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SPED 243
|
Overview of Diverse Learners and Special Education
|
|
3.0
|
FS
|
|
|
This is a survey course recommended for students interested in all types of diverse learners. Content includes (1) an overview of the characteristics, identification, and educational needs of special populations, (2) social, familial, biological, historical, cultural, economic, political, and legal contexts in which special education occurs, and (3) characteristics of effective programs. Includes a service learning experience. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units.
|
|
SPED 343
|
Overview of Special Education
|
|
3.0
|
FS
|
|
|
This is a survey course recommended for students interested in all types of exceptional learners and a prerequisite to professional preparation programs in the Department of Professional Studies in Education. Content includes (1) an overview of the characteristics, identification, and educational needs of special populations, (2) social, familial, biological, historical, cultural, economic, political, and legal contexts in which special education occurs, and (3) characteristics of effective programs. Includes a service learning experience. 3 hours lecture.
|
|
SPED 499
|
Special Problems
|
|
1.0
-3.0
|
FS
|
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 9 hours discussion. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
|
|
SPED 501
|
Seminar for Field Experience
|
|
1.0
|
FS
|
|
Prerequisites: Admission to Education Specialist Credential Program.
Field practicum in general education cross-cultural setting. Development of awareness of the general education curriculum, instruction and management teaching skills and knowledge, assessing diverse student needs and academic progress, adapting classroom maangement techniques, and participating in collaborative activities. 1 hour seminar. You may take this course more than once for a maximum of 2.0 units. Credit/no credit grading.
|
|
SPED 514
|
Supervised/Student Teaching - Mild/Moderate Disabilities
|
|
3.0
|
FS
|
|
Prerequisites: Admission to Education Specialist Credential Program.
Enrollees participate in, and assume full responsibility for, instruction of students with mild/moderate disabilities. 9 hours supervision. Credit/no credit grading.
|
|
SPED 515
|
Supervised/Student Teaching - Moderate/Severe Disabilities
|
|
3.0
|
FS
|
|
Prerequisites: Admission to Education Specialist Credential Program.
Enrollees participate in, and assume full responsibility for, instruction of students with moderate/severe disabilities. 9 hours supervision. Credit/no credit grading.
|
|
SPED 517
|
Introduction to Teaching EnglishLearners for Level I Education Specialists
|
|
3.0
|
SM
|
|
Prerequisites: Admission to Special Education Level II program.
An introduction to the knowledge, skills, and dispositions necessary to teach in a diverse classroom setting, including a conceptual framework for the learning and teaching of English learners. This course also provides students with an understanding of how to collaborate with families of English learners. California English Language Development Standards are introduced and applied to the classroom through the development of a case study. 3 hours seminar.
|
|
SPED 518
|
Literacy and Academic Access for English learners: Level I Education Specialists
|
|
3.0
|
FA
|
|
Prerequisites: SPED 517.
This course addresses the pedagogical theories, principles and practices for English language acquisition and development. Reading and writing strategies to promote English learners' access to and achievement in the academic content standards are addressed. Students utilize assessment information to diagnose English learners' language abilities and to design lessons that foster receptive and productive language processes. This course embeds current educational research with practical application to school settings. 3 hours seminar.
|
|
SPED 519
|
Advanced Methods for Teaching Pupils with Emotional/Behavior Disorders
|
|
3.0
|
FS
|
|
Prerequisites: Admission to or completion of Level II program, or faculty permission.
In-depth coverage of issues of eligibility, assessment, and instructional services to students with emotional and behavioral disorders. Focus is on alternative service delivery models, teaching emotional regulation skills, and coordination of services with multiple agency providers to enhance student success. 3 hours seminar. Credit/no credit grading.
|
|
SPED 520
|
Assessment and Evaluation in General and Special Education
|
|
3.0
|
SP
|
|
Prerequisites: SPED 343 or equivalent.
This course is also offered as
PSYC 516.
