Bulletin--Special Education Program-1

Special Education

College of Education
Dean: Henrietta Schwartz

Department of Special Education
BH 104
415-338-2501
Chair: Jean van Keulen

Undergraduate Adviser: Diane Barrager—Communicative Disorders
Graduate Coordinator: Nicholas Certo

Faculty
Professors—Barrager, Casella, Certo, Franklin, Goetz, Goldberg, Hanson, Lamb, Lane, Lepire, Mangold, Prinz, P., Schuler, Widerstrom

Associate Professor—Flowers

Assistant Professors—Watanabe, Stump

Programs
B.A. in Communicative Disorders

M.S. in Communicative Disorders

Minor in Special Education

M.A. in Special Education

Certificate in Early Childhood Special Education

Certificate in Educational Therapy

Certificate for Integrated Services

Certificate in Rehabilitation Teaching for the Blind

Certificate in Serious Emotional Disturbance

Certificate in Vocational Special Education

Ph.D. in Education: Concentration in Special Education

Ed.D. in Education: Concentration in Special Education

Program 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 handicapped children and adults. Resources of education, psychology, counseling, and guidance, and other related fields are utilized. Students enrolled in special education may work toward the following goals.

Communicative Disorders

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 hearing impaired, evaluation of speech and language problems of the hearing impaired, management procedures for speech and language habilitation and/or rehabilitation of the hearing impaired; 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) or the Specialist in Special Education Communication Handicapped Credential (basic teaching credential is 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 handicapped/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.

Special Education

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, BH 104.

Master of Arts in Special Education and Special Education Specialist Credentials
The curriculum for these programs meets state licensing requirements. Course work leading to the specialist credential is offered in the following areas: Communication Handicapped (Deaf/Hearing Impaired); Physically Handicapped; Visually Impaired (Blind and Low Vision, and Orientation and Mobility); Learning Disabilities; 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 "Credential Programs" section. For more information regarding program and course requirements for credentials, prospective students should contact advisers in the appropriate area of special education.

The mainstreaming requirements of Public Law 94-142 and the State of California Master Plan for Special Education specify a new professional role—that of Resource Specialist. The Department of Special Education offers all the required course work for certification by the state. This program of study is designed for persons with substantial prior experience in special education. This program can be found in the "Credential Programs" section of this Bulletin.

Certificate in Early Childhood Special Education
This program offers an opportunity for students enrolled in professional credential programs or practicing professionals with specialist credentials 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 can complete the certificate program providing that all 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
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 persons interested in a leadership role in curriculum development, administration and supervision, teacher education and research.

BACHELOR OF ARTS IN COMMUNICATIVE DISORDERS

Upon acceptance into the program, undergraduate students are assigned an adviser. All students must see their advisers before registration.

Courses for this program are listed in alphabetical sequence (see Communicative Disorders discipline in the Announcement of Courses section).

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.

						Units
C D 611		Seminar in Therapy for Func-
		tional Communicative Disorders	 1
C D 612		Seminar in Therapy for Aurally 
		Handicapped			 1
C D 613		Seminar in Therapy for Organic 
		Communicative Disorders		 1
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 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
C D 680		Practicum in Communication 
		Therapy (2)			 4
SPCH 410	American Phonetics		 4
		Total				44

MASTER OF SCIENCE IN COMMUNICATIVE DISORDERS

 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.

Admission to 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:

Written English Proficiency Requirement
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.

Courses for this discipline are listed in alphabetical sequence (see Communicative Disorders discipline in the Announcement of Courses section). When accepted into the program, students are assigned an adviser.

Program						Units
ISED 797	Seminar in Educational Research	 3
CD 880		Advanced Communication Therapy	 2
One of the following areas of emphasis:		12
Speech Pathology
	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
Speech Science
	SPCH 661	Experimental Methods in 
			Communication Research (4)
	SPCH 710	Seminar in Physiological 
			& Perceptual Phonetics (4)
	Four units on advisement
One of the following plans:			 6
Plan A
	CD 882		Internship in Communica-
			tive Disorders (6)
Plan B*
	SPED 898	Master's Thesis and
	CD 882		Internship in Communica-
			tive Disorders
Plan C*
	SPED 895	Field Study and
	CD 882		Internship in Communica-
			tive Disorders
Plan 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 graduate major 
adviser (suggested courses listed below)	 7
	CD 700		Human Auditory Systems
	CD 706		Counseling in Communica-
			tive Disorders
	CD 707		Therapeutic Techniques 
			for Severely Language 
			Handicapped
	CD 756		Advanced Diagnosis of 
			Communicatively Handi-
			capped Adults & Children
	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 and 
			Intervention for Deaf & 
			Hearing Impaired Children
	SPED 783	Speech for Hearing 
			Impaired Children
		Minimum total			30
and Master's Comprehensive Written Examinations 
(see department for limitations on repeat of 
failed examination or portions thereof)
*Plans B and C are recommended for individuals planning to pursue predoctoral education.

MINOR IN SPECIAL EDUCATION

Required Courses				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
Electives
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 
			Activities* (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
*Students must enroll in sections designed for disabled or work specifically with a disabled student.

More Special Education Programs
Bulletin 1994-96 Table of Contents, SFSU Home Page

last modified August 2, 1995