EDUCATION - SPECIAL EDUCATION, REHABILITATION, SCHOOL PSYCHOLOGY, AND DEAF STUDIES
College of Education
- COMPLETE COURSE LISTING
- BACHELOR OF ARTS
- MINOR
- CERTIFICATE
- CREDENTIALS
- MASTER OF ARTS
- MASTER OF SCIENCE
- FACULTY
- CONTACT
PROGRAM DESCRIPTION
The Department of Special Education, Rehabilitation, School Psychology, and Deaf Studies (EDS) offers degree and professional programs in the areas of American Sign Language/Deaf Studies, School Psychology, Special Education, and Vocational Rehabilitation Counseling. Undergraduate programs include American Sign Language/Deaf Studies, a Certificate in American Sign Language, and a Bachelor's of Science Degree in Career and Technical Education. Graduate professional programs lead to an Early Childhood Special Education Certificate, an Early Childhood Special Education Specialist Credential, specialist credentials for teachers of K-12 pupils with mild/moderate/severe disabilities that can be combined with the Multiple Subjects Credential, and to the Pupil Personnel Services Credential, School Psychology Endorsement. Graduate degree programs include a Master of Arts in Education (Special Education and School Psychology, and Workforce Development Advocacy) and a Master of Science in Counseling (Vocational Rehabilitation).
In collaboration with the College of Continuing Education, a Certificate of Achievement in Adult Learning Disabilities is offered.
Specializations
- Credentials: Education Specialist:
Teaching Credential Program: Early Childhood Special Education - Preliminary
Mild/Moderate Education Specialist Credential - Preliminary
Moderate/Severe Specialist Credential - Preliminary
Multiple Subject and Mild/Moderate Educational Specialist Credential - Preliminary
Moderate/Severe Specialist and Multiple Subjects Credential - Preliminary - Pupil Personnel Services Credential: School Psychology Endorsement
- Minors:
American Sign Language/Deaf Studies
Education - Certificates:
Advanced Study in American Sign Language
- BA American Sign Language/Deaf Studies
- MA in Education: School Psychology
- MA in Education: Special Education
- MS in Counseling: Vocational Rehabilitation
- EdS Specialist in Education: School Psychology
Note: A Bachelor's of Science in Career and Technical Studies. Master of Arts in Workforce Development Advocacy are offered through the College of Continuing Education (CCE), (916) 278-4930. Also, a Clear Professional credential program for Education Specialist and certificate program in Adult Learning Disabilities are offered through CCE.
Special Features
- The Department of Special Education, Rehabilitation, School Psychology, and Deaf Studies serves students in other programs at the University, and individuals in the community at large, through several course sequences such as those offered to students seeking regular teaching credentials, or degrees in speech pathology or nursing.
- Field-based programs also provide opportunities for students and community members to develop skills in working with individuals who have exceptional needs.
- Since 1986, the Department has sponsored the Young Adult Program, California's first integrated class for young adults with severe disabilities on a university campus. The program located on the Sacramento State campus, consists of students, age 18-22, who are being provided a special education by the Sacramento County Office of Education and by the Sacramento City Unified School District. The program utilizes volunteers and student interns from across campus.
Note: Any student enrolled in any program in EDS who has been found by due process to either cheat or plagiarize will be immediately referred to the Judicial Office of the Vice President for Student Affairs.
UNDERGRADUATE PROGRAMS
Requirements - Bachelor of Arts - American Sign Language/Deaf Studies
American Sign Language (ASL) & the Deaf Studies major takes an interdisciplinary approach to the study of deaf and hard-of-hearing people in American and world society. The program promotes the understanding of deaf people as a linguistic and cultural group and encourages students to analyze existing stereotypes and policies relating to deaf and hard-of-hearing people in order to work both within their own communities and others in effecting change for the betterment of the deaf and hard-of-hearing community.
With an ASL/Deaf Studies Major, students may obtain entry-level jobs in settings working with the deaf such as residential supervisor, classroom aide, vocational trainer, and much more. Students may also combine an ASL/Deaf Studies Major with a related minor field of study such as education, counseling, audiology, speech therapy, and communication studies for a more well-rounded grounding in the issues relating to the deaf and hard of hearing in their fields. Students in fields which are not specifically deaf-related such as nursing, law, computer engineering, and many more may also experience an edge in gaining employment, whether in deaf-related settings or not, with a major or minor in ASL/Deaf Studies compared to those without similar coursework or experience.
Further, students having completed the ASL/Deaf Studies Major may be able to waive similar coursework at other universities with specialized fields of study relating to deafness that may not be offered in the Sacramento region.
Required Courses (41-46 units)
Courses in parentheses are prerequisites.
(3) |
American Sign Language 1 |
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(3) |
American Sign Language 2 (DEAF 51 or equivalent) |
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(4) |
American Sign Language 3 (DEAF 52 or equivalent) |
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(1) |
ASL Fingerspelling and Numbers (DEAF 52) |
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(2) |
ASL Classifiers (DEAF 53; may be taken concurrently) |
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(3) |
Introduction to Deaf Studies |
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(4) |
American Sign Language 4 (DEAF 53 or equivalent) |
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(4) |
American Sign Language 5 (DEAF 154 or instructor permission) |
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(3) |
Deaf History (DEAF 60; may be taken concurrently) |
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(3) |
Deaf Culture and Community (DEAF 60; may be taken concurrently) |
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(3) |
American Sign Language Literature (DEAF 57, DEAF 60, DEAF 154, DEAF 161, DEAF 162, DEAF 164) |
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(3) |
Sign Language Structure and Usage (DEAF 154 or instructor permission) |
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(2-5) |
Seminar: Current Issues in the Deaf World (DEAF 60, DEAF 154, DEAF 161, DEAF 162) |
|
(3) |
Experiences in the Deaf Community (DEAF 155, DEAF 161, DEAF 162, DEAF 164) |
Requirements - Minor - American Sign Language/Deaf Studies
American Sign Language(ASL)/Deaf Studies takes an interdisciplinary approach to the study of deaf and hard-of-hearing people in American and world society. The program promotes the understanding of deaf people as a linguistic and cultural group and encourages students to analyze existing stereotypes and policies relating to deaf and hard-of-hearing people in order to work both within their own communities and others in affecting change for the betterment of the deaf and hard-of-hearing community.
With an ASL/Deaf Studies Minor, students may obtain entry-level jobs in settings working with the deaf such as residential supervisor, classroom aide, vocational trainer, and much more. Students may also combine an ASL/Deaf Studies Minor with a related major field of study such as education, counseling, audiology and speech therapy for a more well-rounded grounding in the issues relating to the deaf and hard-of-hearing in their field. Students in fields which are not specifically deaf-related such as nursing, law, computer engineering, and many more may also experience an edge in gaining employment, whether in deaf-related settings or not, with a minor in ASL/Deaf Studies compared to those without similar coursework or experience. Further, students having completed the ASL/Deaf Studies Minor may be able to waive similar coursework at other universities with specialized fields of study relating to deafness that may not be offered in the Sacramento region.