Study techniques used in assessing skills and needs of general and exceptional learners. Topics include examination of standardized tests in general and special education; use and interpretation of standardized test results; development and use of teacher-made techniques for assessment; principles of curriculum-based assessment; and consideration of cultural and linguistic diversity factors in assessment. Activities focus on construction of teacher-made instruments and on administration and scoring of selected standardized tests. This course is part of the Level I preparation program for education specialists in mild/moderate/severe disabilities. Enrollment is normally limited to Special Education Credential candidates. Other students may enroll with faculty permission. 3 hours seminar.
|
|
SPED 530
|
Practicum - Special Education
|
|
3.0
|
FS
|
|
Prerequisites: Admission to Special Education Professional Preparation Program or faculty permission.
Practicum experience in special education settings. Early development of teaching skills and knowledge, assessing needs of the exceptional student and his/her academic progress, adapting classroom management techniques, and participating in collaborative activities. 9 hours supervision. Credit/no credit grading.
|
|
SPED 531
|
Student Teaching - Mild/Moderate Disabilities
|
|
5.0
|
FS
|
|
Prerequisites: Completion of generic component of the Special Education Program and faculty permission.
Enrollee participates in, and gradually assumes full responsibility for, instruction of students with mild/moderate disabilities. 15 hours supervision. Credit/no credit grading.
|
|
SPED 532
|
Supervised/Student Teaching - Moderate/Severe Disabilities
|
|
8.0
|
FS
|
|
Prerequisites: Admission to Special Education Preparation program, completion of generic component of the Special Education program, faculty permission.
Enrollee participates in, and assumes full responsibility for, instruction of students with moderate/severe disabilities. 24 hours supervision. Credit/no credit grading.
|
|
SPED 533
|
Student Teaching - Moderate/Severe Disabilities
|
|
5.0
|
FS
|
|
Prerequisites: Completion of generic component of the Special Education Program and faculty permission.
Enrollee participates in, and gradually assumes responsibility for, instruction of students with moderate/severe disabilities. 15 hours supervision. Credit/no credit grading.
|
|
SPED 534
|
Field Experience - General and Special Education
|
|
1.0
|
FS
|
|
Prerequisites: Admission to Special Education professional preparation program or faculty permission.
Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings. The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations. 2 hours activity. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
|
|
SPED 535
|
Intern Exp Exceptional Student
|
|
3.0
|
FS
|
|
Prerequisites: Faculty permission.
Guidance, support, and assistance for special education interns and Level II candidates. University advisor facilitates the local support network and functions as a resource and communication link among candidates, support providers, and University faculty. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
|
|
SPED 550
|
Field Experience - Early Childhood Special Education
|
|
6.0
|
FS
|
|
Prerequisites: Faculty permission.
Candidates work with pupils with disabilities within a variety of early childhood settings, from birth through pre-kindergarten. 18 hours supervision. Credit/no credit grading.
|
|
SPED 560
|
General and Special Education Methods for Teaching Mathematics
|
|
2.0
|
FA
|
|
Prerequisites: Admission to Special Education professional preparation program or faculty permission.
This course focuses on strategies and methodologies of elementary school instruction in mathematics for general and special education. Prospective teachers examine relevant learning theory, practices, current research, recommendations, and state and national standards and framework documents pertaining to mathematics instruction. Included are strategies integrating modern technologies, problem solving, and manipulations. Practice in writing, delivering, and evaluating mathematics lessons and utilizing appropriate assessment practices. 2 hours seminar.
|
|
SPED 561
|
Curriculum and Instruction: Emphases for Inclusive Settings
|
|
3.0
|
FS
|
|
Prerequisites: SPED 343. Recommended: senior standing.
This course focuses on the principles and practices of elementary school instruction in language arts, fine arts, mathematics, science, and social studies and national and state curriculum and subject matter standards. It includes selecting appropriate instructional strategies, lesson planning, assessment, service learning, writing goals and objectives, and methods for enhancing critical thinking and content area reading skills to meet the educational needs of culturally and linguistically diverse students. 3 hours lecture.
|
|
SPED 562
|
Methods for Teaching Science/Social Science/Arts: General and Special Education
|
|
3.0
|
FA
|
|
Prerequisites: Admission to Special Education teacher preparation program or faculty permission.
