Special Education M.A.
Courses
COURSE OFFERINGS IN EDUCATION (EDUC)
Upper Division
542. Seminar in Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-5 units)
595. Independent Study
Special topics involving library and/or field research. Prerequisites: a minimum overall grade point average of 3.0, consent of instructor and college approval of a written proposal of a project submitted on a standard application filed in advance of the quarter in which the course is to be taken. (1-4 units)
Graduate/Post-Baccalaureate
May not be taken by undergraduate students.
600. Master's Degree Project
Prerequisite: advancement to candidacy. (4 units)
601. Advanced Independent Study Topics in Education
Special topics involving application of educational procedures. Prerequisites: minimum grade point average of 3.0, consent of instructor and college approval of a written proposal of a project submitted on a standard application, and filed in advance of the term in which the course is to be taken. (1-4 units)
603. Effective Communication in Education
Varying theoretical approaches with an emphasis on identifying one's personal/professional school of thought. Dynamics of interpersonal communication in educational structures: participation of individuals and small groups from a pluralistic perspective; writing for research purposes and professional speaking. Prerequisite: EDUC 306 or equivalent. (4 units)
605. Foundations of Education
History and theory of elementary, secondary and postsecondary education within the setting of American society: underlying assumptions, organizational structure, and educational change. Multiculturalism is studied in a balanced context relevant to the educational setting. Students apply what they learn to their school of thought in education, thereby connecting theory to the daily practice in the schools. Formerly EDUC 695. Prerequisite or corequisite: EDUC 603. (4 units)
607. Introduction to Educational Research
Introduction to the vocabulary, design, and sources of quantitative and qualitative methodologies, and program evaluation research in education. Ethical strategies for collecting, treating, and reporting data are emphasized; research reports and identifying, developing and critiquing trends in research communities. Formerly EDUC 663. Prerequisites: EDUC 603 and 605. (4 units)
611. Foundations of Integrative and Holistic Models of Education
Introduction to constructive post-modernist paradigms, systems theory, theories of meaning, constructivism and holistic theory. Students explore the importance of an engaging learning environment, a facilitative learning community and open-ended processes of problem solving. Prerequisite: consent of department. (4 units)
613. Integration and Meaning in Education
Investigation of instructional applications of the neuro-sciences, holistic learning and constructivist principles. Emphasizing group processes, collaborative action research, integrating technology, implementing cooperative groups, and developing cultural sensitivity and awareness of social justice issues. Prerequisite: consent of department. (4 units)
615. Exploring Arts, Creativity and Sign Systems
Application of the research on, and processes of art and creativity to learning. Exploration of the use of multiple modalities and somatic approaches to teaching, and semiotic understandings of disciplines. Introduction of intuitive development into the teaching/learning process. Prerequisite: consent of department. (4 units)
617. Exploring Integrative and Holistic Curriculum Theory
Exploration of the dominant perspectives on curriculum and introduction to constructive postmodernist curriculum theory as a foundation for integrative and holistic curriculum design. Development and field testing of substantive and engaging curriculum projects. Prerequisite: consent of department. (4 units)
619. Seminar in Holistic Education
Exploration of a variety of selected topics in holistic education through readings, class presentations, discussions, and reflective writing. Selection by student of an approved topic for in-depth exploration. Planning of a mini-conference in holistic education that includes presentations by each student, as well as outside speakers. Prerequisite: consent of department. (4 units)
620. Spiritual Perspectives in Public Education
Principles and techniques of integrating a nonsectarian spiritual perspective in a public school setting. Theoretical framework consistent with a variety of spiritual traditions, the implications of the new sciences, and current educational psychology (e.g., constructivism). Focus on nonsectarian methods that nourish the inner life of the educator and the student. (4 units)
621. Assessment and Research: Holistic Perspectives
Focus on the skills, understandings and methodologies of assessment and research design from a holistic perspective. Includes both quantitative and qualitative models, evaluation design and scholarly writing. Prerequisite: consent of department. (4 units)
640. Teaching English Learners in the General Education Classroom
