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Education – Teacher Education

College of Professional Studies                    

Division of Teacher Education

Basic Credential Programs

Multiple Subject - Student Teaching Option or

    University Intern Option

Single Subject - Student Teaching Option or

    University Intern Option with Urban Teacher

    Residency

Designated Subject - Adult Education

Subject Matter Authorizations

Bilingual Authorization- Spanish

Master of Arts - Special Education

Early Childhood Option

Mild/Moderate Disabilities Option

Moderate/Severe Disabilities Option

Specialist Credentials

Special Education

    Early Childhood Special Education

    Mild/Moderate Disabilities

    Moderate/Severe Disabilities

Certificates

Special Education

    Assistive Technology Specialist

    Early Childhood Special Education

Faculty

James Cantor, Division Co-Chair
Teacher Education, Multiple and Single Subject Programs

Jamie Dote-Kwan, Division Co-Chair
Teacher Education, Special Education Programs

Jill Aguilar, Hilda Baca, Kelli Beard, Dawn Berlin, Carrie Ann Blackaller, Daniel Brassell, Gwen Brockman, Lynne Cook, John Davis, Dennis Dulyea, Kate Esposito, Richard Gordon, Kamal Hamdan, Diane Hembacher, Sharroky Hollie, Lisa Hutton, Susan Johnston, Nada Mach, Caron Mellblom-Nishioka, Jeffrey Miller, Hedy Moscovici, Deandrea Murrey, Irene Osisioma, Lilia Sarmiento, Sue Schaar-Fellwock, Julie Seguin, Ann Selmi, Cheryl Trujillo

Department Office: COE 1410, (310) 243-3496

Emeriti Faculty

Ingeborg Assmann, Joseph Braun, John A. Brownell, Joel Colbert, Lenora Cook, Peter D. Ellis, Suzanne Gemmell, Dru Ann Gutierrez, Shirley Lal, Ruth Larson, Cynthia McDermott-LaCorte, John McGowan, Doris Okada, Priscilla Porter, R.H. Ringis, Karl Skinrud, 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 Authorization 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.

Each program option is organized into phases, university semesters, that include courses and field experiences. The program sequence allows candidates to complete their coursework and exit requirements in one year if the candidate begins the program during the summer.

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 multilingual 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 competencies 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 Information 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, 95814.)

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 their graduates. Teaching methods classes reflect the most up-to-date and effective approaches to instruction.

Scholarships

Ten scholarships and awards are available to students in Basic Credential Programs:

  1. Laura E. Settles Scholarship: $1,000 each to two students in the teacher credential program who have 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. Joette Lavarini Memorial Scholarship: $500 to an elementary student teacher with high academic standing, exemplary character and citizenship, and financial need.
  7. 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.
  8. Dominguez Brand Scholarship (Carson Companies): $4,000 to a Liberal Studies Major with a 3.5 GPA or above and financial need.
  9. James E. Williams Memorial Scholarship: $500-$1000 to a student teacher who will be teaching in an urban setting.

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. It is recommended that students planning to pursue a Multiple Subject Credential complete course requirements for the Liberal Studies major and contact the Liberal Studies chair immediately upon entering CSU Dominguez Hills.

Students planning to earn a Multiple Subject Credential must pass the California Subject Examination for Teachers (CSET): Multiple Subject 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 contact the appropriate department in order to seek program advising regarding completing course requirements for one of the Single Subject equivalency fields offered on campus.  Single Subject equivalency programs offered at CSUDH are:  Visual Art, English, Chemistry, Mathematics, Music, and History/Social Studies. Please see separate entries in the University Catalog for contact information to these departments.

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.

Information concerning teacher preparation programs at CSU Dominguez Hills, including the pass rate on teacher certification examinations, may be obtained from the Department of Teacher Education, 1000 E. Victoria St. Carson, CA 90747.  (310) 243-3496.

Application and Admission

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

  • Follow program advisement procedures. Refer to Teacher Education link on the College of Professional Studies 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):
  • Follow program advisement procedures. Refer to Teacher Education link on the College of Professional Studies 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;
  • Completion of Pre-service courses TED 400, TED 411 and TED 407;
  • 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;
  • Certificate of Clearance;
  • Tuberculosis Test.

