Special Education and Clinical Sciences
Beth Harn, Department Head
541-346-1638
541-346-0683 fax
340 HEDCO Education Building
Through teaching, research, and service, the Department of Special Education and Clinical Sciences seeks to improve the quality of education, employment, and community living for children and adults with special needs and their families. The department has three graduate majors: communication disorders and sciences, school psychology, and special education. The department also offers an undergraduate degree in communication disorders and sciences as well as a minor in special education.
Faculty
Franklin Bender, clinical assistant professor; clinical supervisor. BS, 1993, MS, 1996, Portland State; MS, 2014, Oregon. (2015)
Gina Biancarosa, professor (measurement, reading difficulties, reading comprehension). BA, 1992, Boston College; MEd, 1999, EdD, 2006, Harvard. (2009)
Jeanine Brush, clinic supervisor. BS, 2007, MS, 2009, Indiana University of Pennsylvania. (2015)
Chad Catron, instructor (American Sign Language). BA, 2014, California State, Fresno; MA, 2017, Gallaudet. (2019)
Ben Clarke, associate professor (math assessment and intervention; school psychology). BS, 1997, Wabash; MA, 2001, PhD, 2002, Oregon (2016).
Lauren Cycyk, assistant professor (early language development, Spanish-English dual language development, caregiver-influenced language development). BA, 2004, George Washington; MS, 2007, Arizona State; PhD, 2016, Temple. (2016)
Stephanie De Anda, assistant professor (early language acquisition, bilingualism, language intervention). BS, 2011, PhD, 2017, California, San Diego. (2017)
Lillian Duran, associate professor. BA, 1995, Antioch College; MA, 1999, George Washington; PhD, 2008, Minnesota, Twin Cities. (2015)
Karen Durany, senior lecturer (anatomy and physiology, aphasia, family advocacy). BA, 1991, Colorado, Boulder; MA, 1996, PhD, 2001, Oregon. (2000)
Jessica L. Fanning, clinic supervisor. BA, 1989, MA, 1996, Colorado, Boulder; PhD, 2007, Oregon. (2010)
Hank Fien, associate professor (academic intervention and prevention, instructional design, research design). BA, 1992, Glassboro State College; MS, 2002, PhD, 2004, Oregon. (2015)
Nicole R. Giuliani, assistant professor (cognitive and affective science, translational neuroscience, obesity prevention), BA, 2003, Pennsylvania; PhD, 2011, Stanford (2016).
Beth Harn, associate professor (learning disabilities, assessment, instructional design). BA, 1991, MS, 1994, California State, Fresno; PhD, 2000, Oregon. (2006)
Lisa Hellemn, lecturer (teacher training, supervision); practicum coordinator. BMusEd, 1986, Willamette; PhD, 1991, Oregon. (1993)
Wendy Machalicek, associate professor (low-incidence disabilities, autism, early intervention). BS, 2000, North Texas; MEd, 2004, PhD, 2008, Texas, Austin. (2011)
Katie Mason, clinic supervisor (speech-language pathology). BA, 2003, MS, 2005, Oregon. (2012)
Kent McIntosh, professor (behavior management, research design, applied behavior analysis); director, educational and community supports. BA, 1997, Duke; MS, 2003, PhD, 2005, Oregon. (2012)
Laura Lee McIntyre, professor (developmental disabilities, early intervention, home-school collaboration). BA, 1997, La Sierra; MA, 2000, PhD, 2003, California, Riverside. (2009)
Jennifer Meyer, associate clinical professor; director, clinic education. BS, 2000, MS, 2002, Southern Illinois. (2010)
Christopher J. Murray, professor (secondary special education and transition). BA, 1989, University of Maryland, College Park; MEd, 1992, Howard; PhD, 1998, Washington, Seattle. (2006)
Rhonda N. T. Nese, assistant professor (alternatives to exclusionary discipline, positive behavioral interventions and supports, implementation and sustainability of equitable schools). BA, 2004, Maryland; MEd, 2008, Howard; PhD, 2013, Oregon. (2016)
Marilyn A. Nippold, professor (language development and disorders in school-age children and adolescents). BA, 1972, California, Los Angeles; MA, 1976, California State, Long Beach; PhD, 1982, Purdue. (1982)
Elise Peltier, clinical associate professor; clinic supervisor. BA, 1998, Oregon; MS, 2008, Northern Arizona. (2012)
Billie Jo Rodriguez, lecturer (applied behavior analysis, multi-tiered systems of support, educational consultation and collaboration). BS, 2005, Central Arkansas; MS, 2008, PhD, 2010, Oregon. (2015)
Geovanna Rodriguez, assistant professor (Autism Spectrum Disorder, school climate and mental health, bullying, teacher professional development). BA, 2009, California, Los Angeles; MA, 2015, PhD, 2017, California, Riverside. (2019)
John R. Seeley, professor (emotional and behavioral disorders). BS, 1985, MS, 1991, PhD, 2001, Oregon. (2015)
Stephanie Shire, assistant professor (early intervention, autism spectrum disorders, community-based intervention). BA, 2008, MEd, 2010, Alberta; MA, 2013, PhD, 2013, California, Los Angeles. (2017)
Samantha Shune, assistant professor (dysphagia, aging). BA, 2005, Michigan, Ann Arbor; MA, 2007, Ohio State; PhD, 2014, Iowa. (2014)
McKay Moore Sohlberg, professor (cognitive rehabilitation, traumatic brain injury). BA, 1982, Stanford; MS, 1984, PhD, 1990, Washington, Seattle. (1995)
Sylvia Thompson, associate professor (learning disabilities, English learners, literacy). BS, 1988, Texas, Austin. MS, 1992, Miami. PhD, 1999, Texas, Austin. (2015)
Deanne Unruh, research associate professor (secondary special education and transition, high-risk adolescents, program evaluation). BS, 1985, MS, 1991, Kansas; PhD, 2001, Oregon. (2001)
Valentino Vasquez, instructor (American Sign Language). BA, 1997, MA, 1998, Northern Colorado. (2011)
Angela J. Whalen, clinical professor (professional practices in school psychology, clinical supervision, educational assessment and intervention). BA, 1996, St. Thomas; PhD, 2002, Oregon. (2003)
Emeriti
Barbara D. Bateman, professor emerita. BS, 1954, Washington (Seattle); MA, 1958, San Francisco State; PhD, 1962, Illinois; JD, 1976, Oregon. (1966)
Diane D. Bricker, professor emerita. BA, 1959, Ohio State; MS, 1965, Oregon; PhD, 1970, George Peabody. (1978)
Ned J. Christensen, professor emeritus. BA, 1954, MA, 1955, Brigham Young; PhD, 1959, Pennsylvania State. (1962)
Russell M. Gersten, professor emeritus. BA, 1967, Brandeis; PhD, 1978, Oregon. (1977)
Elizabeth G. Glover, assistant professor emerita. BS, 1959, Tufts; MS, 1963, EdD, 1974, North Carolina, Greensboro. (1964)
Robert H. Horner, professor emeritus. BA, 1971, Stanford; MS, 1975, Washington State; PhD, 1978, Oregon. (1976)
Kenneth Viegas, associate professor emeritus. BS, 1956, Oregon; MSW, 1963, California, Berkeley. (1967)
Hill M. Walker, professor emeritus. BA, 1962, Eastern Oregon; MA, 1964, PhD, 1967, Oregon. (1966)
Ruth Waugh, professor emerita. BS, 1957, Southern Oregon State; MS, 1963, PhD, 1971, Oregon. (1963)
The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.
Undergraduate Studies
Communication Disorders and Sciences Major
Karen Durany, Director, Undergraduate Studies
541-346-2480
kdurany@uoregon.edu
The undergraduate program for communication disorders and sciences includes courses in basic processes of speech, language, and hearing as well as courses that survey speech, language, and hearing disorders that affect communication across the life span. The undergraduate program prepares students for graduate training in speech pathology or audiology. It also prepares students to work in other fields where knowledge of speech, language, and communication is important, such as early intervention and special education.
Students may earn a bachelor of science (BS) or bachelor of arts (BA) degree with a major in communication disorders and sciences. Both degrees require 60 credits in communication disorders and sciences and related courses and 16 credits in required science and statistics courses. Students must earn a C– or better or P in required courses.