Overview of programs, curricula, and resources for the education of English language learners. Strategies for English language development and methods for sustaining access to the core academic curriculum. Assessment techniques for initial placement and progress evaluation of learners. Psychological and sociocultural factors which affect first and second language development. Required for California SB 2042 clear credential. (4 units)
694. Master's Project in Science Education
Prerequisites: advancement to candidacy and consent of the graduate coordinator. (4 units)
698. Continuous Enrollment for Graduate Candidacy Standing
Independent study leading to completion of requirements (other than course work) for the master's degree. To retain classified standing in the master's program, a student must enroll in 698 each quarter until the project or thesis is accepted or the comprehensive examination passed. Cannot be used to satisfy degree requirements. Students who enroll in 698 through the university have full use of all university facilities. See Page 343, Culminating Experience: Exam, Thesis, or Project. Prerequisites: advancement to candidacy and approval of program graduate coordinator or, if an interdisciplinary studies major, consent of the Dean of Graduate Studies. (0-6 units)
COURSE OFFERINGS IN SPECIAL EDUCATION (ESPE)
Upper Division
515. Language and Literacy for Children Under Five With Special Needs
An intensive study of early literacy and language skills including English as a second language, typical and atypical development, assessment, instruction, and guidelines as it relates to infants, toddlers, and young children who may be at-risk. (4 units)
523. Mainstreaming Handicapped Individuals in the Elementary Classroom
Introduction to the adaptation of curriculum, methods and materials necessary for accommodating exceptional individuals in the regular elementary classroom. (2 units)
529. Introductory Methods for Special Education
Instruction in positive classroom and behavior management, effective teaching skills, modification of core curriculum, assessment techniques, IEP development, and relationships with other professionals. (4 units)
530. Psychology and Education of Exceptional Individuals
Characteristics and educational implications of physical, intellectual, social and emotional deviations among exceptional individuals. Ethical and legal aspects of special education. Observations in educational settings. (4 units)
532. Introduction to Teaching Individuals with Exceptional Needs
Learning characteristics of individuals with handicaps related to educational procedures and intervention strategies. Study and observation of education and intervention theory and practices. Prerequisite: ESPE 530 or consent of instructor. (4 units)
538. Introduction to Teaching the Gifted and Talented
Definition, characteristics and development of the gifted and talented individual. Identification procedures. Current legislation and educational practices. Eight hours of class and activities weekly. Prerequisite: consent of instructor. (4 units)
539. Programs for Teaching the Gifted and Talented
Development of school programs for gifted and talented: identification, objectives, scheduling, curriculum, materials and program assessment. Prerequisites: ESPE 538 and consent of instructor. (4 units)
540. Strategies for Remedial Teaching
Methods of diagnosing needs, teaching basic subjects; organizing curriculum, and controlling behavior of low achieving students in the regular elementary classroom. (4 units)
542. Seminar in Special Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-4 units)
545. Computer Technology and Assistive Devices
Review of, and training in, computer technology and assistive devices that provide solutions to problems in educational and employment environments faced by persons with disabilities. Two hours lecture and two hours laboratory. Graded A,B,C/no credit. Prerequisite: consent of instructor. (3 units)
570. Teaching Students with Disabilities in the General Education Classroom
Advanced study of special populations in the mainstream classroom for general educators. Teachers will display knowledge, skills and strategies for teaching students with disabilities in the general education classroom. Demonstrates the ability to create a positive inclusive climate for individualized assessment and instruction for students with special needs and/or abilities utilizing grade appropriate State adopted standards, collaborative professional relationships, and an understanding of local and federal acts regarding special education. Observations in educational settings are required. Course may be offered on-line. (4 units)
Graduate/Post-Baccalaureate
May not be taken by undergraduate students.
609. General and Special Education Field Experiences
Supervised field experiences in appropriate program topics. Requires a minimum of 120 hours field experience in the appropriate education setting. Includes general education experiences. All course work for Level I Preliminary Education Specialist Credential must be completed prior to enrollment in field experience or one course may be taken concurrently with consent of program coordinator. Student must meet subject matter competency requirement to be eligible for field experience. Application is required one quarter in advance of enrollment. Contact the Special Education Office for additional information regarding application.
