Professors—Casella, Certo, Franklin, Goetz, Goldberg, Hanson, Hunt, Lamb, Lane, Prinz, Raggio, Rosen, Schuler
Associate Professors—Graham, Hsia, Lueck, Soto
Assistant Professors—Karres, LePage, Masoodi, Robinson, Wolfberg
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 Vocational Special Education
Ph.D. in Education: Concentration in Special Education
Ed.D. in Education: Concentration in Special Education
The programs in the department include professional preparation in special education and communicative disorders. These programs in special education include preparation for specialists who may work in schools, clinical settings, or community agencies with individuals with disabilities. Resources of education, psychology, counseling, and other human service related fields are utilized.
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. 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.
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 Council on Academic Accreditation (CAA) 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 individuals with disabilities. Direct contact with individuals with disabilities would help the student to determine whether their interest seems to be a feasible choice for a future career.
Master of Arts in Special Education. The Master of Arts in Special Education is an individually designed program in an area of emphasis. This degree emphasizes research and leadership skills within a select program of study. The degree prepares individuals for employment in education in public and private agencies serving people with disabilities, and in other related human service fields. Programs within the department provide students with an opportunity to learn from and participate in on-going research, demonstration, training, and clinical projects conducted by faculty. Areas of emphasis include deaf/hard of hearing, early childhood special education, mild/moderate disabilities, moderate/severe disabilities, orientation and mobility, physical and health impairments, visual impairments, and vocational 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 utilizes the resources of San Francisco State University and the expertise of faculty of the Department of Special Education to provide a unique educational program. The 31-unit program is designed to prepare educators and related professionals to provide educational services in a variety of settings, such as formal clinic programs and private clinical practice, where instructional problems are identified and instruction is provided to improve academic and related performance of students with disabilities on a fee basis. Educational therapists are taught to utilize a variety of formal and informal tools to identify instructional problems and provide instruction to enhance performance that are commonly used by classroom teachers. The primary difference is that an educational therapist performs these services on a one to one basis, or in consultation with students, families, and teachers.
Graduate students pursuing course work leading to the Master of Arts in Special Education are able to complete required course work for the certificate and the degree concurrently. Students possessing a M.A. or M.S. degree may complete the certificate program, including prerequisites, as a post-master's degree program. This certificate is ised by the Division of Graduate Studies at San Francisco State University, and is "...a coherent set of academic courses that does not lead to a degree, but is focused on a substantial area of study that may be practically oriented toward skills and/or occupations." As such, earning a certificate signifies an academic achievement, and should not be confused with a state-issued license, such as a teaching credential. Individuals interested in a Certificate in Educational Therapy are encouraged to earn a teaching credential through the completion of the prerequisites to this program, if the applicant does not already have such a credential.
Certificate for Integrated Services. This program is designed to train participants to work with people from diverse professional backgrounds on how to collaborate successfully to serve children, youth, and families. Integrated services practices involve working with interdisciplinary teams of social workers, educators, counselors, mental health workers, family advocates, and others in the human services professions serving families and communities.
Certificate in Vocational Special Education. This program provides educators with further training in how to develop vocational and career education programs for students with disabilities. 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.
Doctor of Philosophy in Education and Doctor of Education in Education: Concentration in Special Education. Graduate study leading to the Joint Doctorate in Education with Concentration in Special Education 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. Check with the department for specific application procedures for each campus.
A minimum overall 2.67 GPA or a 2.75 GPA in the last 60 units is required for credentials, and a 3.0 GPA is required for master's degrees. Applications are available from the College of Education Credential Program Admission Office, Burk Hall 240, or (415) 338-7038, or from the Department of Special Education, (415) 338-1161, www.sfsu.edu/~spedcd.
Certificate applicants 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.
Level One: graduate candidates admitted to a M.A. or M.S. degree program 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 or second semester. If the student fails, he/she may take the examination a second time or enroll in a remedial course. 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 a remedial course constitutes completion of the requirement; however, 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, creative work, field study, or thesis. Satisfactory completion automatically certifies that the second level writing requirement has been met.
Adviser—Prinz
Program 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.
