Lit, Early, Biling & Specl Ed

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Lit, Early, Biling & Specl Ed

LEE 101S. Early Learning for School Success

This class looks at young children, birth to grade three, and early learning experiences at home and school that promote academic success for children having diverse backgrounds. Topics include life skills, literacy development, community learning resources, social interaction and early intervention.

Units: 3
Course Typically Offered: Fall, Spring

LEE 103. Pedagogy for Teaching Ethnic Studies

Focuses on the development of critical pedagogy for pre-service and in-service teachers interested in teaching Ethnic Studies in K-12. Students will learn: The history and social foundations of U.S. education; the origins, present, and future of critical pedagogy; common core state-adopted standards and strategies to promote student success in multiple content areas; how to enact culturally and linguistically sustaining pedagogy.

Units: 3
Course Typically Offered: Fall

LEE 109S. Literacy Engagement in the Community

This 3-unit course is intended to provide an in-depth experience in individualized literacy assessment and instruction through service-learning. Students will work with children and their families as part of their coursework. This course is a service-learning course that will involve at least 23 hours of work with children and families.

Units: 3
Course Typically Offered: Fall, Spring

LEE 120CL. Problems in Education - Childrens Literature

In-depth study of Childern's Literature in education. Might require activities.

Units: 2-3, Repeatable up to 6 units
Course Typically Offered: Fall, Spring

LEE 120ST. Problems in Education - Storytelling

In-depth study of storytelling in education. Might require activities.

Units: 2-3, Repeatable up to 6 units

LEE 129. Hmong in Bilingual Schools: BCLAD

Prerequisite: HMONG 101 or equivalent. Emphasis on Hmong language development for bilingual teachers. Includes basic content area instruction in Hmong, evaluation of teaching materials, and conferencing with parents. (Formerly HMONG 104)

Units: 3
Course Typically Offered: Fall

LEE 135. Teaching Content in Hmong

Prerequisites: Hmong language fluency or permission of instructor. L1 methods and materials used to teach content i bilingual classrooms. Designed for BCLAD candidates. Students will deliver lessons in the Hmong language in bilingual classrooms i nlocal schools under university supervisor. (Formerly LEE 139)

Units: 3
Course Typically Offered: Spring

LEE 136. Teaching Content in Spanish

Prerequisites: Spanish language fluency or permission of instructor. L1 pedagogy materials used to teach content in bilingual classrooms. Students will deliver lessons in the Spanish language in bilingual classrooms in local schools under university supervisor. For BAP credential candidates only. Not open to undergraduates. (Formerly LEE 139)

Units: 3
Course Typically Offered: Fall

LEE 137. Language and Literacy in Bilingual Education

Prerequisites: Enrollment or completion of a Multiple Subject Credential or admission to the Liberal Studies Bilingual Authorization pathway. Course taught in Spanish, focuses on literacy and advanced Spanish in bilingual education. Part of 3-course pathway to complete the Bilingual Program. Students must have passed lower division Spanish courses, such as Spanish 4A & 4B or passed language assessment. Advanced Spanish writing, reading, listening & speaking, needs of bilingual children, history of language policy, and how to create a multimodal literacy unit using bilingual children?s texts.

Units: 3
Course Typically Offered: Fall, Spring

LEE 144S. Service-Learning Pedagogy and Practice

Prepares students to design and implement service-learning in K-12 schools and community settings. Examines theoretical roots, methods of effective teaching practice, and academic, social, emotional outcomes for student learning. Practical experiences involves implementing project with local school districts.

Units: 3

LEE 146. Teaching Reading in K-3 Classrooms

Prerequisites: (1) admission to the Multiple Subject Credential Program or the Special Education Credential Program (2) CI 130 and CI 140, and CI 150 or LEE 148 (or concurrent enrollment); (3) concurrent enrollment in EHD 110 or EHD 112 (if Option II) is highly recommeded. LEE 146 and LEE 149 must be taken concurrenty with EHD 110 (except for option II and Special Education.) Balanced reading/ writing program for grades K-3, assessment strategies to guide literacy instruction, explicit skills teaching in a literacy instruction, explicit skills teaching in a literature-based classroom, and techniques for culturally/ linguitically diverse learners.

Units: 3

LEE 148. Integrated Curriculum

Concurrent enrollment with EHD 114. Integrated curriculum design, facilitation, and assessment in early childhood programs, including preschool, kindergarten, and grades 1-6. Lecture supported by curriculum development activities.

