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Summary of Changes

New Courses

  • SPE 495 Special Topics in Special Education (1-3)
  • SPE 570 Individual Induction Plan Development (3)
  • SPE 571 Individual Induction Plan Completion (3)
  • SPE 580 Advanced Assessment, Pedagogy and Instruction for Students with Disabilities (3)
  • SPE 581 Collaborative Planning, Implementing and Evaluating Educational Programs for Students with Disabilities (3)

Course Offerings- Infrequently Offered Courses

  • SPE 528 Advanced Collaboration, Consultation, and Communication for Special Education Specialists
  • SPE 529 Advanced Assessment Instruction and Curriculum Modification for Mild/Moderate Disabilities
  • SPE 541 Special Education Pre-Induction Planning for
    Preliminary Level I Interns
  • SPE 545 Multicultural Strategies for Culturally and Linguistically Different Exceptional Learners
  • SPE 563 Transition Planning and Counseling in Special Education

Retired Courses

  • SPE 559

Special Education

College of Professional Studies                    

Division of Teacher Education

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

Carrie Ann Blackaller, Division Co-Chair Teacher Education, Special Education Programs

Jill Aguilar, Hilda Baca, Kelli Beard, Dawn Berlin, Carrie Ann Blackaller, Lynne Cook, Jamie Dote-Kwan, Caron Mellblom-Nishioka, Julie Seguin, Ann Selmi

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

Emeriti Faculty

Judith Jackson

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 (44 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)

HEA 300. Health in Public Education (2)

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 (49 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)

HEA 300. Health in Public Education (2)

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 (44 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)

HEA 300. Health in Public Education (2)

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 (46 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)

HEA 300. Health in Public Education (2)

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 (50 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)

HEA 300. Health in Public Education (2)

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 (52 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)

HEA 300. Health in Public Education (2)

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.

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.

SPE 495          Special Topics in Special Education (1-3).

Selected topics in special education. Repeatable course up tp six units.

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 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 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 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 460 or 480, SPE 481 or 545, SPE 558, SPE 561, TED 403 or SPE 503..

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 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 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 570          Individual Induction Plan Development (3).

Knowledge and skills to develop a professional Individualized Induction Plan that focuses on teacher performance via inquiry and formative assessment of their teaching practice to improve student learning.

SPE 571         Individual Induction Plan Completion (3).

Prerequisite: SPE 570.

Knowledge and skills to complete a professional Individualized Induction Plan that focuses on teacher performance via inquiry and includes a comparison of formative and summative assessment of their teaching practice to improve student learning.

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/Sever 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 580          Advanced Assessment, Pedagogy and Instruction for Students with Disabilities (3).

Advanced knowledge and application of current formal and informal assessment techniques and outcome-driven educational programming for culturally, linguistically, and economically diverse children/individuals with disabilities. Development of individualized educational plans including research based interventions and progress monitoring systems.

SPE 581          Collaborative Planning, Implementing and Evaluating Educational Programs for Students with Disabilities (3).

Knowledge and skills for effective collaboration and consultation with students, families, and professionals including central interaction processes for developing a range of academic, behavioral, vocational, and transition programs on behalf of individuals with disabilities.

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.

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

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

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

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

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

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

SPE 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 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 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 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 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.