Required Courses (23 units)Courses in parentheses are prerequisites.
(3) |
American Sign Language 1 |
|
(3) |
American Sign Language 2 (DEAF 51 or equivalent) |
|
(4) |
American Sign Language 3 (DEAF 52 or equivalent) |
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| (3) | Introduction to Deaf Studies |
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(4) |
American Sign Language 4 (DEAF 53 or equivalent) |
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(3) |
Deaf History and Education (DEAF 60: may be taken concurrently) |
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(3) |
DEAF 162 | Deaf Culture and Community (DEAF 60; may be taken concurrently) |
Requirements - Minor - Education
The Special Education, Rehabilitation, School Psychology, and Deaf Studies Department offers courses for the Education Minor. This coursework emphasizes ability/disability studies consisting of 12 units or more of upper division special education courses. Courses in the minor offer students the opportunity to explore the issues of ability/disability and their relationship to education. Students develop a coherent introductory course of study in special education with a Special Education (EDS) Advisor and approval from the department Chair. Please check with the Department for more specific information.
Requirements - Certificate - American Sign Language
The purpose of the Certificate Program is to recognize those students from across campus who complete a series of four courses in American Sign Language (Beginning to Advanced). Students currently may use ASL courses to meet the Foreign Language graduation requirement as well as the Cross-cultural Language and Academic Development (CLAD) Emphasis language requirement. The Certificate is a further recognition of acquired skills and awareness of the culture of people who are deaf.
A Certificate in ASL may be of assistance to students as they compete for employment. Their acquired skills in ASL will help them to be more competitive for jobs. As employers strive for diversity in the workplace, students who complete the Certificate will be poised to communicate with colleagues who may be deaf or serve customers and clients who are deaf.
To qualify for the Certificate through Sacramento State, the following requirements must be met: Completion of the coursework listed below or the equivalent courses taken at another approved institution (a minimum of 8 units must be taken at Sacramento State):
Required Courses (14-18 units)Courses in parentheses are prerequisites.
(3) |
American Sign Language 1 |
|
(3) |
American Sign Language 2 (DEAF 51 or equivalent) |
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(4) |
American Sign Language 3 (DEAF 52 or equivalent) |
|
(4) |
American Sign Language 4 (DEAF 53 or equivalent) |
- Minimum grade of "C" or better in all courses taken;
- Minimum rating of 2+ on American Sign Language Proficiency Interview upon completion of DEAF 154 (contact Program Coordinator for appointment); OR
- (4) DEAF 155 American Sign Language 5 with a grade of "C" or better.
Credentials - Education Specialist
Note: All students in the Special Education Program, Credential and Master's, must meet with an advisor before and during the first semester of enrollment for program advisement. Those who do not may be administratively considered for disenrollment.
Programs offered lead to Certificates of Eligibility and/or the Preliminary Credential in three specialties:
- Education Specialist: Teaching Credential Program: Early Childhood Special Education
- Education Specialist: Mild/Moderate Disabilities Specialist (M/M) and
- Education Specialist: Moderate/Severe Disabilities Specialist (M/S).
All above specialties comply with regulations and standards as issued by SB2042 and AB1059 (English Language Authorization).
University and California Commission on Teacher Credentialing (CCTC) approved
program options also allow candidates to pursue the M/M or M/S specialty concurrently
with the SB2042 Multiple Subject Credential. Another approved program allows
candidates to add an ECSE Certificate to existing Clear M/M, M/S or other California Special Education Specialist credentials. For additional information
regarding the ECSE Certificate, please contact the ECSE Coordinator or
Department office.
As required by CCTC, all special education credential programs reflect two levels of training:
- Preliminary - programs prepare candidates as beginning teachers for children and youth with disabilities who receive services in a variety of settings; Sacramento State specialist credential programs emphasize services in inclusive settings. Programs all have internship options as described below. The M/M and M/S credentials prepare candidates to work in a variety of settings with and on behalf of children and youth with disabilities from kindergarten through grade 12. Candidates interested in working with infants and young children with disabilities - and with their families - should pursue the ECSE credential.
- Professional Clear - programs are designed to induct beginning special education teachers into the profession through on-the-job support, professional development, and additional university training. This credential can be obtained through our campus College of Continuing Education (CCE) or county/district BTSA offices.
All credential programs undergo continual review and change; current requirements are available from the EDS Department Office. All candidates are required to seek advisement regarding credential coursework and must complete a program advisement plan. Candidates may take prerequisites and up to six units with permission without screening for admission; candidates who continue without advisement and/or admission may be disenrolled.
Admission Procedures
Admission to all Preliminary Programs is coordinated by the Teacher
Preparation and Credentials Office (Eureka Hall 437). With the exception
of the ECSE Credential, admission requirements for Education Specialist
Programs are the same as for other preliminary teaching credentials at Sacramento State.
Those requirements are described within this catalog under the Department
of Teacher Education. Candidates interested in the Education Specialist
Programs are also urged to seek early advising from special education faculty.
Special Education Internships
All Preliminary Education Specialist programs at Sacramento State have been approved by CCTC as internship programs. In order to be eligible for an Intern Education Specialist Credential, candidates must (a) have been admitted and cleared all admission requirements for the credential program; (b) have received the recommendation of a faculty member; (c) have received an offer of employment from an employer; and (d) be pursuing an internship with a district/school that has a written internship agreement with Sacramento State/EDS.
Notes:
- Candidates working under an Education Specialist Internship Credential must concurrently fulfill the requirements of the credential program and the internship appointment.
- Special Education Programs are in the process of revision. Please see Department office for current program requirements.
Requirements - Preliminary Education Specialist Teaching Credential Program: Early Childhood Special Education
Prerequisites required.
Courses in parentheses are prerequisites.
- 30 hours documented field experience with young children (birth to 5 years);
- coursework in child development or related field approved by ECSE Coordinator; and
- (3) CHDV 30, Human Development.