Units: 3
Course Typically Offered: Fall

LEE 149. Teaching Reading in 4-8 Classrooms

Prerequisites: (1) admission to the Multiple Subject Credential Program or the Special Education Credential Program; (2) CI 130 and CI 140, and CI 150 or LEE 148 (or concurrent enrollment); (3) concurrent enrollment in EHD 110 or EHD 112 ( if Option II) is highly recommended. LEE 146 and 149 must be taken concurrently with EHD 110 (except for Option II and Special Education). Balnaced reading/ writting program for grades 4-8; assessment techniques to guide instruction, emphasizing comprehension and strategy teaching; integration language arts with content area instruction; and techniques for culturally/ linguitically diverse students. (Formerly LEE 156M)

Units: 3

LEE 153. Transitional Kindergarten Classroom Environments

The TK/ECE classroom environment is responsive to young children's learning and development. It includes organization, standards-based, core curriculum, grouping, materials, activity centers and partnering with parents. Adapting program for cultural and language differences and special needs are covered. (Formerly LEE 180T)

Units: 3
Course Typically Offered: Fall, Spring

LEE 154. Content Area Language and Literacy Instruction

Prerequisite: Admission to the Single Subject credential program and prior or concurrent enrollment in EHD 155A or EHD 155B. Educational issues, methodologies, and materials to improve students' listening, speaking, reading and writing in content areas at the secondary level (7-12). Special emphasis on skills necessary to deliver comprehensive instruction to English learners. (Formerly LEE 180T)

Units: 5
Course Typically Offered: Fall, Spring, Summer

LEE 156. Content Area Literacy and Communication in Secondary Classrooms

Research-based literacy strategies; vocabulary development; academic language; reading comprehension; writing using discipline-specific formats. Teaching content-based reading and writing skills to a full range of students.

Units: 3

LEE 157. Teaching English Learners in Secondary Classrooms

Prerequisites: Admission to the Single Subject Credential Program and concurrent enrollment in EHD 155A or EHD 155B. Educational issues, methodologies, and materials to improve students' listening, speaking, reading, and writing in content areas at the secondary level (7-12). Special emphasis on skills necessary to deliver comprehensive instruction to English learners.

Units: 3

LEE 158. Literacy Foundation TK-8

Teacher candidates will define literacy and investigate influential factors in becoming literate in multiple subject areas. Using Universal Design for Learning guiding principles, candidates will design and implement integrated, thematic literacy instruction and engage in cycles of reflective practice. (Formerly LEE 180T)

Units: 3
Course Typically Offered: Fall, Spring

LEE 159. Culturally and Linguistically Sustaining Pedagogy in the TK-8 Context

This course will address: 1) the impact of language and culture on teaching and learning in the elementary school, 2) language acquisition theory, socio-cultural context in teaching and instructional strategies for Emergent Bilinguals in the classroom, and 3) strategies to promote student success. (Formerly LEE 180T)

Units: 3
Course Typically Offered: Fall, Spring

LEE 160. Inquiry and Puzzles of Practice A

Prerequisite: Admission to the multiple subject credential program. This course will focus on action research, situate it within an equity-based paradigm, and focus on development of inquiry as stance. Students will explore problems of practice through engagement in cycles of inquiry from their fieldwork. In order to develop the stance necessary for reflective teaching, students need time to explore their own field-based problems of practice with an eye on critical, data-driven problem solving. (Formerly LEE 180T)

Units: 3
Course Typically Offered: Fall, Spring

LEE 166. Disciplinary Literacies and Integrated Curriculum

Teacher candidates will examine how reading, writing, talking, listening and viewing are tools for learning content across the disciplines. A disciplinary literacy framework will guide an inquiry-based approach to curriculum planning, curriculum implementation, and assessment principles. (Formerly LEE 180T.)

Units: 3
Course Typically Offered: Fall, Spring

LEE 167. Inquiry and Puzzles of Practice B

Prerequisite: LEE 160. This course will focus on action research, situate it within an equity-based paradigm, and focus on development of inquiry as stance. Students will explore problems of practice through engagement in cycles of inquiry from their fieldwork. In order to develop the stance necessary for reflective teaching, students need time to explore their own field-based problems of practice with an eye on critical, data-driven problem solving. (Formerly 180T)

Units: 3
Course Typically Offered: Fall, Spring

LEE 169S. Inquiry and Puzzles of Practice C

Prerequisite: LEE 167. This course will focus on formal engagements with inquiry and the development of teacher-as-researcher identity. In order to develop the stance necessary for reflective teaching, students will explore puzzles of practice through engagement in cycles of inquiry while conducting a service-learning project at their school site.

Units: 3

LEE 170. Social-Emotional Learning: Anti-Bullying and Classroom Intervention

This is an active learning course for teachers, counselors, psychologists, social workers and other school personnel interested in creating psychologically and physically safe learning environments through anti-bullying prevention and intervention activities and by establishing conflict resolution programs.

Units: 3

LEE 171. Trends and Issues in Early Childhood Education

A comprehensive study of the field of early childhood education, including principles of early childhood education, parent relations, use of community resources, and organization of programs in early childhood education.

Units: 3
Course Typically Offered: Fall, Spring

LEE 172. Cultural & Language Context of the Classroom

Prerequisite: Admission to the Multiple Subject Credential Program. CI 171 or concurrent enrollment. Students not concurrently enrolled in EHD 174 need to make special arrangements with instructor. The impact of culture on teaching and learning in the elementary school. Language acquisition theory and instructional strategies for English Learners. Promoting student success, including achievement of state-adopted content and language-development standards.

