Courses Acceptable on Master's and Doctoral Degree Programs in Education

Cross-Cultural Language and Academic Development (CLAD) Certificate

Early Childhood Special Education Certificate Program

GRADUATE COURSES

Instructional Software Design Certificate

Rehabilitation Administration
Certificate

Resource Specialist Certificate of Competence

Early Childhood Special Education Certificate Program

The Early Childhood Special Education Certificate is authorized by the California Commission on Teacher Credentialing. It is designed for individuals who have completed Level II coursework in Mild/Moderate or Moderate/Severe disabilities. Completion of the certificate extends their authorization from birth through 22. Individuals credentialed in other areas such as Deaf and Hard-of-Hearing, Physical and Health Impairments, and Visual Impairments are authorized to serve birth through 22, but may add the certificate for professional growth reasons if desired.

1. Prerequisite: Completion of Level II coursework in one of the Education Specialist credentials, course in early childhood development with focus on infants, toddlers, and preschoolers.

2. Certificate coursework: Special Education 526, 528, 532, 635, 643A, 643B, 970D, 970E. (25 units)

Resource Specialist Certificate of Competence

The Department of Special Education offers coursework leading to the California Resource Specialist Certificate. This certificate authorizes the holder to function as a Resource Specialist in special education settings. To be recommended for this certificate by San Diego State University, the candidate must hold a valid special education specialist credential, have completed three years of teaching in regular and special education settings, and must have satisfied the competencies specified in the four Resource Specialist courses: Special Education 645 or 648, 651, 652, 653.

Rehabilitation Administration
Certificate

The purpose of this certificate program is to provide the student with administrative knowledge and skills needed to develop and supervise rehabilitation programs and services, in collaboration with consumers, in a variety of organizational settings. This academic certificate is designed for individuals who currently function or aspire to function as program coordinators and administrators in state rehabilitation agencies, community rehabilitation programs, disability management programs, and other programs and/or organizations involved in serving consumers with disabilities.

This is an advanced academic certificate at the postbaccalaureate level. Admission requirements are a bachelor's degree in rehabilitation or a related field and relevant work experience in a rehabilitation organization or program. The certificate is intended to focus on diversity among consumer populations and service delivery systems within the student's area of career interest. A focus on disability management is available. A master's degree in rehabilitation counseling, as well as leadership experience in rehabilitation is strongly encouraged. Relevant career or academic training experience may be substituted in lieu of the above admission criteria at the discretion of the program director, except that a bachelor's degree is required.

This 21-unit certificate includes the following courses:

ARP 710A	Seminar in Rehabilitation (3)
ARP 745	Internship in Rehabilitation (3-9)

With the approval of the Program Adviser, 12 units selected from:

ARP 610	Educational Leadership (3)
ARP 680	Seminar in Administration, Rehabilitation and Postsecondary Education (2-6)
ARP 710B	Seminar in Rehabilitation (3)
ARP 720	Educational Human Resource Development (3)
ARP 740	Advanced Seminar in Administration, Rehabilitation and Postsecondary Education (3)
ARP 747	Instructional Leadership in a Diverse Society (3)
ARP 755	Governance and Policy Development in Learning Organizations (3)
ARP 798	Special Study (1-6) Cr/NC/SP

Contact the Director of the Rehabilitation program at (619) 594-6406 (V/TTY) for further information.

Students must maintain a minimum grade point average of 3.0 in all certificate coursework with no less than a grade of "C" in any course. Only three units of coursework with a grade of "C" will count towards a certificate. Maximum of three units of coursework repeatable.

Bilingual (Spanish) Special Education Certificate

This certificate program provides specialized preparation for teachers of learning handicapped children whose primary language is Spanish.

Prerequisites for admission include the following:

1. Completion of, or admission to, the departmental program for the Specialist Credential in Special Education (Learning Handicapped).

2. Special Education 527.

3. Spanish language proficiency at the S-3 (FSI 3) level.

4. Knowledge of the target culture and bilingual teaching strategies. Will satisfy prerequisites for Policy Studies in Language and Cross-Cultural Education 602. Proficiency may be demonstrated by passing the "Test of Culture and Teaching" used by the College of Education bilingual emphasis programs.

Certificate program requirements include the following: Policy Studies in Language and Cross-Cultural Education 553, 602, three units of special education selected with the approval of the department chair, and demonstration of competence in teaching learning handicapped students whose primary language is Spanish.

A grade point average of 3.0 must be obtained in the four courses. Contact the Department of Special Education for further information.

Cross-Cultural Language and
Academic Development (CLAD) Certificate

The Cross-Cultural Language and Academic Development (CLAD) Certificate provides an interdisciplinary approach in linguistics and policy studies to prepare credentialed teachers in theory and application of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) methodology for linguistically diverse students in grades K-12.

