Courses
Foundations Courses
EDLT 500 Foundations of Teaching (3 credits)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will examine personal viewpoints and insights through the lens of Culturally Responsive Teaching and identify barriers to learning on a cultural level. Additionally, major philosophies of education, which have informed American education and how they affect schooling in a society of multiple cultures, will be explored. 10 hours of fieldwork is required
EDLT 501 Teaching and Learning (3 credits)
This course examines the instructional design process. Students will examine educational theories related to the teaching and learning process and apply this theoretical knowledge to their lesson plans. Students will explore state content standards and learn how to design learning objectives and assessments that align. Student lesson plans will indicate proficiency in selecting and utilizing appropriate scaffolding and differentiation strategies and reflect elements of culturally responsive instruction. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners (3 credits)
This course in teaching English Language Learners and diverse populations examines first- and second-language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition.The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required
EDLT 503 Child Development and Inclusive Environments (3 credits)
This course explores the characteristics of typical and atypical child and adolescent
development. Candidates will examine methods used to assist K-12 students in accessing
content such as technology, including assistive technology; UDL; and accommodations
and/or modifications to assessments and instruction. The course will dive into the
definitions of exceptionalities, the history of special education services to individuals
in the U.S., and family partnerships. 10 hours of fieldwork is required
Methods Courses
Once advancement to candidacy has been approved, candidates take the following classes (12 credits) in the methods semester:
EDSP 515 Educating Students with Autism Spectrum Disorder (3 credits)
Provides an in-depth introduction to the characteristics of Autism Spectrum Disorder (ASD) and evidence-based practices that promote the access and learning of students with ASD in the least restrictive environments. Topics include historical and theoretical foundations, characteristics, effective evidence-based interventions and strategies for students with ASD, and designing comprehensive support and individualized instruction based on the unique learning strengths and needs of students with ASD.
EDSP 519 Assessment, Instruction and Development of IEP (3 credits)
Examines diverse assessment practices, emphasizing planning and monitoring student progress effectively. Topics include utilizing varied assessment methods, developing individualized education plans aligned with student needs, adhering to special education law, engaging ethical decision-making, accurately interpreting assessment data, employing conflict resolution strategies during IEP meetings or other professional collaborations, and understanding historical and contemporary influences on the public education system.
EDSP 521 Literacy and Language in Diverse Classrooms (3 credits)
Theory-based methods of instruction in reading and language arts in today's culturally, diverse elementary classrooms. Fieldwork required.
EDSP 534a Introduction to Clinical Practice in Mild to Moderate Support Needs (3 credits)
Provides supervised clinical practice in a university-approved culturally diverse school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Mild to Moderate Support Needs Educational Specialist Credential Program. The course also provides seminars to support and assist teacher candidates in successfully completing and submitting the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Clinical Practice
Upon successful completion of the requirements of the methods semester, candidates take the following classes (15 credits) in the clinical practice semester:
EDSP 523 Planning and Instruction for Content Standards (3 credits)
Explores instructional strategies designed to enhance equitable access to the curriculum for students from diverse backgrounds and varying support needs within the least restrictive environment. Topics include the application of assessments in programming and instructional decisions, the integration of effective teaching strategies and instructional and assistive technology, alignment with California content standards, and collaboration with colleagues and stakeholders.
EDSP 525 Positive Behavior Supports and Collaboration (3 credits)
Explores supportive, preventative, and proactive approaches and strategies for promoting positive social, emotional, and academic learning experiences for students with disabilities. Topics include the principles of applied behavior analysis, self-determination, quality of life, and person-centered planning, the process of conducting functional behavior assessments and creating positive behavior intervention plans by incorporating technology when appropriate, and the development of Individual Transition Plans in collaboration with all stakeholders, including students and families.
EDSP 532 Supporting Students with Mild to Moderate Support Needs (3 credits)
Provides the knowledge and skills required to design and implement effective evidence-based practices and diverse instructional strategies for students with Mild-to-Moderate Support Needs in educational settings. Topics include multicultural considerations, fostering culturally sensitive family partnerships and professional collaboration, promoting student self-advocacy, understanding the impact of disabilities, and utilizing assistive technology and accommodations to support diverse needs, including but not limited to mobility, movement, health, and safety.
