Skip to Content
University Catalog
EDS 119. Legal and Social Foundations of Special Education. 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. Graded: Graded Student. Units: 3.0
EDS 140. Introductory Behavioral Statistics. Descriptive and interpretative statistics in education and allied fields. Use of calculators and statistical tables. Lecture three hours. Graded: Graded Student. Units: 3.0
EDS 201. Legal Aspects of Special Education. Legislative provisions related to implementation of special education programs and procedures will be a primary focus. Additional emphasis will be given to pertinent judicial decisions and to law as it relates to special education in a multicultural context. Graded: Graded Student. Units: 3.0
EDS 201A. Family/Professional Collaboration in Early Childhood Special Education. Comprehensive overview of historical, philosophical, theoretical/empirical, and legal basis for family centered, relationship based early childhood special education services. Emphasis is on family systems, cultural and linguistic diversity of California's families, and the central role of families in facilitating development. Participants will demonstrate an understanding of past and current laws and policies in ECSE and will demonstrate skills required to build and maintain collaborative relationships through effective communication and teaming with families, children, professional colleagues, and community members. Corequisite: EDS 201B. Graded: Graded Student. Units: 2.0
EDS 201B. Family/Professional Collaboration in Early Childhood Special Education Lab. Field-based practice lab (30 hours in the field). Lab will be a synthesis and application of lecture course content in home-based, center based, and/or community settings serving infants and young children with disabilities and their families. Corequisite: EDS 201A. Graded: Credit / No Credit. Units: 1.0
EDS 202. Seminar in Neurodevelopmental Disabilities. Examines topics and issues in neurodevelopmental disabilities and includes educational, clinical, habilitative, therapeutic, and medical perspectives. Focuses on collaborative, interdisciplinary perspectives on educational and related interventions with students who have neurodevelopmental disabilities. Graded: Graded Student. Units: 3.0
EDS 203. Seminar for Resource Specialists: Management and Delivery of Services. Review of literature, and simulated experience in the various roles of the resource specialist in special education programs in the schools. Professional problem-solving strategies; standards and procedures; model program organizational alternatives; management approaches of resource specialist program (RSP); major developments and trends at Federal, State and local levels; references to legal provisions, rules and regulations in special education. Prerequisite: EDS 201, EDS 101 and Special Education Credential. Graded: Credit / No Credit. Units: 3.0
EDS 205. Methods in Access and Inclusion in the Core Curriculum: Mod/Severe Disabilities. Focus will be on the following four areas: 1) unit design, varied and modified outcomes, and evaluation of student skills; 2) instructional implementation strategies, including modeling, demonstration, direct and indirect, discovery, and cognitive/meta-cognitive strategies; 3) varied instructional formats and groupings, including cooperative learning, peer-medicated instruction, peer tutoring, and peer coaching; and 4) adaptations and accommodations which will enhance success for the full range of students with disabilities within the general education curriculum. Prerequisite: EDS 100A, EDS 100B, EDS 119, EDS 130A, EDS 130B - or equivalents or advisor approval. Corequisite: EDS 235. Graded: Graded Student. Units: 3.0
EDS 206. Collaborative Program Planning with Families, Professionals, and Communities. Students will develop skills in the areas of: family collaboration; school and community collaboration in the context of IEP development and school partnerships; cross-cultural competence; communication; person-centered planning/future planning, partnering with families; transdisciplinary teaming to develop the IEP and the ITP; and facilitating social relationships and friendships as part of the school experience. Prerequisite: EDS 119, EDS 130A, EDS 130B. Corequisite: Advisor approval. Graded: Graded Student. Units: 3.0
EDS 207. Secondary/Post-Secondary Methods and Transition Planning: Moderate/Severe Disabilities. 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. Graded: Graded Student. Units: 3.0
EDS 208. Evidenced-based Assessment and Instruction: Mod/Severe Disabilities. Students will be provided with a strong basis in ecological and functional assessment in inclusive school and community environments. Students will develop the ability to: a) set up performance analyses within natural environments; b) map out cognitive initiation vs. performance, and the communication requirements of various settings; c) conduct baselines within general education classrooms, the school, and the community, and develop resulting IEP goals and objectives; and, d) write effective and systematic instructional programs to teach a wide variety of skills across natural environments. Prerequisite: EDS 119, EDS 205, EDS 206, EDS 220, EDS 235 or equivalents or advisor approval. Corequisite: EDS 414 or instructor approval. Graded: Graded Student. Units: 3.0
EDS 209. Developing Augmentative & Alternative Communication Systems: Assessment and Intervention. 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. Graded: Graded Student. Units: 3.0
EDS 210A. Assessment and Evaluation in Early Childhood Special Education. 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: Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan Corequisite: EDS 210B. Graded: Graded Student. Units: 2.0
