Faculty

Linda Albi, research assistant (personnel preparation, supervision). B.A., 1995, M.S., 1997, Oregon. (1998)

Richard W. Albin, senior research associate with title of associate professor (research design, programming and instruction, instructional technology). B.A., 1969, Rochester; M.A., 1973, Illinois; Ph.D., 1986, Oregon. (1986)

Melissa M. Allen, adjunct assistant professor. B.A., 1992, M.S., 1999, Ph.D., 2003, Oregon. (2003)

Susan Boettcher, instructor; clinic supervisor. B.S., 1988, Montana State; M.S., 1995, West Virginia. (1999)

Michael D. Bullis, Sommerville-Knight Professor (secondary special education, transition, adult services); dean. B.P.E., 1973, M.S., 1978, Purdue; Ph.D., 1983, Oregon. (1995)

David Chard, associate professor (early literacy, mathematics, learning disabilities); associate dean. B.S., 1985, Central Michigan; Ph.D., 1995, Oregon. (2000)

Jantina Clifford, adjunct assistant professor (developmental screening, instrumental development, personnel preparation). B.A., 1985, M.A., 1988, M.S., 1999, Ph.D., 2006, Oregon. (2006)

Thomas J. Dishion, professor (clinical psychology, prevention). B.A., 1977, California, Santa Barbara; M.A., 1984, Ph.D., 1988, Oregon. (1995)

Bonnie Doren, research associate with title of assistant professor (self-determination, career development, transition issues). B.S., 1982, State University of New York, Binghamton; Ph.D., 1987, Temple (Philadelphia). (1988)

Debra C. Eisert, research associate with title of associate professor (pediatric psychology, applied developmental psychology). B.A., 1975, Pacific Lutheran; Ph.D., 1978, Nebraska, Lincoln. (1984)

K. Brigid Flannery, senior research associate with title of assistant professor (teacher training, transition issues). B.A., 1975, Marian; M.Ed., 1978, Illinois at Urbana-Champaign; Ph.D., 1992, Oregon. (1989)

Roland H. Good III, associate professor (psychoeducational assessment, multivariate statistics). B.S., 1977, M.S., 1981, Ph.D., 1985, Pennsylvania State. (1988)

Steve Gorsek, courtesy instructor. B.A., 1987, M.A., 1989, California State, Fresno. (2007)

Donna Graville, assistant professor. B.S., 1985, M.S., 1989, Portland State; Ph.D., 1997, Oregon. (1998)

Beth Harn, assistant professor (learning disabilities, assessment, instructional design). B.A., 1991, M.S., 1994, California State, Fresno; Ph.D., 2000, Oregon. (2006)

Lisa Hellemn, research assistant (teacher training, supervision); practicum coordinator. B.Mus.Ed., 1986, Willamette; Ph.D., 1991, Oregon. (1993)

Cynthia M. Herr, research associate with title of assistant professor (autism, learning disabled adults, secondary and postsecondary education). B.A., 1972, Gettysburg; M.A., 1973, Ph.D., 1979, Oregon. (1985)

Linda J. Hesketh, adjunct assistant professor. B.A., 1979, M.S., 1983, Washington (Seattle); Ph.D., 1996, Wisconsin, Madison. (2001)

Robert H. Horner, Alumni-Knight Professor (behavior management, research design, applied behavior analysis); director, Educational Community Supports. B.A., 1971, Stanford; M.S., 1975, Washington State; Ph.D., 1978, Oregon. (1976)

Kathleen Jungjohann, senior instructor (teacher training, supervision, instructional design). B.A., 1972, California, Santa Barbara; M.A., 1980, Oregon. (1988)

Edward J. Kame’enui, Dean-Knight Professor (learning disabilities, instructional design). B.A., 1970, Pacific; M.S., 1977, Ph.D., 1980, Oregon. (1988)

Johanna Larson, instructor (American Sign Language). B.A., 1984, California State, Northridge; M.S. 2004, Idaho State. (1999)

Melanie MacKinnon, instructor; clinic supervisor. B.A., 1981, M.A., 1985, South Carolina. (1999)

Emma Martin, senior instructor (behavior disorders, effective school practices). B.S., 1975, Eastern Montana; M.S., 1980, Ph.D., 2001, Oregon. (2001)

Karen McLaughlin, adjunct assistant professor. B.A., 1991, Colorado, Boulder; M.A., 1996, Ph.D., 2001, Oregon. (2000)

Kenneth W. Merrell, professor (social-emotional assessment, school-based mental health services, at-risk children and youth). B.S., 1982, Oregon State; M.S., 1984, Oregon; Ed.S., 1985, Idaho; Ph.D., 1988, Oregon. On leave 2007–8. (2001)

Christopher J. Murray, associate professor (secondary special education and transition). B.A., 1989, University of Maryland, College Park; M.Ed., 1992, Howard; Ph.D., 1998, Washington (Seattle). (2006)

Marilyn A. Nippold, HEDCO Professor in Communication Disorders and Sciences (language development and disorders in school-age children and adolescents). B.A., 1972, California, Los Angeles; M.A., 1976, California State, Long Beach; Ph.D., 1982, Purdue. (1982)

