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Course Criteria
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4.00 Credits
In EDSP 423, candidates explore the basic principles and strategies of assessment, curriculum, and instruction that are appropriate for individuals with diverse special education needs. Candidates learn to assess student needs utilizing a variety of formal and informal assessments and to develop appropriate goals and learning objectives based on assessment findings. The linkage between assessment, curriculum, and instruction is emphasized, including monitoring of student learning. Legal, ethical, and diversity issues related to assessment are explored. Eligibility criteria and characteristics of students with disabilities are also a focus of this course. Grade only. Prerequisite: Admission to Education Specialist Credential Program or by permission of the instructor.
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4.00 Credits
EDSP 424 provides candidates with an overview of both classwide and individual classroom behavior management. Theories and philosophies of creating classroom ecologies, management strategies, discipline, and behavioral supports are considered to inform how special educators teach and reinforce pro-social behavior for all students. Functional assessment and analysis are used to develop positive behavior support plans for children with more significant behavior needs. The goal of this course is to help candidates learn to promote the social competence, self-management, and communication skills of students with special needs through behavior support. Grade only. Prerequisite: Admission to the Education Special Credential Program or by permission of the instructor.
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4.00 Credits
EDSP 425 is designed to provide candidates in the Education Specialist Mild to Moderate Disabilities Credential Program with a research-based perspective on developing academic performance for students with mild to moderate disabilities. The relationship among assessment, curriculum, and instruction is investigated through the examination and application of a variety of informal assessments, instructional strategies, and curricula within the context of access to the core curriculum and content standards. Curricular modifications and instructional strategies that support students with mild/moderate disabilities in inclusive settings are explored. Course work follows a “theory into practice” format consistingof classroom simulations, visitations, guided activities, and student projects using field-based lessons. Grade only. Prerequisite: Admission to the Education Special Credential Program or by permission of the instructor.
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4.00 Credits
EDSP 428 is designed to provide candidates in the Education Specialist Moderate to Severe Disabilities Credential Program with a research-based perspective on developing skills that are functionally tied to real world demands and that are referenced as the requirements for successful inclusion in school, community, and workplace. The relationship among assessment, curriculum, and instruction is explored through the examination and application of a variety of informal assessments, instructional strategies, and curricula. Curricular modifications and instructional strategies that support students with moderate/severe disabilities in inclusive settings are investigated within the context of access to the core curriculum and content standards. Topics include medical and health issues and competencies for teachers of students who are medically fragile or have multiple disabilities and the building of the circle of supports for learners with significant disabilities and health-related needs. The concepts of the “least restrictive environment,”dignity of risk, school to work transition, self-advocacy, and inclusive communities are explored. Grade only. Prerequisite: Admission to the Education Special Credential Program or by permission of the instructor.
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4.00 Credits
A survey course that presents theory, program concepts, and teaching practices related to students with special educational needs. Legislation, public policy, and advocacy related to the full inclusion of students with special needs into the least restrictive environment are reviewed. Additionally, assessment, curriculum and instructional modifications designed to accommodate learners with diverse backgrounds (cultural, linguistic, socioeconomic) and abilities are addressed. Thirty hours of required field experience are an integral part of the course. Grade only. This course meets the special education requirements to convert a basic credential to a Professional Clear Credential and is a required beginning course for students in the Education Specialist Credential Program.
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3.00 Credits
This is an introductory course which presents a survey of theory, program concepts, and teaching practices related to students with special needs. Emphasis is placed on understanding and addressing the educational and social needs to secondary aged students with disabilities as well as gifted and talented students. Legislation, policies, and practices pertaining to the education of students with special needs in a secondary setting are presented. Knowledge, skills, and strategies including disability and gifted and talented identification, major roles and reSonoma State University 2006-2008 Catalog Education: ELSE Page 159 sponsibilities in the Individual Education Program (IEP) process, and collaboration between general and special educators aimed at successful inclusive educational practices are also addressed. 30 hours of field experience are included. Elements of this course will include the use of the Internet and the World Wide Web.
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2.00 Credits
EDSP 464A provides an early fieldwork experience for Education Specialist Credential candidates not currently working in special education as interns. Candidates become acquainted with the daily operation of a special education classroom within the context of the school and the community. 90 hours of observation and participation in a special education classroom, during which the candidate observes curriculum, instruction, classroom ecology, IEP meetings, and assessment. Cr/NC. Prerequisite: Admission to the Education Special Credential Program. Requires concurrent enrollment in EDSP 464B.
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2.00 Credits
This seminar, to accompany EDSP 464A, allows candidates to discuss and evaluate their experiences observing in special education classrooms, with a focus on the social context of the classroom, school, and community. The roles of specialists and others working in collaboration with the special educator are investigated, and links between theory and practice are explored. Prerequisite: Admission to the Education Special Credential Program. Requires concurrent enrollment in EDSP 464A.
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10.00 Credits
EDSP 465 represents the student teaching component of the Mild/Moderate Disabilities Credential Program. Student teaching is a culminating experience that must occur in the final semester of the program. Credential candidates student teach for 12 weeks under the guidance and supervision of a duly selected Master Teacher in the schools as well as a University supervisor from Sonoma State University. Student teaching sites are selected to reflect current prevailing practices in the education of learners with mild or moderate disabilities. Thus, resource specialist programs, special day classes, transitional classes, inclusion programs, and “non-public schools” certified by the California Department of Education allrepresent possible placement sites for student teachers. Candidates may receive student teaching credit for assignments where they are also the “teacher of record,” or otherwise employed, contingent on suitable supervision and guidance availability on-site. Cr/NC only. Prerequisites: Admission to the Education Specialist Mild/Moderate Disabilities Credential Program. Corequisite: EDSP 466.
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2.00 Credits
EDSP 466 represents the seminar which accompanies the student teaching component of the Education Specialist Mild/Moderate Disabilities Credential Program. The seminar is designed to provide a problem-solving forum for the myriad of educational, social, and psychological issues which tend to arise as part of student teaching. Guidance and support aimed at a successful student teaching experience is offered through EDSP 466. In addition to the instructor of EDSP 466, occasional guest visits by student teaching supervisors, resident teachers, and school administrators will complement the class sessions. Candidates will also be provided time to form cooperative support groups around commonalities of assignment or problem areas. Prerequisites: Admission to the Education Specialist Mild/Moderate Disabilities Credential Program. Corequisite: EDSP 465.
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