Special Education

College of Education
Dean: Jacob Perea

Department of Special Education
BH 156
415-338-1161
E-mail: spedcd@sfsu.edu
Web Site: www.sfsu.edu/~spedcd
Chair: Nicholas J. Certo

Advisers: Program faculty in Communicative Disorders and Special Education

Graduate Coordinator: Nicholas J. Certo

Faculty

Professors—Certo, Franklin, Goetz, Goldberg, Hanson, Hunt, Lepire, Lueck, Prinz, Raggio, Rosen, Schuler

Associate Professors—Graham, Hsia, Soto

Assistant Professors—LePage, Lunsford, Paillard, Robinson, Wolfberg

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 Guide Dog Mobility
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 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.

Communicative Disorders

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.

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 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.

Special Education Certificates

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 trans-disciplinary 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 in Guide Dog Mobility   The graduate certificate program is a collaborative effort between the Department of Special Education at SFSU and Guide Dogs for the Blind, Inc. in San Rafael, California. The program prepares professionals to serve as guide dog mobility instructors for the blind and visually impaired. Instructors train specially bred dogs to serve as dog guides and provide specialized instruction to people who have visual impairments in their travel with a dog guide. Courses are conducted primarily on the campus of Guide Dogs for the Blind in San Rafael, California (approximately ½ hour north of SFSU campus.

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: Concentration in Special 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.

Admission to Graduate Programs and Certificates

The following two sections provide a general introduction to admission requirements and written English proficiency requirements for graduate programs in the Special Education Department. Details regarding the joint doctoral programs appear in the section titled "Education Doctoral Studies."

A minimum 3.0 GPA is required for master's degrees. Applications are available 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.

Written English Proficiency Requirement

Level One: graduate candidates admitted to an 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 project, field study, or thesis. Satisfactory completion automatically certifies that the second level writing requirement has been met.

BACHELOR OF ARTS IN COMMUNICATIVE DISORDERS

Adviser— Raggio

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.

Enrollment priority in upper division courses is granted in the following order: conditional graduates admitted to the major, graduating seniors in the major, juniors in the major, second-baccalaureate majors, unclassified graduate students, and Open University students on a space available basis.

On-line course descriptions are available.

MASTER OF SCIENCE IN COMMUNICATIVE DISORDERS

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.

Admission to Program

Selection is based on the following:

• A completed departmental application form, official transcripts, and two letters of recommendation from former professors or individuals conversant with work with speech, language, and/or hearing impaired individuals must be submitted. Check with department for deadlines.
• Evidence of satisfactory completion of prerequisites: undergraduate degree in communicative disorders or completion of equivalent courses which are prerequisites to the graduate courses in the program.

On-line course descriptions are available. When accepted into the program, students are assigned an adviser.

MINOR IN SPECIAL EDUCATION

Adviser—Rosen

MASTER OF ARTS IN SPECIAL EDUCATION

Graduate Advisers— All tenured/tenure-track faculty serve as graduate advisers. See web site for program emphasis and associated faculty:www.sfsu.edu/~spedcd.

General Information

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.

Guide Dog Mobility . This program utilizes the resources located on the campus of Guide Dogs for the Blind in San Rafael, California (approximately ½ hour north of SFSU campus. The Guide Dog Mobility emphasis prepares instructors to teach people who are blind to travel by using specially trained dog guides. Graduates of the program will be prepared to assume wide ranging and complex professional roles in a variety of settings, including guide dog schools that provide residential training and/or in-home instruction. Specialized evaluative and follow-up services area component of training.

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.

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. Coursesemphasize career education, legal/administration, vocational training, technology, transition from school, and supported work.

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, a goal statement, two letters of reference, and a resume. 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 need to consult with their advisers before registration.

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. 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.

Note: Option I is required for the following emphasis areas: Moderate/Severe Disabilities students are required to take SPED 898 and an oral defense of thesis; Early Childhood Special Education students are required to complete Option I with SPED 881 as a prerequisite; and Mild/Moderate Disabilities students who are advised to select Option I must complete SPED 881 as a prerequisite.