Course work in the major focuses on acquiring knowledge in the following areas:
- anatomical-physiological bases of speech, language, and hearing
- acoustic properties of sound and speech production
- role of biology, cognition, environment, and culture in language acquisition
- development of speech and language
- speech, language, and hearing disorders across the life span
- assessment and treatment procedures for individuals with speech, language, and hearing disorders
- professional issues in speech-language-pathology and audiology
The following program plans contain specific, required major courses in addition to sample courses a student may select to meet other major and university requirements.
Bachelor of Art Requirements
| Code | Title | Credits |
|---|---|---|
| LING 150 | Structure of English Words | 4 |
| CDS 201 | Communication Disorders in Society and Media | 4 |
| CDS 430 | Speech Pathology-Audiology as Professions | 2 |
| CDS 431 | Beginning Clinical Methods | 3 |
| CDS 442 | Anatomy and Physiology of Speech Mechanism | 4 |
| CDS 444 | Clinical Phonetics and Phonology | 4 |
| CDS 450 | Introduction to Language Development | 4 |
| PSY 308 | Developmental Psychology | 4 |
| CDS 457 | Fundamentals of Audiology | 4 |
| CDS 458 | Audiology Disorders and Treatment | 4 |
| CDS 460 | Developmental Disorders in Communication | 4 |
| CDS 462 | Acquired Disorders of Communication | 4 |
| CDS 470 | Neuroscience of Speech and Language | 4 |
| Social-behavioral science course | 4 | |
| Biological science course | 4 | |
| Physical science course | 4 | |
| Statistics course | 4 | |
| Area C Elective 1 | 3-4 | |
| Total Credits | 68-69 | |
| 1 | Contact department for list of Area C electives. |
Program Plan
Students must meet with the department’s undergraduate advisor to develop an academic program plan and ensure that general university requirements and communication disorders and sciences prerequisites are met. Beginning fall term of their junior year, students must follow the program plan of courses in their prescribed sequence. Students who fail to do so will likely delay their graduation date.
Bachelor of Science Requirements
| Code | Title | Credits |
|---|---|---|
| LING 150 | Structure of English Words | 4 |
| CDS 201 | Communication Disorders in Society and Media | 4 |
| CDS 430 | Speech Pathology-Audiology as Professions | 2 |
| CDS 431 | Beginning Clinical Methods | 3 |
| CDS 442 | Anatomy and Physiology of Speech Mechanism | 4 |
| CDS 444 | Clinical Phonetics and Phonology | 4 |
| CDS 450 | Introduction to Language Development | 4 |
| PSY 308 | Developmental Psychology | 4 |
| CDS 457 | Fundamentals of Audiology | 4 |
| CDS 458 | Audiology Disorders and Treatment | 4 |
| CDS 460 | Developmental Disorders in Communication | 4 |
| CDS 462 | Acquired Disorders of Communication | 4 |
| CDS 470 | Neuroscience of Speech and Language | 4 |
| Social-behavioral science course | 4 | |
| Biological science course | 4 | |
| Physical science course | 4 | |
| Statistics course | 4 | |
| Area C Elective 1 | 3-4 | |
| Total Credits | 68-69 | |
| 1 | Contact department for list of Area C electives. |
Program Plan
Students must meet with the department’s undergraduate advisor to develop an academic program plan and ensure that general university requirements and communication disorders and sciences prerequisites are met. Beginning fall term of their junior year, students must follow the program plan of courses in their prescribed sequence. Students who fail to do so will likely delay their graduation date.
Special Education Minor
Elisa Jamgochian, Coordinator
340 HEDCO Education Building
ejamgoch@uoregon.edu
541-346-5185
The minor in special education is for students who plan to pursue a career teaching in general or special education, are interested in working in nonschool settings with individuals who have disabilities, or want to study issues concerning people with special needs. The minor consists of a core of required course work and electives. Some of these credits can be applied toward meeting the requirements for an Oregon special educator teaching license.
The requirements for the minor consist of 7 core credits and 17 elective credits. Electives provide students with a breadth of interdisciplinary options. Students may plan a course of study that introduces them to the field of special education and prepares them to begin a licensure program, focusing on classroom settings and specific instructional skills and strategies for teaching students with disabilities. Other major course work such as English, comparative literature, law, journalism, architecture, arts administration, business, or planning, public policy and management may be augmented by completing minor course work focused on broad issues concerning people with disabilities. The option provides an enhanced understanding of perspectives on disability and issues in each student's chosen profession.
Minor Requirements
| Code | Title | Credits |
|---|---|---|
| Required course credits | 7 | |
| Electives 1 | 17 | |
| Total Credits | 24 | |
| 1 | Elective credits will depend on the option chosen. |
Application and Admission
Before applying to the minor program, students must complete at least 1 credit of Field Studies: [Topic] (SPED 406) (or have a Petition to Waiver form on file with the minor coordinator), Seminar: [Topic] (SPED 407), and Foundations of Disability I (SPED 411) with a minimum grade of B– or P. Students apply to the department and are assigned a minor advisor, who helps plan a course of study. Applications are available online.
Certificate in Special Education
Elisa Jamgochian, Program Coordinator
340 HEDCO Education Building
ejamgoch@uoregon.edu
541-346-5185
The department offers a certificate in special education for students who are interested in a career in public education, human services and social work, or a related field. This certificate is designed to provide foundational knowledge about the field of special education and would benefit students interested in a career in supporting students with disabilities in public school, agency, or community settings. The certificate has an emphasis on developing skills and knowledge in three areas: foundations of disability, instructional methods for students with disabilities, and behavioral and social emotional supports for students with disabilities.
The certificate is available to all students interested in working with students and families with disabilities but does not replace formal teacher licensure programs that are available through graduate study at the University of Oregon. Completion of the certificate will, however, waive some of the prerequisites for students who enter the graduate special education program, providing certificate recipients an option for an accelerated pathway to licensure in special education and a master's degree.
The certificate requires 31 400-level course credits.
Courses must be taken for a letter grade unless only offered pass/no pass. Graded courses must be passed with a grade of B– or better so that students are sufficiently prepared to be successful in completing the required practicum experience. If a student receives a grade lower than a B–, the certificate advisor and clinical supervisor will meet to determine if the student has the skills and knowledge to complete the required practicum experience, Practicum: [Topic] (SPED 409).
Students completing this certificate cannot also obtain the minor in special education.
Admissions and Application
Before applying to the certificate program, students must complete at least 1 credit of Field Studies: [Topic] (SPED 406) (or have a Petition to Waiver form on file with the minor coordinator), Seminar: [Topic] (SPED 407), and Foundations of Disability I (SPED 411) with a minimum grade of B– or P.
Applications are available online. Students are asked to submit a professional goal statement, character questionnaire, and two letters of recommendation along with their application. An initial interview and advising meeting with the program coordinator is also required. Admitted students must have a signed program plan and verification of a background check from the Teacher Standards and Practices Commission on file with the coordinator.
Four-Year Degree Plan
The degree plan shown is only a sample of how students may complete their degrees in four years. There are alternative ways. Students should consult their advisor to determine the best path for them.