EDS 210B. Assessment and Evaluation in Early Childhood and Special Education Lab. 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 EDUC 130A/EDUC 130B and EDUC 131A/EDUC 131B or their equivalents. Corequisite: EDS 210A Graded: Credit / No Credit. Units: 1.0
EDS 211A. Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy. 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. Graded: Graded Student. Units: 2.0
EDS 211B. Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy Laboratory. 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: Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan. Corequisite: EDS 211A (Lecture) Graded: Credit / No Credit. Units: 1.0
EDS 212A. Curriculum, Intervention Strategies, and Environments in ECSE II: Preschool. Designed to develop the skills necessary to design and implementation developmentally appropriate curriculum and intervention strategies for young children with disabilities in a range of learning environments including home, center-based and community programs. Lecture. Prerequisite: Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisment plan Corequisite: EDS 212B. Graded: Graded Student. Units: 2.0
EDS 212B. Curriculum, Intervention, Strategies, and ECSE II: Preschool Lab. Synthesis and application of lecture course content (EDS 212A) in home-based, center-based, and/or community setting serving infants and young children with disabilities and their families. Field-based practice lab (30 hours). Prerequisite: Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisment plan Corequisite: EDS 212A. Graded: Credit / No Credit. Units: 1.0
EDS 213A. Mathematics Curriculum and Instruction in Inclusive Classrooms. Prepares Mild/Moderate/Severe and multiple subject teacher candidates to teach mathematics content standards for California public schools. Prepares teacher candidates with the knowledge of basic principles and strategies related to mathematics education. Candidates develop, implement, and evaluate math curricula appropriate for those students receiving special education services with mild/moderate/severe disabilities. Expanded treatment of mathematics pedagogy, manipulative, technological supports, accommodations, inclusive instructional techniques, and strategies specially suited in instruction of English language learners and students with disabilities. Prerquisite: Admittance to Mild/Moderate or Moderate/Severe Credential Program or permission of respective special education coordinator. Corequisite: EDS 213B. Graded: Graded Student. Units: 2.0
EDS 213B. Mathematics Curriculum and Instruction in Inclusive Classrooms Lab. Field-base practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 213A) 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 213A. Graded: Credit / No Credit. Units: 1.0
EDS 214A. Social Science Curriculum and Instruction in Inclusive Classrooms. 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. Graded: Graded Student. Units: 2.0
EDS 214B. Social Science Curriculum and Instruction in Inclusive Classrooms Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 215A. Science Curriculum and Instruction in Inclusive Classrooms. 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 Graded: Graded Student. Units: 2.0
EDS 215B. Science Curriculum and Instruction in Inclusive Classrooms Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 216A. Movement, Mobility, Sensory, and Specialized Health Care. 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. Graded: Graded Student. Units: 2.0
EDS 216B. Movement, Mobility, Sensory and Specialized Health Care Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 217. Positive Behavioral Support: Effective Individual, Class-wide and School-wide Applications (Moderate. Students will learn to use positive behavioral supports to enhance the quality of life for individuals with serious behavioral challenges. Using the research-based methods and materials from the National Rehabilitation Research and Training Center on Positive Behavioral Support, provides the student with a thorough background in functional assessment and the design of positive behavioral support plans which are in compliance with both state (Hughes Bill) and federal (IDEA) law. After individual assessment and support plans have been covered, moves to class-wide methods of positive behavioral support and school-wide methods. The content is research-based. Prerequisite: EDS 119, EDS 205, EDS 206, EDS 207, EDS 208, EDS 216A, EDS 216B, EDS 220, EDS 235, EDS 291A, EDS 291B, EDS 413 - or equivalents. Corequisite: EDS 414 or advisor approval. Graded: Graded Student. Units: 3.0
EDS 218. Instructional Strategies: Low Incidence Disabilities. 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. Graded: Graded Student. Units: 3.0
EDS 220. Language and Literacy in Inclusive Classrooms I. 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. Graded: Graded Student. Units: 3.0
EDS 221. Language and Literacy in Inclusive Classrooms II. 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. Graded: Graded Student. Units: 3.0
EDS 222. Perspectives Workforce Dev. Examines the premises of workforce development and advocacy with emphases on adult learning styles and learning communities. Explores the specific needs of the formal and informal vocational, technical and adult learning community in an ever-changing work environment. Graded: Graded Student. Units: 3.0
EDS 223. Organization Learning Comm. Graded: Graded Student. Units: 3.0
EDS 224. WF Assess+Accountability. Graded: Graded Student. Units: 3.0
EDS 225A. Assessment and Evaluation for Students with Mild/Moderate Disabilities. 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. Graded: Graded Student. Units: 2.0
