Prerequisite: EDP 400
Types and applications of
educational research, research design, problems of internal
and external validity, uses of research resources, and
critiques of research studies. Recommended to be taken
early in a master's degree program.
History, philosophy, and legislation of rehabilitation
affecting people with disabilities served by public and
private rehabilitation delivery systems.
EDP 501 is a prerequisite for
EDP 502.
Prerequisite: EDP
501
Medical, psychological, and
sociocultural aspects of disabling conditions related to
vocational activities. Emphasizes identification of
functional limitations, attitudinal barriers to employment,
and methods of remediating handicapping conditions.
EDP 502 is a prerequisite for EDP 503, and
EDP 581.
Prerequisite: EDP 502
Techniques and methods of
information processing, service arrangement, program
monitoring, and overall management of client services and
client caseload. Designed to meet certification
requirements for rehabilitation counselors.
Prerequisites: EDP 430 and/or
consent of instructor.
Examines laws governing the professional aspects of
counseling. Included are the legal and ethical
considerations of the practice of family/child and clinical
community counseling services. The emphasis will focus on
clinical practice.
EDP 510 is a prerequisite for
EDP 581,
EDP 608, and
EDP 637.
Prerequisite: Consent of instructor.
Survey of the theories,
etiologies, and major treatment approaches for counseling
and preventing alcohol and chemical dependency, and the
role of family and community resources, referrals, and
educational prevention programs.
EDP 511 is a prerequisite for
EDP 608.
Child and spousal/partner abuse assessment indicators, laws,
community resources, mandatory reporting requirements for
child abuse and spousal/partner violence, assessment,
detection, and interventions for the child, family,
spouse/partner, and the offender. Designed for licensure
requirements for mental health practitioners and graduate
students.
EDP 512 is a prerequisite for
EDP 608.
Prerequisites: PSY 370 and/or consent of instructor.
Theoretical bases and applications in the conduct of
problem identification and diagnostic interview in career,
clinical, college, school, and vocational rehabilitation
counseling settings.
EDP 513 is a prerequisite for
EDP 608.
Prerequisite: EDP 430 or EDP 434B,C (Note: SDHE students
should take 434B,C). Major counseling theories examined
and the competencies of each developed for use in helping
relationships. (Not open to students with credit in EDP
533).
EDP 515 is a prerequisite for
EDP 516,
EDP 517,
EDP 521,
EDP 522,
EDP 543,
EDP 608, and
EDP 608.
Prerequisite: EDP 515.
Theory and practice of counseling
and guidance of the adult. (Not open to students with
credit in ED P 539.)
EDP 516 is a prerequisite for
EDP 643B, and an accepted prerequisite for
EDP 638.
Prerequisite: EDP 515.
Theory, research and techniques of
counseling; use and analysis of case studies. Clinical work
is required. (Not open to students with credit in ED P
631.)
EDP 517 is a prerequisite for
EDP 641, and
EDP 643A, and an accepted prequisite for
EDP 638.
Prerequisite: EDP 419.
Principles of statistical analysis,
with emphasis on sampling procedures, hypothesis testing,
experimental design and correlational techniques.
EDP 519 is a prerequisite for
EDP 520, and an accepted prerequisite for
EDP 698.
Prerequisites: EDP 419, EDP 420.
Research designs; problems of
internal and external validity. Conducting program
evaluations, including needs assessments, goal-setting by
various constituents, summative and formative evaluation of
objectives, and presentation of results.
EDP 520 is an accepted prerequisite for
EDP 698.
Prerequisite: EDP 515.
A study of the theoretical and
ractical bases for accurately assessing and effectively
responding to community, school, personal, law enforcement,
medical, and mental health crisis situations.
Prerequisite: EDP 515.
An applied course which provides
practice in the methods and techniques of the major
theoretical approaches employed in counseling.
An introduction to modern technology-based tools of learning and
instructional design that are of value to educators including educational
psychologists, curriculum developers, school administrators, and school
counselors. Students complete a series of hands-on learning experiences
to become familiar with educational technologies including computer
applications, computer-based counseling resources, software authoring
tools, computer-assisted instruction, telecommunications, and
computer-based human research tools (seminar 2 hours, laboratory 2
hours).
EDP 523 is a prerequisite for EDP 553
and EDP 623.
Course Objectives (1996-97)
Prerequisite: EDP 420.