A. Prerequisites: Linguistics 420 or 520.
B. Certificate Requirements:

1. Twelve units including: Policy Studies in Language and Cross-Cultural Studies 601, 602; Linguistics 552; Policy Studies in Language and Cross-Cultural Studies 651 or Linguistics 550.
2. Six units of foreign language at the college level or equivalent.
3. Completion of program with a 3.0 grade point average.

C. Candidates who hold valid basic K-12 teaching credentials will also be able to apply directly to the Commission on Teacher Credentialing for the state's CLAD Certificate for public school service.

Apply in the Policy Studies Department, ED-152 or call (619) 594-5155 for more information.

Instructional Software Design
Certificate

The purpose of this certificate is to prepare specialists who can develop or assist in the development of software to meet specific instructional, training or management needs. There are two competency areas incorporated in the certificate: instructional design and educational computing. Students must complete a minimum of 18 units with a 3.0 (B) grade point average and no less than a "C" in any course. For application or further information, see the director of the program in the Department of Educational Technology.

Prerequisites: A bachelor's degree from an accredited institution with a grade point average of at least 2.75 (when A equals 4) in the last 60 semester (90 quarter) units attempted. A -satisfactory score on the verbal and quantitative sections of the GRE General Test.

Required Courses (18 units):

EDTEC 540 Educational Technology (3)
EDTEC 541 Multimedia Development (3)
EDTEC 544 Instructional Design (3)
EDTEC 561 Advanced Multimedia Development (3)
EDTEC 671 Instructional Multimedia (3)
Electives (3) To be selected with the approval of the program director.

Instructional Technology
Certificate

Refer to General Catalog.

Supported Employment and
Transition Specialist Certificate

The purpose of this certificate is to prepare specialists who can develop and implement programs in supported employment and adult community living for youth and young adults with disabilities. A student may elect to emphasize programs for people with either moderately and mildly or severe and multiple disabilities. Students must complete a minimum of 21 units with a 3.0 (B) grade point average. Students are able to develop additional competencies in instructional interventions, living options, community networking, and assistive technologies. For application or further information, see the program adviser, Dr. Ian Pumpian, for the Supported Employment and Transition Certificate program in the Department of Administration, Rehabilitation and Postsecondary Education.

Prerequisites: A bachelor's degree from an accredited institution with a grade point average of at least 2.75 (when A equals 4) in the last 60 semester (90 quarter) units attempted. A satisfactory score on the Graduate Record Examination. Introductory disability coursework and experience.
Required courses (9 units)

SPED 501	Special Education Procedures (3) or
ARP 584	Introduction to Rehabilitation Process (3)
SPED 664	Issues Affecting Employment of Individuals with Severe Handicaps (3) or
ARP 687	Placement Practices with Individuals with Disabilities (3)
SPED 771	Directed Internship: Special Education (3) Cr/NC or
ARP 743	Fieldwork in Rehabilitation (3) Cr/NC or
CSP 730	Fieldwork in Counseling (3) Cr/NC

Twelve units of adviser approved Special Education; Administration, Rehabilitation or Postsecondary Education; or Counseling and School Psychology coursework.

The program adviser will meet with each certificate student to design an individualized program of study based on the student's educational background and professional experience. Student may enroll in certificate program and master's degree program concurrently.

Teaching the Emotionally
Disturbed/Behaviorally Disordered Certificate

This certificate provides specialized preparation for teachers of children with severe emotional disturbance who have been labeled as severely emotionally disturbed/behaviorally disordered in the school setting, including those children labeled as seriously emotionally disturbed.

Prerequisites to admission to the certificate program include the following:

1. Completion of, or admission to, the departmental program for the Specialist Credential in Special Education (Learning Handicapped or Severely Handicapped).

2. A graduate grade point average of 3.0.

3. Interview with program faculty.

Program requirements for the Certificate in Teaching the Emotionally Disturbed/Behaviorally Disordered include the following: Special Education 529, 634, 647, 648, 677, 771 (3 units, with approval of adviser), and demonstrated competence in teaching emotionally disturbed/behaviorally disordered students.

A grade point average of 3.0 is required for certificate coursework. Contact the Department of Special Education for further information.

Workforce Education and Lifelong Learning Certificate

The Workforce Education and Lifelong Learning Certificate offers advanced study and field-based research opportunities for educators interested in assuming leadership roles in the development of education and training programs for non-college bound youth and adults. Employment opportunities include positions as training specialists, instructional developers, program administrators, and instructors in community colleges, adult education programs, and job training programs.

Improving the knowledge and skills of families and workers is one of the most important challenges facing American education. Economists note that even if school reform could be rapidly accomplished, it would have minimal influence on productivity, literacy, or quality of life in the work place during the next 20 years because out-of-school youth and adults are not subject to school reform, and they will constitute the vast majority of the American workforce until well into the next century.