Deborah Olson, research associate with title of assistant professor (violence, women with disabilities, disability studies). B.A. 1974, M.S.Ed., 1975, Wisconsin, Superior; Ph.D., 1991, Syracuse. (1988)

Kathleen Roberts, research associate with title of assistant professor (pediatric audiology, otitis media, newborn hearing screening). B.A., 1978, California, Santa Barbara; M.A., 1981, Cincinnati; Ph.D., 1993, Oregon. (1993)

Terrance M. Scott, associate professor (positive behavior supports). B.S., 1994, Oregon; M.S., 1990, Portland State; Ph.D., 1994, Oregon. (2006)

Marlene W. Shapiro, clinic supervisor. B.S., 1983, Oregon; M.S., 1987, Washington (Seattle). (2001)

McKay Moore Sohlberg, associate professor (neuroanatomy, neurophysiology, traumatic brain injury). B.A., 1982, Stanford; M.S., 1984, Ph.D., 1990, Washington (Seattle). (1995)

Jeffrey R. Sprague, senior research associate with title of professor (severe behavior disorders, personal development, social integration). B.S., 1980, M.S., 1981, Ph.D., 1990, Oregon. (1994)

Jane Kaplan Squires, senior research associate with title of professor (infant development, program evaluation, assessment). B.A., 1971, Stanford; M.A., 1973, Saint Mary’s; Ph.D., 1988, Oregon. (1988)

Tary Tobin, research associate (schoolwide discipline, behavior disorders, functional assessment). B.S., 1970, M.Ed., 1990, Ph.D., 1996, Oregon. (1990)

Anne Todd, senior research assistant (curricular adaptations, specially designed individualized instruction, function-based positive behavioral support). B.Ed., 1979, M.S., 1997, Oregon. (1982)

Elizabeth Twombly, senior research assistant (screening, infant mental health). B.A., 1983, Colorado; M.S., 1991, Oregon. (1990)

Deanne Unruh, research associate (secondary special education and transition, high-risk adolescents, program evaluation). B.S., 1985, M.S., 1991, Kansas; Ph.D., 2001, Oregon. (2001)

Heidi von Ravensberg, research associate; community outreach liaison. M.B.A., 1995, J.D., 1994, Oregon. (2000)

Hill M. Walker, professor (behavior disorders, behavior management, social skills); director, Center on Human Development. B.A., 1962, Eastern Oregon; M.A., 1964, Ph.D., 1967, Oregon. (1966)

Angela Whalen, instructor (instructional consultation, early literacy); practicum coordinator, special education. B.S., 1996, St. Thomas; Ph.D., 2002, Oregon. (2003)

Mary Ann Winter-Messiers, research assistant (autism, teacher training). B.A., 1980, Oregon; Maitrise, 1987, Sorbonne. (2003)

Tina Zornes-LeFever, clinic director (dysphagia and neurogenic rehabilitation). B.S., 1992, M.S., 1996, Oregon. (2006)

Courtesy

Scott K. Baker, courtesy research associate (assessment, second-language barriers, reading interventions). B.A., 1981, Califonia State, Long Beach; M.S., 1984, Western Washington; Ph.D., 1993, Oregon. (2002)

Jane Carter, courtesy assistant professor (behavior and classroom management, at-risk students). B.A., 1978, San Diego State; M.S., 1980, Ph.D., 1989, Oregon. (1988)

Siegfried E. Engelmann, courtesy professor (teaching low-performing learners, instructional design, supervision). B.A., 1955, Illinois. (1970)

Ruth Kaminski, courtesy assistant professor (school psychology and early childhood education). B.S., 1975, Pennsylvania State; M.S., 1984, Ph.D., 1992, Oregon. (1989)

LeRoy J. Marler, courtesy instructor (behavioral assessment). B.S., 1970, Eastern Oregon State; M.Ed., 1980, Washington State; Ed.S., 1985, Idaho. (2007)

John R. Seeley, courtesy assistant professor (mood disorders, Internet-based behavioral health intervention, research design and program evaluation). B.S., 1985, M.S., 1991, Ph.D., 2001, Oregon. (2004)

Randall S. Sprick, courtesy professor (behavior management, behavioral consultation, classroom supervision). B.S., 1973, Portland State; M.S., 1974, Ph.D., 1979, Oregon. (1973)

Emeriti

Barbara D. Bateman, professor emerita. B.S., 1954, Washington (Seattle); M.A., 1958, San Francisco State; Ph.D., 1962, Illinois; J.D., 1976, Oregon. (1966)

Diane D. Bricker, professor emerita. B.A., 1959, Ohio State; M.S., 1965, Oregon; Ph.D., 1970, George Peabody. (1978)

Ned J. Christensen, professor emeritus. B.A., 1954, M.A., 1955, Brigham Young; Ph.D., 1959, Pennsylvania State. (1962)

V. Knute Espeseth, associate professor emeritus. B.S., 1955, North Dakota State Teachers; M.S., 1961, North Dakota; Ph.D., 1965, Wisconsin, Madison. (1964)