On-line course descriptions are available.
| Program | Units | |
| C D 300 | Human Communication Development and Disorders | 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 658 | Communication Development and Disorders | 3 |
| C D 659 | Articulatory and Phonological Disorders | 3 |
| C D 661 | Neurolinguistics | 3 |
| C D 668 | Clinical Observation | 3 |
| SPCH 410 | American Phonetics | 4 |
| Total | 37 | |
Advisers—Graham, Raggio, Robinson
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.
Selection is based on the following:
On-line course descriptions are available. When accepted into the program, students are assigned an adviser.
| Program | Units | |
| ISED 797 | Seminar in Educational Research | 3 |
| C D 880 | Advanced Communication Therapy | 2 |
| One of the following areas of emphasis: | 12 | |
| Speech Pathology | ||
| C D 701 | Seminar in Language Differences and Disorders in Children | |
| C D 705 | Seminar in Problems in Stuttering | |
| C D 708 | Seminar in Neurogenic Disorders of Language | |
| C D 709 | Seminar in Voice Disorders | |
| Audiology | ||
| C D 757 | Speech Audiometry and Hearing Aids | |
| C D 702 | Seminar: Advanced Audiology I | |
| C D 703 | Seminar: Advanced Audiology II | |
| C D 704 | Seminar: Advanced Audiology III | |
| Speech Science | ||
| 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 | |
| Plan A | ||
| C D 882 | Internship in Communicative Disorders (6) | |
| Plan B1 | ||
| SPED 898 | Master's Thesis and | |
| C D 882 | Internship in Communicative Disorders | |
| Plan C 1 | ||
| SPED 895 | Field Study and | |
| C D 882 | Internship in Communicative Disorders | |
| Plan D | ||
| Completion of V.A. Internship, C D 880, and
additional graduate units on advisement (6) |
||
| Upper division/graduate courses in major or related fields with approval of graduate major adviser (suggested courses listed below) | 7 | |
| C D 700 | Human Auditory Systems | |
| C D 706 | Counseling in Communicative Disorders | |
| C D 707 | Advanced Seminar in Language Disorders in Children | |
| C D 756 | Advanced Diagnosis of Communicatively Handicapped Adults and Children | |
| C D 883 | Practicum in Hearing Diagnostics (2) | |
| C D 884 | Advanced Diagnosis in Communicative Disorders (2) | |
| SPED 764 | Signing Exact English I | |
| SPED 688 | American Sign Language I | |
| SPED 782 | Language Assessment for Deaf and Hard of Hearing Children | |
| SPED 783 | Speech for Deaf and Hard of Hearing Children | |
| Minimum total | 30 | |
| and Master's Comprehensive Written Examination (see department for limitations on repeat of failed examination or portions thereof) | ||
Adviser—Rosen
| 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 |
| Elective courses 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 (2 each) | |
| SPED 370 | Introduction to Atypical Infants | |
| PSY 435 | Behavior Problems of Children | |
| Total for minor | 17-18 | |
Graduate Advisers—All tenured/tenure-track faculty serve as graduate advisers. See web site for program emphasis and associated faculty: www.sfsu.edu/~spedcd.
Candidates may specialize in an area of emphasis that includes the following.
Deaf/Hard of Hearing. Course work and field experiences are designed to facilitate language learning, communication, and academic skills in learners, birth to 22, who are deaf, hard-of-hearing, or deaf-blind. A comprehensive approach is used which includes: manually coded English (SEE), American Sign Language (ASL), oral/auditory models of communication, and speech-reading.
Early Childhood Special Education. Program emphasis is designed to provide special education personnel with the skills to successfully facilitate the development of young children (birth to 5 years) with disabilities. Emphasis is placed on providing culturally competent family-centered services through an interdisciplinary approach.
Mild/Moderate Disabilities. Program includes in-depth study of specific learning disabilities, mild to moderate cognitive impairments, and emotional and behavioral disturbance. Program focuses on both in-school and outside-of-school contexts. This degree provides the preliminary preparation towards the Certificate in Educational Therapy.
Moderate/Severe Disabilities. Program includes topics in autism, deaf-blindness, moderate to severe mental retardation, multiple disabilities, and emotional disturbance. Curriculum development and instructional practices in multiple natural environments.