EDS 225B. Assessment and Evaluation for Students with Mild/Moderate Disabilities Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 226. Resource Enhance For WDA. Graded: Graded Student. Units: 3.0
EDS 227. Issues Impacting WDA. Graded: Graded Student. Units: 3.0
EDS 228. Sem:Future Workforce Dev. Graded: Graded Student. Units: 3.0
EDS 229A. Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities. 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. Graded: Graded Student. Units: 2.0
EDS 229B. Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 230A. Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges. 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. Graded: Graded Student. Units: 2.0
EDS 230B. Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 231. Group Process in School Psychology. Designed to equip students with the group process skills and understanding essential to the practice of school psychology. Focus on both developing counseling groups within the schools and on the understanding of group process necessary to being an effective agent in the school setting. Topics include the logistics of working within a school system, balancing groups, soliciting referrals, sharing information, participating in staff meeting, and facilitating parent teacher and other school level meetings such as Individualized Education Program Planning meetings. Graded: Graded Student. Units: 3.0
EDS 232. Effective Communication and Collaborative Partnerships. 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. Graded: Graded Student. Units: 2.0
EDS 233. Final Student Teaching Seminar: Mild/Moderate. 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. Graded: Credit / No Credit. Units: 1.0
EDS 234. Directed Fieldwork Seminar: Early Childhood Special Education. 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. Note: May be repeated for credit Corequisite: EDS 474 and EDS 475 or EDS 476 and EDS 477. Graded: Credit / No Credit. Units: 1.0
EDS 235. Field Seminar in Program and Instruction: Mod/Severe Disabilities. This field seminar will provide group discussion as well as direct instructional guidance in classrooms and schools in which students in the Moderate/Severe Specialist Credential or Autism Spectrum Disorders Added Authorization (ASDAA) are conducting their assignments. Prerequisite: EDS 206 or instructor approval. Corequisite: EDS 209 or instructor approval. Graded: Credit / No Credit. Units: 2.0
EDS 236. Student Teaching Seminar II: Moderate/Severe Disabilities. 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. Graded: Credit / No Credit. Units: 1.0
EDS 237A. Transition Strategies for Students with Mild/Moderate Disabilities. 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. Graded: Graded Student. Units: 2.0
EDS 237B. Transition Strategies for Students with Mild/Moderate Disabilities Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 239. Education Specialist Seminar. Explores leadership roles of school psychologists. Prerequisite: Approval as a candidate in the Education Specialist program, completion of courses required for the School Psychology Internship credential, approval of advisor, and department petition. Graded: Credit / No Credit. Units: 3.0
EDS 240. Functional Assessment of Behavior. Assessment of behaviors using the techniques of applied behavior analysis. Students will learn how to do functional assessments of behavior. Methods appropriate for assessment of children in the school setting are emphasized. Prerequisite: Instructor permission. Graded: Graded Student. Units: 3.0
EDS 241. Counseling and Psychotherapy for School Psychologists. 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. Graded: Graded Student. Units: 3.0
EDS 242A. Cognitive Assessment. 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. Graded: Graded Student. Units: 3.0
EDS 242B. Cognitive Assessment Lab. 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. Graded: Credit / No Credit. Units: 4.0
EDS 243. Assessment Practicum. 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. Graded: Graded Student. Units: 3.0
EDS 243A. Assessment Practicum A. Administration, scoring, and interpretation of tests taught in EDS 242A and B and EDS 244. Students will be assigned five cases. They will assess the children, meet with the families to gather history, and render interpretation. Note: Taken concurrently with EDS 244, unless granted special permission of faculty. Graded: Graded Student. Units: 3.0
EDS 243B. Assessment Practicum. Advanced practice in administration, scoring, and interpretation of tests taught in EDS 242A-B, EDS 243A, EDS 244, and EDS 247. Students will be assigned five to seven cases (with some cases in Fieldwork placements). Development of skills in assessment, analysis of data, intervention planning and conveying results orally and in writing. Note: Taken concurrently with EDS 247, unless granted special permission of faculty. Prerequisite: EDS 243A Corequisite: EDS 247 Graded: Graded Student. Units: 3.0
EDS 243C. Assessment Practicum. Continued training in development of advanced skills in administration, scoring, and interpretation of tests taught in EDS 242 A-B, EDS 243A, EDS 243B, EDS 244, or EDS 247. Students will be assigned cases by the practicum supervisor as appropriate. Students are expected to successfully engage in all stages of assessment process with clients. Note: Taken with permission of faculty after completion of EDS 243A and EDS 243B. Prerequisite: EDS 243B Graded: Graded Student. Units: 3.0
EDS 244. Social, Emotional and Behavioral Assessment. Examines social/emotional assessment strategies and instruments appropriate for working with students in schools. Topics include clinical interviewing, social-emotional functioning, conduct disorder, and effective report writing. Students use course information during concurrent enrollment in EDS 243: Assessment Practicum. Note: Must be admitted to School Psychology Program. Prerequisite: EDS 242A and EDS 242B. Corequisite: EDS 243. Graded: Graded Student. Units: 3.0