Bachelor of Arts in Communication Disorders and Sciences
| First Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| BI 121 | Introduction to Human Physiology | 4 | |
| WR 121 | College Composition I | 4 | |
| First term of first-year second-language sequence | 5 | ||
| Elective course | 4 | ||
| Credits | 17 | ||
| Winter | |||
| MATH 243 | Introduction to Methods of Probability and Statistics | 4 | |
| PHYS 152 | Physics of Sound and Music | 4 | |
| WR 122 | College Composition II | 4 | |
| Second term of first-year second-language sequence | 5 | ||
| Credits | 17 | ||
| Spring | |||
| PHYS 202 | General Physics | 4 | |
| Third term of first-year second-language sequence | 5 | ||
| General education course in arts and letters | 4 | ||
| General education course in science | 4 | ||
| Credits | 17 | ||
| Total Credits | 51 | ||
| Second Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| CDS 201 | Communication Disorders in Society and Media | 4 | |
| LING 150 | Structure of English Words | 4 | |
| First term of second-year second-language sequence | 4 | ||
| General education course that also satisfies a multicultural requirement | 4 | ||
| Credits | 16 | ||
| Winter | |||
| Second term of second-year second-language sequence | 4 | ||
| General-education course in social science | 4 | ||
| General-education courses in arts and letters | 8 | ||
| Credits | 16 | ||
| Spring | |||
| CDS 430 | Speech Pathology-Audiology as Professions | 2 | |
| Third term of second-year second-language sequence | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Credits | 14 | ||
| Total Credits | 46 | ||
| Third Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| CDS 442 | Anatomy and Physiology of Speech Mechanism | 4 | |
| CDS 450 | Introduction to Language Development | 4 | |
| General-education course in social science | 4 | ||
| Credits | 12 | ||
| Winter | |||
| CDS 455 | Child and Adolescent Development | 4 | |
| Elective courses | 8 | ||
| Credits | 12 | ||
| Spring | |||
| CDS 444 | Clinical Phonetics and Phonology | 4 | |
| CDS 457 | Fundamentals of Audiology | 4 | |
| Elective courses | 8 | ||
| Credits | 16 | ||
| Total Credits | 40 | ||
| Fourth Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| CDS 458 | Audiology Disorders and Treatment | 4 | |
| CDS 460 | Developmental Disorders in Communication | 4 | |
| Elective course | 4 | ||
| Credits | 12 | ||
| Winter | |||
| CDS 470 | Neuroscience of Speech and Language | 4 | |
| Elective courses | 12 | ||
| Credits | 16 | ||
| Spring | |||
| CDS 431 | Beginning Clinical Methods | 3 | |
| CDS 462 | Acquired Disorders of Communication | 4 | |
| Elective courses | 8 | ||
| Credits | 15 | ||
| Total Credits | 43 | ||
Bachelor of Science in Communication Disorders and Sciences
| First Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| WR 121 | College Composition I | 4 | |
| MATH 105 | University Mathematics I | 4 | |
| BI 121 | Introduction to Human Physiology | 4 | |
| General-education course in science | 4 | ||
| Credits | 16 | ||
| Winter | |||
| WR 122 | College Composition II | 4 | |
| MATH 111 | College Algebra | 4 | |
| General-education course in science | 4 | ||
| General-education course in arts and letters | 4 | ||
| Credits | 16 | ||
| Spring | |||
| PSY 202 | Mind and Society | 4 | |
| PHYS 152 | Physics of Sound and Music | 4 | |
| MATH 243 | Introduction to Methods of Probability and Statistics | 4 | |
| General-education course that also satisfies a multicultural requirement | 4 | ||
| Credits | 16 | ||
| Total Credits | 48 | ||
| Second Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| CDS 201 | Communication Disorders in Society and Media | 4 | |
| LING 150 | Structure of English Words | 4 | |
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Credits | 16 | ||
| Winter | |||
| General-education course in science | 4 | ||
| General-education course in arts and letters | 4 | ||
| Elective courses | 8 | ||
| Credits | 16 | ||
| Spring | |||
| CDS 430 | Speech Pathology-Audiology as Professions | 2 | |
| General-education course in arts and letters | 4 | ||
| Elective courses | 8 | ||
| Credits | 14 | ||
| Total Credits | 46 | ||
| Third Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| CDS 442 | Anatomy and Physiology of Speech Mechanism | 4 | |
| CDS 450 | Introduction to Language Development | 4 | |
| Elective course | 4 | ||
| Credits | 12 | ||
| Winter | |||
| CDS 455 | Child and Adolescent Development | 4 | |
| Elective courses | 8 | ||
| Credits | 12 | ||
| Spring | |||
| CDS 444 | Clinical Phonetics and Phonology | 4 | |
| CDS 457 | Fundamentals of Audiology | 4 | |
| Elective courses | 8 | ||
| Credits | 16 | ||
| Total Credits | 40 | ||
| Fourth Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| CDS 458 | Audiology Disorders and Treatment | 4 | |
| CDS 460 | Developmental Disorders in Communication | 4 | |
| Elective course | 4 | ||
| Credits | 12 | ||
| Winter | |||
| CDS 470 | Neuroscience of Speech and Language | 4 | |
| Elective courses | 12 | ||
| Credits | 16 | ||
| Spring | |||
| CDS 431 | Beginning Clinical Methods | 3 | |
| CDS 462 | Acquired Disorders of Communication | 4 | |
| Elective courses | 8 | ||
| Credits | 15 | ||
| Total Credits | 43 | ||
- Master of Arts in Communication Disorders and Sciences
- Master of Arts in Special Education
- Master of Arts in School Psychology
- Master of Education in Special Education
- Master of Science in Communication Disorders and Sciences
- Master of Science in Special Education
- Doctor of Education in Special Education
- Doctor of Philosophy in Communication Disorders and Sciences
- Doctor of Philosophy in Special Education
- Doctor of Philosophy in School Psychology
Graduate Studies
Communication Disorders and Sciences
Samantha Shune, Program Director
541-346-2480
541-346-0683 fax
HEDCO Education Building, Second Floor
cds@uoregon.edu
education.uoregon.edu/CDS
The graduate program offers master’s and doctoral degrees in communication disorders and sciences. The master’s program offers all of the courses and clinical experiences required for the American Speech-Language-Hearing Association Certificate of Clinical Competence. The program also offers course work and clinical experiences required to obtain an Oregon teaching license to work in the public schools. The doctoral program emphasizes advanced scholarship in a specialized area of speech-language pathology.
Accreditation
The master’s degree program in speech-language pathology is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA).
Master’s Degree
The master’s degree program provides students with the opportunity to acquire and apply knowledge, skills, and competencies necessary for work with individuals of all ages and of varying social, cultural, linguistic, and economic backgrounds who have cognitive communication and/or swallowing disorders.
The communication disorders and sciences degree leads to a master of arts (MA) or master of science (MS) degree. A planned program for the master’s degree must be filed with the department secretary.
Students who have fulfilled the undergraduate prerequisites typically spend two fall-through-spring academic years and one summer session completing the degree as a full-time student. Every student completes an evidence-based practice project, equivalent to a master’s thesis, that integrates research and applied clinical experience. A minimum cumulative GPA of 3.00 is required for students to maintain good standing in the program and for graduation.
Application and Admission
On the average, the communication disorders and sciences program admits 30 master’s degree applicants each year. Applicants should have a minimum overall GPA of 3.00 with a 3.50 GPA in their major. The Graduate Record Examination is required for admission.
Students for whom English is not a native language must pass the Test of English as a Foreign Language (TOEFL) with a score of 600 or above for the paper version or a score of 100 or above for the Internet-based version. International students who plan to participate in clinical practicums and work toward national certification by the American Speech-Language-Hearing Association must pass the Speaking Proficiency English Assessment Kit (SPEAK) test with a score of 50.
Applications for admission are available online at the communication disorders and sciences website. Application materials must be received by January 15 for entry the following September.
Master of Arts Degree Requirements
| Code | Title | Credits |
|---|---|---|
| CDS 606 | Special Problems: [Topic] | 1-3 |
| CDS 607 | Seminar: [Topic] | 1 |
| CDS 608 | Workshop: [Topic] (Evidence-Based Project Research) | 3 |
| CDS 609 | Practicum: [Topic] (Externship) | 1-15 |
| CDS 609 | Practicum: [Topic] (September Experience) | 3 |
| CDS 609 | Practicum: [Topic] (Speech-Language-Hearing) | 1-4 |
| CDS 625 | Final Full-Time Practicum | 1-15 |
| CDS 627 | Fluency Disorders | 2 |
| CDS 631 | Cultural-Linguistic Diversity for Clinicians : [Topic] | 1-3 |
| CDS 649 | Feeding and Swallowing Disorders | 4 |
| CDS 651 | School-Age Language Disorders | 4 |
| CDS 652 | Speech Sound Disorders | 4 |
| CDS 654 | Management of Adult Language Disorders | 4 |
| CDS 656 | Voice Science and Disorders | 3 |
| CDS 657 | Augmentative Procedures for Communication Disorders | 2 |
| CDS 660 | Motor Speech Disorders | 3 |
| CDS 663 | Management of Acquired Cognitive Disorders | 4 |
| CDS 665 | Language Disorders in Children | 4 |
| CDS 706 | Special Problems: [Topic] | 1-3 |
| Total Credits | 47-84 | |
The MA requires the equivalent of two years of a second language.
