Special Education

College of Education
Dean: Jacob Perea

Department of Special Education
BH 154
415-338-2501
Chair: Jean van Keulen

Undergraduate Adviser: Stanford Lamb--Communicative Disorders

Graduate Coordinator: Jean van Keulen

Faculty

 Professors--Casella, Certo, Franklin, Goetz, Goldberg, Hanson, Lamb, Lepire, Prinz, P., Schuler, Stump, Watanabe, Widerstrom

Associate Professors--Hunt, Raggio, Rosen

Assistant Professors--Bettger, Hsia, Karres, Lueck, Soto

Programs

B.A. in Communicative Disorders

M.S. in Communicative Disorders

Minor in Special Education

M.A. in Special Education

Clinical Rehabilitative Services Credentials

Education Specialist Credentials

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 children and adults with disabilities. Resources of education, psychology, counseling, and other human service 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 hard of hearing, evaluation of speech and language problems of the hard of hearing, management procedures for speech and language habilitation and/or rehabilitation of the deaf/hard of hearing; 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 nota 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 impaired/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.

Master of Arts in Special Education and Education Specialist Credentials.The curriculum for these programs meets state licensing requirements. Course work leading to education specialist credentials is offered in the following areas: Deaf and Hard of Hearing, Physical and Health Impairments, Mild/Moderate Disabilities, Moderate/Severe Disabilities, Visual Impairments, and Early Childhood Special Education with a supplemental certificate in early childhood special education for individuals who have completed other education specialist programs. The department also offers Clinical/Rehabilitative Services Credentials for Language, Speech, and Audiology, and for Orientation and Mobility. See Index for page reference for credential programs. For more information regarding program and course requirements for credentials, prospective students may contact advisers in the appropriate area of 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 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 may complete the certificate program providing that all prerequisites and 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 individuals who have visual impairments 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; development theories and strategies; utilization of technological devices specifically designed for the visually impaired; and case management techniques in working with persons who are visually impaired 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 with Concentration in Special Education.Graduate study leading to the Joint Doctorate (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 people 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.

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.

Courses for this program are listed in alphabetical sequence (consult Index for page reference).

Units

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 660	Communicative Disorders		3

C D 661	Neurolinguistics		3

C D 663	Clinical Instrumentation in 

Communicative Disorders			3

C D 668	Clinical Observation		3


SPCH 410	American Phonetics		4

Total		40

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 mustenroll 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 (consult Index for page reference). When accepted into the program, students are assigned an adviser.

Units

Program

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 Com-

munication Research (4)

SPCH 710	Seminar in Physiological and 

Perceptual Phonetics (4)

Four units on advisement

One of the following plans:		6

Plan A

 
CD 882	Internship in Communicative 

Disorders (6)

Plan B

 
SPED 898	Master's Thesis and

CD 882	Internship in Communicative 

Disorders

Plan C1

 
SPED 895	Field Study and

CD 882	Internship in Communicative 

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 grad-

uate major adviser (suggested courses 

listed below)		7

CD 700	Human Auditory Systems

CD 706	Counseling in Communicative 

Disorders

CD 707	Therapeutic Techniques for 

Severe Language Disabilities

CD 756	Advanced Diagnosis of Com-

municative Disabilities

CD 883	Practicum in Hearing Diag-

nostics (2)

CD 884	Advanced Diagnosis in Com-

municative Disorders (2)

SPED 682	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
andMaster's Comprehensive Written Examination (see department for limitations on repeat of failed examination or portions thereof)

MINOR IN SPECIAL EDUCATION

Units

Required Courses

PSY 200	General Psychology		3

C D 300	Human Communicative Develop-

ment 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 each)

SPED 370	Introduction to Atypical Infants

SPED 682	Signing Exact English I


PSY 435	Behavior Problems of Children

Total for the minor		17-18

MASTER OF ARTS IN SPECIAL EDUCATION

 Graduate Advisers--All tenured/tenure-track faculty serve as graduate advisers with a coordinator assigned to each program area as follows: C. Stump, Mild/Moderate Disabilities; L. Goetz, Moderate/Severe Disabilities; S. Rosen, Orientation and Mobility; G. Soto, Physical and Health Disabilities; B. Franklin, Deaf and Hard of Hearing; S. Lamb, Communicative Disorders; P.M. Prinz and V. Casella, Joint Doctoral Program; A. Widerstrom, Early Childhood Special Education; N. Certo, Vocational Special Education; and A. Lueck, Visual Impairments.

