Academic Catalog

Special Education (SPE)

SPE 403. Reading and Language Arts Instruction for K-12 Students with Disabilities. (3 Units)

Prerequisite: SPE 480 and SPE 481 or LBS 310 or LBS 370 are required. An overview of principles of reading instruction and elements of the P-12 language arts program including literature-based reading, the role of phonics, emergent literacy and diagnosis and remediation of reading and writing difficulties.

SPE 405. Collaborating to Develop Self Determined Learners. (3 Units)

Prerequisite: SPE 480 and SPE 481 or LBS 310 or LBS 370 are required. This course is designed to develop expertise in working with stakeholders in the education of children and youth with special needs as they transition to different levels of education into adulthood.

SPE 456. Field Experience in General and Special Education. (3 Units)

Pre-requisites: SPE 480 and SPE 481, or LBS 301 or LBS 370 are required. Supervised observation and participation in general and special education settings (50 hours in each setting). General education focuses on classroom interactions and teaching responsibilities with students in pre-K-high school. Special Education focuses on classroom interactions and teaching responsibilities with students of mild/moderate/severe disabilities in infant through adult population. Fieldwork and seminar. Credit/no credit grading.

SPE 458. Behavior Managements in School Settings. (3 Units)

Pre-requisites: SPE 480 and SPE 48, or LBS 301 or LBS 370 are required. Survey and practice of research-based techniques for managing and motivating the behavior of students at-risk, or with mild, moderate or severe disabilities in special or general education settings. Examination of current laws, regulations and practices regarding behavior management in special education. Field projects included.

SPE 460. Intro to Special Education. (3 Units)

Review of the field of exceptionality, including behavioral and learning characteristics of pupils with disabilities. Examination of developmental and program needs. Presentation of eligibility criteria, legal rights, legislation, and exemplary school programs for diverse learners with disabilities.

SPE 461. Typical and Atypical development and Assessment Issues in Special and General Education. (3 Units)

Prerequisites: SPE 480 and SPE 48, or LBS 301 or LBS 370 are required. Overview of development of children with and without disabilities including: physical growth/development, cognitive, motor, social/emotional development, cultural and genetic contributors to atypical outcomes. Integrates theory and research into effective practice for working with children who manifest a range of disabilities.

SPE 462. Language Disorders and Communication. (3 Units)

Prerequisite: SPE 480 and SPE 481 or LBS 310 or LBS 370 are required. Basic concepts of language structure, normal and disordered speech and language development; relevant diagnostic-prescriptive methods for the classroom teacher; and the use of specialized services. Additionally, theoretical perspective; cultural difference and the relationship between language disorders and academic learning.

SPE 467. Assessment of Students with Mild/Moderate Disabilities. (3 Units)

Prerequisite: Prerequisite: SPE 480 and SPE 481 or LBS 310 or LBS 370 are required. Acquisition of knowledge and skill in using formal and informal assessment and evaluation procedures for individuals with mild/moderate disabilities, including K-12 students with Autism. Assessment information used to develop appropriate individual educational plans and curriculum management systems. Field projects required.

SPE 468. Instructional Strategies for Individuals with Mild/Moderate Disabilities. (3 Units)

Prerequisite: SPE 480 and SPE 481 or LBS 310 or LBS 370 are required. Review of issues and research regarding teaching practices effective for students with mild/moderate disabilities. Supervised practice in small group instructional strategies. Generalization of effective teaching techniques to a variety of curricula and content areas appropriate to students with learning disabilities.

SPE 479. Student Teaching of Individuals with Mild/Moderate Disabilities. (9 Units)

Prerequisite: Consent of Instructor/Department required. Supervised teaching with the guidance of a master teacher in an appropriate public school special education program for students with mild/moderate disabilities. Focus on the management of curriculum, behavior, and instruction. Seminars and fieldwork. Credit/No-Credit grading.

SPE 480. Educating Exceptional Children and Youth. (3 Units)

Review of the field of exceptionality, including behavioral and learning characteristics of students with mild, moderate, and severe disabilities. Examination of developmental and program needs. Presentation of eligibility criteria, legal rights, legislation, and best practices for students with exceptionalities.

SPE 481. Educating Diverse Learners with Exceptionalities. (3 Units)

Designed to understand the relationship between cultural, home, and school influences and the effects these influences have on classroom teaching and learning and the utilization of appropriate materials and methods for students who are exceptional, culturally, ethnically, and/or linguistically diverse.