Master of Science Degree Requirements
| Code | Title | Credits |
|---|---|---|
| CDS 606 | Special Problems: [Topic] | 1-3 |
| CDS 607 | Seminar: [Topic] | 1 |
| CDS 608 | Workshop: [Topic] (Evidence-Based Project Research) | 3 |
| CDS 609 | Practicum: [Topic] (Externship) | 1-15 |
| CDS 609 | Practicum: [Topic] (September Experience) | 3 |
| CDS 609 | Practicum: [Topic] (Speech-Language-Hearing) | 1-4 |
| CDS 625 | Final Full-Time Practicum | 1-15 |
| CDS 627 | Fluency Disorders | 2 |
| CDS 631 | Cultural-Linguistic Diversity for Clinicians : [Topic] | 1-3 |
| CDS 649 | Feeding and Swallowing Disorders | 4 |
| CDS 651 | School-Age Language Disorders | 4 |
| CDS 652 | Speech Sound Disorders | 4 |
| CDS 654 | Management of Adult Language Disorders | 4 |
| CDS 656 | Voice Science and Disorders | 3 |
| CDS 657 | Augmentative Procedures for Communication Disorders | 2 |
| CDS 660 | Motor Speech Disorders | 3 |
| CDS 663 | Management of Acquired Cognitive Disorders | 4 |
| CDS 665 | Language Disorders in Children | 4 |
| CDS 706 | Special Problems: [Topic] | 1-3 |
| Total Credits | 47-84 | |
ASHA Requirements
In addition to the core master’s degree requirements, additional course work may be needed to fulfill ASHA certification requirements. Of the 50 credits, 36 must be taken at the graduate level.
Doctoral Degree
The doctoral degree (PhD) in communication disorders and sciences emphasizes advanced knowledge, scholarship, leadership, and clinical competence in the areas of speech-language acquisition, speech-language pathology, and assessment and intervention strategies. The doctoral degree program is designed to meet the needs of students from various backgrounds and to train future scholars in the profession.
Doctoral Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Dissertation research | 18 | |
| Courses in primary area of specialization | 21 | |
| Courses in collateral or secondary area | 9 | |
| Research methodology | 24 | |
| Other required courses | 6 | |
| Total Credits | 78 | |
Options for primary area of specialization include child and adolescent language, early language, swallowing, cognitive rehabilitation, and multicultural issues. The collateral or secondary area may involve courses in more than one academic department. Examples of collateral areas are neuropsychology, linguistics, or developmental psychology. Doctoral students must choose an area of research interest (e.g., single-subject or quantitative methodologies). Other requirements are detailed in the Doctoral Program Handbook, available through the program office.
Application and Admission
Students should have a GPA of at least 3.50 and have taken the Graduate Record Examination. Most applicants have a master’s degree and their certificate of clinical competence upon admission.
Applications for admission are available online at the Communication Disorders and Sciences website. Application materials must be received by January 15 for entry the following September.
Upon admission and in consultation with the student, an academic advisor is selected, taking into account the student’s personal and professional goals. This advisor chairs the student’s program committee.
Special Education
Sylvia Thompson, Program Director
541-346-1638
541-346-0683 fax
HEDCO Education Building, Third Floor
sped@uoregon.edu
education.uoregon.edu/SPED
Master’s and doctoral degrees are offered under the special education major. The master’s specializations include early intervention–early childhood and kindergarten through 12th grade, cross-categorical. The doctoral focus includes emphases in positive behavior support, emotional and behavior disorders, autism and other intellectual and developmental disabilities, learning disabilities, early intervention, English learners, and secondary-transition services.
Graduates attain positions in the United States and abroad working in community- and family-based programs; teaching young children; conducting individual and group intervention programs; managing residential living centers; coordinating in-service training programs; consulting with teachers about educating children with disabilities in general-education classrooms and school settings; conducting research; serving in higher-education faculty positions; working in the administration of special-education programs; and delivering best practices in collaboration with a variety of professions in a range of settings.
Students earn initial teaching credentials in licensure and endorsement programs but can also pursue the master’s degree to enhance their skills as early interventionists, special education teachers, or consultants; to work in adult service programs for people with disabilities; or to prepare for the doctoral program.
The doctoral program in special education prepares individuals for research and teaching positions in higher education, research positions with private foundations, administrative positions in school districts and other state educational agencies, and consultation positions in professional education.
Master’s Degree
Students may work toward a master of arts (MA), master of science (MS), or master of education (MEd) degree in several areas of special education. For the MA degree the candidate must demonstrate proficiency in a second language. For the MEd degree the candidate must have a valid teaching license and have completed at least one year of successful classroom teaching in the United States.
The program of study leading to the master’s degree requires a minimum of 45 credits of graduate work. The program of study includes required core courses, associated field studies, electives, and a terminal project.
Doctoral Degree
The department offers doctor of education (DEd) and doctor of philosophy (PhD) degrees with advanced training in preparation for leadership positions in special education. The program requires approximately 90 credits beyond the master’s degree and is designed for full-time students. Typically, students complete the program in four years. Financial assistance is awarded based on the applicant’s qualifications. The program uses a cohort model, which students begin fall term.
Applications for Admission
Admissions information and application materials are available on the department’s website. Materials also may be requested by telephone, mail, e-mail, or in person from the department office. Master's and doctoral students are admitted fall term. Applications must be received by early December for doctoral applicants and by early May for master’s applicants. Priority deadline for application review of master's applicants is early February. See the website for specific program deadlines.
School Psychology
Angie Whalen, Program Director
541-346-1638
541-346-0683 fax
HEDCO Education Building, Third Floor
spsy@uoregon.edu
education.uoregon.edu/SPSY
The nationally recognized school psychology program offers master’s and doctoral degrees and provides service courses to other College of Education and university programs. The doctoral program is accredited by the American Psychological Association Commission on Accreditation (750 First Street NE, Washington, DC 20002-4242, 202-336-5979) and both the MS and PhD programs have approval from the National Association of School Psychologists. Both the master’s and doctoral programs are approved by the Oregon Teacher Standards and Practices Commission for the education and licensure of school psychologists in the state.
The program’s focus is prevention and early intervention. It prepares psychologists as leaders and innovators who can identify, assess, and remedy the social and educational problems of children and adults. Students are trained to be scientists and practitioners from an ecological, data-oriented perspective.
Each student’s program of study is tailored to allow development of individual strengths and interests. Master’s and doctoral students take course work in the following general areas: psychological and educational foundations of school psychology: psychometrics, assessment, and research; methods of school-based intervention; professional school psychology; application of research skills; and practicum experiences. Every student must complete a one-year, full-time internship. Doctoral students also complete a supervised college teaching experience.
Graduates of the school psychology program find positions in the United States and abroad, in schools and in other settings. These positions include teaching and providing services at infant, preschool, school-age, and adult levels; conducting individual and group intervention programs; coordinating in-service training programs; consulting with teachers about educating children with disabilities and other at-risk students; conducting research, teaching, and coordinating school psychology training programs in colleges and universities; working in the administration of special education programs; and delivering a range of psychological and educational services in collaboration with a variety of professionals.
Master’s Degree
The master’s degree program in school psychology requires a minimum of 92 credits, and typically takes three years to complete, including a sequence of supervised field experiences, practicums, and a 1,200-hour internship. The master’s program is approved by the National Association of School Psychologists and the Oregon Teacher Standards and Practices Commission. Graduates of this program meet State of Oregon licensure requirements and are eligible for the nationally certified school psychologist credential offered by the National Association of School Psychologists.
| Code | Title | Credits |
|---|---|---|
| Psychological and educational foundations | 8 | |
| Measurement and assessment | 14 | |
| Statistics and research (course work, participation in a research team, and dissertation research) | 11 | |
| Practice of school psychology (teaching, supervision, and practicum experience) | 37 | |
| School psychology practicum or internship | 22 | |
| Total Credits | 92 | |
Doctoral Degree
The doctoral program includes an individualized plan of study with 160 credits minimum, culminating in an original research dissertation, a predoctoral internship, and the doctor of philosophy (PhD) degree. Students may enter the doctoral program with or without a master’s degree. Prior graduate course work may reduce the amount of time needed to finish the doctoral program.
