Special Education
Graduate College of Education
Interim Dean: Elizabeth Kean
Department of Special Education
BH 156
Phone: 415-338-1161
E-mail: spedcd@sfsu.ed
Website: 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, Graham, Hanson, Hunt, Lueck, Prinz, Rosen, Soto
Associate Professors: Hsia, LePage, Robinson, Wolfberg
Assistant Professors: Courey, Epstein, Hong, Solomon-Rice, Yu
Programs
B.A. in Communicative Disorders
M.S. in Communicative Disorders
Certificate in Autism Spectrum
Certificate in Early Childhood Special Education
Certificate in Guide Dog Mobility
Ph.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. 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.
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. The communicative disorders program is approved by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association in speech-language pathology.
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 early childhood special education, guide dog mobility, mild/moderate disabilities, moderate/severe disabilities, orientation and mobility, physical and health impairments, visual impairments, and vocational special education.
Special Education Certificates
Certificate in the Autism Spectrum This graduate level certificate is designed to prepare highly qualified professionals to meet the unique educational needs of learners with Autism Spectrum in diverse settings. Through participation in coursework that includes embedded field experiences, students will acquire working knowledge of current training models, strategies and philosophies to guide them in working with individuals on the autism spectrum at the early childhood, elementary and secondary/transition level.
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 Guide Dog Mobility The graduate certificate program is a collaborative effort between the Department of Special Education at SF State 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 the SF State campus.
Doctor of Philosophy in Education: Concentration in Special Education. Graduate study leading to the Doctor of Philosophy degree with a 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 research, policy, advocacy, curriculum development, administration and supervision, and teacher education. Check with the department for specific application procedures for each campus: spedcd@sfsu.edu, http://www.sfsu.edu/~spedcd.
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 Department of Special Education. Details regarding the joint doctoral program appears in the section titled "Education Doctoral Studies."
A minimum 3.0 GPA is required for certificates and master’s degrees, including the fields of special education and communicative disorders. 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.
The following university requirements apply to graduates in the Master of Arts in Special Education and the Master of Science in Communicative Disorders.
Written English Proficiency Requirement
Each graduate student must demonstrate the ability to write English correctly and effectively at the graduate level. To assure that each graduate student has the required proficiency in written English, two distinct assessments are made by the major department: Level I and Level II.
Level One: Applicants will be required to submit evidence of one of the following as part of their application for admission to our M.S. in Communicative Disorders and M.A. in Special Education:
- Score of at least 4.0/6.0 on the GRE Analytical Writing Test or GMAT Analytic Writing Assessment.
- Score of at least 4.5/6.0 on the essay test of the paper-based [PBT] TOEFL (a minimum score of 24/30 on the Writing section of the Internet-based test [iBT] TOEFL).
- Score of at least 6.5/9.0 on the IELTS writing test, or a concordant score on the Pearson Test of English.
- Passing status score of at least 220 on the CSET Writing Skills Test.
Applicants who do not meet this requirement may be denied admission. If all other areas of the application are strong, a faculty member may choose to file a petition with Graduate Admissions to request conditional admission. If conditional admission is granted, the student will need to pass one of the tests listed above, or complete an English writing course from an approved list that will be maintained by the department prior to filing for advancement to candidacy.
Level Two:
Master of Science in Communicative Disorders: students will be required to complete one of the following plans of currently approved culminating experience:
Plan A (6 units):
C D 882, Internship in Communicative Disorders (6) and Master’s Comprehensive Written Examination; or
Plan B (6 units):
SPED 898 Thesis (3) with Oral Defense of Thesis, and C D 882 Internship in Communicative Disorders (3); or
Plan C (6 units):
SPED 895 Field Study (3) and C D 884 Advanced Diagnosis in Communicative Disorders (3), and Master Comprehensive Written Examination.
Master of Arts in Special Education: students will be required to complete one of the following options currently approved for a culminating experience:
Option I (3 units):
SPED 894 Creative Work in Special Education (3 units); or
SPED 895 Field Study (3); or
SPED 898 Master’s Thesis (3), and Oral Defense of Thesis.
