Course descriptions for Special Education

This introductory course focuses on practical applications of teaching theory, methodology, and pedagogy of learning for teachers of students with mild to moderate and moderate to severe disabilities. Course content addresses eligibility and characteristics of exceptionalities, classroom management, lesson plans, special education law, individual education plans, assessment and instructional strategies for working with students with mild to moderate and moderate to severe disabilities in inclusive settings. The course includes participation and planning for students with mild to moderate and moderate to severe disabilities. Prerequisite for Mild/Moderate and Moderate/Severe Education Specialist Credential Internship Programs. (Offered summer session)

Provides participants with the required competencies to assist in teaching students with disabilities, and information needed to meet federal and state mandates for serving children and youth with disabilities in schools. Includes the exploration of educational laws, IEPs, service delivery systems, modification of instructional methods, and assessment processes to support inclusion of students with exceptionalities in general education environments.Course delivery options to include online, hybrid and face to face.

Usually taken with SPED 560. When taken concurrently it applies towards the Master of Arts in Education. (Offered fall and spring semesters, and summer session.)

Examines the fundamental structure of the English language and how to diagnose reading difficulties across the grades. Content covers analysis and assessment of reading problems for students with learning challenges and how to determine preferred practices using evidence-based programs and approaches. Required for students in the Mild to Moderate Program only. Course delivery options to include online, hybrid and face to face. (Offered spring semester and as interest warrants).

Based on current research which introduces important contemporary issues, such as the relationship between identification, assessment, and program planning for students with mild-severe disabilities. Covers formal and informal assessment, instructional strategies, curriculum design, and modifications which are relevant, age-appropriate and structured to ensure student success and independence in general education and other learner-centered environments. Course delivery options to include online, hybrid and face to face. (Offered fall and spring semesters.)

Examines the role of formal and informal assessment in identification of disabilities and planning for implementing curriculum and instruction. Students learn to interpret and use assessment information taking into consideration the personal, cultural, linguistic, educational, and environmental background of the individual. The course ties assessment to preferred instructional practices in order to meet the individual educational program (IEP) goals to ensure success. Course delivery options to include online, hybrid and face to face.

Provides prospective special educators with opportunities to investigate how general educators plan, implement, modify, and monitor instruction. Students reflect on preferred practices; study the California Standards for the Teaching Profession and the Teaching Performance Expectations; analyze pedagogical skills appropriate to the core curriculum; and responsiveness to student needs and characteristics. Course delivery options to include online, hybrid and face to face. (This course may be waived with verification of General Education Teaching Credential)

Analyzes the policies and practices that assist teachers to develop and maintain positive learning environments for all students. Students learn about effective management approaches for students with learning and behavioral challenges. Course delivery options to include online, hybrid and face to face. (Offered fall and spring semesters)

Emphasizes effective teaching practices, grouping strategies, behavioral planning, subject matter competency, curricular and instructional modifications, and collaboration. Student evaluations are based on an ability to develop individualized instructional plans based on assessments, teaching competency, including lesson design and implementation, management of the learning environment, and active collaboration with faculty peers. (Offered fall and spring semesters.)

This field experience course is required for all candidates during their initial semester. This field experience requirement, along with SPED 567B, provides practical field experience opportunities teaching students with mild/moderate or moderate/severe disabilities in K-12 public and non-public school settings. Additionally, the course provides candidates with knowledge of typical and atypical human development. Offered fall and spring.

Practical field experience course required for all candidates at end of preliminary credential experience. This field experience requirement, along with SPED 567A, provides practical experience opportunities teaching students with mild/ moderate or moderate/ severe disabilities in k-12 public and non-public school settings. Supervisor's student evaluations are based on ability to assess, develop IEP's, teaching competency and behavior management. Offered fall and spring semesters.

Emphasizes a practical approach to the teaching and learning of listening, speaking, reading, and writing skills in a second language of students with special education needs from culturally and linguistically diverse backgrounds. The course goal is to enable special educators to make effective decisions when teaching English Language Learners. Course delivery options to include online, hybrid and face to face. (Offered fall, summer, and when interest warrants).