EDS 245. Psychology In The Schools. Overview of psychology in the schools. Topics include school systems, program development, service delivery models and the role of the school psychologist. Students will engage in systematic school observations. Prerequisite: Must be admitted to School Psychology Program. Graded: Graded Student. Units: 3.0
EDS 246A. Preventive Academic Interventions. Study and application of various primary, secondary, and tertiary academic interventions designed to prevent school failure and/or learning challenges. Examines techniques of identifying pupils who are experiencing academic difficulties that interfere with school functioning, and intervention techniques designed to remediate or ameliorate these problems. Prerequisite: Instructor permission. Graded: Graded Student. Units: 3.0
EDS 246B. Preventive Mental Health Interventions. 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. Graded: Graded Student. Units: 3.0
EDS 247. Assessment of Special Needs. 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. Graded: Graded Student. Units: 3.0
EDS 248. Human Development and Learning. Cognitive, socio-emotional and personality development through the lifespan (with emphasis on birth through early adulthood) as influences on the learning process. Includes analysis of theories, empirical research and current issues in human development and learning as applied to school learning. Graded: Graded Student. Units: 3.0
EDS 249. Special Seminar: School Psychology. Individual projects or directed reading. Note: Departmental petition required. Graded: Credit / No Credit. Units: 1.0 - 3.0.
EDS 250. Education Research. Studies qualitative and quantitative methods in the development of reliable knowledge in the field of education. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies. Classified students are encouraged to take this course early in their graduation programs. Prerequisite: EDGR 260 and Advancement to Candidacy for Special Education concentration; passing WPG exam for all other concentrations Graded: Graded Student. Units: 3.0
EDS 251. Education for a Democratic, Pluralistic Society. Advanced study of social and psychological issues which need to be considered in education relating to the client, the educator, the community and society. Addresses implications of theories of learning, assessment, individual differences and social/political influences. Prerequisite: EDGR 260 and Advacement to Candidacy Graded: Graded Student. Units: 3.0
EDS 252A. Advanced Teacher Induction Seminar. Leads to the development of a Professional Level II Education Specialist Credential induction plan for the support and professional development of the teacher credential candidate as required by the California Commission on Teacher Credentialing. The candidate, the university advisor, and the employer's representative work together to plan course work, and provide individual assistance, and professional development opportunities to address individual performance goals. Seminar. Prerequisite: Admission to Special Education Level II program. Corequisite: EDS 252B. Graded: Credit / No Credit. Units: 2.0
EDS 252B. Advanced Teacher Induction Seminar Lab. Level II candidate, university advisor/supervisor and employer's representative work collaboratively to develop a professional plan which relates to the CCTC standards and the individual learning needs of the student. The class is designed as a lab to support the acquisition of all proscribed Level II standards and to support the development of the candidate's professional portfolio for assessment of designated competencies. Prerequisite: Admission to Special Education Level II program. Corequisite: EDS 252A Graded: Credit / No Credit. Units: 1.0
EDS 260A. Psychological, Social, and Medical Aspects of Disability. Psychological, social, and medical aspects of various congenital, hereditary, and trauma-induced disabilities are studied in-depth, particularly their relationship to vocational adjustment. The etiology, treatment, prognosis, and limitations caused by various disabling medical conditions are covered as well as such factors as depression, denial and dependency as they occur or are related to these disabling conditions. Emphasis is also given to the concepts of motivation, self-concept, and personal and societal attitudes toward disability. Prerequisite: Approval as a candidate for the MS degree in Counseling. Graded: Graded Student. Units: 3.0
EDS 260B. Psychological, Social, and Medical Aspects of Disability. This is a two-part course. Both EDS 260A and EDS 260B are required. EDS 260A is not a prerequisite for 260B. Graded: Graded Student. Units: 3.0
EDS 262. Seminar in Counseling: Job Placement. Analyzes and practice of job-seeking skills, employer information base, and job placement of the handicapped. Graded: Graded Student. Units: 3.0
EDS 263. Case Practices in Vocational Rehabilitation Counseling. 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. Graded: Graded Student. Units: 3.0
EDS 264. Seminar in Counseling: Work Evaluation. Study of the work evaluation process and the modalities utilized, with emphasis on the use of work evaluation in the rehabilitation process. Graded: Graded Student. Units: 3.0
EDS 265. Current Issues in Counseling: Disabled. Examination of myths regarding the disabled client. Course includes an exploration of counseling families with a disabled member, the impact of disability upon sexuality and upon interpersonal relationships. Factual data will be presented. The student's attitude toward the disabled will be examined. Graded: Credit / No Credit. Units: 1.0