Option II (3 units):
SPED 881 Advanced Research Seminar in Special Education (3); and Master’s Comprehensive Written Examination.
Option III (6 units):
Two elective graduate seminars, which will reflect critical analysis of literature and application of research; and Master’s Comprehensive Written Examination.
Continuing Enrollment Requirement
M.S. in Communication Disorders & M.A. in Special Education
Students admitted to a master’s degree program during or after fall 2008: If a student enrolls in one of the Culminating Experience courses, such as SPED 898 (Thesis), SPED 895 (Field Study) or SPED 894 (Creative Work) to complete their masters degree, and does not finish their study by the end of the semester, or by the following semester (grace semester), they need to enroll in at least one course during each successive semester until they complete their culminating experience and a grade is entered by their committee chair.
If there is a break in enrollment before the culminating experience is completed, the student upon return will be required to retroactively enroll for semesters in between and must continuously enroll every semester thereafter until completed.
If a student is completing the master’s comprehensive written examination during the semester of graduation and has completed all degree requirements, they also need to enroll in at least one course.
Students in one of the above situations can enroll in the following low cost course available to meet this Continuous Enrollment Requirement:
EDUC 499 College of Extended Learning
Registration is online by going to http://www.sfsu.edu/online/clssch2.htm and accessing the Extended Learning Class schedule, locate EDUC 499 and proceed with enrollment.
Academic Senate Policy on the Continuous Enrollment: http://www.sfsu.edu/~senate/documents/policies/S08-246.html
Students admitted to a master’s program during or before spring 2008: If a student enrolls in one of the culminating experience courses, such as SPED 898 (Thesis), SPED 895 (Field Study) or SPED 894 (Creative Work) to complete their master’s degree, and does not finish their study by the end of the semester, they need to enroll in at least one course during the semester they intend to graduate and a grade is entered by their committee chair.
If a student is completing the master’s comprehensive written examination during the semester of graduation and has completed all degree requirements, they also need to enroll in at least one course.
Students can meet this requirement by enrolling in EDUC 499 through the College of Extended Learning http://www.cel.sfsu.edu/register/forms.cfm
To register contact: Graduate Coordinator, College of Education Burk Hall 240 415.338.2051 http://coe.sfsu.edu/grad/graduate-office
Bachelor of Arts in Communicative Disorders
Advisers: Epstein, Graham, Robinson, Solomon-Rice, Yu
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. A master’s degree in the area of speech-language pathology (SLP) is required for professional license to practice in the field.
The undergraduate degree requires 120 units minimum. Students entering the program must hold the status of junior, and declare communicative disorders as the major. Students are required to meet the following criteria:
- Complete one college course in each of four areas: biological sciences, physical sciences, math, and social sciences.
- Complete a linguistics course, or equivalent, regarding language structure.
- Demonstrate a minimum GPA of 2.0.
- Download the Undergraduate Communicative Disorders Major Guide (http://www.sfsu.edu/~comdis/pdf/UG_Major_Guide.pdf) and initial next to each of the specified activities as they are completed.
- Download and carefully read the Essential Functions Guide (http://www.sfsu.edu/~comdis/pdf/Essential%20Functions.pdf) that describes the essential characteristics necessary for success in the SLP field.
- Meet with an adviser to review requirements of the professions in communicative sciences and disorders.
All undergraduates, regardless of their intention to become an audiologist (Au) or speech-language pathologist (SLP), take the same coursework. Twelve core courses are required for the major. The B.A. degree is not a terminal degree.
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.
To advance in the undergraduate program, students must:
- Maintain an overall grade point average of C or better (2.0 GPA).
- Receive a grade of C- or better in C D 660, C D 668, and C D 661 during the first semester in the program.
Students who do not meet these criteria cannot take any additional courses in the sequence. Courses with C- grade must be retaken before enrollment in the complete sequence may continue.