Bilingual Authorization Applicants:

Bilingual Authorization applicants must select an appropriate second language and culture. The admissions requirements are:

  • Fluency in a second language equivalent to or higher than three on the Foreign Service Institute (FSI) scale or a passing score on the appropriate CSET: LOTE subtests. Information on equivalencies is available from the Teacher Education Division. 
    (See CSET Website: www.ctcexams.nesinc.com)

 

Multiple Subject Credential -
Student Teaching and University Intern Options

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

A.  Student Teaching Option (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, if they begin the program in the Summer semester.

1.  Phase One (11 units):

TED 400. Introduction to Education (2)*

TED 402. Educational Psychology (3)

TED 407. Language Learning (3)

TED 411. Classroom Management (2)

TED 420. Computer Literacy for Teachers (1)*

Requirements for Advancement to Phase Two

a.  Application for Phase Two due October 1 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.

d.  Bilingual Authorization candidates: Completion of written and culture competencies.

2.  Phase Two (14 units)

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

TED 410. Elementary Math Methods (3)

TED 415. Multicultural Education in an Urban Context (3)
(May be taken in Phase One)

TED 416. Elementary Science Methods (2)

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

3.  Phase Three (16-19 units)

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

TED 412. Elementary Social Studies Methods (2)
(May be taken in Phase Two)

TED 435. Elementary Student Teaching (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. There are three phases in the University Intern Option. 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 407. Language Learning (3)

TED 411. Classroom Management (2)

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 3.00 and no grade lower than C.

c.  Bilingual Authorization candidates: Completion of written and cultural competencies.

2.  Phase Two (16 units):

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

TED 410. Elementary Math Methods (3)

TED 415. Multicultural Education in an Urban Context (3)
(May be taken in Phase One)

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 Methods (2)
(May be taken in Phase Two)

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

 

Single Subject Credential -
Student Teaching and University Intern Options

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 if they begin the program in the Summer semester.

1.  Phase One (11 units):

TED 400. Introduction to Education (2)

TED 402. Educational Psychology (3)

TED 407. Language Learning (3)

TED 411. Classroom Management (2)

TED 420. Computer Literacy for Teachers (1)

Requirements for Advancement to Student Teaching

a.  Application for Phase Two 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.

d.  Bilingual Authorization candidates: completion of written and culture competencies.

2.  Phase Two (13 units):

TED 406. Teaching Secondary Reading (3)

TED 415. Multicultural Education in an Urban Setting (3) (may be taken in phase one)

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

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

TED 468. Secondary Teaching Methods (3)
(Subject Matter Specific)

                           Art candidates enroll in TED 494S 02

                           Music candidates enroll in TED 494S 03

                           Physical Education candidates enroll in KIN 448

3.  Phase Three (17 units):

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

TED 467. Secondary Teaching Methods (3)

TED 488. Teaching Event: Secondary (2)

 

B.  University Intern Option (39 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. There are three phases in the University Intern Option. 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 407. Language Learning (3)

TED 411. Classroom Management (2)

TED 420. Computer Literacy for Teachers (1)

Requirements for Advancement to Fieldwork

  1. Application for advancement to fieldwork due March 1 for Fall semester, October 1 for Spring semester; includes recommendation from school administrator.
  2. Completion of Phase One courses with an overall grade point average of 3.0 and no grade lower than C.
  3. Bilingual Authorization candidates: completion of written and culture competencies.

2.  Phase Two (17 units):

TED 406. Teaching Secondary Reading (3)

TED 415. Multicultural Education in an Urban Setting (3)
(may be taken in phase one)

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

TED 465. Fieldwork: Secondary Interns (6)

TED 466. Introduction to Internship: Secondary (1)

TED 468. Secondary Teaching Methods (Subject Matter Specific) (3)

                           *Art candidates enroll in TED 494S. 02

                           Music candidates enroll in TED 494S. 03

                           Physical Education candidates enroll in KIN 448

3.  Phase Three (11 units):

TED 465. Fieldwork: Secondary Interns (6)

TED 467. Secondary Methods (3)

TED 488. Teaching Event: Secondary (2)

 

C. Urban Teacher Residency Program

     Residents blend the rigor and theory of a master's degree in curriculum and instruction with the practice and pragmatism of a single-subject (secondary) credential in math or science, combined with a year-long residency in the classroom of an experienced, trained mentor teacher in partner schools.