SPE 482. Educating Students with Special Needs within Inclusive Settings. (3 Units)

Prerequisites: Completion of Phase 1. Co-requisites: TED 433/453. Students will identify strategies and approaches to make general education classrooms inclusive for all students. Integrate students' funds of knowledge, social-emotional learning, developmental considerations and technology to support students and engage families. Students will learn to e stablish goals to improve practice through reflection and video recording.

SPE 495. Special Topics in Special Education. (3 Units)

Selected topics in special education. Repeatable course up tp six units.

SPE 501. Creating Effective Inclusive Settings for Young Children w/Exceptionalities,Families,& Professionals. (3 Units)

Prerequisites: TED 505 and TKK 501 are required. Prepares teachers to work with young children who are at-risk for or have a disability, their families, and professionals. Integrates theory and research into effective learning practices young children who require accommodations or modifications. Information presented on disability eligibility criteria, legal rights, and legislation and strategies for effective communication and collaboration with families and professionals.

SPE 504. Reading & Language Arts Instructio for 9-12 Students with Disabilities. (1 Unit)

Prerequisite: SPE 480 and SPE 481 are required. Prepares teacher candidates in the Education Specialist Mild/Moderate Program to develop and implement a comprehensive, integrated, interactive perspective to teaching reading/language arts in grades 9-12 classrooms. Candidates will develop skills needed to analyze and solve curriculum, instruction, assessment and managment problems related to reading and language arts across the content areas.

SPE 522. Teaching Bilingual Learning in Inclusive Dual Settings. (3 Units)

Prepares teachers to work with exceptional students in dual language programs. Participants will learn and apply culturally responsive assessment practices, curricular interventions and evaluation procedures for individuals, from infancy to adulthood, with mild/moderate and moderate/severe disabilities. Field-based projects. Course taught in Spanish.

SPE 523. Special Education Intern Initial Field Experience/Seminar. (3 Units)

Observation and evaluation of intern candidates' initial teaching competencies by university and school site supervisors. Candidates attend seminars bi-monthly. Fieldwork and seminars. Credit/no credit grading.

SPE 525. Special Education Intern Advanced Field Experience/Seminar. (3 Units)

Observation and evaluation of intern candidates' advanced teaching competencies by university and school site supervisors. Candidates attend seminars bi-monthly. Fieldwork and seminars. Credit/no credit grading.

SPE 526. Special Education Intern Continuing Field Experience/Seminar. (2 Units)

Prerequisites: SPE 523 and SPE 525 are required. Repeatable course designed to review the teaching competencies of special education interns. University supervisor continues observation and evluation of candidates' progress toward professional certification. Fieldwork and seminars. Credit/no credit grading.

SPE 527. Resource Specialist I: Program Planning. (3 Units)

Prerequisite: Clear Special Education Credential. Surveys current special education laws and practices regulating appropriate identification, assessment, program planning, placement, parent appeal, and coordination of services for the education of the mildly handicapped in public and private schools.

SPE 530. Introduction to Assistive Technology. (3 Units)

Reviews the use of Assistive Technology as it relates to education, communication, vocation, recreation, and mobility for individuals with disabilities. Explore types of assistive technologies, functional assessments, resources, and district responsibilities.

SPE 531. Basic Assistive Technology. (3 Units)

Provides information regarding design and development of basic assistive technologies, compares human and system performance, and details the development of system interfaces.

SPE 532. Advanced Assistive Technology. (3 Units)

Prerequisites: SPE 530 and SPE 531. Teaches students to use and adapt a variety of assistive technology devices and software and apply these technologies in a wide range of integrated educational settings.

SPE 533. Administration of Assistive Technology Services. (3 Units)

Prerequisites: SPE 530 and SPE 531. Provides students with information on a variety of administrative issues, including the role of the Transdisciplinary Team, identification of funding and other resources, specialized computer adaptations, legal and ethical issues, and effective evaluation.

SPE 537. Capstone Course in Assistive Technology. (3 Units)

Prerequisites: SPE 532 and SPE 533. Students will apply assistive technology skills by performing functional assessments, developing technology goals/objectives, and selecting appropriate assistive technology services for the disabled. Additionally, students will develop skills to facilitate the development of a system to deliver assistive technology devices and services.