Required Courses (31-35 units)
(3) |
Typical and Atypical Developmental Characteristics and Outcomes for Young Children with Disabilities/Lab (CHDV 30 or approved equivalent; Corequisite: EDUC 130B) |
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(3) |
Family/Professional Collaboration in Early Childhood Special Education/Lab (Corequisite: EDS 201B) |
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(3) |
Developing Augmentative and Alternative Communication Systems: Assessment and Intervention (EDS 119, EDUC 130A/B, EDS 206, EDS 216A/B, EDS 220, EDS 235 or instructor permission; Corequisite: EDS 235 or advisor approval) |
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(2) |
Assessment and Evaluation in ESCE (Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan; Corequisite: EDS 210B ) AND |
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(1) |
Assessment and Evaluation in ESCE/Lab (EDUC 130A/B, EDUC 131A/B (Corequisite: EDS 210A) |
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(2) |
Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy/Lab (EDUC 130A/B, EDUC 131A/B, and EDS 210A/B or equivalents; Corequisite: EDS 211B) AND |
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(1) |
Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy/Lab (Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan; Corequisite: EDS 211A) |
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(2) |
Curriculum, Intervention Strategies, and Environments in ECSE II: Preschool/Lab (Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan; Corequisite: EDS 212B) AND |
|
(1) |
Curriculum, Intervention Strategies, and Environments in ECSE II: Preschool/Lab (Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan; Corequisite: EDS 212A) |
(3) |
Movement, Mobility, Sensory, and Specialized Health Care/Lab (Corequisite: EDS 216B) |
(3) |
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; EDS 230A and EDS 230B must be taken concurrently) |
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(1) |
Directed Fieldwork Seminar: Early Childhood Special Education (Corequisite: EDS 474 and EDS 475 or EDS 476 and EDS 477) |
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(1-5) |
Directed Field Experience/Internship in ESCE: Infants/Toddlers (Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan; Corequisite: EDS 234) |
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(1-5) |
Directed Field Experience/Internship in ECSE: Preschool (Admission to Preliminary Education Specialist: ECSE Program and completion of coursework specified in program advisement plan; Corequisite: EDS 234) |
Requirements - Preliminary Mild/Moderate Education Specialist Credential
Units required: 44-46
Courses in parentheses are prerequisites.
A. Required Prerequisites (8 units)
(3) |
Educating Students with Disabilities in Inclusive Settings & Lab (EDUC 100A and EDUC 100B must be taken concurrently) |
|
(3) |
Legal and Social Foundations of Special Education |
|
(2) |
School Health Education (CPR training; may be taken concurrently) |
B. Required Courses (33-35 units)
(3) |
Mathematics Curriculum and Instruction in Inclusive Classrooms/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; EDS 213A and EDS 213B must be taken concurrently) |
|
(3) |
Language and Literacy in Inclusive Classrooms I (Admission to any Special Education Credential or Master's program at Sacramento State) |
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(3) |
Language and Literacy in Inclusive Classrooms II (EDS 220) |
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(3) |
Assessment and Evaluation for Students with Mild/Moderate Disabilities/Lab (Admittance to Mild/Moderate/Severe Credential program or permission of respective special education coordinator; EDS 225A and EDS 225B must be taken concurrently) |
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(3) |
Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities (Admittance to Mild/Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 229B) |
|
(3) |
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 230B) |
|
(2) |
Effective Communication and Collaborative Partnerships (Admittance to Mild/Moderate, Dual Mild/Moderate or Moderate/Severe Credential program) |
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(1) |
Final Student Teaching Seminar: Mild/Moderate (EDS 232; Corequisite: EDS 472, EDS 473) |
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(3) |
Transition Strategies for Students with Mild/Moderate Disabilities/Lab (Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 237B) |
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(3) |
Teaching English Learners with Disabilities/Lab (Admittance into Mild/Moderate Credential or M.A. Education programs and EDUC 170; Corequisite: EDS 292B) |
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| (4) | Initial Student Teaching: Mild/Moderate (Admission to the Mild/Moderate Preliminary Education Specialist Program and completion of coursework specified in program advisement plan) |
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(5-7) |
Student Teaching: Mild/Moderate (Admittance to the Preliminary Mild/Moderate Education Specialist Credential Program and completion of coursework specified in program advisement plan; Corequisite: EDS 233) OR |
|
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Intern Teaching: Mild/Moderate Disabilities (Admittance to the Preliminary Mild/Moderate Education Specialist Credential Program and completion of coursework specified in program advisement plan; Corequisite: EDS 233) |
Course/experience equivalencies may be granted by assigned EDS advisor as warranted.
Note: To obtain the Clear Multiple Subject Credential, candidates must successfully complete a CCTC approved induction program, determined by employer.
Requirements - Preliminary Multiple Subject and Mild/Moderate Educational Specialist Credential
Units required: 62-66
Courses in parentheses are prerequisites.
A. Required Prerequisites (8 units)
(3) |
Educating Students with Disabilities in Inclusive Settings & Lab (EDUC 100A and EDUC 100B must be taken concurrently) |
|
(3) |
Legal and Social Foundations of Special Education |
|
(2) |
School Health Education (CPR training; may be taken concurrently) |
B. Required Courses - (36-38 units)
(3) |
Mathematics Curriculum and Instruction in Inclusive Classrooms/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; EDS 213A and EDS 213B must be taken concurrently) |
|
(3) |
Language and Literacy in Inclusive Classrooms I (Admission to any Special Education Credential or Master's program at Sacramento State) |
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(3) |
Language and Literacy in Inclusive Classrooms II (EDS 220) |
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(3) |
Assessment and Evaluation for Students with Mild/Moderate Disabilities/Lab (Admittance to Mild/Moderate/Severe Credential program or permission of respective special education coordinator; EDS 225A and EDS 225B must be taken concurrently) |
|
(3) |
Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities/Lab (Admittance to Mild/Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 229B) |
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(3) |
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Changes/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 230B) |
|
(2) |
Effective Communication and Collaborative Partnerships (Admittance to Mild/Moderate, Dual Mild/Moderate or Moderate/Severe Credential program.) |
|
(1) |
Final Student Teaching Seminar: Mild/Moderate (EDS 232; Corequisite: EDS 472, EDS 473) |
|
(3) |
Transition Strategies for Students with Mild/Moderate Disabilities/Lab (Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 237B) |
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(3) |
Teaching English Learners with Disabilities/Lab (Admittance into Mild/Moderate Credential or M.A. education programs and EDUC 170; Corequisite: EDS 292B) |
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| (4) | Initial Student Teaching: Mild/Moderate (Admission to the Mild/Moderate Preliminary Education Specialist Program and completion of coursework specified in program advisement plan) OR |
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Multiple Subject Student Teaching I: Initial (Admittance to Mild/Moderate or Moderate/Severe Multiple Subjects Credential Program) |
||
(5-7) |
Student Teaching: Mild/Moderate (Admittance to the Preliminary Mild/Moderate Education Specialist Credential Program and completion of coursework specified in program advisement plan; Corequisite: EDS 233) OR |
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Intern Teaching: Mild/Moderate Disabilities (Admittance to the Preliminary Mild/Moderate Education Specialist Credential Program and completion of coursework specified in program advisement plan; Corequisite: EDS 233) |
C. Multiple Subject Course Requirements (18-20 Units)
(1) |
Teaching Performance Assessment-Multiple Subject-Literacy (Corequisite: EDBM 402B or EDTE 420B) |
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(3) |
Bilingual Education: Introduction to Educating English Learners |
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(3) |
Social Science Curriculum and Instruction in Inclusive Classrooms/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 214B) |
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(3) |
Science Curriculum and Instruction in Inclusive Classrooms (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 215B) |
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(2) |
Assessment Center Laboratory for Multiple Subject Candidates (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) |
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(5-7) |
Multiple Subject Student Teaching II: Final (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) |
|
(1) |
Visual and Performing Arts Methods for the Diverse K-8 Classroom |
Course/experience equivalencies may be granted by assigned EDS advisor as warranted.