1.  Phase One (12 units):

TED 400. Introduction to Education (2)

TED 411. Classroom Management (2)

TED 420. Computer Literacy for Teachers (1)

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

GED 501. Seminar in Learning and Development (3)

GED 503. Socio-Cultural Issues in Education (3)

Requirements for Advancement to the Residency:

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

b.  Bilingual Authorization candidates: completion of written and culture competencies.

2.  Phase Two (15 units):

GED 500. Research Methods in Education (3)

CUR 510. Process of Curriculum Development (3)

TED 453. Teaching Practices Seminar- Single Subject (3)

TED 468. Secondary Teaching Methods-Subject Matter Specific (3)

TED 407. Language Learning (3)

3.  Phase Three (23 units):

CUR 516. Seminar in Curriculum Development in Science and Math (3)

TED 406. Teaching Secondary Reading (3)

TED 455. Student Teaching- Single Subject (12)

TED 467. Secondary Methods (3)

TED 488. Teaching Event: Secondary (2)

 

D. 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.

 

E.  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 Adult Education 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 regionally accredited college or university with 20 semester units, or 10 upper division units in the subject to be taught + 0 years

 

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.

Professional Clear Adult Education Teaching Credential (14 units)

Requirements

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.

Subject Matter Authorizations

Holders of a Single Subject or Multiple Subject credential issued by the California Commission on Teacher Credentialing may secure an Introductory Subject Matter Authorization that allows the holder to teach the subject matter content typically included in curriculum guidelines and textbooks approved for study in grades 9 and below.  This allows an employer to assign a teacher with an Introductory Subject Matter Authorization to teach a class in which the curriculum is for grades 9 and below but the students in the class may be in grades K-12.

Holders of a Single Subject or Multiple Subject credential issued by the California Commission on Teacher Credentialing may secure a Specific Subject Matter Authorization that allows the holder to teach the specific subject in grades preschool, kindergarten-12, and classes organized primarily for adults.

To qualify, individuals must satisfy all of the following requirements:

  • Possess a valid prerequisite teaching credential
  • Complete one of the following: a) 32 semester units of non-remedial course work in the subject, including a minimum of three semester units of course work in each content area.  The balance of the units may be in any course within the subject category. (Exception:  the subject of Science requires at least six semester units in each of the four science content areas [biological sciences, chemistry, geosciences, and physics].

or

  • Possess a degree major from a regionally-accredited college or university in a subject directly related to the subject to be listed on the credential.

Course Work Requirements

Acceptable course work must be:

a.  Completed with a grade of "C" or better ("credit", "passing", or "satisfactory" grades are acceptable).

b.  Applicable toward a bachelor's degree or a higher degree
(elective or non-elective, non-remedial).

c.  Taken at a regionally accredited institution.

d.  Granted regular semester or quarter hour credit.

e.  Taken from the subject department of the subject matter authorization being sought

The following course work may be used as long as it meets the criteria listed above:

a.  Community college, correspondence, online, or extension course work

b.  Advanced placement unit (requires an official transcript of the course and written verification from the college or university admission or registrar's office that the units were used towards a bachelor's degree and are in the subject category of the requested subject matter authorization).

Unacceptable course work includes:

a.  Course work that is not applicable toward a bachelor's degree or higher degree

b.  Professional development or continuing education units

c.  In-service training or workshop

d.  Education and education methodology course work unless a letter is provided by the chair of the subject area department stating that the course is equivalent to one offered by that department

e.  Course work from a department other that the subject matter authorization being sought unless a letter is provided from the chair of the subject area department stating that the course is equivalent to one offered by that department

 

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.

Master's and Credential Program Requirements

1.  Continuous Enrollment

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

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

     Candidates must maintain a "B" average in all coursework. No course grade lower than a "C" may be used toward the M.A.  No course grade lower than a "B-" may be used toward the Credential.

3.  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. If candidates fail to meet this requirement, they are subject to disqualification from the program.

4.  Graduation Writing Requirement (GWAR)

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

5.  Time Limit on Coursework

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

6.  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.

