Special Education and Counseling , Division of

Charter College of Education

Randy V. Campbell, Chair

King Hall C1064

Phone:      (323) 343-4400

E-mail:      rcampbe@calstatela.edu 

Diane L. Fazzi, Associate Chair

Website:       http://www.calstatela.edu/academic/ccoe/index_edsp.htm

Program Advisement:

The Charter College of Education's Division of Special Education and Counseling offers program advisement for the undergraduate blended Level I, internship, and Level II credential programs in special education approved by the California Commission on Teacher Credentialing, and master's degrees in Special Education as well as the Ph.D. program in Special Education offered jointly with the University of California at Los Angeles (UCLA).  The division also offers program advisement for the undergraduate B.S. degree in Rehabilitation Services, the Master's degree in Counseling, and for advanced credential programs approved by the California Commission on Teacher Credentialing.  These programs are described in this section.  Other general information about credentials and degree programs can be found in the Undergraduate Study and Graduate and Postbaccalaureate Study sections of this catalog..

The Faculty

Professors: Sherwood Best, Martin G. Brodwin, Randy V. Campbell (Chair), Mary A. Falvey, Diane Fazzi, Diane Haager, George K. Hong, Nancy A. Hunt, Christina H. Kimm, M. Diane Klein, Pauline Mercado, Kathryn C. Reilly, Marcel Soriano, Lois Weinberg, Andrea G. Zetlin.

Associate Professors: Michael J. Carter, Margaret D. Clark, Margaret Garcia, Holly Menzies, Heidi Paul, David Peterson, Elizabeth Purluss, Anthony Ross, Jennifer Symon,

Assistant Professors: Sheri Atwater,Audrey Ham, Cheryl Kamei Hannan,Sungho Park, Minyi Shih, Michele Wallace.

Emeriti: Isaac Berman, Gary Best, V. Patricia Beyer, David Bilovski, Philip C. Chinn, Barbara J. Clark, John A. Dahl, Shirley D. Davis, Robert A. Eisenberg, Robert G. Hadley, Edmond C. Hallberg, Raymond E. Hillis,  Colleen B. Jamison,  Jean Utley Lehman, Jasper Little, Judith S. Margolis, C. Lamar Mayer, G. Roy Mayer, Fred G. Rhodes, J. Leonard Steinberg, Joseph Stubbins, Rose-Marie Swallow, Hershel Swinger, F. Annette Tessier, Alice V. Watkins.

Undergraduate Programs

Bachelor of Science Degree in Rehabilitation Services

The Bachelor of Science degree in Rehabilitation Services specializes in preparing students to work in a variety of occupational settings. In these settings, they will advance the independence, integration, and full participation of individuals with rehabilitation needs in the workforce and the community.

The total number of units for the Bachelor of Science degree in Rehabilitation Services is 186 units, of which 93-103 units are in the major. Consult with an advisor for the specific number of units required in all areas of the degree including GE and free electives.

Advisement

Rehabilitation Services majors must select their adviser by the end of the first quarter of their junior year to draw up an official degree program.

Requirements for the Major (93-103 units) 

The degree requires a total of 186 units of which 93-103 are in the major.  The major includes 14 lower division and 63-64 upper division required units plus 16–25 units of electives. See the Undergraduate Study: General Information chapter for information about General Education and other requirements concerning the units outside the major. 

Select upper division courses as electives from the following departments: COUN, EDSP, HS, PSY, SOC, and SW, with adviser approval.

Minor in Rehabilitation Services

The minor in Rehabilitation Services is designed to provide valuable preparation for students majoring in psychology, sociology, social work, criminal justice, and other fields for occupations related to the needs and activities of people with disabilities.

A total of 23-24 units in required and elective courses comprise the minor in Rehabilitation Services.

Graduate and Postbaccalaureate Programs

Master of Arts Degree in Special Education

The Master of Arts degree in Special Education provides administrators, teachers, and therapists with advanced preparation for work with exceptional learners.  Master’s degree candidates must incorporate the specialist credential requirements in their area of specialization as a part of their program.  (This requirement may be waived for personnel such as nurses, occupational or physical therapists, or orientation and mobility specialists.) The master’s degree programs include a choice among 13 options.

Admission to the Program

In addition to University requirements for admission to graduate study, applicants must have a 2.75 grade point average in their last 90 quarter units attempted, must have completed  (or complete concurrently) requirements for a California credential in Special Education  (except in selected areas), must complete all division application procedures, and must obtain approval from the division.  A number of scholarships and traineeships are available to qualified students.  Interested students should contact the division office. 

Advisement

Students should seek advisement for all Special Education credential and graduate programs in the Division of Special Education and Counseling.

Credential candidates must attend a group advisement session (offered at approximately two-week intervals) prior to admission.

Requirements for the Degree (45 units minimum)

A minimum of 45 units is required, with at least one-half (23 units) in 500-level courses. (At least 26 Units of 500-level courses for Autism Option). The candidate must maintain a minimum 3.0 (B) grade point average, with no grade lower than C.  The program has four components:  (1) Credential requirements;  (2) M.A. Core; (3) required specialization courses and electives that are approved by the adviser; and  (4) the comprehensive examination or thesis/project requirement.  Students may pursue the thesis or project option only when they meet specified division and college criteria.  See Restriction on Credit Earned in Variable Unit Courses in the Charter College of Education section of the Academic Programs: College-based and University-wide chapter. 

Students should expect to take the comprehensive examination (EDSP 596) the quarter after they complete all coursework on their program and must comply with college and division requirements. Students in Autism and Facilitating Behavior Change Options must elect the Thesis/Project (7 units).

Select one option from the following, with adviser consultation and approval.  Special education credential and related courses may be included as approved by the faculty adviser.

Prerequisites (4 units)

EDSP 503, 512, 514*, 515*, 516*, 517

Select from the following list of courses or other related courses (to reflect an area of emphasis as approved by the adviser)

* Courses marked with an asterisk are also required in the Credential program.

Note: A minimum GPA of 3.0 is required for admission to this option.

Note: Students will complete a thesis only. In applied settings, it is critical for individuals working in behavior change to be skilled at designing and conducting intervention programs. The thesis option will provide that experience.

Note: A multiple or single subject credential is a requisite for this option.

Electives

Select from the following list of courses or other related courses as approved the adviser:

*are also required for the credentials.

Select from the credential program or from related courses below as approved by the adviser. For students electing the Comprehensive Examination Option, at least 4 units must be at 500-level.

*Students electing the Thesis Option are required to complete EDFN 452 or Equivalent as a prerequisite or corequisite to EDSP 599A.

**Students may need additional electives to meet the minimum total of 45 units.

A. Select two courses in one of the methodology areas listed below (8 units)

Or

B. Select one culture course from the listing below:

As approved by the adviser.

Select from the credential program or from the following list of related courses as approved by the adviser.

*Courses marked with an asterisk also required in the credential program.

Select from the credential program or other related courses as approved by the adviser.

* Courses marked with an asterisk are also in the credential program.

Select from the credential program or other related courses as approved by the adviser.

Master of Science Degree in Counseling

The Master of Science degree in Counseling includes programs in school counseling leading to:

·     Applied Behavior Analysis

·     School Counseling Leadership

·     Marriage, Family, and Child Counseling

·     Rehabilitation Counseling

·     School Psychology

Admission to the Program

In addition to University requirements for admission to graduate study, students must have a 2.75 grade point average in the last 90 quarter units attempted, submit the divisional application form, take additional examinations required by the division, and be interviewed by the divisional screening committee.  Successful candidates are admitted to cohort groups and must take a prescribed sequence of cohort classes.

Applications are considered once a year for admission to the Fall Quarter.  Applications must be submitted to the division of special education and counseling.  Cohorts are admitted to the fall quarter of each year.  Prospective candidates must check with the division office for annual application deadlines.  Late applications may be considered if space is available.

Prior to admission to the program, graduate students are encouraged to obtain preliminary advisement and begin taking prerequisite and unrestricted courses, not to exceed 13 units.  Upon acceptance, each student is assigned a faculty adviser and a cohort group.  Admission is conditional until successful completion of COUN 505 and COUN 400A or 500A.

Requirements for the Degree (77 –115 units) 

A total of 77-115 units are required, depending on the option, prior coursework, and culminating experience selected (Comprehensive Examination, Thesis or Project), with at least half of the units in 500-level courses. The School Psychology option requires at least two-thirds of the units to be at the 500-level.  The school psychology option requires at least two-thirds of the units to be at 500-level.

The program consists of a required core, other required courses, courses in self-development and special interest and a comprehensive examination or thesis.  Students must demonstrate proficiency in statistics and may do so by completing EDFN 452. There is a limit on credit that may be earned in variable-unit courses.  See Restriction on Credit Earned in Variable Unit Courses in the Charter College of Education section of the Academic Programs: College-based and University-wide chapter of this catalog.

Before students may take courses to meet the field work requirement, they must be advanced to candidacy and must be recommended by their adviser.  Written applications for fieldwork must be submitted to the Division Office during the fifth week of the quarter prior to the quarter in which the student desires a fieldwork placement.  Fieldwork application forms are available in the Division Office for an option.

Students who select the comprehensive examination (COUN 596) must be advanced to candidacy and must comply with college and division requirements before enrolling to take the examination.  These requirements include a formal application no later than February 1 for the Spring Quarter examination which is offered on the second Saturday of May, or August 1 for the Fall Quarter examination which is offered on the second Saturday of November.  This application is available in the division office.

Students having research interests are encouraged to undertake the thesis.  Selecting the thesis/project option may increase the number of units required for completion of the program.  Students are encouraged to begin thesis planning as soon as possible.

Students may complete the requirements for two options of the M.S. degree in Counseling.  In such a case, both options may be pursued either simultaneously or sequentially.  Some courses can count toward both options, but by university policy, the second option must include at least 23 new units.  In actual practice, the second option involves more than 23 units.  Students should see advisors in both options to plan dual option requirements.

Options -

Select one of following options:

Option in Applied Behavior Analysis (Without Emphasis in Pupil Personnel Services credential With Advanced Authorization in School Counseling and Child Welfare and Attendance) (91-101 units)

The program is designed for graduate students who plan to work as behavior analysts, case managers or consultants, and for those who elect to specialize in the behavioral area for doctoral training.

May be met by the following courses or other current or prior coursework with adviser approval.

COUN 400A, 428, 501, 503, 505, 529, 592, EDSP 586

Students who do not wish to obtain the Pupil Personnel Services Credential with Advanced Authorizations in School Counseling and Child Welfare and Attendance Services must complete the following:

COUN 489, 502, 504, 506, 591 (repeated for 15 units), and 593

PSY 417, 421, 428, 500, 528

Select six - nine units of electives related to your program with adviser approval.

Appropriate substitutions may be made in special instances with adviser recommendation and division chair approval.

Students may elect to complete the Behavior Intervention Case Management emphasis within the School Counseling Program and qualify for the Pupil Personnel Services Credential with Advanced Authorization in School Counseling and Child Welfare and Attendance in addition to the Masters Degree by completing the following courses in place of the above list:

May be met by the following courses or other current or prior coursework with adviser approval.

