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SPED 343
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Overview of Special Education
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3.0
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FS
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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.
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SPED 499
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Special Problems
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1.0
-3.0
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INQ
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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.
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SPED 501
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Seminar for Field Experience
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1.0
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FS
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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 6.0 units. Credit/no credit grading.
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SPED 514
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Supervised/Student Teaching - Mild/Moderate Disabilities
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3.0
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FS
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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. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
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SPED 515
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Supervised/Student Teaching - Moderate/Severe Disabilities
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3.0
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FS
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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. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
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SPED 520
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Assessment and Evaluation in General and Special Education
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3.0
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SP
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Prerequisites: SPED 343 or equivalent.
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.
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SPED 525
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Teaching Practicum I: Education Specialist
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6.0
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FS
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Prerequisite: Admission to the School of Education Special Education Program.
This first of two teaching practica provides a developmental sequence of carefully planned substantive, supervised field experiences in the K-12 special education classroom, including opportunities to observe and apply democratic practices. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating schools. This is an Education Specialist course and is not applicable to a master's degree. 18 hours supervision. You may take this course more than once for a maximum of 18.0 units. Credit/no credit grading.
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SPED 529
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Teaching Practicum II: Education Specialists
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6.0
-9.0
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FS
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Prerequisite: Admission to the School of Education Special Education Program.
This second course in teaching practica continues the sequence of carefully planned substantive, supervised field experiences in the K-12 special education classroom. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating schools. This is an Education Specialist Program course and is not applicable to a master's degree. You may take this course more than once for a maximum of 27.0 units. Credit/no credit grading.
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SPED 560
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Inclusive Methods for Teaching Mathematics
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2.0
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SP
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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.
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SPED 561
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Curriculum and Instruction for Inclusive Settings
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3.0
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FS
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Prerequisite: 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. ABC/no credit grading.
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SPED 562
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Inclusive Methods for Teaching Science/Social Science/Arts
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3.0
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SP
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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. ABC/no credit grading.
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SPED 564
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Management of Learning Environments
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3.0
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FS
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Prerequisites: SPED 343, SPED 569. Recommended: senior standing.
This course focuses on instructional design and the management of safe and effective learning environments that facilitate positive self-efficacy and self-advocacy for all learners. Candidates learn about factors that impact success for all behavior learners in a standards-based classroom context, including behavior management models, varying communication styles and strategies for promoting positive, self-regulatory behavior, and instructional strategies to meet the needs of a diverse student population. 3 hours seminar.
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SPED 569
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Field Experience - General and Special Education
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2.0
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FS
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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. 2 hours discussion. You may take this course more than once for a maximum of 15.0 units.
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SPED 571
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Technology in Specialized Instruction
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2.0
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FS
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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 lecture. Formerly SPED 671.
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SPED 580
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Introduction to Autism Spectrum Disorders
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3.0
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FS
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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.
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SPED 582
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Designated Instructional Services in Special Education
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3.0
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FS
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Prerequisite: Admission to Credential Program.
The purpose of this course is to provide education specialist candidates and interns with in-depth knowledge of designated instructional services (DIS) and related services for students who qualify for special education services. Students learn how to determine eligibility, assess, and collaborate with related service providers such as speech and language, deaf and hard of hearing services, orientation and mobility, career counseling, OT, PT, APE, health and specialized services, AT, behavior intervention services, transition, etc. Students learn how to consider service delivery options for the LRE, FAPE, and educational benefits. 3 hours lecture.
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SPED 598
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Special Topics
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1.0
-3.0
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INQ
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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.
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SPED 599
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Independent Study
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1.0
-3.0
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INQ
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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.
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SPED 637
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Curriculum and Instruction -- Moderate/Severe Disabilities
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3.0
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FA
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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.
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SPED 639
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Advanced Curriculum Content: Moderate/Severe Disabilities
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3.0
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SP
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Prerequisites: Admission to Special Education Level II program or faculty permission.
Advanced curricula, instructional models, methods, and materials for students with moderate/severe disabilities. Databased decision making; advanced behavioral, emotional, environmental supports; and development of specific emphasis in moderate/severe disabilities. 3 hours seminar.
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SPED 661
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Inclusive Theories and Practices in Special Education
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3.0
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SP
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This course invites candidates to develop theories, knowledge, and dispositions to teach in a variety of educational settings serving students with disabilities. Integrating knowledge and practice from the fields of disability studies and special education, candidates explore critical topics including: disability in society and schools; the intersection of disability status with race, class, ethnicity, language, sexual orientation, and gender identities; and strategies for developing and enacting inclusive special education policies, practices, assessments, and curricula. 3 hours lecture.
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SPED 662
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Teaching Residency I
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6.0
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FA
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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 TK-12 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 TK-12 schools. 18 hours supervision. Credit/no credit grading.
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SPED 663
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Literacy Development and Assessment
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4.0
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FA
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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.
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SPED 664
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Instructional and Assistive Technology
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3.0
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SP
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Prerequisite: Admission to Education Specialist Credential Program.
This course addresses the use of instructional and assistive technology for the organization and management of interventions to meet the needs of the full range of learners. In this course, enrollees will demonstrate competence in administering, interpreting and utilizing instructional and assistive technology to provide access to learning and to use those tools to promote formal and informal assessments of the literacy and communication skills of students with disabilities for the purposes of developing and implementing academic literacy. Enrollees will learn to 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 required to meet state-adopted content standards and student IEP goals. Enrollees will learn how to use instructional and assistive technology. 3 hours seminar.
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SPED 665
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Teaching Residency II
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6.0
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SP
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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 TK-12 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 TK-12 schools. 18 hours supervision.
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SPED 672
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Curriculum and Instruction -- Mild/Moderate Disabilities
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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.
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.
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SPED 680
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Advanced Methods and Curriculum for Students with Autism Spectrum Disorders
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3.0
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FS
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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.
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SPED 691
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Collaboration and Laws in Special Education
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3.0
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SP
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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.
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SPED 692
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Classroom Management for Individuals with Exceptional Needs
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3.0
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FA
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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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