College of Education
Dean: Jacob PereaDepartment of Special Education
415-338-1161
Chair: Jean van KeulenUndergraduate Adviser: Stanford Lamb--Communicative Disorders
Graduate Coordinator: Jean van Keulen
Faculty
Professors--Barrager, Casella, Certo, Franklin, Goetz, Goldberg, Hanson, Lamb, Lane, Lepire, Prinz, P., Schuler, WiderstromPrograms
B.A. in Communicative DisordersProgram Scope and Career Outlook
The programs in the Department of Special Education are designed for students who desire to enter the human services professions. These programs in special education include preparation for specialists who may work in schools or community agencies with children and adults with disabilities. Resources of education, psychology, counseling, and other human service related fields are utilized. Students enrolled in special education may work toward the following goals.
Competencies in speech pathology include: mastery of information pertaining to speech and language disorders with emphasis on various types of disorders of communication, their manifestations, classifications, and causes; mastery of evaluation skills, such as procedures, techniques, and instrumentation used to assess speech and language status of children and adults, and the bases of disorders of speech and language; mastery of management procedures used in habilitation and rehabilitation for children and adults with communication disorders.
Competencies in audiology include mastery of information concerned with auditory disorders, such as pathologies of the auditory system, assessment of auditory disorders and their effect upon communication; habilitative and rehabilitative procedures, such as selection and use of appropriate amplification for the hearing impaired, evaluation of speech and language problems of the hearing impaired, management procedures for speech and language habilitation and/or rehabilitation of the deaf/hard of hearing; conservation of hearing, such as environmental noise control, identification audiometry; instrumentation, such as electronics, calibration techniques, characteristics of amplifying systems.
Bachelor of Arts in Communicative Disorders. This program is considered a pre-professional degree and graduate preparation is required for employment as a speech-language pathologist or audiologist. The Clinical-Rehabilitative Services Credential (basic teaching credential not a prerequisite) qualifies students to work as language, speech, and hearing specialists or audiologists in the public schools. Additional preparation will qualify students to teach special classes of severe language impaired/aphasic pupils.
Completion of the appropriate academic/clinical graduate program meets requirements of pre-professional training set forth by the American Speech-Language-Hearing Association for the Certificate of Clinical Competence and by the California Board of Medical Quality Assurance for a license in speech pathology/audiology. The Communicative Disorders program is approved by the Educational Services Board of the American Speech-Language-Hearing Association in both Speech Pathology and Audiology.
Master of Science in Communicative Disorders. The academic and clinical program leading to the M.S. meets requirements of pre-professional training set forth by the American Speech-Language-Hearing Association for the Certificate of Clinical Competence and by the California Board of Medical Quality Assurance for a license in speech pathology/audiology. The Communicative Disorders program is approved by the Educational Services Board of the American Speech-Language-Hearing Association in both Speech Pathology and Audiology.
Master of Arts in Special Education and Education Specialist Credential. The curriculum for these programs meets state licensing requirements. Course work leading to the education specialist credential is offered in the following areas: Deaf and Hard of Hearing; Physical and Health Disabilities; Blind and Visually Impaired; Mild/Moderate Disabilities; Moderate/Severe Disabilities. The department also offers the Clinical/Rehabilitative Services Credential in both Language, Speech and Hearing Services, and Audiology, and in Orientation and Mobility. See Index for page reference for credential programs. For more information regarding program and course requirements for credentials, prospective students should contact advisers in the appropriate area of special education.
Certificate in Educational Therapy. This program is designed to prepare educators and related professionals to provide educational clinical services in a variety of private settings to include formal clinic programs and private clinical practices when diagnostic and remedial services are provided.
Graduate students pursuing course work leading to the Master of Arts in Special Education will be able to complete concurrently required course work for the certificate. In addition, students possessing M.A. or M.S. degrees can complete the certificate program providing that all prerequisites and requirements are met.
Certificate in Integrated Services. This program is a leadership program designed to prepare participants with specific skills through an interdisciplinary model. Students eligible for participation in the program may come from the fields of health, social work, education, psychology, and related areas. Program graduates provide collaborative services to children and youth with special needs and their families. In partnership with the California Department of Education, the program provides students with competencies to serve local school districts currently involved with schools restructuring and the process of service integration.