EDSP 534b Final Clinical Practice in Mild to Moderate Support Needs (6 credits)
Provides a semester of full-time, supervised clinical practice in a university-approved culturally diverse school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Mild to Moderate Support Needs Educational Specialist Credential Program. The course also provides seminars to support and assist teacher candidates in successfully completing and submitting the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Foundations Courses
EDLT 500 Foundations of Teaching (3 credits)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will examine personal viewpoints and insights through the lens of Culturally Responsive Teaching and identify barriers to learning on a cultural level. Additionally, major philosophies of education, which have informed American education and how they affect schooling in a society of multiple cultures, will be explored. 10 hours of fieldwork is required
EDLT 501 Teaching and Learning (3 credits)
This course examines the instructional design process. Students will examine educational theories related to the teaching and learning process and apply this theoretical knowledge to their lesson plans. Students will explore state content standards and learn how to design learning objectives and assessments that align. Student lesson plans will indicate proficiency in selecting and utilizing appropriate scaffolding and differentiation strategies and reflect elements of culturally responsive instruction. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners (3 credits)
This course in teaching English Language Learners and diverse populations examines first- and second-language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition.The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required
EDLT 503 Child Development and Inclusive Environments (3 credits)
This course explores the characteristics of typical and atypical child and adolescent development. Candidates will examine methods used to assist K-12 students in accessing content such as technology, including assistive technology; UDL; and accommodations and/or modifications to assessments and instruction. The course will dive into the definitions of exceptionalities, the history of special education services to individuals in the U.S., and family partnerships. 10 hours of fieldwork is required
Methods Courses
Once advancement to candidacy has been approved, candidates take the following classes (12 credits) in the methods semester:
EDSP 515 Educating Students with Autism Spectrum Disorder (3 credits)
Provides an in-depth introduction to the characteristics of Autism Spectrum Disorder (ASD) and evidence-based practices that promote the access and learning of students with ASD in the least restrictive environments. Topics include historical and theoretical foundations, characteristics, effective evidence-based interventions and strategies for students with ASD, and designing comprehensive support and individualized instruction based on the unique learning strengths and needs of students with ASD.
EDSP 519 Assessment, Instruction and Development of IEP (3 credits)
Examines diverse assessment practices, emphasizing planning and monitoring student progress effectively. Topics include utilizing varied assessment methods, developing individualized education plans aligned with student needs, adhering to special education law, engaging ethical decision-making, accurately interpreting assessment data, employing conflict resolution strategies during IEP meetings or other professional collaborations, and understanding historical and contemporary influences on the public education system.
EDSP 521 Literacy and Language in Diverse Classrooms (3 credits)
Theory-based methods of instruction in reading and language arts in today's culturally, diverse elementary classrooms. Fieldwork required.
EDSP 542a Introduction to Clinical Practice in Extensive Support Needs (3 credits)
Provides supervised clinical practice in a university-approved culturally diverse California public school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Extensive Support Needs Educational Specialist Credential Program. The course also provides seminars to support teacher candidates in preparing for the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Clinical Practice
Upon successful completion of the requirements of the methods semester, the candidates take the following classes (15 credits) in the clinical practice semester:
EDSP 523 Planning and Instruction for Content Standards (3 credits)
Explores instructional strategies designed to enhance equitable access to the curriculum for students from diverse backgrounds and varying support needs within the least restrictive environment. Topics include the application of assessments in programming and instructional decisions, the integration of effective teaching strategies and instructional and assistive technology, alignment with California content standards, and collaboration with colleagues and stakeholders.
EDSP 525 Positive Behavior Supports and Collaboration (3 credits)
Explores supportive, preventative, and proactive approaches and strategies for promoting positive social, emotional, and academic learning experiences for students with disabilities. Topics include the principles of applied behavior analysis, self-determination, quality of life, and person-centered planning, the process of conducting functional behavior assessments and creating positive behavior intervention plans by incorporating technology when appropriate, and the development of Individual Transition Plans in collaboration with all stakeholders, including students and families.
EDSP 537 Supporting Students with Extensive Support Needs (3 credits)
Provides the knowledge and skills required to design and implement effective evidence-based practices and diverse instructional strategies for students with Extensive Support Needs in educational settings. Topics include multicultural considerations, fostering culturally sensitive family partnerships and professional collaboration, promoting student self-advocacy, understanding the impact of disabilities, and utilizing assistive technology and accommodations to support diverse needs, including but not limited to mobility, movement, health, and safety.
EDSP 542b Final Clinical Practice in Extensive Support Needs (6 credits)
Provides a semester of full-time, supervised clinical practice in a university-approved culturally diverse school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Extensive Support Needs Educational Specialist Credential Program. The course also provides seminars to assist teacher candidates in successfully completing and submitting the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences.