COUN 400A, 428, 501, 503, 505, 529, 592, EDSP 586

COUN  400B, 460, 489, 502, 504, 506, 516, 517, 557, 581, 583, 586S (repeated for 9 units), 586W (3 units), 591 (Repeated for 10 units), 593 (3 units)

Select six - nine units of electives related to your program with adviser approval.

Appropriate substitutions may be made in special instances with adviser recommendation and division chair approval.

Option in Marriage, Family, and Child Counseling(Without the Emphasis in PPS Credential with Advanced Authorization in School Counseling and Child Welfare and Attendance) (91-98 units)

This option is designed to train family systems oriented  counselors who are eligible to apply for licensure in California as a Marriage and Family Therapist (MFT).  It meets state requirements for licensure in Marriage and Family Therapy (MFT) as outlined in the Business and Professions Code, Section 4980.37.  Students fulfill degree requirements by completing the required 23 units in the required core, plus option requirements of 62 units, and completing either a thesis/project or comprehensive examination.

May be met by the following courses or other current or prior coursework with adviser approval.

COUN 400A, 428, 501, 503, 505, 529.

Other Required Courses  (62 units)

Students who do not wish to obtain the Pupil Personnel Services Credential with Advanced Authorizations in School Counseling and Child Welfare and Attendance Services must complete the following

COUN 400B

COUN 403

COUN 460 or  PSY 464

COUN 506, 516, 520, 521, 522, 523,(for 6 units), 538, 539

COUN 552 or PSY 542

COUN 589 (repeated for 9 units.)

HS 456

COUN 589

Students may elect to complete training in School-Based Family Counseling and qualify for the Pupil Personnel Services Credential with Advanced Authorization in School Counseling and Child Welfare and Attendance Services in addition to the Masters Degree by completing the following:

COUN 400A, 428, 501, 503, 505, 529.

Other Required Courses  (76 units)

COUN 400B

COUN 403

COUN 460 or PSY 464

COUN 506, 516, 520, 521, 522, 523 (for 6 units), 538, 539

COUN 552 or PSY 542

COUN 557, 581

COUN 586S (repeated for 9 units).

COUN 586W (3 units) 

COUN 589 (repeated for 3 units).

HS 456

An extensive MFCC Handbook, containing detailed description of the program, required form for registering with the Board of Behavioral Science Examiners, and the Site Practicum Manual is available in the division office.

COUN 589

Option in Rehabilitation Counseling

(77 to 84 units) 

The Rehabilitation Counseling program prepares students to: a) function effectively as professional rehabilitation counselors in a variety of employment settings; and b) develop their own skills to function effectively at the time of graduation and beyond as the profession changes.  Rehabilitation counselors must be knowledgeable in vocational and personal potentialities in order to carry on their main function of helping individuals to achieve satisfaction in areas including work, education, and personal social functioning.  The program is accredited by the Council of Rehabilitation Education (CORE).  The Master of Science degree in Counseling: Option in Rehabilitation offers concentrations in Student Development Counseling and in Transition Services.

*NOTE: Graduates of the CSULA BS in Rehabilitation Services may complete the MS program with 63 minimum units.

May be met by the following course or other current or prior coursework with adviser approval.

COUN 400A, 406, 428, 503, 505, and 529.

COUN 400B

COUN 442, 448, 449, 506, 540AB, 542AB

COUN 588 (repeated for 15 units)

COUN 516 (4 units) and two or more units of Self-Development/Special Interest units with advisor approval.

Concentrations: 

( 81 to 88 units depending on prior coursework)

The Student Development Counseling Concentration in the Rehabilitation Counseling program is designed to train students to work in higher education colleges and universities with an emphasis in disability.  These students will be competent in: 1) providing and designing effective counseling services to higher education students; 2) evaluating social, psychological, educational, vocational and cultural issues as related to students with and without disabilities; and 3) assisting students to make the transition from high school to post-secondary education and beyond.

Rehabilitation Counseling students with a concentration in Student Development Counseling must take COUN 510 and 587 for the "Self-Development and Special Interest"  requirement in the required core.

COUN 400B, 442, 448, 449, 506, 540AB, 542AB, 588,and EDSP 581

The Transition Services Concentration in the Rehabilitation Counseling program trains transition specialists to be competent in: 1) providing and designing appropriate and effective transition services to secondary students with disabilities; 2) evaluating transition plans in light of collaboration among professionals including business and community leaders as well as parents, teachers, and other related service professionals in the multicultural/multilingual urban setting; and 3) conducting research in the transition field.

Rehabilitation Counseling students with a concentration in Transition Services must take EDSP 581 and 584 for the "Self-Development and Special Interest" requirement in the required core.

COUN 400B, 442, 448, 449, 506, 540AB, 542AB, 588 (15 units), EDSP 400

Option in School Counseling Leadership

The School Counseling Leadership program is designed for future school counselors who wish to develop leadership skills in school counseling and earn the Master of Science degree in Counseling: Option in School Counseling Leadership. Students who complete this option also qualify to apply for the Pupil Personnel Services Credential with advanced authorizations in School Counseling and Child Welfare and Attendance services.

Students who select this program recognize the challenges of today's urban schools and foresee the synergism possible when combining the skills and roles of an effective counselor with those of an effective leader.  Students complete the counseling core, and the following requirements for the option.

COUN 400A, 428, 501, 503, 505, 529.

(9 units) Selected with the approval of the advisor.

School Psychology (116-123 units)

School psychologists focus on the psychoeducational development of individuals from birth to age 21, their abilities and potentialities, biological, emotional, behavioral, and cultural factors that influence the learning process. Students who earn the master’s degree with this option also qualify for the Pupil Personnel Services credential with advanced specializations in School Psychology and advanced specialization in Child Welfare and Attendance Services.  Students in this option should see information below regarding the School Psychology Internship credential.  For accreditation reasons, undergraduate student access to 500-level courses in this program is not permitted.

Note:  School psychology students must take COUN 500A rather than COUN 400A in the core.

COUN 428, 500A, 501, 503, 505 and 529

COUN  460, 502, 506, 516, 531AB, 532, 533, 534, 535, 536 or  593, 537, 581, 585, 586P (for 30 units), 592

(6 units) Selected with the approval of the advisor.

Students must take COUN 507 or COUN 517 to meet 3 units of the "Self Development and Special Interest" area.

An internship manual, which contains guidelines, procedures, and other information, is available in the division office. School Psychology candidates must attempt the Nation School Psychology Examination Administered by Educational Testing Service (ETS/PRAXIS II #10400) as part of the degree requirement.

Credential Programs in Special Education

Education Specialist Credential Programs

California credential programs, approved by the Commission on Teacher Credentialing, authorize the granting of Special Education credentials as "Basic" credentials rather than as an addition to the Multiple or Single Subject credential. The approved program at California State University, Los Angeles includes the following programs:

·     Internship Credentials in Special Education

·     Level I Education Specialist Credentials

·     Level II Education Specialist Credentials

·     Specialist Program combined with a Master of Arts Degree  in Special Education

The following material provides general credential information.

The student must also read the advisement material of the division of special education and counseling and consult with a faculty adviser.

NOTE:  Candidates are responsible for examinations required for the credential by the state of California (e.g., CBEST, CSET, RICA) and should review the CTC website at www.ctc.ca.gov for current requirements or consult with an advisor for current policies.

Education Specialist Credential Program Areas 

Early Childhood Special Education: Preparation to work with infants and young children birth - pre-K with disabilities or at-risk, and their families.

Mild/moderate Disabilities: Preparation to teach students K-12 with mild/moderate learning disabilities, mental retardation and emotional/behavioral disabilities within the full range of placement options.

Moderate/severe Disabilities: Preparation to teach students K-12 with moderate/severe disabilities, mental retardation, emotional/behavioral disabilities, and multiple disabilities within the full range of placement options.

Physical and Health Impairments: Preparation to teach students birth - 22 years with orthopedic disabilities and other serious health impairments, traumatic brain injury, and multiple disabilities within the full range of placement options.

Visual Impairments and Blindness: Preparation to teach students birth-22 years who are blind or who have low vision within the full range of placement options.

The Clinical Rehabilitative Services Credential:

Orientation and Mobility for the Blind:  The clinical rehabilitative services credential with authorization in orientation and mobility (O&M) training prepares individuals to work with children birth - 22 years and adults who have visual impairments and blindness or other disabilities that necessitate this type of training.

Admission to Credential Programs

All students who plan to enter a program for one of the education specialist credentials must apply for admission to the charter college of education credential program. Students in upper division standing at CSULA are eligible to apply and enter the program.  Credential candidates must attend a group advisement session (offered at approximately two-week intervals) prior to admission to the level I program.

(Students apply directly to the Orientation & Mobility program for admissions to the Clinical Rehabilitative Services Credential and MA degree program).

Conditional Admission Requirements for Education Specialist Credential Programs

Admission requirements are based on title 5, California code of regulations, and university regulations. Requirements for conditional admission to special education credential programs include the following:

·     Complete application to the University and Charter College of Education

·     Official transcripts and letters of reference received and evaluated.

·     Verification of a certificate of clearance or valid credential from the CTC

·     A written personal history that includes a statement of professional goals and educational philosophy.

·     Verification of academic ability, as evidenced by a grade point average of at least 2.75 in last 90 quarter units.

·     Verification of having taken the CBEST. (Students who have not passed the CBEST prior to entry into the credential program must have
     an approved plan of remediation on file with the student services center in the Charter College of Education.)

·     Verification of negative TB test (taken within the last year) by a personal physician or at the CSULA Health Center.

Completion of Formal Admission Requirements

Students must satisfy the following criteria before they are formally admitted to the program:

·     Verification of completion of PSY 150 or equivalent.

·     Minimum C grade in COMM 150 or equivalent

·     Pass UNIV 400, The Writing Proficiency Examination (WPE), a score of 41 or higher on the writing section of the CBEST examination, or
     acceptable alternative by petition.

·     Complete EDSP 300, including all requirements listed below to receive credit in EDSP 300.

·     Record of successful oral interview with faculty adviser and completion of program planning sheet.

·     Successful interview with the teaching credential admission committee (if applicable)

·     Successful completion of 45 hours of supervised early field experience.

Students are formally admitted to the education specialist credential program upon completion of requirements stated above.

Admission Requirements for Internship Credential Programs

·     Bachelor's degree from an accredited college or university.

·     Admission to the university as a post baccalaureate student with a minimum GPA of 2.75 in the last 90 quarter units of coursework.

·     Admission to the Education Specialist Credential program.

·     Passing score on CBEST.

·     Pass UNIV 400, the Writing Proficiency Examination (WPE), a score of 41 or better on the writing section of the CBEST examination, or

     acceptable alternative by petition.

·     Verification of completion of POLS 150 or equivalent.

·     Verification of completion of COMM 150 or equivalent.

·     Employment or offer of employment by a school district with a partnership agreement with CSULA.

·     Interview with Division of Special Education and counseling internship advisor.

·     Subject matter competency as demonstrated by an approved B.A. degree program or by CTC approved examination (E.G. CSET) and
     successful completion of EDSP 300 and EDSP 408 or valid preliminary or clear Multiple Subjects or Single Subjects Credential. Note:
     early childhood special education (ECSE) candidates are not required to take a subject matter examination; ECSE candidates
     demonstrate subject matter competency through completion of a child development undergraduate major or equivalent and must
     complete EDSP 300 and EDSP 400.

