ProfessorsCasella, Certo, Franklin, Goetz, Goldberg, Hanson, Lamb, Lepire, Prinz, P., Schuler, Stump, Watanabe, Widerstrom
Associate ProfessorsHunt, Raggio, Rosen
Assistant ProfessorsBettger, Hsia, Karres, Lueck, Soto
B.A. in Communicative Disorders
M.S. in Communicative Disorders
Minor in Special Education
M.A. in Special Education
Clinical Rehabilitative Services Credentials
Education Specialist Credentials
Certificate in Early Childhood Special Education
Certificate in Educational Therapy
Certificate for Integrated Services
Certificate in Vocational Special Education
Ph.D. in Education: Concentration in Special Education
Ed.D. in Education: Concentration in Special Education
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.
The field of communicative disorders (speech pathology and audiology) is a distinct academic and professional discipline. A master of science qualifies graduates to work as speech-language pathologists or audiologists in hospitals, clinics, rehabilitation agencies, and other settings. Mastery of information in basic communication processes concerns normal development and use of speech, language, and hearing with emphasis in anatomic and physiologic bases; physical bases and processes involved in the production and perception of speech and in hearing; and linguistic, psycholinguistic, and sociolinguistic variables.
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 hard of hearing, evaluation of speech and language problems of the hard of hearing, 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.
Minor in Special Education. The purpose of this minor is to provide undergraduate students with an overview of the field of special education. An interdisciplinary program of required and elective courses ensures that students are exposed to a variety of courses pertaining to disability in our society. Competencies attained by students completing this minor would be of both a theoretical and practical nature and would stimulate student interest in occupations serving the disabled. Direct contact with the disabled would help the student to determine whether their interest seems to be a feasible choice for a future career. For further information and office hours of advisers, please contact the Department of Special Education.
Master of Arts in Special Education and Education Specialist Credentials. The curriculum for these programs meets state licensing requirements. Course work leading to education specialist credentials is offered in the following areas: Deaf and Hard of Hearing, Physical and Health Impairments, Mild/Moderate Disabilities, Moderate/Severe Disabilities, Visual Impairments, and Early Childhood Special Education with a supplemental certificate in early childhood special education for individuals who have completed other education specialist programs. The department also offers Clinical/Rehabilitative Services Credentials for Language, Speech, and Audiology, and for Orientation and Mobility. Refer to Summary of Credential Programs for online information. For more information regarding program and course requirements for credentials, prospective students may contact advisers in the appropriate area of special education.
Certificate in Early Childhood Special Education. This program offers an opportunity for students enrolled in professional programs or practicing professionals in education to pursue additional training in working with young children with special needs (from birth to five years) and their families. Further, the transdisciplinary approach to this training makes the program equally valuable for related professionals, such as physical and occupational therapists, speech therapists, nurses, psychologists, and social workers. Graduates of the program may hold jobs in a variety of public and private early childhood education settings which include schools, hospitals, and government agencies.
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 may 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 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 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.
Upon acceptance into the program, undergraduate students are assigned an adviser. All students must see their advisers before registration.
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.
Online course descriptions are available.
|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 658||Communication Development and Disorders||3|
|C D 659||Articulatory and Phonological Disorders||3|
|C D 660||Communicative Disorders||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|
Applicants must have completed 24 semester hours in communicative disorders, psychology, speech, and/or other related course work or experience prior to admission to the program.
Students desiring to enter graduate level programs in Special Education must complete a department application and apply to the university, if not already enrolled. The department application requests background information, transcripts, and three letters of reference. A minimum of a 2.5 GPA is required for credentials, and a 3.0 GPA is required for master's degrees. See specialization areas for unique admission criteria.
Selection will be based on the following:
Level One: graduate candidates must submit evidence that they have passed the GET (Graduate Essay Test). This examination is offered at the immediate start-up of each semester. New students are expected to take the examination their first semester. If the student fails, he/she may take the examination a second time or enroll in a remedial course, EDUC 614. If students elect not to take the course until they have attempted to pass the examination a second time, it is their choice. However, students who have failed the GET twice must enroll in the remedial course to fulfill the requirement. Completion of this course constitutes completion of the requirement. This course is not a substitute for the GET unless the student has failed the test at least once. Level Two: is measured by successful completion of the master's written comprehensive examination. Satisfactory completion automatically certifies that the second level writing requirement has been met.
