Students will learn basic vocabulary and grammar of American Sign Language. Upon completion of this course, students will be able to exchange basic information about themselves and their families such as their names, where they live, and their interests. Through out-of-class readings, in-class discussions and demonstrations, and experiences within the deaf community, students are exposed to elements of the deaf culture and community.

Note: Taught in ASL without voice.

Students will continue to expand vocabulary and concepts acquired in EDS 51. Expansion of conversational range includes talking about other people and activities, giving directions, and making requests. Students develop discourse skills appropriate for establishing connections with deaf acquaintances and handling a variety of interruptions. Through in-class discussions/demonstrations, course readings, and out-of-class field experience, students are exposed to elements of the deaf culture and community.

Note: Taught in ASL without voice.

Prerequisite: EDS 51 or equivalent.

Students will expand communicative repertoire developed in EDS 52 to talk about people and places in a contextually-reduced framework. Students learn to describe places, objects, and events. Students develop basic narrative skills to tell about past events. Through in-class discussions/demonstrations, course readings, and out-of-class field experience, students are exposed to elements of the deaf community and culture.

Note: Taught in ASL without voice.

Prerequisite: EDS 52 or equivalent.

Students will develop increased fluency in their expressive and receptive abilities in fingerspelling through in-class practice and viewing of videotaped narratives. Students will also reinforce their abilities to utilize ASL numbering systems for time, money, measurements, and game scores, amount others.

Prerequisite: EDS 52

Students will develop increased understanding of the types and uses of classifiers in ASL and develop further abilities to utilize this component of ASL in their expressive and receptive signing abilities through in-class practice, viewing of videotaped narratives, and individual practice outside of class.

Prerequisite: EDS 53; may be taken concurrently

Course introduces students to topics central to the deaf and deaf community, including audiology, education, culture, and history. Utilizing readings, lectures and group discussion, students will learn about the anatomy and causes of deafness, early intervention and education of deaf children, communication strategies and their effectiveness, the deaf as a cultural group and deaf/hearing relationships. Upon course completion, students will understand deaf individuals and their community in a holistic perspective and apply this knowledge toward further studies into the deaf culture and community.

This course provides an overview of current knowledge about individuals with disabilities within the context of inclusive educational and community-based settings, with substantial focus on the role of the educator in the education of students who have disabilities in diverse communities. Content includes historical factors, legislation, causes and characteristics, educational needs, educational strategies, including educational technologies, assessment, collaboration, and support services for individuals with disabilities ranging across mild, moderate, severe, and profound disability levels.

Note: Designed to meet the Special Education requirement for a clear multiple and single subject credential.

Corequisite: EDS 100B.

Field-based 30 hour experience. Lab is a synthesis and application of EDS 100A course content in educational setting for students who receive special education services. Students will verify multiple experiences across the age-span and in inclusive educational settings, agencies, and community environments.

Corequisite: EDS 100A.

Offers student participation in performance-based objectives program addressing the following major topics: Principles of supervision, supervision models, consultation and coordination skills, facilitation skills, curriculum management, and labor relations.

Offers student participation in a performance-based objectives program addressing the following major topics: School finance, grants and proposals, teacher observation models, staff development models, and total quality management practices.

Provides in-depth investigation of various problems and issues confronting the career technical educator in public and private sectors. The class will focus on the specific issues of adult career development and perspectives of work. These issues will be explored from both global and personal perspectives. Students will gain awareness and understanding in relation to their own individual career development, as well as the career development of those with whom they work or will work.

Introduces concepts and practices of inclusion of special needs students as provided for under federal legislation and case law. Methods of adapting instruction and devising positive behavioral supports for students of diverse abilities are studied. Methods of assessing the progress of students with diverse abilities are examined.

Examines cultural diversity and the historical and cultural traditions of the major cultural, ethnic, and linguistic groups in California. Methods of effective ways to include cultural traditions and community values in the instructional program are learned. Principles of second language acquisition, language teaching strategies, and curriculum adaptions for students whose second language is English are studied.

Teaches students how to manage the classroom and learning behavior of career technical education students in various settings under various circumstances. Total Quality Management procedures for career technical education/training programs are studied.