7.  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 date of degree completion.

Admission Requirements

1.  A 2.75 grade point average in the last 60 semester units of upper division college course 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.  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.

5.  Admission to the corresponding credential program.

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. Communicative and Collaborative Partnerships with Families and Professionals (3)

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

SPE 560. Language Disorders and Communication (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 in Early Childhood Special Education and Moderate-Severe Disabilities (3)

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

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

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. Assessment of Students 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 Disorders and Communication (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 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 551. Biomedical Information and Technological Interventions with Children with Disabilities (3)

SPE 553. Assessment In Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 565. Instructional Planning and Curriculum Development 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 Disorders and Communication (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 Commission on Teacher Credentialing (CTC). Students must maintain an overall grade point average of 3.0 for all required courses for the credential or certificate program. Grades lower than a "B-" for designated SPE courses or lower than a "C" for designated TED courses will not be accepted.

Education Specialist Teaching 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

The Education Specialist Teaching Credential in Early Childhood Special Education (ECSE) 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 attendance at a special education orientation session with satisfactory faculty evaluation of file materials before beginning ECSE 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; and

6.  45 hours of early field experience in general education pre-K (public and/or non-public) settings.

Preliminary Education Specialist Teaching Credential in ECSE-
Student Teaching Option (42 units)

Required Courses

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 549. Seminar in Infants and Toddlers in Early Childhood Special Education (2)

SPE 550. Field Work in Infants and Toddlers in Early Childhood Special Education (1)

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

SPE 552. Communicative and Collaborative Partnerships with Families and Professional (3)

SPE 553. Assessment Early Childhood Special Education and with Moderate-Severe Disabilities (3)

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

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

SPE 560. Language Disorders and Communication (3)

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

SPE 575. Student Teaching in Early Childhood Special Education (9)

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

Level II Education Specialist Teaching Credential in Early Childhood
Special Education- Student Teaching Option (14 units)

Additional Admission Requirements

7.  Possession of a valid 5-year Level I Early Childhood Special Education Specialist credential.

Required Courses

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

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

HEA 300. Health in Public Education (2)

TED 420. Computer Literacy for Teachers (1)

Preliminary Education Specialist Teaching Credential in Early Childhood
Special Education-Intern Option (47 units)

Additional Admission Requirements for University Intern Program

In addition to the above admission requirements, all applicants
to the Early Childhood Special Education Intern Option must also satisfy the following admission requirements:

7. Completion of Pre-Service coursework: SPE 480 (Educating Exceptional Children and Youth) and SPE 481
(Educating Diverse Learners with Exceptionalities); and

8. Letter from district or NPS with whom we have an intern agreement, verifying employment and support.

Required Courses

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 523. Field Experiences in General and Special Education for Interns (3)

SPE 525. Mid-Program Supervision for Interns (3)

SPE 526. Intern Supervision for Preliminary Credential Programs (2)

SPE 549. Seminar:  Infants and Toddlers in ECSE (2)

SPE 550. Field Experience: Infants and Toddlers in ECSE (1)

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

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

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

SPE 555. Practicum: Directed Teaching of Students in ECSE (6)

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

SPE 560. Language Disorders and Communication (3)

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

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

Level II Education Specialist Teaching Credential in Early Childhood
Special Education– Intern Option (12 units)

Additional Admission Requirement

7. Possession of a valid 5-year Level I Early Childhood Special Education Specialist credential.

Required Courses

HEA 300. Health in Public Education (2)

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 Communications for Special Education Specialists (3)

TED 420. Computer Literacy for Teachers (1)

Mild/Moderate Disabilities

The Education Specialist Teaching Credential in Mild/Moderate Disabilities is designed for persons who wish to work in K-12 and with young adults through age 21.

