Courses
Foundations Courses
EDLT 500 Foundations of Teaching (3 credits)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will examine personal viewpoints and insights through the lens of Culturally Responsive Teaching and identify barriers to learning on a cultural level. Additionally, major philosophies of education, which have informed American education and how they affect schooling in a society of multiple cultures, will be explored. 10 hours of fieldwork is required
EDLT 501 Teaching and Learning (3 credits)
This course examines the instructional design process. Students will examine educational theories related to the teaching and learning process and apply this theoretical knowledge to their lesson plans. Students will explore state content standards and learn how to design learning objectives and assessments that align. Student lesson plans will indicate proficiency in selecting and utilizing appropriate scaffolding and differentiation strategies and reflect elements of culturally responsive instruction. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners (3 credits)
This course in teaching English Language Learners and diverse populations examines first- and second-language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition.The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required. 10 hours of fieldwork is required
EDLT 503 Teaching Exceptional Learners in Inclusive Environments (3 credits)
This course explores the characteristics of typical and atypical child and adolescent
development. Candidates will examine methods used to assist K-12 students in accessing
content such as technology, including assistive technology; UDL; and accommodations
and/or modifications to assessments and instruction. The course will dive into the
definitions of exceptionalities, the history of special education services to individuals
in the U.S., and family partnerships. 10 Hours of fieldwork observation required.
10 hours of fieldwork is required
Methods Courses
Once advancement to candidacy has been approved, the Mild to Moderate Support Needs credential candidates take the following classes (12 credits) in the methods semester:
EDSP 515 Educating Students with Autism Spectrum Disorder (3 credits)
Provides an in-depth introduction to the characteristics of Autism Spectrum Disorder (ASD) and evidence-based practices that promote the access and learning of students with ASD in the least restrictive environments. Topics include historical and theoretical foundations, characteristics, effective evidence-based interventions and strategies for students with ASD, and designing comprehensive support and individualized instruction based on the unique learning strengths and needs of students with ASD.
EDSP 519Assessment, Instruction and Development of IEP (3 credits)
Examines diverse assessment practices, emphasizing planning and monitoring student progress effectively. Topics include utilizing varied assessment methods, developing individualized education plans aligned with student needs, adhering to special education law, engaging ethical decision-making, accurately interpreting assessment data, employing conflict resolution strategies during IEP meetings or other professional collaborations, and understanding historical and contemporary influences on the public education system.
EDSP 521 Literacy and Language in Diverse Classrooms (3 credits)
Theory-based methods of instruction in reading and language arts in today's culturally, diverse elementary classrooms. Fieldwork required.
EDSP 534a Introduction to Clinical Practice in Mild-to-Moderate Support Needs (3 credits)
Provides supervised clinical practice in a university-approved culturally diverse school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Mild-to-Moderate Support Needs Educational Specialist Credential Program. The course also provides seminars to support and assist teacher candidates in successfully completing and submitting the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Clinical Practice
Upon successful completion of the requirements of the methods semester, the Mild to Moderate Support Needs credential candidates take the following classes (15 credits) in the clinical practice semester:
EDSP 523 Planning and Instruction for Content Standards (3 credits)
This course will provide an introduction to current methodologies and instructional strategies appropriate for concept development as well as attainment and the meaningful application of California Common Core Content Standards. Consideration will be given to the cross-cultural and heterogeneous nature of California’s student population. We assume that all children can learn from well-prepared and encouraging teachers. Technology enhanced methods will also be introduced when appropriate. This course will include a study of the content as well as the goals from the CA Common Core Content Standards.
EDSP 525 Positive Behavior Supports and Collaboration (3 credits)
This course examines Positive Behavior Support and School-wide PBS strategies for general and special educational settings and addresses issues related to inclusion, itinerant teaching, and collaboration with all members of the school community and families for the benefit of students with special needs. The candidate will examine information regarding individual behavior support strategies, specifically with respect to students with special needs. Students’ become acquainted with the foundations for professional team members to make decisions on goals, placement, and transitions across the lifespan. Within a wide range of service delivery options, candidates will explore their roles as itinerant support teachers, co-teachers, consultation teacher, and student supporters within inclusive settings.