This course addresses the major themes and basic fields of study underlying science, social science, and fine arts, K-6, and includes the instructional strategies, materials, and assessment formats that allow students to investigate areas of study. Fields of science history/social science and fine arts include the content standards for California public schools, current research, and national curriculum documents. 3 hours lecture.
|
|
SPED 563
|
Collaboration in Education and the Helping Professions
|
|
2.0
|
FS
|
|
Prerequisites: SPED 343, SPED 569. Senior standing is recommended.
Roles and relationships of families and professionals involved in the special education service delivery process. Emphasis on developing professional communication with administrators, regular education personnel, specialists, paraprofessionals, district personnel. Pre-referral services and interactions, student study/student success teams, IEP/ITP teams and co-teaching models. For child development majors, an additional unit of internship credit is recommended. 2 hours seminar.
|
|
SPED 564
|
Management of Learning Environments
|
|
2.0
|
SP
|
|
Prerequisites: SPED 343, SPED 569. Recommended: senior standing.
This course focuses on the management of safe and effective learning environments and facilitates positive self-esteem and self-advocacy for all learners. It includes knowledge of behavior management models, varying communication styles that impact learning and strategies for promoting behavior that is positive and self-regulatory. 2 hours seminar.
|
|
SPED 565
|
Behavior Management
|
|
2.0
|
FA
|
|
Prerequisites: SPED 564 and admission to Special Education professional preparation program.
This course focuses on establishing and maintaining an educational enrironment where interventions are positive, proactive, and respectful of students. It includes the knowledge and skills in designing and implementing positive behavior support plans and intervention based on functional analysis assessments. 2 hours seminar.
|
|
SPED 566
|
Student Teaching - Multiple Subject
|
|
8.0
|
FS
|
|
Prerequisites: Admission to Special Education Preparation Program or faculty permission.
Student teaching experiences in general education, cross-cultural settings. Development of teaching skills and knowledge, including assuming responsibility for total class instruction, assessing diverse student needs, implementing classroom management techniques, designing and implementing lesson plans and units of instruction, and participating in collaborative professional school activities. 24 hours supervision. Credit/no credit grading.
|
|
SPED 567
|
Supervised/Student Teaching - Mild/Moderate Disabilities
|
|
8.0
|
FS
|
|
Prerequisites: Admission to Special Education Preparation Program, completion of generic component of the Special Education Program, faculty permission.
Enrollee participates in, and gradually assumes full responsibility for, instruction of students with mild/moderate disabilities. 24 hours supervision. Credit/no credit grading.
|
|
SPED 568
|
Fieldwork - General Education
|
|
3.0
|
FS
|
|
Prerequisites: Admission to Special Education Professional Preparation program or faculty permission.
Field practicum in general education cross-cultural setting. Development of awareness of the general education curriculum, instruction, and management, teaching skills and knowledge, assessing diverse student needs and academic progress, adapting classroom management techniques, and participating in collaborative activities. 9 hours supervision. Credit/no credit grading.
|
|
SPED 569
|
Field Experience - General and Special Education
|
|
3.0
|
FS
|
|
Prerequisites: Concurrent enrollment in or prior completion of SPED 343.
Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings. The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations. 3 hours discussion. You may take this course more than once for a maximum of 15.0 units.
|
|
SPED 580
|
Introduction to Autism Spectrum Disorders
|
|
3.0
|
FA
|
|
|
This is a survey course recommended for students interested in autism spectrum disorders. Content includes: characteristics and educational needs of students within autism spectrum, including social, familial, biological, cultural and legal contexts; characteristics of effective programs including evidence-based practices and effective communication with support services. Includes a service-learning experience. 3 hours seminar.
|
|
SPED 590
|
Intern Preservice and Orientation
|
|
2.0
|
FS
|
|
|
Preservice for special education interns. Orientation to on-the-job training program, philosophy and goals. Introduction to special education legislation, structures, content. Practice in planning and managing a special education classroom and in maintaining student files. 2 hours seminar. Credit/no credit grading.
|
|
SPED 598
|
Special Topics
|
|
1.0
-3.0
|
INQ
|
|
Prerequisites: Department permission.