Russell M. Gersten, professor emeritus. B.A., 1967, Brandeis; Ph.D., 1978, Oregon. (1977)

Elizabeth G. Glover, assistant professor emerita. B.S., 1959, Tufts; M.S., 1963, Ed.D., 1974, North Carolina, Greensboro. (1964)

Andrew S. Halpern, professor emeritus. B.A., 1961, Carleton; M.A., 1963, Yale; Ph.D., 1966, Wisconsin, Madison. (1970)

Richard J. Rankin, professor emeritus. B.A., 1953, M.A., 1954, Ph.D., 1957, California, Berkeley. (1966)

George Sheperd, professor emeritus. B.S., 1955, M.A., 1958, Colorado State; Ed.D., 1965, Illinois. (1965)

Kenneth Viegas, associate professor emeritus. B.S., 1956, Oregon; M.S.W., 1963, California, Berkeley. (1967)

Ruth Waugh, professor emerita. B.S., 1957, Southern Oregon State; M.S., 1963, Ph.D., 1971, Oregon. (1963)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

Participating

Gerald Tindal, educational leadership

About the Department

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 minor in special education.

Undergraduate Studies [back to top]

Communication Disorders and Sciences Major

Kathleen Roberts, Director

(541) 346-2480

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 communication disorders and sciences 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 general and special education.

Students can earn a bachelor of science (B.S.) or bachelor of arts (B.A.) degree with a major in communication disorders and sciences. Both degrees require at least 82 credits: 56 in communication disorders and sciences and at least 26 credits in other course work. Students must maintain a minimum GPA of 2.50 in university course work and 3.00 in communication disorders and sciences course work. Majors must complete a speech-language-hearing screening during fall term of junior and senior years.

The goals of the program are to provide students opportunities to learn about

1. Anatomical-physiological bases of speech, language, and hearing

2. Physical properties of speech (acoustics and phonetics)

3. Role of biology, cognition, environment, and culture in language acquisition

4. Development of speech and language

5. Speech, language, and hearing disorders across the life span

6. Assessment and treatment procedures for individuals with speech, language, and hearing disorders

7. Professional issues in speech-language-­pathology and audiology

Major Requirements

Majors must also complete a minimum of 26 credits from approved courses in educational studies, family and human services, linguistics, psychology, or special education. A list of courses is available from the program secretary or undergraduate adviser.

Program Plan

Freshman and Sophomore Years. Meet with the department’s undergraduate adviser to develop an academic program plan and ensure that general university requirements and communication disorders and sciences prerequisites are met, including mathematics, ASL 101, LING 150, CDS 201, and the sciences.

Junior Year. CDS 411, 442, 443, 444, 450, 460, 461 or 462.

Senior Year. CDS 451, 457, 458, 459, 461 or 462.

Special Education Minor

Deborah Olson, Coordinator

(541) 346-2483

The minor in special education is for students who plan to pursue a career teaching in general or special education, want to work in nonschool settings with individuals who have disabilities, or investigate issues concerning the disabled. The minor offers two options: educational services and disability studies.

Students planning a career in teaching or in direct service or rehabilitation agencies should take the educational services option. The elective course work and field studies focus on classroom settings or agencies providing help for children or adults with disabilities. This option assists students interested in applying to a graduate program leading to a teaching license.

The disability studies option takes an interdisciplinary approach. Students from disciplines such as English, comparative literature, law, journalism, architecture, arts administration, business, or planning, public policy and administration can augment these studies with a focus on related issues concerning people with disabilities. This option provides an enhanced understanding of disability perspectives and issues in students’ chosen professions.

The special education minor requires 24 credits, 10 of which are required courses regardless of the option. Fourteen approved electives will depend on the option chosen.

Application and Admission

Before applying to the minor program, students must complete a foundation course in disability with a grade of mid-B or better. Students apply to the department and are assigned a minor adviser, who helps plan a course of study. Applications are available in the special education and clinical services office.

Graduate Studies [back to top]

Communication Disorders and Sciences

Kathleen Roberts, Director

(541) 346-2480

(541) 346-2564 fax

211 Education Building

cds@uoregon.edu

http://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.

The communication disorders and sciences major leads to a master of arts (M.A.) or master of science (M.S.) degree. The M.A. requires the equivalent of two years of a second language. 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. Every student completes an evidence-based practice project, equivalent to a master’s thesis, that integrates research and applied clinical experience. All work applicable to a program of study must be concluded within seven years. A minimum cumulative GPA of 3.00 is required for graduation.

The master of education (M.Ed.) program in communication disorders and sciences is inactive.

Application and Admission

The number of students admitted each year varies according to available resources. On the average, the communication disorders and sciences program admits twenty-five 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; applicants should have a combined verbal-quantitative score of at least 900.

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 250 or above for the computer 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 February 1 for entry the following September.

Master’s Degree and ASHA Certification Requirements

ASHA Requirements

In addition to the core master’s degree requirements, additional course work may be needed to fulfill ASHA certification requirements.