Note: To obtain the Clear Multiple Subject Credential, candidates must successfully complete a CCTC approved induction program, determined by employer.
Requirements - Preliminary Moderate/Severe Specialist Credential
Units required: 30
Courses in parentheses are prerequisites.
A. Required Prerequisites (6 units)
(3) |
Typical and Atypical Developmental Characteristics and Outcomes for Young Children With Disabilities/Lab (CHDV 30 or approved equivalent; Corequisite: EDS 130B) |
B. Required Courses (47 units)
(3) |
Legal and Social Foundations of Special Education |
|
(3) |
Methods in Access and Inclusion in the Core Curriculum: Mod/Severe Disabilities (EDUC 100A/B, EDS 119, EDUC 130A/B, or equivalents, or advisor approval; Corequisite: EDS 235) |
|
(3) |
Collaborative Program Planning with Families, Professionals, and Communities (EDS 119, EDUC 130A/B) |
|
(3) |
Secondary/Post-Secondary Methods and Transition Planning: Moderate/Severe Disabilities (EDS 119, EDS 205, EDS 206, EDS 413 or advisor approval) |
|
(3) |
Evidenced-Based Assessment and Instruction: Mod/Severe Disabilities (EDS 119, EDS 205, EDS 206, EDS 220, EDS 235 or equivalents or advisor approval; Corequisite: EDS 414 or instructor approval) |
|
(3) |
Developing Augmentative and Alternative Communication Systems: Assessment and Intervention (EDS 119, EDUC 130A/B, EDS 206, EDS 216A/B, EDS 220, EDS 235 or instructor permission; Corequisite: EDS 235 or advisor approval) |
|
(3) |
Movement, Mobility, Sensory, and Specialized Health Care/Lab (Corequisite: EDS 216B) |
|
(3) |
Instructional Strategies: Low Incidence Disabilities (EDS 119, EDS 205, EDS 206, EDS 207, EDS 208, EDS 209, EDS 216A/B, EDS 217, EDS 220, EDS 221, EDS 235, EDS 291A/B, EDS 413, EDS 414, equivalents; Corequisite: EDS 236, EDS 415 or advisor approval) |
|
(3) |
Language and Literacy in Inclusive Classrooms I (Admission to any Special Education Credential or Master's program at Sacramento State) |
|
(3) |
Language and Literacy in Inclusive Classrooms II (EDS 220) |
|
(3) |
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges /Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; EDS 230A and EDS 230B must be taken concurrently) |
|
(2) |
Field Seminar in Program and Instruction: Mod/Severe Disabilities (EDS 206; Corequisite: EDS 209) |
|
(1) |
Student Teaching Seminar II: Moderate/Severe Disabilities (EDUC 100A/B, EDS 119, EDUC 130A/B, EDS 205, EDS 207, EDS 208, EDS 209, EDS 216A/B, EDS 217, EDS 220, EDS 221, EDS 292A/B, EDS 414; Corequisite: EDS 218, EDS 415 or advisor approval) |
|
(3) |
Teaching English Learners with Disabilities/Lab (Admittance into Mild/Moderate Credential or MA education programs and EDUC 170; Corequisite: EDS 292B) |
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(3) |
Student Teaching I: Moderate/Severe Disabilities (Admission to the Moderate/Severe Preliminary Education Specialist Credential Program and completion of coursework specified in program advisement plan) |
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(5) |
Student Teaching II: Moderate/Severe Disabilities (EDS 414; Corequisite EDS 236) OR |
|
|
Intern Teaching: Moderate/Severe Disabilities |
Course/experience equivalencies may be granted by assigned EDS advisor as warranted.
Requirements - Preliminary Moderate/Severe Specialist and Multiple Subjects Credential
Units required: 76-78
Courses in parentheses are prerequisites.
A. Required Prerequisites (6 units)
(3) |
Educating Students with Disabilities in Inclusive Settings & Lab (EDUC 100A and EDUC 100B must be taken concurrently) |
|
(3) |
Typical and Atypical Developmental Characteristics and Outcomes for Young Children With Disabilities/Lab (CHDV 30 or approved equivalent; Corequisite: EDS 130B) |
B. Required Courses (47 units)
(3) |
Legal and Social Foundations of Special Education |
|
(3) |
Methods in Access and Inclusion in the Core Curriculum: Mod/Severe Disabilities (EDS 100A/B, EDS 119, EDUC 130A/B, or equivalents, or advisor approval; Corequisite: EDS 235) |
|
(3) |
Collaborative Program Planning with Families, Professionals, and Communities (EDS 119, EDUC 130A/B) |
|
(3) |
Secondary/Post-Secondary Methods and Transition Planning: Moderate/Severe Disabilities (EDS 119, EDS 205, EDS 206, EDS 413 or advisor approval) |
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(3) |
Evidenced-Based Assessment and Instruction: Mod/Severe Disabilities (EDS 119, EDS 205, EDS 206, EDS 220, EDS 235 or equivalents or advisor approval; Corequisite: EDS 414 or instructor approval) |
|
(3) |
Developing Augmentative and Alternative Communication Systems: Assessment and Intervention (EDS 119, EDUC 130A/B, EDS 206, EDS 216A/B, EDS 220, EDS 235 or instructor permission; Corequisite: EDS 235 or advisor approval) |
|
(3) |
Movement, Mobility, Sensory, and Specialized Health Care/Lab (Corequisite: EDS 216B) |
|
(3) |
Instructional Strategies: Low Incidence Disabilities (EDS 119, EDS 205, EDS 206, EDS 207, EDS 208, EDS 209, EDS 216A/B, EDS 217, EDS 220, EDS 221, EDS 235, EDS 291A/B, EDS 413, EDS 414, or equivalents; Corequisite: EDS 236, EDS 415 or advisor approval) |
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(3) |
Language and Literacy in Inclusive Classrooms I (Admission to any Special Education Credential or Master's program at Sacramento State) |
|
(3) |
Language and Literacy in Inclusive Classrooms II (EDS 220) |
|
(3) |
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; EDS 230A and EDS 230B must be taken concurrently) |
|
(2) |
Field Seminar in Program and Instruction: Mod/Severe Disabilities (EDS 206; Corequisite: EDS 209) |
|
(1) |
Student Teaching Seminar II: Moderate/Severe Disabilities (EDS 100A/B, EDS 119, EDUC 130A/B, EDS 205, EDS 207, EDS 208, EDS 209, EDS 216A/B, EDS 217, EDS 220, EDS 221, EDS 292A/B, EDS 414; Corequisite: EDS 218, EDS 415 or advisor approval) |
|
(3) |
Teaching English Learners with Disabilities/Lab (Admittance into Mild/Moderate Credential or MA education programs and EDUC 170; Corequisite: EDS 292B) |
|
(3) |
Student Teaching I: Moderate/Severe Disabilities (Admission to the Moderate/Severe Preliminary Education Specialist Credential Program and completion of coursework specified in program advisement plan) |
|
(5) |
Student Teaching II: Moderate/Severe Disabilities (EDS 414; Corequisite EDS 236) OR |
