Study (1-3).

Prerequisite: Consent of instructor.

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

TED 495 Special Topics in Teacher Education (1-6).

Selected topics in teacher education. Repeatable course up to six units.

Special Education

Upper Division

SPE 460 Introduction to Special Education (3).

Prerequisites: TED 305, TED 402 or equivalent.

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

Graduate

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

SPE 507 Special Education: Research and Trends (1-4).

Emphasis on current trends and theories and review of research on best practices in special and general education. Practice in promising techniques and advanced development of existing skills. Credit/no credit grading. Repeatable course. A $10 materials fee may be charged.

SPE 523 Field Experiences in Special and General Education for Interns with Students with Mild/Moderate/Severe Disabilities (4).

Supervised observation and evaluation of the candidate's teaching in their special education classroom of students with mild/moderate/severe disabilities. Additional observation and participation in a general education setting is required for individuals without an elementary or secondary teaching credential. Focus on introductory experiences and the commonalities between general and special education. One hour seminar every week. Credit/no credit grading.

SPE 524 Advanced Leadership Management and Curriculum Modification for Diverse Learners with Disabilities (3).

Prerequisites: For Special Education Candidates: SPE 460 and SPE 561; for Educational Administration Candidates: GED 503 and EAD 506; for School Psychology Candidates: SPE 460 and PPS 520.

Examination of major legal, policy, and education issues confronting special educators, families and individuals with disabilities today. Evaluation of specific instructional strategies, resources, and data-based decision making procedures. Emphasis on collaboration among constituents and coordination of services.

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

Prerequisite: Clear Special Education Credential.

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

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

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

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

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

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

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

SPE 530 Introduction to Assistive Technology (3).

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

SPE 531 Basic Assistive Technology (3).

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

SPE 532 Advanced Assistive Technology (3).

Prerequisites: SPE 530 and SPE 531.

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

SPE 533 Administration of Assistive Technology Services (3).

Prerequisites: SPE 530 and SPE 531.

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

SPE 537 Capstone Course in Assistive Technology (3).

Prerequisites: SPE 532 and SPE 533.

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

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

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

SPE 542 Special Education Planning Review/Supervision Seminar for Preliminary Level Interns (1).

Review and updating of the professional individualized induction plan by university intern candidates at the midpoint of their program. Progress toward the induction plan goals is evaluated by the intern, the university supervisor, and the district support provider. Credit/no credit grading.

SPE 544 Special Education Pre-Induction Planning Professional Clear Level II (1).

Prerequisite: Preliminary Level I credential Mild/Moderate, Moderate/Severe, Early Childhood Special Education completed subject matter.

Development of a professional individualized induction plan for special education candidate who holds a valid preliminary Level I Credential and is employed as a public school special education teacher. Credit/no credit grading.

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

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

SPE 546 Special Education Post-Induction Evaluation Supervision (3).

Prerequisite: SPE 544, Student Teaching Option or Clear Level I Credential Students; SPE 541 and SPE 542 for Interns.

Evaluation of professional individualized induction plan (PIIP) for university interns Preliminary Level I or Professional Clear Level II credential candidates. Credit/no credit grading.

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

Prerequisite: SPE 460 and SPE 558.

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

SPE 552 Cultural Competence and Intervention for Family Systems (3).

Prerequisite: SPE 460.

Concepts of diversity, multiculturalism, and family systems. Development of cultural competence to work effectively with children with special needs and their families. Culturally responsive practices in providing early intervention services.

SPE 553 Assessment and transitions in Early Childhood Special Education (3).

Prerequisites: SPE 460 and SPE 558.

Practice in current assessment procedures for children (birth to 5 years) with developmental disabilities and delays. Role of parents in assessment, planning, and transitioning. Development of objectives based on assessment data and family concerns.

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

Prerequisites: SPE 460, SPE 553 and SPE 559 .

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

SPE 555 Practicum Directed Teaching in Early Childhood Special Education (5).

Prerequisite: SPE 460, SPE 551, SPE 552, SPE 553, SPE 554, SPE 558, SPE 559 , SPE 560, and SPE 561.

Supervised teaching in a multicultural/multi-ethnic public or private education program for children (birth to 5 years) with disabilities or who are at risk. Collaboration, coordination of services, and management of curriculum, assessment, instruction, behavior, and professional relations. One hour of seminar in addition to supervised teaching.

SPE 556 Experiences in General and Special Education, Student Teaching Option (4).