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 course work;

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

5.  Demonstration of subject matter competency; and

6.  A bachelor's degree from an accredited college or university.

Preliminary Education Specialist Mild/Moderate Disabilities Credential-
Student Teaching Option (42 units)

Required Courses

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 503. Reading and Language Arts Instruction for K-12 Students with Disabilities (3)

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 556. Field Experience in General and Special Education, Student Teaching Option (3)

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

SPE 560. Language Disorders and Communication (3)

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

SPE 567. Assessment of Students with Mild/Moderate Disabilities (3)

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

SPE 579. Student Teaching of Individuals with Mild/Moderate Disabilities (9)

TED 410. Methods for Teaching Mathematics (3)

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

Additional Admission Requirements

7.  Possession of a 5-year Level I Mild/Moderate Disabilities Teaching Credential.

Required Courses

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 Clear Level II (1)

SPE 546. Special Education Post Induction Evaluation (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)

Preliminary Educational Specialist Mild/Moderate Disabilities Credential-
Intern Option (44 units)

Additional Admission Requirements for University Intern Program

In addition to the above admission requirements, all applicants to the Mild/Moderate Disabilities Intern Option must also satisfy the following admission requirements:

7.  Completion of Pre-service coursework: SPE 480 (Educating Exceptional Children and Youth) and SPE 481 (Educating Diverse Learners with Exceptionalities); and

8.  Letter from district or NPS with whom we have an intern agreement, verifying employment and support.

Required Courses

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 503 Reading and Language Arts Instruction for K-12 Students with Disabilities (3)

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 523. Field Experiences in General and Special Education for Interns (3)

SPE 525. Mid-Program Supervision for Interns (3)

SPE 526. Intern Supervision for Preliminary Credential Programs (2)

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

SPE 560. Language Disorders and Communication (3)

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

SPE 567. Assessment of Students with Mild/Moderate Disabilities (3)

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

SPE 569. Directed Teaching of Students with Mild/Moderate Disabilities (6)

TED 410. Methods for Teaching Mathematics (3)

Level II Education Specialist Mild/Moderate Disabilities Credential-
Intern Option (16 units)

Additional Admission Requirements

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

Required Courses

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)

Moderate/Severe Disabilities

The Education Specialist Teaching Credential in Moderate/Severe Disabilities is designed for persons who wish to work in K-12 and with young adults through age 21.

Preliminary Education Specialist
Moderate/Severe Disabilities Credential- Student Teaching Option (48 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 course work;

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

5.  Demonstration of subject matter competency; and

6.  A bachelor's degree from an accredited college or university.

Required Courses

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 505. Collaborating to Develop Self-Determined Learners (3)

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

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

SPE 556. Field Experience in General and Special Education, Student Teaching Option (3)

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

SPE 560. Language Disorders and Communication (3)

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

SPE 565. Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities (3)

SPE 576. Student Teaching of Individuals with Moderate/Severe Disabilities (9)

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

TED 410. Methods for Teaching Mathematics (3)

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

Additional Admission Requirements

7.  Possession of a 5-year Level I Moderate/Severe Disabilities credential

Required Courses

HEA 300. Health in Public Education (2)

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

SPE 524. Advanced Leadership, Management and Curriculum Modifications (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)

Preliminary Education Specialist Moderate/Severe Disabilities Credential-Intern Option (50 units)

Additional Admission Requirements for University Intern Program

In addition to the above admission requirements, all applicants to the Mild/Moderate Disabilities Intern Option must also satisfy the following admission requirements:

7.  Completion of Pre-service coursework: SPE 480 (Educating Exceptional Children and Youth) and SPE 481 (Educating Diverse Learners with Exceptionalities); and

8.  Letter from district or NPS with whom we have an intern agreement, verifying employment and support.

Required Courses

SPE 480. Educating Exceptional Children and Youth (3)

SPE 481. Educating Diverse Learners with Exceptionalities (3)

SPE 505. Collaborating to Develop Self-Determined Learners (3)

SPE 523. Field Experiences in General and Special Education for Interns (3)

SPE 525. Mid-Program Supervision for Interns (3)

SPE 526. Intern Supervision for Preliminary Credential Programs (2)

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

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (3)

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

SPE 560. Language Disorders and Communication (3)

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

SPE 565. Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities (3)

SPE 566. Directed Teaching of Individuals with Moderate/Severe Disabilities (6)

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

TED 410. Methods for Teaching Mathematics (3)

Level II Education Specialist Moderate/Severe Disabilities Credential-
Intern Option (15 units)

Additional Admission Requirement

7. Possession of a 5-year Level I Moderate/Severe Disabilities credential.

Required Courses

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)

TED 42. Computer Literacy for Teachers (1)

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 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.