|
|
Intern Teaching: Moderate/Severe Disabilities |
C. Multiple Subject Course Requirements (23-25 Units)
(2) |
School Health Education (CPR training; may be taken concurrently) |
|
(1) |
Teaching Performance Assessment-Multiple Subject-Literacy (Corequisite: EDBM 402B or EDTE 420B) |
|
(3) |
Bilingual Education: Introduction to Educating English Learners |
|
(3) |
Mathematics Curriculum and Instruction in Inclusive Classrooms/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; EDS 213A and EDS 213B must be taken concurrently) |
|
(3) |
Social Science Curriculum and Instruction in Inclusive Classrooms/Lab (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 214B) |
|
(3) |
Science Curriculum and Instruction in Inclusive Classrooms (Admittance into Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator; Corequisite: EDS 215B) |
|
(2) |
Assessment Center Laboratory for Multiple Subject Candidates (Admission to the 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) |
|
(5-7) |
Multiple Subject Student Teaching II: Final (Corequisite EDS 332 or equivalent student teaching seminar approved by EDS advisor or Student Teacher Coordinator) |
|
(1) |
Visual and Performing Arts Methods for the Diverse K-8 Classroom (Admission to Multiple Subject Credential Program) |
Course/experience equivalencies may be granted by assigned EDS advisor as warranted.
Autism Spectrum Disorder Added Authorization (11 units)
Prerequisite (3 units)
(3) |
Educating Students with Disabilities in Inclusive Settings/Lab (Corequisite: EDS 100B) |
Required Courses
(3) |
Evidenced-Based Assessment and Instruction: Mod/Severe Disabilities (EDS 119, EDS 205, EDS 206, EDS 220, EDS 235 or equivalents or advisor approval; Corequisite: EDS 414 or instructor approval) |
|
(3) |
Developing Augmentative and Alternative Communication Systems: Assessment and Intervention (EDS 119, EDUC 130A/B, EDS 206, EDS 216A/B, EDS 220, EDS 235 or instructor permission; Corequisite: EDS 235 or advisor approval) |
|
(2) |
Field Seminar in Program and Instruction: Mod/Severe Disabilities (EDS 206; Corequisite: EDS 209) |
|
(3) |
Student Teaching I: Moderate/Severe Disabilities (admission to the Moderate/Severe Preliminary Education Specialist Credential Program and completion of coursework specified in program advisement plan) |
GRADUATE PROGRAMS
Requirements - Master of Arts in Education - Special Education
Admission Requirements
Admission as a classified graduate student in the Master of Arts in Education, Special Education option, requires:
- a baccalaureate degree;
- a minimum 3.0 overall GPA in the last 60-semester units of college coursework (excluding “P” or “Cr” grades); and
- successfully meeting the University English Writing Proficiency requirements.
Applicants who have deficiencies in admission requirements that can be removed by specified additional preparation may be admitted with conditionally classified graduate status. Any deficiencies will be noted on a written response to the student's admission application.
Admission Procedures
Persons interested in special education programs should first contact a faculty advisor in the appropriate area of interest.
All students, including Sacramento State graduates, must file the following with the Sacramento State Office of Graduate Studies, River Front Center 206, (916) 278-6470:
- an online application for admission and
- one set of official transcripts from all colleges and universities attended, other than Sacramento State.
For more admissions information and application deadlines, please visit http://www.csus.edu/gradstudies/.
At the same time, each applicant must send the following to the Special Education, Rehabilitation, School Psychology, and Deaf Studies Department in the College of Education:
- written statement of professional goals, approximately 500 words;
- two letters of reference and/or Evaluator Rating forms; and
- one set of transcripts, including Sacramento State (unofficial OK).
If students are to graduate under the provision of this catalog, they must maintain continuous enrollment from the date of classification to the date of graduation. Students who are planning to be absent for more than one semester must file a Leave of Absence request and have it approved prior to the absence.
Degree Requirements
The Master of Arts in Education (Special Education) requires completion of 30 units and:
- A cumulative 3.0 GPA or higher in all coursework;
- No single course in which the student receives a grade below "B-" will be counted as credit toward the degree unless the student has petitioned for acceptance of the course, and the petition has been accepted and approved by the Special Education faculty
- 12 - 15 units at the 200-level (upon acceptance in M.A. program. (Variable units dependent upon requirements for culminating experience selected);
- no more than 9 units transferable from another university; and
- no more than six units through Special Problems and;
- no more than six units of pre-M.A. 200-level coursework
The following are not acceptable for MA credit:
- 300- or -400 level courses;
- student teaching courses; and
- extension courses not recognized by the college-of-record issuing degrees.
Advancement to Candidacy
Students working toward a Master's degree must file an application for Advancement to Candidacy, indicating a proposed program of study. This procedure should begin as soon as the classified graduate student has:
- been assigned an advisor by the Department Chair;
- removed any deficiencies in admission requirements;
- completed 12 - 15 units of content knowledge; Elective units with a minimum3.0 GPA;
- complete student teaching/internship requirements; and
- taken EDGR 260, a Graduate Intensive (GWI) course to fulfill the Graduate Writing Assessment Requirement (GWAR).
Advancement to Candidacy forms are available in the Department office and the Office of Graduate Studies (OGS). The student fills out the form after planning a degree program in consultation with a faculty advisor and approved by the Graduate Coordinator. The completed form is then returned to the Office of Graduate Studies for approval. Please note deadline dates posted by the Office of Graduate Studies for submission of this form.