Courses are 3 units unless otherwise indicated. On-line course descriptions are available.
| Course | Title | Units |
|---|---|---|
| C D 664 | Clinical Phonetics | 3 |
| C D 660 | Communicative Disorders | 3 |
| C D 651 | Anatomy and Physiology of the Speech Mechanism | 3 |
| C D 652 | Audiology | 3 |
| C D 653 | Fluency and Voice Disorders | 3 |
| C D 654 | Audiometry | 3 |
| C D 668 | Language Acquisition and 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 663 | Augmentative and Alternative Communication | 3 |
Total: 36
Contact a communicative disorders adviser about how to meet the University Graduation Writing Assessment Requirement (GWAR).
Master of Science in Communicative Disorders
Advisers: Epstein, Graham, Robinson, Solomon-Rice, Yu
Applicants must have completed a bachelor’s degree or equivalent coursework in biological/physical sciences, math, and social sciences and communicative disorders, prior to admission to the graduate program. These courses may have been completed for an undergraduate degree to fulfill general education requirements and would be acceptable, in addition to an undergraduate major in communicative disorders, or an equivalent at the post-baccalaureate level. See program and department websites for program and faculty information: www.sfsu.edu/~spedcd and www.sfsu.edu/~comdis.
Admission to Program
Admission to the graduate program in communicative disorders is a two-step process that should be completed simultaneously:
- Apply to San Francisco State University: Complete the on-line CSU Mentor application. Follow all other requirements for admission to the University by accessing www.sfsu.edu/~grad stdy/.
- Apply to the Department of Special Education. Application for Communicative Disorders and application deadlines are posted at: http://www.sfsu.edu/~spedcd.
Selection is based on the following:
- Completion of the SF State Level I Written English Proficiency (WEP) requirement must be met prior to admission. Applicants will be required to submit evidence of one of the following as part of their application for admission to our M.S. in Communicative Disorders and M.A. in Special Education:
- Score of at least 4.0/6.0 on the GRE Analytical Writing Test or GMAT Analytic Writing Assessment.
- Score of at least 4.5/6.0 on the essay test of the paper-based [PBT] TOEFL (a minimum score of 24/30 on the Writing section of the Internet-based test [iBT] TOEFL).
- Score of at least 7.0/9.0 on the IELTS writing test, or a concordant score on the Pearson Test of English.
- Passing status score of at least 220 on the CSET Writing Skills Test.
- 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, and an undergraduate degree in communicative disorders or completion of equivalent courses which are prerequisites to the graduate courses in the program. Applicants who do not have an undergraduate degree in communicative disorders will be required to complete equivalent coursework prior to admission as a graduate student.
When accepted into the program, students are assigned an adviser.
Seminars are 3 units unless otherwise indicated. On-line course descriptions are available.
Speech Pathology Program
| Course | Title | Units |
|---|---|---|
| ISED 797 | Seminar in Educational Research | 3 |
| C D 880 | Advanced Communication Therapy | 2 |
| C D 701 | Seminar in Language Differences and Disorders in Children | 3 |
| C D 705 | Aural Rehabilitation | 3 |
| C D 708 | Seminar in Neurogenic Disorders of Language | 3 |
| C D 709 | Seminar in Motor Speech Disorders | 3 |
One of the following plans: 6 units
Plan A
| Course | Title |
|---|---|
| C D 882 | Internship in Communicative Disorders (6) |
| and Master’s comprehensive written examination (see department for limitations on repeat of failed examination or portions thereof. |
|
Plan B
| Course | Title |
|---|---|
| SPED 898 and C D 884 |
Master’s Thesis (3) and Oral Defense of Thesis Advanced Diagnosis in Communicative Disorders (3) |
Plan C
| Course | Title |
|---|---|
| SPED 895 and C D 884 |
Field Study (3) Advanced Diagnosis in Communicative Disorders (3) |
| and Master’s comprehensive written examination (see department for limitations on repeat of failed examination or portions thereof. |
|
Upper division/graduate courses in major or related fields with approval of graduate major adviser (suggested courses listed below): 7 units
| Course | Title |
|---|---|
| C D 711 | Seminar in Therapy for Functional Communicative Disorders (1) |
| C D 713 | Seminar in Therapy for Organic Communicative Disorders (1) |
| C D 706 | Counseling in Communicative Disorders (3) |
| C D 707 | Advanced Seminar in Language Disorders in Children (3) |
| C D 710 | Seminar in Dysphagia (3) |
| C D 756 | Advanced Diagnosis of Communicatively Handicapped Adults and Children (3) |
| C D 884 | Advanced Diagnosis in Communicative Disorders (2) |
| SPED 688 | American Sign Language I (3) |
| SPED 743 | Augmentative and Alternative Communication (3) |
| SPED 746 | Teaching Individuals with Physical and Other Health Impairments (3) |
| SPED 791 | Nature of Autism Spectrum Disorders (3) |
| SPED 825 | Communication, Behavior and Instruction: Autism (3) |
Minimum Total: 30
Note: Plans B & C are recommended to individuals planning to pursue predoctoral education. In Plan B, completion of the thesis and oral defense of the thesis is accepted in lieu of the master’s written comprehensive examination.