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 3 hours seminar.
|
|
SPED 599
|
Independent Study
|
|
1.0
-3.0
|
FS
|
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 3 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
|
|
SPED 636
|
Advanced Curriulum Content -- Mild/Moderate
|
|
3.0
|
INQ
|
|
Prerequisites: Admission to Special Education Level II program or faculty permission.
Identification of effective models and strategies for teaching students with mild/moderate disabilities based upon data-based decision making. Content is individualized to address professional Level II standards for Mild/Moderate Specific Emphasis. 3 hours discussion.
|
|
SPED 637
|
Curriculum and Instruction -- Moderate/Severe Disabilities
|
|
3.0
|
FA
|
|
Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
Curricula, instructional models, methods, and materials for students with moderate/severe disabilities. Study of techniques for developing programs that are critical, functional, and comprehensive across life skills, community, vocational, social, and cognitive domains. Emphases on individualized learning styles, use of adaptations and instruction in integrated natural environments. 3 hours discussion.
|
|
SPED 638
|
Instructional Strategies for the Behaviorally and Emotionally Disturbed
|
|
3.0
|
FA
|
|
Prerequisites: Admission to Special Education Level II program or faculty permission.
Legal issues of eligibility, assessment, and placement of students with serious emotional and behavioral needs; identification and research on effective service delivery models; instructional strategies and curriculum materials for teaching students with behavioral and emotional disturbances. 3 hours seminar.
|
|
SPED 639
|
Advanced Curriculum Content: Moderate/Severe Disabilities
|
|
3.0
|
FS
|
|
Prerequisites: Admission to Special Education Level II program or faculty permission.
The contents of this course are based on the following Education Specialist Credential Level II Standards: databased decision making; advanced behavioral, emotional, environmental supports; development of specific emphasis in moderate/severe disabilities. 3 hours seminar.
|
|
SPED 640
|
Transition, Vocational, and Career Education
|
|
2.0
|
INQ
|
|
Prerequisites: Admission to Special Education Level II Program or faculty permission.
Emphasizes the vocational needs of the special student from pre-school through adult. Includes assessment, curriculum, regulations, IEP content, and multi-agency involvement. 2 hours seminar.
|
|
SPED 641
|
Seminar for M.A., Special Education Option
|
|
3.0
|
INQ
|
|
Prerequisites: Admission to Special Education Master's Program or faculty permission.
A seminar on the critical issues and practices in the treatment and education of persons with disabilities. M.A. candidates are assisted in defining and developing their contribution to scholarship in this field. 3 hours seminar.
|
|
SPED 642
|
Consultation and Staff Development
|
|
3.0
|
FS
|
|
Prerequisites: Admission to Special Education Level II program or Reading Specialist program or instructor permission.
Knowledge and skills required of specialist in consultant and staff developer roles. Communication, assessment, case management, referral, resource, career awareness, and interpersonal skills related to these roles. Formal process of consultation and problem solving for behavioral and academic interventions. 3 hours seminar.
|
|
SPED 643
|
Mainstreaming
|
|
3.0
|
FS
|
|
|
Overview of history, trends, and legal mandates concerning mainstreaming. Alternative forms of mainstreaming and use of specialized curriculum and strategies for the exceptional child in the regular classroom. Review of research and evaluation of mainstreaming. 3 hours seminar.
|
|
SPED 651
|
Curriculum, Instruction, and Programming in Early Childhood Special Education
|
|
3.0
|
INQ
|
|
Prerequisites: Completion of Level I Special Education Program or faculty permission.
Introduction to various curricula, instructional models, methods, and materials, and materials for early childhood special education population. 3 hours seminar.
|
|
SPED 652
|
Issues in Development and Assessment in Early Childhood Special Education
|
|
3.0
|
INQ
|
|
Prerequisites: SPED 651.