Doctoral Degree

The doctoral degree (Ph.D.) 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.

The doctor of education (D.Ed.) degree program is inactive.

Degree Requirements

A total of 75 credits are required beyond the master’s degree. This includes the 18 credits taken as part of dissertation research. A minimum of 21 credits are taken in the student’s area of specialization (e.g., child or adult language disorders). At least 18 credits must be taken in communication disorders and sciences courses.

At least 9 credits are required in a collateral area—a combination of courses that have a substantive commonality—that may involve courses in more than one academic department.

At least 18 credits must be completed in research design, statistics, and measurement. Required course work in this area includes a three-term sequence of doctoral-level statistics, and at least three additional courses in research design, measurement, or grant development.

At least 3 credits are completed as part of a predissertation research project. Doctoral students must conduct a research project under the direction of a communication disorders and sciences faculty member before beginning the dissertation.

At least 6 credits are completed in classroom instruction.

Candidates must pass a comprehensive examination that consists of (1) three preliminary papers, (2) a sixteen-hour written examination, and (3) an oral examination. The three preliminary papers must be completed before taking the written exam.

When students have successfully completed all the academic requirements and the comprehensive examination, they are advanced to candidacy and can begin work on the dissertation.

Application and Admission

Students should have a GPA of at least 3.50 and a GRE score of at least 1,000 (combined quantitative and verbal scores). Applicants are reviewed by the admissions committee, and those with lower scores are considered if other supporting evidence (letters of recommendation, research, or work experience) is outstanding.

Applicants submit three letters of recommendation from individuals familiar with the applicant’s academic background and aptitude for doctoral work in speech-language pathology. The letters should specify in detail the applicant’s capabilities for doctoral study. Applicants also submit a résumé or vita describing their educational and work experience and a letter describing research interests and professional goals. In addition, applicants must have an interview with UO faculty members in the student’s area of specialization.

Most applicants have a master’s degree and their certificate of clinical competence upon admission. Neither are required for admission.

Upon admission and in consultation with the student, an academic adviser is selected, taking into account the student’s personal and professional goals. This adviser chairs the student’s advisory committee.

Special Education

David Chard and K. Brigid Flannery, Codirectors

Master’s and doctoral degrees are offered under the special education major, with master’s specializations in early intervention–early childhood, early childhood–elementary, and middle-secondary; and doctoral specializations in special education or early intervention.

Graduates find positions in the United States and abroad that include working in community- and family-based programs; teaching kindergarten, school-age, and adult students; 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; teaching in colleges and universities; 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 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.

Licensure and endorsement programs prepare individuals to teach students with disabilities from birth to twenty-one.

Master’s Degree

Students can work toward a master of arts (M.A.), master of science (M.S.), or master of education (M.Ed.) degree in several areas of special education. For the M.A. degree the candidate must demonstrate proficiency in a second language. For the M.Ed. degree the candidate must have a valid teaching license and have completed at least one year of successful classroom teaching.

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 (D.Ed.) and doctor of philosophy (Ph.D.) degrees. The doctoral degree program provides 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 three or 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

Application for admission may be requested by telephone, mail, e-mail, or in person from the department office; it is also available on the college website. Students who are interested in more than one major offered by this department should indicate that on their admission applications, and their files will be reviewed by the relevant admission committees. Applications for summer session or fall term must be received by early January for doctoral applicants and by mid-February for master’s applicants.

School Psychology

Cindy Anderson, Director

175 Education Building

(541) 346-2412

http://spsy.uoregon.edu

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 and 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 preparation of school psychologists.

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 primary emphasis of the school psychology program is doctoral training, and students who are seeking a terminal master’s degree are seldom admitted. Students in the doctoral program may elect to earn a master’s degree as they work to complete their Ph.D. Doctoral students in school psychology may also earn a master’s degree in special education.

The master’s degree program in school psychology requires a minimum of 91 credits, and typically takes three years to complete, including a full-time internship for one academic year in a public school setting. The master’s program is approved by the Oregon Teacher Standards and Practices Commission, and graduates of this program meet State of Oregon licensure requirements. The program is designed to achieve the competencies established by the National Association of School Psychologists, and graduates of the program have been successful in receiving the Nationally Accredited School Psychologist certificate.

Doctoral Degree

The Ph.D. program typically requires five years of study beyond the bachelor’s degree, including a one-year supervised internship during the last year. 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. In addition to course requirements, doctoral students must pass comprehensive exams, advance to candidacy, and complete a dissertation.

The doctoral program requires a minimum of 164 credits, distributed as follows:

Application and Admission

Prospective applicants may request detailed admission policies and procedures and applications for admission from the department’s academic secretary, or find them on the College of Education’s website. Students are admitted for fall term only.

Applicants are evaluated on (1) academic record, (2) letters of recommendation, (3) résumé, (4) a statement of purpose in seeking admission, (5) an interview, and (6) Graduate Record Examinations (GRE) general test scores.

Application packets must include application forms, résumé, letters of recommendation, personal statement, and copies of transcripts. Completed applications must be received by January 5. Notices about the disposition of applications ­typically are mailed by February 15.