Course provides analysis and practical application of social, legal, and ethical practices in the field of special education. Provides candidates with an overview of state and federal laws and regulations, current case law, and up-to-date mandates from No Child Left Behind. Competencies needed to develop individualized programming for children with disabilities (IEP and IFSP), verification criteria, parent's rights, IEP development and implementation, goal and objective development, placement procedures and IEP monitoring will be emphasized.

Principles, methods and techniques of manual communication with deaf people using American Sign Language. Emphasis on the continuation of developing advanced manual communication skills with a focus on techniques for informing others of factual information and instruction about rules and methods for students who will work or interact with adult deaf persons. Continuation of the analysis of the culture of deafness with emphasis on participation in the community.

Note: Taught in ASL without voice.

Prerequisite: EDS 53 or equivalent.

Students will build upon communicative skills developed in EDS 154 to develop and expand on their abilities to discuss parts of the body and health conditions, tell a personal narrative about themselves and moments in theirs and others' lives, as well as to retell and translate simple stories into ASL.

Prerequisite: EDS 154 or instructor permission.

An overview of the education of the deaf from prehistoric times to the present will be provided. Roots of current trends and events in deaf education will be explored, with projections for the future. Current issues such as mainstreaming, cochlear implants, communication modalities for instruction and others are discussed in both a historical context and from a deaf perspective.

Prerequisite: EDS 60; may be taken concurrently

Course introduces students to deaf people as a cultural and linguistic minority in America through coverage of sociolinguistic, anthropological, and historic issues in the development of deaf culture and community in America and worldwide. Utilizing readings, lectures and group discussion, topics will include: theories of culture; language use; cross-cultural interaction and intercultural processes, and deaf literature and art. Upon course completion, students will understand current and past educational, legal and medical policies and their impact on deaf and hard-of-hearing people.

Prerequisite: EDS 60; may be taken concurrently.

Students will be exposed to a number of ASL stories on videotape, learn several different forms of ASL literature and develop their own stories and narratives in each format. They will understand the effects of genre, style, perspective, and other artistic techniques on ASL storytelling, and utilize similar techniques in their developed stories. Students may perform their stories for a general audience.

Prerequisite: EDS 57, EDS 60, EDS 154, EDS 161, EDS 162, and EDS 164.

This course will explore a specific theme of interest to faculty and students within the program, with course content changed each semester. Selected topics will touch upon issues of special concern and interest to the Deaf community such as genetics, multicultural issues, media representations of deafness, theatre and performance art, visual arts, and other subjects which may arise in the fiuture. Course will consist of readings, discussion, independent research, and viewing of various media as appropriate.

Note: May be repeated when diffrent topic is offered.

Prerequisite: EDS 60, EDS 154, EDS 161, and EDS 162.

This course links active participation in the Deaf community to the content of previous Deaf Studies courses. In particular this course examines how to be a good ally within the Deaf community in the midst of a context of power, privilege and difference. Following a Service Learning model, student teams will collaborate on various service projects contributing to the Deaf community. In addition, some students may be assigned volunteer placements serving the Deaf community.

Prerequisite: EDS 155, EDS 161, EDS 162, and EDS 164.

Individual projects designed especially for students capable of independent study.

Note: Departmental petition required.

Students will develop knowledge and skills related to strategies for collaboration and inclusion with general education faculty members in the middle and high school environment. Students will develop skills in community-based instruction transition planning, in addition to designing outcomes and supports within the general education curriculum. Students will also gain knowledge and skills related to vocational and supported employment, and preparation for work after high school, and how to facilitate a successful transition to post-secondary education, supported living, and supported employment.

Prerequisite: EDS 119, EDS 205, EDS 206, EDS 413, or advisor approval.

Participants will learn: a) how to assess communicating behavior from nonsymobolic to symbolic and unintentional to sophisticated in students with disabilities; b) to work with audiologists and ophthalmologists to assess sensory functioning related to communication; c) to develop communication system intervention plans, both low and high tech; and d) how to implement instruction across multiple environments and with multiple partners. In addition, students will learn strategies for facilitating interactions between students with and without disabilities, teaching others to utilize adapted communication systems, and collaboration with varied professionals.

Prerequisite: EDS 119, EDS 130A, EDS 130B, EDS 206, EDS 216A, EDS 216B, EDS 220, EDS 235 or instructor approval.