The program prepares students to qualify for licensure as a professional psychologist through the state board of psychologist examiners, as well as state certification or licensure as a school psychologist in Oregon and most other states. Students who complete this program are eligible for the nationally certified school psychologist credential offered by the National Association of School Psychologists.
| Code | Title | Credits |
|---|---|---|
| Psychological and educational foundations | 33 | |
| Measurement and assessment | 16 | |
| Statistics and research (course work, participation in a research team, and dissertation research) | 49 | |
| Practice of school psychology (teaching, supervision, and practicum experience) | 40 | |
| School psychology practicum or internship | 22 | |
| Total Credits | 160 | |
Application and Admission
Prospective applicants may request detailed admission policies and procedures and applications for admission from the department’s student services coordinator, or find them on the program’s website. Students are admitted for fall term only.
Applicants are evaluated on
- academic record
- letters of recommendation
- previous related work or experiences
- a statement of purpose in seeking admission
- an interview
- Graduate Record Examinations (GRE) general test scores
Applications and supplemental materials are submitted online. Completed applications must be received by December 15. After initial file screening, finalists will be selected and invited for interviews.
Licensure Programs
The Department of Special Education and Clinical Sciences’ licensure programs in early intervention, school psychology, and special education meet requirements of the Oregon Teacher Standards and Practices Commission. The communication disorders program meets the requirements for licensure as a speech pathologist in Oregon. These licenses prepare individuals to work with the full range of students with disabilities from birth through high school. The program prepares graduates to work in direct and indirect roles with students with disabilities in homes, schools, and community-based programs.
Communication Disorders
Samantha Shune, Major Director
541-346-2480
541-346-0683 fax
HEDCO Education Building, Second Floor
cds@uoregon.edu
Early Intervention–Early Childhood Special Education Licensure and Endorsement
TBA Program Coordinator
541-346-1638
sped@uoregon.edu
The early intervention special education endorsement program prepares professionals to work with children who have mild to severe disabilities ranging from birth through primary school. The program integrates didactic course work with practical experience. Full-time students can complete the program in four to six terms.
Special Education Licensure
Elisa Jamgochian, Program Coordinator
541-346-1638
sped@uoregon.edu
The two-year special education licensure and endorsement program prepares preservice or in-service teachers to work with students with disabilities ages three to 21 in a variety of settings, including early childhood–elementary, middle, and high schools. Graduates of the program are prepared to apply for an initial special education teaching license and endorsement across these multiple levels.
The program is designed for
- Individuals who hold a bachelor's degree in any area but want to pursue initial licensure in special education while concurrently completing a master's degree
- Individuals who currently hold a teaching license but want to pursue an add-on special education endorsement
- Individuals pursuing a master's program in an area other than special education who want to combine that degree with course work and experiences in special education
The program prepares professionals to help children and youth with disabilities succeed through rigorous course work and practicum experiences on topics including characteristics of learners and services, advanced assessment techniques, evidence-based approaches to designing and delivering instruction, effective classroom- and behavior-management techniques, collaborative practices, and transition services.
Admissions and Application
The application may be completed on the Graduate School website. This process includes a statement of professional goals and experience, a statement articulating experience working with individuals with disabilities, résumé, letters of recommendation, and transcripts.
Licensing Process
Upon completion of program requirements, graduates of the program are eligible to apply to the Oregon Teacher Standards and Practices Commission for their initial teaching license and/or an endorsement in K–12 special education.
American Sign Language Courses
ASL 101. First-Year American Sign Language. 5 Credits.
Study of basic grammatical structure and vocabulary of American Sign Language, expressive and receptive finger-spelling, and introduction to American deaf culture.
Prereq: WR 122 or WR 123 or HC 221H or HC 231H.
ASL 102. First-Year American Sign Language. 5 Credits.
Increased receptive and expressive communication skills in ASL, and study of cultural values and behavioral rules of the deaf community.
Prereq: C- or better or P in ASL 101 or equivalent.
ASL 103. First-Year American Sign Language. 5 Credits.
Concentration on understanding and acquiring advanced conversational proficiency. Emphasis on ASL classifiers. Continued study of deaf culture as a linguistic minority.
Prereq: C- or better or P in ASL 102 or equivalent.
ASL 201. Second-Year American Sign Language. 4 Credits.
Applied conversational use of ASL through literature, narratives, poetry, and plays. Explores various underlying metaphors found in ASL literature.
Prereq: C- or better or P in ASL 103 or equivalent.
ASL 202. Second-Year American Sign Language. 4 Credits.
Emphasis on more abstract and challenging conversational and narrative ranges. Lab and readings cover historical aspects of deaf community and culture.
Prereq: C- or better or P in ASL 201 or equivalent.
ASL 203. Second-Year American Sign Language. 4 Credits.
Further emphasis on more abstract and challenging conversational and narrative ranges. Explores broader political and social activities of international deaf community.
Prereq: C- or better or P in ASL 202 or equivalent.
ASL 301. American Deaf Culture. 4 Credits.
Study of the relationship between small groups and dominant culture in the United States. Explore issues of language, culture, self-representation, identity, and social structure.
ASL 399. Special Studies: [Topic]. 1-5 Credits.
Repeatable.
Communication Disorders and Sciences Courses
CDS 201. Communication Disorders in Society and Media. 4 Credits.
Survey of communication disorders and differences, comparing individual and social-cultural perspectives through popular media and real case examples.
Prereq: WR 121.
CDS 401. Research: [Topic]. 1-12 Credits.
Repeatable.
CDS 405. Reading and Conference: [Topic]. 1-3 Credits.
Repeatable.
CDS 407. Seminar: [Topic]. 1-3 Credits.
Repeatable.
CDS 409. Practicum: [Topic]. 1-7 Credits.
Repeatable.
CDS 410. Experimental Course: [Topic]. 1-6 Credits.
Repeatable.
CDS 430. Speech Pathology-Audiology as Professions. 2 Credits.
Introduces the broad dimensions of the speech-language pathology and audiology professions. Begins undergraduate process of acquiring observation hours required for graduate school. Sequence with CDS 431.
CDS 431. Beginning Clinical Methods. 3 Credits.
Focuses on basic methods for assessment and intervention within an evidence-based framework. Includes fifteen hours of guided observation. Sequence with CDS 430.
Prereq: CDS 430.
CDS 442. Anatomy and Physiology of Speech Mechanism. 4 Credits.
Study of anatomy, physiology, and neurology of speech and language processes.
CDS 444. Clinical Phonetics and Phonology. 4 Credits.
Focuses on sounds and symbols of American English, foreign accents, and dialects using broad and narrow transcription methods. Presents speech production, distinctive features, and basics of phonology.
Prereq: CDS 442, 450.
CDS 450. Introduction to Language Development. 4 Credits.
Primary focus on the development of phonology, morphology, syntax, semantics, pragmatics, and literacy.
Prereq: LING 150 and WR 122 or 123.
CDS 455. Child and Adolescent Development. 4 Credits.
Covers theories, norms, and concepts related to child and adolescent development. Geared toward allied health professionals and educators working in a variety of settings.
CDS 457. Fundamentals of Audiology. 4 Credits.
Anatomy and physiology of hearing and vestibular systems; causes, types, and symptomatologies of hearing impairment.
CDS 458. Audiology Disorders and Treatment. 4 Credits.
Pure tone, speech and impedance audiometry. Special tests, difficult-to-test populations, and central auditory processing. Audiogram interpretation and report writing.
Prereq: CDS 457/557.
CDS 460. Developmental Disorders in Communication. 4 Credits.
Explores growth and developmental disorders that cause or contribute to child and adult speech, language, and fluency impairments.
Prereq: CDS 450.
CDS 462. Acquired Disorders of Communication. 4 Credits.
Explores neurologic disorders that cause or contribute to child and adult speech, language, and voice impairments.
Prereq: CDS 470.
CDS 470. Neuroscience of Speech and Language. 4 Credits.
Foundation in normal neuroanatomy and neurophysiology and the clinical signs observed with nervous-system damage.
Prereq: CDS 442.
CDS 503. Thesis. 1-15 Credits.
Repeatable.
CDS 507. Seminar: [Topic]. 1-3 Credits.
Repeatable.
CDS 510. Experimental Course: [Topic]. 1-6 Credits.
Repeatable.
CDS 542. Anatomy and Physiology of Speech Mechanism. 4 Credits.