Licensure Programs [back to top]

The Department of Special Education and Clinical Sciences’s licensure programs in communication disorders, early intervention, school psychology, and special education meet requirements of the Oregon Teacher Standards and Practices Commission. 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

Kathleen Roberts, Director

(541) 346-2480

Students seeking an Oregon teaching license in communication disorders must have

1. An undergraduate degree or equivalent in communication disorders and sciences

2. Formal admission to the master’s degree program in communication disorders and sciences

3. Passing scores on

a. Preprofessional Skills Test (PPST) or California Basic Educational Skills Test (CBEST)

b. National Teachers Examination (NTE) Professional Knowledge test

c. Educational Testing Service (ETS) Praxis Examination in Speech-Language Pathology

4. An approved program leading to Teacher Standards and Practices Commission licensure. The approved program at the UO consists of a minimum of 63 credits in communication disorders and sciences course work, culminating in licensure and a master’s degree in communication disorders and sciences

The commission may have additional requirements that must be completed before a teaching license is issued. Direct questions about the licensure process to the student academic services office.

The Department of Special Education and Clinical Sciences offers initial and continuing endorsements with options for an add-on (level I) endorsement or a stand-alone (level II) endorsement.

Special Education—Early Intervention–Early Childhood Licensure and Endorsement

Jane Kaplan Squires, Coordinator

(541) 346-2634

The early intervention special education (EI) endorsement program prepares professionals to work with children from birth through age eight who have disabilities ranging from mild to severe. The program integrates didactic course work with practical experience. Full-time students can complete the program in four to six terms. The program can be completed as a 22-credit add-on endorsement (EI I) to an elementary or special education license or as a stand-alone endorsement (EI II).

Special Education—Early Childhood–Elementary Licensure or Endorsement

Emma Martin, Coordinator

(541) 346-2502

The endorsement and licensure program prepares special educators to work with students who have a variety of diagnostic labels (e.g., ­learning disabilities, at risk, behavior disorders, develop­mental disabilities, autism) in elementary schools. The program integrates theory and practice by synthesizing educational models from the research literature with empirically proven procedures.

Program goals are met through course work and field experiences organized around a set of roles and tasks that reflect the range and variety of disabilities and provide a framework for students to link university-based work to school-based work. The immediate application of learning in an applied setting allows students to refine and improve their skills in real contexts. Many of the classrooms used for practicum assignments participate in a variety of departmental research, innovation, and continuing professional development activities.

Students complete the program as an add-on endorsement to an existing license or as a stand-alone program that leads to an initial teaching license. Students can combine licensure studies with a master’s degree program.

Special Education—Middle-Secondary Licensure or Endorsement

Cynthia M. Herr, Coordinator

(541) 346-1410

This licensure-endorsement program prepares teachers to work with students with disabilities in middle and high school settings. The program provides students with the knowledge, values, and skills they need to implement a broad-based approach to helping youth with disabilities succeed in middle and high school settings and to be better prepared for the transition from school to work opportunities and postsecondary education. The program emphasizes self-determination, skilled teaching, technology, and contextual learning as keys for helping youth achieve high levels of academic and occupational excellence.

Practicum experiences take place in middle and high schools that have diverse student populations, teaching styles, and organizational formats.

Admissions and Application

Applicants must meet general university requirements for graduate admission including a bachelor’s degree from an accredited college or university and 3.00 grade point average (GPA). In addition, applicants must submit a formal department application including a statement of professional goals and experience, résumé, letters of recommendation, transcripts, and required test scores. Admissions requirements, application materials, and submission deadlines vary across programs. Specific information is available on the department website or through the department office.

Special Education Courses (SPED) [back to top]

198 Workshop: [Topic] (1–2R)

405 Reading and Conference: [Topic] (1–21R)

406 Field Studies: [Topic] (1–16R)

407/507 Seminar: [Topic] (1–5R) Topics include Collaborative Team, Introduction to Talented and Gifted, Introduction to Developmental Disabilities.

408/508 Workshop: [Topic] (1–21R)

409 Practicum: [Topic] (1–21R) Recent topics include Special Education, Talented and Gifted.

410/510 Experimental Course: [Topic] (1–5R)

411/511 Foundations of Disability I (3) Categorical and cross-categorical survey of information about exceptional children and youths. Topics include history, etiology, identification, classification, legislation, alternate program delivery systems. Web-based course.

412/512 Foundations of Disability II (3) Overview of special education and disability studies; social construction of disability; personal perspectives; societal imagery concerning disability.

421/521 Special Education Reading Instruction (4) Instructional procedures for designing and delivering reading instruction to special education students. Includes emergent literacy, assessment, primary and intermediate decoding and comprehension strategies, and monitoring progress. Prereq: SPED 411/511 or equivalent.

422/522 Special Education Mathematics Instruction (3) Systematic instruction of mathematics skills for students with disabilities: assessment, planning, curriculum modification, diagnosis and remediation of persistent error patterns, e­valuation.