EDS 267A. Advanced Studies in Special Education-Seminar I. For candidates accepted into the Level II Alternative Option Program; skills for inservice training, working with paraprofessionals, coordinating meetings, developing consensus, dealing with conflict and serving as part of collaborative teams; e-mail, use of Listproc and attendance at monthly seminars required; attaining and documenting competencies and developing portfolios related to outcomes of the Level II Mild/Moderate or Moderate/Severe Specialist Credential. Lecture. Corequisite: EDS 267B. Graded: Graded Student. Units: 3.0
EDS 267B. Advanced Studies in Special Education Seminar I Laboratory. Will be a synthesis and application of course content (EDS 267A) in a setting(s) for students who receive special education services. The 3-unit lab section requires approximately 90 hours of related field-based and/or on-the-job activities. E-mail/Internet access required. Corequisite: EDS 267A. Graded: Credit / No Credit. Units: 3.0
EDS 268A. Advanced Studies in Special Education-Seminar II. For candidates accepted into the Level II Alternative Option Program; skills for ongoing individualized assessment and curriculum adaptation to meet needs of diverse populations and advanced skills for behavioral management in inclusive settings; e-mail, use of Listproc and attendance at monthly seminars required; attaining and documenting competencies and developing portfolios related to outcomes of the Level II M/M or M/S Specialist Credentials; individualized planning for candidates who are self-directed and committed to self improvement. Lecture. Corequisite: EDS 268B. Graded: Graded Student. Units: 3.0
EDS 268B. Advanced Studies in Special Education Seminar II Laboratory. Synthesis and application of course content (EDS 268A) in a setting(s) for students who receive special education services. The 3-unit lab section requires approximately 90 hours of related field-based and/or on-the-job activities. E-mail/internet access required. Corequisite: EDS 268A. Graded: Credit / No Credit. Units: 3.0
EDS 269A. Collaborative Strategies for Inclusive Practice. For candidates seeking to meet Special Education CCTC requirements for Level 2 (Induction) Multiple or Single Subject Teaching Credentials. Candidates must demonstrate skills for ongoing IDEA and State mandates, curriculum adaptation to meet individual needs, and advanced skills for behavioral management in inclusive settings. All activities will be tied to attaining and documenting CCTC Level 2 special education standards through individual portfolios. Assignments will be designed to emphasize an interdisciplinary perspective to collaborative problem solving. E-mail/Internet access required. Prerequisite: CCTC Preliminary Multiple or Single Subject credential. Sacramento State graduate status or CCE/Open University enrollee. Corequisite: EDS 269B. Graded: Graded Student. Units: 2.0
EDS 269B. Collaborative Strategies for Inclusive Practice Lab. Field-based practice lab (30 hours field). Lab will be synthesis and application of course content in a setting for students who receive special education services. Students will verify experiences across the age-span and in inclusive settings, agencies, and/or other natural environments. Prerequisite: CCTC Preliminary Multiple or Single Subject credential. Sacramento State graduate status or CCE/Open University enrollee. Corequisite: EDS 269A. Graded: Credit / No Credit. Units: 1.0
EDS 273A. Instructional Strategies - Mild/Moderate. Development of knowledge, strategies, and skills in the areas of dyslexia, social skills and transition, and other specific learning challenges for individuals with mild/moderate disabilities. Prerequisite: Admittance into Mild/Moderate Credential or M.A. in Education programs. Corequisite: EDS 273B. Graded: Graded Student. Units: 2.0
EDS 273B. Instructional Strategies - Mild/Moderate - Lab. Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 273A) in developing instructional strategies for the Mild/Moderate Credential Program area. Students are required to participate in class visitations, student tutoring, and interviews. Prerequisite: Admittance into Mild/Moderate Credential or M.A. in Education programs. Corequisite: EDS 273A. Graded: Credit / No Credit. Units: 1.0
EDS 276A. Education of Students with Emotional and Behavioral Disorders. Concentrate on the assessment, characteristics, interventions and classroom strategies, which uniquely address the educational needs of students with emotional and behavioral disorders. Students will review current laws, policies and selected literature specific to students identified as EBD and their families. Strategies to create and promote collaborative partnerships with parents, mental health representatives and/or other service providers will be presented. Prerequisite: Admittance into Mild/Moderate Credential or M.A. in Education programs and EDS 120A and EDS 120B. Corequisite: EDS 276B. Graded: Graded Student. Units: 2.0
EDS 276B. Education of Students with Emotional and Behavioral Disorders - Lab. Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 276A) in serving students with emotional and behavioral disorders. Students are required to participate in class visitations, agency visitations, and interviews. Prerequisite: Admittance into Mild/Moderate Credential or M.A. in Education programs and EDS 120A and EDS 120B. Corequisite: EDS 276A. Graded: Credit / No Credit. Units: 1.0