Orientation and Mobility. Courses and field experiences prepare professionals to teach skills of independent travel to people who have visual impairments, including those with multiple disabilities. Curriculum includes independent travel in indoor and outdoor environments; orientation; sensory and motor development; concept development; daily skills; use of low vision and electronic travel devices in travel. Program includes instruction of people aged birth through the senior years.
Physical and Health Impairments. Program includes orthopedic impairment, other health impairments, multiple disabilities; and traumatic brain injury of children, youth, and adults. Courses emphasize augmentative and alternative communication, assistive technology, literacy, and collaborative teaming.
Visual Impairment. Program emphasis is on collaboration, working with families, and an approach to individual differences to address the disability-specific needs of the diverse population of students who are blind or who have low vision. Curriculum covers assessment, independent living skills, Braille, technology, and other rehabilitative tools.
Vocational Special Education. Focuses on how to develop vocation and career education programs for students with disabilities. Courses emphasize career education, legal/administration, vocational training, technology, transition from school, and supported work.
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 two letters of reference. A minimum 3.0 GPA is required for admission to a master's degree in special education.
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. 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 creative work, field study, or thesis. Satisfactory completion automatically certifies that the second level writing requirement has been met.
On-line course descriptions are available. Upper division courses offered by the department may be considered upon approval of the graduate adviser.
| Core Program | Units | |
| ISED 797 | Seminar in Educational Research | 3 |
| SPED 788 | Public Policy and Legal Rights of People with Disability | 3 |
| Units selected from the following 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/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 | |
| Culminating Experience | ||
| One of the following options (by advisement and approval of major graduate adviser in specialization emphasis): | 3-6 | |
| Option I:3 | ||
| SPED 894 | Creative Work Project in Special Education or | |
| SPED 895 | Field Study or | |
| SPED 898 | Master's Thesis and Oral Defense of Thesis | |
| Option II: | ||
| SPED 881 | Advanced Research Seminar in Special Education and Master's Comprehensive Written Examination |
|
| Option III:4 | ||
| 2 elective graduate seminars (6 units) which
reflect critical analysis of literature and application of research skills,
by advisement and approval of graduate major adviser and Master's Comprehensive Written Examination |
||
| Minimum total | 30-33 | |
Advisers—Hanson, Hsia
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 Education Specialist 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 interest in this certificate.
Students must meet the English proficiency requirement by demonstrating competency on a written paper or examination.
| Program | Units | |
| 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 |
| Minimum total | 12 | |
Advisers—LePage, Wolfberg
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.
Students must meet the English proficiency requirement by demonstrating competency on a written paper or examination.
Prerequisites
| SPED 702 | Professional, Legal, Ethical Practices in Education |
| SPED 803 | Communication, Diversity, and Exceptionality |
| SPED 770 | Introduction to Mild/Moderate Disabilities |
| SPED 772 | Assessment, Curriculum, and Instruction |
| SPED 774 | Positive Behavior Supports |
| SPED 775 | Advanced Methods in Mild/Moderate Disabilities |
| Requirements | Units | |
| SPED 778 | Advanced Literacy and Instruction | 3 |
| SPED 709 | Advanced Differential Diagnosis | 3 |
| SPED 831 | Internship in Special Education (3-6) [taken twice] 1 | 6 |
| SPED 710 | Interpreting Cognitive Assessments | 1 |
| Minimum total | 13 | |
1 SPED 831, when offered as a three-unit course, must be taken twice, typically in the same semester unless approved by an adviser. One section of SPED 831 focuses on providing private services and is taken concurrently with SPED 710. The other section of SPED 831 focuses on managing private practice. All prerequisite course work must be met for eligibility. Internships are available in summer only. Application for SPED 831 must be submitted prior to February 28 for summer enrollment.
Adviser—Karasoff
For admission to the certificate program in integrated services, the following prerequisites and requirements must be met.
| Course Requirements | Units | |
| SPED 788 | Public Policy and Legal Rights of People with Disability or | 3 |
| SPED 801 | Diversity in Special Education: Family, Resources, and Culture | |
| EDUC/BSS 703 | School/Community Partnerships for Change | 3 |
| EDUC/BSS 803 | Integrated and Collaborative Services for Children | 3 |
| SPED 821 | Advanced Problems in Special Education | 3 |
| SPED 831 | Internship in Special Education | 3 |
| SPED 711 | Student Support Seminar (2) [repeated second semester] | 4 |
| 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.