Units: 3
Course Typically Offered: Fall, Spring, Summer

LEE 172ECES. Cultural Contexts of Teaching and Learning

Prerequisites: Admission to Multiple Subject Credential, Early Childhood Education Program; completion or concurrent enrollment in CI 171ECE. Culture is interpreted broadly including: student family, ethnicity, language, the culture of the profession, and classroom culture.

Units: 3
Course Typically Offered: Fall, Spring

LEE 173. Teaching Reading and Social Studies in Grades 4-8

Prerequisite: Admission to the Multiple Subject Credential Program. CI 171, LEE 172 (or concurrent enrollment). Concurrent enrollment in EHD 174. Teaching state-adopted English-Language Arts (4-8) and history-social science (K-8) content standards using research-based methods. Use of a variety of assessments to determine students' progress. Organizing, managing, and planning instruction for reading and social studies. Developmentally appropriate practices to make content accessible to all students

Units: 3
Course Typically Offered: Fall, Spring, Summer

LEE 173ECE. Teaching Literacy and English Language Development in Grades 4-8

Prerequisites: Admission to Multiple Subject Credential, Early Childhood Education Program; concurrent enrollment in EHD 174ECE; completion or concurrent enrollment in CI 171ECE and LEE 172ECE. Teaching reading, writing, language arts, and English language development in grades 4-8, and making content area reading (e.g. in history/social studies) accessible.

Units: 3
Course Typically Offered: Fall, Spring, Summer

LEE 177. Teaching Reading and the Arts in K-3

Prerequisite: CI 171, LEE 172, LEE 173, EHD 174, CI 175, CI 176 (or concurrent enrollment). Concurrent enrollment in EHD 178. Assessment and instructional approaches for the balanced teaching of reading/language arts in the primary grades: using developmentally appropriate practices, studying state standards for literacy development and component strands for visual and performing arts, and selecting techniques for culturally/linguistically diverse learners

Units: 3
Course Typically Offered: Fall, Spring

LEE 177ECE. Language and Literacy Development and Instruction

Prerequisites: Completion of Phase I Multiple Subject Credential, Early Childhood Education Program (CI 171ECE, LEE 172ECE, LEE 173ECE, EHD 174ECE, CI 176); concurrent enrollment in EHD 178ECE. Early literacy instruction from birth, including a comprehensive literacy program for pre K through grade 3, first and second language acquisition, family literacy, and early intervention.

Units: 3
Course Typically Offered: Fall, Spring

LEE 180T. Topics in Literacy and Early Education

Issues and topics in reading, bilingual/cross-cultural education, reading, and language development.

Units: 1-3, Repeatable up to 9 units

LEE 180T. Reading Instruction Competency Assessment Preparation

This course is designed to help prepare teacher credential candidates who need to take the Reading Instruction Competency Assessment (RICA). Its primary purpose is to help candidates understand the test and its objectives through the application and analysis of the written and video portions of the exam. Candidates will have the opportunity to examine, practice, and critique a variety of test prep material and resources. This topic may not be repeated for credit. (Offered Fall 2022 and Spring 2023)

Units: 3

LEE 180T. Literacies, Languages, and Literature

This course explores the teaching of Literacies, Languages and Literature. While examining theories, research, and practices of literacies, this course will provide an introduction to literacy assessment and instructional approaches to reading, writing, speaking, and listening. Through guiding principles of Culturally Sustaining Pedagogy (CSP) and Universal Design for Learning (UDL), students will develop knowledge of children's literature and explore ways to integrate children's literature into elementary curricula. This topic may not be repeated for credit. (Offered Spring 2023)

Units: 3

LEE 180T. Reading Institute for Academic Preparation II

This course is designed for the seconfary and post-secondar teacher, and it will present educational reserach regarding literacy in the content areas, writing, vocabulary development, and reading comprehension at higher levels.

Units: 1, Repeatable up to 9 units

LEE 180T. Literature & Music: Singing the Classics

Through the use of literature (The 3 Bears, The Little Red Hen, Chicken Little, etc.) and music, learn how to incorporate activities and ideas that encourage and excite primary children to read and write. Take home a free CD and abundant handouts ready to use on Monday. A make it/ take it session will allow participants to copy clients and develop materials. Participants need to bring 2 art samples and a work caddy (glue, scissors, marking pens, etc.) for Friday's session.

Units: 1, Repeatable up to 9 units

LEE 180T. From Phonics to Reading

This workshop wil provide a combination of lecture-discussion and make-it-take-it activities that enable teachers to help their students become better readers. Know the 6 components that make a Balanced Reading Program and what it takes to teach children to "want" to read. Teachers need to bring two art samples and a work caddy with marking pens, scissors, glue, etc. on Friday. Handouts available. Abudant charts for copying available. Seasonal ideas to be shared.

Units: 1, Repeatable up to 9 units

LEE 180T. Certificate Award in Translating/Interpreting in School Environment

With the significant growth of the Spanish-speaking population in the Central Valley, the demand for professionals and paraprofessionals who can help meet the needs of Spanish-speaking students and parents is increasing. Quality interpretation and translating are essential. This program is designed for practicing interpreters/translators and those desiring to enter the field. To participate in the program, one must be bilingual in Spanish and English and have at least a high school educaiton or its equivalent.

