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Special Education

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Accredited by the California Commission on Teacher Credentialing.

Faculty

Emeritus: Forbing, McClard, Singer
Chair: Lynch
Professors: Cegelka, Doorlag, Graves, Kitano, Lewis, Lynch
Associate Professor: Brady
Assistant Professor: Valles

Offered by the Department

Master of Arts degree in education.
Special education specialist credentials.
Certificate in bilingual (Spanish) special education.
Certificate in early childhood special education.
Certificate in teaching the emotionally disturbed/behaviorally disordered.
Resource specialist certificate of competence.
Supported employment and transition specialist certificate.

Courses

Class study of specially selected problems in education. Does not apply to pattern requirements for credentials. Credit earned in this course not applicable to a bachelor's degree.

Procedural applications in educational and/or community programs for students with handicapping conditions.

Instructional sequences focusing on a single topic or competency dealing with special education. Topics differ each semester to adjust to current literature in the field, training needs, and resource availability. May be repeated with new content. See Class Schedule for specific content. Limit of nine units of any combination of 296, 496, 596 courses applicable to a bachelor's degree.

Individual study. Maximum credit six units.

Historical, philosophical, and legal aspects of special education that affect identification and programming for diverse learners with exceptionalities. Characteristics of individuals with special needs and implications for adapting living and learning environments.

Theory, research, and processes in learning in relation to individuals with disabilities. Foundations of learning, development, and intervention.

Observation and participation in general and special education classrooms and related school activities for students with disabilities

Educational needs and services for students with serious emotional disturbance. Classroom interventions and procedures.

Adaptations of communications and communication systems for students with disabilities. Educational strategies that special education teachers can use to augment classroom communications. Alternative approaches to communication for students with moderate/severe disabilities.

Historical and philosophical perspectives of programs related to students with mild/moderate disabilities. Research on educational programs, curricular approaches, and characteristics.

Historical and philosophical perspectives of programs related to students with moderate/severe disabilities. Research on educational programs, curricular approaches, and characteristics with emphasis on services in context of school reform.

Historical and philosophical perspectives, characteristics, needs, and supports for individuals with physical, health, and sensory impairments in educational, home, and community settings. Implications of health concerns for programming.

Historical and philosophical perspectives of cultural pluralism in special education and programs related to diverse students with disabilities. Research on curricular approaches and instructional needs. Sociocultural aspects related to disability, race, ethnicity, gender, and language.

Characteristics, needs, and educational programs and services for infants, toddlers, and preschoolers with disabilities and their families. Legislative requirements, models of service delivery, recommended practices, and family diversity.

Historical and philosophical perspectives of programs for students with emotional disturbances and behavior disorders, including review of research on student characteristics, educational programs, and curricular approaches.

Skills and strategies for educators who coordinate services for young children with disabilities and their families. Children with low incidence disabilities and coordination with their primary service providers.

Classroom assessment in general and special education for students with mild/moderate disabilities. Curriculum-based data collection strategies. Influences of cultural and linguistic diversity, and implications for curricular and instructional adaptations.

Developing and maintaining social support networks in the classroom and community for individuals with moderate/severe disabilities. Theoretical, conceptual, and empirical bases for implementation models.

Positive behavioral supports for students with disabilities in general and special education settings. Current theories and programs in functional assessment and behavioral change. Applications in educational and community environments with diverse students.

Educational applications of current technologies for learners with disabilities. Selection, modification, and classroom use of technologies to improve or bypass physical, sensory, communicative, learning, and social limitations.

Components of individualized education program plans, individualized family service plans, and individualized transition plans. Goals, objectives, and outcomes for program planning. Legal and ethical considerations.

Specialized study of selected topics in special education. May be offered as either a workshop or lecture/discussion. See Class Schedule for specific content. Maximum credit of six units of 596 applicable to a master's degree. Maximum combined credit of six units of 596 and 696 applicable to a 30-unit master's degree.

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