EDSP 532 Supporting Students with Mild to Moderate Support Needs (3 credits)
This 3-unit course is intended to provide the knowledge and skills required to support students with Mild/Moderate Disabilities. The emphasis will be on the design and implementation of scientifically based best practices. Content will cover application of these principals within the context of meaningful and culturally sensitive family partnerships, professional collaboration, and promotion of inclusive educational practices.
EDSP 534b Final Clinical Practice in Mild to Moderate Support Needs (6 credits)
Provides a semester of full-time, supervised clinical practice in a university-approved culturally diverse school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Mild-to-Moderate Support Needs Educational Specialist Credential Program. The course also provides seminars to support and assist teacher candidates in successfully completing and submitting the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Master's Degree Courses
Upon completion of the Preliminary Education Specialist (MMSN or ESN) credential program, the following courses are required for the Master of Science in Special Education degree:
EDGN 509 Introduction to Educational Research (3 credits)
A core course designed to introduce educational practitioners to educational research. Through an examination of the nature of research, ethical and philosophical principles, types of research, and characteristics of data students will explore quantitative and qualitative methods of designing and conduction research in the context of educational settings.
EDGN 510 Educational Research Design and Methodology (3 credits)
Drawing from qualitative, quantitative, and combined applications of research this core course is designed to guide students through a systematic study of the interrelated activities embedded in the development of an action research project. Construction a problem statement and research question will guide the preparation of a literature review and methodological plan.
EDGN 599 Thesis Research (3 credits)
Building upon the literature and methodological plan developed during EDGN 510, this class supports the implementation, analysis, and presentation of a research thesis.
Foundations Courses
EDLT 500 Foundations of Teaching (3 credits)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will examine personal viewpoints and insights through the lens of Culturally Responsive Teaching and identify barriers to learning on a cultural level. Additionally, major philosophies of education, which have informed American education and how they affect schooling in a society of multiple cultures, will be explored. 10 hours of fieldwork is required
EDLT 501 Teaching and Learning (3 credits)
This course examines the instructional design process. Students will examine educational theories related to the teaching and learning process and apply this theoretical knowledge to their lesson plans. Students will explore state content standards and learn how to design learning objectives and assessments that align. Student lesson plans will indicate proficiency in selecting and utilizing appropriate scaffolding and differentiation strategies and reflect elements of culturally responsive instruction. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners (3 credits)
This course in teaching English Language Learners and diverse populations examines first- and second-language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition.The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required. 10 hours of fieldwork is required
EDLT 503 Teaching Exceptional Learners in Inclusive Environments (3 credits)
This course explores the characteristics of typical and atypical child and adolescent development. Candidates will examine methods used to assist K-12 students in accessing content such as technology, including assistive technology; UDL; and accommodations and/or modifications to assessments and instruction. The course will dive into the definitions of exceptionalities, the history of special education services to individuals in the U.S., and family partnerships. 10 Hours of fieldwork observation required. 10 hours of fieldwork is required
Methods Courses
Once advancement to candidacy has been approved, the Mild to Moderate Support Needs credential candidates take the following classes (12 credits) in the methods semester:
EDSP 515 Educating Students with Autism Spectrum Disorder (3 credits)
Provides an in-depth introduction to the characteristics of Autism Spectrum Disorder (ASD) and evidence-based practices that promote the access and learning of students with ASD in the least restrictive environments. Topics include historical and theoretical foundations, characteristics, effective evidence-based interventions and strategies for students with ASD, and designing comprehensive support and individualized instruction based on the unique learning strengths and needs of students with ASD.
