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Special Education Banner

Introduction | Education Specialist Credentials
Mild/Moderate and Moderate/Severe Credential
Early Childhood Special Education Credentials
Special Education University Internship
Master of Science in Education (Special Education)
Resource Specialist Certificate of Competency
Certificate in Early Childhood Special Education
Special Education Courses
Dept Homepage

COLLEGE OF EDUCATION DEAN
Claire C. Cavallaro

SPECIAL EDUCATION
DEPARTMENT CHAIR

Victoria B. Costa (Interim)

DEPARTMENT OFFICE

Education Classroom 531

DEPARTMENT WEBSITE
http://ed.fullerton.edu/sped

PROGRAMS OFFERED
Master of Science in Education
   Concentration in Special Education
Education Specialist Credentials
   Mild/Moderate Disabilities
   Moderate/Severe Disabilities
   Early Childhood Special Education
Certificates of Competency
   Resource Specialist
   Early Childhood Special Education

FACULTY
Stephen Aloia, Doreen Ferko, Barbara Glaeser, Woo Jung, Belinda Karge, Joan Levine, Melinda Pierson, Eduardo Sanchez , Judy Smith, Kristin Stang, Jan Weiner

INTRODUCTION
The Department of Special Education at California State University, Fullerton provides
exemplary training for special education candidates, general education teachers clearing their preliminary credentials, and persons interested in improving techniques to work with at-risk children. The faculty in the Department of Special Education is nationally recognized for their contributions in the field of Special Education. Combined teaching experience represents more than 70 years of classroom contributions. Credential programs in Mild/Moderate Disabilities, Moderate/Severe Disabilities and Early Childhood Special Education are available. Additionally, certification programs are available for Resource Specialist and Early Childhood Special Education. Candidates can earn a master’s degree in any of the above areas. The Department of Special Education provides a program that is nationally accredited (NCATE) in addition to meeting the California Commission on Teacher Credentialing (CCTC) requirements. The Department takes pride in meeting most of the Council for Exceptional Children (CEC) recommended program standards.

The department offers full and part-time programs designed to accommodate students who have full-time employment, family responsibilities or wish to resume their university studies leisurely.

The Department of Special Education has moved in the direction of competency (performance-based) program outcomes and is strongly committed to a conceptual knowledge and skill based framework soundly integrated with the philosophies of the university, school, and division.

The University Mission, College Philosophy and Department theme emphasize the active, social nature of learning, the interconnections among ways of learning, the dispositions of inquiry, and the relationship to the larger diverse society. The refined mission and marks indicate the department is both substantive and technical, theoretical and practical, realistic and entrepreneurial.

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CONCEPTUAL FRAMEWORK
University
Learning is preeminent at California State University, Fullerton. We aspire to combine the best qualities of teaching and research universities where actively engaged students, faculty, and staff work in close collaboration to expand knowledge. The inherent purpose of the University is to extend, refine, and diffuse knowledge.

Students
The quality of the educator is the most critical variable in education. It is our central promise that educators possess a wide constellation of knowledge and skills. These include knowledge of the subject taught, understanding of development and learning, pedagogical skills in communicating knowledge, and awareness of the social and political contexts of schools. Educators must also possess a commitment to lifelong learning, respect for all individuals enriched by an understanding of culture and diversity, and a professional commitment to work collaboratively with other professionals to provide the highest quality education to a diverse, multicultural population.

Faculty
The faculty at CSU Fullerton is committed to excellence in teaching and demonstrates the highest standards of ethical practice. Our faculty model interactive, dynamic teaching and inquiry that promote reflective practice based on sound research and theory coupled with real world problems. At CSU Fullerton, learning expands beyond the classroom to include partnerships within the community.