Admission Requirements

1.  Possession of 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;

Required Courses

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

SPE 552. Communicative and Collaborative Partnerships With Families and Professionals (3)

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities (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          Introduction to Teaching (2).

Prerequisite: Admission to Teacher Education.

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: Admission to Multiple Subject Program.

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          Teaching Secondary Reading (3).

Prerequisite: Admission 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).

Prerequisite: Admission to Teacher Education.

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: Admission to 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).

Prerequisite: Admission to Multiple Subject Program.

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).

Prerequisite: Admission to Teacher Education.

Focus 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.

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

Prerequisite: Admission 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 Education.

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 utilization of appropriate materials and methods for culturally, ethnically, and language diverse students.

TED 416          Elementary Science Methods (2).

Prerequisite: Admission to 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: Admission to Teacher Education.

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 433          Teaching Practices Seminar: Multiple Subject Student Teaching (3).

Prerequisite: Admission to Phase Two.

Student teaching candidates observe and participate in a Multiple Subject classroom with an experienced teacher, accompanied by reflective seminar. Credit/no credit grading.

TED 434          Student Teaching: Elementary I (3).

Prerequisite: TED 400 and TED 411.

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 435          Elementary Student Teaching (12).

Prerequisite: TED 433.

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 14. 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          Elementary Student Teaching (LBS Integrated Option Only) (9).

Prerequisite: TED 433.

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: Admission to Fieldwork.

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

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

Prerequisite: Admission to Fieldwork.

Introduction to Critical Friends Inquiry Groups for elementary University Interns. Focus on reflective teacher inquiry, cognitive coaching, peer review and self-assessment. A-B/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 448          Teaching Event: Multiple Subject (2).

Prerequisite: Admission to Phase Two.

Candidates complete the Teaching Event, the required summative assessment, by demonstrating competency in all Teacher Performance Expectations. Candidates focus on student learning, select a learning segment, submit teaching artifacts and analysis, and assess the teaching event. Credit/no credit grading.

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

Prerequisite: Admission to Phase Two.

Student teaching candidates observe and participate in a single subject classroom with an experienced teacher accompanied by reflective seminar. Credit/no credit grading.

TED 454          Student Teaching: Secondary I (3).

Prerequisite: TED 400 and TED 411.

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 455          Student Teaching: Secondary (12).

Prerequisite: TED 453.

Consists of one semester of supervised classroom practice 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).

Prerequisite: Admission to Single Subject Program

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

TED 465          Fieldwork: Secondary Interns (6).

Prerequisite: Admission to Fieldwork.

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

TED 466          Introduction to Internship: Single Subject University Intern (1).

Prerequisite: Admission to Fieldwork.

Introduction to Critical Friends Inquiry Groups for secondary University Interns. Focus on reflective teacher inquiry, cognitive coaching, peer review and self-assessment.

TED 467          Secondary Teaching Methods I (3).

Prerequisite: Admission to Single Subject Program.

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.

TED 468          Secondary Teaching Methods II (3).

Prerequisite: Admission to Single Subject Program.

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

Prerequisite: TED 467; concurrent enrollment in TED 468 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).

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

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. Credit/no credit grading.

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

Summative Assessment Seminar to complete reflective essay and performance task. Credit/no credit grading

TED 488          Teaching Event: Single Subject (2).

Prerequisite: Admission to Phase Two.

Candidates complete the Teaching Event, the required summative assessment, by demonstrating competency in all Teacher Performance Expectations. Candidates focus on student learning, select a learning segment, submit teaching artifacts and analysis, and assess the teaching event. 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.

Graduate

TED 501          Lesson Study: Engaging All Students in Learning (3).

Prerequisite: GED 500.

Introduction to the foundations of lesson study and its analysis for induction candidates. Collaboration in designing, observing, and discussion lessons to provide universal access to engage all students in learning. Focus on English learners, GATE students and students with special needs.

TED 502          Advanced Lesson Study II: Using Data to Improve Achievement (3).

Prerequisite: GED 500.

Advanced lesson study and its analysis for induction candidates. Collaboration in collecting, analyzing and using data to improve student learning. Focus on students who may be at risk.