Study of anatomy, physiology, and neurology of speech and language processes.
CDS 544. Clinical Phonetics and Phonology. 4 Credits.
Focuses on sounds and symbols of American English, foreign accents, and dialects using broad and narrow transcription methods. Presents speech production, distinctive features, and basics of phonology.
CDS 550. Introduction to Language Development. 4 Credits.
Primary focus on the development of phonology, morphology, syntax, semantics, pragmatics, and literacy.
CDS 557. Fundamentals of Audiology. 4 Credits.
Anatomy and physiology of hearing and vestibular systems; causes, types, and symptomatologies of hearing impairment.
CDS 558. Audiology Disorders and Treatment. 4 Credits.
Pure tone, speech and impedance audiometry. Special tests, difficult-to-test populations, and central auditory processing. Audiogram interpretation and report writing.
CDS 560. Developmental Disorders in Communication. 4 Credits.
Explores growth and developmental disorders that cause or contribute to child and adult speech, language, and fluency impairments.
CDS 562. Acquired Disorders of Communication. 4 Credits.
Explores neurologic disorders that cause or contribute to child and adult speech, language, and voice impairments.
CDS 570. Neuroscience of Speech and Language. 4 Credits.
Foundation in normal neuroanatomy and neurophysiology and the clinical signs observed with nervous-system damage.
Prereq: CDS 542.
CDS 601. Research: [Topic]. 1-9 Credits.
Repeatable.
CDS 602. Supervised College Teaching. 1-9 Credits.
Repeatable.
CDS 603. Dissertation. 1-16 Credits.
Repeatable.
CDS 605. Reading and Conference: [Topic]. 1-3 Credits.
Repeatable.
CDS 606. Special Problems: [Topic]. 1-16 Credits.
Repeatable.
CDS 607. Seminar: [Topic]. 1-3 Credits.
Repeatable. Topics include Multicultural Issues in Communication Disorders and Sciences, Dysphagia, Professional Ethics.
CDS 608. Workshop: [Topic]. 1-16 Credits.
Repeatable.
CDS 609. Practicum: [Topic]. 1-16 Credits.
Repeatable.
CDS 610. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
CDS 611. Clinical Methods. 1 Credit.
Provides methodology behind the sound clinical practices and fundamentals of the UO Speech-Language-Hearing Center operations. Prepares students to begin working with clients.
CDS 620. Workshop: Evidence-Based Practice. 1,2 Credit.
This course supports students in developing their Evidence-Based Practice Projects via: (1) methods to promote critical evaluation and adoption of research findings; (2) principles of culturally responsive research practice, practice-based evidence and implementation science; and (3) activities to prepare students to complete their EBP projects.
CDS 621. Practicum I. 2-7 Credits.
Designed to support first year master’s students as they proceed with their clinical training. The course will provide methodology, evidence-based practice and clinic operations training. The focus on using evidence-based practice and rational clinical decision-making will be incorporated throughout class instruction and clinical experiences.
CDS 622. Practicum II. 2-7 Credits.
Designed to help prepare second-year students for their medical and school externships. Students will learn clinical skills in the following areas: professional issues in medical settings; documentation in medical settings; ethical issues in speech-language pathology; school practicum requirements; professional issues in securing employment.
CDS 623. September Experience in Speech Language Pathology. 1 Credit.
Designed to prepare Graduate Student Clinicians to become Speech-Language Pathologists who can work in the school setting. There are specific skills that Speech-Language Pathologists in the school setting perform and the GSC will be prepared to demonstrate these skills by the end of this externship. Repeatable one time for a maximum of 2 credits.
CDS 624. Medical Externship. 7-14 Credits.
Designed to prepare Graduate Student Clinicians to become Speech-Language Pathologists who can work in the medical setting. There are specific skills that Speech-Language Pathologists in the medical setting perform and the GSC will be prepared to demonstrate these skills by the end of this externship.Repeatable one time for a maximum of 28 credits.
CDS 625. Final Full-Time Practicum. 1-15 Credits.
Diagnostic and treatment experience in the public school setting. Repeatable once for maximum of 30 credits.
CDS 627. Fluency Disorders. 2 Credits.
This course is designed to provide students with a foundation in the diagnosis and treatment of fluency disorders across the lifespan, with an emphasis on developmental stuttering.
CDS 631. Cultural-Linguistic Diversity for Clinicians : [Topic]. 1-3 Credits.
Topics include Multicultural Issues in Communication Disorders and Sciences, Dysphagia, Professional Ethics. Repeatable once for a maximum of 6 credits.
CDS 632. Dual Language Development. 1 Credit.
Discussion-based seminar designed to enhance knowledge of the processes and features of typical and atypical dual language development in children’s earliest years of life (infancy to preschool). Focus is on dual language acquisition by children from Spanish-English language backgrounds in the context of the US. Sequence with CDS 633.
CDS 633. Practice with Dual Language Learners. 1 Credit.
Discussion-based seminar designed to further foundational knowledge of dual language assessment and intervention as it relates to the practice of speech-language pathology. Focus is on assessment and intervention with dual language learners ages 0-5 from Spanish-speaking language backgrounds in the context of the US. Sequence with CDS 632.
Prereq: CDS 632.
CDS 649. Feeding and Swallowing Disorders. 4 Credits.
Nature and characteristics of feeding and swallowing; methods of evaluation and management of feeding and swallowing in adults and children.
CDS 651. School-Age Language Disorders. 4 Credits.
Presents normal language development and language disorders in school-age children and adolescents. Emphasizes contributions from linguistics, psychology, education, and learning theory.
CDS 652. Speech Sound Disorders. 4 Credits.
Causes and consequences of phonological disorders; principles and procedures for assessment and intervention.
CDS 654. Management of Adult Language Disorders. 4 Credits.
Provides a foundation in diagnosis and treatment of adult neurogenic language disorders, concentrating on aphasia and the cognitive-linguistic changes associated with dementia.
CDS 656. Voice Science and Disorders. 3 Credits.
Anatomy and physiology of vocal mechanism; diagnostic and therapeutic approaches for various voice disorders.
CDS 657. Augmentative Procedures for Communication Disorders. 2 Credits.
Recent advancements in design, development, and use of systems supplemental to vocal speech and language.
CDS 660. Motor Speech Disorders. 3 Credits.
Advanced study of speech disorders associated with lesions of central and peripheral nervous systems.
CDS 663. Management of Acquired Cognitive Disorders. 4 Credits.
Examines current theory and practice in cognitive rehabilitation. Reviews models and tools for treating attention, memory, and dysexecutive syndromes.
Prereq: CDS 662.
CDS 665. Language Disorders in Children. 2,4 Credits.
Child language disorders and related topics, including principles of assessment and intervention, cultural awareness and sensitivity, clinical application, and working with families.
CDS 706. Special Problems: [Topic]. 1-16 Credits.
Repeatable.
CDS 707. Seminar: [Topic]. 1-5 Credits.
Repeatable.
CDS 708. Workshop: [Topic]. 1-16 Credits.
Repeatable.
CDS 709. Practicum: [Topic]. 1-16 Credits.
Repeatable.
CDS 710. Experimental Course [Topic]. 1-5 Credits.
Repeatable.
School Psychology Courses
SPSY 401. Research: [Topic]. 1-12 Credits.
Repeatable.
SPSY 405. Reading and Conference: [Topic]. 1-21 Credits.
Repeatable.
SPSY 406. Special Problems: [Topic]. 1-21 Credits.
Repeatable.
SPSY 407. Seminar: [Topic]. 1-5 Credits.
Repeatable.
SPSY 408. Workshop: [Topic]. 1-21 Credits.
Repeatable.
SPSY 409. Practicum: [Topic]. 1-21 Credits.
Repeatable.
SPSY 410. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
SPSY 503. Thesis. 1-16 Credits.
Repeatable.
SPSY 507. Seminar: [Topic]. 1-5 Credits.
Repeatable.
SPSY 508. Workshop: [Topic]. 1-21 Credits.
Repeatable.
SPSY 510. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
SPSY 601. Research: [Topic]. 1-16 Credits.
Repeatable.
SPSY 602. Supervised College Teaching. 1-5 Credits.
Repeatable.
SPSY 603. Dissertation. 1-16 Credits.