MISSION STATEMENT OF THE DEPARTMENT OF SPECIAL EDUCATION
The mission of the Department of Special Education is to develop quality teachers who value lifelong learning. We provide credentials for teachers specializing in:

  • Mild/Moderate Disabilities
  • Moderate/Severe Disabilities
  • Early Childhood Special Education

The program is designed to train educational generalists in inclusive non-categorical approaches for children with heterogeneous special needs. We believe in collaborations with general education, special education, all service providers, parents, and the community. We train teachers in pedagogy that is multi-paradigmatic and provide a variety of theoretical perspectives related to teaching. The primary teacher focus should be to meet the individual needs of the child and family. The instructional curriculum provides credential and master’s degree candidates with a broad background in the physiological, environmental, and social aspects of exceptionality. Candidates will learn effective research based teaching strategies, characteristics, interdisciplinary/ collaboration skills, plus transition, and positive behavior support, as each establishes a conceptual base of understanding of persons with disabilities. Master’s degree programs are available in all areas of specialty.

Special education majors get hands-on  experience

APPLICATION DEADLINES
The deadlines for completing online applications are March 1st for the fall semester and October 1st for the spring semester (see http://www.csumentor.edu). Mailed applications need to be postmarked by the same deadlines. However, deadlines may be changed based upon enrollment projections. Check the university graduate studies website for current information at http://www.fullerton.edu/graduate.

ADMISSION REQUIREMENTS

  1. University graduate application
  2. Department of Special Education application
  3. Three letters of recommendation
  4. Letter of intent including education philosophy, purpose statement
    (This is the same as an autobiography.)
  5. Overall grade point average of 2.75 for credential programs; 3.0 for Master of Science Program
  6. Certificate of Clearance
  7. U.S. Constitution verification
  8. Passage of the California Subject Examinations for Teachers (CSET) of the National Teacher Examination (PRAXIS) or completion of the single subject preparation program, or completion of any single subject competency examination approved by the state (for Mild/ Moderate, Moderate/Severe program candidates only).
  9. Completion of the California Basic Education Skills Test (CBEST) (For all candidates)
  10. Satisfactory completion of prerequisite courses:
    a. Special Ed 371 (for all candidates)
    b. Ed El 315A and 315B, Child/Adolescent Studies 315 or equivalent (for those students    interested in working with elementary students) and Ed El 325 for those candidates interested    in a dual credential (multiple subject and special education)
       OR
       Ed Sec 310 and Ed Sec 320 (for those students interested in working with secondary students)    and Ed Sec 330 and Ed Sec 340 for those candidates interested in a dual credential    (secondary education and special education).
    c. Courses on transcripts reflecting Child Development-Birth-8 (for early childhood majors only)
  11. Field experience with typically developing students (for all programs).
  12. Faculty interview.
  13. Submitted proof of a bachelor’s degree before enrollment in student teaching.

For further information please call the department office (714) 278-5453.

EDUCATION SPECIALIST CREDENTIALS
Programs leading to three Education Specialist credentials are available. They are:

  1. Specialist credential to teach persons with mild/moderate disabilities including specific learning disabilities, mild mental retardation, and other health-impaired and emotional disturbance (Mild/Moderate).
  2. Specialist credential to teach persons with moderate/severe disabilities including severely developmentally disabled, mental retardation, multi-handicapped, emotionally disturbed, and children with autism (Moderate/Severe).
  3. Specialist credential to teach infants, toddlers, and preschool children with disabilities (Early Childhood Special Education).

The California Commission on Teacher Credentialing adopted a policy that requires all special education teaching credential candidates to complete preparation programs for a preliminary (Level I) and professional (Level II) credential. All persons completing Level I preparation programs are required to obtain a professional clear special education credential (Level II) through an approved university program within five years of the date of issuance of the Level I credential.

Advisement is available to any student seeking an Education Specialist credential in the Department of Special Education. New students will be assigned an adviser at the time of admission to the Department of Special Education. Students should meet with their adviser during the first semester of enrollment in the Department of Special Education to file a study plan. The specific courses needed vary based on student experience. Do not self-advise! It is critical to meet with a department adviser.