Successful applicants must have completed a bachelor's degree from an accredited institution and demonstrate a record of excellence in working with youth or adults in schools, agencies, or employer-sponsored education and training programs. A minimum grade point average of 3.0 must be maintained in certificate coursework.

Required courses (12 units);

EDTEC 530	Workforce Education and Lifelong Learning (3)
EDTEC 544	Instructional Design (3)
ARP 565	Psychological Foundations of Adult and Vocational Education (3)
ARP 730	Seminar in Adult Learning (3)

Electives: Three units selected with approval of the certificate program director. For further information, please contact Dr. William Piland, the program director in the Department of Administration, Rehabilitation and Postsecondary Education.

Courses Acceptable on Master's and Doctoral Degree Programs in Education

UPPER DIVISION COURSE

516. Foundations of Bilingual Education (1)

Prerequisite: Credit or concurrent registration in Education 451.

Overview of models of bilingual education programs for language minority students.

GRADUATE COURSES

Students without classified graduate standing are not admitted to 600- and 700-numbered courses in Education.

Twelve units of professional education are prerequisite for enrollment in all graduate courses.

GENERAL

690. Procedures of Investigation and Report (3)

Research methods in education. Location, selection and analysis of professional literature. Methods of investigation, data analysis and reporting. Required of all applicants for advanced degrees in education.

696. Selected Topics in Community Influences on Learning and Curriculum Planning (1-3)

Prerequisite: Teaching experience.

Intensive study in specific areas of education. May be repeated with new content. See Class Schedule for specific content. Maximum credit six units applicable to a master's degree. Maximum combined credit six units of any 596 or 696 offered by the College of Education applicable to a master's degree.

791A. Evaluation Techniques (3)

Prerequisites: Education 690 and advancement to candidacy for the master's degree.

Theory and practice of instructional program and product evaluation.

791B-791C. Practicum: Evaluation (1-3)

791B: One lecture. 791C: Independent study.

Prerequisites: Education 791A and advancement to candidacy for the Master of Arts degree in education. Concurrent registration in Education 791B and 791C.

Supervised experience in conducting a program or product evaluation, strategy selection, procedures, reporting methods, culminating in a written project.

795A-795B. Seminar (3-3)

Prerequisites: Education 690 and advancement to candidacy for the Master of Arts degree in education.

An intensive study in selected areas of education culminating in a written project. Limited to students following Plan B for the Master of Arts degree in education.

797. Research (1-3) Cr/NC/SP

Prerequisites: Education 690 and advancement to candidacy for the master's degree.

Research in one of the fields of education. Maximum credit six units applicable to a master's degree.

799A. Thesis (3) Cr/NC/SP

Prerequisites: An officially appointed thesis committee and advancement to candidacy for the master's degree.

Preparation of a project or thesis for the master's degree.

799B. Thesis Extension (0) Cr/NC

Prerequisite: Prior registration in Thesis 799A with an assigned grade symbol of SP.

Registration required in any semester or term following assignment of SP in Course 799A in which the student expects to use the facilities and resources of the university; also student must be registered in the course when the completed thesis is granted final approval.

DOCTORAL COURSES

800. Professional Seminar (1)

Prerequisite: Admission to doctoral program.

Identification of professional goals and research interests. Includes exposure to major research activities in all areas of program and discussion of current problems and trends in these program areas.

801. Seminar on Social and Cultural Foundations of Multicultural Education (3-4)

Prerequisite: Admission to the doctoral program or consent of the graduate coordinator. Students are required to have a background in the social sciences or humanities relevant to such educational issues as social behavior and minority cultures.

Social and cultural parameters that have contributed to the shaping of American society and affected developments in education in the last two decades. Emphasis on the impact on multicultural education and human social behavior in pluralistic societies.

804. Bilingual Education: Models and Current Research Trends (3-4)

Prerequisites: Education 801, a background in sociolinguistics or social anthropology and admission to the doctoral program or consent of graduate coordinator.

Analysis of existing models of bilingual education based on previously identified needs of linguistic minority students. Demonstrated needs from current research in classrooms by ethnographers. Significance of linguistic/cultural competencies for academic performance and validity of existing impact studies.

806. Ethnically Diverse Learners: Public Policy and Classroom Practice (3-4)

Prerequisites: Education 801 and admission to the doctoral program or consent of the graduate coordinator. Background in psychological foundations of education and educational policy is required.

National, state, and school policy directed at providing the minority learner with equal educational opportunity. Discussion of legislation for desegregation, bilingual education, school implementation cases and classroom practices as these relate to equal educational opportunity.

810. Seminar in Curriculum Development (3-4)

Prerequisites: Administration, Rehabilitation and Postsecondary Education 630, Policy Studies in Language and Cross--Cultural Education 650, Teacher Education 600, and consent of graduate coordinator.