Corequisite: EDS 235 or advisor approval.

Quality practices in early childhood assessment using a range of culturally appropriate tools and techniques, parent-professional-collaboration, transdisciplinary team assessment, assessment reporting and translating results into intervention planning. Participants will demonstrate skills in planning, carrying out and reporting results of assessments/evaluations for eligibility determination, program planning, and monitoring ongoing progress for infants, young children and their families. Lecture.

Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B and EDS 131A/EDS 131B or their equivalents.

Corequisite: EDS 210B.

Synthesis and application of lecture course content (EDS 210A) in home-based, center-based and/or community settings serving infants and young children with disabilities and their families. Field-based practice lab (30 hours).

Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B and EDS 131A/EDS 131B or their equivalents.

Corequisite: EDS 210A

Designed to develop the skills necessary to design and implement developmentally appropriate curriculum and intervention strategies for infants and toddlers with disabilities in a range of learning environments including home, center-based and community programs. Lecture.

Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B, EDS 131A/EDS 131B, and EDS 210A/EDS 210B or their equivalencies.

Corequisite: EDS 211B.

Synthesis and application of lecture course content (EDS 211A) in home-based, center-based, and/or community settings serving infants and young children with disabilities and their families. Field-based practice lab (30 hours).

Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B, EDS 131A/EDS 131B, and EDS 210A/EDS 210B or their equivalencies.

Corequisite: EDS 211A (lecture).

Prepares mild/moderate/severe and multiple subject teacher candidates to teach history-social science content standards for California public schools to all students, including English Learners and students with disabilities; to use analytical and critical thinking skills in history and social science; and to integrate history-social science topics, themes and concepts with other subject areas. Pedagogical topics include the use of timelines, maps, and artifacts, case studies, simulations, literature, art, multiple perspectives, SDAIE, cooperative projects, and research activities.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: EDS 214B.

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 214A) in a setting for students who receive special and/or general education services.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: EDS 214A.

Prepares mild/moderate/serve and multiple subject teacher candidates to teach science content standards for California public schools to all students. Give participants the knowledge of basic principles and strategies related to science education appropriate for general education (k-8) teacher candidates. Participants will also develop, implement, and evaluate science curricula appropriate for those students with mild/moderate/severe disabilities. This includes an expanded treatment of science pedagogy, manipulative, technological supports, accommodations, inclusive instructional techniques, and other strategies specially suited to the instruction of English Learners and students with disabilities.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator

Corequisite: EDS 215B

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 215A) in a setting for students who receive special and general education services.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator

Corequisite: EDS 215A.

Provides an overview of strategies and technological aids for managing (a) needs of students with severe physical disabilities, and (b) needs of students with visual and hearing impairments. Basic concepts and strategies for positioning, handling, and management of routines for activities such as feeding and personal hygiene are stressed, along with orientation and mobility training, and use of augmentative communication systems. Students are exposed to state-of-the-art technology.

Corequisite: EDS 216B.

Field-based practice lab (30 hours). Lab will be a synthesis and application of lecture course content (EDS 216A) in schools, public and private agencies, and other community settings where direct educational and therapeutic services are provided to students who have physical disabilities, movement disorders, sensory limitations, or health impairments.

Corequisite: EDS 216A.

Students will learn advanced methods of assessment and instruction for students with moderate to severe and profound disabilities, and multiple disabilities. Students will learn to design assessments and work with transdisciplinary team members to write an integrated assessment report, and present the report. Students will develop IEPs/ITPs based on the transdisciplinary information, write instructional programs using research-based methods, and design methods for monitoring progress using ongoing instructional data.

Prerequisite: EDS 119, EDS 205, EDS 206, EDS 207, EDS 208, EDS 209, EDS 216A, EDS 216B, EDS 217, EDS 220, EDS 221, EDS 235, EDS 291A, EDS 291B, EDS 413, EDS 414 or equivalents.

Corequisite: EDS 236, EDS 415 or advisor approval.

This course provides candidates with the evidence based principles and systematic and explicit techniques to develop phonological awareness, phonics, concepts about print, oral and written language, and word recognition strategies. Candidates will learn techniques specific to assessing a student in reading and applying the information to assist the student with reading difficulties. Accommodations and modifications for students with mild, moderate, and severe disabilities will be emphasized.

