Courses & Description

GED6022

Advanced Special Education Assessment and Analysis of Behavior (3 Units)

This course provides the candidate with advanced and applied strategies for students with disabilities impacting appropriate social and emotional functioning. The course addresses conceptual models of behavioral deficits, social, academic, and behavioral interventions, and current legal issues in special education. Special emphasis will be placed on conducting functional behavior assessments, designing data-driven instruction, working with individual and group problem solving skills, and understanding positive behavior supports by use of formal and informal assessments.

Corequisite(s): APE 6057CP (A,B,C,D)

GED6050

Universal Access: Equity for All Students (3 Units)

This course examines principles of designing and implementing equitable and inclusive learning environments free of bias, the use of culturally responsive pedagogical practices, and the differentiation of state-adopted academic content, student product, and instructional process to maximize student achievement through the use of a variety of resources and the implementation of a variety of service delivery models. Candidates apply skills to address curricular, instructional, and assessment challenges in the school and community settings.

Corequisite(s): APE 6057CP (A,B,C,D)

GED6056

Shared Leadership, Legislation, and Due Process (2 Units)

This course presents principles of organizational systems and systems change agent through examination of current legislation, theory, research, and practices in general and special education school reform. Exploration and development of shared leadership skills; advanced interpersonal communication; collaborative teaming and consultation; creative problem solving and conflict resolution; interagency coordination and change agency. Special emphasis is placed on legislative practices as they relate to special education due process proceedings, compliance, district and parental rights, and student advocacy. Candidates apply skills to address programmatic and systems change challenges in school and community settings.

Corequisite(s): APE 6057CP (A,B,C,D)

GED6029

Using Technology to Enhance Teaching and Learning (3 Units)

This course provides candidates the additional preparation they need to be fluent, critical users of technology, able to provide a relevant education to those who seek life-long learning in an information-based, interactive society. Candidates make appropriate and efficient use of software applications and related media to access and evaluate information, analyze and solve problems, and communicate ideas in order to maximize the instructional process. The use of technology supports teaching and learning regardless of individual learning style, socioeconomic background, culture, ethnicity, or geographic location. Candidates integrate technology-related tools into the educational experience of students, including those with special needs. Using technology resources and guidance of the instructor, candidates will access and evaluate information, analyze and solve problems, and communicate ideas in order to maximize the instructional process through the development of a related integrated technology project. Candidates in enrolled in the Reading and Literacy Added Authorization must complete the project in an area of reading and/or literacy development.

GED6041

Culturally Inclusive Environments: Instruction and Advocacy (3 Units)

This course develops candidates’ knowledge, skills, and dispositions regarding cultural competence and sensitivity inclusive of personal awareness, culturally inclusive instruction, culturally inclusive counseling, advocating for diverse populations across the lifespan, in roles that eliminate biases, creating culturally inclusive environments. (May be substituted for GED 6009.)

GED6096

Advanced Research-Based Literacy Instruction for All Students (3 Units)

This course explores research and best practices related to systematic literacy development at all grade levels and the curriculum to address the specific needs of diverse groups of students. Candidates will learn components of research-based literacy instruction, including oral language development, word analysis, fluency, vocabulary development, listening and reading comprehension, and written language development. Emphasis is given to strengthening skills in aligning State Standards, contents of the California Preschool Learning Foundations and Frameworks (Volume 1) and the California Reading/Language Arts Framework, and assessment results with the selection and appropriate use of instructional strategies, materials and programs.

Prerequisite(s): Admission to the Reading and Literacy Added Authorization (RLAA) Program.

GED6097

Advanced Literacy Assessment, Instruction, and Intervention for All Students (3 Units)

This course teaches candidates how to implement, manage, and evaluate explicit instruction of comprehension strategies and study strategies, literary response and analysis skills, and all components of the writing process. Candidates focus on providing universal access to narrative and expository texts (including content area textbooks and multicultural literature). Emphasis is given to creating a culture of literacy by aligning State Standards and assessment results with the selection and appropriate use of instructional programs, intervention strategies, and appropriate materials based on current research in literacy. Candidates will have a concurrent experience in a PreK-12 fieldwork setting in order to complete assignments and apply their skills.

Prerequisite(s): Admission to the Reading and Literacy Added Authorization (RLAA) Program.

GED6072

Philosophy in Education (3 Units)

This course is designed to guide and support graduate candidates in teaching and learning, counseling, and administration in clarifying a functional personal philosophy of education by extending, refining, and constructively applying their knowledge of the dominating philosophies of education. This course will provide candidates with an overview of both classical and contemporary philosophies and theories of education. The course includes introduction of Judeo-Christian tradition (especially the Wesleyan perspective) and how this tradition informs the discipline and can provide a framework for interaction between and among educators, students, support staff, parents, and culturally diverse traditions and school communities. The emphasis of study in this course leads to the development of a Personal Educational Philosophy for each candidate through focused reading, enhanced critical thinking skills, encouraging meaningful personal and professional reflection, and providing for formative shared thought.

GED6081

Educational Measurement and Evaluation (3)

Study of validity and accuracy of examinations and marking systems across age spans and educational venues; use of statistical procedures to interpret test results; nature, function and use of standardized tests and authentic assessment including portfolio methods for diagnosis and guidance; brief overview of educational research methods.

*Must choose at least one SPE course:

SPE6051

Methods of Teaching Students with Emotional and Behavioral Disorders (4 Units)

This methodology course examines educational support strategies and intervention techniques suitable for students with emotional and behavioral challenges. Focus is given to understanding the function of behavior and its communicative intent. Measurement of behavior, reinforcement strategies, systematic program development, techniques for monitoring student progress, and procedures for increasing academic and socially appropriate behavior are emphasized. Effective instructional strategies are practiced and applied through 30 hours of fieldwork experiences.