423/523 Reading and Writing in Content Areas (3) Reading and writing strategies for low-performing students in general-education curriculum. Identifies key ideas of content-area subjects such as social studies, science, and health. Prereq: SPED 421/521.

426/526 Behavior and Classroom Management (4) 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.

427/527 Classroom Assessment Procedures (3) Focuses on analyzing and evaluating assessment and testing practices in the classroom, documenting student skills and knowledge, and interpreting program outcomes.

431/531 Introduction to Learning Disabilities (3) Introduces major topics, issues, and trends in learning disabilities. Addresses the history, definitions, etiologies, theories, characteristics, instructional interventions, and service-delivery models.

432/532 Introduction to Behavioral Disorders (3) Introduces the characteristics and education of children and youth who have emotional and behavioral disorders. Prereq: SPED 411/511.

433/533 Schoolwide Discipline (3). Describes features, principles, and procedures of schoolwide management and discipline. Prereq: SPED 426/526.

434/534 Educating Students with Behavioral Disorders (3) Provides overview of promising and preferred practices for educating children and youth who have emotional and behavioral disorders. Prereq: SPED 411/511, 426/526.

436/536 Advanced Behavior and Classroom Management (3) 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.

480/580 Providing Student Supports I (3) Activities and content emphasize supports needed by all learners. Focuses on provision of three kinds of support: behavioral and emotional, communication, and physical and medical.

488/588 Professional Practices (1–3R) Helps students critically assess their fieldwork and integrate fieldwork and course work in the wider context of the school experience. Coreq for undergraduates: SPED 406 or 409; for graduates: SPED 606 or 609. R twice.

503 Thesis (1–9R)

601 Research: [Topic] (1–6R)

602 Supervised College Teaching (1–9R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–16R)

606 Field Studies: [Topic] (1–6R)

607 Seminar: [Topic] (1–5R) Recent topics include Advanced Applied Behavioral Analysis, Doctoral Orientation, Program Evaluation, Project Aim.

608 Workshop: [Topic] (1–10R)

609 Practicum: [Topic] (1–16R) Topics include Classroom Consultation; College Teaching; Elementary I,II; Program Evaluation; Research.

610 Experimental Course: [Topic] (1–5R)

611 Middle-Secondary Reading (3) Instructional strategies and content for reading instruction that meets the needs of middle and high school students with disabilities.

612 Middle-Secondary Writing (3) Instructional strategies and content for writing instruction that meets the needs of middle and high school students with disabilities.

613 Adolescent Development and Transition (3) Overview of theories and research on adolescent development emphasizing similarities and differences between students with and without disabilities.

614 School to Careers (3) Issues and strategies for preparing adolescents and young adults with disabilities for the transition from school to future careers and continuing education.

615 Transition Assessment and Planning (3) Overview and strategies of transition planning for youth with disabilities includes features, supports, resources, and incorporation into the individual education plan (IEP).

622 History of Special Education and Disability (3) Historical context for contemporary issues in understanding and supporting the lives of people with disabilities and their families.

623 Ways of Knowing (3) Structured and guided examination of the features and requirements of the scientific process.

624 Advanced Applied Behavior Analysis (3) Skills, practice, and knowledge in advanced experimental and applied behavior analysis theory and methods.

625 Final Supervised Field Experience (1–15R)

626 Grant Writing (1–3) Provides structure and guidance in developing a grant proposal.

627 Introduction to Research Design and Quantitative Methods (3) In-depth introduction to the research process.

628 Law and Special Education (3) Knowledge of current case law and legislation, sensitivity to legal issues, application to legal principles related to special education services in school settings.

632 Collaborative Educational Planning (3) Collaborating to (1) identify unique needs of individuals with disabilities and establish legally correct, educationally useful IEPs, and (2) use knowledge of effective interventions to meet needs. Prereq: SPED 628 or equivalent.

655 Supervised Field Experience (5–12R) Provides practical experience in teaching students with disabilities in a public-school setting under the direction of cooperating teachers and university supervisors.

660 Design of Instruction (4) Design, development, and evaluation of instructional materials for children with disabilities. Emphasis on analysis and construction of instructional sequences for various learning tasks.

664 Multimethod Inquiry in Education (4) Systematic inquiry to generate information that allows effective professional decision-making.

665 Qualitative Research in Education I (3) Focuses on the knowledge tradition of interpretive inquiry and qualitative methods.

666 Qualitative Research in Education II (3) Focuses on applying qualitative research methods through the implementation of a research study. Prereq: SPED 665.

667 Single-Subject Research Methods I (3) Basic strategies for applied special education research. Emphasis on critically analyzing research reports as consumers and on designing, conducting, and reporting research.

668 Single-Subject Research Methods II (3) Covers general methodological concerns regarding the use of single-subject designs. Provides information on the implementation and evaluation of specific design strategies. Prereq: SPED 667.

680 Foundations in Early Childhood and Early Intervention (3) Conceptual underpinnings and practical application of an approach to early intervention that links assessment, intervention, and evaluation.

681 Family-Guided Early Intervention (3) Covers procedures for family assessment, intervention, and evaluation. Addresses adult communication and management strategies.