The Special Education Specialist Credential consists of three phases:

  1. A prerequisites phase in which students are introduced to the basic characteristics of the various types of disabilities, make field observation in various settings, and experience practices and procedures of the day-to-day world of teaching exceptional students;
  2. A core-components phase, where the issues and concerns related to statistical assessment and identification of exceptional individuals as well as the legal mandates and regulations of special education law, exploration of the dynamics of disabilities as it relates to families and parents; and effective researched based teaching techniques are mastered;
  3. An advanced specialization phase, in which specific issues related to the area of specialty are addressed, i.e. characteristics and teaching methods courses relating to the specific disability area, including the on-site field support components for all credentials and the resource specialist certificate. Students must finish the prerequisite phase before entering the other two areas. The core-components phase and the advanced specialization phases are taken concurrently to allow the teacher to learn about their field of specialization as quickly and efficiently as possible. At the end of Phase III, candidates qualify for a Level I credential. Level II credential is designed as an induction period to support new teachers on-the-job. Each candidate selects a specific area of emphasis. Several courses in Level II lead to a master's degree.

Undergraduates anticipating career options in Special Education may take any 200-300 or 400-level course prior to program admission.

Streamlined Teacher Education Program
Designed for freshmen planning to be teachers, students in the Streamlined Teacher Education Program (STEP) combine their bachelor’s degree requirements with credential program courses to earn both the degree and the preliminary credential in an efficient, well-planned program. For a special education credential, one additional semester is required. Students in STEP complete the requirements for the bachelor’s degree in either Child and Adolescent Development or Liberal Studies and the requirements for a Professional (preliminary) Multiple Subject Credential (for teaching elementary school) and/or an Education Specialist Credential (for teaching special education).

Students in STEP benefit from early field experience in K-12 classrooms, regular contact with faculty members from their major departments and from the education departments, and regular advisement and support throughout the program. Students in STEP also have multiple opportunities to meet and work with other students in the program, facilitating their social connections with other students with similar career aspirations.

Transfer students may also participate in STEP. To be well-positioned to participate in the program, they must seek advisement from their community college counselors as early in their academic careers as soon as possible. Students in this program must take a particular pattern of courses to satisfy General Education Program requirements. Transfer students should check the Center for Careers in Teaching website for more information.

For further information about STEP, please visit the Center for Careers in Teaching (CCT) website at http://www.fullerton.edu/cct or visit the CCT directly in H 113.

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MILD/MODERATE AND MODERATE/ SEVERE CREDENTIAL
Level I
Special Ed 421 Working with Families of Individuals with Disabilities (3)
Special Ed 430 Foundations in School Teaching (3)
Special Ed 433 Language Arts and Reading Instruction in the Public Schools (3)
Special Ed 435 Mathematics Curriculum and Instruction in Elementary School Teaching (2)
Special Ed 438 Supervised Fieldwork in Elementary Teacher Education (2)
Special Ed 439 Student Teaching in Elementary School (5)
Special Ed 450 Visual and Performing Arts (1)
Special Ed 451 Community, School, Classroom Issues (1)
Special Ed 462 Practices and Procedures in Special Education (3)
Special Ed 463 Characteristics of Individuals with Mild/Moderate Disabilities (3)
    OR Special Ed 464 Characteristics of Individuals with Moderate/Severe Disabilities (3)
Special Ed 482A Curriculum and Methods for Individuals with
Mild/Moderate Disabilities (3)
    OR Special Ed 482B Curriculum and Methods for Individuals with Moderate/Severe Disabilities (3)
Special Ed 489A Directed Teaching in Special Education (A) (6)
    OR Special Ed 489B Directed Teaching in Special Education (B) (6)
Special Ed 520 Assessment in Special Education (3)
Special Ed 522 Positive Behavior Support (3)
Special Ed 531 Seminar: Individuals with Moderate/Severe Disabilities (3)
    OR Special Ed 532 Seminar: Individuals with Mild/ Moderate Disabilities (3)

Level II
Health Sci 358 Health Education (3)
Special Ed 304 Personal Proficiency in Educational Technology for
Secondary Teachers (3)
Special Ed 510 Research Methods and Statistics (3)
Special Ed 529 Collaborative and Consultative Seminar (3) (Induction Plan Written)
Special Ed 533 Seminar: Issues and Trends in Collaborative/Consultative Services (3)
    (Induction Plan Finalized)
Special Ed 584 Transition, Vocation, and Careers Over the Lifespan
Special Ed 586 Curriculum Issues in Special Education (3)
Special Ed 599 Independent Graduate Research (1-3)