Minor in Special Education
Courses are 3 units unless otherwise indicated. On-line course descriptions are available.
Required Courses
| Course | Title | Units |
|---|---|---|
| C D 300 | Human Communicative Disorders | 3 |
| PSY 200 | General Psychology | 3 |
| PSY 431 | Developmental Psychology | 3 |
| SPED 330 | Introduction to Disability | 3 |
Elective Courses
Units selected from among the following, or other electives, upon advisement: 6 units
| Course | Title | Units |
|---|---|---|
| PSY 435 | Behavior Problems of Children | |
| SPED 310 | Exploring Visual Impairment | |
| SPED 370 | Young Children Disabled or At Risk and Their Families | |
| SPED 688 | American Sign Language |
Total for minor: 18
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 one of the following.
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 one hour north of SF State 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 are a 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 Impairments. 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 issues, job development, technology, transition from school to work and community living, and supported employment.
Admission to Program
Admission to the graduate program in special education is a two-step process that should be completed simultaneously:
- Apply to San Francisco State University: Complete the on-line CSU Mentor application. Follow all other requirements for admission to the University by accessing www.sfsu.edu/~grad stdy/.
- Apply to the Department of Special Education.
The department application requests background information, transcripts, a goal statement, two letters of reference, evidence of successful completion of the Level I Writing English Proficiency requirement, and a résumé. A minimum 3.0 GPA is required for admission to a master’s degree in special education. The department application and application deadlines are posted at: http://www.sfsu.edu/~spedcd; or call: (415) 338-1161.
Upon acceptance into the program, students are assigned an adviser. All students need to consult with their advisers before registration.
Upper division courses offered by the department may be considered upon approval of the graduate adviser.
Courses are 3 units unless otherwise indicated. On-line course descriptions are available.
Core Program
| Course | Title | Units |
|---|---|---|
| ISED 797 | Seminar in Educational Research | 3 |
| SPED 788 | Research and Literature, Policy and Practice in Special Education | 3 |
Units selected from the following on advisement: 3 units
| Course | Title |
|---|---|
| SPED 801 or SPED 779 |
Diversity in Special Education: Family Systems, Resources, and Culture Family Systems and Services for Young Disabled Children (students in ECSE emphasis only) |
Upper division/graduate courses in special education, as required by each graduate program: 12 units
Related studies (selected upon approval of graduate major adviser in specialization emphasis): 6 units
Culminating Experience
One of the following options (by advisement and approval of major graduate adviser in specialization emphasis): 3 - 6 units
Option I
| Course | Title |
|---|---|
| SPED 894 or SPED 895 or SPED 898 |
Creative Work Project in Special Education (3) Field Study (3) Master’s Thesis (3) with Oral Defense of Thesis |
Option II
| Course | Title |
|---|---|
| SPED 881 | Advanced Research Seminar in Special Education and Master’s Comprehensive Written Examination |
Option III
Two 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
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, unless advised to select a different plan; Early Childhood Special Education students and Mild/Moderate Disabilities students who are advised to select Option I must complete SPED 881 as a prerequisite.