Units: 3, Repeatable up to 9 units

LEE 180W. Literacy for Social Justice and Equity

Prerequisites: Completion of at least 56 units; Completion of the lower-division writing requirement. Enrollment limited to Liberal Studies majors. This course explores literacy for social justice and equity in schools, communities, and societies. Students will engage in reading, discussion, and the writing process. Meets the upper-division writing skills requirement for graduation.

Units: 3
Course Typically Offered: Spring

LEE 190. Independent Study

See Academic Placement -- Independent Study. Approved for RP grading.

Units: 1-3, Repeatable up to 6 units
Course Typically Offered: Fall, Spring

LEE 213. Teaching the Language Arts K-12

Seminar on integrated language arts, reading-writing connections, and using language arts in literature-based reading programs and theme cycles.

Units: 3

LEE 214. Literature for Children and Adolescents

Prerequisite: admission to program or permission of instructor. Survey of genre, authors, and illustrators; critical interpretation and classroom application of books; the impact of social and cultural patterns in literature.

Units: 3

LEE 215. Language Issues in Reading

Prerequisite: admission to program or permission of instructor. Seminar exploring issues related to language acquisition and literacy development with special emphasis on culturally and linguistically diverse learners.

Units: 3

LEE 216. Strategic Writing K-12

This course focuses on strategies for effective writing for students in grades K - 12. Topics include planning writing experiences based on audience, purpose, and form, writing across the curriculum and scaffolding students through processes of prewriting, drafting, revising, editing, and publishing.

Units: 3

LEE 221. Early Childhood Curriculum for Children with Special Needs

Modification in mainstreamed or special settings to adapt early education curriculum for young children with special needs. Study of theoretical models, research, teaching techniques, criteria for selection of appropriate materials and provisions for adapting physical classroom environments.

Units: 3

LEE 224. Assessment and Development of Reading Abilities

Analysis of reading performance utilizing portfolio and performance based assessments and diagnostic instruments. Consideration of methods and materials for instruction.

Units: 3

LEE 230. Supervised Teaching in Reading/Language Arts

The first of two supervised field work courses required for the Reading Specialist Credential. Provides supervised practice in research-based methodologies and intervention approaches for beginning readers, English learners and students with reading difficulties. A combination of practica and seminars required. (CSU liability insurance fee, $8)

Units: 3

LEE 232. Literacy in Early Childhood Education

Prerequisite: admission to program or permission of instructor. Examines development of oral and written language in young children. Explores theories, curricula, and strategies for teaching literacy.

Units: 3

LEE 233. Curriculum and Assessment in Early Childhood Education

Prerequisites: admission to program or permission of instructor. Design of appropriate curriculum and assessment for young children. Includes standards, planning, project approach, integration of play, and materials. Use of observation, rubrics, and portfolios to document development and learning. Organizing environments in early childhood settings, infants through grade three. (2 lecture, 2 lab hours)

Units: 3

LEE 234. Clinical Experiences in Reading Assessment and Instruction

Prerequisite: LEE 224. Clinical experiences in the supervised application of principles learned in LEE 224. Emphasis on individual and small group evaluation and instructional procedures. (2 lecture, 2 lab hours) (Instructional materials fee, $10)

Units: 3

LEE 235. Concept Development in Early Childhood Education

Prerequisite: admission to program or permission of instructor. Study of how young children develop concepts. Analysis of existing curriculum and design of relevant curriculum. (2 lecture, 2 lab hours)

Units: 3

LEE 241. Fieldwork in Early Childhood Education

Prerequisite: admission to program or permission of instructor. Supervised experiences in work with young children and their families. (CSU liability insurance fee, $8)

Units: 3

LEE 244. Research for Reading Professionals

Prerequisites: LEE 213, LEE 215, LEE 278, and permission of instructor. Study of past and current research in reading related to instructional issues; planning and analysis of curricula in light of current re search; application of research skills.

Units: 3

LEE 250. Leadership in Early Childhood Education

Leadership in creating, improving and expanding ECE programs, resources and services in schools and community settings. Includes leadership roles, planning for positive educational change, partnerships and networking to at the local, state, national, and international levels.

Units: 3

LEE 254. Supervised Field Experiences in Reading

Prerequisite: LEE 224, LEE 244, and permission of instructor. Intensive varied supervised field experiences in settings with reading specialists, consultants, or staff development personnel involving diagnosis and treatment of reading difficulties; development or refinement of reading programs; evaluation of reading instruction; application of interpersonal communications and group process skills. (CSU liability insurance fee, $8)

Units: 3

LEE 256. Content Area Literacy and Communication in Secondary Classrooms

This is a graduate-level Language and Literacy Education seminar for secondary educators representing a range of content areas. Designed as a collaborative inquiry, this course hinges on teachers posing problems to support adolescent literacy.

Units: 3
Course Typically Offered: Spring

LEE 271. Diversity and Inclusion in Early Childhood Education

Understanding and responding to cultural, ethnic and linguistic diversity and the ways they affect personality, language, cognitive development and socialization. Creating inclusive learning environments and curriculum in early childhood education. (2 lecture, 2 lab)

Units: 3

LEE 278. Literacy Processes and Practices

Prerequisite: LEE 154 for Multiple Subject Credential holders; LEE 156 for Single Subject Credential holders; or permission of instructor. Understanding literacy processes through the investigation of current theories, issues, and practices.

