Education Specialist Mild/Moderate - Preliminary Credential

Department

Department of Literacy, Early, Bilingual, and Special Education

Glenn DeVoogd, Chair
Education Building, Room 250
559.278.0250
www.fresnostate.edu/kremen/departments/lebse.html

Degrees and Programs Offered

CRED in Reading/Language Arts - Specialist Credential
CRED in Reading/Language Arts - Advanced Certificate
CRED in Early Childhood - Specialist Credential
CRED in Education Specialist Mild/Moderate - Clear Credential
CRED in Education Specialist Mild/Moderate - Internship Credential
CRED in Education Specialist Mild/Moderate - Preliminary Credential
CRED in Education Specialist Moderate/Severe - Clear Credential
CRED in Education Specialist Moderate/Severe - Internship Credential
CRED in Education Specialist Moderate/Severe - Preliminary Credential
CRED in Multiple Subject - Preliminary - Early Chilhood Emphasis, Credential
MA in Education - Reading/Language Arts Option, M.A.
MA in Education - Early Childhood Education Option, M.A.
MA in Special Education, M.A.
MA in Education - Multilingual & Multicultural Education Option, M.A.
MN in Urban Civic Education, Minor

The mission of the Department of Literacy, Early, Bilingual, and Special Education is to prepare knowledgeable and professionally competent teachers and curriculum leaders in the areas of early childhood education (K-3), bilingual/cross-cultural education (K-12), and reading/language arts (K-12) in both public and private educational settings.

Courses

Lit, Early, Biling & Specl Ed

LEE 80T. Academic Reading

This course focuses on academic reading skills needed for college success and lifelong learning. Specifically, it will address academic language, critical reading, information literacy through readings of a variety of text and genres.

Units: 3
GE Area: E1

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-dept 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 methods and materials used to teach content in bilingual classrooms. Designed for BCLAD candidates. Students will deliver lessons in the Spanish language in bilingual classrooms in local schools under university supervisor. (Formerly LEE 139)

Units: 3
Course Typically Offered: Fall

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 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 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. Early Learning for School Success

This course looks at experiences for young children ages birth to grade three the support academic success in school with a focus on early literacy, parent-child interaction and early learning environments.

Units: 3, Repeatable up to 9 units

LEE 180T. Transitional Kindergarten Learning Environments

The TK learning environment has a flexible design responsive to young children that may allow TK and Kindergarten programs to be combined. It includes a standards-based curriculum and uses scheduling, grouping, materials and indoor and outdoor activity centers to differentiate instruction according to ability, interest and developmental levels. Modifying the TK learning environment and adapting curriculum for children with language differences and special needs as well as work with paraprofessionals and parent volunteers are also examined.

Units: 3, Repeatable up to 9 units

LEE 180T. Social Emotional Learning for Classrooms

Wise educators infuse academic content learning with social-emotional lessons for life. The activities that meet social-emotional learning objectives, such as strateges for managing interpersonal conflict, can also be part of a Language Arts or Social Studies unit. In fact, learning activities designed for guided practice in life skills can also address subject matter content standards.This course, based on the nationally-recognized CRETE curriculum, will empower educators to integrate academic and social emotional learning for students in grades K-6 amd 7-12.

Units: 1, Repeatable up to 9 units

LEE 180T. Music in the Classroom

This course will help future teachers learn how to integrate music into classroom teaching in effective ways. Children really come alive and remember when they are taught to read and write with music. Music also helps students remember key concepts in science, social studies, and math. Finally, music provides another way of remembering information for students with special needs.

Units: 1, Repeatable up to 9 units

LEE 180T. Tutoring Native American Students

This course provides an in-depth experience in the instructional planning and delivery of literacy lessons to Native American students in kindergarten through grade five. Grounded on the cultural base of Native Americans including a global view of literacy, incorporating tutor studies of customs and beliefs of the Native American community. The general principles of literacy assessment and designing instruction will be directly applied to providing 20-22 hours of lessons to a struggling student using Native American materials, stories, and customs as a base. Participants must be able to commit to 2 hours of tutoring per week.

Units: 3, Repeatable up to 9 units

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. 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 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 aret 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 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 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 280T. Conflict Resolution Education (CRETE)

Conflict Resolution Education (CRETE, is an active learning course for teachers, counselors, psychologists, social workers and other pre and inservice school personnel. The graduate level is co-taught by professors and CRE school site leaders. CRETE helps school personnel constructively manage conflict, create positive learning environments, and develop youth conflict competenece and social skill. This graduate level class assumes that students have previous coursework and/or experience in schools, whether that experience is student teaching, intern experience or actual employment. Research-based prevention/intervention practice in guided role play is followed by immediate feedback.