Online course descriptions are available. When accepted into the program, students are assigned an adviser.
|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 Audiology|
|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:||6|
|CD 882||Internship in Communicative Disorders (6)|
|Plan B 1|
|SPED 898||Master's Thesis and|
|CD 882||Internship in Communicative Disorders|
|Plan C 1|
|SPED 895||Field Study and|
|CD 882||Internship in Communicative Disorders|
|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 graduate major adviser (suggested courses listed
|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|
|and Master's Comprehensive Written Examination (see department for limitations on repeat of failed examination or portions thereof)|
|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:
|KIN 536||Movement Activities for Special Groups|
|KIN 620-621||Advanced Practicum in Physical Education Activities 2 (2 each)|
|SPED 370||Introduction to Atypical Infants|
|SPED 682||Signing Exact English I|
|PSY 435||Behavior Problems of Children|
|Total for minor||17-18|
Graduate AdvisersAll tenured/tenure-track faculty serve as graduate advisers with a coordinator assigned to each program area as follows: C. Stump, Mild/Moderate Disabilities; L. Goetz, Moderate/Severe Disabilities; S. Rosen, Orientation and Mobility; G. Soto, Physical and Health Disabilities; B. Franklin, Deaf and Hard of Hearing; S. Lamb, Communicative Disorders; P.M. Prinz, Joint Doctoral Program; M. Hanson, Early Childhood Special Education; N. Certo, Vocational Special Education; and A. Lueck, Visual Impairments.
Students desiring to enter graduate level programs in Special Education must complete a department application and apply to the university, if not already enrolled. The department application requests background information, transcripts, and three letters of reference. A minimum of a 2.5 GPA is required for credentials, and a 3.0 GPA is required for master's degrees.
Upon acceptance into the program, students are assigned an adviser. All students must see their advisers before registration.
Level One: graduate candidates must submit evidence that they have passed the GET (Graduate Essay Test). This examination is offered at the immediate start-up of each semester. New students are expected to take the examination their first semester. If the student fails, he/she may take the examination a second time or enroll in a remedial course, EDUC 614. If students elect not to take the course until they have attempted to pass the examination a second time, it is their choice. However, students who have failed the GET twice must enroll in the remedial course to fulfill the requirement. Completion of this course constitutes completion of the requirement. This course is not a substitute for the GET unless the student has failed the test at least once. Level Two: is measured by successful completion of the master's written comprehensive examination or completion of a field study or a thesis. Satisfactory completion automatically certifies that the second level writing requirement has been met.
Online course descriptions are available. Upper division courses offered by the department may be considered upon approval of the graduate adviser.
|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: 3||3|
|SPED 895||Field Study or|
|SPED 898||Master's Thesis and|
|Oral Defense of Thesis|
|SPED 881||Advanced Research Seminar in Special Education and|
|Master's Comprehensive Written Examination|
|Two elective graduate seminars which will reflect critical analysis of literature and application of research skills (by advisement and approval of graduate major adviser) and|
|Master's Comprehensive Written Examination|
This certificate program is intended for practitioners in human services fields, such as nursing, psychology, physical and occupational therapy, social work, speech and language therapy, who do not possess a California Education Specialist Credential. See also the Credentials section for information on Specialist Instruction Credentials.
To be admitted students must meet the standards required for candidates for a master's degree program in Special Education. To apply students must hold a 2.5 minimum grade point average and submit three letters of recommendation, transcripts of all college or university level training, and a position statement documenting why they are pursuing this certificate. Further, students must have successfully completed SPED 701, Survey of People with Disabilities in Education, to enroll in the certificate courses.