·     Application to the CTC (through the Charter College of Education office of Student Services) for the internship credential upon completion
     of Option I or II (see below).

Final Directed Teaching

In addition to the above requirements, enrollment in EDSP 489 - Demonstration of competencies final directed teaching requires a positive recommendation from the university supervisor from early fieldwork and approval of the credential advisor or the division chair.  candidates must also meet all residency requirements. because of the amount of time and work required for final directed teaching, students must restrict the number of additional units in their program (maximum of 4 units) and curtail their out-of-school workload for the duration of such assignments.

No credit and satisfactory progress: candidates who receive a grade of "SP" in Early Fieldwork (EDSP 407/489 5-6 units) must enroll in EDSP 407 (12 units) for final directed teaching.  Candidates who receive a grade of "NC" in early or final fieldwork (EDSP 407/489 5-6 OR 12 units - including the learning center) will be required to repeat the experience.  Candidates who repeat the early or final fieldwork experience and receive a second grade of "NC" will be exited from the education specialist credential program.

Educational Specialist Credentials

Each credential area has core and specialization requirements (including fieldwork) designed specific to the area.  for individuals already possessing a valid California teaching credential, please see individual advisors for program requirements.

Early Childhood Special Education

Additional admission/prerequisite requirements:

·     B.A. degree in Child Development or related field.

·     Experience with young children under five years of age.

(Prerequisite courses may be taken as part of the program if approved by the program coordinator.  Criteria for approval are based on evaluation of previous coursework and professional experience in Early Childhood programs.)

Core Requirements (8 units)

* This course is a prerequisite for EDSP 515 and 516

**These two practica may be done in a candidate's own work setting with approval from credential advisor and division chair

Mild/moderate Disabilities Level I (59-60 units)

Core Requirements (35-36 units)

Specialization Requirements (24 units)

Core Requirements (9 units)

CPR Required

Professional development activities (to be developed in consultation with university advisor and school district)

Specialization Requirements (12 units)

Moderate/Severe Disabilities

Core Requirements (35-36 units)

Passage of the Reading Instruction Competence Assessment (RICA)

Level II (21 units)

CPR Required

Professional development activities (to be developed in consultation with university advisor and school district)

Physical and Health Impairments

Core Requirements (39-40 units)

Passage of the Reading Instruction Competence Assessment (RICA)

Core Requirements (9 units)

CPR Required

Professional development activities (to be developed in consultation with university advisor and school district)

Visual Impairments

Core Requirements (29-30 units)

English language authorization is embedded in the Level I Education Specialist Credential in Visual Impairment.

CPR Required

Professional Development Activities (to be developed in consultation with university advisor and school district)

Requirements for Eligibility for the Education Specialist Internship Credential (The Education Specialist Internship Credential is issued for a maximum of 2 years)

Candidates who have completed the requirements for a Preliminary or Professional Multiple Subject or

Single Subject credential (who have met the admission requirements listed above) may apply for an Education Specialist Internship credential.

This option is restricted to individuals who are in cohort groups where instruction in the required courses is modified to emphasize the beginning skills that are needed by new teachers and where additional support can be provided to the intern. In this option, EDSP 300 and EDSP 408 are prerequisites for formal admission to the program and for recommendation for the internship credential.

Note 1. All internship credential students, upon completion of prerequisite courses in either Options I or II should follow the recommended course sequence. Please find a sample sequence of required courses for internship candidates in the Education Specialist Credential Programs at:
www.calstatela.edu/spedcredseq.

The course sequence outlines how the Level l Education Specialist Credential can be completed in two years and the Level II credential can be completed in an additional third year.

Early Childhood Special Education Credential

Core Requirements for Preliminary (Level I) Specialist Credential

Note:  The Early Childhood Specialist Credential Program does not utilize the core requirements of the other specialist credentials.

·     B.A. Degree in Child Development or Related Field.
·     Experience with young children under five years of age.
(Prerequisite courses may be taken as part of the program if approved by the program coordinator.  Criteria for approval are based on evaluation of previous coursework and professional experience in Early Childhood programs.)

Completion of EDSP 400 and this minor and passage of CBEST qualify students to be eligible for an internship credential with verification of employment from a cooperating school district. For A Level I Education Specialist Credential, students must complete the additional credential course work in their area of specialization (i.e., Mild/Moderate Disabilities, Moderate/Severe Disabilities, Physical and Health Impairments or Visual Impairments).

Students must consult a Special Education Credential advisor for specific program requirements.

With approval of a Special Education Credential advisor, complete 8 units of appropriate course work in area of specialization.

The Clinical Rehabilitative Services Credential: Orientation and Mobility (Visual Impairment and Blindness)

Note: This service credential program is a professional clear credential and does not have requirements for the level I and level II authorizations, and does not utilize the core requirements of the Education Specialist Teaching Credentials. The requirements, as shown below, provide for the professional clear credential:

Specialization Requirements (38 units)

Note: Candidates must earn a grade of "B" or better in each fieldwork class (e.g., EDSP 476B, 575B and 503).  Along with meeting all other requirements, candidates must earn a grade of "B" or better in a fieldwork experience with school-age students in order to be recommended for the Clinical Rehabilitative Services Credential in O&M. Candidates who receive a grade of "C" or less in any O&M fieldwork class must complete a written plan for improvement with a faculty advisor and repeat the fieldwork course.  Candidates who receive a second grade of "C" in any subsequent fieldwork class will be exited from the credential and master's degree program.

Pupil Personnel Services Credential

The School Counseling program offers three areas of emphasis, each of which combines the Pupil Personnel Services credential (with Advanced Authorizations in School Counseling and Child Welfare and Attendance Services) with an option of the M. S. Degree in Counseling.  These areas of emphasis are designated as follows:

·     Behavior Intervention Case Management: Combines the credential with the M S. Degree in
     Counseling:  Option in Applied Behavior Analysis;

·     School-Based Family Counseling: Combines the credential with M.S. Degree in Counseling:
     Option in Marriage and Family Counseling.

·     School Counseling Leadership: Combines the credential with the M.S. Degree in Counseling:
     Option in School Counseling Leadership;
     and includes the Preliminary Administrative Services Credential as well.

For details on course requirements, see the listings for these combinations under the respective options of the degree, as described earlier.

The program does not routinely offer the credential separately from the masters degree because most career opportunities require the degree.  Candidates who already have a Master of Science Degree in Counseling and wish to earn this credential without the accompanying degree should inquire at the Division office about current policy regarding such candidacy, which is based upon available resources and space in required courses.

If resources allow, the requirements for the Pupil Personnel Services credential with Advanced Specializations in School and Child Welfare and Attendance Services, without the master’s degree, involve the completion of the following program with grades of A or B in all courses.

Demonstrated proficiency in statistics, introductory counseling theories and children with special needs.  May be met by courses EDFN 452, COUN 450 and EDSP 400 respectively, or other current or prior course work with adviser approval.

Residency Requirement: Students must complete 18 units at Cal State LA within the required courses for the credential. All courses fulfilling the required program for credential must be competed within 8 years of applying for the credential.

All courses are competency based.  Students who fail to meet all course competencies receive less than a B grade. Deficiencies must be cleared in order to obtain a “Letter of Competency” for the affected course.  In addition to demonstrating competency in course work and internship, students are required to pass the California Basic Educational Skills Test  (CBEST) and either pass an oral examination covering the School Counseling competencies or complete requirements for the Master’s degree in Counseling.

Course requirements for this credential are identical with those listed above for the M.S. in Counseling:  Option in School Psychology except that an oral exit examination may be substituted for the comprehensive examination.

This internship credential allows a student to accept employment as a school counseling intern while completing advanced coursework toward the pupil personnel services credential with advanced authorizations in school counseling and child welfare and attendance.

1) Meet all University, college and division admission requirements.

2) Be admitted to one of the M.S. options leading to the Pupil Personnel Services credential (PPS); Behavior Intervention Case Management (BICM), Counseling and Educational Leadership (CEL) or School-Based Family Counseling (SBFC).

3) Obtain a school district letter of appointment as a school counselor or child welfare and attendance counselor (to be employed at least 50%).

4) Assure that a written formal "Internship Agreement" between the school district and Cal State LA is on file with both agencies.

5) Have the California Basic Educational Skills Test (CBEST) and the Writing Proficiency Examination (WPE) or approved alternate criteria for the WPE.

6) Sign a written agreement to make regular progress while serving as an intern, toward fulfilling all requirements for the counseling credential (PPS) and Child Welfare and Attendance authorization (CWA).

7) Must have completed with a grade of B or better a minimum of 19 units in the following classes: COUN 400A , COUN 501, 503, 505, and 506.

8) Must have completed 6 units of practicum in the following classes: COUN 507, 517, 523, and/or 593. Depending on the option selected, the following courses are recommended:

9) Must have completed a minimum of 18 quarter units in residency by taking required classes.

10) Must hold California Certificate of Clearance.

11) Must enroll in minimum of three (3) units of fieldwork (COUN 586S) during each quarter of work as an intern.                                                 

This credential allows a student to accept employment as a School Psychology Intern while completing advanced coursework toward the School Psychology option of the M.S. degree in Counseling.  Students are not admitted to the School Psychology Internship unless they have met all requirements for the M.S. degree in Counseling: Option in School Psychology, except for the courses COUN 533, 534, 585 and 586P, in addition to the requirements described in their School Psychology Internship Manual.  Once these requirements are met, the student is eligible for the School Psychology Internship Credential.  These remaining courses are taken concurrently with internship (or before) along with regular supervisory meetings with the student’s University supervisor.

Competence in the helping professions requires continuous efforts at self improvement and development of skills.  To assist practicing counselors, school psychologists, and other educators in improving their professional skills, the Counselor Education faculty has developed the following programs of continued professional development leading toward certificates. 

The programs provide an opportunity for educational practitioners to meet with their colleagues to keep abreast of innovative professional developments and to experience stimuli for continued personal and professional growth. 

Special Education Certificate Programs

Certificate Program in Autism

This program is designed to better prepare educators in establishing the unique behavioral and educational program often required for students with autism and other pervasive developmental disorders.  New resources and technologies for supporting students with autism in school and community settings are being developed at a rapid rate.  This program will provide students with substantive opportunity to acquire a depth of knowledge in the understanding of the needs of individuals with autism and the skills to address those needs.

Requirements:

Refer to Graduate and Postbaccalaureate Study: General Information chapter of this catalog for general regulations governing all certificate programs.

Early Childhood Special Education University Certificates

Note:  This is not the add-on Early Childhood Special Education Certificate authorized by the California Commission on Teacher Credentialing.  These certificate programs are approved only by CSULA.

These certificate programs are designed for professional persons who already hold a credential and/or master’s degree, but who are seeking the professional preparation that is related to working in school, agency, or home settings with infants or young children with exceptional needs. One area of emphasis provides professional preparation for working with infants and their families; the other emphasis is for working with children three to five years of age and their families.

Completion of this credit certificate program requires 30 units of course work with a minimum B (3.0) grade point average.  Refer to the Graduate and Postbaccalaureate Study chapter of this catalog for general regulations governing all certificate programs.