SPE 543. Spec Ed Pre Induct Plan Superv. (1 Unit)

Development of an individualized professional induction plan for each special education candidate upon completion of the final directed field experience (i.e. SPE 555, SPE 566 or SPE 569 in Level II standard credential programs or SPE 523 for Interns in Level I intern credential programs). Credit/no credit grading.

SPE 549. Seminar in Infants and Toddlers in Early Childhood Special Education. (2 Units)

Prerequisites: SPE 480 and SPE 481 are required. Co-requisite: SPE 550 is required. Seminar on information and experiences in working with children from birth-3 years who have mild, moderate, or severe disabilities. Emphasis on learning how to address the needs of children and their families in a culturally sensitive family-centered professional manner.

SPE 550. Field Work in Infants and Toddlers in Early Childhood Special Education. (1 Unit)

Prerequisite: SPE 480 and SPE 481 are required. Co-requisite: SPE 549 is required. Supervised 40-hour practicum provides experiences working with children from birth-3 years who have mild, moderate, or severe disabilities. Emphasis on learning how to address the needs of children and their families in a culturally sensitive family-centered professional manner. Credit/No Credit grading.

SPE 551. Biomedical Information and Technological Interventions with Children with Disabilities. (3 Units)

Prerequisites: SPE 480 and SPE 481 are required. Review of physical disabilities, presentation, etiology, behavioral/psychosocial sequelae, and impact on development. Medical care required for monitoring and ongoing management, technological procedures, and accommodations to facilitate full inclusion of medically fragile children in school and community settings. Field experience included.

SPE 552. Communicative and Collaborative Partnerships with Families and Professionals. (3 Units)

Prerequisite: SPE 480 is required. Overview of the family systems model for understanding families from diverse cultures with specific focus on the effects of disability on family functions and relationships. Use of effective communicate and collaborate with individuals with disabilities, their families and other stakeholders to establish and work in partnerships.

SPE 553. Assessment in Early Childhood Special Education and Moderate-Severe Disabilities. (3 Units)

Prerequisites: SPE 480 and SPE 481 are required. Assessment and evaluation procedures for young children (birth to 5 years) with developmental disabilities or delays, and students with moderate-sever disabilities including formal and informal assessments and strategies to determine needs and strengths while incorporating family concerns and priorities.

SPE 554. Curriculum and Instruction in Early Childhood Special Education. (3 Units)

Prerequisites: SPE 480 and 481. Current issues and best practices research in designing curriculum for children (birth to 5 years) with disabilities or who are at risk. Instructional intervention procedures and educational settings appropriate to the learner's develop-mental and functional needs.

SPE 555. Directed Teaching in Early Childhood Special Education. (6 Units)

Prerequisites: Student must be in the last semester of credential program. Supervised experience working with young children with special needs (birth-5 years) with mild, moderate, and severe disabilities in early intervention and educational settings. Integrates learned theoretical models with every day situations in planning, implementing and evaluating intervention strategies. Seminar and Fieldwork required. Credit/No-Credit grading.

SPE 564. Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities. (3 Units)

Prerequisites: SPE 460 and SPE 558. Formal and informal assessment, instructional planning, and curriculum development for children and adults with moderate/severe disabilities. Assessment of skills leading to functional independence in age-appropriate, developmental, domestic, community, recreation/leisure, vocational, and social environments. Field projects.

SPE 565. Instructional Planning and Curriculum Development for Individuals with Moderate/Severe Disabilities. (3 Units)

Prerequisite: SPE 480 and SPE 481. Review of current issues and research on effective teaching practices for students with moderate/severe disabilities. Practice in developing and delivering curricula appropriate to the student's development and functional needs. Generalization of effective teaching techniques to a variety of skill areas and environments. Field projects.

SPE 566. Directed Teaching of Individuals with Moderate/Severe Disabilities. (6 Units)

Prerequisite: Student must be in the last semester of credential program. Supervised teaching in an approved public school program for individuals with moderate to severe disabilities. Focuses on the management of curriculum, behavior, and instruction and on professional partnerships in school and community settings. Fieldwork and seminars are required. Credit/No-Credit grading.

