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If you have any questions about class information, please contact Wanda Alarcon.
Former: SPED 239 | BA: SPED 330 | MA: SPED 530
THE CHILD WITH SPECIAL NEEDS: AN INTERDISCIPLINARY PERSPECTIVE 3 UNITS
This course is designed to explore the context of culture and anti-bias issues related to educating children and adolescents with special needs in both inclusive and more restrictive settings. For purposes of enhancing the teacher’s effectiveness in the classroom, the following areas will be addressed:
- Knowledge of, and sensitivity toward, people with disabilities
- Knowledge of federal/state mandates for educating students with disabilities
- Identification and screening of a child with special needs
- Involvement of parents in the process of meeting student needs
- Collaboration with other professionals to identify appropriate interventions
- Application of methods used to modify the curriculum and accommodate various learning styles
- Accessing educational and community resources such as assistive technology, career and vocational education
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Former: SPED 240 | BA: SPED 320, 321, 322 | MA: SPED 520, 521, 522
PRACTICUM: CHILDREN/ADOLESCENTS/ADULTS WITH SPECIAL NEEDS 2 UNITS
A supervised field experience that provides teacher candidates with an introductory experience working with different age groups and different service delivery options in the area of special education. (Note: a minimum of 75 hours of field work is required.) The accompanying seminar meets bi-weekly to discuss issues related to special education, including special education laws, teacher and parent collaboration, service delivery models, support services, curriculum and instruction, assistive technology, and transition. Teachers candidates journal their observations and reflections about best practices to use in the bi-weekly discussions. This class may be waived based on assessment of experience.
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Former: SPED 242 | BA: SPED 340 | MA: SPED 540
BEHAVIOR INTERVENTION AND PROGRAM PLANNING FOR STUDENTS WITH SPECIAL NEEDS
3 UNITS
This course explores the relationship between teacher behavior, academic task and classroom environment in encouraging and discouraging student self esteem, behavior and achievement. Four models of behavior management will be discussed from a social systems perspective: psychodynamic, behavioral, environmental, and constructivist. Analysis of behavior will be discussed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Teacher candidates will develop skills in designing whole class management systems, as well as individualized programs (positive behavior support plans) consisting of data collection on target behaviors, identification of replacement behaviors with specific behavioral goals and objectives, and appropriate reinforcement strategies.
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Former: SPED 243 | BA: SPED 360 | MA: SPED 560
INSTRUCTING AND ASSESSING STUDENTS WITH MILD TO MODERATE DISABILITIES
4 UNITS
This course examines principles and techniques for assessing academic progress and addresses the design of instruction and selection of curriculum materials for students and young adults with mild to moderate disabilities. Class work will include observing and learning from practicing special education teachers. (Fifteen hours of fieldwork/observation is required at two different age levels.) Emphasis will be placed on collecting data from many sources, and accurately interpreting assessment results for students including those who are culturally and linguistically diverse. Curriculum planning, related to state and local standards, will be discussed with a focus on accommodating learners and modifying materials. Teacher candidates will develop skills in writing concise descriptions of students’ present levels of performance, goals and objectives that are achievable and measurable, and both individual and group lesson plans. Compliant IEPs will be discussed over fourteen years of age.
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Former: SPED 247 | BA: SPED 350 | MA: SPED 550
COLLABORATION AND COMMUNICATION SKILLS FOR SPECIAL EDUCATORS 3 UNITS
This course explores the spectrum of interpersonal and interactive learning skills required of the special educator. Emphasis will be placed on effective communication strategies with students with disabilities, their families, and other school or agency professionals. Teacher candidates will learn how to collaborate with other IEP team members to develop, implement and evaluate individual student programs, including transition plans. Counseling strategies to enhance the parent professional partnership will be discussed. Issues of conflict resolution, mediation, crisis management, and advocacy for students and their families will be explored. Cross-cultural issues, including bilingual and bicultural considerations will be integrated throughout the course. This course meets the communication competency requirement for HD degrees.
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Former: SPED 257 | BA: SPED 390 | MA: SPED 590
DIRECTED TEACHING: MILD/MODERATE DISABILITIES 6 UNITS
Directed Teaching is a 16-week student teaching experience in a Special Day Class or program for students or young adults with mild/moderate disabilities. The practicum is accompanied by a seminar which meets at regular intervals to discuss experiences with other student teachers, and to refine skills in the following areas:
- Ability to adapt and modify core curriculum to ensure student learning
- Collaboration with families and other professionals to coordinate services
- Planning and implementing appropriate individualized instructional programs, including transition plans
- Providing a supportive climate for growth in interpersonal relationships
- Evaluating children’s progress and program effectiveness with a variety of assessment approaches
- Developing an effective classroom management plan, including individual Positive Behavior Support Plans, as appropriate.