SPE6052

Methods of Teaching Students with Autism Spectrum Disorder (4 Units)

This methodology course prepares Education Specialists for the successful teaching of students with autism spectrum disorder (ASD). Topics include instructional planning and social stories, evaluation techniques and functional behavior assessment, research trends and outcomes, working with repetitive behaviors, sensory and movement disorders, atypical language development, and atypical social development. This course includes intentional practice in partnering for special education and related services, supporting students in the general curriculum, and promoting friendships for students with ASD. Effective instructional strategies are practiced and applied through 30 hours of fieldwork experiences.

SPE6053

Methods of Teaching Students with Traumatic Brain Injury (4 Units)

This methodology course prepares Education Specialists for the successful teaching of students with the disability of traumatic brain injury (TBI). Candidates will become familiar with a variety of specific methods and strategies to use in teaching students who have experienced a head injury. Among topics included are the need for frequent evaluation and reevaluation because of the nature and trend of their recovery, especially in the first couple of years after the onset of the injury; determining supplementary aids and services; supporting the functional domains of memory, attention and concentration, executive functioning, self-awareness, and language. This course will examine a comprehensive plan for addressing the long-term effects of TBI requiring interventions to address present and anticipated future needs of the students. Effective instructional strategies are practiced and applied through 30 hours of fieldwork experiences.

SPE6060

Methods of Teaching Students with Orthopedic Impairments (4 Units)

This methodology course provides candidates with the knowledge and skills necessary to teach and engage students with orthopedic disabilities in essential skills including academics, independent living skills, personal independence skills, communication skills, psychosocial skills, and career and vocational experiences. Candidates develop and apply knowledge in adapting teaching techniques and methods of instruction to meet individual needs of students in schools, hospitals, and students’ homes. Emphasis is given to factors such as individual needs, abilities, learning levels, and physical limitations of students, as well as the need for low and high assistive technology devices, services, and software applications that facilitate communication. Effective instructional strategies and interventions are practiced and applied through 30 hours of fieldwork experiences.

SPE6061

Early Childhood Special Education Curriculum and Services (4 Units)

This methodology course provides an overview of early childhood special education and the provision of early intervention screening, assessment, planning, family involvement, and inclusive practices for young children with special needs. Candidates will build the skills to understand, analyze, and reflect upon best practices and use sound professional strategies to assist young children. The course will emphasize (a) an ecological approach to assessment of the young child; (b) partnerships with families; (c) the collaborative planning of the IFSP/IEP; and (d) the relationship between assessment and intervention services. Effective instructional strategies are practiced and applied through 30 hours of fieldwork experiences.

APE6057

Adapted Physical Education Methods and Inclusive Strategies (3 Units)

This methodology course equips candidates with the principles, current concepts, and trends in adapted physical education (APE), emphasizing the nature and needs of students with disabilities. This course includes history, relevant legislation, growth and developmental factors, assessments, and individualized education plans related to APE. Effective instructional strategies and safe, appropriate individualized accommodations are practiced and applied through 30 hours of field-related activities.

Prerequisite(s): Competency in Kinesiology via one of these methods: Passage of CSET exams in Physical Education, Single Subject Credential in Physical Education, or 12 units of Physical Education coursework in Kinesiology and Biomechanics (not required to be graduate level).
Corequisite(s): APE 6057CP (A,B,C,D)

Master of Arts

GED6094

Action Research Project (3 Units)  

This course is designed to explicitly support Master of Arts degree candidates to learn the process of action research and apply it to an educational setting. Candidates learn the iterative process of plan, assess, reflect, and apply and use research methodology and data collection to an issue of practice. The final action research project integrates the candidate’s learning in the program with a field-based project that draws conclusions that are practical, relevant, and are reflective questions of the candidate’s teaching or leadership experience.

GED6095

Action Research Project and Presentation (3 Units)

This course is designed to complement GED 6094, giving the candidate an opportunity to share the action research results obtained in GED 6094 and develop a portfolio of the candidate’s learning in the Master of Arts program. Candidates work with a mentor instructor to complete the portfolio and prepare a presentation of both the portfolio and the action research project. At the end of the course, candidates deliver a public presentation of their work.

Prerequisite(s): GED 6094

Master of Science

GED6098

Master of Science Thesis Design (3 Units)

This course is designed to explicitly support Master of Science degree candidates in developing and internalizing the essential knowledge, skills, and dispositions to conduct an investigation of primary sources. The course is intended to demonstrate the candidate’s ability to work independently on a problem, to demonstrate wide familiarity with the literature in the field of the program, to demonstrate command of the techniques and principles of research and to demonstrate ability to form valid generalizations from the data used. The candidate’s learning and research previously conducted in the required Master’s level coursework serve as the foundation for developing essential thesis topics. Enrollment spans one semester and must be at the end of the candidate’s coursework and can be concurrent with other coursework.

GED6099

Master of Science Thesis  (3 Units)

This course is designed to explicitly support Master of Science candidates in developing the written thesis product and the oral presentation of the research project developed during the GED 6098 course. A faculty mentor is assigned to each candidate to complete a written product and oral presentation representing the research process, which may include implementation and reporting results of an original research and/or experience in an educational environment. Enrollment spans one semester and is required immediately following the successful completion of GED 6098. Continuous enrollment is required each semester until the thesis is completed.

May be repeated. Credit/No Credit.
Prerequisite(s): GED 6098

Degree Total Units: 36

Catalog Course Descriptions