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.

Upon acceptance into the program, students are assigned an adviser. All students must see 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, s/he 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 mustenroll 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 field study or a thesis. Satisfactory completion automatically certifies that the second level writing requirement has been met.

Courses for this discipline are listed in alphabetical sequence (consult Index for page reference). Upper division courses offered by the department may be considered upon approval of the graduate adviser.

Units

Program

ISED 797	Seminar in Educational Research		3

SPED 788	Public Policy and Legal Rights of 

People with Disability			3

One of the following selected 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 or 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

One of the following options (by advisement 

and approval of major graduate adviser 

in specialization emphasis):		3-6

Option I:		3

SPED 895	Field Study or

SPED 898	Master's Thesis and

Oral Defense of Thesis

Option II:		3

SPED 881	Advanced Research Seminar 

in Special Education and

Master's Comprehensive Written 

Examination

Option III:		6

Two elective graduate seminars which 

will reflect critical analysis of litera-

ture and application of research skills 

(by advisement and approval of gradu-

ate major adviser) and

Master's Comprehensive Written 


Examination

Minimum total		30-33

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 the Credentials section for information on Specialist Instruction 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 three letters of recommendation, transcripts of all college or university level training, and a position statement documenting why they are pursuing this certificate. Further, students must have successfully completed SPED 701, Survey of People with Disabilities in Education, to enroll in the certificate courses.

Written English Proficiency Requirement

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

Units

Program

SPED 777	Atypical Infant Development		3

SPED 737	Infant Intervention or

SPED 738	Preschool Intervention		3

SPED 780	Assessment and Program Evalua-

tion in Early Childhood Special 

Education			3

SPED 831	Internship in Early Childhood 


	Special Education		3

Minimum total		12

CERTIFICATE IN EDUCATIONAL THERAPY

 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(consult Index for page reference). 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.

Written English Proficiency Requirement

 The student is expected to satisfy the graduate level English proficiency requirement through evaluation of written assignments in MGMT 851.

Completion of the Program

Prerequisites

 As evidenced in SFSU transcript or approved equivalencies verified by a transcript.

SPED 715	Utilizing Computers with Special 

Learners or

SPED 716	Technology in Special Education

SPED 772	Methods 1: Assessment, Curriculum, 

and Instruction for Mild/Moderate 

Disabilities

SPED 774	Behavior Management

SPED 775	Methods 2: Assessment, Curriculum, 

and Instruction for Mild/Moderate 

Disabilities

SPED 778	Methods 3: Assessment, Curriculum, 

and Instruction for Mild/Moderate 

Disabilities

ISED 797	Seminar in Educational Research
Units

Requirements

SPED 709	Advanced Differential Diagnosis		3

MGMT 851	Entrepreneurial Management		3


SPED 806	Seminar in Field Practices 		3

Minimum total		9

CERTIFICATE FOR INTEGRATED SERVICES

Admission to Program

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

Units

Course Requirement

SPED 788	Public Policy and Legal Rights of 

People with Disability or

SPED 902	 Public Policy in Special Educa-

tion (on advisement only)			3

SPED 801	Diversity in Special Education: 

Family, Resources, and Culture			3

EDUC/BSS 803	Integrated and Collaborative 

Services for Children			3

SPED 821	Advanced Problems in Special 

Education (practicum modules)			3

SPED 831	Internship in Special Education		3

SPED 711	Student Support Seminar (2) 


	[repeated second semester]		4

Total for certificate		19

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

Students not possessing a credential or master's degree must complete a credential or a master's degree program concurrently with the award of this certificate. As per university requirements, two-thirds of the program units must be completed in residence.