Units: 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 ERA 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

Prerequisite: advancement to candidacy for the master's degree; B average on 24 units of the master's program including ERA 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: 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 ERA 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 ERA 220 and completion of an acceptable thesis proposal. See [-LINK-]. 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

Pre-requisite: Thesis LEE 298. 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 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, paren

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 145. Designing Effective Environments for Students with Moderate/Severe Disabilities

Prerequisites: EHD 50, CI 100 and SPED 120.. This course examines the characteristics of high-quality integrated and inclusive educational programs and key practices for effective instruction of diverse classroom, including students with significant/complex support needs. (2 seminar, 2 lab hours)

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

Prerequisites: Completion of all coursework in semester 1. Concurrent enrollment in SPED 146. 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 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 179. Differentiated Instruction and Classroom Management

Prerequisites: CI 175, CI 176, LEE 177, 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 280T. Current Issues in Special Education

Advanced study to explore current and emerging issues in the Field of Special education. Students will be expected to critically read literature and review information from a variety of media, consider multiple perspecitives regarding issues and needs in schools, and reflect upon their own practices as they relate to the issues discussed in class.

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 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 ERA 220. See [-LINK-]. 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 ERA 220 and completion of an acceptable thesis proposal. See [-LINK-]. 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

Pre-requisite: Thesis SPED 298. 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

Requirements

TEACHING Special Education Requirements

Preliminary Level I Education Specialist Credential

Options:

  • Mild/Moderate Disabilities
  • Moderate/Severe Disabilities

Hong Shen, Interim Coordinator
Education Building, Room 345
559.278.0289

Program Description. The Education Specialist Credential authorizes the holder to teach students with mild/moderate or moderate/severe disabilities (K-age 22) in public or private school programs, clinics, special schools, resource classrooms, educational programs, residential facilities, hospitals, and other agencies serving persons with special needs. This credential program prepares the teacher candidates through required coursework and fieldwork.

The Preliminary Level I Education Specialist Credential has two areas of specialization: Mild/Moderate and Moderate/Severe Disabilities. These areas of professional emphasis distinguish the student population with which the candidate seeks to pursue a special education career.

  1. Mild/Moderate Disabilities. This credential authorizes the provision of services to individuals with mild to moderate disabilities, in grades K through 12 (including adults to age 22). Students have high incident disabilities (e.g. eligibility categories of autism, learning disability, emotional/behavioral disorders, language delays). Students are typically on diploma track and will be served in general education (inclusive settings). Services may use the titles of resource specialist or teachers in a special day class. Students may have variable academic performance, attending (distractible) behaviors, and/or social behavioral needs.
  2. Moderate/Severe Disabilities. This credential authorizes the provision of services to individuals with moderate to severe disabilities in grades K through 12 (including adults to age 22). Students have lower incidence disabilities (e.g. eligibility categories of autism, learning disability, emotional/behavioral disorders, language delays). Students are served in a range of settings, such as center-based sites, special day classes, and some inclusive and/or integrated settings. Students may have academic, functional, communication, and vocational learning needs.
  3. Dual Certification Program. This program leads to the Multiple Subjects Credential and the Preliminary Level I Education Specialist Credential in Mild/Moderate or Moderate/Severe Disabilities. It is designed to prepare preservice multiple subjects and special education teachers to work cooperatively in serving the needs of an increasingly diverse student population. Special advising is required.

Requirements for Initial Admission. Applicants who already possess a Multiple Subject or Single Subject Credential will find the application process to be somewhat streamlined. Holders of one of these Basic Teaching Credentials may be exempted from some of the Admission Requirements below. Please see an adviser for further clarification.

Admission Requirements.

  1. Attend an Education Specialist Credential Program orientation meeting.
  2. Provide evidence of successful completion of an appropriate pre-program field experience (48 hours) or EHD 50, Introduction to Teaching.
  3. Complete an application to the credential program. Required application materials and forms are available online at http://education.fresnostate.edu. All admission requirements (forms, documents, prerequisites) must be completed prior to enrollment in professional program courses.
  4. Provide evidence of having taken all three sections of the California Basic Educational Skills Test (CBEST) with passing scores. Verification of a minimum score of 41 is required when passing only the reading and writing sections.
  5. Provide evidence of having taken and passed all three sections of the California Subject Examinations for Teachers (CSET) ­Multiple Subjects. (Exception for Blended students)
  6. Verify application for admission to California State University, Fresno with a Receipt of Application or admission with a current enrollment transcript.
  7. Provide verification of a cumulative GPA of 2.67 or 2.75 on the last 60 units.
  8. Complete an Admission Interview Form and obtain an interview from a education specialist credential faculty member.
  9. Provide the signed Education Specialist Credential Program Advising Form obtained at orientation.
  10. Obtain a medical clearance at the University Health Center or from a private physician.
  11. Obtain two Letters of Recommendation written by instructors, supervisors, or other individuals in a position to recommend for admission into a teacher education program.
  12. Obtain appropriate clearance to teach in a public school by presenting a valid California Teaching Credential or applying for a Character and Identification Clearance.