Repeatable.
SPSY 605. Reading and Conference: [Topic]. 1-16 Credits.
Repeatable.
SPSY 606. Field Studies: [Topic]. 1-9 Credits.
Repeatable.
SPSY 607. Seminar: [Topic]. 1-5 Credits.
Repeatable.
SPSY 608. Workshop: [Topic]. 1-16 Credits.
Repeatable.
SPSY 609. Practicum: [Topic]. 1-16 Credits.
Repeatable.
SPSY 610. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
SPSY 617. Tests and Measurements in Education. 4 Credits.
Introduction to measurement. Provides a theoretical and practical basis for evaluating and using the wide range of test and measurement data in educational research.
Prereq: undergraduate statistics or educational psychology course or equivalent.
SPSY 626. Final Supervised Field Experience. 1-15 Credits.
Limited to students in school psychology program for basic endorsement for an Oregon license. Repeatable
SPSY 630. Introduction to Consultation. 3-4 Credits.
Provides students with basic knowledge and skills in the area of school-based consultation.
SPSY 631. Academic and Behavioral Interventions. 4 Credits.
The overall goal for this course is for students to demonstrate a solid understanding of the conceptual, theoretical, and empirical bases for school-based, multi-tiered systems of academic and behavior support.
SPSY 632. Advanced Consultation. 4 Credits.
Develops and refines competencies in school-based consultation, and provides opportunities for students to practice consultation skills.
SPSY 650. Developmental Psychopathology. 4 Credits.
Overview of developmental psychopathology, with emphasis on childhood, adolescence, and early adulthood. Covers phenomenology, etiology, development, classification systems, and prognosis of major psychological disorders.
SPSY 651. Cognitive-Affective Aspects of Behavior. 4-5 Credits.
Examination of cognitive and affective foundations of human behavior. Emphasis on reciprocal influences of cognition and emotion. Selected topics in attention,language, memory, thinking, reasoning. Offered alternate years.
SPSY 652. Biological Aspects of Behavior. 4-5 Credits.
Provides the appropriate background for students to meet biological psychology course work requirement for board licensure as a psychologist.
SPSY 661. Principles and Practices in School Psychology. 4 Credits.
Theory, role, and function of school psychology in its relation to learning and the school setting.
SPSY 662. Foundations of Clinical Supervision. 3 Credits.
Introduction to theory and practice of clinical supervision. Overview of supervision models, factors affecting the supervision relationship, supervision and evaluation techniques, legal and ethical considerations.
SPSY 663. Professional Ethics. 3 Credits.
Focuses on the study of current ethical standards of professional practice for school psychologists and behavior analysts.
SPSY 671. Behavioral Assessment. 4 Credits.
Principles, techniques, and conceptual and practical issues in behavioral assessment; applied aspects include data gathering and interpretation as well as report writing.
SPSY 672. Intellectual Assessment. 4 Credits.
Covers individual assessment of learning aptitude. Includes administering, scoring, and interpreting intelligence tests as well as report writing. Reviews theories of intelligence.
SPSY 674. Educational Assessment. 4 Credits.
Methods of educational assessment designed to develop and evaluate instructional interventions; topics include systematic observations, curriculum-based assessment, and teacher interviews.
SPSY 690. School Psychology Research Seminar: [Topic]. 1-4 Credits.
Students develop foundational knowledge and applied research skills through participation in a faculty-led research team. The focus of research activities will draw upon faculty expertise and current research.Repeatable up to seventeen times for a maximum of 72 credits.
SPSY 691. Supervised College Teaching. 2 Credits.
Students develop school psychology teaching and clinical supervision competencies through a faculty-supervised college teaching experience.Repeatable three times for a maximum of 8 credits.
Prereq: SPSY 662 Foundations of Clinical Supervision is a prerequisite course for any supervised college teaching experience involving the provision of clinical supervision to others. Students must apply for supervised college teaching experiences following procedures outlined in the current SPSY Program Handbook.
SPSY 692. Professional Competencies Portfolio. 1 Credit.
Students develop a professional competencies portfolio documenting the knowledge and skills needed for school psychologist licensure. The portfolio is the SPSY Master’s Program capstone project, and reflects competencies acquired by the student across program coursework, field experiences, research teams, professional leadership and service activities.
SPSY 695. Introductory Field Studies. 1 Credit.
Students will gain exposure to educational practices in school systems, the roles and functions of school psychologists, and school psychological service delivery across domains of professional practice. Guest speakers will provide perspectives from educational researchers and school psychologists in the field.Repeatable two times for a maximum of 3 credits.
SPSY 698. School-Based Practicum. 3 Credits.
Students complete a supervised practicum in which they deliver comprehensive school psychological services in PreK-12 school settings. Students develop the knowledge and skill competencies required to progress to internship.Repeatable twice for a maximum of 9 credits.
Prereq: SPED 528, SPED 540, SPSY 630, SPSY 661, SPSY 663, SPSY 671, SPSY 672, SPSY 674, SPSY 795.SPSY program practicum application approved by the SPSY Practicum Coordinator, Pass TSPC and COE background checks
SPSY 699. Internship. 3 Credits.
Students complete a supervised internship, in which they deliver comprehensive school psychological services in PreK-12 schools and/or clinical settings. Students develop the knowledge and skill competencies required for professional licensure.Repeatable three times for a maximum of 12 credits.
Prereq:SPSY 798, Pass TSPC and COE background checks, Written internship plan approved by the SPSY Internship Coordinator
SPSY 704. Internship: [Topic]. 1-15 Credits.
Repeatable.
SPSY 706. Special Problems: [Topic]. 1-16 Credits.
Repeatable.
SPSY 709. Practicum: [Topic]. 1-16 Credits.
Repeatable.
Special Education Courses
SPED 198. Workshop: [Topic]. 1-2 Credits.
Repeatable.
SPED 401. Research: [Topic]. 1-12 Credits.
Repeatable.
SPED 405. Reading and Conference: [Topic]. 1-21 Credits.
Repeatable.
SPED 406. Field Studies: [Topic]. 1-16 Credits.
Repeatable.
SPED 407. Seminar: [Topic]. 1-5 Credits.
Repeatable. Topics include Collaborative Team, Introduction to Talented and Gifted, Introduction to Developmental Disabilities.
SPED 408. Workshop: [Topic]. 1-21 Credits.
Repeatable.
SPED 409. Practicum: [Topic]. 1-21 Credits.
Recent topics include Special Education, Talented and Gifted. Repeatable.
SPED 410. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
SPED 411. Foundations of Disability I. 3 Credits.
Categorical and cross-categorical survey of information about exceptional children and youths. Topics include history, etiology, identification, classification, legislation, alternate program delivery systems.
SPED 415. Diversity and Special Education. 3 Credits.
Provides an overview of issues pertaining to diversity in special education. Topics include race, ethnicity, culture, and disability in a sociopolitical and historical context.
SPED 422. Special Education Mathematics Instruction. 4 Credits.
Systematic instruction of mathematics skills for students with disabilities: assessment, planning, curriculum modification, diagnosis and remediation of persistent error patterns, evaluation.
SPED 426. Behavior and Classroom Management. 4 Credits.
Provides behavior management procedures for a variety of educational environments. Emphasizes functional assessment-based behavior support planning, classroom management, and principles of applied behavior analysis.
SPED 428. Special Education Law. 3 Credits.
This course provides students with knowledge of standards and ethics for professional practice, historical and current case law and legislation, and application of legal principles related to special education services in school settings.
SPED 431. Introduction to Learning Disabilities. 3 Credits.
Introduces major topics, issues, and trends in learning disabilities. Addresses the history, definitions, etiologies, theories, characteristics, instructional interventions, and service-delivery models.
SPED 432. Introduction to Behavioral Disorders. 3 Credits.
Introduces the characteristics and education of children and youth who have emotional and behavioral disorders.
Prereq: SPED 411.
SPED 436. Advanced Behavior and Classroom Management. 3 Credits.
Emphasizes functional assessment-based behavior support planning, individual education plans (IEPs), and effective behavior support systems for a variety of educational environments.
Prereq: SPED 426.
SPED 440. Early Literacy for Diverse Learners. 4 Credits.
Focuses on designing and evaluating instruction in the areas of reading and writing for preschool- to early elementary-aged students with disabilities. Sequence with SPED 441, 442, 443.