CERTIFICATE IN REHABILITATION TEACHING FOR THE BLIND

Admission to Program

 Admission to the certificate program follows standards required for a graduate degree. Applicants must hold a minimum of a 2.5 grade point average in an undergraduate degree from an accredited university, and submit three letters of recommendation and transcripts along with the departmental application. Program faculty interview candidates to determine if the program is suitable to meet the applicant's career objectives. Check with program advisers for courses required for a Master of Arts in Special Education with an emphasis in Rehabilitation Teaching for the Blind.

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.

Units

Program

SPED 601	Observation and Participation in 

Special Education			3

SPED 732	Adaptive Skills for People with 

Visual Impairment			3

SPED 733	Seminar: Rehabilitation Teaching 

for People with Visual Impairment			3

SPED 735	Computer Technology for Visual 

Impairment			3

SPED 749	Medical, Educational, and Rehabili-

tative  Implications of Visual 

Impairment			3

SPED 750	Assessment and Instruction for 

Learners with Visual Impairments I			3

SPED 752	Issues in Visual Impairment			3

SPED 754	Basic Communication Skills for 

Learners with Visual Impairment			3

SPED 755	Basic Orientation and Mobility for 

Learners with Visual Impairment			2

SPED 831	Internship in Special Education		6


ISED 606	Principles of Adult Education		4

Minimum total		36

CERTIFICATE IN SERIOUS EMOTIONAL DISTURBANCE

Admission Requirements

 The following prerequisites and requirements must be met.

Curriculum

 Students must have completed or be enrolled in either the Learning Handicapped (LH) or Severely Handicapped (SH) Specialist Credential program, or a Master of Arts in Special Education.

Units

SPED 601	Observation and Participation in 

Special Education			1

SPED 711	Student Support Seminar		2

SPED 781	Education of Students with Serious 

Emotional/Behavior Disorders			3

SPED 824	Advanced Behavioral and 


	Instructional Techniques		3

Total units		9

Completion Requirements

 Students not possessing a credential in LH or SH must complete a credentialing program concurrently with the award of this certificate. As per university requirements, two-thirds of the program units must be completed in residence.

CERTIFICATE IN VOCATIONAL SPECIAL EDUCATION

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. A prerequisite to the certificate program is SPED 701, Survey of People with Disabilities.

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.

Units

SPED 715	Utilizing Computers with Special 

Learners			3

SPED 761	Career Education for Students with 

Mild/Moderate Disabilities or 

SPED 763	Method of Instruction in Secon-

dary Programs with Severely 

Disabled Students			3

SPED 805	Internship: Vocational Education for 

Special Needs Students			3

SPED 850	Issues in Vocational Special


	Education		3

Total units		12

DOCTOR OF PHILOSOPHY IN EDUCATION: CONCENTRATION IN SPECIAL EDUCATION and
DOCTOR OF EDUCATION IN EDUCATION: CONCENTRATION IN SPECIAL EDUCATION

Administrative Organization

 The Joint Doctoral Program in Special Education is a program within the Colleges of Education of two campuses, San Francisco State University and the University of California, Berkeley. The program Executive Committee is composed of faculty members from both campuses. The committee is co-chaired by coordinators from each campus. 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, and from Communicative Disorders. 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 (Social and Cultural Studies; Educational Administration; Educational Psychology; Language and Literacy; Mathematics, Science, and Technology). 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.

Admission Requirements

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 successul experience working with children and/or adolescents with disabilities or in programs serving this population. Students without sufficient training in special education will be admitted and required to enroll in prerequisite foundation course work.

Selection Criteria

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.

Application Procedures

Applications must be submitted to both campuses (SFSU and UCB). All supporting documents must be sent to each campus in order to have a complete file at both campuses. The deadline to submit applications is usually mid-December. Applications must be postmarked by the date which is established annually.