Certificate in Rehabilitation Teaching for the Blind. This program offers students opportunities to work with adult blind and visually impaired individuals in a variety of public and private agencies. Curricular components of the program include: techniques and methods of personal and home management; teaching communication skills; issues related to aging and blindness; adult development theories and strategies; utilization of technological devices specifically designed for the visually impaired; and case management techniques in working with persons who are newly blinded and their families.
Certificate in Serious Emotional Disturbance. The certificate and authorization program for special educators working with students with serious emotional disturbance (SED) will prepare personnel to serve this population. This program is designed to provide teachers with the necessary competencies to successfully teach SED students in a variety of settings in close collaboration with families, social workers, community agencies, and relevant others within an interdisciplinary framework. Students will be provided with field-based training, offered concurrently with academic course work, so that theoretical principles and constructs are illustrated through carefully prepared and supervised practicum experiences. Teachers will learn about normal social, affective, and cognitive development; cultural and linguistic differences; and social skill training. Trainees will learn to analyze and modify their own patterns of communication, language use, and non-verbal interaction when interacting with their students, enabling them to indirectly reduce the behavior excesses which have come to define the population of concern. In partnership with the California Department of Education, the program will provide students with competencies to serve local school districts.
Certificate in Vocational Special Education. This program provides educators with further training in how to develop vocational and career education programs for disabled students. Students working toward a teaching credential or master's degree may concurrently enroll in the certificate courses for additional specialized training. Also, students having completed a teaching credential or master's degree may enroll in the certificate program as an advanced graduate. The program provides classroom and hands-on training for educators who will teach students with a variety of disabilities. The methods and curriculum of the courses focus on career education, secondary vocational training, transition from youth to adulthood, and supported work.
Joint Doctorate in Education with Concentration in Special Education. Graduate study leading to the Joint Doctorate (Doctor of Education or Doctor of Philosophy) in Education with Concentration in Special Education is also offered. This program is offered jointly with the University of California, Berkeley. The program provides preparation for people interested in a leadership role in curriculum development, administration and supervision, teacher education, and research.
These courses constitute the specific requirements for a liberal arts major in communicative disorders leading to the baccalaureate degree at this university. This is not a terminal degree for professional employment. Students interested in this program only for the purpose of obtaining a credential should refer to the program of specialized preparation and consult an adviser in Communicative Disorders. The undergraduate sequence or a program equivalence is prerequisite to the Master of Science in Communicative Disorders.
Courses for this program are listed in alphabetical sequence (consult Index for page reference).
Units C D 650 Communication Disorders I 3 C D 651 Anatomy and Physiology of the Speech Mechanism 3 C D 652 Audiology 3 C D 653 Aural Rehabilitation 3 C D 654 Audiometry 3 C D 655 Dynamics of Communication Development 3 C D 656 Diagnosis of Communicative Disorders 3 C D 659 Articulatory and Phonological Disorders 3 C D 660 Communicative Disorders II 3 C D 661 Neurolinguistics 3 C D 663 Clinical Instrumentation in Communicative Disorders 3 C D 668 Clinical Observation 3 SPCH 410 American Phonetics 4 Total 40
Selection will be based on the following:
Courses for this discipline are listed in alphabetical sequence (consult Index for page reference). When accepted into the program, students are assigned an adviser.