Prerequisite: Admission to any Special Education Credential or Master's Program at Sacrament State.

Course provides candidates with evidence based principles, systematic and explicit techniques, procedures in reading fluency, comprehension, and vocabulary development. Candidates will learn literal and higher level comprehension strategies that assist students in understanding narrative and expository text. Candidates will receive instruction on the principles, techniques, and procedures for teaching spelling, handwriting, and critical study skills. Accommodations and modifications for students with mild, moderate and severe disabilities will be emphasized.

Prerequisite: EDS 220.

Candidates examine relationships between assessment, curriculum, and instruction through application of a variety of formal and informal assessments and curricula. Candidates administer and interpret norm-referenced, criterion-referenced, and curriculum-based instruments that assess academic achievement, social behavior, and emotional functioning. Candidates learn basic principles and strategies related to using and communicating results of a variety of assessment and evaluation approaches. Authentic assessment strategies, specifically designed to support and inform instruction, will be emphasized.

Prerequisite: Admittance to Mild/Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: EDS 225B.

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 225A) in a setting serving students with mild/moderate disabilities.

Prerequisite: Admittance to Mild/Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: EDS 225A.

Methods for designing and implementing instruction for students with mild/moderate disabilities. Topics include typical and atypical human development including knowledge of developmental stages, resilience and protective factors and their implications for learning, evidenced based instructional strategies, designing and managing environments and materials, differentiated instructions, collaborative teaming to design, implement, and evaluate appropriate, integrated services based on individual needs, and the use of technology, including assistive technology to support student access to the general education curriculum.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: 229B.

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 229A) in a setting for students with mild/moderate disabilities who receive special education services. Students will verify multiple experiences across the age-span and in inclusive settings, agencies, and other natural environments.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: 229A.

Comprehensive study and application of intervention strategies that enhance the quality of life for students with mild/moderate disabilities. Students will learn (a) how to design learning environments that prevent and reduce problem behaviors, (b) learn how to identify and assess problem behavior using functional behavioral assessment methods, (c) learn how to design and implement positive behavioral support interventions which are in compliance with federal IDEA law, and (d) apply behavioral procedures on a systemic, school wide basis.

Prerequisite: Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: EDS 230B.

Comprehensive study and application of intervention strategies that enhance the quality of life for students with mild/moderate disabilities. Students will learn (a) how to design learning environments that prevent and reduce problem behaviors, (b) learn how to identify and assess problem behavior using functional behavioral methods, (c) learn how to design and implement positive behavioral support interventions which are in compliance with federal IDEA law, and (d) apply behavioral procedures on a systemic, school wide basis.

Prerequisite: Admittance into Mild/Moderate or Moderate/Severe Credential program, APE program, or permission of respective special education coordinator.

Corequisite: EDS 230A.

The content provided in this course is directed toward the preparation of pre-service and intern teachers of students with mild/moderate disabilities. The course provides instruction in effective communication, collaboration, and consultation with individuals with disabilities and their family, primary caregivers, general/special education teachers, related service personnel, administrators, the business community and public/non-public agencies. Candidates will also be supported in the development of a Preliminary Education Specialist Portfolio.

Note: To be taken during the first semester of mild/moderate and dual mild/moderate credential program(s).

Prerequisite: Admittance to Mild/Moderate, Dual Mild/Moderate or Moderate/Severe Credential program.

Designed to allow the special education candidate teacher/intern to focus upon two overall issues pertaining to their specific needs: problems and resolutions particular and general to their teaching assignment and culminating portfolio development.

Prerequisite: EDS 232.

Corequisite: EDS 472, EDS 473.

Designed to allow the ECSE teacher candidate to focus on two overall issues: Problems and resolutions particular and general to their teaching assignment, and the development and/or refining of a preliminary Level I Performance Portfolio.

Corequisite: EDS 474 and EDS 475 or EDS 476 and EDS 477.

This seminar accompanies the final Student Teaching II experience. Students will meet for two hours, eight times, during the semester to discuss their experiences and problem solve any questions or challenges related to their Student Teaching II requirements. Since this is the advanced experience, it is expected that the seminar will be primarily focused on professional issues related to the collaborative implementation of effective programs for students with moderate/severe disabilities. At each meeting there will be topics for discussion generated by the professor, but also time for collaborative problem solving around specific students and program issues in the student teaching settings.