Practice in administration and
interpretation of individual intelligence tests. Students
will administer practice tests to adults and children, be
observed for proficiency, and test clinic cases. (Not open
to students with credit in PSY 574.) (Lecture 3 hrs, lab 3
hrs.)
EDP 524 is a prerequisite for
EDP 525,
EDP 641.
EDP 524 or EDP 580 is a prerequisite for
EDP 581 and
EDP 637.
Prerequisite: EDP 524.
Theory and practice of assessment
of individuals, with an emphasis on the linguistically and
culturally diverse. Application of assessment results to
regular and special education programs.
EDP 525 is a prerequisite for
EDP 516,
EDP 517,
EDP 521,
EDP 527, and
EDP 642A.
EDP 525 or EDP 564 is a prerequisite for
EDP 579B.
Prerequisites: EDP 525, and concurrent enrollment in EDP 642A.
Diagnostic and remedial techniques with individuals,
including the learning disabled and those with
low-incidence exceptionalities. Discussion of problems and
solutions in school psychology practice.
EDP 527 is a prerequisite for
EDP 642B.
Prerequisites: Admittance to the School Psychologist Program;
EDP 515.
Introduction to the field of school psychology. History of the field,
orientation to public education, roles and functions, laws and ethics,
research base, organization and supervision, social and cultural
influences, service delivery models, and current literature will be
discussed. (Not open to students with credit in EDP 639.)
Prerequisite: EDP 420 or equivalent or consent of
instructor.
The selection, administration, scoring, and
interpretation of assessment instruments in career
counseling. Assessment areas include interests, values,
personal characteristics, and aptitudes and abilities.
Techniques for developing and using special assessment
instruments will also be covered.
EDP 529 is a prerequisite for
EDP 580,
EDP 581, and
EDP 637.
Emphasis on life planning concepts as related to the world
of work, theories of career development and the career
decision process.
EDP 530 or EDP 531 is a prerequisite for
EDP 637.
Knowledge, use and management of information resources in
the career development field.
EDP 531 is a prerequisite for
EDP 644A.
EDP 531 or EDP 530 is a prerequisite for
EDP 637.
Career development concepts and skills applicable in
non-educational settings. Organizational structures, needs
analysis, program accountability, and commercial resources
from a career perspective.
Prerequisites:
EDP 305,
EDP 350,
EDP430 and consent of instructor.
Educational and vocational needs of exceptional
individuals; methods of counseling; rehabilitation and
guidance programs.
Corequisite: EDP 642A or
EDP 643A or
EDP 644A.
Theory and practice
of consultation as it applies to counseling services.
Emphasis is on understanding various models of
consultation, and the ability to apply these models in
school, college, agency, business or private practice
settings. Field experiences are required.
Survey of student development in public and private colleges
and universities, focusing on historical, philosophical and
theoretical foundations; roles and functions; legal,
ethical, and organizational issues.
EDP 538 is a prerequisite for
EDP 548 and
EDP 643B.
Prerequisite: EDP 515.
Training in human sexuality
education, counseling, and therapy. An examination of
personal attitudes and values. The study of the
physiological, psychological, and sociocultural variables
associated with sexual behavior, sexual identity, and
sexual disorders. For MFCC certification only.
Prerequisites: EDP 350 and consent of instructor.
Supervised experience with individuals with
exceptionalities in schools, clinics, workplaces and
residential settings; assessment, identification and
remediation of learning characteristics. Application
should be made by March 1 for the fall semester and October
1 for the spring semester.
Prerequisite: EDP 538.
Focus on the concepts of community
and culture in the United States college with an emphasis
on understanding the diversity of the student population to
include age, gender, ethnic culture, sexual orientation,
and people with disabilities.
An analysis of the management and organizational theory and
practice as it pertains to student development in higher
education. Includes study of human and physical resources
management.
EDP 549 is a prerequisite for
EDP 644B.
Prerequisite: EDP 523.
An introduction to the principles of instructional design with emphasis on
the role of modern technology-based tools of learning. Introduces
concepts of instructional design that are of value to educators including
educational psychologists, curriculum developers, special education
teachers, school administrators, and school counselors. Students are
introduced to the basics of instructional development as a systematic
planning of learning activities in which information is transferred to a
learner. Students will complete a series of instructional design
assignments using both traditional teaching tools and modern
technology-based tools (seminar 2 hours, laboratory 2 hours).