Units ISED 797 Seminar in Educational Research 3 CD 880 Advanced Communication Therapy 2 One of the following areas of emphasis: 12
CD 701 Seminar in Language Disorders in Children CD 705 Seminar in Problems of Stuttering CD 708 Seminar in Neurogenic Disorders of Speech and Language CD 709 Seminar in Voice Disorders
CD 757 Speech Audiometry and Hearing Aids CD 702 Seminar: Advanced Audiology I CD 703 Seminar: Advanced Audiology II CD 704 Seminar: Advanced Audiology III
SPCH 661 Experimental Methods in Communication Research (4) SPCH 710 Seminar in Physiological and Perceptual Phonetics (4) Four units on advisement One of the following plans: 6Plan A
CD 882 Internship in Communicative Disorders (6)Plan B61
SPED 898 Master's Thesis and
CD 882 Internship in Communicative DisordersPlan C61
SPED 895 Field Study and CD 882 Internship in Communicative DisordersPlan D
Completion of V.A. Internship, CD 880, and Additional graduate units on advisement (6) Upper division or graduate courses in major or related fields with approval of grad- uate major adviser (suggested courses listed below) 7 CD 700 Human Auditory Systems CD 706 Counseling in Communicative Disorders CD 707 Therapeutic Techniques for Severe Language Disabilities CD 756 Advanced Diagnosis of Communicative Disabilities CD 883 Practicum in Hearing Diagnostics (2) CD 884 Advanced Diagnosis in Communicative Disorders (2) SPED 682 Signing Exact English I SPED 688 American Sign Language I SPED 782 Language Assessment for Deaf and Hard of Hearing Children SPED 783 Speech for Deaf and Hard of Hearing Children Minimum total 30and Master's Comprehensive Written Examination (see department for limitations on repeat of failed examination or portions thereof)
Units PSY 200 General Psychology 3 C D 300 Human Communicative Development and Disorders 3 PSY 431 Developmental Psychology 3 SPED 330 Introduction to Disability 3
To be selected from among the following, or other electives upon advisement: 5-6 KIN 536 Movement Activities for Special Groups KIN 620-621 Advanced Practicum in Physical Education Activities62 (2 each) SPED 370 Introduction to Atypical Infants SPED 682 Signing Exact English I PSY 435 Behavior Problems of Children Total for the minor 17-18
Upon acceptance into the program, students are assigned an adviser. All students must see their advisers before registration.
Courses for this discipline are listed in alphabetical sequence (consult Index for page reference). Upper division courses offered by the department may be considered upon approval of the graduate adviser.
Units ISED 797 Seminar in Educational Research 3 SPED 788 Public Policy and Legal Rights of People with Disability 3 One of the following selected on advisement 3 SPED 801 Diversity in Special Education: Family Systems, Resources, and Culture SPED 779 Family Systems and Services for Young Disabled Children Upper division or graduate courses in special education, as required by each graduate program 12 Related studies (selected upon approval of graduate major adviser in specialization emphasis) 6 One of the following options (by advisement and approval of major graduate adviser in specialization emphasis): 3-6 Option I:63 3 SPED 895 Field Study or SPED 898 Master's Thesis and Oral Defense of Thesis Option II: 3 SPED 881 Advanced Research Seminar in Special Education and Master's Comprehensive Written Examination Option III: 6 Two elective graduate seminars which will reflect critical analysis of litera- ture and application of research skills (by advisement and approval of gradu- ate major adviser) and Master's Comprehensive Written Examination Minimum total 30-33
Units SPED 777 Atypical Infant Development 3 SPED 737 Infant Intervention or SPED 738 Preschool Intervention 3 SPED 780 Assessment and Program Evaluation in Early Childhood Special Education 3 SPED 831 Internship in Early Childhood Special Education 3 Minimum total 12
SPED 715 Utilizing Computers with Special Learners or SPED 716 Technology in Special Education SPED 772 Methods 1: Assessment, Curriculum, and Instruction for Mild/Moderate Disabilities SPED 774 Behavior Management SPED 775 Methods 2: Assessment, Curriculum, and Instruction for Mild/Moderate Disabilities SPED 778 Methods 3: Assessment, Curriculum, and Instruction for Mild/Moderate Disabilities ISED 797 Seminar in Educational Research
Units SPED 709 Advanced Differential Diagnosis 3 MGMT 851 Entrepreneurial Management 3 SPED 806 Seminar in Field Practices64 3 Minimum total 9
Units SPED 788 Public Policy and Legal Rights of People with Disability or SPED 902 Public Policy in Special Education (on advisement only) 3 SPED 801 Diversity in Special Education: Family, Resources, and Culture 3 EDUC/BSS 803 Integrated and Collaborative Services for Children 3 SPED 821 Advanced Problems in Special Education (practicum modules) 3 SPED 831 Internship in Special Education 3 SPED 711 Student Support Seminar (2) [repeated second semester] 4 Total for certificate 19