SPE 569. Directed Teaching of Individuals with Mild/Moderate Disabilities. (6 Units)

Prerequisite: Student must be in the last semester of credential program. Supervised teaching in an approved public school education program for students with mild/moderate disabilities. Focuses on the management of curriculum, behavior, and instruction and on professional partnerships in elementary/secondary/post secondary special education programs. Fieldwork and seminars. Credit/No Credit grading.

SPE 570. Individual Induction Plan Development. (3 Units)

Knowledge and skills to develop a professional Individualized Induction Plan that focuses on teacher performance via inquiry and formative assessment of their teaching practice to improve student learning.

SPE 571. Individual Induction Plan Completion. (3 Units)

Prerequisite: SPE 570 is required. Knowledge and skills to complete a professional Individualized Induction Plan that focuses on teacher performance via inquiry and includes a comparison of formative and summative assessment of their teaching practice to improve student learning.

SPE 575. Student Teaching in Early Childhood Special Education. (9 Units)

Student must be in the last semester of credential program in ECSE. Supervised experience with young children (birth-5 years) with mild, moderate and severe disabilities in early intervention/educational settings with the guidance of a master teacher. Integrates learned theoretical models with every day situations in planning, implementing and evaluating intervention strategies. Seminars and fieldwork. Credit/No-Credit grading.

SPE 576. Stu Tch Ind With Mod/Sev Disbl. (9 Units)

Prerequisite: Student must be in the last semester of credential program. Supervised teaching with the guidance of a master teacher in an appropriate public school special education program for students with moderate/sever disabilities. Focus on the management of curriculum, behavior, and instruction. Seminars and fieldwork. Credit/No-Credit grading.

SPE 580. Advanced Assessment, Pedagogy and Instruction for Individuals with Disabilities. (3 Units)

Advanced knowledge and application of current formal and informal assessment techniques and outcome-driven educational programming for culturally, linguistically and economically diverse children with disabilities. Development of IEP's including research based interventions and progress monitoring systems.

SPE 581. Collaborative Planning, Implementing Evaluating Educational Programs for Students with Disabilities. (3 Units)

Restricted to Education Specialist Clear Credential Program or MA in Education. Knowledge and skills for effective collaboration and consultation with students, families, and professionals including central interaction processes for developing a range of academic, behavioral, vocational and transitional programs on behalf of individuals with disabilities.

SPE 582. Current Trends and Issues in Special Education. (3 Units)

Prerequisite: GED 500 is required. Advanced study of pertinent topics related to federal, state, and local agencies and their role in special education; organization of Special Education programs and service delivery; the preparation of teachers of exceptional children and research and demonstration projects in the education of exceptional children.

SPE 583. Education Law and Policy: Serving Students with Disabilities. (3 Units)

Analysis of legislation, litigation, and administrative rulings related to special education. Emphasizes the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.

SPE 584. Research I: Evidenced Based Inquiry and Practice. (3 Units)

Prerequisite: SPE 582 is required. Advance study of research in educational contexts through the application of evidenced-based inquiry practices. Research proposal design, methodology, and data collection.

SPE 585. Research II: Evidenced Based Inquiry and Practice. (3 Units)

Prerequisite: SPE 584 is required. Advanced study of research in educational contexts through the application of evidenced-based inquiry practices and project development/implementation. Research project data analysis, interpretation and reporting of findings, and implecations for further research.

SPE 591. Current Issues in Special Education. (2 Units)

Prerequisite: Completion of all course work leading to the M.A. in Special Education. Designed to help the graduate student in special education integrate all previous course work in the field. Legal and empirical evidence bearing on specific current issues will be reviewed and used as the basis of class discussion. CR/NC grading. Two hours of seminar per week.

SPE 594. Independent Study in Special Education. (1-3 Units)

Independent study taken under the supervision of a faculty member. Repeatable for credit.

SPE 595. Graduate Selected Topics in Special Education. (1-3 Units)

Advanced course of special interests to graduate students in Special Education. Topic and content will vary as announced. Repeatable course. One to three hours of seminar each week.

SPE 599. Graduate Capstone in Special Education. (1-3 Units)

Research and writing of thesis project for the master's degree. Topic of research must be approved by graduate advisor. Open only to thesis option graduate students. Repeatable course.

SPE 600. Graduate Continuation Course. (1 Unit)

Graduate students who have completed their course work but not their thesis, project, or comprehensive examination, or who have other requirements remaining for the completion their degree, may maintain continuous attendance by enrolling in this course. Signature of graduate program coordinator required.