A. Mild/Moderate Disabilities. Prerequisites: (for elementary) EELB 301 or PSYC 320; EELB 317; 441; and 445 or 446; (for secondary) ESEC 332; EELB 423; ESEC 443 or PSYC 320; ESEC 445; ESPE 529, 530, 624, 637, 655, 656 and consent of program coordinator. (8 units)
C. Moderate/Severe Disabilities. Prerequisites: (for elementary) EELB 301 or PSYC 320, EELB 317; 315 or 316; 423; (for secondary) ESEC 332; EELB 423; ESEC 443 or PSYC 320; ESEC 445; ESPE 529, 530, 624, 637, 655, 656 and consent of program coordinator. (8 units)
624. Managing Learning and Social Communities
Designed to provide strategies for managing the classroom, handling individual behavior problems, developing student autonomy, preventing classroom disruptions and maintaining a positive learning environment. Provides a practical knowledge base and management strategies for serious problem behavior and appropriate intervention procedures. Prerequisites: ESPE 529 and 530. (4 units)
626. Curriculum Development for Individuals with Physical Handicaps
Strategies and implications for teaching physically handicapped children and youth in mainstream and special education settings. (4 units)
630. Topics in Research in Teaching and Learning
Survey of current research in teaching and learning. Prerequisite: consent of instructor.
A. Gifted and Talented (4 units)
B. Special Education (4 units)
633. Reflective Inquiry Seminar and Induction Plan
Initial professional Level II course for the special education credential. Designed to culminate the content completed in Level I courses and to establish the induction plan; the concluding activity is the Individualized Induction Plan (IIP). The IIP is completed in collaboration with student, university, and local education agency. Twenty hours of fieldwork required. Prerequisites: completion of Level I requirements and consent of program coordinator. (4 units)
635. Effective Communication with Professionals and Families
Develop effective communication skills to foster an atmosphere of collaboration among professionals and families, to support quality programs for students with disabilities. Models for collaboration and consultation will be explored. Prerequisites: Level I Preliminary Education Specialist Instruction Credential and ESPE 633. (4 units)
637. Assessment and Evaluation
Techniques for identification and assessment for general and special education. Gathering diagnostic information in academic, social-emotional, language, and perceptual-motor areas for program preparation and implementation. Prerequisites: ESPE 529 and 530. (4 units)
644. Problems in Educational Assessment
Teacher-made tests, standardized tests and other published instruments of use in assessing growth in the affective, psychomotor and cognitive domains. (4 units)
646. The Resource Specialist in Special Education
Development and evaluation of consultation and coordination procedures for the special education resource specialist. Prerequisites: ESPE 630B and special education specialist credential or consent of instructor. (4 units)
649. Curriculum and Methods in Special Education: Secondary Transition and Career/Vocational Preparation
Methods, materials and strategies for facilitating career, vocational and adult skills development in learners with disabilities. Interfacing with agencies and other support providers in the transition from secondary programs to adult life. Prerequisites: Level I Preliminary Education Specialist Credential and ESPE 633. (4 units)
650. Development and Assessment of Young Children with Disabilities
Knowledge of atypical development, developmental risk factors (including those for infants with low-incidence disabilities), the rights and roles of the family, screening and assessment measures, and service delivery models. Prerequisites: ESPE 529, 530, 637, or consent of instructor. (4 units)
651. Curricular Strategies for Students with Moderate/Severe Disabilities
Assessment, procedures and instructional strategies for learners with moderate/severe disabilities. Emphasis placed upon data-based, functional instruction. A 20-hour practicum will be required. Prerequisites: ESPE 529, 530, 624 (not applicable to students with Early Childhood Special Education Emphasis) and 637. (4 units)
652. Applied Curricular Strategies for Students with Moderate/Severe Disabilities
Principles of systematic instruction to community-based instruction, functional academics, language training, and social skills training. Application of computer and other technology to learners with severe handicaps. A 20-hour practicum will be required. Prerequisites: Preliminary Level I Education Specialist Credential: Moderate/Severe and ESPE 633. (4 units)
653. Medical, Physical and Social Aspects of Education of Learners with Moderate/Severe Disabilities
Responsibilities of educators in medical, physical and social areas. A 20-hour practicum will be required. Prerequisites: ESPE 529, 530, 624, 637, 651 and 652. (4 units)
655. Curriculum and Methods in Special Education: Language Arts
Methods, materials and strategies for exceptional learners in the areas of language arts: reading, writing, speaking and listening. Prerequisites: ESPE 529, 530, 624, and 637. (4 units)
656. Curriculum and Methods in Special Education: Core Subjects
Methods, materials and strategies for designated subject areas with particular emphasis on adapting and modifying curriculum from general education frameworks for students with mild/moderate special needs. Formerly ESPE 684C. Prerequisite: Preliminary Level I Education Specialist Credential: Mild/Moderate. (4 units)
657. Seminar on Mild/Moderate Disabilities
Synthesis and application of information on assessment, instruction, development and delivery of quality instruction, providing instruction and appropriate support for use in regular education settings. Prerequisites: ESPE 529, 530, 624, 637, 655 and 656. (4 units)
660. Instructional Planning for Culturally and Ethnically Diverse Students with Special Needs
Critiques basic concepts and theories related to this special population. Includes cultural characteristics, cultural transmission, acculturation and second language acquisition, particularly as they relate to assessment, instructional programming, parent involvement strategies and collaboration with service providers for students with disabilities. Prerequisites: ESPE 529, 530, 624, and 637. (4 units)
665. Curriculum and Methods in Special Education: Early Childhood Special Education
Strategies and techniques for teaching early childhood special education in a variety of settings. Special consideration of family in the process of educating children birth through six years of age with disabilities or who are at risk of developing disabilities. Prerequisites: ESPE 529, 530, 637 and 691C. (4 units)
679. Special Education Fieldwork
Supervised field experiences in special education. Requires a minimum of 80 hours field experience in the appropriate setting. All course work for Level II Professional Clear Education Specialist Credential must be completed prior to enrollment in field experience or one course may be taken concurrently with consent of program coordinator. Application is required one quarter in advance of enrollment. Contact the Department of Special Education for additional information regarding application.