CERTIFICATE IN EARLY CHILDHOOD SPECIAL EDUCATION

Advisers—Hanson, Hsia, Paillard

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 Education Specialist Credentials.

Admission to the Program

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 two letters of recommendation, transcripts of all college or university level training, and a position statement documenting interest in this certificate, and a resume. An area of emphasis is declared at the time of application..

Completion of the Program

• The student must maintain a minimum of 3.0 GPA in order to continue in and complete the program.
• An application for the internship is required by February 28 for fall semester enrollment and by September 28 for spring semester enrollment.

Written English Proficiency Requirement

Students must meet the English proficiency requirement by demonstrating competency on a written paper or examination.

CERTIFICATE IN EDUCATIONAL THERAPY

Advisers—LePage, Lunsford, 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.

Admission to Program

The specific requirements and procedures for acceptance to the certificate program in educational therapy are as follows.

• File an application with the Department of Special Education requesting acceptance to the Educational Therapy Certificate program. Information regarding the specific materials required may be obtained from the department office. Upon receipt of the application materials required, the department will notify the student of his/her admission status.
• Among the requirements of the program are: a minimum of 2.75 GPA in undergraduate work, a minimum 3.0 GPA in any post-baccalaureate work completed, and evidence of advanced graduate training (master’s degree) in special education or a related field.

Written English Proficiency Requirement

Students must meet the English proficiency requirement by demonstrating competency on a written paper or examination.

Completion of the Program

• The student must complete the course work or equivalent as listed below to total a minimum of twelve units. Where specified course proficiencies may have been satisfied by previous course work completed, course substitutions may be authorized for prerequisites by the certificate adviser.
• The student must maintain a minimum of 3.0 GPA in order to continue in and complete the program.
• An application for each internship is required by the annual deadline of February 28 for summer enrollment.

Prerequisites

In addition to prerequisite course work, SPED 778 and SPED 709 must be completed for eligibility to continue at the internship level. Internships are available in summer only.

CERTIFICATE IN GUIDE DOG MOBILITY

Adviser—Rosen

The graduate certificate program is a collaborative effort between the Department of Special Education at SFSU and Guide Dogs for the Glind, Inc. in San Rafael, California. The program prepares professionals to serve as guide dog mobility instructors for the blind and visually impaired. Instructors train specially bred dogs to serve as dog guides and provide specialized instruction to people who have visual impairments in their travel with a dog guide.

Admission Requirements

• Bachelor’s degree, in any area from an accredited university
• Minimum Grade Point Average of 3.0
• Application for Graduate Admission to SFSU
• Application for Program Admission to Department of Special Education

Written English Proficiency Requirements

Entry Level: Graduate Essay Test prior to final semester Exit Level: Written Comprehensive Examination administered by program, in conjunction with SPED 831, Internship

CERTIFICATE FOR INTEGRATED SERVICES

Adviser—Karasoff

Admission to Program

For admission to the certificate program in integrated services, the following prerequisites and requirements must be met.

• File both university and department applications, and be formally admitted for post-baccalaureate status.
• Possess a minimum graduate GPA of 3.0.
• Prior training and/or experience in special education or related human services field (education, health, social work, psychology).

Written English Proficiency Requirement

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.

Completion Requirements

As per university requirements, two-thirds of the program units must be completed in residence.

CERTIFICATE IN VOCATIONAL SPECIAL EDUCATION

Adviser—Certo

Admission Requirements

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.

Completion of the Program

• The student must maintain a minimum of 3.0 GPA in order to continue in and complete the program.
• An application for the internship is required by February 28 for fall semester enrollment and by September 28 for spring semester enrollment.

Written English Proficiency Requirement

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.

Footnotes

1. Plans B and C are recommended for individuals planning to pursue predoctoral education.