Units: 3

LEE 280T. Advanced Topics in Literacy and Early Education

Prerequisite: permission of instructor. Advanced, in-depth analysis of issues and problems related to literacy, bilingualism, and early childhood education. Emphasis placed on advanced research.

Units: 1-3

LEE 281. Critical Pedagogy for Diverse Learners

This course examines crucial pedagogy to the educational practices of teaching linguistically and culturally diverse students. It will reflect on critical pedagogy in terms of collaborating and transforming relationships between teachers, students and schools in a multilingual and multicultural society.

Units: 3

LEE 282. Research Topics in Second Language Acquisition

This course examines the qualitative and quantitative research in second language acquisition. Students will critique published research and investigate topic development, the various methods of collecting and analyzing qualitative data in multilingual and multicultural education.

Units: 3

LEE 283. Cultural Competency for Educators

Designed to focus on curriculum development for linguistically and culturally diverse students, identification of teaching strategies for the multilingual classroom, theories of teaching the culturally diverse students, and overview of methods of bilingual, English language development, and content area instruction.

Units: 3

LEE 284. Collaborative Leadership for Educational Diversity

Designed to view issues from multiple perspectives within the context of linguistically and culturally diverse populations in K-18 settings. Focus on analysis of leadership roles in public, school, and agency settings examining research of diverse communities regionally, nationally, and internationally.

Units: 3

LEE 290. Independent Study

See Academic Placement -- Independent Study. Approved for RP grading.

Units: 1-3, Repeatable up to 6 units

LEE 298A. Project Literacy

Prerequisite: advancement to candidacy for the master's degree; B average on 24 units of the master's program including ERE 220. See Criteria for Thesis and Project. A project consists of a significant undertaking appropriate to education. An approved proposal is required for enrollment. Approved for RP grading.

Units: 3

LEE 298B. Project: Early Childhood Education

Units: 1-3

LEE 298C. Project Continuation

Pre-requisite: Project LEE 298. For continuous enrollment while completing the project. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

LEE 298D. Project - Multilingual & Multicultural Education

Prerequisite: advancement to candidacy for the Master's degree; B average on 24 units of the Master's program including ERE 220. A project consists of a significant undertaking appropriate to education. An approved proposal is required for enrollment. Approved for RP grading.

Units: 1-3

LEE 299. Thesis

Prerequisite: advancement to candidacy for the master's degree; B average on 24 units of the master's program including ERE 220 and completion of an acceptable thesis proposal. Preparation, completion, and submission of an acceptable thesis proposal. See criteria for Thesis and Project. Preparation, completion, and submission of an acceptable thesis for the master's degree. Approved for RP grading.

Units: 1-3

LEE 299C. Thesis Cont

Prerequisite: LEE 299. For continuous enrollment while completing the thesis. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

LEE 380T. Nonfiction Matters

Units: 1

SPED 111. General Education and Special Education Clinical Experience

Prerequisite: Admission to the Education Specialist or Dual Multiple Subject + Education Specialist Program. Concurrent enrollment or previous completion of SPED 120, CI 100 or CI 149 and SPED 145 required. SPED 111 is the first of three supervised clinical experiences [21 hours per week] preparing Teacher Candidates pursuing the Education Specialist Credential or Multiple Subject and Education Specialist Credential to teach in culturally and linguistically diverse general education classrooms.

Units: 3
Course Typically Offered: Fall, Spring

SPED 120. Introduction to Special Education

Prerequisites: EHD 50. Introduction to identification, characteristics, theories, curriculum, and instruction for students with mild to severe disabilities, legislative guidelines, nondiscriminatory assessment, parental involvement, and foundation in special education. Includes 15 hours of observation/participation.

Units: 3
Course Typically Offered: Fall, Spring

SPED 121. Teaching Students with Special Needs in the Secondary General Education Setting

Prerequisites: Concurrent enrollment in EHD 155A. This course provides basic knowledge, skills and strategies for teaching special populations including students with disabilities, students on behavior plans, and gifted and talented students in the secondary general education settings. (Formerly EHD 180T)

Units: 2
Course Typically Offered: Fall, Spring

SPED 125. Positive Behavioral and Social Supports

Addresses effective behavior and social supports, emphasizing philosophical approach, prevention, intervention, and corrective strategies for teaching new behaviors. Completion of implementation with special education students required.

Units: 3
Course Typically Offered: Fall, Spring

SPED 126. Applied Behavior Analysis

Prerequisite: completion of semesters 1 and 2 coursework. Designed to introduce the philosophy and research of applied behavior analysis in delivering systemic instruction to students with disabilities. Course focuses on behavior management and academic content area instruction by using the principles of behavior analysis.

Units: 3

SPED 130. Assessing Students with Special Needs

Prerequisites: EHD 50, CI 100 and SPED 120. This course is designed to provide teacher candidates with knowledge and skills of formal and informal assessment that addresses special education students' strengths and needs, cultural, ethnic and language characteristics; as well as the environments used by the students and their families.

