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

Early Childhood Option

Mild/Moderate Disabilities Option

Moderate/Severe Disabilities Option

Special Education

        Early Childhood - Levels I & II

        Mild/Moderate Disabilities - Levels I & II

        Moderate/Severe Disabilities - Levels I & II

Special Education

        Assistive Technology Specialist

        Early Childhood Special Education

        Special Education Resource Specialist

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, Jamie Dote-Kwan, 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,  Allen A. Mori, 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

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

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 of the Performance Assessment for California Teachers (PACT).  There are ongoing formative assessments, embedded signature assignments, and a summative assessment, the Teaching Event, distributed throughout the phases of the program. 

Qualified students may begin Phase One 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.

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.

Ten 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.

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 planning to pursue a multiple Subject Credential should complete course requirements for the Liberal Studies major and should contact the Liberal Studies coordinator immediately upon entering CSU Dominguez Hills.

An alternative to fullfiling course requirements for the Liberal Studies major is to 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.  California will be in a transition phase in the Single Subject Examinations.  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.

Admission Requirements for the Student Teaching Options (Multiple and Single Subject):

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

•   University admission;

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

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

•   Evidence of the U.S. Constitution requirement;

•   Evidence of subject matter competency;

•   Certificate of Clearance;

•   Tuberculosis Test and Vaccinations Verifications;

•   Demonstrate a basic knowledge of technology and its appropriate use in various educational settings; and

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

Admission Requirements for the University Intern Options (Multiple and Single Subject) Programs:

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

•   University admission;

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

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

•   Evidence of the U.S. Constitution requirement;

•   Evidence of subject matter competency;

•   A one-year employment contract from a public school;

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

•   Demonstrate a basic knowledge of technology and its appropriate use in various educational settings;

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

•   Emergency Permit or Preintern Certificate.

BCLAD Applicants:

BCLAD applicants must select an appropriate second language and culture.  The admissions requirments to BCLAD are:

•   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 CLAD/BCLAD Examination.  Information on equivalencies is available from the Teacher Education Department.

•   Knowledge of the culture associated with the second language.  That knowledge may be tested through Test 5 of the CLAD/BCLAD Examination, taken upon completion of the program.  Information on equivalencies is available from the Teacher Education Department.

The Multiple Subject Preliminary Credential authorizes its holder to teach in a self-contained classrom, usually grades kindergarten through six.

A.  Student Teaching Option  (46-49 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.  In addition, student teachers receive support and guidance from a university supervisor.  In the Student Teaching Option, there are three phases.  The program sequence in the Student Teaching Option allows candidates to complete their coursework and exit requirements in one year.

1.   Phase One (11 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)

Requirements for Advancement to Phase Two

a.   Application for student teaching due October1 for spring semester, and March 1 for fall semester.

b.   Completion of Phase One courses with an overall grade point average of 3.0 and no grade lower than C.

c.   Interview:  Faculty rate applicant on ability to communicate ideas, speech articulation, positive assertiveness, flexibility, sensitivity to cultural diversity, appearance, and enthusiasm.

2.   Phase Two (14 units)

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

TED 407.        Language Learning (3)

TED 410.        Elementary Math Methods (2)

TED 416.        Elementary Science Methods (2)

TED 433.        Teaching Practices Seminar: Multiple Subject ST (3)

3.   Phase Three (16-19 units)

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

TED 412.        Elementary Social Studies Methods (2)

TED 435.        Elementary Student Teaching II (full day) (12) or

TED 437.       Elementary Student Teaching II (Integrated BA/Cred. Students Only) (9)

TED 448.        Teaching Event: Elementary (2)

The following courses may be taken in any Phase*:

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

TED 408.        Elementary Art and Music Methods (2)

*Waived for Liberal Studies Majors

B.  University Intern Option  (47 units)

Candidates enrolled in the University Intern Option are contracted teachers, without a preliminary credential, currently teaching K-12 students.  They 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 three phases.  Courses in each phase must be completed before enrolling in the next phase. 