Infancy Emphasis

·     Bachelor’s degree in Child Development or related field.  Experience with infants and young children, ages birth to three.

·     EDSP 400.

·     Minimum 2.75 undergraduate grade point average in last 90 quarter units attempted.

Preschool Emphasis

·     Bachelor’s degree in Child Development or related field.

·     Multiple Subject or Special Education credential.

·     EDSP 400.

·     Minimum 2.75 undergraduate grade point average in last 90 quarter units attempted.

Transition Specialist

The purpose of this certificate program is to train teachers and counselors to be transition specialists. As a transition specialist, individuals will be competent in (1) assessing unique needs of students with disabilities who are in transition, (2) providing and designing appropriate and effective transition services, and (3) collaborating and consulting with other professionals who are involved in transition services.

Counseling Certificate Programs

Applied Behavior Analysis in Educational Settings

This credit certificate program is designed to prepare Behavioral Intervention Specialists, and provides practitioners an opportunity to develop skills for implementing and evaluating management, motivation, consultation, and teaching.  The certificate is awarded upon the completion of the following courses in counselor education (18 units) with a minimum B  (3.0) average.  Refer to the Graduate and Postbaccalaureate Study chapter of this catalog for general regulations governing all certificate programs. 

Career Counseling

This program provides postbaccalaureate students the competencies needed to succeed in the field of career counseling. Students will acquire competencies in the areas of: job development, integrated life planning, lifestyle and career development theory, career counseling, occupational information, community resources, assessment, cross-cultural counseling, and career counseling for special populations.

This certificate program requires the student to be in a graduate counseling program or to have already completed such a program. The student must have an adviser for this certificate program; course substitutions may be permitted only with adviser approval.

Professional standards in the field require that candidates possess a Master's Degree in Counseling for employment.

The certificate requires evidence of completion of 11 units of prerequisites and 32 required units, with a minimum B (3.0) average. Refer to the Graduate and Postbaccalaureate Study: General Information chapter of this catalog for general regulations governing all certificate programs.

Doctoral Program

Doctor of Philosophy Degree in Special Education

A doctoral program in Special Education, offered jointly by the University of California, Los Angeles (UCLA) and California State University, Los Angeles (CSULA), combines the unique resources of the two institutions.  The program is designed to prepare graduates for teacher education in special education or other leadership positions in the field.  This program offers a focus on disability issues in special education, emphasizing teacher education, theory and pedagogy, and research.  Graduates are prepared to assume university faculty positions in which they will conduct teacher education, research, and other scholarly pursuits related to special education and disabilities. This program offers a Ph.D. in special education, thus students are required to obtain both breadth and depth of knowledge in special education and may specialize in specific areas that include but are not limited to: early childhood education, learning disabilities, emotional disturbance, mental retardation, severe disabilities, physical and health impairment, gifted education, multicultural education, bilingual special education, visual impairment, and transition to adulthood.

The degree requires major work in special education, and breadth work in related areas as well as work in a cognate field outside of education.  Advanced courses and research seminars supply technical backgrounds in the specialization in which students plan to do their dissertation.  Practicum, field work, and/or internship assignments are planned on an individual basis. 

Admission to the Program 

To be considered for admission, applicants must meet the following requirements: 

Completion of a Master’s degree in Special Education or a related field.

Acceptable minimum score on such examinations as may be specified by the Division of Special Education joint doctoral program committee (currently a minimum of 1,000 combined verbal and quantitative scores on the Graduate Record Exam).

An upper division undergraduate grade point average of 3.0 and a minimum graduate grade point average of 3.5.

The potential to perform research as demonstrated in evidence submitted to the special education joint doctoral program committee.

At least three years  successful professional experience, such as teaching, with individuals with disabilities (if an exception is made at the time of admission, the requirement must be completed prior to advancement to candidacy).

Three letters of recommendation, two of which should be written by faculty from whom the student has taken graduate work.

Complete sufficient course work to merit recommendation for admission by at least two resident graduate faculty members and one professional field supervisor, or three resident faculty members from one or both campuses. 

The program coordinator on the CSULA campus will assist in preparation of application materials.  Applicants may be asked to participate in an oral interview as part of the screening process.  Applicants will be considered for admission by a joint screening committee consisting of special education faculty from both CSULA and UCLA.  Students are initially admitted to the CSULA campus.  Upon recommendation of the CSULA special education joint doctoral program committee, students may make formal application to UCLA and be approved for admission to that campus to complete the program of study.

Planning the Program 

Upon admission to the program, students meet with an assigned CSULA adviser to plan their program of studies at the CSULA campus.  At the time of transfer to the UCLA campus, a UCLA adviser is assigned to complete the program plan with UCLA course work.  Course work is taken at both campuses. Course requirements include the following areas: depth and breadth in core content, research methods, research practicum, and cognate, or outside field of study.  Specific courses in each of the required areas are determined by the candidate and the faculty advisers within approved program guidelines.  Students  individual programs are based on the students  backgrounds and are designed to assure their competencies in the above areas.

The program is planned to provide a comprehensive understanding of the entire field of special education as well as an emphasis area.  The program is designed to develop competence in statistics and research; provide an understanding of research relating to individuals with disabilities, strengthen background through study in a cognate area; and provide electives to complete a balanced program of study.  The program is not built around specific unit requirements, but will be designed to ensure the candidate’s competencies in the above areas.

Residence Requirements 

All doctoral candidates are required to engage in a minimum of one year of full-time residence on the UCLA campus.  However, candidates are encouraged to engage in full-time residence throughout their entire doctoral program.  The exact distribution of time on each campus will depend upon the individual program.  Doctoral candidates must be enrolled in three of every four quarters unless on formal leave of absence.

Candidates are allowed a period of time not to exceed four years from the beginning of course work to advancement to candidacy, and four additional years from advancement to candidacy to completion of the dissertation. 

Doctoral Written Qualifying Examination

When the candidate has completed the course work recommended by the resident advisers, application is made for the written qualifying examination. The examination is written and scored by faculty at both campuses and follows the guidelines set forth by the UCLA Graduate School of Education.  Students who fail this examination will be given a second opportunity to take the examination at the discretion of the student’s CSULA and UCLA advisers, and a third opportunity upon majority vote of faculty from both campuses.  No fourth sitting for the examination is permitted.

Doctoral Oral Qualifying Examination

After the candidate has completed the written qualifying examinations successfully, a joint doctoral committee will be appointed by the deans of the graduate divisions of the two institutions.  This committee will be composed of two approved faculty members from the UCLA Graduate School of Education, two from the Cal State L.A. Division of Special Education and Counseling, and one from the student’s cognate area at UCLA.  Additional committee members may be appointed at the student’s or adviser’s request.  This committee will conduct an oral examination covering topics from both special education and the cognate discipline related to the candidate’s research proposal, to determine the candidate’s qualifications to conduct meaningful research in the field. This oral examination is open only to the committee and the student.  Upon majority vote of the joint doctoral committee, the oral qualifying examination may be repeated once.

Advancement to Candidacy

Candidates who have passed both written and oral qualifying examinations file an application for advancement to candidacy at both campuses.  Thereafter, enrollment is required each quarter in such course or courses as the student’s committee chair may direct, until the dissertation is completed. 

Dissertation 

The dissertation, required of every candidate for the Ph.D. degree, embodies the results of the candidate’s independent investigation.  It must contribute to the body of knowledge in the field and draw upon interrelations between education and the cognate discipline.  The dissertation must be approved by the candidate’s assigned joint doctoral committee and, after approval, copies must be filed in the libraries of both institutions.  An abstract must be submitted to University

Microfilms for publication in Dissertation Abstracts.  Candidates should check with the committee chairperson regarding the need for additional copies of the dissertation. 

Final Oral Examination

Candidates must pass a final oral examination conducted by the assigned joint doctoral committee stressing the interrelation of the dissertation and existing knowledge in education and in the cognate field.  The major emphasis of this examination is on defense of the dissertation.  The final oral examination is open to faculty, students, and other interested researches at the discretion of the dissertation chairperson and the student.

Advisement 

A faculty member on each campus is designated as resident doctoral adviser for all students intending to apply for admission to the Joint Doctoral Program.  As soon as the decision is made to seek admission, applicants should consult with the joint doctoral program coordinator at the CSULA campus regarding application deadlines and formal procedures required for consideration for admission to the program. 

The addresses and telephone numbers for the resident doctoral advisers are as follows: 

California State University, Los Angeles

Division of Special Education and Counseling

5151 State University Drive

Los Angeles, California 90032-8144

King Hall C1064

(323) 343-4400

University of California, Los Angeles

Graduate School of Education

405 Hilgard Avenue

Los Angeles, California 90024

(323) 825-8343

List of Courses (COUN) - Undergraduate Level

Lower Division

COUN 101 Career Decision Making  (3)

Development of decision-making skills applied to college major and career objectives.  Graded CR/NC.

COUN 200AB Introduction to Rehabilitation Services(3, 3)

Introduction to the profession of vocational and personal rehabilitation;  characteristics of the “helping” process;  qualities of “helper” techniques for working with people;  exploration of settings that offer services.  Field visits to agencies.

Upper Division Courses

400-level Courses

All 400-level courses may be applied toward master’s degree requirements, subject to limits established by the division and approval of the graduate adviser.

COUN 403 The Psychosocial Dynamics of Child Maltreatment and Family Violence  (4)  (also listed as PSY 403)

Prerequisite:  PSY 150.  Psychosocial factors in child maltreatment and family violence:  developmental considerations, assessment, interventions, legal and ethical issues, research findings, and community resources.

COUN 400AB Lifespan Human Development (4,4)

Theories of human development, including stages of personality, cognitive, career and social development across the lifespan.

COUN 406 Behavioral Counseling and Self-Management  (4)

Prerequisite:  PSY 150.  Application of principles of learning personal counseling and behavioral self-control programs.

COUN 428 Measurement Issues in Counseling  (4)

Prerequisite:  EDFN 452 or PSY 302.  Principles, procedures, and ethical considerations underlying data collection and interpretation for purposes of client assessment in counseling settings.

COUN 442 Medical Factors in Rehabilitation  (3)

Selected facets of medical, developmental, and administrative factors in the rehabilitation process, including medical terminology, specialties in medical practice, and workers  compensation law.  Implications for rehabilitation counseling.  Lectures, case discussions, field trip.

COUN 445 Developmental Self Exploration  (2)

Personal attitudes, values, communication style, and professional development related to becoming a helping professional.  Development of skills in building relationships, resolving conflicts, analyzing and synthesizing feedback from others. Graded CR/NC.

COUN 448 Career Counseling for Adults  (4)

Vocational counseling of college students, rehabilitation clients, persons making midcareer changes, and returning homemakers; emphasis on career development theory, occupational information, job analysis, and job placement.

COUN 449 Job Development and Work Evaluation  (4)

Prerequisites:  COUN 428, 448; instructor consent.  Methods for identifying, evaluating, and enhancing employment opportunities for people with physical, emotional, and mental disabilities;  job analysis, work evaluation, employer development, job modification, assistive devices, community resources, placement planning, and work adjustment.