Units: 3
Course Typically Offered: Fall, Spring

SPED 135. Assessment and Instruction in the Special Education Academic Curriculum

Addresses non-biased assessment for placement, curriculum development, instruction, and implementation across placement options. Completion of assessment and instruction of special education students in field sited required. (2 seminar, 2 lab hours)

Units: 3
Course Typically Offered: Fall, Spring

SPED 136. Assessment, Curriculum Design and Instruction for Students with Mild/Moderate Disabilities

Prerequisites: Completion of semester 1. Concurrent enrollment in SPED 171. Provides a knowledge base of strategies and interventions for students who are not responding to the current instructional environment with a focus on evidence-base curricula and instructional methods that are effective with students with mild/moderate disabilities.

Units: 3
Course Typically Offered: Fall, Spring

SPED 137. Curriculum and Instruction for Students with Mild/Moderate and Extensive Learning Needs

Prerequisite: Admission to the Education Specialist Credential Program and completion of SPED 145. This course prepares candidates to design and deliver effective instruction and assessment for students with mild/moderate and extensive support needs using a knowledge base of strategies and interventions for students who are not responding to the current instructional environment, a focus on response to instruction, universal design for learning and evidence-based curricula. (3 seminar, 2 lab hours)

Units: 4
Course Typically Offered: Fall, Spring

SPED 145. Special Education, Law and Ethics

Prerequisites: EHD 50, CI 100 and SPED 120. In this course, students will analyze federal, state, and local statutes, policies and case law which affect the funding and direction of special education programs particularly as related to the development and implementation of Individualized Education Programs (IEPs) for students with disabilities.

Units: 3
Course Typically Offered: Fall, Spring

SPED 146. Assessment and Instruction for Students with Moderate/Severe Disabilities

Prerequisites: Completion of semester 1 coursework. Concurrent enrollment in SPED 172. This course reviews the ecological assessment process, student, family-centered, and culturally responsive assessment, and curriculum-based assessment. It addresses provision of both academic and activity-based systematic instruction and systems for monitoring student progress data.

Units: 3
Course Typically Offered: Fall

SPED 155. The Professional in Special Education

Prerequisites: admission to special education program or permission of instructor. Focuses on advanced application of models for collaboration, application of foundations, and theory in special education; advanced professional, legal, and ethical standards; and advocacy and self-advocacy.

Units: 3
Course Typically Offered: Fall, Spring

SPED 156. Effective Communication and Collaborative Partnerships

Prerequisites: Concurrent enrollment in SPED 137 and SPED 175 (MM), or SPED 147 and SPED 176 (MS); and SPED 177. This course will examine the educational, psychological, and political issues that arise when developing collaborative relationships with families, interdisciplinary team members, general educators, agency professionals, and students themselves.

Units: 3

SPED 158. Differentiated Instruction in Inclusive Secondary Settings

For the purpose of establishing an inclusive community of teachers and learners, teacher candidates will appreciate their responsibilities related to IDEA/ADA, and design instruction and learning environments that provide differentiation and choice to meet the needs of all learners, with focus on special populations.

Units: 3

SPED 160F. Fieldwork in Special Education

Prerequisite: Admission to special education internship program. Supervised observation and support of teacher interns in the areas of behavior. IEP's, instruction, assessment, and collaboration. (CSU liability insurance fee, $8)

Units: 1-3, Repeatable up to 12 units
Course Typically Offered: Fall, Spring

SPED 171. Initial Practicum in Mild/Moderate Disabilities

Prerequisites: Successful completion of all coursework in semester 1. Concurrent enrollment in SPED 136. This course is the third of four required supervised field experiences in the program. Teacher candidates will take part in a 16 hour/week, full semester experience in K-12 classroom, RSP or SDC, serving students identified with Mild/Moderate disabilities.

Units: 3
Course Typically Offered: Fall, Spring

SPED 172. Initial Practicum in Moderate/Severe Disabilities

This course is the third of four required supervised field experiences in the program. Teacher candidates will take part in a 16 hour/week, full semester experience in K-12 classroom or SDC, serving students identified with Mild/Moderate disabilities.

Units: 3
Course Typically Offered: Fall

SPED 173. Initial Practicum in Mild/Moderate and Extensive Support Needs

Prerequisite: Admission to the combined Education Specialist Mild/Moderate Support Needs and Extensive Support Needs Credentials Program. Previous completion of SPED 111 or Program Coordinator permission. SPED 173 is the second supervised clinical experience in the combined Mild/Moderate Support Needs and Extensive Support Needs Credentials Program (21 hours clinical + 1 hour seminar). Teacher Candidates engage in experiences in the assigned clinical placement.