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SPED 292
INDEPENDENT STUDY 1–3 UNITS
Available for students in the Education Specialist Credential program(s) to meet some individual competency and/or program requirements. An independent study contract signed by the faculty supervisor is required at the time of registration. Classes offered at Pacific Oaks may not be taken for independent study. Please consult the Schedule of Classes for registration deadlines.
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Former: SPED 300 | MA: SPED 600
INDUCTION SEMINAR A: DEVELOPING AN INDUCTION PLAN 2 UNITS
This seminar provides guidance, support and assistance to beginning special educators working on their Professional Level II Induction Plan (IIP). Candidates reflect on their current practice in the classroom and assess their strengths and needs based on the state and national standards for he profession. Individual professional development goals are established collaboratively with the school district’s support provider and the college advisor. The strategies to achieve these goals become an action plan that outlines the requirements and opportunities for coursework, support and professional development. These opportunities offer candidates the chance to pursue specific topics which reflect their own interests and values. Note: The IIP requires an additional 3-unit elective course or 45 hours of non-college activities as options for professional development which much have prior approval as part of the IIP.
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Former: SPED 301 | MA: SPED 650
INDUCTION SEMINAR B: EVALUATING THE INDUCTION PLAN 2 UNITS
This seminar facilitates the implementation and documentation efforts of the candidate in attaining the goals they established for themselves in their Individualized Induction Plan (IIP) and compiling evidence that demonstrates mastery of each of the Level II competencies an standards. The outcome becomes the Level II Professional Portfolio, which is reviewed during an exit interview at the end of the Level II program. The portfolio includes, but is not limited to, a personal mission statement, reflections on practice, and artifacts from the candi-date’s learning experiences.
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Former: SPED 302 | MA: SPED 610
APPLIED ISSUES IN SPECIAL EDUCATION 3 UNITS
In this course, Level II candidates discuss current challenges and controversies in the field of special education, reflect on various positions, options and emotions of each, and research additional perspectives. The reflection and critical thinking involved in discussing these issues will deepen understanding of the realities inherent in teaching students who are often marginalized by the majority culture, and introduce new perspectives which will, in turn, guide actions and decisions in actual practice in the field. Topics include social justice, advocacy, inclusion, least restrictive environment, over-representation of students of color, standardized assessment, and transitional services.
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Former: SPED 303 | MA: SPED 620
SPECIAL EDUCATION LAW 3 UNITS
This course provides a historical and sociopolitical perspective of the legal mandates for equity in special education, as well as an examination of the current legal, policy and leadership issues which impact best practices in both the school and the social services systems. Topics include the review of integral laws and litigation, court cases, policy documents, legal procedures, empowerment of parents and guardians in understanding their rights, and professional ethics related to the provision of services to students with disabilities and their families.
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Former: SPED 304 | MA: SPED 630
ADVANCED STRATEGIES FOR TEACHING STUDENTS WITH MILD/MODERATE DISABILITIES
4 UNITS
This course will focus on three dynamic aspects of successful teaching practice: assessment, instruction, and behavior management, in relation to creating classroom communities which reflect the complex interaction between the student, the teacher, and the environment. Advanced collaboration and consultation skills will be woven throughout all three topics. Personal reflections and case studies will be used in designing instructional strategies which are both cognitive and affective, and which encourage active engagement in the learning process. Evaluating instructional practices will also be covered. Two Saturday Labs are required to practice and demonstrate advanced strategies, which are culturally competent, in effectively communicating assessment results and facilitating IEP/ITP meetings with parents and teachers.
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Former: SPED 305 | MA: SPED 640
ASSISTIVE TECHNOLOGY & TRANSITION 3 UNITS
This course addresses a variety of subtopics, including current legislation, funding, assessment, resources and curriculum related to assistive technology (AT) and transition to adulthood. Candidates will learn about advancements in technologies and services that can support a person with a disability to reach individual academic, employment and daily living goals. Candidates will develop skills in administering assistive technology and vocational assessments, and will develop appropriate goals and lessons for student success in school-related or post-second-ary tasks. Emphasis will be on working with students who have learning, cognitive, communication and sensory disabilities that cause difficulties in academics, memory, organization, communication, self-help, movement, hearing and vision.
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