TED 503          Teacher Action Research Project (3).

Prerequisite: GED 500.

Teacher action research methods course for induction teachers working in urban diverse classrooms.  Candidates conduct inquiries on professional practices using scientific methods to improve student achievement.

TED 504          Colloquium (3).

Prerequisite: GED 500.

Induction candidates do an in-depth intervention to increase student achievement. Multimedia presentation disseminating findings. Focus on students who may be at risk.

Special Education

Upper Division

SPE 460          Introduction to Special Education (3).

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.

SPE 480          Educating Exceptional Children and Youth (3)

Review of the field of exceptionality, including behavioral and learning characteristic of students with mild, moderate and severe disabilities. Examination of developmental and program needs. Presentation of eligibility criteria, legal rights, legislation, and best practices for students with exceptionalities.

SPE 481          Educating Diverse Learners with Exceptionalities (3)

Designed to understand the relationship between cultural, home, and school influences and the effects these influences have on classroom teaching and learning and the utilization of appropriate materials and methods for students who are exceptional, culturally, ethnically and/or linguistically diverse.

Graduate

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

SPE 503          Reading and Language Arts Instruction for K-12 Students
with Disabilities (3)

Prerequisite: SPE 480 and SPE 481.

An overview of principles of reading instruction and elements of the K-12 language arts program including literature-based reading, the role of phonics, emergent literacy and diagnosis and remediation of reading and writing difficulties.

SPE 505          Collaborating to Develop Self Determined Learners (3)

Prerequisite: SPE 480 and SPE 481.

This course is designed to develop expertise in working with stakeholders in the education of children and youth with special needs as they transition to different levels of education and into adulthood.

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

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 demonstrated through the completion of an action research project. Credit/no credit grading. Repeatable course. A $10 materials fee may be charged.

SPE 523          Field Experiences in Special and General Education for Interns (3).

Prerequisite: SPE 480 and SPE 481.

Interns will be observed and evaluated by university and school site supervisors as special education teachers of record. Interns will observe and participate in a general education classroom experience. Fieldwork and seminars. 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 525          Mid-Program Supervision for Interns: Preliminary Credential for
Mild/Moderate, Moderate/Severe, and Early Childhood Special
Education Programs (3).

Prerequisite: SPE 523.

Special Education Interns will be evaluated by a university supervisor on teaching competencies directed toward developing professional certification. Guided observations in two special education classrooms are required. Fieldwork and seminars. Credit/no credit grading.

SPE 526          Intern Supervision for Preliminary Credential Programs:
Mild/Moderate, Moderate/Severe, and Early Childhood Special
Education Programs (2).

Prerequisite: SPE 523 and 525.

A repeatable course designed to review the teaching competencies of special education interns. The university supervisor evaluates progress toward professional certification. Fieldwork and seminars. Credit/no credit grading.

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 528Advanced 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 Clear Level II (1).

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

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 (1).

Prerequisite: SPE 544, Student Teaching Option for Clear Level I Credential Students; SPE 541 and SPE 542 for In-terns.

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 549          Seminar in Infants and Toddlers in Early Childhood
Special Education (2)

Prerequisite: SPE 480 and SPE 481.

Co-requisite: SPE 550

Seminar on information and experiences in working with children from birth–3 years who have mild, moderate, or severe disabilities. Emphasis on learning how to address the needs of children and their families in a culturally sensitive family-centered professional manner.

SPE 550          Field Work in Infants and Toddlers in Early Childhood
Special Education (1)

Prerequisite: SPE 480 and SPE 481.

Co-requisite: SPE 549.

Supervised 40-hour practicum provides experiences working with children from birth–3 years who have mild, moderate, or severe disabilities. Emphasis on learning how to address the needs of children and their families in a culturally sensitive family-centered professional manner.

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

Prerequisite: SPE 480 and SPE 481.

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          Communicative and Collaborative Partnerships with
Families and Professional (3)

Prerequisite: SPE 480.

Overview of the family systems model for understanding families from diverse cultures with specific focus on the effects of disability on family functions and relationships. Use of effective communicate and collaborate with individuals with disabilities, their families and other stakeholders to establish and work in partnerships.

SPE 553          Assessment in Early Childhood Special Education and
Moderate-Severe Disabilities (3).