1.   Phase One (11 units)

TED 400.        Introduction to Education (2)

TED 402.        Educational Psychology (3)

TED 411.        Classroom Management Methods (2)

TED 415.        Multiculutural Education in an Urban Context (3)

TED 420.        Computer Literacy for Teachers (1)

Requirements for Advancement to Fieldwork

a.   Application for advancement to fieldwork due March 1 for fall semester and October 1 for spring semester.

b.   Completion of Phase One courses with an overall grade point average of 3.0.

2.   Phase Two (16 units)

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

TED 407.        Language Learning (3)

TED 410.        Elementary Math Methods (3)

TED 445.        Fieldwork:  Elementary Interns (6)

TED 446.        Introduction to Internship: Multiple Subject (1)

3.   Phase Three (15 units)

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

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

TED 416.        Elementary Science Methods (2)

TED 445.        Fieldwork: Elementary Interns (6)

TED 448.        Teaching Event: Elementary (2)

The following courses may be taken in any Phase*:

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

TED 408.        Elementary Art and Music Methods (2)

*Waived for 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 Teaching Event successfully;

4.         Demonstrated subject matter competence;

5.   Completed US Constitution requirement; and

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.

The Single Subject Preliminary Credential authorizes its holder to teach in departmentalized classes, usually in the middle or high school.     

A.  Student Teaching Option  (41 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 student teaching field experiences.  In addition, student teachers receive support and guidance from a university supervisor.  In the Student Teaching Option, there are three phases.  The program sequence in the Student Teaching Option allows candidates to complete their coursework and exit requirements in one year.

1.   Phase One (11 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)

Requirements for Advancement to Student Teaching

a.   Application for student teaching due October 1 for Spring semester, March 1 for Fall semester.

b.   Completion of Phase One courses with an overall grade point average of 3.0 and no grade lower than C.

c.   Interview: Faculty rate applicants on the ability to communicate ideas, speech articulation, positive assertiveness, flexibility, sensitivity to cultural diversity, presentable appearance, and enthusiasm.

2.   Phase Two (12 units)

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

TED 407.        Language Learning (3)

TED 453.        Teaching Practices Seminar: Single Subject ST (3)

TED 467.        Secondary Teaching Methods I (3)

3.   Phase Three (17 units)

TED 455.        Student Teaching II (full day) (12)

TED 468.        Secondary Teaching Methods II (3)

TED 488.        Teaching Event: Secondary (2)

The following course may be taken in any Phase:

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

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.  They 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 three phases.  Courses in each phase must be completed before enrollment in the next phase.

1.   Phase One (11 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)

Requirements for Advancement to Fieldwork

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

b.   Completion of Phase One courses with an overall grade point average of 3.0 and no grade lower than C.

2.   Phase Two (16 units)

TED 406.        Reading and Writing in the Content Areas (3)

TED 407.        Language Learning (3)

TED 465.        Fieldwork :  Secondary Interns (6)

TED 466.        Introduction to Internship: Secondary (1)

TED 467.        Secondary Methods I (3)

3.   Phase Three (11 units)

TED 465.        Fieldwork:  Secondary Interns (6)

TED 468.        Secondary Methods II (3)

TED 488.        Teaching Event: Secondary (2)

The following course may be taken in any Phase:

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

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 Teaching Event 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.

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

   Yrs of Subject-Related

Education and/or Training        Experience Required

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.

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.

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)

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 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)

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)

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.

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)

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.

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)

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)

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)

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.

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) FS.

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)

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

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)

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.

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)

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

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)

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)

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.

TED 400   Introduction to Teaching (2).

Introduction to the teacher education program and profession.  Requires 30 hours of observation/participation in urban public schools.  Topics include the Teaching Event (summative assessment), 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 Mathematics Methods (3).

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 in an Urban Context (3).

Prerequisite:  Admission to Teacher Credential

Analysis and application of the concepts of cultural diversity with emphasis on current issues in education in an urban context.  Prepares teachers for multicultural environments and utilzation of appropriate materials and methods for culturally, ethnically, and language diverse students.

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 instru