Students must meet the English proficiency requirement by demonstrating competency on a written paper or examination.
|SPED 777||Atypical Infant Development||3|
|SPED 737||Infant Intervention or||3|
|SPED 738||Preschool Intervention|
|SPED 780||Assessment and Program Evaluation in Early Childhood Special Education||3|
|SPED 831||Internship in Early Childhood Special Education||3|
Before being considered for acceptance to this certificate program, the student must first be eligible in accordance with all university requirements as outlined in the Certificate Programs section of this Bulletin. This same section includes university program guidelines and procedures to be followed in filing for the award of the certificate when it is completed.
The specific requirements and procedures for acceptance to the certificate program in Educational Therapy are as follows.
The student is expected to satisfy the graduate level English proficiency requirement through evaluation of written assignments in MGMT 851.
Completion of the Program
|As evidenced in SFSU transcript or approved equivalencies verified by a transcript.|
|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|
|SPED 709||Advanced Differential Diagnosis||3|
|MGMT 851||Entrepreneurial Management||3|
|SPED 806||Seminar in Field Practices 4||3|
For admission to the certificate program in Integrated Services, the following prerequisites and requirements must be met.
|SPED 788||Public Policy and Legal Rights of People with Disability or||3|
|SPED 902||Public Policy in Special Education (on advisement only)|
|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]
|Total for certificate||19|
Those students pursuing a master's degree concurrently must meet this requirement by conforming to the regulations for the Level One Literacy Requirement, as described by their respective graduate degree department. Students who already possess a master's degree will meet the requirement through writing assignments in the seminar, EDUC/BSS 803.
Students not possessing a credential or master's degree must complete a credential or a master's degree program concurrently with the award of this certificate. As per university requirements, two-thirds of the program units must be completed in residence.
Federal funding which supported this program is terminated. The program may be reinstated if future funding becomes available. All students admitted to this certificate program have completed all program requirements as of June, 1998. NOTE: The department is not accepting new applicants to this program for the 1999-2000 academic year.
Federal funding which supported this program is terminated. Additionally, all education specialist credential programs which are now offered include the competencies of this certificate program. NOTE: The department is not accepting new applicants to this program for the 1999-2000 academic year.
The student must have a bachelor's degree and either possess or be enrolled in a program that grants a credential or master's degree. The general requirements for admission to the graduate school at SFSU will apply. Students must have a GPA which allows them to be admitted to the university as a graduate student. Three professional references are required and transcripts of previous course work must be submitted. A prerequisite to the certificate program is SPED 701, Survey of People with Disabilities.
Students must meet the English proficiency requirement by demonstrating competence through a written examination during the first semester of enrollment and the completion of a written paper.
|SPED 715||Utilizing Computers with Special Learners||3|
|SPED 761||Career Education for Students with Mild/Moderate Disabilities or||3|
|SPED 763||Method of Instruction in Secondary Programs with Severely Disabled Students|
|SPED 805||Internship: Vocational Education for Special Needs Students||3|
|SPED 850||Issues in Vocational Special Education||3|
The Joint Doctoral Program in Special Education is a program within the Colleges of Education of two campuses, San Francisco State University and the University of California, Berkeley. The program Executive Committee is composed of faculty members from both campuses. The committee is co-chaired by coordinators from each campus. Student performance and competencies are required to meet the scholarly requirements of the Graduate Divisions of both institutions.
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.
The program encourages individuals to apply who have a background and experience in special educationas well as those from related disciplines in the social, behavioral, and health scienceswho seek leadership and research training. In addition to the academic criteria for admission, consideration is given to successul experience working with children and/or adolescents with disabilities or in programs serving this population. Students without sufficient training in special education will be admitted and required to enroll in prerequisite foundation course work.
The major factors used in selection of candidates are: (1) undergraduate grade point average; (2) graduate grade point average; (3) verbal and quantitative scores on the Graduate Record Examination, taken within the last five years (the GRE must be taken no later than the October test date preceding the admission deadline for fellowship applicants and no later than the December test date for applicants not applying for fellowships); (4) letters of recommendation; (5) statement of purpose which should describe interests and research questions motivating the candidate to apply to the program; (6) writing sample (i.e., research paper, publication, etc.); (7) academic training and related professional experience in special education; and (8) personal interview.