EDS 290. Issues in Early Childhood Education for Children with Disabilities. Overview of current theories, research, policies and practices regarding educational services for children, from birth to 8, with disabilities and their families. Topics emphasized include typical/atypical development, interdisciplinary assessment, family involvement, community resources, program planning, mainstreaming, and collaborative case management. Requires observations/field study in settings serving young children with disabilities. Graded: Graded Student. Units: 3.0
EDS 291A. Technology in Special Education. Offers an overview of technology usage in special education. Topics covered include: current research; identification of needs of exceptional children that can be met through use of microcomputers; evaluation and prescription of software, hardware and assistive devices; writing computer-assisted instructional programs to meet special needs; time management, and the general implementation of microcomputers into a special education program. Prerequisite: Admittance to Special Education Program or instructor permission. Corequisite: EDS 291B. Graded: Graded Student. Units: 2.0
EDS 291B. Technology in Special Education Lab. Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 291A) in technology usage with students who receive special education services. Prerequisite: Admittance to Special Education Program or instructor permission. Corequisite: EDS 291A. Graded: Credit / No Credit. Units: 1.0
EDS 292A. Teaching English Learners with Disabilities. 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. Graded: Graded Student. Units: 2.0
EDS 292B. Teaching English Learners with Disabilities Lab. 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. Graded: Credit / No Credit. Units: 1.0
EDS 297. Current Issues in Special Education. 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. Prerequisite: EDGR 260 and Advancement to Candidacy Graded: Graded Student. Units: 3.0
EDS 298. Master's Seminar in Special Education. 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. Prerequisite: EDS 297 Corequisite: EDS 297 Graded: Graded Student. Units: 3.0
EDS 299. Special Problems. Individual projects at graduate level especially for students capable of independent study. Note: Departmental petition required. Graded: Credit / No Credit. Units: 1.0 - 3.0.
EDS 332. Assessment Center Laboratory for Multiple Subject Candidates. 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. Graded: Credit / No Credit. Units: 2.0
EDS 412. Student Teaching: Moderate/Severe. Students teaching in a cooperating LEA/District providing services for students receiving Moderate/Severe special education program services. Candidates must meet the criteria for student teaching to be accepted to this course. Note: Approximately 320 hours are required to meet competencies. Corequisite: EDS 233. A total of 10 units is required. Graded: Credit / No Credit. Units: 5.0 - 10.0.
EDS 413. Field Practicum: Moderate/Severe Disabilities. Students will spend six hours per week in a school where students with moderate/severe disabilities are included in general education classes and other school activities. They will be assigned both a general and special education cooperating teacher. These teachers will work with the University supervisor to make sure that the student is able to complete the assignments and required competencies. The University supervisor will observe and evaluate the practicum student at least four times during the semester. An evaluation will be completed at the end of the semester. Prerequisite: EDS 100A, EDS 100B, EDS 119, EDS 130A, EDS 130B, EDS 205, EDS 206, EDS 235 or advisor approval. Corequisite: EDS 208. Graded: Credit / No Credit. Units: 3.0
EDS 414. Student Teaching I: Moderate/Severe Disabilities. The second phase of supervised field experience for specialist candidates in the Level I moderate/severe program or ASDAA program. Candidates spend 160-hours in a school setting with students who have moderate/severe disabilities. They will work directly with a qualified cooperating teacher and a University supervisor throughout a semester to complete assignments and required competencies. Assignment evaluation will be based on written and observational criteria. An evaluation will be completed at the midterm and at the end of the semester. Prerequisite: Admission to the Moderate/Severe Preliminary Education Specialist Credential Program and completion of coursework specified in program advisement plan. Graded: Credit / No Credit. Units: 3.0
EDS 415. Student Teaching II: Moderate/Severe Disabilities. The culminating phase of field experience for specialist candidates in the Level I moderate/severe credential program. Candidates will spend 320-hours in a public school setting with students who have moderate/severe disabilities. They will work directly with a qualified mentor/cooperating teacher and a University supervisor throughout a semester to complete assignments and required competencies. Assignment evaluation will be based on written and observational criteria. An evaluation will be completed at the midterm and at the end of the semester. Prerequisite: EDS 414. Corequisite: EDS 236. Graded: Credit / No Credit. Units: 5.0
EDS 420A. Multiple Subject Student Teaching I: Initial. Initial (Phase I) Multiple Subject credential student teaching, with integrated methods coursework, is a M-F, half-day fieldwork requirement. Effective Instruction and classroom management are the focus of the Initial Phase I student teaching experience. Candidates must meet the criteria for student teaching to be accepted to this course. Note: This is a full semester student teaching experience. Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Multiple Subjects Credential Program. Graded: Credit / No Credit. Units: 4.0
EDS 420B. Multiple Subject Student Teaching II: Final. 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. Graded: Credit / No Credit. Units: 5.0 - 7.0.