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EARLY CHILDHOOD SPECIAL EDUCATION CREDENTIALS

Level I
Human Comm 407 Speech-Language Development and Disorders for Educators (3) or adviser agreed     upon equivalent
Special Ed 371 Exceptional Individual (3)
Special Ed 400 Early Childhood Special Education (3)
Special Ed 421 Working with Families of Individuals with Disabilities (3)
Special Ed 430 Foundations in School Teaching (3)
Special Ed 436 Literacy for Early Childhood Special Education Specialists (3)
Special Ed 489A Directed Teaching in Special Education (A) (6)
    OR Special Ed 489B Directed Teaching in Special Education (B) (6)
Special Ed 514 Infant Assessment and Intervention (3)
Special Ed 515 Preschool Assessment and Intervention (3)
Special Ed 522 Positive Behavior Support (3)
Special Ed 535 Seminar in Special Education: Early Intervention (3)

Level II
Health Sci 358 Health Education (3)
Special Ed 304 Personal Proficiency in Educational Technology for Secondary Teachers (3)
Special Ed 510 Research Methods and Statistics (3)
Special Ed 529 Collaborative and Consultative Seminar (3) (Induction Plan Written)
Special Ed 533 Seminar: Issues and Trends in Collaborative/ Consultative Services (3)
    (Induction Plan Finalized)
Special Ed 584 Transition, Vocation, and Careers Over the Lifespan (3)
Special Ed 586 Curriculum Issues in Special Education (3)
Special Ed 599 Independent Graduate Research (1-3)
Education Specialist Level II

Clear Credential
Candidates may take Level II online courses through Extended Education. This option is made available to persons who attained their Level I at another California institution.

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SPECIAL EDUCATION UNIVERSITY INTERNSHIP
The department currently has a two-year internship program designed to offer support to teachers on the job in local school districts. The interns receive systematic support, guidance and feedback from both the participating school districts and from university faculty and staff.

Prerequisites:

  1. Letter from school district providing starting date of employment for internship
  2. Completion of Intern Credential application (pick-up in the Credential Center, College Park 740)
  3. Acceptance into the Special Education program, including completion of department prerequisite coursework.
  4. Evidence of subject matter competency
  5. Passage of the California Basic Education Skills Test (CBEST)
  6. Special Ed 371, 421, 430 and 462. Completion of all or partial general education course work

Special program features include (1) an emphasis on effective teaching strategies in reading and mathematics and (2) specialized training in collaboration skills for the inclusive classroom including positive behavior supports, diversity awareness and curriculum modifications and adaptations for the inclusive classroom.

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MASTER OF SCIENCE IN EDUCATION (SPECIAL EDUCATION)
This program is designed to prepare graduate students to critically analyze and evaluate empirically based research; theoretical constructs and philosophical foundations; and historical, psychological, and sociological issues related to the education of individuals with disabilities. It focuses on analysis and interpretations of policy as related to curriculum, pedagogy, and methodology. Specific emphasis is offered in the areas of Early Childhood Special Education, Collaborative-Consultation, Mild/Moderate Disabilities, Moderate/Severe Disabilities, and the Education of the Gifted and Talented.

Application Deadlines
The deadlines for completing online applications are March 1st for the fall semester and October 1st for the spring semester (see http://www.csumentor.edu). Mailed applications need to be postmarked by the same deadlines. However, deadlines may be changed based upon enrollment projections. Check the university graduate studies website for current information at http://www.fullerton.edu/graduate.

Admission to Graduate Standing: Conditionally Classified
Requirements include a baccalaureate degree from an accredited institution and a grade-point average of at least 3.0 in the last 60 semester units attempted (see the "Graduate Regulations" section of this catalog for policies and procedures regarding admission).