Program Completion Requirements
(University and State Credentialing)

Prerequisites to all programs (6 units)
EHD 50, SPED 120

Basic Program

SPED core courses (15 units)
SPED 125, 130, 135, 145, 155

Area of Emphasis
Multiple Subjects (14 units)
EHD 178; CI 171; LEE 172, 173, 177
Single Subject
EHD 155A; CI 151, 152, 159; LEE 172, 173, 177

Practicum
Mild/Moderate Disabilities (9 units)
SPED 175 or
Moderate/Severe Disabilities (9 units)
SPED 176

Total (38-46 units)

Dual Certification

Multiple Subjects Core (33 units)
EHD 110D, 170, 174; CI 171, 175, 176; LEE 172, 173, 177

Special Education Core (15 units)
SPED 125, 130, 135, 145, 155

Practicum (9 units)
Mild/Moderate Disabilities (9 units)
SPED 175 or
Moderate/Severe Disabilities (9 units)
SPED 176

Total (57 units)

New Students Beginning Spring 2011

Students entering the credential program in spring 2011 must take the following sequenced courses. The program was revised to meet new California Commission on Teacher Credentialing Standards in Special Education.

Program Completion Requirements
(University and State Credentialing)

Prerequisites to Basic Dual Programs (9 units)
EHD 50, SPED 120, CI 100

Basic Program
Semester 1: CI 171; LEE 172,173; SPED 130; EHD 174 (14 units)
Semester 2: LEE 177; CI 175, 176; SPED 125; EHD 178(14 units)
Semester 3: Mild/Moderate SPED 126, 136, 171
or Moderate/Severe SPED 145, 146, 172 (9 units)
Semester 4: Mild/Moderate SPED 137, 156, 175, 177
or Moderate/Severe SPED 147, 156, 176, 177(14 units)
Total (54 units)

Dual Program
Semester 1: CI 171; LEE 172,173; SPED 130; EHD 174(14 units)
Semester 2: LEE 177; CI 175, 176; SPED 125; EHD 110D(15 units)
Semester 3: Mild/Moderate SPED 126, 136; EHD 170
or Moderate/Severe SPED 145, 146; EHD 170(15 units)
Semester 4: Mild/Moderate SPED 156, 137, 175, 177
or Moderate/Severe SPED 147, 156, 176, 177(14 units)
Total (58 units)

Note: Teacher candidates must earn a GPA of 3.0 with a C or better, or a CR (Credit), on all professional preparation courses to be recommended for the credential.

2. Demonstrate subject matter competence by passing the California Subject Exam for Teachers (CSET) Multiple Subjects. (All candidates)

3. Complete a bachelor's degree from an accredited institution.

4. Provisions and Principles of the U.S. Constitution. Completion of a course (two semester units or three quarter units) in the provisions and principles of the United States Constitution or passage of examination in the subject given by a regionally accredited junior college, college, or university or verification of meeting the interstate agreement requirement.

5. Pass the Reading Instruction Competence Assessment (RICA).

6. Pass the California Basic Educational Skills Test (CBEST). (All sections)

7. Verify completion of CPR training.

Requirements for the Preliminary and Professional (clear) Credentials can change, and subject matter tests can be revised. For an update or other information, contact the Certification and Graduate Programs Office in ED 151 at 559.278.0299.

Time Restrictions. Courses required for preliminary credentials must be completed no more than 10 years prior to credential application.

Requirements for Admission to Student Teaching

  1. Submit a field placement information sheet by the specified deadline.
  2. Maintain a GPA of 3.0 on all professional preparation courses.

Requirements for Admission to Practicum (SPED 175/176 or EHD 160D)

  1. Submit an application form for SPED 175/176 or EHD 160D by the specified deadline.
  2. Demonstrate subject matter competence by successfully passing all three sections of the California Subject Examinations for Teachers (CSET) Multiple Subjects. (All candidates, including Blended)
  3. Complete an approved program of professional preparation in a specific program option (see Program Option section) and maintain a GPA of 3.0 with no individual course grade lower than a C. All courses (except those offered for CR/NC only) must be taken for a letter grade.
  4. If admitted as an exception with conditions, satisfy all conditions specified.
  5. Provide evidence of passing all sections of the California Basic Educational Skills Test (CBEST) by presenting a CBEST Permanent Verification card.