EDP 553 is a prerequisite for
EDP 623. Course Objectives (1996-97)
Prerequisite: Admission to the special education credential
program, learning handicapped.
Analysis of theories and
assumptions underlying definitions and etiologies of
learning handicaps and models of remedial intervention.
Implications of current research for the selection and
implementation of materials and classroom management and
instructional methods.
EDP 554 is a prerequisite for
EDP 565.
Examination of discriminatory attitudes and practices
including historical antecedents. Problems of minorities in
cross-cultural counseling. Psychological, sociological,
cultural, and educational concerns regarding counseling of
multicultural populations.
Prerequisite: EDP 301.
Etiology and characteristics of
disturbed emotional behavior in the pre-school and
school-age child, management of such children in school and
home.
Prerequisite: Admission to Special Education Specialist
credential, Severely Handicapped.
Assessment of
developmental and learning disabilities relating to
etiology and diagnosis in individuals with severe handicaps.
Identification of theoretical frameworks, current issues
and practices. Utilization of research findings in
curriculum development and program implementation.
Prerequisite: Admission to Special Education Specialist
credential, Severely Handicapped.
Methods of teaching
individuals with severe handicaps including the use of best
practice instructional technology, and non-aversive behavior
management strategies. Infusion and use of basic skills
such as communication, physical management and positioning,
and functional academics within natural routines and
activities. Strategies for working with families of
individuals with severe handicaps who may be culturally and
linguistically diverse will be presented.
Prerequisites: Admission to the Special Education
Specialist Credential, EDP 350, EDP 405.
Knowledge of formal
and informal assessment instruments and techniques used to
assess individuals with exceptionalities from preschool to
adult. Emphasis on use of accurate assessment data in the
individualized educational planning process for students
with exceptionalities. (Not open to students with credit in
ED P 464.)
EDP 564 is a prerequisite for
EDP 516,
EDP 517,
EDP 521, and
EDP 522.
EDP 564 or EDP 525 is a prerequisite for
EDP 579B.
Prerequisites: Admission to the Special Education
Specialist Credential, Learning Handicapped, EDP 554.
Methods, materials and strategies to teach students with
learning disabilities at all levels. Emphasis on practical
ideas and activities in academic curriculum areas.
Includes techniques to enhance career preparation in the
special instructional program.
Prerequisite: EDP 350 or consent of instructor.
Review of
the career, leisure time, adult, family and community needs
and problems of the exceptional individual. Emphasis will
be upon the cooperative role of the school, public and
private community agencies and organizations including
parent groups and associations comprised of exceptional
(handicapped, disabled or gifted) individuals.
Prerequisite: Admission to the Learning Handicapped
Internship Program.
Working with bilingual/multicultural
children who are classified as exceptional in the school
system. Includes review of fundamentals of measurement,
non-biased assessment procedures, and instruments and
techniques developed to assess bilingual/multicultural
exceptional children.
Prerequisite: EDP 350.
The concepts of the resource program
as related to the aspects of consultation, program
coordination, legal consideration, staff development and
parent education programs. Instruction in developmental
processes and skills for planning individual programs for
students with special needs.
Prerequisites: Admission to the Learning Handicapped
Internship Program, possession of a basic teaching
credential, and demonstration of specified competencies.
The student will be involved in a paid employment situation
five days a week for the equivalent of four semesters.
School district and university faculty will supervise the
student. The student will demonstrate competencies for the
specialist credential in prior or concurrent credential
courses. In addition, the student will demonstrate advanced
professional development. (Supervision) Credit/No Credit
grading only.
Analysis of patterns and functions of communication in the
classroom and school from the perspective of intercultural
communication; structures of participation; communication
and social structure; communicative events and interaction;
attitudes toward languages and language skills in school
contexts; comparison of school and community styles and
expectations regarding communication. Course fulfills a
requirement for the Supplementary Authorization in Teaching
English as a Second Language.
Relationships between society and the schools:
local/national ideologies and political/economic
influences; education as a social function; current trends
and issues as they affect education. (Not open to students
with credit in ED P 480.)
Spring
Historical survey of the intellectual and ideological
foundations of educational reform movements in the United
States, with emphasis from the late 19th century to
present. Focus on individual educational philosophers and
on major curriculum orientations; comparison of the major
educational ideologies; canons for basic mass literacy
education versus elite education are compared, with
consideration of their impact on diverse groups.