As per university requirements, two-thirds of the program units must be completed in residence.
Adviser—Certo
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.
| Program | Units | |
| SPED 715 | Utilizing Computers with Special Learners | 3 |
| SPED 763 | Transition and Transition Planning for Secondary-age Students with Disabilities | 3 |
| SPED 805 | Internship: Vocational Education for Special Needs Students | 3 |
| SPED 850 | Issues in Vocational Special Education | 3 |
| Total units | 12 | |
Advisers—Certo, Franklin, Goetz, Graham, Hanson, Hunt, Karres, LePage, Lueck, Prinz, Raggio, Robinson, Rosen, Schuler, Soto, Wolfberg
The Joint Doctoral Program in Special Education is a program within the College of Education, San Francisco State University, and the Graduate School of Education, University of California, Berkeley. The committee is co-coordinated by a faculty member from each campus who function in consultation with the Executive Committee composed of faculty members from both campuses. 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. 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: Education, Language, Literacy, and Culture; Cognition and Development; Policy, Organization, Measurement, and Evaluation; and Social and Cultural Studies. 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. Students are assigned a primary adviser from each campus.
The program encourages individuals to apply who have a background and experience in special education—as well as those from related disciplines in the social, behavioral, and health sciences—who seek leadership and research training. In addition to the academic criteria for admission, consideration is given to successful experience working with individuals with disabilities or in programs serving this population. Students without sufficient preparation and experience in special education will be considered for admission 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). For SFSU, applicants must submit only copies of all parts of the UCB application, including one set of official transcripts, a goal statement, a writing sample, GRE scores within the last five years, and a resume. For UCB, follow instructions outlined in the Graduate School of Education application and the Graduate Application for Admission and Fellowships. Contact SFSU campus for the annual December application deadline.
Applications are available from:
Department of Special Education, Joint Doctoral Program, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132; telephone: (415) 338-1271; and Student Academic Services Office, Graduate School of Education, 4307 Tolman Hall, #1670, University of California, Berkeley, CA 94720-1670; telephone: (510) 642-5345; www-gse.berkeley.edu. UCB applications are available after August 1.
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. Students select three areas of specialization in consultation with the primary advisers. These three areas are to represent three distinct areas of study and represent substantial and different bodies of relevant literature. 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.
Each specialization provides a breadth of study, research, and training experiences on topics and issues which may include, but not be limited to: public policy and practice; administration and leadership; advocacy; teacher preparation; transition services; integrated services; community collaboration and inclusion; curriculum, assessment, and diagnosis; cultural and social influences; health issues; rehabilitation; alternative/augmentative communication; adaptive technology; cognitive and socio-emotional differences; sensori-motor function; language and literacy; atypical developmental psycholinguistics; environmental design; service delivery; instructional practice; human development; and other educational and human service related topics and issues.
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.
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. Enrollment alternates on a year-to-year basis between the two campuses. 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 each semester.
Prequalifying Review. The prequalifying review for the doctoral degree consists of the approval of three position papers and a dissertation prospectus. The position papers cover three areas of specialization and should demonstrate theoretical competence in the field of academic preparation as applied to problems of educational significance and competence in research methods.
Qualifying Examination. The qualifying examination is an oral examination of two to three hours duration. The examination committee is comprised of four members represented with two from each campus. At UC, Berkeley, one member is from the Graduate School of Education and one member from outside the school. From SFSU, one member is from the Department of Special Education, and one member is from special education or from another department. The student, in consultation with the primary adviser, selects members of the oral examination committee. The chairperson of the committee may be a member 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. Advancement to candidacy occurs by the end of the semester following the completion of the qualifying examination. A Dissertation Committee, comprised of faculty members representing both campuses, is formed. One member must be outside the UCB School of Graduate Education. The student selects the committee and requests a faculty member from each campus to serve as co-chair. The approval of the dissertation proposal and completion of the dissertation results in the award of a doctoral degree.
| 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 |
The total number of units required for the doctoral program ranges from 45-53 units.
Footnotes