Prerequisite: EDS 100A, EDS 100B, EDS 119, EDS 130A, EDS 130B, EDS 205, EDS 207, EDS 208, EDS 209, EDS 216A, EDS 216B, EDS 217, EDS 220, EDS 221, EDS 292A, EDS 292B, EDS 414.

Corequisite: EDS 218, EDS 415 or advisor approval.

Candidates will review legal mandates specific to transition planning and implementation, and evaluate transitional life experiences for students with mild moderate disabilities across the lifespan. Candidates will explore and implement social skills, career and vocational program planning for secondary students with Mild/Moderate disabilities. Planning will include the student, community services, and other community resources such as parents and various professionals, that will lead to increased student learning with career goals and objectives to support their transition to post-school settings.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: EDS 237B.

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 237A) in inclusive setting for students with mild/moderate disabilities.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite: EDS 237A.

Examination of basic theories of counseling and therapy used by school psychologists, with emphasis on children and youths inn an educational setting and their families. Refinement of one's own counseling orientation is required.

Corequisite: EDS 440.

Designed to introduce prospective school psychologists to both theory and practice in the assessment of cognitive abilities. Students will be exposed to various approaches to cognitive assessment including information processing, CBA, dynamic, and psychometric. Students will learn to administer and interpret major standardized cognitive assessment instruments including the WISC-R, WAIS-R, Stanford-Binet FE, K-ABC, and others. Lecture.

Corequisite: EDS 242B.

Clinic based practice lab. Lab will be a synthesis and application of course content in the assessment of cognitive function. Students will be assigned clients for purposes of administering, scoring, evaluating and reporting assessment data.

Corequisite: EDS 242A.

Administration, scoring, and interpretation of tests taught in EDS 242A-B, EDS 244, or EDS 247. Students will be assigned five to seven cases. They will assess the children, meet with the families to gather history, and render interpretation.

Note: Must be taken concurrently with EDS 242A, EDS 242B, EDS 244, and EDS 247. May be taken twice for credit.

Study and application of various primary, secondary, and tertiary psychological interventions designed to prevent school failure and/or emotional challenges. Examines techniques of identifying pupils who are experiencing mental health difficulties that interfere with school functioning, and intervention techniques designed to address these problems.

Prerequisite: Instructor permission.

Assessment of client behavior using formal and non-formal methods based on neuropsychological principles. Students will learn to use interview techniques, standardized cognitive and projective tests, and neuropsychological screening procedures to assess students with special needs. Report writing, parent conferences, and consultation strategies will be stressed.

Individual projects or directed reading.

Note: Departmental petition required.

This is a two-part course. Both EDS 260A and EDS 260B are required. EDS 260A is not a prerequisite for 260B.

Formulation of individual rehabilitation plans as a joint client-counselor process; rehabilitation case records used to foster understanding of the disabled client and his problems.

Prerequisite: EDC 170 and approval as a candidate for the MS degree in vocational rehabilitation counseling.

Candidates will learn basic principles, strategies and procedures for teaching English Learners with disabilities. Compliance and legal issues related to English Learners identified with disabilities, including writing linguistically appropriate goals and objectives, and implementing culturally responsive strategies will be addressed. Systematic and explicit strategies for accommodating and modifying curricular materials for English Learners with disabilities in inclusive classrooms will be emphasized.

Prerequisite: Admittance into Mild/Moderate Credential or M.A. Education programs and EDBM 170.

Corequisite: EDS 292B.

Field-based practice lab will be a synthesis and application of course content (EDS 292A) in the implementation of culturally responsive, systematic and explicit strategies, and curricular material involved in teaching English Learners with disabilities in inclusive classrooms.

Prerequisite: Admittance into Mild/Moderate Credential or M.A. in Education programs and EDBM 170.

Corequisite: EDS 292A.

Examines current issues in special education through review of selected journal articles, presentations by guest lecturers and class discussion. Students will be required to write a series of brief position papers in professional style on selected topics.

Students choosing Program A for the M.A. in Education, Special Education option must register for the seminar during their final semester of study, prior to attempting the written comprehensive examination. In the seminar, students will study problems and issues associated with specialty areas as well as with the field of special education as a whole.