COUN 450 Counseling Theories  (3)

Prerequisite:  All GE requirements.  Theories of counseling appropriate for individual and group work; functions of theory in research and practice including substance abuse counseling; background for subsequent training in group counseling methods and individual counseling.

COUN 460 Laws Relating to the Child and Family  (4)

Legal and ethical guidelines for counselors, therapists, and child development practitioners; laws related to the family including marriage, divorce, and assessment and reporting of child abuse.

COUN 484 Conferences with Parents/Primary Caregivers  (4)

Research-based processes that facilitate student academic, emotional and social growth through parental involvement, including family and study rituals, motivation, self-esteem, assisting with homework, monitoring student progress and school-home community partnerships.

COUN 489 Behavior Management Using Reinforcement in Classrooms  (4)

Prerequisite:  PSY 150.  Constructive approaches to classroom management using individual and group reinforcing contingencies for preschool through high school age students.

COUN 490 Problems in Guidance  (1–5)

Prerequisite:  Instructor consent.  Investigation of unique problems in guidance as announced in Schedule of Classes.  May be repeated for credit as subject matter changes.

COUN 494 Seminar:  Rehabilitation Services  (3)

Prerequisites:  COUN 200AB; prerequisites or corequisites:  COUN 406, 557, 448 .  Enhancement and integration of techniques and skills needed for effective functioning in the field. May be repeated to maximum of 6 units. 

COUN 495 Field Work in Rehabilitation Services  (3–9)

Prerequisites:  Admission to Rehabilitation Services major, COUN 200AB, consent of field work supervisor; prerequisites or corequisites:  COUN 406, 448; corequisite:  COUN 494.  Field placement arranged congruent with option area selected.  Graded CR/NC.

COUN 499 Undergraduate Directed Study  (1–4)

Prerequisites:  Instructor consent to act as sponsor and consent of division chair.  Project selected in conference with sponsor before registration; progress meetings held regularly; final report submitted.  May be repeated for credit.

List of Courses (EDSP) - Undergraduate Level

All 400-level courses may be applied toward master’s degree requirements except the following, subject to limits established by the division and approval of the graduate adviser: EDSP 403, 407, 489.

EDSP 300 Introduction to Special Education  (4)

Learning theories, strategies, classroom management in multi-cultural communities.  Verification of a minimum 45 hours participation with students without disabilities in general education settings.  Required for the Education Specialist credential in special education.

EDSP 301 Individuals with Disabilities in Contemporary Society  (3)

Introduction to the construct of disability and services and accommodations which enable individuals to participate fully in all aspects of life. Participation in a minimum of ten hours of service learning activities that meet community needs.  This course requires service learning.

Upper Division Courses

EDSP 400 Foundations of Special Education  (4)

Legal, historical, and practice-based foundations of special education. Classification systems, characteristics, and individualization of services for students with disabilities and/or gifts and talents.  Implications of risk factors for health and development.

EDSP 403 Special Education Laboratory  (1–5)

Prerequisite:  EDSP 400.  Practicum field experience with individuals with exceptional needs in designated areas of special education.  Graded CR/NC.

EDSP 406 Observation in Orientation and Mobility  (1)

Prerequisite: Instructor consent. Opportunity for firsthand experience and observations in education and rehabilitation  programs in orientation and mobility in general education and specialized settings.  May be repeated to maximum of 2 units.  Graded CR/NC.

EDSP 407 Directed Teaching in Special Education  (3–12)

Prerequisites:  See Directed Teaching requirements; 12 units of directed teaching in an area of special education other than speech and hearing may be used to satisfy requirement for equivalent amount on teaching credential.  Assignments in city and county schools under supervision and guidance of qualified teacher and University supervisor.  Graded CR/NC.

EDSP 408 Cognitive, Linguistic, and Literacy Processes in Individuals with Special Needs  (4)

Prerequisite:  EDSP 400.  Theories and sequences of cognitive, linguistic, and literacy development Impact of disabilities and culture; informal techniques of assessment of communication skills.

EDSP 409 Assessment for Individuals with Exceptional Needs in Diverse Educational Settings  (4)

Prerequisite or Corequisite: EDSP 300. Principles, procedures interpretation, communication and application of various formal and informal assessment techniques for individuals with exceptional needs in diverse educational settings. Use of assessment data to develop IEPS and select appropriate curriculum.

EDSP 409I Assessment Strategies and Curricular Modification for Individuals with Exceptional Needs in Diverse Educational Settings  (4)

Corequisites:  EDSP 300. Principles, procedures and application of various formal and informal assessment techniques for individuals with exceptional needs in diverse educational settings.  Organize, develop, adapt, implement, and evaluate instruction and curricula.

EDSP 413 Student Behavior and Social Interaction Skills: Support for Individuals with Special Needs (4)

Prerequisites: EDSP 400, 409. Introduction to issues related to facilitation of appropriate behavior and social interaction skills of students with special needs. Principles and application of behavioral support and intervention will be discussed.

EDSP 416 Working with Families of Young Handicapped Children  (4)

Prerequisites:  EDSP 400, course work in child development.  Techniques for teachers and other professionals working with families of young handicapped children in infant and preschool programs.

EDSP 420 Implications of Communication Handicaps  (4)

Prerequisite:  EDSP 400.  Survey of educational, psychological, and vocational implications of communication handicaps; emphasis on impact of auditory impairment.

EDSP 430 Sign Language  (3)

Methods of manual communication and relationships to other forms of communication; use of nonoral communication in therapeutic and educational settings.

EDSP 431A Laboratory:  Sign Language, Beginning  (1)

Intensive sign language practice in the habilitation of prelingually hearing impaired individuals.

EDSP 431B Laboratory:  Sign Language, Advanced  (1)

Advanced practice in sign language for the habilitation of prelingually hearing impaired individuals.

EDSP 440 The Gifted Individual I  (4)

Characteristics, needs, and identification of gifted individuals, with emphasis on early nurture.  Problems of personal, educational, and social development of gifted individuals; overview of current and innovative programs.

EDSP 441 The Gifted Individual II  (4)

Prerequisite:  EDSP 440.  Strategies for education of gifted individuals, prekindergarten through grade 12.  Methods of assessment; program planning to meet individual needs; evaluation of development.  Emphasis on developing higher cognitive skills, including techniques of inquiry, simulation, open structure, and problem solving.

EDSP 450 Teaching Students with Mild to Severe Disabilities (4)

IPrerequisite: EDSP 409. Teaching students with mild to severe disabilities in elementary and secondary settings. Focus on language arts, literacy, communication, mathematics, critical thinking and social competence.

EDSP 460 Implications of Physical and Health Impairments (4)

Prerequisite:  EDSP 462.  Impact of physical and health impairments on psychological and sociological interactions and outcomes; implications for lifespan development, career preparation, and independent living.

EDSP 462 Survey of Physical and Health Impairments (4)

Prerequisite:  EDSP 400.  Survey of major physical and health impairments, including neuromotor impairments, degenerative  diseases, orthopedic and musculoskeletal disorders, health impairments, and infectious diseases.  Effects on development, treatment and educational implications.

EDSP 463 Augmentative Communication and Adaptive Technology in Special Education  (4)

Prerequisites:  EDSP 400, 408.  Assistive technology available to meet educational needs of individuals with severe disabilities.  Emphasis on assessment, design, and implementation of augmentative and alternative communication technologies for persons with severe communication challenges.

EDSP 464 Assessment and Curricular Adaptations for Individuals with Low Incidence Disabilities (4)

Prerequisite: EDSP 409.  Assessment and curricular adaptations for individuals with low incidence disabilities.  Modification of academic content areas, the arts, and functional curriculum.  Emphasis on curricular adaptations, including low and high assistive technology.

EDSP 465 Introduction to Vision  (3)

Prerequisite or corequisite: EDSP 400 or instructor consent.  Anatomy, physiology, and pathology of the eye; principles of optics, low vision devices; components of an eye exam and report; vision screening programs.

EDSP 465L Functional Low Vision Assessment  (1)

Prerequisite or concurrent enrollment:  EDSP 465.  Principles of functional low vision assessment including techniques for administering assessments to infants/toddlers, school-age children, and children with multiple disabilities.  Practical applications and implications for educational programming.

EDSP 466 Literary Braille and Strategies for Learners with Visual Impairments (4)

Prerequisites or concurrent enrollment: EDEL 415 or instructor consent. Specialized communication skill fundamentals including uncontracted/contracted literary Braille slate & stylus, computer Braille, and Braille reading. Instructional strategies, assessment, and issues for English language learners in literacy for visually impaired students.

NOTE: This course will be offered through a distance learning model that uses Web-based learning, students must be proficient in, and have access to current technology (hardware and software). They must be proficient in using e-mail and sending attachments.

EDSP 466L Learning Media Assessment for Students with Visual Impairments Laboratory (1)

Prerequisite or concurrent enrollment: EDSP 466 or Instructor Consent. Principles of learning media assessments including techniques for determining print size and administering learning-media assessments for students with visual impairments, including pre-readers, children with degenerative prognoses, and students with additional disabilities.  (Lecture 0 hours, laboratory 3 hours)

EDSP 468 Working with Students who are Visually Impaired and who have Additional Disabilities (2)

Prerequisite or concurrent enrollment in EDSP 400 or instructor consent. The focus of this course is instructional strategies for students who are visually impaired and who have additional disabilities. Will address task-analysis, behavior, communication, and functional skills within the Expanded Core Curriculum (ECC).

Note: This course will be offered through a distance learning model that uses web-based learning, students must be proficient in, and have access to current technology (hardware and software), and be proficient in using e-mail, including sending attachments.

EDSP 469 Psychological, Sociological, and Vocational Implications of Visual Impairment and Blindness  (4)

Psychosocial implications of visual impairment and blindness through the life span including family systems, cultural diversity, adjustment, and guidance.  Vocational/transition issues in the blindness system and development of professional advocacy.

EDSP 475 Orientation and Mobility for the Blind  (6)

Prerequisite:  Approval of instructor.  Principles and techniques of orientation and mobility for individuals who are blind.  Practical application of techniques during simulated blindfold experiences.  Content seminars address foundations and methods of orientation and mobility.

EDSP 476A Orientation and Mobility Instructional Seminar  (5)

Prerequisites:  C or better in EDSP 475, instructor  consent. Seminar in methods of assessment, planning and instruction in orientation and mobility for diverse learners who are visually impaired; development of concepts and spatial awareness; development and utilization of appropriate instructional materials and resources.  (Seminar 1 hour)

EDSP 476B Clinical Practice in Orientation and Mobility (5)

Prerequisites: C or better in EDSP 475, instructor consent.  Prerequisite or corequisite: EDSP 476A.  Clinical practicum in methods of assessment, planning and instruction in orientation and mobility for diverse learners with visual impairments; development of concepts and spatial awareness; development/utilization of instructional materials and resources. (Laboratory 12 hours)

EDSP 489 Demonstration of Instructional Competencies  (3–12)

Prerequisite:  Approval of division chairperson or designee.  Demonstration of competencies related to instructional skills specified for components leading to completion of approved credential, certificate, or degree program requirements.  May be repeated for credit with division approval.  Graded CR/NC.