Examination of curricular issues with emphasis on the processes of decision making, curricular development, implementation and evaluation. Attention given to innovative programs and to role and process of legislation in curricular change.

811. Handicapped Individuals in Society: Issues in Practice and Policy (3-4)

Prerequisite: Admission to the doctoral program or consent of the graduate coordinator.

Issues relating to handicapped individuals in society. Current and historical practices in education and treatment and impact of public policy on service systems. Maximum credit four units.

812. Planning and Supervising Programs for Persons with Special Needs (3)

Prerequisites: Admission to doctoral program or consent of graduate coordinator; Education 811 or extensive background in special education or related field.

Program planning and development in settings serving special populations. Policy analysis, systems modeling, normalization, change theory, needs assessment, personnel development, supervision, manpower and resources development. Emphasizing services to the handicapped, adjustment to family living.

814. Seminar in Curricular Change Processes (3)

Prerequisite: Education 810.

Description and analysis of curricular change processes in educational organizations. Emphasis on process of planned change and elements necessary for implementing and managing curricular change.

820. Advanced Educational Statistics (3-4)

Prerequisites: Education 690, Teacher Education 646, or equiva-lent graduate level course and consent of graduate coordinator.

Theory and practice of statistical inference for research in education. Probability and sampling theory, data collection and organization, computer applications in educational research, statistical significance testing and prediction, use of statistical computer program libraries.

822. Seminar in Analysis and Issues in Race and Ethnic Relations (3)

Prerequisite: Education 801.

Analysis of race and ethnic relations in education from a theoretical, research and action based perspective. Conceptual framework of race, ethnicity and prejudice theory needed for -policies and strategies of reform in education to address unequal race relations. Not open to students with credit in Policy Studies in Language and Cross-Cultural Education 622.

823. Seminar in Action Oriented Policy Research in Multicultural Contexts (3)

Prerequisite: Education 801.

Multidimensional ways to resolve social problems. Development of community based issues, analysis, research and implementation. Not open to students will credit in Policy Studies in Language and Cross-Cultural Education 623.

824. Seminar in Institutional Change in Multicultural Contexts (3)

Prerequisite: Education 801.

Sociocultural dynamics of urban context, approaches for assessing institutional effectiveness, and strategies for developing and implementing educational innovations. Conceptual understanding of educational and social innovations that address multicultural context of school communities. Not open to students with credit in Policy Studies in Language and Cross-Cultural Education 614.

825. Reading Research (3)

Prerequisites: Master of Arts degree in reading or related language area, and two years of teaching experience.

Analysis of existing literature in reading research and its application to the field. Exploration of areas of research need.

830. Seminar: Emerging Trends in Educational Systems and Technology (3)

Prerequisites: Admission to doctoral program or consent of graduate coordinator and credit or concurrent registration in Teacher Education 646 and Education 801.

Analysis, design, and application of technology for solving problems of learning and human performance in various social, organizational, and technological settings including schools, corporate training, and international environments.

831. Seminar: Educational Technology Research and Development (3)

Prerequisites: Admission to doctoral program or consent of graduate coordinator and credit or concurrent registration in Teacher Education 646 and Education 801.

Analysis of existing literature in educational technology research and its application to the field. Examination of current needs for research.

832. Leadership and Educational Technology (3)

Prerequisite: Admission to doctoral program or consent of graduate coordinator and credit or concurrent registration in Teacher Education 646 and Education 801.

Leadership and educational technology at personal, team, and organizational levels. Analysis of educational systems with emphasis on implementing organizational and cultural change through selected technological innovations.

850. Seminar in Inquiry and Research in Education (3)

Prerequisite: Completion of 48 units in doctoral program.

Inquiry and empirical research in educational settings within public schools, postsecondary institutions, and public and private sector educational organizations, culminating in a dissertation proposal.

890. Advanced Seminar: Processes of Reading (3)

Prerequisite: Admission to doctoral program or consent of graduate coordinator and Education 825.

Linguistic, cognitive, and affective factors that influence a reader while processing texts. Models of reading process, discourse analysis of written text, and models of reading instruction.

895. Seminar (1-8)

Prerequisite: Admission to the doctoral program or consent of the graduate coordinator.

Investigation of a particular topic or issue, emphasis on empirical research in education. See Class Schedule for specific content. Maximum credit eight units applicable to an advanced degree.

897. Doctoral Research (1-3) Cr/NC/SP

Prerequisite: Admission to the doctoral program.

Independent investigation in the general field of the dissertation.

899. Doctoral Dissertation (3-6) Cr/NC/SP

Prerequisites: An officially constituted dissertation committee and advancement to candidacy.

Preparation of the dissertation for the doctoral program. Enrollment is required during the term in which the dissertation is approved.