682 Assessment and Evaluation (3) Presents assessment and evaluation materials used in early intervention programs and provides methods for using these materials.

683 Curriculum in Early Childhood and Early Intervention (3) Presents curricular materials covering development from birth to six years. Discusses procedures for use and modification.

687 Early Intervention Methods I (1–3) Provides practical information for conducting program-relevant assessments using curriculum-based assessment tools and for developing individualized family service plans.

688 Early Intervention Methods II (1–3) Provides opportunity to develop effective intervention skills to use with young children who are at risk and disabled and with their families.

689 Early Intervention Methods III (1–2) Focuses on advanced methods in early intervention, including special handling and management techniques.

690 Early Intervention Methods IV (1–2) Develops advanced intervention skills to use with young children who are at risk and disabled and with their families.

706 Special Problems: [Topic] (1–6R)

707 Seminar: [Topic] (1–5R)

708 Workshop: [Topic] (1–6R)

709 Practicum: [Topic] (1–6R)

Communication Disorders and Sciences Courses (CDS) [back to top]

210 Communication Disorders in Society and Media (4) Survey of communication disorders and differences, comparing individual and social-cultural perspectives through popular media and real case examples.

405 Reading and Conference: [Topic] (1–3R)

407/507 Seminar: [Topic] (1–3R)

409 Practicum: [Topic] (1–7R)

410/510 Experimental Course: [Topic] (1–6R)

411 Clinical Observation (3) Provides fundamental principles and procedures, for the beginning clinician, for treating people who have communication disorders. Provides opportunities to observe therapy sessions.

442/542 Anatomy and Physiology of Speech Mechanism (4) Study of anatomy, physiology, and neurology of speech and language processes.

443/543 Acoustics of Speech (4) Acoustic measurement and analysis of sound production and reception in human communication.

444/544 Clinical Phonetics (4) 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.

450/550 Introduction to Language Development (4) Primary focus on the development of phonology, morphology, syntax, semantics, pragmatics, and literacy. Prereq: LING 150 and WR 122 or 123.

451/551 Later Language Development (4) Promotes an in-depth study of language development in school-age children, adolescents, and young adults (ages 6–20 years). Sequence. Prereq: CDS 450.

457/557 Fundamentals of Audiology (4) Anatomy and physiology of hearing and vestibular systems; causes, types, and symptomatologies of hearing impairment.

458/558 Audiological Assessment (4) 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.

459/559 Audiological Rehabilitation (4) Rehabilitation of hearing impairments; use of amplification, auditory training, and assisted listening devices; psychosocial aspects of hearing impairments. Prereq: CDS 458/558.

460/560 Developmental Disorders in Communication (4) Explores growth and developmental disorders that cause or contribute to child and adult speech, language, fluency, and auditory impairments.

461/561 Structural Disorders of Communication (4) Explores physical problems that cause or contribute to child and adult speech, language, and auditory impairments. Prereq: EDLD 450/550. Offered alternate years.

462/562 Neurogenic Disorders of Communication (4) Explores neurologic disorders that cause or contribute to child and adult speech, language, voice, and auditory impairments. Prereq: EDLD 450/550. Offered alternate years.

503 Thesis (1–15R)

601 Research: [Topic] (1–9R)

602 Supervised College Teaching (1–9R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–3R)

606 Special Problems: [Topic] (1–16R)

607 Seminar: [Topic] (1–3R) Topics include Multicultural Issues in Communication Disorders and Sciences, Dysphagia, Professional Ethics.

608 Workshop: [Topic] (1–16R)

609 Practicum: [Topic] (1–16R)

610 Experimental Course: [Topic] (1–5R)

611 Clinical Methods (1) Provides methodology behind the sound clinical practices and fundamentals of the UO Speech-Language-Hearing Center operations. Prepares students to begin working with clients.

625 Final Full-Time Practicum (1–15R) Diagnostic and treatment experience in the public school setting. R once for maximum of 30 credits.

626 Professional Practices in the Schools (1) Helps students critically assess and integrate their fieldwork and course work in the broader context of the school experience. Prereq: must be taken concurrently with CDS 625.

649 Assessment and Treatment of Feeding and Swallowing Disorders (4) Nature and characteristics of feeding and swallowing; methods of evaluation and management of feeding and swallowing in adults and children.

651 School-Age Language Disorders (4) Presents normal language development and language disorders in school-age children and adolescents. Emphasizes contributions from linguistics, psychology, education, and learning theory.

652 Phonological Disorders (3) Causes and consequences of phonological disorders; principles and procedures for assessment and intervention.

654 Theory and Remediation of Language Disorders in Adults (4) Provides a foundation in diagnosis and treatment of adult neurogenic language disorders, concentrating on aphasia and the cognitive-linguistic changes associated with dementia.

655 Stuttering (3) Focuses on contemporary issues in stuttering. Discusses and critically evaluates current theories and research findings.

656 Voice Science and Disorders (3) Anatomy and physiology of vocal mechanism; diagnostic and therapeutic approaches for various voice disorders.