SPED 441. Intermediate Literacy for Diverse Learners. 4 Credits.
Focuses on designing and evaluating instruction in the areas of reading and writing for late elementary- to middle school-aged students with disabilities. Sequence with SPED 440, 442, 443.
Prereq: SPED 440.
SPED 442. Adolescent Literacy for Diverse Learners. 4 Credits.
Focuses on designing and evaluating instruction in the areas of reading and writing for middle school- and high school-aged students with disabilities. Sequence with SPED 440, 441, 443.
Prereq: SPED 441.
SPED 443. Supporting Students with Low-Incidence Disability. 4 Credits.
Provides skills on how to plan, coordinate, deliver, and evaluate evidence-based instruction for students with low-incidence disabilities. Sequence with SPED 440, 441, 442.
Prereq: SPED 442.
SPED 488. Professional Practices: [Topic]. 1-3 Credits.
Helps students critically assess their fieldwork and integrate fieldwork and course work in the wider context of the school experience. Repeatable twice.
Coreq: SPED 406 or 409.
SPED 503. Thesis. 1-9 Credits.
Repeatable.
SPED 507. Seminar: [Topic]. 1-5 Credits.
Repeatable. Topics include Collaborative Team, Introduction to Talented and Gifted, Introduction to Developmental Disabilities.
SPED 508. Workshop: [Topic]. 1-21 Credits.
Repeatable.
SPED 510. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
SPED 511. Foundations of Disability I. 3 Credits.
Categorical and cross-categorical survey of information about exceptional children and youths. Topics include history, etiology, identification, classification, legislation, alternate program delivery systems.
SPED 515. Diversity and Special Education. 3 Credits.
Provides an overview of issues pertaining to diversity in special education. Topics include race, ethnicity, culture, and disability in a sociopolitical and historical context.
SPED 522. Special Education Mathematics Instruction. 4 Credits.
Systematic instruction of mathematics skills for students with disabilities: assessment, planning, curriculum modification, diagnosis and remediation of persistent error patterns, evaluation.
SPED 526. Behavior and Classroom Management. 4 Credits.
Provides behavior management procedures for a variety of educational environments. Emphasizes functional assessment-based behavior support planning, classroom management, and principles of applied behavior analysis.
SPED 528. Special Education Law. 3 Credits.
This course provides students with knowledge of standards and ethics for professional practice, historical and current case law and legislation, and application of legal principles related to special education services in school settings.
SPED 531. Introduction to Learning Disabilities. 3 Credits.
Introduces major topics, issues, and trends in learning disabilities. Addresses the history, definitions, etiologies, theories, characteristics, instructional interventions, and service-delivery models.
SPED 532. Introduction to Behavioral Disorders. 3 Credits.
Introduces the characteristics and education of children and youth who have emotional and behavioral disorders.
Prereq: SPED 411/511.
SPED 536. Advanced Behavior and Classroom Management. 3 Credits.
Emphasizes functional assessment-based behavior support planning, individual education plans (IEPs), and effective behavior support systems for a variety of educational environments.
Prereq: SPED 426/526.
SPED 540. Early Literacy for Diverse Learners. 4 Credits.
Focuses on designing and evaluating instruction in the areas of reading and writing for preschool- to early elementary-aged students with disabilities. Sequence with SPED 541, 542, 543.
SPED 541. Intermediate Literacy for Diverse Learners. 4 Credits.
Focuses on designing and evaluating instruction in the areas of reading and writing for late elementary- to middle school-aged students with disabilities. Sequence with SPED 540, 542, 543.
Prereq: SPED 540.
SPED 542. Adolescent Literacy for Diverse Learners. 4 Credits.
Focuses on designing and evaluating instruction in the areas of reading and writing for middle school- and high school-aged students with disabilities. Sequence with SPED 540, 541, 543.
Prereq: SPED 541.
SPED 543. Supporting Students with Low-Incidence Disability. 4 Credits.
Provides skills on how to plan, coordinate, deliver, and evaluate evidence-based instruction for students with low-incidence disabilities. Sequence with SPED 540, 541, 542.
Prereq: SPED 542.
SPED 588. Professional Practices: [Topic]. 1-3 Credits.
Helps students critically assess their fieldwork and integrate fieldwork and course work in the wider context of the school experience. Repeatable twice.
Coreq: SPED 606 or 609.
SPED 601. Research: [Topic]. 1-6 Credits.
Repeatable.
SPED 602. Supervised College Teaching. 1-9 Credits.
Repeatable.
SPED 603. Dissertation. 1-16 Credits.
Repeatable.
SPED 605. Reading and Conference: [Topic]. 1-16 Credits.
Repeatable.
SPED 606. Field Studies: [Topic]. 1-6 Credits.
Repeatable.
SPED 607. Seminar: [Topic]. 1-5 Credits.
Repeatable. Recent topics include Advanced Applied Behavioral Analysis, Doctoral Orientation, Program Evaluation, Project Aim.
SPED 608. Workshop: [Topic]. 1-10 Credits.
Repeatable.
SPED 609. Practicum: [Topic]. 1-16 Credits.
Topics include Classroom Consultation; College Teaching; Elementary I,II; Program Evaluation; Research. Repeatable.
SPED 610. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
SPED 622. History of Special Education and Disability. 3 Credits.
Historical context for contemporary issues in understanding and supporting the lives of people with disabilities and their families.
SPED 625. Final Supervised Field Experience. 1-15 Credits.
Repeatable.
SPED 626. Grant Writing. 1-3 Credits.
Provides structure and guidance in developing a grant proposal.
SPED 628. Law and Special Education. 3 Credits.
Knowledge of current case law and legislation, sensitivity to legal issues, application to legal principles related to special education services in school settings.
SPED 633. Transition Planning and Instruction I. 3 Credits.
Focuses on preparing youth for postsecondary education and training. Development of skills for using assessment-planning and content-instruction strategies to assist students with disabilities. Sequence with SPED 634.
SPED 634. . 3 Credits.
Focuses on strategies for improving employment and independent-living skills; using individualized assessment and planning strategies, curriculum and instructional strategies, and program delivery to assist students with disabilities. Sequence with SPED 633.
SPED 655. Supervised Field Experience. 3-9 Credits.
Provides practical experience in teaching students with disabilities in a public-school setting under the direction of cooperating teachers and university supervisors. Repeatable up to seven times for a total of 24 credits.
SPED 660. Design of Instruction. 4 Credits.
Design, development, and evaluation of instructional materials for children with disabilities. Emphasis on analysis and construction of instructional sequences for various learning tasks.
SPED 680. Foundations in Early Childhood and Early Intervention. 3 Credits.
Conceptual underpinnings and practical application of an approach to early intervention that links assessment, intervention, and evaluation.
SPED 681. Early Intervention for Diverse Families. 3 Credits.
Covers procedures for family assessment, intervention, and evaluation. Addresses adult communication and management strategies.
SPED 682. Assessment and Evaluation. 3 Credits.
Presents assessment and evaluation materials used in early intervention programs and provides methods for using these materials.
SPED 683. Curriculum in Early Childhood and Early Intervention. 3 Credits.
Presents curricular materials covering development from birth to six years. Discusses procedures for use and modification.
SPED 686. Autism in Early Intervention. 2-3 Credits.
Information is given regarding the etiology of autism, diagnostic/evaluation procedures and current evidence-based strategies for supporting young children with autism spectrum disorder and their families.
SPED 687. Early Intervention Methods I. 1-3 Credits.
Provides practical information for conducting program-relevant assessments using curriculum-based assessment tools and for developing individualized family service plans.
SPED 688. Early Intervention Methods II. 1-3 Credits.
Provides opportunity to develop effective intervention skills to use with young children who are at risk and disabled and with their families.
SPED 689. Early Intervention Methods III. 1-2 Credits.
Focuses on advanced methods in early intervention, including special handling and management techniques.
SPED 706. Special Problems: [Topic]. 1-6 Credits.
Repeatable.
SPED 707. Seminar: [Topic]. 1-5 Credits.
Repeatable.
SPED 708. Workshop: [Topic]. 1-6 Credits.
Repeatable.
SPED 709. Practicum: [Topic]. 1-6 Credits.
Repeatable.