Study and application of best practices in child assessment, birth through pre-kindergarten, curriculum and intervention. 3 hours seminar.
|
|
SPED 660
|
Teaching English Learners and Special Populations
|
|
3.0
|
SM
|
|
This course is also offered as
EDTE 660.
This course has a dual focus and targets the specialized pedagogy and differentiated curriculum for two distinct populations: English learners and students with exceptional needs. Candidates investigate the history and research related to both population, and apply pedagogical theories to assessments, practices and evidence-based strategies for teaching English learners and students with exceptional needs. 3 hours lecture.
|
|
SPED 660A
|
Teaching English Learners I
|
|
1.0
|
SM
|
|
Prerequisite: Conditional admission to Professional Preparation Program.
This course is also offered as
EDTE 660A.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. 1 hour lecture.
|
|
SPED 660B
|
Teaching English Learners II
|
|
1.0
|
FA
|
|
Prerequisite: EDTE 660A or SPED 660A.
This course is also offered as
EDTE 660B.
This course prepares candidates to develop the nowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates will utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. This course builds on concepts learned in EDTE 660A. 1 hour lecture.
|
|
SPED 661
|
Collaborative Practices in Public School
|
|
3.0
|
FA
|
|
Prerequisite: Admission to RTR program.
This course is also offered as
EDTE 661.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. In addition, candidates learn techniques and strategies related to collaborative practices including co-teaching, coaching, tiered interventions, and professional learning communities to support the academic achievement of all students. 3 hours lecture.
|
|
SPED 661A
|
Collaborative Practices in Public Schools
|
|
2.0
|
SM
|
|
Prerequisites: Conditional admission to Professional Preparation Program.
This course is also offered as
EDTE 661A.
This
course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners, and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. 2 hours lecture.
|
|
SPED 661B
|
Collaborative Practices in Public Schools
|
|
1.0
|
SM
|
|
Prerequisites: EDTE 661A, EDTE 662.
Corequisite: EDTE 665.
This course is also offered as
EDTE 661B.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving students with special needs. The course emphasizes roles and relationships of families and professionals involved in the special education service delivery process, as well as support process including pre-referral services an interactions, student study/student success teams, IEP/ITP teams and co-teaching models. This course is also designed to develop understanding and application of laws and regulations, which relate specifically to federal, state, and local master plan compliance requirements in special education. Candidates apply knowledge of child and adolescent development, learning, and behavior theories with students in carefully selected and monitored residency placements. 1 hour lecture.
|
|
SPED 662
|
Teaching Residency I
|
|
6.0
|
FA
|
|
Prerequisite: Admission to RTR program.
This course is also offered as
EDTE 662.
This first of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating K-8 schools. 18 hours supervision. Credit/no credit grading.
|
|
SPED 663
|
Literacy Development and Assessment
|
|
4.0
|
FA
|
|
Prerequisite: Admission to RTR program.
This course is also offered as
EDTE 663.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base. This course enables candidates to deliver a comprehensive program of systematic instruction in reading, writing, and related language arts that is aligned with the California English Language Arts Academic Content Standards, the California Reading/Language Arts Framework, and the English Language Development Standards. Candidates learn to explicitly teach basic decoding, vocabulary, comprehension, and fluency skills and strategies to all students, including those with varied reading and language levels and background experiences and knowledge. Candidates work closely with classroom teachers, supervisors, and instructors to study and apply basic principles and practices of reading language arts instruction in carefully selected field experience sites. Candidates develop knowledge about factors influencing reading development, instructional strategies, beginning reading skills, content area reading, organizational practices, in-depth assessment practices, and materials. Candidates learn about teaching the language arts in rural educational settings, with an emphasis on incorporating strategies, approaches, and materials to support ¿at-risk¿ learners, English Learners, and special populations. Technology is used throughout the course as a tool of instruction and in candidate assignments. 4 hours lecture.