657 Augmentative Procedures for Communication Disorders (2) Recent advancements in design, development, and use of systems supplemental to vocal speech and language.

660 Motor Speech Disorders (3) Advanced study of speech disorders associated with lesions of central and peripheral nervous systems.

662 Introduction to Neuroanatomy and Neurophysiology (4) Introduces functions and structures of the central and peripheral nervous systems. Provides a foundation for diagnosis and treatment of neurogenic communication and cognitive disorders.

663 Management of Acquired Cognitive Disorders (4) Examines current theory and practice in cognitive rehabilitation. Reviews models and tools for treating attention, memory, and dysexecutive syndromes. Prereq: CDS 662.

665 Language Disorders in Young Children (4) Child language disorders and related topics, including principles of assessment and intervention, cultural awareness and sensitivity, clinical application, and working with families.

668 Issues in Diversity (1) Increases students’ cross-cultural competence, enabling them to deal effectively and sensitively with families and children from various cultures in the United States.

706 Special Problems: [Topic] (1–16R)

707 Seminar: [Topic] (1–5R)

708 Workshop: [Topic] (1–16R)

709 Practicum: [Topic] (1–16R)

710 Experimental Course: [Topic] (1–5R)

School Psychology Courses (SPSY) [back to top]

405 Reading and Conference: [Topic] (1–21R)

406 Special Problems: [Topic] (1–21R)

407/507 Seminar: [Topic] (1–5R)

408/508 Workshop: [Topic] (1–21R)

409 Practicum: [Topic] (1–21R)

410/510 Experimental Course: [Topic] (1–5R)

503 Thesis (1–16R)

601 Research: [Topic] (1–16R)

602 Supervised College Teaching (1–5R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–16R)

606 Special Problems: [Topic] (1–16R)

607 Seminar: [Topic] (1–5R)

608 Workshop: [Topic] (1–16R)

609 Practicum: [Topic] (1–16R)

610 Experimental Course: [Topic] (1–5R)

617 Tests and Measurements in Education (4) 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.

618 Statistics in Education I (4) Covers descriptive statistics and elementary inferential statistics for examining the relation between two quantitative or qualitative variables using selected computer applications. Prereq: SPSY 617.

619 Statistics in Education II (4) Covers between-subject and within-subject effects in analysis-of-variance designs using selected computer applications. Prereq: SPSY 618.

620 Multivariate Statistics and Research Design (4) The validity of experimental and quasi-experimental designs is explored with a focus on the control and partitioning of variability. Prereq: SPSY 619.

626 Final Supervised Field Experience (1–15R) Limited to students in school psychology program for basic endorsement for an Oregon license.

650 Child Development and Psychopathology (4) Overview of descriptive psychopathology in childhood. Covers phenomenology, etiology, development, and prognosis of major psychological disorders in childhood.

661 Principles and Practices in School Psychology (4) Theory, role, and function of school psychology in its relation to learning and the school setting.

671 Behavioral Assessment (4) Principles, techniques, and conceptual and practical issues in behavioral assessment; applied aspects include data gathering and interpretation as well as report writing.

672 Intellectual Assessment (4) Covers individual assessment of learning aptitude. Includes administering, scoring, and interpreting intelligence tests as well as report writing. Reviews theories of intelligence.

674 Educational Assessment (4) Methods of educational assessment designed to develop and evaluate instructional interventions; topics include systematic observations, curriculum-based assessment, and teacher interviews.

681 Instructional Consultation (4) Theory and practice in consultation in school settings with emphasis on instructional issues in mainstream and special education classrooms; students complete case studies in schools.

682 Behavioral Consultation (4) Use of behavioral-change strategies and the delivery of these services via a consultation model. Students conduct behavioral consultation with school personnel. Prereq: SPED 426/526 or equivalent.

704 Internship: [Topic] (1–15R)

706 Special Problems: [Topic] (1–16R)

709 Practicum: [Topic] (1–16R)

American Sign Language Courses (ASL) [back to top]

101, 102, 103 First-Year American Sign Language (5,5,5) 101: study of basic grammatical structure and vocabulary of American Sign Language; expressive and receptive finger-spelling; introduction to American deaf culture. 102: increased communication skills in ASL; study of cultural values and behavioral rules of the deaf community. 103: concentration on understanding and acquiring advanced conversational proficiency; emphasis on ASL classifiers; study of deaf culture as a linguistic minority. Sequence: ASL 101–103, 201–203; must be taken in order.

201 Second-Year American Sign Language (4,4,4) 201: applied conversational use of ASL through literature, narratives, poetry, and plays; explores various underlying metaphors found in ASL literature.

202: emphasis on more abstract and challenging conversational and narrative ranges; lab and readings cover historical aspects of deaf community and culture. 203: further emphasis on more abstract and challenging conversational and narrative ranges; explores broader political and social activities of international deaf community. Sequence: ASL 101–103, 201–203; must be taken in order.

301 American Deaf Culture (4) Study of the relationship between small groups and dominant culture in the United States. Explores issues of language, culture, self-representation, identity, and social structure.