Note: May be repeated for credit.

Prerequisite: EDS 297.

Individual projects at graduate level especially for students capable of independent study.

Note: Departmental petition required.

Individual support to guide multiple subject candidates through the process of completing and submitting the culminating PACT Teaching Event and completion of their electronic portfolio. The signature assignments, formative PACT assessments and summative PACT Teaching Event represent a working electronic portfolio embedded throughout the credential program, and the summative component will be polished and formally submitted at the conclusion of the EDS 332.

Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education instructor.

Corequisite: EDS 420B or approved equivalent by assigned advisor or department chair.

Final semester of a Multiple Subject credential student teaching with integrated methods coursework requires M-F, full-day participation of the student. Emphasis on classroom teaching and further experience with community services. Candidates must meet the criteria for student teaching to be accepted to this course.

Note: Approximately 300+ hours are required to meet competencies.

Prerequisite: Successful completion of EDS 420A or equivalent student teaching approved by EDS advisor or Student Teacher Coordinator.

Corequisite: EDS 332 or equivalent student teaching seminar approved by EDS advisor or Student Teacher Coordinator.

Fieldwork experience is designed to allow students to explore roles in public schools and to gain experience in the organization and operation of schools, classrooms, and special services. The field placement allows students to work with pupils in public school settings that offer individual and group counseling; consultation with teachers, parents, and other school staff, and special accommodations for students with special needs. Students will work under the supervision of a credentialed school psychologist or school counselor at local school sites. A faculty supervisor from the School Psychology Training Program will work closely with students and field supervisor.

Note: May be repeated for credit.

Prerequisite: Satisfactory completion of first year coursework.

Supervised practice in individual counseling.

Prerequisite: Approval as a candidate in School Psychology program, approval of advisor, and department petition.

Directed field study for school psychologists. Supervised experiences are arranged in school psychology.

Prerequisite: Approval as a candidate in the School Psychology program, completion of courses required for the School Psychology Internship credential, approval of advisor, and department petition. May be repeated for credit.

Supervised practice in individual counseling.

Prerequisite: Approval as a candidate in the Vocational Rehabilitation program; approval of advisor, and department petition.

Directed field study for rehabilitation counselors. Supervised experiences are arranged in rehabilitation counseling. Forty hours of experience required for each unit of credit.

Prerequisite: Approval as a candidate in the Vocational Rehabilitation program, completion of core courses except EDS 560, EDS 561, or Comprehensive Examination (oral or written), approval of advisor, and department petition.

Introduction to the vocational rehabilitation program. Students will learn about the foundations of rehabilitation counseling through discussion and visits to a number of agencies in the community. Students will spend at least 30 hours over the course of the semester in a variety of community rehabilitation facilities.

Note: Open to unclassified graduate students on a space available basis.

Directed field experience or internship experience in a cooperating school district, county office of education or appropriate privately operated program providing early intervention services for infants and toddlers and their families. Candidates must secure faculty approval by prior application for directed field experience/internship. Variable units depending on instructor recommendation and individualized student and program considerations.

Prerequisite: Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan.

Corequisite: EDS 234.

Completion of a thesis approved for the Master's degree.

Prerequisite: Advanced to candidacy and chair permission two semesters prior to registration. Units of credit determined in consultation with thesis sponsor. EDS 297.

Completion of a project that integrates research with development of a product related to instruction of persons with disabilities.

Prerequisite: Advanced to candidacy and chair permission two semesters prior to registration. Units of credit determined in consultation with project sponsor. EDS 297.

Credit given upon successful completion of a thesis approved for the education specialist degree.

Note: Open only to the graduate students who have been advanced to candidacy for the education specialist degree. Number of units of credit is determined by the candidate's education specialist advisory committee.

Credit given upon successful completion of a project approved for the M.A. in Education/School Psychology option.

Prerequisite: Advanced to candidacy.

Credit given upon successful completion of a project approved for the Education Specialist degree.

Note: Open only to the graduate student who has been advanced to candidacy. Department petition is required. Number of units of credit is determined by the candidate's advisor.

Completion of a project approved for the Master's degree.

Prerequisite: Advanced to candidacy.