Units SPED 601 Observation and Participation in Special Education 3 SPED 732 Adaptive Skills for People with Visual Impairment 3 SPED 733 Seminar: Rehabilitation Teaching for People with Visual Impairment 3 SPED 735 Computer Technology for Visual Impairment 3 SPED 749 Educational and Medical Implications of Visual Disability 3 SPED 750 Survey of Education of Students with Visual Impairment 2 SPED 752 Social and Psychological Implications of Visual Impairment 3 SPED 754 Communication Skills for Visually Impaired: Research and Methodology 3 SPED 755 Basic Orientation and Mobility for People with Visual Impairment 3 SPED 831 Internship in Special Education 6 ISED 606 Principles of Adult Education 4 Minimum total 36
Units SPED 601 Observation and Participation in Special Education 1 SPED 711 Student Support Seminar 2 SPED 781 Education of Students with Serious Emotional/ Behavior Disorders 3 SPED 824 Advanced Behavioral and Instructional Techniques 3 Total units 9
Units SPED 715 Utilizing Computers with Special Learners 3 SPED 761 Career Education for Students with Mild/ModerateDisabilities or SPED 763 Method of Instruction in Secondary Programs with Severely Disabled Students 3 SPED 805 Internship: Vocational Education for Special Needs Students 3 SPED 850 Issues in Vocational Special Education 3 Total units 12
Members of the faculty from SFSU are primarily from the Department of Special Education, which represents multiple areas relating to people with disabilities, and from Communicative Disorders. Faculty from departments such as Psychology, Sociology, Social Work, Ethnic Studies, and English are also available to work with doctoral students. The majority of the Berkeley faculty come from the Graduate School of Education and includes faculty from each of the major divisions (Social and Cultural Studies; Educational Administration; Educational Psychology; Language and Literacy; Mathematics, Science, and Technology). In addition, faculty from several associated fields such as psychology, linguistics, public health, optometry, anthropology, public policy, social welfare, and social and behavioral sciences also participate in the program.
Units SPED 902 Seminar in Public Policy 3 SPED 903 Research in Special Education: Program Design and Analysis 3 SPED 904 Small Sample and Observational Research Methods 3 SPED 907 Learning and Development: Influence on Disabilities 3 Total 12
Courses cover cognitive development and data analysis 8 Total 8
Units Core courses (see above) 20
Proseminar in Language Acquisition 3
Proseminar in Second Language Acquisition, Literacy, or Discourse Analysis 3
SPED 921 Seminar: Issues in Atypical Language Acquisition 3
SPED 922 Research Design and Methodologies: Atypical Developmental Psycholinguistics 3
The equivalent of: SPED 688 American Sign Language (ASL) I 3 SPED 689 American Sign Language (ASL) II 3 SPED 690 American Sign Language (ASL) III 3
SPED 923 Linguistic Basis of American Sign Language (ASL) and Sign Language Acquisition in Deaf Children 3
The major objective of the first year is to help the student achieve competence in developing and implementing a research project and to critically review and interpret professional literature. In addition to the general core courses, all students are required to select three areas of emphasis or specialization. A minimum of three courses (nine units) is required in each area of emphasis. At least one of the three areas of study must be completed on the opposite campus.
Beyond the basic courses, the program is individually designed to meet the student's interests and needs. The student works with faculty on both campuses in designing an acceptable program which meets the graduate requirements on both campuses.
Normative Time for Program. The normative time for completion of the doctoral degree is six years; however, most students average four to five years to completion. Two years of full-time residence is required. Enrollment alternates on a year-to-year basis between the two campuses each year. Payment of fees on one campus permits the student to take work and utilize the facilities of the other campus at no additional charge. Students may elect courses from any department or college on either campus.
Prequalifying Review. The prequalifying review for the doctoral degree consists of the approval of two to three position papers and a dissertation prospectus.
Qualifying Review. The Qualifying Examination is an oral examination of two to three hours duration. The oral examination committee is comprised of three members from each campus. One member from each university must be outside the College of Education. Members of the oral examination committee are selected by the student in consultation with the primary adviser. The chairperson of the committee may come from either campus. The passing of the oral examination is prerequisite to advancement to candidacy.
Advancement to Candidacy. Following successful completion of the Qualifying Examination, the student advances to candidacy and submits a dissertation proposal. Students should advance to candidacy by the end of the semester following the completion of the Qualifying Examination. The Dissertation Committee is comprised of at least three faculty members representing both campuses. One member must be outside the College of Education. The student selects the committee members and requests one individual to serve as chairperson. The approval of the dissertation proposal and completion of the dissertation results in the award of a doctoral degree.