Units: 4
Course Typically Offered: Fall, Spring

SPED 175. Final Practicum in Mild/Moderate Disabilities

Prerequisites: Successful completion of all coursework in semesters 1, and 2. Taken concurrently with SPED 146 and EHD 170A. This course is the final of four required supervised field experience in a K-12 classroom, RSP or SDC, serving students identified with Mild/Moderate disabilities. (CSU liability insurance fee, $8)

Units: 6

SPED 176. Final Practicum in Moderate/Severe Disabilities

Prerequisites: Successful completion of all coursework in Semesters 1 and 2. SPED 176 is taken concurrently with SPED 247 and EHD 170A. Final Practicum in Moderate/Severe Disabilities is the final of four required supervised field experiences in the program. Teacher candidates will take part in full semester experience in a K-12 classroom or SDC, serving students identified with Moderate/Severe disabilities. (CSU liability insurance fee, $8)

Units: 6
Course Typically Offered: Fall, Spring

SPED 177. Practicum Seminar in Mild/Moderate and Moderate/Severe Disabilities

Prerequisites: Completion of semesters 1, 2, and 3 coursework; concurrent enrollment in SPED 175, SPED 176. This course seminar is designed to help candidates become reflective practitioners through structured activities to encourage examination of classroom practices and behaviors, goals, outcomes, beliefs, and values. The course will provide a forum for collaborative, critical inquiry based on their student teaching experience.

Units: 2

SPED 178. Final Practicum in Mild/Moderate and Extensive Support Needs

Prerequisite: Admission to the combined Education Specialist Mild/Moderate Support Needs and Extensive Support Needs Credentials Program. Concurrent or previous completion of final phase courses or Program Coordinator permission; clearance from Office of Clinical Practice required prior to enrollment. SPED 178 is the final supervised clinical experience in the combined Mild/Moderate Support Needs and Extensive Support Needs Credentials Program.

Units: 6

SPED 179. Differentiated Instruction and Classroom Management

Prerequisites: CI 175, CI 176, EHD 178. If not concurrently enrolled in EHD 170, must make arrangements with the instructor. Through collaboration with others, for the purpose of establishing an inclusive community of learners, teacher candidates will adapt instruction and manage the learning environment to meet the needs of all learners, with focus on students with special needs.

Units: 3
Course Typically Offered: Fall, Spring

SPED 180T. Topics in Special Education

Prerequisites: Permission of instructor. Topics may include special education legislation, parenting, transitional programming, parents as teachers, adolescents and adults with disabilities, current research, child abuse, gifted and talented.

Units: 1-3, Repeatable up to 12 units

SPED 190. Independent Study

See Academic Placement -- Independent Study. Approved for RP grading.

Units: 1-3, Repeatable up to 6 units
Course Typically Offered: Fall, Spring

SPED 205. Nature and Needs of Individuals with Serious Emotional Disturbance/Behavior Disorders

Addresses the characteristics and needs of the child with emotional behavioral disorders, and service delivery systems and agencies which exist to meet those needs. (2 seminar, 2 lab hours)

Units: 3

SPED 209A. Application of Theory into Practice in Special Education Settings

Supervised field experience with special education students and their families with integration of applied research and theory into practice in special education. Development of induction plan will include the candidate, university supervisor, and employer school district representative/support provider. (Minimum of 45 hours per unit) (Formerly SPED 209) (CSU liability insurance fee, $8)

Units: 3

SPED 209B. Application of Theory into Practice in Special Education Settings

Coordination of ongoing support for professional self-assessment, goal-setting, and other induction plan components of SPED 209A. Support is provided by collaboration between university and school district/agency personnel. (Minimum of 45 hours per unit) (Formerly SPED 209) (CSU liability insurance fee, $8)

Units: 3

SPED 217. Advanced Instruction of Individuals with Serious Emotional Disturbance/Behavior Disorders

Serious Emotional Disturbance/Behavior Disorders (3) Designed to provide information relevant for planning, organizing, and managing instructional programs for students with emotional and behavioral disorders in a variety of settings. (2 seminar, 2 lab hours)

Units: 3

SPED 219. Effective Communication and Collaborative Partnerships

Prerequisite: concurrent enrollment in SPED 246 and 175 (MM), or SPED 247 and 176 (MS). Examines educational, psychological, and political issues that arise when developing collaborative relationships with families, general educators, and other professionals. Primary focus is on the development of materials, strategies, and skills to work with families, including the culturally and linguistically diverse.

Units: 3, Repeatable up to 6 units

SPED 233. Seminar in the Special Educator as Researcher

Examines the special educator as researcher from several perspectives through reading and analysis of contemporary and emerging research in special education; attending colloquia with special educators who are conducting research; and developing and beginning implemention of pilot research adn project designs.

Units: 3

SPED 235. Seminar in program Development and Induction: Mild/Moderate and Moderate/Severe Disabilities

Development and remediation of social skills and affective abilities. Model programs for normal children adn prescriptive interventions foar those with social and personal behavior disorders. (2 seminar, 2 lab hours) ( Formerly SPED 213)

Units: 3

SPED 236. Seminar in Advanced and Applied Pedagogy: Mild/Moderate and Moderate/Severe Disabilities

Research and practice in assessment and instruction of communication and social interaction curriculum; advanced behavioral, emotional, and environmental supports for students with moderate to severe disabilities. Includes analysis of behavior, communication systems, adapted technology, and team participation with other specialists.