Foundations Courses
EDLT 500 Foundations of Teaching (3 credits)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will examine personal viewpoints and insights through the lens of Culturally Responsive Teaching and identify barriers to learning on a cultural level. Additionally, major philosophies of education, which have informed American education and how they affect schooling in a society of multiple cultures, will be explored. 10 hours of fieldwork is required
EDLT 501 Teaching and Learning (3 credits)
This course examines the instructional design process. Students will examine educational theories related to the teaching and learning process and apply this theoretical knowledge to their lesson plans. Students will explore state content standards and learn how to design learning objectives and assessments that align. Student lesson plans will indicate proficiency in selecting and utilizing appropriate scaffolding and differentiation strategies and reflect elements of culturally responsive instruction. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners (3 credits)
This course in teaching English Language Learners and diverse populations examines first- and second-language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition.The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required
EDLT 503 Child Development and Inclusive Environments (3 credits)
This course explores the characteristics of typical and atypical child and adolescent development. Candidates will examine methods used to assist K-12 students in accessing content such as technology, including assistive technology; UDL; and accommodations and/or modifications to assessments and instruction. The course will dive into the definitions of exceptionalities, the history of special education services to individuals in the U.S., and family partnerships. 10 hours of fieldwork is required
Methods Courses
Once advancement to candidacy has been approved, candidates take the following classes (18 credits) in the methods semester:
EDSP 515 Educating Students with Autism Spectrum Disorder (3 credits)
Provides an in-depth introduction to the characteristics of Autism Spectrum Disorder (ASD) and evidence-based practices that promote the access and learning of students with ASD in the least restrictive environments. Topics include historical and theoretical foundations, characteristics, effective evidence-based interventions and strategies for students with ASD, and designing comprehensive support and individualized instruction based on the unique learning strengths and needs of students with ASD.
EDSP 519 Assessment, Instruction and Development of IEP (3 credits)
Examines diverse assessment practices, emphasizing planning and monitoring student progress effectively. Topics include utilizing varied assessment methods, developing individualized education plans aligned with student needs, adhering to special education law, engaging ethical decision-making, accurately interpreting assessment data, employing conflict resolution strategies during IEP meetings or other professional collaborations, and understanding historical and contemporary influences on the public education system.
EDSP 521 Literacy and Language in Diverse Classrooms (3 credits)
Theory-based methods of instruction in reading and language arts in today's culturally, diverse elementary classrooms. Fieldwork required.
EDSP 522 Teaching I: Planning and Methods for Content Standards (3 credits)
EDSP 531 Introduction to Clinical Practice in MS & MMSN (6 credits)
Clinical Practice
Upon successful completion of the requirements of the methods semester, the candidates take the following classes (18 credits) in the clinical practice semester:
EDSP 520 Leadership and Law in the Diverse Classroom (3 credits)
EDSP 525 Positive Behavior Supports and Collaboration (3 credits)
Explores supportive, preventative, and proactive approaches and strategies for promoting positive social, emotional, and academic learning experiences for students with disabilities. Topics include the principles of applied behavior analysis, self-determination, quality of life, and person-centered planning, the process of conducting functional behavior assessments and creating positive behavior intervention plans by incorporating technology when appropriate, and the development of Individual Transition Plans in collaboration with all stakeholders, including students and families.
EDSP 532 Supporting Students with Mild to Moderate Support Needs (3 credits)
Provides the knowledge and skills required to design and implement effective evidence-based practices and diverse instructional strategies for students with Mild-to-Moderate Support Needs in educational settings. Topics include multicultural considerations, fostering culturally sensitive family partnerships and professional collaboration, promoting student self-advocacy, understanding the impact of disabilities, and utilizing assistive technology and accommodations to support diverse needs, including but not limited to mobility, movement, health, and safety.
EDSP 550 Final Clinical Practice in MS and MMSN (9 credits)
Provides a semester of full-time, supervised clinical practice in a university-approved culturally diverse school setting with opportunities to demonstrate expected teacher performance expectations and fulfill the requirements of the Dual Preliminary Credentials in Multiple-Subject and Mild-to-Moderate Support Needs Educational Specialist. The course also provides seminars to support and assist teacher candidates in successfully completing and submitting the Education Specialist Teacher Performance Assessment and guidance and support to enrich field experiences. This course is graded Pass/No Credit.