EDS 421. Intern Teaching: Moderate/Severe Disabilities. Internship in cooperating LEA/District providing services for students receiving Moderate/Severe special education program. Candidates must meet the criteria for internship to be accepted to this course. Interns will complete focused assignments related to the full duties of program management, assessment and instructional delivery, and IEP development under the supervision of both a district mentor teacher and the University supervision. Note: to be used in lieu of EDS 415. Graded: Credit / No Credit. Units: 5.0
EDS 439. Early Fieldwork in School Psychology. 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. Graded: Credit / No Credit. Units: 1.0 - 10.0.
EDS 439A. Early Fieldwork in School Psychology. 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. Graded: Credit / No Credit Units: 1.0 - 10.0 Graded: Credit / No Credit. Units: 1.0 - 10.0.
EDS 439B. Early Fieldwork in School Psychology. Advanced fieldwork experience providing the opportunity for students to engage in the following activities: individual and group counseling; consultation with teachers, parents, and other school staff, and assessment of students. Students will work under the supervision of a credentialed school psychologist. A faculty supervisor from the School Psychology Training Program will work with students and field supervisor. Prerequisite: Satisfactory completion of first year coursework and EDS 439A Graded: Credit / No Credit Units: 1.0 -10.0 Graded: Credit / No Credit. Units: 1.0 - 10.0.
EDS 439C. Early Fieldwork in School Psychology. Ongoing fieldwork experience providing the opportunity for students to more fully develop their skills in: individual and group counseling; consultation with teachers, parents, and other school staff, and assessment of students. Students will work under the supervision of a credentialed school psychologist and a faculty supervisor from the School Psychology Training Program. Prerequisite: Satisfactory completion of first year coursework and EDS 439B Graded: Credit / No Credit Units: 1.0 -10.0 Graded: Credit / No Credit. Units: 1.0 - 10.0.
EDS 440. Practicum in Individual Counseling/School Psychology. Supervised practice in individual counseling. Prerequisite: Approval as a candidate in School Psychology program, approval of advisor, and department petition. Graded: Credit / No Credit. Units: 3.0
EDS 441. Internship in School Psychology. 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. Graded: Credit / No Credit. Units: 3.0 - 15.0.
EDS 441A. Internship in School Psychology. 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. Graded: Credit / No Credit Units: 3.0 - 15.0 Graded: Credit / No Credit. Units: 3.0 - 15.0.
EDS 441B. Internship in School Psychology. Advanced field study for school psychologists interns. Supervised experiences are arranged in school psychology. Prerequisite: EDS 441A Graded: Credit / No Credit Units: 3.0 -15.0 Graded: Credit / No Credit. Units: 3.0 - 15.0.
EDS 441C. Internship in School Psychology. Third semester of advanced field study for school psychologist interns. Supervised experiences are arranged in school psychology. Prerequisite: EDS 441B Graded: Credit / No Credit Units: 3.0 - 15.0 Graded: Credit / No Credit. Units: 3.0 - 15.0.
EDS 441D. Internship in School Psychology. Fourth semester of advanced field study for school psychologists interns. Final semester in which candidates may accrue hours. Supervised experiences are arranged in school psychology. Prerequisite: EDS 441C Graded: Credit/ No Credit Units: 3.0 - 15.0 Graded: Credit / No Credit. Units: 3.0 - 15.0.
EDS 460. Practicum in Individual Counseling/VRC. Supervised practice in individual counseling. Prerequisite: Approval as a candidate in the Vocational Rehabilitation program; approval of advisor, and department petition. Graded: Credit / No Credit. Units: 3.0
EDS 461. Field Study in Counseling/VRC. 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. Graded: Credit / No Credit. Units: 3.0 - 15.0.