Prior to graduation, an application for graduation must be filed in the Office of Graduate Studies by the deadline and all coursework leading to this Master's degree (as well as to special education credentials) must be completed within a seven year period. Please note deadline dates posted by the Office of Graduate Studies for submission of this form.
Courses in parentheses are prerequisites.
A. Required Core Courses (12 units)
(3) |
Writing and Research Across the Disciplines (Admission to graduate program in the College of Education or instructor permission) |
|
(3) |
Education Research (EDGR 260 and Advancement to Candidacy for Special Education concentration; passing WPG exam for all other concentrations) |
|
(3) |
Education for a Democratic, Pluralistic Society (EDGR 260 and Advancement to Candidacy) |
|
(3) |
Current Issues in Special Education (EDGR 260 and Advancement to Candidacy |
B. Other Content Knowledge Elective Requirements (12-15 units)
Variable units are due to the unit requirements for the culminating experience selected; EDS 500: MA thesis and EDS 501: MA project requires 6 units; EDS 298: MA seminar in special education/exam requires 3 units.
For students concurrently in Mild/Moderate Credential Program, EDS 276A/ B is required and the remaining content elective units can be selected from the following: EDS 220, EDS 221, EDS 225A/ B, EDS 229A/ B, EDS 230A/ B, EDS 237A/ B, EDS 292A/ B, and/or approved by advisor.
For students concurrently in Moderate/Severe Credential Program, content elective units can be selected from the following: EDS 205, EDS 206, EDS 207, EDS 208, EDS 209, EDS 216A/ EDS B, EDS 218, EDS 220, EDS 221, EDS 230A/ B, EDS 292A/ B and/or approved by advisor.
For students concurrently in Early Childhood Special Education Credential Program, content elective units can be selected from the following: EDS 201A/ B, EDS 209, EDS 210A/ B, EDS 211A/ B, EDS 212A/ B, EDS 216A/ B, EDS 230A/ B, and/or approved by advisor.
C. Culminating Requirements (3-6 units)
(3-6) Select one of the following:
(3) |
Master's Seminar in Special Education (EDS 297; Corequisite: EDS 297) |
|
(6) |
Master of Arts Thesis: Special Education; Advanced to candidacy and chair permission two semesters prior to registration; Units of credit determined in consultation with thesis sponsor; (EDS 297) |
|
(6) |
Master of Arts Project: Special Education; Advanced to candidacy and chair permission two semesters prior to registration; Units of credit determined in consultation with thesis sponsor; (EDS 297) |
Thesis/Project/MA Seminar (EDS 500/EDS 501/EDS 298) courses require the student to file and have approved a Reservation Form for that course the semester before intended registration. Enrollment in the culminating experience (Thesis/Project/MA Seminar) may occur only after advancement to candidacy. Students seeking continuous enrollment must have advisor and graduate coordinator's approval.
Students choosing the project/thesis option must enroll for a total of six units, either six units in one semester or three units in each of two consecutive semesters. Students choosing to enroll for six units in one semester who do not complete the thesis or project during the semester of enrollment will receive an "NC" grade. Students choosing to enroll for three units for two consecutive semesters may receive a "Report in Progress" ("RP") grade for the first semester as deemed appropriate by the instructor; these students must complete the thesis or project in the second semester or receive an "NC" grade. Students receiving an "NC" grade for project/thesis must reapply to the Department for permission to re-enroll.
The graduate degree program is subject to general University and Departmental requirements. These requirements are explained in the "Graduate Studies" section of the Sacramento State Catalog.
Requirements - Master of Arts Degree in Education - School Psychology
Admission Requirements
Admission as a classified graduate student in the Master of Arts in Education, School Psychology option, requires:
- a baccalaureate degree;
- a minimum 3.0 overall grade point average (if GPA is below 3.0, student may be accepted conditionally);
- successfully meeting the University Graduate Writing Assessment Requirements (GWAR);
- evidence of registration for or CBEST passing score; and
- the following courses or equivalents (contact a school psychology advisor for more information on equivalent experiences):
(3) |
A course in Introductory Statistics |
|
(3) |
Introduction to Counseling |
|
(3) |
Power, Privilege and Self Identity in Counseling |
|
(3) |
Educating Students with Disabilities in Inclusive Settings & Lab (EDUC 100A and EDUC 100B must be taken concurrently) |
|
(2) |
Tutoring Children in Reading (Corequisite: EDUC 125B) AND | |
| (1) | EDUC 125B | Tutoring Children in Reading Practicum (Corequisite: EDUC 125A) OR |
One year of experience as a teacher or two years of experience as a teacher's aide. Experience with pupils in a variety of setting may be used as an equivalency (contact a school psychology advisor for more information on equivalent experiences)
(3) |
Drugs and Behavior |
|
(3) |
Abnormal Psychology (PSYC 2) |
In addition, candidates concurrently pursuing the Pupil Personnel Services Credential, School Psychology Endorsement, must pass the CBEST.
Applicants who have deficiencies in admission requirements that can be removed by specified additional preparation may be admitted with conditionally classified graduate status. Any deficiencies will be noted on a written response to the student's admission application.
Admission Procedures
All students must file the following with the Sacramento State Office of Graduate Studies, River Front Center 206, (916) 278-6470:
- an online application for admission; and
- one set of official transcripts from all colleges and universities attended, other than Sacramento State.
For more admissions information and application deadlines, please visit http://csus.edu/gradstudies/.
At the same time, each applicant must complete a separate application for admission to the School Psychology Program:
- the program's application is available online at http://edweb.csus.edu/eds/psychology/index.html;
- three letters of reference (forms attached to application);
- one set of transcripts;
- evidence of experience in public schools; and
- evidence of strong communication skills.
Department applications are due by March 1 for admission the following Fall Semester. Applications are only accepted and processed once per year, during spring semester for admission the following fall.
School Psychology Option
The Master of Arts in Education (School Psychology) offers the opportunity to gain skills in working with preschool through grade 12 students, teachers, and parents in the school setting. Graduates of this degree who also complete practicum and fieldwork requirements are eligible for the Pupil Personnel Services Credential, School Psychology Endorsement, offered by the California Commission on Teacher Credentialing (CCTC). Possession of the MA in Education (School Psychology) and the Pupil Personnel Services Credential, School Psychology Endorsement prepares an individual to meet the academic requirements for the Licensed Educational Psychologist (LEP) license administered by the Board of Behavioral Science Examiners, Department of Consumer Affairs.
The program includes training in counseling techniques, the use of individual academic and psychological assessment tools, the introduction of behavioral interventions in the school and the home, consultation skills, techniques of program development and evaluation, special education law, and instructional strategies.
Unique strengths of the program include supervised training in a clinic setting, early field experience in schools, a one-year field placement in the public schools, and instruction by faculty who hold school psychology credentials.