A. Mild/Moderate Disabilities I. To be taken only by students who hold a California Preliminary/Professional Clear Multiple Subject or Single Subject Credential. Prerequisites: ESPE 529, 530, 624, 637, 655, 656 and consent of program coordinator. (4 units)
C. Moderate/Severe Disabilities I. To be taken only by students who hold a California Preliminary/Professional Clear Multiple Subject or Single Subject Credential. Prerequisites: ESPE 529, 530, 624, 637, 651, 652 and consent of program coordinator. (4 units)
E. Resource Specialist. Prerequisite: Special Education Specialist Credential. Prerequisite or corequisite: ESPE 646. (4 units)
F. Early Childhood Special Education I. Prerequisites: (for Level I Credential students) ESPE 529, 530, 637, 650, 651, 660 and 665; (for certificate students) ESPE 650, 651, 652, 665, HD 270 and 280. (4 units)
680. Intern Teaching: Special Education
A. Supervised full-time teaching under the Mild/Moderate Intern Credential. Must be repeated for a total of 48 units. Graded credit/no credit. Prerequisite: admission to the Learning Handicapped Intern Program. (8 units)
B. Supervised full-time teaching under the Moderate/Severe Intern Credential. Must be repeated for a total of 48 units. Graded credit/no credit. Prerequisite: admission to the Severely Handicapped Intern Program. (8 units)
C. Supervised full-time teaching under the Early Childhood Special Education Intern Credential. Must be repeated for a total of 24 units. Graded credit/no credit. Prerequisite: admission to the Early Childhood Special Education Intern Program. (8 units)
685. Advanced Behavior Management
Advanced techniques for teaching students with serious problem behaviors including crisis management and other interventions derived from psychodynamic, psychoeducational, behavioral, cognitive and social learning theory. Field study experience required. Prerequisites: ESPE 530, 620, 635, 637, 640, 679A, 679C, or consent of instructor. (4 units)
691. Issues and Trends in Special Education
Specialized in-depth study of selected topics in special education. Field study experience included. Prerequisites: ESPE 529, 530, 624, and 637.
A. Current Issues (4 units)
B. Collaboration and Consultation (4 units)
C. Early Childhood (4 units)
D. Instructional Technologies (4 units)
E. Administration (4 units)
F. Historical (4 units)
G. Special Populations (4 units)
H. Transition (4 units)
J. Post Secondary (4 units)
694. Special Education Leadership Evaluation and Outcomes
Presentation of the Professional Development Portfolio demonstrating that the candidate has met the California Commission on Teacher Credentialing (CTC) Standards for a Clear Professional Specialist Credential. Prerequisites: California Preliminary Specialist Credential in the same credential area, completion of Level II coursework, and consent of the Program Director. Eligibility: candidates who did not participate in a CTC approved Induction Program during his/her Level II Credential Program. The Individual Induction Plan, Professional Development Portfolio, and non-University activities will be evaluated.
A. Candidates who participated in an approved Induction Program or seeking a second Specialist Credential should take ESPE 694B. (4 units)
B. Candidates who participated in an approved Induction Program or seeking a first Specialist Credential should take ESPE 694A. (8 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the master's program, and in good academic standing. (0 units)
Please refer to the University catalog at http://catalog.csusb.edu for official information.