Graduate Standing: Classified

A student who meets the admission requirements and the following requirements may be granted classified graduate standing:

  1. Grade-point average of 3.0 or better in all previous academic and related work
  2. An approved major
  3. Completion of Special Ed 371 Exceptional Individual
  4. Satisfactory interview and autobiography
  5. Development of a study plan approved by the Special Education Department's graduate program adviser and the Associate Vice President, Academic Programs (Graduate Studies Office)

Study Plan
Core Classes (15 units)
Special Ed 510 Research Methods and Statistics (3)
Special Ed 529 Collaborative and Consultative Seminar (3)
Special Ed 522 Positive Behavior Support (3)
Special Ed 586 Curriculum Issues in Special Education (3)

Including one of the following:
Special Ed 530 Graduate Seminar in Giftedness and Creativity (3)
    OR Special Ed 531 Seminar: Individuals with Moderate/Severe Disabilities (3)
    OR Special Ed 532 Seminar: Individuals with Mild/Moderate Disabilities (3)
    OR Special Ed 535 Seminar in Special Education: Early Intervention (3)

Electives (12 units)
Adviser-approved elective courses include a minimum six units 500-level, maximum six units 400-level and maximum six units from other departments.

Project/Thesis (3 units)
Special Ed 597 Project (3)
OR Special Ed 598 Thesis (3)

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RESOURCE SPECIALIST CERTIFICATE OF COMPETENCY
The curriculum for the Resource Specialist certificate of competency is designed to prepare candidates having approved entry level skills and professional preparation to assume the role as resource specialists in programs serving special education students. The certificate program meets the competencies set forth by the California Commission on Teacher Credentialing as well as additional standards deemed appropriate by the faculty of the Department of Special Education, other university personnel and community advisory board members. Students desiring this certificate without enrolling for a degree or credential should apply for admission to the university as post baccalaureate with a Resource Specialist objective.

Prerequisites

  1. A 3.0 grade-point average in teacher presentation coursework.
  2. Passage of the California Basic Education Skills Test (CBEST).
  3. Evidence of multiple subject or single subject credential.
  4. Appropriate Advanced Specialist Credential in Special Education. (Learning Handicap or Severe Handicap). Students should contact a department adviser prior to initiating a program for the R.S.P. Certificate.

Note: Verification of three years of successful teaching involving regular class and special education experience is necessary before the certificate will be granted.

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CERTIFICATE IN EARLY CHILDHOOD SPECIAL EDUCATION
This fifth-year professional certificate program is designed to meet the standards and competencies adopted by California's Commission on Teacher Credentialing. This two-semester program provides professional training to enable students to teach in Early Childhood Special Education programs for children with special needs ages birth through five years.

Note: Only nine units of graduate-level coursework from another institution can be petitioned to fulfill equivalent course requirements in the certificate program and this certificate can only be added to a clear credential.

Prerequisites

  1. Baccalaureate degree in an interdisciplinary field related to Special Education (e.g., Child and Adolescent Development, Nursing, Human Services, Psychology, Kinesiology, and degree programs with Adapted Physical Education emphases, etc.)
  2. Minimum grade-point-average of 2.75.
  3. Background knowledge in typical child development and experience with young children.
  4. Met all Department prerequisites described in this catalog.
  5. Verification of a clear Education Specialist leve II Credential.

Study Plan
Core Requirements (21 units)
Special Ed 400 Early Childhood Special Education (3)
Special Ed 421 Working with Families of Individuals with Disabilities (3)
Adviser-approved Directed Teaching in Special Education Course (6)
Special Ed 514 Infant Assessment and Intervention (3)
Special Ed 515 Preschool Assessment and Intervention (3)
Special Ed 535 Seminar in Special Education: Early Intervention (3)

Electives
The nine elective units must meet the following criteria: (1) courses will have to diversify and expand upon the student's previous higher education coursework or degree program, and (2) all selected coursework will have to be approved by the student's program adviser.

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SPECIAL EDUCATION COURSES
Courses are designated as SPED in the class schedule.