The program also offers a CCTC approved internship in school psychology. Interns are jointly selected by program faculty and employing districts. Students are not eligible for the CCTC internship option until they are ready to register for EDS 441, usually in the fifth semester of the program. A minimum 1200-hour internship, completed in not more than four semesters, is required and must be approved by their advisor.
The program also offers an advanced degree, Specialist in Education (Ed.S.) in School Psychology. This degree requires a total of 95 units of coursework and completion of a culminating experience.
Degree Requirements
The Master of Arts in Education (School Psychology) requires completion of 45-48 units of coursework with a minimum cumulative 3.0 GPA. No single course in which a student receives a grade below "B-" will be counted as credit toward the degree unless the student has petitioned for acceptance of the course, and the petition has been accepted and approved by the School Psychology faculty. A minimum of 21 of these units must be taken in residence at Sacramento State. Use of extension courses must be approved by the advisor. Enrollment in Special Problems will only be granted under exceptional circumstances. An outline of degree requirements follows:
Courses in parentheses are prerequisites.
First Semester (15 units)
(3) |
||
(3) |
Group Process in School Psychology |
|
(3) |
Psychology in the Schools (Must be admitted to School Psychology Program) |
|
(3) |
Human Development and Learning |
|
(3) |
Writing and Research Across the Disciplines (Admission to graduate program in the College of Education or instructor permission) |
Second Semester (12 units)
(3) |
Counseling and Psychotherapy for School Psychologists (Corequisite: EDS 440) |
|
(3) |
Cognitive Assessment (Corequisite: EDS 242B) | |
(3) |
Education Research (EDGR 260 and Advancement to Candidacy for Special Education concentration; passing WPG exam for all other concentrations) |
|
(3) |
Practical in Individual Counseling/School Psychology (Approval as a candidate in School Psychology program, approval of advisor, and Department petition) |
(3) |
Functional Assessment of Behavior (Instructor permission) |
|
(3) |
Social, Emotional and Behavioral Assessment (EDS 242A and EDS 242B; Corequisite: EDS 243) | |
(3) |
Preventive Academic Interventions (Instructor permission) |
Fourth Semester (12-15 units)
(3) |
Preventive Mental Health Interventions (Instructor permission) |
|
(3) |
Assessment of Special Needs |
|
(3-6) |
Special Seminar: School Psychology (Departmental petition required) OR |
|
Master's Project: Education/School Psychology (Plan B) ( Advanced to candidacy) |
||
(3) |
Teacher Education: Elective from list of electives |
The MA Seminar (EDS 249) course requires students to file and have approved a Reservation Form for that course the semester before intended registration. Registration for Special Problems (EDS 199/EDS 299) requires a Special Problems petition be filed the semester before intended registration. Enrollment in the culminating experience (Thesis/Project/MA Seminar) may occur only after advancement to candidacy.
Please be aware that this Department requires the guidelines in the American Psychological Association (APA), most current edition, for formatting of projects/theses. The Office of Graduate Studies, River Front Center 206, (916) 278-6470, also publishes a two-sided form, Thesis/Project Format Requirements, to refer to for the preparation and submission of the Master's Thesis or Project. You can find this form and other Graduate Studies forms on the web at worsted/gradstudies/forms.htm.
Prior to graduation, an application for graduation must be filed in the Office of Graduate Studies by the deadline date. In addition, all coursework leading to this Master's degree must be completed within a seven year period.
Credential Requirements
The Pupil Personnel Services Credential, School Psychology Endorsement, requires the program outlined for the MA in Education (School Psychology), plus the following:
(4) |
Cognitive Assessment Lab (Corequisite: EDS 242A) |
|
(3) |
Assessment Practicum (Taken twice) |
|
(1-10) |
Early Fieldwork in School Psychology (Satisfactory completion of first year coursework) | |
(30) |
Internship in School Psychology (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 taken twice) |
If students are to graduate under the provision of this catalog, they must maintain continuous enrollment from the date of classification to the date of graduation. Students who are planning to be absent for more than one semester must file a Leave of Absence request and have it approved prior to the absence.
Requirements - Specialist in Education (Ed.S.) - School Psychology
Units required: 95
Courses in parentheses are prerequisites.
First Semester(12 units)
(3) |
||
(3) |
Group Process in School Psychology |
|
(3) |
Psychology in the Schools (Must be admitted to School Psychology Program) |
|
(3) |
Human Development and Learning |
Second Semester (16 units)
(3) |
Counseling and Psychotherapy for School Psychologists (Corequisite: EDS 440) |
|
(3) |
Cognitive Assessment (Corequisite: EDS 242B) | |
(4) |
Cognitive Assessment Lab (Corequisite: EDS 242A) | |
(3) |
Education Research (EDGR 260 and Advancement to Candidacy for Special Education concentration; passing WPG exam for all other concentrations) |
|
(3) |
Practicum in Individual Counseling/School Psychology (Approval as a candidate in School Psychology program, approval of advisor, and Department petition) |
Third Semester (14 units)
(3) |
Functional Assessment of Behavior (Instructor permission) |
|
(3) |
Assessment Practicum |
|
(3) |
Social, Emotional and Behavioral Assessment (EDS 242A and EDS 242B; Corequisite: EDS 243) | |
(3) |
Preventive Academic Interventions (Instructor permission) |
|
(2) |
Early Fieldwork in School Psychology (Satisfactory completion of first year coursework) |
Fourth Semester (14 units)
(3) |
Assessment Practicum |
|
(2) |
Early Fieldwork in School Psychology (Satisfactory completion of first year coursework) |
|
(3) |
Preventive Mental Health Interventions (Instructor permission) |
|
(3) |
Assessment of Special Needs |
|
(3) |
Special Seminar: School Psychology (Departmental petition required) |
Fifth Semester (18 units)
(3) |
Education Specialist Seminar (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) |
|
(15) |
Internship in School Psychology (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) |
Sixth Semester (18-21 units)
(15) |
Internship in School Psychology (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) |
|
(4-6) |
Education Specialist Project: School Psychology (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.) |
|
(3-6) |
Education Specialist Thesis: School Psychology (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.) |
Requirements - Master of Science in Counseling - Vocational Rehabilitation
The mission of the program is that every adult person with disabilities should have opportunity to independently function in our society. To this end, the program curriculum is structured to include those didactic and experiential activities which will prepare the graduate to function in a professional manner providing services to enhance maximum daily living, including employment, which is commensurate with the person's abilities and interests.
The Master of Science in Counseling (Vocational Rehabilitation) offers students the opportunity to gain several specialized skills for working with persons with disabilities. This program is accredited by the Council on Rehabilitation Education. Vocational Rehabilitation Counselors work in a wide variety of settings including community agencies, private agencies, enabling centers on college campuses, and state agencies. Their general function is to assist persons with disabilities to overcome deterrents to vocational success by means of counseling, training, and placement in suitable occupational areas.