EDSP 490 Problems in Special Education  (2–5)

Prerequisite:  Instructor consent.  Investigation and study of unique problems in special education.  Specific subject announced in Schedule of Classes.  May be repeated for credit as subject matter changes.

EDSP 499 Undergraduate Directed Study  (1–4)

Prerequisite:  Instructor consent to act as sponsor.  Project selected in conference with sponsor before registration; progress meetings held regularly; final report submitted.  May be repeated for credit.

Graduate Level Courses  (COUN)

All 400-level courses may be applied toward master’s degree requirements, subject to limits established by the division and approval of the graduate adviser.

Classified graduate standing is required for admission, except that postbaccalaureate students may enroll in 500-level courses that are required in a credential program.

COUN 500AB Theoretical and Developmental Aspects of Behavior (4,4) 

Study of psychological, social and cognitive developmental themes in childhood.  Emphasis on issues related to counseling and school psychology.

COUN 501 Behavior Analysis in School, Home, and Agency Settings  (4)

Prerequisite:  COUN 406 or 489 or PSY 428.  Principles and application of behavioral contingency management procedures.

COUN 502 Advanced  Behavioral Contingency Management  in Schools  (4)

Prerequisites:  501, instructor consent.  Behavioral research, ethics, and recent developments in applying behavioral procedures to school and consulting relationships.

COUN 503 Sociological and Cultural Factors in Counseling  (4) 

Effect of social environment and cultural group membership on behaviors related to counseling; relationship of social and cultural background to counseling theory and techniques to our changing cultures; implications of crosscultural research for counseling practice.

COUN 504 Advanced Topical Study in Application of Behavior Analysis to Education  (4) 

Prerequisite:  COUN 502.  In-depth study of particular topics within behavior analysis.  May be repeated to maximum of 8 units as subject matter changes.

COUN 505 Practicum:  Counseling  (3)

Corequisites: Admission to a degree or credential program or employment as a counselor.  Practical experience preparatory to working with clients, knowledge and skills in listening and helping.  Students initiate a professional portfolio and develop a plan for gaining necessary counseling competencies.  Graded CR/NC.

COUN 506 Individual Counseling Strategies  (4) 

Prerequisites:  505;  instructor consent. Techniques in individual counseling that apply to specific settings or derive from specific theories of counseling.

COUN 507 Individual Clinical Counseling  (3) 

Prerequisites:  COUN 428, 557, or  448; 406 or  501; 505, 506; admission to school psychology or school counseling program or instructor/adviser consent; and evidence of current student liability insurance. Supervised individual career and personal counseling through the campus Counseling and Assessment clinic. Students implement theory, develop case management strategies, and develop their own counseling behavior. Lecture I hour, clinical field experience 3 hours scheduled plus 3 hours arranged. May be repeated to a maximum of 6 units for credit. Graded CR/NC.

COUN 510 Counseling Students in Higher Education  (4)

Characteristics and problems of American college students;  impact of college life on individual, psychosocial aspects of student culture and college environment as well as cultural differences.

COUN 516 Group Counseling  (4)

Prerequisites: 406 or 501; 505.  Theory and practice of group processes, leadership, membership skills; group skills appropriate to school, college, agency settings; counseling group and guidance group processes; current research in group theory and practice.

COUN 517 Group Counseling:  Practicum  (3)

Prerequisite:  COUN 516.  Supervised group counseling through campus  Counseling and Assessment Clinic or local school or agency.  Lecture 1 hour, 6 hours approved clinical experience.  May be repeated once for credit.  Graded CR/NC.

COUN 520 Introduction to Family Evaluation and Counseling  (4)

Prerequisites:  COUN 506, 507; corequisite:  COUN 523.  Introduction to major counseling theories and practices for working with relationships in family contexts; focus on methods of initial family assessment and family counseling with individual family members.

COUN 521 Advanced Family and Marriage Counseling  (4) 

Prerequisite:  COUN 520; corequisite:  COUN 589.  Approaches to joint family counseling and marriage counseling within family systems framework.

COUN 522 Family Counseling with Children  (4)

Prerequisite:  COUN 589 or 586.  Theory and methods of counseling children in families; includes assessment and study of child’s role in family structure;  applications of verbally- and activity-based therapy.

COUN 523 Family Counseling Laboratory  (3)

Prerequisites:  COUN 406 or 501; 507; corequisite:  COUN 520.  Supervised counseling of couples and families utilizing strategies and techniques of systems theory; practical experience designed to enhance students  skills as family counselors.  Lecture 1 hour, laboratory 3 hours.  May be repeated to maximum of 6 units.

COUN 529 Principles of Research and Program Evaluation in Counseling  (4)

Prerequisite:  EDFN 452 or PSY 302.  Principles, procedures, and ethical considerations underlying collection, analysis, and interpretation of data for research and evaluation of counseling programs.

COUN 531AB Individual Testing and Case Study Techniques (4, 4)  (also listed as PSY 531AB)

Prerequisites: COUN 428 plus one of following sequences:  PSY 410AB and 438; 410AB and 431; 418AB and 431; or PSY 410A,  428A, and 501.  Intensive practice in administration and interpretation of better known testing devices for mental ability, perceptual and motor functioning, and personality dynamics, with attention to integration of results in case studies.  Lecture 3 hours, laboratory 3 hours.

COUN 532 Diagnosis of Learning Problems and Remedial Procedures  (4)

Prerequisite:  COUN 531B.  Methods used by classroom teachers and school specialists in diagnosis and remediation of learning disabilities.

COUN 533 Psychological Testing Applied to Mentally, Physically Atypical  (4) 

Prerequisite:  COUN 531B.  Selection, administration, and interpretation of tests used for appraising the atypical individual.  Lecture 3 hours, laboratory 3 hours. 

COUN 534 Methods of Personality Assessment  (4)

Prerequisite:  COUN 531AB.  Study and evaluation of current personality tests, objective and projective.  Administration, scoring, interpretation, and reporting of results; findings of empirical research.  Lecture 3 hours, laboratory 3 hours.

COUN 535 Alternative Assessment  (3)

Prerequisite:  COUN 531A.  Selection, educational implications, and use of alternative assessment techniques and findings; implications for least restrictive placement.

COUN 536 Practicum: School-Based Consultation (3)

Prerequisites:  COUN 501, COUN 505.  Conceptual basis for school-based consultation including knowledge about preventive approaches applicable for use in school settings.  Students will initiate and carry out a consultation role with assigned teachers.

COUN 537 Practicum: School Psychology (1-3)

Prerequisites: Admission to the School Psychology Program; Certificate of Clearance; Approved School Site; Consent of instructor. Supervised school-based activities providing direct and indirect pupil services. Meets California Commission on Teacher Credentialing standards for School Psychology. May be repeated for up to 6 units. Graded CR/NC.

COUN 538 Seminar:  Methods of Diagnostic Assessment in Counseling  (4) 

Prerequisites:  COUN 428, 506; PSY 410A or B.  Use of statistical and clinical methods as bases for diagnostic appraisal in counseling; emphasis on individual case reports.  Includes utilization of current versions of professionally mandated resources like the APA Diagnostic and Statistical Manual (DSM).

COUN 539 Psychopharmacology For Counselors (3)

Prerequisite: COUN 538 or equivalent and consent of instructor. Basic principles of psychopharmacology; major classes of psychiatric medication, issues in medication referrals, medication adherence and refusal, role of counselor in working with clients who are on psychotropics.

COUN 540AB Foundations of Rehabilitation  (4, 4)

Prerequisite: Admission to graduate rehabilitation option. Introduction to rehabilitation counseling profession, including study of roles and functions of rehabilitation counselors, case management, and impact of disability on individual’s psychological, physical, and social life.  Participation in field observation required.

COUN 542AB Medical Aspects of Disability  (3, 3)

Review of literature and research implications for rehabilitative counseling of major physical and psychiatric conditions leading to disablement; etiology, therapy, and prognosis of rehabilitation.

COUN 552 Counseling and Human Sexuality  (4)

Prerequisites:  COUN 450 or  506 or 516 or 520; corequisite:  SOC 421.  Latest developments in theory and research in area of human sexuality as these pertain to role of counselor.

COUN 557 Career Education and Guidance in Schools (4)

Career education and guidance covering elementary through high school years.  Use of activities, theory, and information in the construction of career education programs.

COUN 581 Seminar:  Leadership in Pupil Personnel Services  (4)

Organization, administration, and evaluation of comprehensive, competency-based pupil personnel programs in Public K-12 schools or Community Colleges.  Program development and implementation; collaboration with school administration, other helping professionals and community; child welfare and attendance procedures and laws related to minors.

COUN 583 Preventive Counseling (4)

Prerequisites: COUN 503, 505. Prevention and outcomes-based model of counselor service delivery. Developmental interventions that promote academic, personal, social, and career development through experiential learning activities. Guidance units designed to promote resilience among youth-at-risk.

COUN 585 Seminar:  School Psychology  (4) 

Prerequisite:  Instructor consent; corequisite:  COUN 586P.  History and foundations of school psychology.  Legal, ethical and professional issues and standards.  Roles and functions of the school psychologist. 

COUN 586 Supervised Field Experience in Pupil Personnel  Services  (2–10)

Prerequisite:  Admission by application filed with division by fifth week of preceding quarter and approved by adviser and division chair/associate chair.  Supervised field experience in school counseling, school psychology or child welfare and attendance involving work with pupils, school personnel parents, community agencies.  Graded CR/NC.  May be repeated to maximum of 30 units. One unit of credit equals fifty (50) hours of supervised filed experience. Candidates for Services credential with Pupil Personnel Services specialization enroll in an appropriate field experience as follows:

COUN 586P School Psychology

COUN 586S School Counseling

COUN 586W Child Welfare and Attendance

COUN 587 Seminar:  Higher Education Counseling  (4)

Prerequisites:  Advancement to candidacy in Higher Education Counseling option and instructor consent.  Examination and investigation of critical issues in higher education counseling.  Seminar reports required.

COUN 588 Supervised Practice in Rehabilitation Counseling  (3–10)

Prerequisites:  COUN 505, instructor consent, application filed with division by fifth week of preceding quarter.  Supervised professional experience.  One unit requires 40 hours of practice.  Graded CR/NC.  May be repeated to maximum of 15 units.

COUN 588C Supervised Practice in Rehabilitation/Career Counseling (3-5)

Prerequisites: COUN 505, instructor consent, application filed with division by fifth week of preceding quarter. Supervised professional experience. One unit requires 40 hours of practice. Graded CR/NC. May be repeated to maximum of 15 units.

COUN 589 Site Practicum in Marriage, Family, and Child Counseling  (2–10)

Prerequisites:  COUN 505, 520, 517 or 523;  corequisite:  COUN 521; admission by application filed with division by fifth week of preceding quarter.  Supervised counseling involving work with individuals, children, couples, and families.  Graded CR/NC.  May be repeated to maximum of 30 units.

COUN 590 Special Topics in Counselor Education  (1–4)

Prerequisite:  Consent of division chair.  Intensive study of designated problems in counselor education.  May be repeated for credit as subject matter changes.

COUN 591 Supervised Field Experience in Applied Behavior Analysis  (3)

Prerequisites:  COUN 593, application filed with division by fifth week of preceding quarter.  Supervised professional experience;  one unit requires 40 hours of practice.  Graded CR/NC only.  May be repeated to maximum of 6 units.