Major themes in the history of education from the
perspectives of ethnic, racial, linguistic diversity, and
gender in the United States and in California with an
emphasis on the 19th and 20th centuries; survey of
educational approaches for diversity; focus on the
experiences of various groups; examination of the
implications of major educational ideologies, policies and
curriculum movements for various groups.
Prerequisites: Six units in linguistics or permission of
instructor.
A graduate introduction to the role of
language and linguistics in contemporary education;
analysis of the context of language acquisition; attitudes
toward multilingualism; language policies which set
guidelines and expectations for instruction; cultural
factors which influence language acquisition. Same course
as LING 500.
Prerequisites: Six units in linguistics or permission of
instructor.
This course provides a general introduction to
the field of literacy studies from a linguistic and
sociocultural perspective. Among the major topics presented
are the relationship between oral and written language; the
relationship between literacy and
socioeconomic/sociocultural factors; and the impact of
societal expectations regarding literacy. Pedagogical
implications of these issues are explored. Same course as
LING 575.
Prerequisites: Admission to the Special Education
Specialist Credential, Learning Handicapped, or School
Psychologist Credential, and EDP 525 or EDP 564.
Development
and implementation of effective instruction for individuals
with learning handicaps. Demonstration and application of
clinical strategies with students with learning handicaps
in the Educational Psychology Clinic. (Lecture 2 hours,
laboratory 2 hours.)
Prerequisites: Admission to the Special Education
Specialist Credential, Severely Handicapped, or School
Psychologist Credential, and EDP 525 or EDP 564.
Development
and implementation of effective instruction for individuals
with severe handicaps. Demonstration and application of
clinical strategies with students with severe handicaps.
Twenty (20) hours of field work required. (Course held off
campus.)
Prerequisites: EDP 430,
EDP 529.
Concepts and processes of
vocational work evaluation systems as they pertain to the
assessment of occupationally disabled clientele. The role
and functions of work evaluators in industry, private and
public vocational rehabilitation agencies, schools, and
personnel/training activities will be examined in regard to
their theoretical and situational applications.
EDP 580 is a prerequisite for
EDP 581.
Prerequisites:
EDP 502,
EDP 510,
EDP 529, and
EDP 524, or
EDP 580.
Extensive evidence and preparation for vocational testimony
is followed by opportunities for mock hearings and trials
and observation of actual legal proceedings.
An overview of education in selected foreign countries; a
study of institutional organization, as well as issues
which develop in particular social, economic, and political
contexts; an examination of types of educational problems
and solutions which are commonly shared.
Background on critical world issues and cultural influences,
as well as methods and resources for application in the
classroom. Format includes resource speakers and
practitioners, map activities, and cultural simulation
exercises.
Prerequisites: Admission to the Learning or Severely
Handicapped Special Education Specialist Credential and
demonstration of specified competencies. B. Learning Handicapped C. Severely Handicapped
Application for admission should be made by March 1 for the
summer session and fall semester and October 1 for the
spring semester. Advanced field study including student
teaching in a public or private school or facility serving
individuals with disabilities. Students will be assigned to
field sites five days a week or demonstrate competencies in
their own classroom under an emergency credential, for the
equivalent of one semester, under the supervision of a
field-site specialist. Opportunities will be provided for
the student to demonstrate competencies in (1) the analysis
and evaluation of all program elements; (2) the application
of appropriate intervention to extend interaction among
individuals with disabilities and their peers; (3) planning
and conducting parent meetings; (4) utilization of ethical
practices in communication to others about individuals with
disabilities; and (5) the initiation and pursuit of a
program of self-assessment and professional improvement.
Credit/No Credit grading only. Both "B" and "C" courses
may be repeated for a maximum of 14 units.
Prerequisite: Consent of instructor. Advanced study of
special topics and problems in educational psychology. A
student may enroll for one-three units to a maximum of six
units for certificate and degree purposes, subject to
suitable change in course content. Non-degree and
non-certificate students may enroll for additional units
subject to suitable change in course content.
Introduction to the theory and application of ethnographic
and qualitative methods in educational settings with
special emphasis on applications for educational
linguistics, educational anthropology, and research related
to language arts instruction. Surveys the basic rationale
for qualitative/ethnographic inquiry and basic concepts and
methods for applications in teacher-as-researcher
approaches and for action research. Same course as LING
595.
EDP 595 is a accepted prerequisite for EDP 698.