EDSP 519Assessment, Instruction and Development of Individualized Education Program (3 credits)
Examines diverse assessment practices, emphasizing planning and monitoring student progress effectively. Topics include utilizing varied assessment methods, developing individualized education plans aligned with student needs, adhering to special education law, engaging ethical decision-making, accurately interpreting assessment data, employing conflict resolution strategies during IEP meetings or other professional collaborations, and understanding historical and contemporary influences on the public education system.
EDSP 521 Literacy and Language in Diverse Classrooms (3 credits)
Theory-based methods of instruction in reading and language arts in today's culturally, diverse elementary classrooms. Fieldwork required.
EDSP 542a Introduction to Clinical Practice in Extensive Support Needs (3 credits)
Provides supervised clinical practice in a university-approved culturally diverse California public school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Extensive Support Needs Educational Specialist Credential Program. The course also provides seminars to support teacher candidates in preparing for the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Clinical Practice
Upon successful completion of the requirements of the methods semester, the Mild to Moderate Support Needs credential candidates take the following classes (15 credits) in the clinical practice semester:
EDSP 523 Planning and Instruction for Content Standards (3 credits)
This course will provide an introduction to current methodologies and instructional strategies appropriate for concept development as well as attainment and the meaningful application of California Common Core Content Standards. Consideration will be given to the cross-cultural and heterogeneous nature of California’s student population. We assume that all children can learn from well-prepared and encouraging teachers. Technology enhanced methods will also be introduced when appropriate. This course will include a study of the content as well as the goals from the CA Common Core Content Standards
EDSP 525 Positive Behavior Supports and Collaboration (3 credits)
This course examines Positive Behavior Support and School-wide PBS strategies for general and special educational settings and addresses issues related to inclusion, itinerant teaching, and collaboration with all members of the school community and families for the benefit of students with special needs. The candidate will examine information regarding individual behavior support strategies, specifically with respect to students with special needs. Students’ become acquainted with the foundations for professional team members to make decisions on goals, placement, and transitions across the lifespan. Within a wide range of service delivery options, candidates will explore their roles as itinerant support teachers, co-teachers, consultation teacher, and student supporters within inclusive settings.
EDSP 537 Supporting Students with Extensive Support Needs (3 credits)
This 3-unit course is intended to provide the knowledge and skills required to educate students with Moderate/Severe Disabilities. The emphasis will be on the design and implementation of scientifically based best practices. Content will cover application of these principals within the context of meaningful and culturally sensitive family partnerships, professional collaboration, and promotion of inclusive educational practices. Students will complete a comprehensive Case Study project including assessment, curriculum and program development demonstrating a variety of instructional strategies and ongoing evaluation to assess student performance and respond accordingly. The project will be field-based with skill development activities in the course.
EDSP 542b Final Clinical Practice in Extensive Support Needs (6 credits)
Provides a semester of full-time, supervised clinical practice in a university-approved culturally diverse school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Extensive Support Needs Educational Specialist Credential Program. The course also provides seminars to assist teacher candidates in successfully completing and submitting the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Master's Degree Courses
Upon completion of the Preliminary Education Specialist (MMSN or ESN) credential program, the following courses are required for the Master of Science in Special Education degree:
EDGN 509 Introduction to Educational Research (3 credits)
A core course designed to introduce educational practitioners to educational research. Through an examination of the nature of research, ethical and philosophical principles, types of research, and characteristics of data students will explore quantitative and qualitative methods of designing and conduction research in the context of educational settings.
EDGN 510 Educational Research Design and Methodology (3 credits)
Drawing from qualitative, quantitative, and combined applications of research this core course is designed to guide students through a systematic study of the interrelated activities embedded in the development of an action research project. Construction a problem statement and research question will guide the preparation of a literature review and methodological plan.
EDGN 599 Thesis Research (3 credits)
Building upon the literature and methodological plan developed during EDGN 510, this class supports the implementation, analysis, and presentation of a research thesis.