COUN 592 Behavior Interventions for Severe Behavior Problems  (4)

Prerequisites:  COUN 501; recommended prerequisite:  COUN 502. Biological, psychological and developmental factors affecting severe behavior problems. Emphasis is on conducting functional analysis assessments and on programs for specific severe behavior problems.

COUN 593 Practicum:  Staff Development and Consultation  (3)

Prerequisites:  COUN 502, 586S.  Practical experience consulting with parents and teachers regarding behavior management problems and assisting school personnel in providing in-service training.  Lecture 1 hour, clinical field experience 3 hours scheduled plus 3 hours arranged.  May be repeated to a maximum of 6 units for credit.  Graded CR/NC. 

COUN 596 Comprehensive Examination  (0)

See Comprehensive Examination in the requirements for the Masters Degree section of this chapter

COUN 597 Graduate Research  (1–4)

Prerequisites:  COUN 529, instructor consent to act as sponsor, division approval of project prior to registration.  Independent research under guidance of faculty.  May be repeated for credit.  Graded CR/NC.

COUN 598 Graduate Directed Study  (1–4)

Prerequisites:  A B (3.0) grade point average in all graduate work in education, consent of division chair and of instructor to act as sponsor.  Independent directed study of advanced topics in field; regular conferences with sponsor.  May be repeated for credit.

COUN 599A, Thesis or Project Planning (3)

Prerequisites: EDFN 452 and 500, or EDFN 553, or COUN 529, advancement to candidacy, written approval of thesis chair. Prior to completion, students will have completed draft of thesis or project proposal, selected a thesis committee, and submitted draft of thesis or project proposal to thesis committee.  Graded CR/NC.

COUN 599B, Thesis or Project (2)

Prerequisites: COUN 599A, written approval of  thesis committee chair.  Prior to completion, student will have submitted final draft of thesis or project proposal to thesis committee. Graded CR/NC.

COUN 599C, Thesis or Project (2)

Prerequisites: COUN 599B, written approval of thesis committee chair. Completion of thesis or project under direct supervision of thesis committee.  Graded CR/NC.

Graduate Level Courses  (EDSP)

All 400-level courses may be applied toward master’s degree requirements except the following, subject to limits established by the division and approval of the graduate adviser:  EDSP 403, 407, 489.

Classified graduate standing is required for admission, except that postbaccalaureate students may enroll in 500-level courses that are required in a credential program. 

EDSP 500 Research Methods in Special Education  (4) 

Prerequisite:  EDSP 400.  Study of research relating to psychological and educational problems of exceptional children, introduction to methodological problems in developing, conducting, and reporting research in special education. 

EDSP 501 Problems and Practices in Special Education  (4)

Prerequisite:  EDSP 400.  Problems of organization, administration, and supervision of special education programs; evaluation of recent proposed needed legislation; review of current literature for advanced students and administrators. 

EDSP 502 Educational Measurements in Special Education  (4) 

Prerequisites:  EDSP 409, 400, basic courses in student’s special field.  Interpretation and use of test and other measurements for study of the exceptional child.  May not be substituted for the credential requirement of administration of individual psychological tests. 

EDSP 503 Field Work in Special Education  (3–6) 

Prerequisite: Consent of division chair.  Supervised field training in problems relating to instruction, supervision, administration, evaluation, and guidance of exceptional individuals.  Special assignments in schools, diagnostic centers, rehabilitation centers or community agencies.  May be repeated to maximum of 9 units. 

EDSP 504 Selected Studies in Special Education  (3–5) 

Prerequisite:  EDSP 400.  Intensive study of designated problems in special education.  May be repeated for credit as subject matter changes. 

EDSP 505 Sexuality and Sex Education of Exceptional Individuals  (4)

Investigation and comparison of sex behavior in normal and exceptional individuals including orthopedically, visually, hearing, and learning disabled; sexuality, social development and family-life education of the exceptional.  Graded CR/NC. 

EDSP 508 Technology Applications in Special Education (4)

Prerequisites:  EDIT 430 and admissions to Level II Credential program or Masters program. Students need to be proficient in and have access to current technology and Internet.  Advanced online, web-based seminar in integration of various technologies into curriculum of students with exceptionalities.  Examination of relevant research and development of authentic application projects.

EDSP 509 Advanced Methods and Models for Teaching Special Populations in General Education (4)

Prerequisite; EDSP 400 or equivalent. Advanced methodology and models designed to make possible the social and academic inclusion of students identified with disabilities or as gifted/talented in the general education classroom.

EDSP 510 Resource Specialist in Special Education  (2) 

Prerequisites:  Graduate standing and/or current enrollment in special education credential or school psychology program.  Problems of serving individuals with exceptional needs in regular school program; advanced skills that enhance remedial process in special education; consultation, coordination of services for exceptional pupils.

EDSP 511 Seminar:  Issues and Strategies for Multicultural Special Education Students  (4)

Prerequisites: EDSP 408 or COMD 455.  Special education for multicultural/bilingual exceptional students, issues in nondiscriminatory assessment, instructional strategies for multicultural/bilingual special education students.

EDSP 512 Building Partnerships in Special Education  (2)

Prerequisite:  EDSP 400.  Theory and methods of communication and collaboration with students, families, school and community personnel.  Role of culture in communication, collaboration.  Issues and concerns related to building partnerships.

EDSP 514 Assessment of Infants and Young Children with Special Needs  (4)

Prerequisites:  EDSP 408, 416.  Assessment and educational planning for infants and young children at risk and those with disabilities, including standardized, team-based, authentic, and play-based approaches.

EDSP 515 Planning Programs for Exceptional Infants and Young Children  (4) 

Prerequisites:  EDSP 514, 416.  A study of research and issues related to assessment, planning, and implementation (intervention) of services for at-risk and exceptional infants and young children. 

EDSP 516 Medical and Behavioral Characteristics of Young Infants with Special Needs  (4)

Characteristics of the high-risk infant in the Neonatal Intensive Care Unit and after hospital discharge; characteristics of infants with identified disabilities; assessment and intervention strategies.

EDSP 517 Advanced Issues in Early Childhood Special Education  (4)

Prerequisites:  EDSP 514, 515, 516.  Current research and practices related to program development, intervention methods and parent-professional relationships in early childhood special education.

EDSP 540 Affective Development of Exceptional  Individuals  (4)

Prerequisite:  EDSP 400.  Relationship of affective factors, e.g., receiving, responding, valuing, self-concept of learner and teacher, to cognitive growth of exceptional individual.  Emphasis on affective area applicable to all exceptionalities, as approached through current research related to exceptional individuals. 

EDSP 541 Advanced Studies in Gifted Education  (4) 

Prerequisite:  EDSP 441.  Exploration of issues, research trends, and current practices for gifted individuals in educational programs.

EDSP 551 Teaching Students with Moderate to Severe Disabilities (4)

Prerequisite: EDSP 450. Methods for teaching students access to the core curriculum as well as personal care, mobility, functional academics, and transition skills.

EDSP 552 Teaching Students with Reading and Writing Disabilities I (4units)

Prerequisite: EDEL 415, EDSP 409.  Methods for assessment and instruction in literacy for students with reading and writing disabilities.  Includes development of basic reading, writing, language skills in grades K-12 and across service delivery settings.

EDSP 553 Teaching Students with Reading and Writing Disabilities II (4 units)

Prerequisite: EDSP 552.  Methods related to the education of students with mild/moderate disabilities including optimizing access to core curriculum and developing advanced literacy skills.

EDSP 554 Educating Individuals with Emotional/Behavioral Disorders (4)

Prerequisites: EDSP 450 or instructor consent. Etiology, characteristics, instructional impact, and support of students with emotional/behavioral disorders (EBD). Emphasis is placed on issues of identification, assessment, educational planning, and positive behavioral support.

EDSP 555 Advanced Methods in Mild/Moderate Disabilities  (4)

Prerequisites: EDSP 553 or permission of instructor. Advanced methods for identification and instruction of individuals with mild to moderate disabilities, including specific learning disabilities, mental retardation, and behavior disorders; current issues, emerging trends, transition to adulthood.

EDSP 556 Research in Mild/Moderate Disabilities  (4)

Prerequisite:  EDSP 555.  Intensive investigation of several research bases concerning topics relevant to the education of mild to moderate disabilities.

EDSP 560 Seminar:  Education of Individuals with Physical Disabilities  (4) 

Prerequisite:  EDSP 462.  Identification and analysis of problems and current issues relating to the education of individuals with physical disabilities and those with multiple disabilities; review of research on specific disabilities. 

EDSP 565 Advanced Problems in Education of Visually Handicapped  (4)

Prerequisite:  Completion of requirements for credential for teaching visually impaired. (May be taken concurrently with EDSP 407.) Identification and analysis of problems and current issues relating to education of visually impaired; review of recent research specifically related to visual impairment and its application to educational practice.
NOTE: This course will be offered through a distance learning model that uses Web-based learning, students must be proficient in, and have access to current technology (hardware and software). They must be proficient in using e-mail and sending attachments.

EDSP 566 Advanced Braille Codes and Strategies for Learners with Visual Impairments (4)

Prerequisite: EDSP 466 or instructor consent. Course designed to teach advanced mathematical Braille code (Nemeth), basic Braille code for music, foreign language and computer (ASCII) to VI teachers. Instructional strategies/assessments (including abacus) for teaching mathematics and content related to codes.

Note: This course will be offered through a distance learning model that uses web-based learning, students must be proficient in, and have access to current technology (hardware and software), and be proficient in using e-mail, including sending attachments.

EDSP 567 Specialized Instructional Strategies for Struggling Readers and English Language Learners Who are Visually Impaired (4)

Prerequisite or concurrent enrollment: EDSP 566. Advanced understanding of impact of visual impairment and English language fluency on reading/writing performance for students using Braille and/or print learning media, including development of individualized reading programs, diagnostic/remediation skills for teachers. Lecture 4 hours.

Note: This course will be offered through a distance learning model that uses web-based learning, students must be proficient in, and have access to current technology (hardware and software). They must be proficient in using e-mail and sending attachments.

EDSP 568 Functional Skills for Exceptional Individuals  (4) 

Prerequisites or corequisite: EDSP 409, 567 or approval of instructor.  Assessment, intervention, and issues related to individuals with visual impairment and additional disabilities including orientation and mobility basics.

EDSP 569 Specialized Technology for Individuals with Visual Impairments (4 units)

Prerequisite: EDSP 508 or equivalent.   Hands-on instructional training and applied practicum in adaptive technology specific to individuals with visual impairments, including electronic notetakers, tactile graphics, computer-generated Braille translation, and computer screen programs.

EDSP 570AB Low Incidence Early Childhood Special Education (2-2 units)

Pre- or corequisite: EDSP 408 or course equivalent.  Early intervention procedures and strategies for working with infants, toddlers, and young children with low incidence disabilities (deaf and hard-of-hearing, visual impairment, and physical and health impairments) and multiple disabilities.

EDSP 575A Advanced Seminar in Orientation and Mobility (1)

Prerequisite: C or better in EDSP 475, instructor consent.  Advanced seminar in orientation and mobility issues, systems and processes (Seminar 1 hour). This course may be offered using a combination of web-based and field-based learning.