SPED 110    The Teaching Experience: Exploration

Description: (Same as Ed Sec 110)
Units: (2-3)

SPED 209    Overview of Paraprofessional Roles and Responsibilities

Description: Overview of paraprofessional roles including legal, instruction and behavioral. Course will train persons to work as teaching assistants. (10 hours fieldwork required)
Units: (3)

SPED 211    Classroom Practices for Diverse Learners

Description: Prerequisite: SPED 209. Paraprofessionals will be prepared in classroom/community practices for diverse learners.
Units: (3)

SPED 250    Disabilities: The Movies and the Media

Description: A critical overview of issues related to prejudice, misperceptions, and stereotypes of individuals with disabilities. A special feature of the course is the opportunity to view numerous contemporary films and videos on persons with disabilities.
Units: (3)

SPED 304    Personal Proficiency in Educational Technology for Secondary

Description: (Same as Ed Sec 304)
Units: (3)

SPED 371    Exceptional Individual

Description: Provides overview of all areas of exceptionalities and topical review of characteristics of individuals with exceptional needs. A special feature is the opportunity to participate in various simulations and activities designed to enhance the understanding of diversity in our society.
Units: (3)

SPED 400    Early Childhood Special Education

Description: Prerequisite: Child/Adolescent Studies 325A or equivalent course in normal infant and early childhood development. Provides characteristics of young children ages birth-5 years with disabilities, developmental delays and those “at risk” for developmental delays. Rationale for early intervention and preschool programs, program models, and service delivery approaches will be presented.
Units: (3)

SPED 410    Research Methods and Statistics for Teachers

Description: Prerequisites: Education Specialist (Preliminary) Credential. Designed to introduce teachers to the basic knowledge and skills necessary to effectively understand and apply research. Students will be introduced to commonly used research methods and statistical procedures employed in educational research. Offered online only. Not available for use on a graduate study plan.
Units: (3)

SPED 411    Mainstreaming

Description: Designed to assist school personnel to implement the “Least Restrictive Environment” placement requirement of Individuals with Disabilities Education Act (IDEA). Emphasis will be placed upon techniques and strategies to modify general education classrooms to accommodate all students with ability differences.
Units: (3)

SPED 421    Working with Families of Individuals with Disabilities

Description: Prerequisite: Special Ed 371. Examines characteristics of family systems; functional assessment of family needs, concerns, and priorities. Focuses on effective communication, collaborative skills and identification of community resources.
Units: (3)

SPED 430    Foundations in School Teaching

Description: (Same as Ed El 430)
Units: (3)

SPED 433    Language Arts and Reading Instruction in the Public Schools

Description: (Same as Ed El l 433)
Units: (3)

SPED 434    Methods and Inquiry for Teaching English Learners

Description: (Same as Ed El 434)
Units: (2)

SPED 435    Mathematics Curriculum and Instruction in Elementary School Teaching

Description: (Same as Ed El 435)
Units: (2)

SPED 436    Literacy for Early Childhood Special Education Specialists

Description: Prerequisite: Special Ed 371. Students enrolled in the Early Childhood Special Education credential program will learn the basic principles of and teaching techniques for emergent literacy in reading, writing and verbal and non-verbal communication for children with disabilities birth to age five. Not available for graduate degree credit. Credit/No Credit Only.
Units: (3)

SPED 437    Social Studies Curriculum and Instruction in Elementary School Teaching

Description: (Same as Ed El 437)
Units: (2)

SPED 438    Supervised Fieldwork in Elementary Teacher Education

Description: (Same as Ed El 438)
Units: (1-2)

SPED 439    Student Teaching in the Elementary School (5-14)

Description: (Same as Ed El 439)
Units: (5-14)

SPED 450    Visual and Performing Arts Methods: Art, Dance, Drama and Music

Description: (Same as Ed El 450)
Units: (1)

SPED 451    Community, School, and Classroom Issues

Description: (Same as Ed El l 451)
Units: (1)

SPED 452    P.E., Health and Mainstreaming Education

Description: (Same as Ed El 452)
Units: (1)

SPED 453    Portfolio Development and Assessment

Description: (Same as Ed El 453)
Units: (1)

SPED 462    Practices and Procedures in Special Education

Description: Prerequisite: Special Ed 371. Critically examines current laws, educational implementation, and related practices in Special Education from birth through 21 years. Emphasizes issues of multiculturalism; non-discriminatory assessment, curriculum and instructional strategies; federal, state, and community resources.
Units: (3)