Note: Individuals must complete practicum and fieldwork courses with a grade of B or better. Up to 9 units of Preliminary Level I coursework may be applied to the Master of Arts.

Faculty

Name Degree Email Phone
Abramson, Shareen Doctor of Philosophy shareena@csufresno.edu 559.278.0226
Alamillo, Laura A Doctor of Philosophy lalamillo@csufresno.edu 559.278.0280
Ayala, Erica Y Master of Arts erayala@csufresno.edu
Basurto, Imelda Doctor of Philosophy ibasurto@csufresno.edu 559.278.0285
Batchelor, Penny J Master of Arts pebatchelor@csufresno.edu
Bathina, Jyothi Doctor of Philosophy jbathina@csufresno.edu 559.278.0532
Bennett, Lisa H Doctor of Philosophy lbennett@csufresno.edu
Berg, Dana D Master of Arts danahana@mail.fresnostate.edu
Bernard, Daniel R Doctor of Philosophy dbernard@csufresno.edu 559.278.1901
Boren, Ronald A Master of Arts ronaldb@csufresno.edu
Caffejian, Linda L Master of Arts lcaffejian@csufresno.edu
Caldera, Cheryl A Master of Arts ccaldera@csufresno.edu
Cassinerio, Christina M Master of Arts cmcass@csufresno.edu
De Orian, Karen A Master of Arts kdeorian@csufresno.edu
De la Cerda, Jami L Master of Science jdelacerda@csufresno.edu
DeVoogd, Glenn L Doctor of Philosophy gdevoogd@csufresno.edu 559.278.0279
Dockery, Karen M Master of Arts kdockery@csufresno.edu
Dorman, Meagan Master of Arts mdorman@csufresno.edu
Felix, Barbara A Master of Arts bfelix@csufresno.edu
Gilmore, Meagan T Master of Arts mwright@csufresno.edu
Gimlin, Benjamin A Master of Arts bagimlin@csufresno.edu
Goodman, Laurie B Doctorate of Education lgoodman@csufresno.edu
Hart, Steven M Doctor of Philosophy smhart@csufresno.edu 559.278.0319
Huerta, Teresa M Doctorate of Education thuerta@csufresno.edu 559.278.0364
Jamgochian, Elisa M Doctor of Philosophy ejamgochian@csufresno.edu 559.278.4011
Johnson, Tina J tijohnson@csufresno.edu
Kalpakoff, Susan K Master of Arts skkalpa@mail.fresnostate.edu
Kent, Tammy L Master of Arts tkent@csufresno.edu
Kraft, Marcia L Master of Arts mkraft@csufresno.edu
Lazo Gilmore, Dorina K Master of Fine Arts dgilmore@csufresno.edu
Linsner, Pamela C plinsner@csufresno.edu
Lucio, Tabby D Master of Arts tlucio@csufresno.edu
Mathis, Catherine F Master of Arts cmathis@csufresno.edu 559.278.0228
McCloskey, Susan K Master of Arts susankm@csufresno.edu
McDonald, Cheryl S Master of Arts cmcdonald@csufresno.edu
Mccormick, Wendy S Master of Arts wmccormick@csufresno.edu
Minkler, John Doctor of Philosophy jminkler@csufresno.edu 559.278.0219
O'Neill, Barbara Doctorate of Education boneill@csufresno.edu
Perez, Andrea M Master of Arts andasilva@csufresno.edu
Pinheiro, Tangee G Master of Arts tgpinheiro@csufresno.edu
Powell, Dana L Doctor of Philosophy danac@csufresno.edu 559.278.0288
Reistetter, Andrew D Master of Arts areistetter@csufresno.edu
Shelton, Marilyn R Doctor of Philosophy marilyns@csufresno.edu 559.278.0268
Shen, Hong Doctor of Philosophy hshen@csufresno.edu 559.278.0289
Sirimarco, Donna M Master of Science dsirimarco@csufresno.edu
Solorio, Kara L Master of Arts ksolorio@csufresno.edu
Thompkins, Lisa A lthompkins@csufresno.edu
Torgerson, Colleen K Doctorate of Education colleent@csufresno.edu 559.278.0328
Vang, Anthony T Doctorate of Education tvang@csufresno.edu 559.278.0284
Wandler, Kathy T Master of Arts kwandler@csufresno.edu
Wolf, Patricia B pwolf@csufresno.edu
Yun, Cathy K Doctor of Philosophy cyun@csufresno.edu