Applications must be submitted to both campuses (SFSU and UCB). All supporting documents must be sent to each campus in order to have a complete file at both campuses. The deadline to submit applications is usually mid-December. Applications must be postmarked by the date which is established annually.
Applications are available from:
Department of Special Education, Joint Doctoral Program, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132; telephone: (415) 338-1161.
Student Academic Services Office, School of Education, 4307 Tolman Hall, #1670, University of California, Berkeley, CA 94720-1670; telephone: (510) 642-5345. UCB applications are available after August 1.
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. All students are required to complete the following core courses.
|SFSU Core Courses|
|SPED 902||Seminar in Public Policy|
|SPED 903||Research in Special Education: Program Design and Analysis|
|SPED 904||Small Sample and Observational Research Methods|
|SPED 907||Learning and Development: Influence on Disabilities|
|UCB Core Courses|
|EDUC 200A||Cognitive Development or|
|EDUC 205||Instruction and Development or|
|EDUC 291C||Cognition, Learning, and Instruction: Childhood and Adolescence or|
|An approved alternative|
|EDUC 293A||Data Analysis in Educational Research|
|EDUC 293L||Educational Data Analysis Laboratory|
In conjunction with the primary advisers, students will select a course of study which is congruent with their professional development goals and previous course work and experience. In addition, students are required to select three areas of specialization in consultation with the primary advisers. A minimum of three courses or nine units is required in each area of specialization, not including directed or independent study. At least one of the three areas of study must be completed at the opposite campus.
Students who are accepted into the program and who have minimal or no academic course work in special education will be required to enroll in prerequisite foundation courses. These courses are taken primarily at the SFSU campus.
Academic Specialization. Among the areas that can be pursued with respect to the field of disability are: human development; education policy studies; educational administration; vocational education; language and literature studies; mathematics, science, and technology; other areas selected by students in consultation with faculty advisers.
Special Education Specialization. Students may select from the following areas: early childhood special education; deaf/hard of hearing; mild/moderate disabilities; moderate/severe disabilities; physical and health impaired; visual impairment; orientation; orientation and mobility; vocational special education.
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.
The total number of units required for the doctoral program ranges from 45-53 units.
Prequalifying Review. The prequalifying review for the doctoral degree consists of the approval of three position papers and a dissertation prospectus.
Qualifying Examination. 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.
Atypical Developmental Psycholinguistics Emphasis. The joint doctoral emphasis in Atypical Developmental Psycholinguistics (ADP) relates the study of language behavior, its development and use by children and adolescents to atypical development and exceptionality, with particular emphasis on linguistic and cognitive differences and their social, psychological, and neurological correlates. The program emphasis covers the relationship between language and literacy and the study of language development across various modalities: spoken, signed, and written and includes information on American Sign Language (ASL) as well as alternative/augmentative communication. Students select between two specialization strands within this emphasis: Strand 1 involves research and course work on language acquisition as related to cognitive, linguistic, and/or motoric impairment and focuses on language and literacy development in specific atypical populations (i.e., autistic and severely emotionally disturbed, specific language impaired, language/learning disabled, severely/multiply handicapped). Strand 2 of the emphasis covers the study of deafness, especially as it relates to the psycholinguistic aspects of American Sign Language (ASL), literacy, and sign language acquisition with deaf children and adolescents. The social and cultural contexts of communicative interactions and their implications for language and literacy acquisition, assessment and intervention are a central focus of both interdisciplinary specialization strands.
|Core courses (see above)||20|
|Strands 1 and 2UCB Courses|
|Proseminar in Language Acquisition||3|
|Proseminar in Second Language Acquisition, Literacy, or Discourse Analysis||3|
|SPED 921||Seminar: Issues in Atypical Language Acquisition||3|
|Strand 1 Core Course|
|SPED 922||Research Design and Methodologies: Atypical Developmental Psycholinguistics||3|
|Strand 2 Prerequisite Courses|
|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|
|Strand 2 Core Course|
|SPED 923||Linguistic Basis of American Sign Language (ASL) and Sign Language Acquisition in Deaf Children||3|
1600 Holloway Avenue, San Francisco, CA 94132 (415) 338-1111
Last modified July 03, 2012 by firstname.lastname@example.org