Certificate in the Autism Spectrum
This graduate level certificate is designed to prepare highly qualified professionals to meet the unique educational needs of learners with autism spectrum disorders in diverse settings. Through participation in coursework that includes embedded field experiences, students will acquire working knowledge of current training models, strategies and philosophies to guide them in working with individuals on the autism spectrum at the early childhood, elementary and secondary/transition level. Graduate students enrolled in the Master of Arts and/or Education Specialist Credential in Special Education may have the option of pursuing the degree, credential and certificate concurrently without adding additional requirements. Students possessing a M.A. or M.S. degree in special education or a related field may complete the certificate program, including prerequisites, as a post-master’s degree program.
Admission to the Program
The specific requirements and procedures for acceptance to the autism spectrum graduate certificate program are as follows:
- Students must meet the standards required for candidates for a master’s degree program in special education or provide evidence of advanced graduate training (master’s degree) in special education or a related field.
- Students who wish to concurrently pursue the certificate, the Master of Arts in special education and the Education Specialist credential must complete all preliminary credential coursework
- Students who wish to apply to SF State for the certificate only will apply to the University through CSU Mentor
- Complete a Department of Special Education application
- Interview with program faculty upon request
Completion of the Program
The student must maintain a minimum of 3.0 GPA in order to continue in and complete the program.
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.
Course Requirements
| Course | Title | Units |
|---|---|---|
| SPED 791 | Nature of Autism Spectrum Disorders | 3 |
| SPED 825 | Behavior and Instructional Supports: Autism | 3 |
| SPED 794 | Communication, Socialization and Imagination: Autism | 3 |
| SPED 796 | Partnerships and Life Issue: Autism, or elective on advisement | 3 |
Total: 12
Certificate in Early Childhood Special Education
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. Course substitutions may be considered by advisement for students who wish to pursue extended specialized coursework in areas such as family services, infant intervention or preschool intervention.
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 3.0 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.
Program
| Course | Title | Units |
|---|---|---|
| SPED 777 | Atypical Infant Development | 3 |
| SPED 737 or SPED 738 |
Infant Intervention Preschool Intervention |
3 |
| SPED 780 | Assessment and Program Evaluation in Early Childhood Special Education | 3 |
| SPED 831 | Internship in Early Childhood Special Education | 3 |
Total: 12
Certificate in Guide Dog Mobility
The graduate certificate program is a collaborative effort between the Department of Special Education at San Francisco State University 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. Placement with Guide Dogs for the Blind, Inc. is limited. Check with department for admission cycles. Department of Special Education, 415-338-1161, www.sfsu.edu/~spedcd, or spedcd@sfsu.edu
Admission Requirements
- Bachelor’s degree, in any area from an accredited university
- Minimum Grade Point Average of 3.0
- Application for Graduate Admission to SF State
- Application for Program Admission to Department of Special Education
Written English Proficiency Requirements
Entry Level: See Level One written English proficiency requirement for graduate admission in Special Education. Exit Level: Written Comprehensive Examination administered by program, in conjunction with SPED 831, Internship
Fall, Year 1
| Course | Title | Units |
|---|---|---|
| SPED 655 | Basic Orientation and Mobility | 3 |
| SPED 749 | Medical and Education Implications or Visual Impairments | 3 |
| SPED 741 | Introduction to Canine Assessment and Training | 3 |
| SPED 755 | Formal Guide Work Training | 3 |
Spring, Year 1
| Course | Title | Units |
|---|---|---|
| SPED 759 | Introduction to Client Instruction | 3 |
| SPED 761 | Instructional Management and Special Populations | 3 |
Fall, Year 2
| Course | Title | Units |
|---|---|---|
| SPED 831 | Internship in Special Education | 6 |
Total Units: 25