SPED 463    Characteristics of Individuals with Mild/Moderate Disabilities

Description: Prerequisites: Special Ed 371. In-depth examination of individuals with diverse cognitive, social-emotional, and physical characteristics and their educational needs. Offered as Web course only.
Units: (3)

SPED 464    Characteristics of Individuals with Moderate/Severe Disabilities

Description: Prerequisite: Special Ed 371. In-depth examination of individuals with diverse cognitive, social-emotional, behavioral and physical characteristics and their educational needs.
Units: (3)

SPED 482A    Curriculum and Methods for Individuals with Mild/Moderate Disabilities

Description: Prerequisites: Special Ed 430, 433, 435, 462 and 463. Presents curriculum development, instructional methodology and materials for teaching individuals with mild/moderate disabilities. Focuses on instructional strategies permitting access to the Core curriculum.
Units: (3)

SPED 482B    Curriculum and Methods for Individuals with Moderate/Severe Disabilities

Description: Prerequisite: Special Ed 430, 433, 435, 462, and 464. Presents curriculum development, instructional methodology and materials for teaching individuals with moderate/severe disabilities. Includes functional academics, life skills, and adaptations to Core curriculum.
Units: (3)

SPED 489A    Directed Teaching in Special Education (A)

Description: Prerequisite: Special Ed 430, 433, 435, 439, 462, 463, 482A, 520, 522, passing score on the CSET, and department approval. Directed teaching in department-approved Mild/Moderate placement to meet California’s Mild/Moderate credential requirements. Must be taken Credit/No Credit.
Units: (6)

SPED 489B    Directed Teaching in Special Education (B)

Description: Prerequisites: Special Ed 430, 433, 435, 439, 462, 464, 482B, 520, 522, passing score on the CSET, and department approval. Directed teaching in department-approved Moderate/Severe or early childhood placement to meet California’s Moderate/Severe or early childhood special education credential requirements. Must be taken Credit/No Credit.
Units: (6)

SPED 490    Field Studies: Special Education

Description: Prerequisites: Special Ed 371 or 400 and consent of department chair. Supervised practicum/field or clinical experience with exceptional individuals related to skills and competencies specified for the completion of university- or State-approved endorsements or certificates. May be repeated for credit. Must be taken Credit/No Credit.
Units: (1-3)

SPED 496    Senior Educational Practicum

Description: Prerequisites: approval by department chair and instructor. Provides for an advanced level of educational practicum within school and/or agency settings.
Units: (1-3)

SPED 499    Independent Study

Description: Prerequisites: senior or graduate standing, department chair approval, and consent of instructor. Supervised individual studies under the direction of faculty member. Experimental, research or creative projects.
Units: (1-3)

SPED 501    Introduction to Graduate Studies

Description: (Same Ed Sec 501)
Units: (1)

SPED 504    Advanced Proficiency in Educational Technologies

Description: (Same Ed Sec 504)
Units: (3)

SPED 510    Research Methods and Statistics

Description: Prerequisites: Special Ed 530, 531, 532 or 535; and Special Ed 520. Covers educational research methodology and statistics. Considers the various methods of education research, the formulation of research hypotheses, the preparation of research documents. Focuses on the understanding of descriptive and inferential statistics in educational research.
Units: (3)

SPED 514    Infant Assessment and Intervention

Description: Prerequisites: Child/Adolescent Studies 315, Special Ed 400 or equivalent. A transdisciplinary model for assessment of infants birth to three years of age at risk for developmental delays and their families will be presented. Culturally sensitive assessments and family-focused interventions used to develop Individualized Family Service Plans (IFSP) will be presented.
Units: (3)

SPED 515    Preschool Assessment and Intervention

Description: Prerequisites: Child/Adolescent Studies 315, Special Ed 400 or equivalent. An assessment of preschool-age children at risk for developmental delays and their families using both formal and informal testing instruments. Translation of child and family assessments into preschool special education program planning will also be discussed.
Units: (3)

SPED 520    Assessment in Special Education

Description: Prerequisites: Special Ed 371, 462, 482A or 482B. Critically examines the application of measurement and data analysis in the K-12 classroom.
Units: (3)