The program includes training in counseling techniques; the use of medical, psychological, and occupational information; and the impact of disabilities on human behavior. In addition, the skills involved in finding and intake, vocational evaluation, restoration, training, job placement, and follow-up are taught. Independent living, assistive technology and disability rights are topic areas emphasized in the program.
Strengths of the program include outstanding field placements, the availability of specialized training in working with specific populations of persons with disabilities such as the hearing challenged, and individualized programs of study designed to meet the unique capabilities of each student. The faculty, through their extensive experience in the field at local, state, and national levels, and through their relationship with vocational rehabilitation counselors in the field, provide students with a program that will meet their future needs as vocational rehabilitation counselors.
Admission Requirements
Admission as a classified graduate student in Vocational Rehabilitation Counseling requires:
- a baccalaureate degree;
- a minimum 3.0 overall GPA in the last 60-semester units of college coursework (if GPA is below 3.0 student may be accepted conditionally); and
- successfully meeting the University English Writing Proficiency requirements.
Applicants who have deficiencies in admission requirements that can be removed by specified additional preparation may be admitted with conditionally classified graduate status. Any deficiencies will be noted on a written response to the student's admission application.
Prerequisites(3) |
Introduction to Counseling |
|
(3) |
Power, Privilege and Self Identity in Counseling |
|
| (3) | Abnormal Psychology (PSYC 2) |
Admission Procedures
All applicants wishing to pursue graduate study in Vocational Rehabilitation should first contact an advisor in this program.
Vocational Rehabilitation applicants must apply by April 1 for the following fall or October 1 for spring. All students, including Sacramento State graduates, must file the following with the Sacramento State Office of Graduate Studies, River Front Center 206, (916) 278-6470:
- an online application for admission and
- one set of official transcripts from all colleges and universities attended, other than Sacramento State.
At the same time, each applicant must forward the following to the Department of Special Education, Rehabilitation, School Psychology, and Deaf Studies:
- the program's application (available in Eureka Hall 316);
- three letters of reference (forms attached to program application); and
- one set of transcripts, including Sacramento State (unofficial OK).
Approximately two weeks after the deadline for application and receipt of all items listed above, an interview may be scheduled with the applicant. A decision regarding admission will be mailed to the applicant approximately two weeks after completion of the screening process.
If students are to graduate under the provision of this catalog, they must maintain continuous enrollment from the date of classification to the date of graduation. Students who are planning to be absent for more than one semester must file a Leave of Absence request and have it approved prior to the absence.
Advancement to Candidacy
Students working toward a Master's degree must file an application for Advancement to Candidacy, indicating a proposed program of graduate study. This should begin as soon as the classified graduate student has:
- removed any deficiencies in admission requirements;
- completed all degree requirement prerequisites;
- completed at least 24 units in the graduate program with a minimum 3.0 GPA; and
- taken the Writing Placement for Graduate Students (WPG) or taken a Graduate Writing Intensive (GWI) course in their discipline within the first two semesters of coursework at California State University, Sacramento or secured approval for a WPG waiver.
Advancement to Candidacy forms are available in the Department office and the Office of Graduate Studies. The student fills out the form after planning a degree program in consultation with a Vocational Rehabilitation faculty advisor assigned by the Department Chair. The completed form is then returned to the Office of Graduate Studies for approval.
Thesis/Project (EDS 560/EDS 561) courses require the student to file and have approved a Reservation Form for that course the semester before intended registration. Registration for EDS 199/EDS 299, Special Problems, requires a Special Problems petition be filed the semester before intended registration. Enrollment in the culminating experience (Thesis/Project) may occur only after advancement to candidacy. Students seeking continuous enrollment must have advisor and graduate coordinator's approval.
All forms may be obtained in the Department office, Eureka Hall 316.
Prior to graduation, an application for graduation must be filed in the Office of Graduate Studies by the deadline date. In addition, all coursework leading to this Master's degree must be completed within a seven year period.
Degree Requirements
Units required for the MS: 60
A minimum of 21 units must be taken in residence at Sacramento State. Use of extension
courses must be approved by the advisor. Enrollment in Special Problems
will only be granted under exceptional circumstances.
Minimum required GPA: 3.0
Courses in parentheses are prerequisites.
A. Graduate Core (17 units)
(3) |
||
(3) |
Counseling Theory (EDUC 155 and EDUC 156; Corequisite: EDC 280) |
|
(3) |
||
(3) |
Group Processes in Counseling (EDUC 155, EDUC 156, EDC 216, EDC 280) |
|
(2) |
Practicum in Communication (EDUC 155 and EDUC 156; Corequisite: EDC 216) |
|
(3) |
Education Research (EDGR 260 and Advancement to Candidacy for Special Education concentration; passing WPG exam for all other concentrations) |
B. Rehabilitation Courses (36 units)
(3) |
Psychological, Social, and Medical Aspects of Disability (Approval as a candidate for the MS degree in Counseling) |
|
(3) |
Psychological, Social, and Medical Aspects of Disability |
|
(3) |
Seminar in Counseling: Job Placement |
|
(3) |
Case Practices in Vocational Rehabilitation Counseling (EDUC 155; approval as a candidate for the MS degree in vocational rehabilitation counseling) |
|
(3) |
Seminar in Counseling: Work Evaluation |
|
(3) |
Practicum in Individual Counseling/Vocational Rehabilitation Counseling (Approval as a candidate in the Vocational Rehabilitation program; approval of advisor, and Department petition) |
|
(3-15) |
Field Study in Counseling/Vocational Rehabilitation Counseling (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) |
|
(3) |
Supervised Field Observations in Rehabilitation Counseling |
C. Culminating Requirement (3-6 units)
(Advancement to Candidacy)
Select one of the following:
(4-6) |
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) |
|
(3) |
Master's Project Counseling/VRC (Plan B) (Completion of a project approved for the Master's degree) |
D. Electives (2-5 units)
Select electives in consultation with an advisor, as needed to fulfill total unit requirement.
Faculty
Maurine Ballard-Rosa, Stephen Brock, EunMi Cho, Catherine Christo, Steven Daley, Guy Deaner, Elva Durán, Paula Gardner, Kathleen Gee, Jean Gonsier-Gerdin, Rachael Gonzáles, Donald Grushkin, Bruce Ostertag, Jennifer Rayman, William Vicars
Contact Information
Bruce Ostertag, Department Chair
Veronica Richardson, Administrative Support Coordinator
(916) 278-6622; FAX: (916) 278-3498
www.edweb.csus.edu/eds