Prerequisites: SPE 480 and SPE 481.

Assessment and evaluation procedures for young children (birth to 5 years) with developmental disabilities or delays, and students with moderate-severe disabilities including formal and informal assessments and strategies to determine needs and strengths while incorporating family concerns and priorities.

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

Prerequisites: SPE 480 and 481.

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 develop-mental and functional needs.

SPE 555          Practicum Directed Teaching in Early Childhood Special
Education (6).

Prerequisite: Student must be in the last semester of credential program.

Supervised experience working with young children with special needs (birth – 5 years) with mild, moderate and severe disabilities in early intervention and educational settings. Integrates learned theoretical models with every day situations in planning, implementing and evaluating intervention strategies. Seminar and fieldwork required. Credit/no credit grading.

SPE 556          Field Experiences in General and Special Education, Student
Teaching Option (3).

Prerequisite: SPE 480 and SPE 481.

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

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

Prerequisite: SPE 480.

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 Disorders and Communication (3).

Prerequisite: SPE 480.

Basic concepts of language structure, normal and disordered speech and language development; relevant diagnostic-prescriptive methods for the classroom teacher; and the use of specialized services.  Additionally, theoretical perspective; cultural difference and the relationship between language disorders and academic learning.

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

Prerequisite: SPE 480 and SPE 481.

Overview of development of children with and without disabilities including: physical growth/development, cognitive, motor, social/emotional development, cultural and genetic contributors to atypical outcomes. Integrates theory and research into effective practice for working with children who manifest a range of disabilities.

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 re-search, laws and regulations, and emerging practices. Field projects.

SPE 565          Instructional Planning and Curriculum Development for Individuals
with Moderate/Severe Disabilities (3).

Prerequisite: SPE 480 and SPE 481.

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 (6).

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

Supervised teaching in an approved public school program for individuals with moderate to severe disabilities. Focuses on the management of curriculum, behavior, and instruction and on professional partnerships in school and community settings. Fieldwork and seminars. Credit/no credit grading.

SPE 567          Assessment of Students with Mild/Moderate Disabilities (3).

Prerequisite: SPE 480 and SPE 481.

Acquisition of knowledge and skill in using formal and informal assessment and evaluation procedures for individuals with mild/moderate disabilities, including K-12 students with autism. Assessment information used to develop appropriate individual educational plans and curriculum management systems. Field projects required.

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

Prerequisite: For Special Education Candidates: SPE 480 and SPE 481.

Review of issues and research regarding teaching practices effective for students with mild/moderate disabilities. Supervised practice in small group instructional strategies. Generalization of effective teaching techniques to a variety of curricula and content areas appropriate to students with learning difficulties.

SPE 569          Directed Teaching of Individuals with Mild/Moderate Disabilities (6).

Prerequisites: Student must be in the last semester of 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 partnerships in elementary/secondary/post secondary special education programs. Fieldwork and seminars. Credit/no credit grading.

SPE 575          Student Teaching in Early Childhood Special Education (9).

Prerequisite: Student must be in the last semester of credential program in ECSE.

Supervised experience with young children (birth – 5 years) with mild, moderate and severe disabilities in early intervention and educational settings with the guidance of a master teacher. Integrates learned theoretical models with everyday situations in planning, implementing and evaluating intervention strategies. Seminars and fieldwork. Credit/no credit grading.

SPE 576          Student Teaching of Individuals with Moderate/Severe
Disabilities (9).

Prerequisites: Student must be in the last semester of 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. Seminars and fieldwork. Credit/no credit grading.

SPE 579          Student Teaching of Individuals with Mild/Moderate Disabilities (9).

Prerequisites: Student must be in the last semester of 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. Seminars and fieldwork. CR/NC grading.

SPE 595          Graduate Selected Topics in Special Education (1-3).

Advanced course of special interests to graduate students in Special Education.  Topic and content will vary as announced.  Repeatable course.  One to three hours of seminar each week.

SPE 599          Graduate Capstone in Special Education (1-3).

Research and writing of thesis project for the master's degree.  Topic of research must be approved by graduate advisor.  Open only to thesis option graduate students.  Repeatable course.

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 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.

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.

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.

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 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.