SPED 522    Positive Behavior Support

Description: Prerequisite: Special Ed 371, 411, 462, 482A, 482B or 514. Focuses on developing an educational approach to supporting positive behaviors in the classroom and community. Emphasis on regulations mandated by Hughes AB 2386. Behavior Intervention Case Manager (BICM) certificate provided to qualified personnel.
Units: (3)

SPED 528    Advanced Special Education Seminar: Curriculum, Assessment, and Instructional Management

Description: Prerequisites: Special Ed 463 or 464. Presents collaborative and consultative strategies and techniques for delivering direct and indirect services to individuals with disabilities in a continuum of settings.
Units: (3)

SPED 529    Collaborative and Consultative Seminar

Description: Prerequisites: Special Ed 463, 464 and/or Level I preliminary specialist credential. Provides training in staff development, theory and communication skills needed to work with decision-making groups. Candidates design state mandated induction plan for professional growth.
Units: (3)

SPED 530    Graduate Seminar in Giftedness and Creativity

Description: Prerequisite: Special Ed 463. An examination of varieties of higher cognitive functioning and those characteristics or performances described as creativity. Focus
Units: (3)

SPED 531    Seminar: Individuals with Moderate/Severe Disabilities

Description: Prerequisite: Special Ed 371, 464 recommended or equivalent and Special Ed 482B. Analysis of selected issues with major emphasis on independent investigation into the contributions of contemporary theory and research and the review of the emerging trends.
Units: (3)

SPED 532    Seminar: Individuals with Mild/Moderate Disabilities

Description: Prerequisites: Special Ed 371, 463 recommended or equivalent and Special Ed 482A. Analysis of selected issues with major emphasis on independent investigation into the contributions of contemporary theory and research and the review of the emerging trends.
Units: (3)

SPED 533    Seminar: Issues and Trends in Collaborative/Consultative Services

Description: Prerequisites: Special Ed 510, 529, 586, 599 and candidate must be in final semester of Level II education specialist program. Investigates contemporary research and practices as they apply to collaborative and consultative services in school and agency settings.
Units: (3)

SPED 535    Seminar in Special Education: Early Intervention

Description: Prerequisites: graduate status and Special Ed 400, 514, and 515. A seminar emphasizing the theoretical bases, research related to assessment and service delivery approaches, and current issues and trends in early childhood intervention.
Units: (3)

SPED 551    Bilingual/Multicultural Special Education: Assessment, Curriculum and Instruction

Description: Prerequisite: Special Ed 434. This course is designed to prepare teachers to teach special needs students who come from culturally and linguistically diverse backgrounds. Emphasis will be placed on the curriculum development, assessment practices and review of instructional needs.
Units: (3)

SPED 584    Transition, Vocation, and Careers Over the Lifespan

Description: Prerequisite: Special Ed 371; for online section, technology specified on department’s website. Focuses on the development of curriculum and methods addressing transition, vocation, career and social competency issues from infancy to adulthood. One or more sections offered online.
Units: (3)

SPED 586    Curriculum Issues in Special Education

Description: Prerequisites: graduate status and consent of instructor. Examines philosophical, social, economic, and educational issues which underlie decision-making with respect to curriculum and methods in special education.
Units: (3)

SPED 596    Advanced Research Seminar

Description: Prerequisites: Special Ed 530, 531, 532 or 535; Special Ed 510; 520; 522. This course builds upon material learned in Special Ed 510 Research Methods and Statistics; further explores inferential and descriptive statistics, the use of stastical applications such as SPSS, qualitative data analysis and help in developing scholarly writing in order to complete one or more chapters of the project or thesis. Course may be repeated once for credit.
Units: (3)

SPED 597    Project

Description: Prerequisite: consent of instructor. Individual research on an empirical project, with conferences with the instructor, culminating in a project.
Units: (1-3)

SPED 598    Thesis

Description: Prerequisite: consent of instructor. Conducts individual research; conferences with the instructor culminating in a thesis.
Units: (1-3)

SPED 599    Independent Graduate Research

Description: Prerequisite: consent of instructor. Independent inquiry. For qualified graduate students.
Units: (1-3)

 

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