EDS 462. Supervised Field Observation Rehabilitation Counseling. 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. Graded: Credit / No Credit. Units: 3.0
EDS 471. Initial Student Teaching: Mild/Moderate. Candidates will student teach half day/five days per week for the full semester in a setting that serves students with mild/moderate disabilities. Cooperating teachers will work with the University supervisor to support the candidate in completing required assignments and competencies. An evaluation will be completed at the mid point and end of the semester. Note: Signature of credential candidates student's special education advisor is required on application for student teaching. Prerequisite: Admission to the Mild/Moderate Preliminary Education Specialist Program and completion of coursework specified in program advisement plan. Graded: Credit / No Credit. Units: 4.0
EDS 472. Student Teaching: Mild/Moderate. Student teaching full day, M-F, for the semester in a cooperating LEA District providing services for students receiving mild/moderate special education. Cooperating teachers work with the University supervisor to support the candidate in completing the required assignments and competencies. An evaluation will be completed at the mid point and end of the semester. Variable units depending on instructor recommendation and individualized student and program considerations. Note: Signature of credential candidates' special education advisor is required on application for student teaching. Prerequisite: Admittance to the Preliminary Mild/Moderate Education Specialist Credential Program and completion of coursework specified in program advisement plan Corequisite: EDS 233 Graded: Credit / No Credit. Units: 5.0 - 7.0.
EDS 472E. Student Teaching: Serious Emotional Disturbance. Students will be placed in approved settings which serve students with serious emotional disturbance as a primary disability; be expected to demonstrate skills for instruction across content areas; interact with emotionally disturbed students using a combination of counseling and behavior management strategies; and consult with families, co-workers, mental health representatives and other in a collaborative style. Corequisite: EDS 277. Graded: Credit / No Credit. Units: 10.0
EDS 473. Intern Teaching: Mild/Moderate Diasabilities. A credit/no credit directed internship in a district, county office of education or program serving students with mild/moderate disabilities. Candidates must meet the criteria for an internship to be accepted to this course. A University supervisor will support the candidate in completing all required competencies. An evaluation will be completed at mid point and end of the semester. Note: Signature of credential candidates' special education advisor is required on application. Prerequisite: Admittance to the Preliminary Mild/Moderate Education Specialist Credential Program and completion of coursework specified in program advisement plan. Corequisite: EDS 233. Graded: Credit / No Credit. Units: 5.0 - 7.0.
EDS 474. Directed Field Experience/Internship in ESCE: Infants/Toddlers. 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. Note: May be repeated for credit Prerequisite: Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan. Corequisite: EDS 234. Graded: Credit / No Credit. Units: 1.0 - 5.0.
EDS 475. Directed Field Experience/Internship in ECSE: Preschool. Directed field experience or internship in a cooperating school district or county office of education program providing special educational services for preschoolers 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. Note: May be repeated for credit Prerequisite: Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan. Corequisite: EDS 234. Graded: Credit / No Credit. Units: 1.0 - 5.0.
EDS 476. Internship: Infants with Special Educational Needs. Internship in a cooperating District or County Office of Education providing special educational services for infants and toddlers and their families. Candidates must meet the criteria for an internship in order to register. Students may enroll in EDS 474, Directed Field Experience: Infants with Special Education Needs, as an alternative to EDS 476. Ten units, approximately 320 hours, are required to meet competencies. Note: Signature of student's ECSE advisor is required on application for student teaching. Corequisite: EDS 234. Graded: Credit / No Credit. Units: 10.0
EDS 477. Internship: Preschoolers with Special Educational Needs. Internship experience in a cooperating District or County Office of Education providing special educational services for preschoolers and their families. Candidates must meet the criteria for an internship in order to register. Students may enroll in EDS 475 as an alternative to EDS 477. Note: Signature of student's ECSE advisor is required on application for student teaching. Ten units, approximately 321 hours, are required to meet competencies. Corequisite: EDS 234. Graded: Credit / No Credit. Units: 10.0
EDS 500. Master of Arts Thesis: Special Education. 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. Graded: Thesis in Progress. Units: 3.0 - 6.0.
EDS 501. Master of Arts Project: Special Education. 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. Graded: Thesis in Progress. Units: 3.0 - 6.0.
EDS 530. Project In WDA I. Graded: Thesis in Progress. Units: 2.0
EDS 531. Project In WDA II. Graded: Thesis in Progress. Units: 4.0
EDS 540. Education Specialist Thesis: School Psychology. 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. Graded: Credit / No Credit. Units: 4.0 - 6.0.
EDS 541. Master's Project: Education/School Psychology (Plan B). Credit given upon successful completion of a project approved for the M.A. in Education/School Psychology option. Prerequisite: Advanced to candidacy. Graded: Thesis in Progress. Units: 4.0 - 6.0.
EDS 542. Education Specialist Project: School Psychology. 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. Graded: Credit / No Credit. Units: 4.0 - 6.0.
EDS 560. Master's Thesis: Counseling/VRC (Plan A). Completion of a thesis approved for the Master's degree. Number of units of credit is determined by the candidate's advisor. Prerequisite: Advanced to candidacy. Graded: Thesis in Progress. Units: 4.0 - 6.0.
EDS 561. Master's Project: Counseling/VRC (Plan B). Completion of a project approved for the Master's degree. Prerequisite: Advanced to candidacy. Graded: Thesis in Progress. Units: 3.0