|
|
SPED 664
|
Academic Literacy and Communication for Students with Disabilities
|
|
3.0
|
SP
|
|
|
This course addresses organization and management of differentiated reading and social communication instruction and interventions to meet the needs of the full range of learners. In this course, students demonstrate competence in administering, interpreting and utilizing the results of formal and informal assessments of the literacy and communication skills of students with disabilities for the purposes of developing and implementing academic literacy. Students conduct assessments, provide instruction, and special education services to individuals with academic language and/or communication needs in the areas of language and literacy development, including specific literacy's required to meet state-adopted content standards and student IEP goals. Students learn how to apply these literacy assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models. Students learn how to use assistive technology for purposes of enhancing literacy and communication and increase access to the general education curriculum. 3 hours seminar.
|
|
SPED 665
|
Teaching Residency II
|
|
6.0
|
SP
|
|
Prerequisite: EDTE/SPED 662 and permission of program.
This course is also offered as
EDTE 665.
This second of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidates engage in site-based inquiry and action research. 18 hours supervision.
|
|
SPED 670
|
Home/School/Community Relations in General and Special Education
|
|
2.0
|
SP
|
|
Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
Development of conferencing, guidance, and referral skills for use with students and their families. Development of sensitivity to multicultural, community-based and socio- economic factors involved in serving the individual and family. 2 hours seminar.
|
|
SPED 671
|
Technology in Specialized Instruction
|
|
2.0
|
SP
|
|
Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
Principles and practices of the use of technology in the classroom including distance communication; selecting appropriate hardware and software for assessment and data collection purposes; instructional strategies, the enhancement of critical thinking and problem solving skills, and assistive technology to meet the needs of students with disabilities. 2 hours seminar.
|
|
SPED 672
|
Curriculum and Instruction -- Mild/Moderate Disabilities
|
|
3.0
|
FS
|
|
Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
Curriculum, instructional models, methods, and materials for students with mild/moderate disabilities. Modifications of core curriculum and instructional approaches used in specialized or generalized settings. 3 hours discussion.
|
|
SPED 673
|
Laws and Regulations in Special Education
|
|
1.0
|
SP
|
|
Prerequisites: Admission to, and satisfactory progress in, Special Education preparation program or faculty permission.
This course is designed to develop understanding and application of laws and regulations which relate specifically to federal, state, and local master plan compliance requirements in special education. 1 hour discussion. You may take this course more than once for a maximum of 3.0 units.
|
|
SPED 680
|
Advanced Methods and Curriculum for Students with Autism Spectrum Disorders
|
|
3.0
|
SP
|
|
Prerequisites: Admission to Education Specialist Credential Program, SPED 580.
The purpose of this course is to provide education specialist candidates and interns with in depth knowledge of educational services for students who have an Autism Spectrum Disorder (ASD). Students evaluate and apply evidence based practices in language curricula, core curricula and behavioral programs and strategies designed specifically for K-12 students with ASD. Students in this course learn and apply appropriate accommodations, modifications and other academic supports for students with ASD in general education environments. 3 hours seminar.
|
|
SPED 691
|
Collaboration in Education
|
|
3.0
|
SP
|
|
Prerequisites: Admission to Special Education Professional Preparation program or faculty permission.
Roles and relationships of families and professionals involved in the special education service delivery process. Emphasis on developing professional communication with administrators, general education personnel, specialists, paraprofessionals, district personnel. Pre-referral services and interactions, student study/student success teams, IEP/ITP teams and co-teaching models. Development of conferencing, guidance and referral skills for use with students with disabilities and their families. Includes understanding and application of laws and regulations which relate to Federal, state and Local Master Plan compliance requirements in Special Education. Development of sensitivity to multicultural, community-based, and socio-economic factors involved in serving the individual and family. 3 hours lecture.
|
|
SPED 692
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Classroom Management for Individuals with Exceptional Needs
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3.0
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FS
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Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
This course is designed to provide participants with an in-depth examination of basic behavioral theory and principles of learning as they apply to classroom management of exceptional students. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
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