Prerequisite: SPE 460 and SPE 558.

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

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

Prerequisite: SPE 460.

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

SPE 559 Field Experiences: Infant, Toddler, and Preschool Intervention (4).

Prerequisite: SPE 460 and SPE 558.

Supervised fieldwork in assessment, instruction, management, and evaluation of young children with diverse disabilities at various developmental levels and in a variety of environments. Emphasis on intervention and teaming in a family-centered approach. Examination of commonalities and differences among learners.

SPE 560 Language/Speech Development, Disabilities and Alternative Communication Systems (3).

Prerequisite: SPE 460.

Examination of basic concepts of language and communication, normal and disordered speech and language development; relevant diagnostic-prescriptive methods for the classroom teacher; and the use of specialized services including alternative communication systems. Emphasis on theoretical perspectives; cultural differences and the relationship between language disorders and academic learning. Field projects.

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

Prerequisite: SPE 460 and SPE 558

Focus on typical and atypical cognitive, social/emotional & physiological development of young children and youth. Characteristics, behaviors, eligibility criteria, and service delivery models for students with mild to severe disabilities. Introduction to assessment concepts related to special and general education.

SPE 562 Advanced Behavior, Emotional and Environmental Supports (3).

Prerequisite: SPE 558.

Demonstration of advanced knowledge in the area of positive behavior intervention. Implementation of classroom behavioral systems, on-going assessment of behavior change, collaboration with community agencies, and development of plans for complex behavior change, collaboration with community agencies, and development of plans for complex behavioral and emotional needs. Field projects.

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

Prerequisite: SPE 460.

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

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

Prerequisites: SPE 460 and SPE 558.

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

SPE 565 Instructional Strategies for Individuals with Moderate/Severe Disabilities (3).

Prerequisite: SPE 460 and SPE 558.

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

SPE 566 Directed Teaching of Individuals with Moderate/Severe Disabilities (5).

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

Supervised teaching as an approved public school program for individuals with moderate/severe disabilities. Focuses on the management of curriculum, behavior, and instruction and on professional relations appropriate to teaching in school and community settings. One hour of seminar every week in addition to supervision. Credit/no credit grading.

SPE 567 Instructional Planning and Curriculum Development for Individuals with Mild/Moderate Disabilities (3).

Prerequisite: SPE 460 and SPE 558.

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

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

Prerequisite: For Special Education Candidates: SPE 460 and SPE 558; for School Psychology Candidates: SPE 460 and PPS 565.

Current issues and research surveyed regarding effective teaching practices. Preview/evaluation of methods, materials, and technology. Generalization of effective teaching and evaluative techniques to various curricula and content areas appropriate for students with mild/moderate disabilities. Field projects.

SPE 569 Directed Teaching of Individuals with Mild/Moderate Disabilities (5).

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

Supervised teaching in an approved public school education program for students with mild/moderate disabilities. Focuses on the management of curriculum, behavior, and instruction and on professional relations appropriate to teaching in elementary secondary and post secondary special education programs. One hour of seminar every week in addition to supervised teaching. Credit/no credit grading.

SPE 576 Student Teaching of Individuals with Moderate/Severe Disabilities (5).

Prerequisites: Student must be in last semester of Level I Credential Program.

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

SPE 579 Student Teaching of Individuals with Mild/Moderate Disabilities (5).

Prerequisites: Student must be in last semester of Level I Credential Program.

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

SPE 591 Current Issues in Special Education (2).

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

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

Infrequently Offered Courses

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

TED 435 Student Teaching: Elementary (12).

Prerequisite: Advancement to fieldwork status.

Student teaching with a master teacher in a culturally/ethnically diverse elementary classroom. Credit/no credit grading.

TED 455 Student Teaching: Secondary (12).

Prerequisite: Advancement to Fieldwork status; concurrent enrollment in TED 411, TED 456, and TED 469.

Student teaching with master teachers at the junior and senior high school level in multilingual/multicultural/multiethnic classrooms. Credit/no credit grading.

TED 469 Interdisciplinary Teaching Methods (3).

Prerequisite: Acceptance to intern status in single subject program or advancement to fieldwork status; TED 467 and TED 468; TED 406 recommended.

Explores interdisciplinary teaching methods for the multicultural multilingual classroom including psychological, philosophical perspectives. Presents strategies, practices, and resources for developing an integrated curriculum.

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

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