Applications are available from:

Department of Special Education, Joint Doctoral Program, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132; telephone: (415) 338-1161.

Student Academic Services Office, School of Education, 4307 Tolman Hall, #1670, University of California, Berkeley, CA 94720-1670; telephone: (510) 642-5345. UCB applications are available after August 1.

Program Requirements

The major objective of the first year is to help the student achieve competence in developing and implementing a research project and to critically review and interpret professional literature. All students are required to complete the following core courses.

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

Areas of Academic and Special Education Specialization

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. In addition, students are required to select three areas of specialization in consultation with the primary advisers. 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.

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.

Academic Specialization.Among the areas that can be pursued with respect to the field of disability are: human development; education policy studies; educational administration; vocational education; language and literature studies; mathematics, science, and technology; other areas selected by students in consultation with faculty advisers.

Special Education Specialization.Students may select from the following areas: early childhood special education; deaf/hard of hearing; mild/moderate disabilities; moderate/severe disabilities; physical and health impaired; visual impairment; orientation; orientation and mobility; vocational special education.

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 alternates on a year-to-year basis between the two campuses each year. 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.

The total number of units required for the doctoral program ranges from 45-53 units.

Prequalifying Review.The prequalifying review for the doctoral degree consists of the approval of three position papers and a dissertation prospectus.

Qualifying Examination.The Qualifying Examination is an oral examination of two to three hours duration. The oral examination committee is comprised of three members from each campus. One member from each university must be outside the College of Education. Members of the oral examination committee are selected by the student in consultation with the primary adviser. The chairperson of the committee may come 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. Students should advance to candidacy by the end of the semester following the completion of the Qualifying Examination. The Dissertation Committee is comprised of at least three faculty members representing both campuses. One member must be outside the College of Education. The student selects the committee members and requests one individual to serve as chairperson. The

approval of the dissertation proposal and completion of the dissertation results in the award of a doctoral degree.

Atypical Developmental Psycholinguistics Emphasis

The joint doctoral emphasis in Atypical Developmental Psycholinguistics (ADP) relates the study of language behavior, its development and use by children and adolescents to atypical development and exceptionality, with particular emphasis on linguistic and cognitive differences and their social, psychological, and neurological correlates. The program emphasis covers the relationship between language and literacy and the study of language development across various modalities: spoken, signed, and written and includes information on American Sign Language (ASL) as well as alternative/augmentative communication. Students select between two specialization strands within this emphasis: Strand 1 involves research and course work on language acquisition as related to cognitive, linguistic, and/or motoric impairment and focuses on language and literacy development in specific atypical populations (i.e., autistic and severely emotionally disturbed, specific language impaired, language/learning disabled, severely/multiply handicapped). Strand 2 of the emphasis covers the study of deafness, especially as it relates to the psycholinguistic aspects of American Sign Language (ASL), literacy, and sign language acquisition with deaf children and adolescents. The social and cultural contexts of communicative interactions and their implications for language and literacy acquisition, assessment and intervention are a central focus of both interdisciplinary specialization strands.

Units

Program

Core courses (see above)		20

Emphasis Core

Strands 1 and 2--UCB Courses

 
Proseminar in Language Acquisition		3

Proseminar in Second Language Acquisition, 

Literacy, or Discourse Analysis		3

Core--SFSU Course

 
SPED 921	Seminar: Issues in Atypical Language 

Acquisition			3

Strand 1 Core Course

 
SPED 922	Research Design and Methodologies: 

Atypical Developmental Psycho-

linguistics			3

Strand 2 Prerequisite Courses

 
The equivalent of:

SPED 688	American Sign Language (ASL) I			3

SPED 689	American Sign Language (ASL) II			3

SPED 690	American Sign Language (ASL) III			3

Strand 2 Core Course

 
SPED 923	Linguistic Basis of American Sign 

Language (ASL) and Sign Language 

Acquisition in Deaf Children			3