EDSP 575B Advanced Clinical Practice  in Orientation and Mobility  (4)

Prerequisite:  EDSP 476A&B, instructor consent. Prerequisite or corequisite: EDSP 575A.  Advanced clinical training in orientation and mobility  processes and application of methods, materials, and individualized instructional units in meeting the  needs of individuals who are blind and visually impaired. (Laboratory 12 hours)

EDSP 576A Orientation and Mobility: Seminar in Multiple  Disabilities  (2)

Prerequisites:  EDSP 476A&B, instructor consent .  Seminar in strategies for teaching orientation and mobility to visually impaired individuals with multiple disabilities.  Seminar emphasizes the modification of typical instructional strategies and techniques, and use of adaptive devices. (Seminar 2 hours)

EDSP 576B Clinical Practice in Orientation and Mobility: Emphasis Multiple Disabilities (2)

Prerequisites: EDSP 476 A&B, instructor consent.  Prerequisite or corequisite: EDSP 576A.  Clinical practice in teaching orientation and mobility to visually impaired individuals with multiple disabilities, emphasizing modification of typical instructional strategies and techniques, and use of adaptive devices. Field practicum 6 hours.  (Laboratory 4-6 hours)

EDSP 579 Assessment Planning for Secondary Students with Disabilities (4)

Prerequisite: Permission of instructor. Review Of assessment strategies for transition planning for students with disabilities. Formal/informal assessments will be presented for gaining knowledge and competencies in conducting assessments with multicultural/multilingual understanding.

EDSP 580 Biomedical Aspects of Mental Retardation  (4) 

Prerequisite:  PSY 406.  Etiological and developmental aspects of mental retardation from biological and medical points of view. 

EDSP 581 Transition Planning for Secondary Students with Disabilities (4)

Principles and issues of transition planning for secondary-level students with disabilities in postsecondary education, employment (including supportive employment/entrepreneur) independent living, leisure/recreation, and community living; needs assessment in curriculum; instructional strategies; collaboration among family and professionals. 

EDSP 582 Advanced Issues in the Education of Students with Moderate to Severe Disabilities  (4) 

Prerequisite:  EDSP 551.  Issues and research relevant to current practices in education of students with moderate to severe disabilities. 

EDSP 583 Advanced Issues and Research in Inclusive Education (4)

Prerequisites:  EDSP 450.  Issues and research relevant to current practices in inclusive educational practices.

EDSP 584 Advanced Issues and Research in Transition (4)

Prerequisites: EDSP 400. Issues and research relevant to current practices in transition services of individuals with disabilities.

EDSP 585 Organization and Administration of Special Education Programs  (4)

Prerequisite:  Consent of division of Special Education and Counseling.  Planning and financing special education programs.  Organization of local, state, federal, and private agencies related to education of exceptional children. 

EDSP 586 Educating Students with Autism (4)

Prerequisite: EDSP 413.  Overview of characteristics of autism.  Review of assessment strategies, current interventions for behavior, communication, and social deficits.  Classroom arrangement and organizational strategies.  Interdisciplinary approaches.  Augmentative communication technique

EDSP 587 Teaching Functional Communication (4)

Prerequisite: EDSP 586.  Methods for assessing communication needs of students with severe cognitive disabilities.  Approaches for teaching communication skills using verbal and augmentative strategies. 

EDSP 595A Seminar: Development of Induction Plan (2)

Prerequisite: A valid California Education Specialist Level Credential, or for interns, completion of first year of Level I Credential program. Development of individualized induction plan by candidate, university supervisor, and district support provider.  Induction plan is designed for the support and professional development of the beginning special educator. CR/NC

EDSP 595B Seminar: Assessment of Induction Plan (2)

Prerequisite: EDSP 595A, completion of individualized induction plan.  Final assessment of Induction Plan and Level II competencies conducted by candidate, university supervisor, and district support provider.  Satisfactory completion leads to Level II Specialist Credential in Special Education.  Graded CR/NC.

EDSP 596 Comprehensive Examination  (0)

See the Comprehensive Examination in the requirements for the Degree section of this chapter.

EDSP 597 Graduate Research  (1–4) 

Prerequisites:  EDFN 500 or instructor consent to act as sponsor, division approval of project prior to registration.  Independent research under guidance of faculty.  May be repeated for credit.  Graded CR/NC. 

EDSP 598 Graduate Directed Study  (1–4) 

Prerequisites:  A B (3.0) grade point average in all graduate work in education, consent of division chair and instructor to act as sponsor.  Independent directed study of advanced topics in field; regular conferences with sponsor.  May be repeated for credit. 

EDSP 599A Thesis or Project Planning (3)

Prerequisites: EDFN 452 and 500 or EDSP 500, advancement to candidacy, written approval of thesis chair.  Prior to completion, students will have completed draft of thesis or project proposal, selected a thesis committee, and submitted a draft of thesis or project proposal to thesis committee. Graded CR/NC.

EDSP 599B Thesis or Project (2)

Prerequisites: EDSP 599A, written approval of thesis committee chair.  Prior to completion, students will have submitted a final draft of thesis or project proposal to thesis committee. Graded CR/NC.

EDSP 599C Thesis or Project (2)

Prerequisites: EDSP 599, written approval of thesis committee chair.  Completion of thesis or project under direct supervision of thesis committee.  Graded CR/NC.

Doctoral Courses in Higher Education  (COUN)

COUN 601 Research Methods in Single Subject Design (3*)

Prerequisites: Post-master's degree standing or permission of instructor, advisor, and division chair. Knowledge and practical application in analyzing and conducting research utilizing single subject design methodology with emphasis on causal inference. Application of methodology to field-based, student developed research.

*Semester Units

Doctoral Courses in Higher Education  (EDHI)

EDHI 603 Introduction to Doctoral Research (2*)

Prerequisite: Admission to doctoral program. Orientation for the Ed.D. program in Educational Leadership; expectations, commitments and the practice of inquiry in doctoral cultures; accessing technology and library resources, working with research faculty and community partners. Graded ABC/NC

EDHI 605 Laboratories of Practice (2*)

Prerequisite: Admission to doctoral program and EDHI 603. Faculty-supervised field research practicum; faculty and student collaborative research projects, mentoring and peer support; reinforces and models various research preparation activities leading up to and through students' dissertation research projects. Graded ABC/NC Students enroll in the appropriate field research lab as follows:

EDHI 605C Community Research Lab

Practicum with community partners on the issues and research needs of local educational organizations. Must be repeated for credit two times.

EDHI 605D Dissertation Research Lab

Practicum with dissertation chair and student peers to monitor status of field work/data collection, ongoing review of emerging findings and analysis of findings. Prerequisites: EDHI 605 F, EDHI 605C. Student must be advanced to candidacy. Repeated three times .for credit. Must be taken concurrently with EDAD 699.

EDHI 605E Extended Research Lab

Continuing practicum with dissertation chair and student peers to finalize dissertation research project. Prerequisite: EDHI 605D. May be repeated for credit eight times.

EDHI 605F Faculty Research Lab

Practicum with faculty advisor includes elements of proposing and conducting research, small group collaborative research projects. Faculty and student examination of research process. May be repeated for credit until advancement to candidacy.

EDHI 610 Research, Issues, and Practices in College and University Teaching  (4)

Prerequisite:  Post-master’s degree standing.  Current research, issues, and practices in college and university teaching; instructional planning and preparation; student and program evaluation; noninstructional responsibilities of faculty. 

EDHI 611 Seminar:  Supervision in College and University Teaching  (4) 

Prerequisite:  Post-master’s degree standing.  Review of research and practices in higher education supervision of students; discussion of college/university student field and laboratory teaching assignments and evaluation. 

*Semester Units

Doctoral Courses in Special Education  (EDSP)

EDSP 600 Seminar:  Understanding and Using Research to Answer Questions about Diverse Urban Schools (3*)

Prerequisite: Post-master's degree standing and permission of instructor, program director/coordinator, and division chair. Development of critical analysis, interpretation, synthesis of research, and communication of findings on issues related to students with disabilities in diverse urban schools and colleges to promote achievement and inclusion.

EDSP 602 Practicum:  Program Development and Evaluation  (1–3) 

Prerequisite:  Post-master’s degree standing.  Development of proposals and grant applications for submission to federal, state, and private agencies for research, training, and public school program funding.  May be repeated for credit. 

EDSP 604 Disability, Race, Language, and Gender: Educational Equity, School Policy, and the Law (3*)

Prerequisites: Post-master's degree standing and permission of instructor, program director/coordinator, and division chair. Current legal, policy, and leadership issues regarding the education of diverse students, with a focus on disability, race, language, and gender. Review of important and litigation with practice implications.

EDSP 612 Program Proposal, Development, and Evaluation in Higher Education  (4)

Prerequisite:  Post-master’s degree standing.  Procedures for needs assessment, development, evaluation of special programs/projects; development of proposals and grant applications.

EDSP 615 Research Seminar in Early Childhood Special Education  (3*)

Prerequisite: Post-master's degree standing and permission of instructor, program director/coordinator, and division chair. Research seminar about early childhood special education issues including emphasis on current research, theory and practice; evidence-based intervention strategies used with young children and families.

EDSP 620 Seminar: Low Incidence Disabilities  (4)

Prerequisite:  Permission of instructor, adviser, and division chair.  Theories and research related to infants, toddlers, children and youth with low incidence disabilities including deafness, visual impairments, and severe physical impairments.

EDSP 640 Research on Exceptional Students from Diverse Cultural and Linguistic Backgrounds (3*)

Prerequisites: Post-master's degree standing and permission of instructor, program director/coordinator, and division chair. Research on the relationships among culture language, and literacy; impact of disabilities on language, cognition, and academic achievement; identification and placement issues/strategies; and culturally responsive educational settings.

EDSP 650 Research Seminar: Adolescents and Adults with Disabilities (4)

Prerequisite:  Post-master’s degree standing or permission of instructor, adviser, and division chair.  Adolescents and adults with disabilities; review of major transition models, methods, materials, and resources; need for transition services; conceptualization and development of transition model/programs.

EDSP 660 Seminar: Research on Learning Disabilities and Behavior Disorders (3*)

Prerequisites: Post-master's degree standing and permission of instructor, program director/coordinator, and division chair. Research, theory, and policy related to educating individuals at-risk or identified as having learning disabilities or behavior disorders; issues related to prevention and risk, identification, placement, and intervention.

EDSP 680 Seminar: Moderate to Severe Disabilities  (4) 

Prerequisite:  Post-master’s degree standing or permission of instructor, adviser and division chair.  Medical research, public policy, social adjustment and integration research, program development, evaluation, design, and other current issues.

EDSP 698 Graduate Directed Study  (1–8) 

Prerequisite:  Consent of an instructor to act as sponsor.  Independent directed study of advanced topics in field; regular conferences with sponsor.  May be repeated for credit. 

EDSP 699 Doctoral Dissertation  (4–8) 

Prerequisites:  Advancement to candidacy for Ph.D. degree, consent of an instructor to act as sponsor, division approval of topic prior to registration.  Continuous enrollment required while student is working on dissertation.