Units: 3

SPED 238. Clinical Field Experience in Serious Emotional Disturbance/Behavior Disorders

Designed to provide clinical experience in diagnosis and evaluation of the serious emotionally and behaviorally disordered, prescriptive program development, prescriptive instruction, and program management. Experience to include data gathering, program planning and execution, evaluation, consulting, and collaboration. (2 seminar, 2 lab hours)

Units: 3

SPED 243. Applications of Research Methods in Special Education

This course prepares Master's students to develop and apply skills and methods for educational research. Students learn principles and methods of educational research, to plan and conduct a research study, and to interpret, critique, and study published research.

Units: 3

SPED 246. Specialized Academic Instruction for Students with Mild/Moderate Disabilities

Completion of all required courses in semesters 1 & 2. Concurrent enrollment in SPED 175. This course prepares Education Specialist Credential candidates to design specialized academic instruction for students with a variety of mild to moderate disabilities.

Units: 3

SPED 247. Advanced Environmental Design and Instruction for Students with Moderate/Severe Disabilities

Completion of all required courses in semesters 1 & 2. Concurrent enrollment in SPED 176. This course prepares Education Specialist Credential candidates to assess and implement instructional strategies to develop individualized communication systems and related goals. This course also addresses development of peer relationships and other social supports and revisits understanding challenging behavior.

Units: 3

SPED 250. Foundation Knowledge and Practical Skills for Educating Diverse Learners on the Autism Spectrum

Definitions and characteristics of ASD will be introduced. Emphasis on incidence and prevalence trends, characteristics associated with language/communication, cognition/neurology, social skills and behavior will be addressed. Fieldwork is required to complete assignments.

Units: 3

SPED 251. Systematic Approach to Social Skills Programming for Individuals with ASD

Candidates will demonstrate how to think about research-based interventions addressing the need for social programming for children and adolescents with ASD. Fieldwork is required to complete assignments.

Units: 3

SPED 252. Designing Comprehensive Individualized Autism Planning Systems

Candidates will learn to design comprehensive intervention plans that are responsive to the strengths and needs of individuals of all ages with ASD. Supervised fieldwork is required to complete assignments.

Units: 3

SPED 258. Differentiated Instruction in Inclusive Secondary Settings

This is a graduate-level differentiated instruction in inclusive secondary settings educational seminar for secondary educators. Graduates in this course will utilize research to make informed pedagogical and behavioral decisions regarding students with special needs.

Units: 3
Course Typically Offered: Spring

SPED 279. Differentiated Instruction and Classroom Manag

Through collaboration and establishment of an inclusive community of learners, candidates will differentiate, manage the environment and utilize research to make informed pedagogical and behavioral decisions to meet the needs of all learners, with focus on students with special needs.

Units: 3

SPED 280T. Advanced Topics in Special Education

Prerequisites: postbaccalaureate standing and permission of instructor. Topics may include special education legislation, parenting, transitional programming, parents as teachers, adolescents and adults with disabilities, current research, child abuse, gifted and talented.

Units: 1-3, Repeatable up to 12 units

SPED 280T. Introduction to Research Methods

In this course students will gain a foundation of common research methodologies used in the field of special education. Students will explore qualitative, quantitative, and mixed methods approaches to answer research questions pertaining to special education. Students will gain the knowledge and skills needed to support them toward completing their Master's projects or theses. This topic may not be repeated for credit. (Offered Fall 2022 and Spring 2023)

Units: 3

SPED 280T. Issues and Trends in Special Education

The purpose of this course is to provide graduate students opportunities to explore and engage with issues and trends in the field of special education. Using their own school sites and lived experiences as lenses, students will engage with issues regarding inclusive practices, universal design, school discipline of students with disabilities, disproportionate representation, technology, and teacher attrition. Additionally, students will investigate emerging trends and issues in special education as they pertain to the Central Valley of California. This topic may not be repeated for credit. (Offered Fall 2022 and Spring 2023)

Units: 3

SPED 290. Independent Study

See Academic Placement -- Independent Study. Approved for RP grading.

Units: 1-3, Repeatable up to 6 units

SPED 298. Project

Prerequisites: advancement to candidacy for the master's degree; B average on 24 units of the master's program including ERE 220. A project consists of a significant undertaking appropriate to special education such as the development of courses of study, instructional manuals, teachers' guides. interventions programs, and computer software. An approved propsal is required for enrollment. Approved for RP grading.

Units: 4

SPED 298C. Project Continuation

Pre-requisite: Project SPED 298. For continuous enrollment while completing the project. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

SPED 299. Thesis

Prerequisites: advancement to candidacy for the master's degree; B average on 24 units of the master's program including ERE 220 and completion of an acceptable thesis proposal. Preparation, completion, and submission of an acceptable thesis proposal. Preparation, completion, and submission of an acceptable thesis for the master's degree. See Kremen School of Education and Human Development's graduate programs coordinator for school thesis guidelines. Approved for RP grading.

Units: 4

SPED 299C. Thesis Continuation

Prerequisite: SPED 299. For continuous enrollment while completing the thesis. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0