This course is designed to prepare teachers to teach students with Autism Spectrum Disorders in a variety of educational settings. Topics covered include implementing evidence-based practices to teach meaningful daily living, academic and vocational skills, policies and regulations regarding students with movement, mobility, sensory and specialized health care needs, developing supports for students with specialized health care needs, and issues in this field for future consideration. Course delivery options to include online, hybrid and face to face.

This course is designed to prepare teachers to effectively address the communicative needs of students with mod/sev disabilities participating in a variety of educational settings. Topics covered include assessment of communication, the development of various communication systems, promoting enhanced communication skills and social networks, and issues in this field for future consideration. Required for students in the Moderate to Severe Program only. Course delivery options to include online, hybrid and face to face.

This seminar focuses on issues in professional application of behavior intervention. Topics include the application of principles of behavior; conducting experimental analyses related to intervention programs; and conducting data analysis procedures suitable for preparing articles for publication. This course is only required for students in the Certificate Program in Behavior Analysis. Course delivery options to include online, hybrid and face to face.

Provides the rationale for incorporating career education or academic training, vocational preparation, social skills instruction, and daily living skills into teaching practices from preschool to adult education so students in special education programs are prepared for adult life. Includes functional vocational assessment, service learning, transition practices, and self-advocacy. Course delivery options to include online, hybrid and face to face.

Special topic courses study particular topics in field experiences. It provides practical experience teaching students with Mild/ Moderate or Moderate/ Severe disabilities in public and non-public school (K-12) settings.

Student and faculty member select topic of study and number of credits. (Offered as interest warrants.)

Development, implementation, and evaluation of the Professional Level II Induction Plan. Course assists candidates in working collaboratively with their university supervisor and district support provider in the development, implementation, and evaluation of the Induction Plan through advising and support activities. (Offered fall semester.)

Advanced instruction in the principles and application of behavior analysis for individuals with Mild/Moderate/Severe academic, social and/or behavioral needs. Topics covered include assessment, strategies for managing problematic behaviors, academic instructional strategies, collaboration with mental health agency personnel, social skill instruction, organizational strategies, positive behavioral supports, crisis interventions, and data based decision making. Course for Cert in Behav Analysis. Course delivery options to include online, hybrid and face to face.

Candidates demonstrate the ability to adapt general education curriculum; use and evaluate a variety of group instructional strategies; analyze student performance data; and design, implement, and evaluate an instructional unit with sequences for effective teaching of concepts, rules, and strategies in any area. Each candidate demonstrates knowledge and skills in validated practices that maximize academic learning time, teacher-directed instruction, student success, and content coverage. Course delivery options to include online, hybrid and face to face.

Special education professionals develop communication skills & preferred instructional practices required for successful collaboration with general educators, school personnel, community professionals, parents, & instructional aides. This course covers the use of effective communication, leadership, management skills & Individual Induction Plan development. Integrated service delivery models are addressed, along with school restructuring & reform efforts designed to impact systems change. Course delivery options to include online, hybrid, and face to face.

An advanced seminar for reviewing & analyzing literature related to issues in the field of special education. Students critique current research in fields including communication disorders, learning disabilities, bilingual learning disabilities, intellectual disability, deaf & hearing impaired, blind & visually impaired, autism, traumatic brain injury, other health impaired, emotional disturbance, and severe handicapping conditions. Delivery options to include online, hybrid, and face to face.

This course covers issues related to the use of effective communication, leadership and management skills in special education. Multiple integrated service delivery models are addressed, along with issues in school restructuring and reform efforts designed to impact systems change (Offered every other fall semester).

Candidates for the Level II Mild/Moderate Professional Clear Credential finalize their induction plan and demonstrate program competency through the presentation of a comprehensive professional portfolio (Offered spring semester).

Student and faculty member select advanced topic of study and number of credits. (Offered only as interest warrants.)