Department of Speech Pathology and Audiology
Specialist Services Credential

Speech Language Special Class Authorization

Employment in the field of Speech-Language Pathology requires both a Master's degree and a credential or license. Employment in the public schools requires a Speech-Language Pathology Services Credential. The Speech-Language Pathology Services Credential authorizes the holder to provide defined speech and language assessment and services at any grade level in the public schools: preschool, K-12, or in classes organized primarily for adults. The graduate program in Speech Pathology and Audiology at California State University, Sacramento provides the academic coursework and clinical practicum required to apply for the Speech-Language Pathology Services Credential and the Special Class Authorization.

The Special Class Authorization is an extension of the Speech-Language Pathology Services Credential that is required for a Speech-Language Pathologist to teach a class of language-disordered students. The program maintains a strong focus on training students to work in the public schools, with a graduate curriculum course and a graduate methods course in public school internships. The program is four to five semesters long, depending upon student internship choices. Candidates begin the program as a cohort group and usually complete the program together. Supervised clinical practicum experiences begin on campus under faculty supervision in the Maryjane Rees Language, Speech, and Hearing Center for the first three semesters. In the fourth and/or fifth semester, candidates complete a 45 day itinerant internship in the public schools. Some candidates complete an additional 45 day internship in a Special Day Classroom to qualify for the credential(s) being sought.

Program Requirements

Units required by program: Consult catalog

Program Resources

Learn how to apply.
Catalog with detailed program requirements

Learning Outcomes

The student will:

  • become aware of the history of education.
  • identify and discuss legal issues involved in treatment of clients in the school setting.
  • review and discuss the types of clients and associated treatment models in the school setting (articulation, fluency, voice & Resonance, receptive and expressive language, hearing impaired, etc.) (pull-out, push-in, consultative, collaborative, etc.)
  • review and discuss the relationship between language and speech disorders and academics (oral and written communication).
  • identify and discuss professional, legal, and ethical practices related to practice in the schools, including state and federal mandates, legal requirements for assessment, Individualized Family Service Program (IFSP), Individualized Education Program (IEP) development and monitoring, services, and instruction of students with disabilities, transition and transitional planning, etc.
  • identify and discuss academic assessment procedures (literacy, written language arts, and quantitative concepts) appropriate for the school age client with and without severe disorders of language.
  • review and discuss different service delivery models including Response to Intervention.
  • review and discuss different communication modalities for public school settings (oral, manual, AAC).
  • review and discuss service delivery to culturally and linguistically diverse clients.
  • review and discuss California state standards and statewide testing and curriculum approaches in the areas of reading/language arts/writing/math.
  • review curriculum-relevant assessment (standardized and non-standardized) and the writing of curriculum-relevant goals.
  • review and discuss providing access to the curriculum commonly taught in public schools by adapting and relating curriculum to students' backgrounds, interests, and abilities.
  • review and discuss methods for initial and ongoing speech and language assessment that provides data to drive selection and modification of instructional strategies, activities, and materials that appeal to and challenge the diverse abilities and interests of students.
  • review and discuss common curriculum adoptions in the language arts, writing, and mathematics and their delivery to students with speech and language impairments.
  • review service to health impaired clients in the schools, including service to medicated clients.
  • identify and discuss methodology related to the use of speech assistants in school settings.
  • identify and discuss different approaches for helping clients maintain their behavior.
  • review and discuss pedagogical approaches for curricular instruction (literacy, written language arts, and quantitative concepts) in both general education and special day classroom settings.
  • review and discuss processes used in research and the integration of research principles into evidence-based clinical practice.
  • review and discuss cognitive and social aspects of communication and various communication modalities in school settings.
  • review and discuss standards of ethical conduct, contemporary professional issues, and certification, licensure, and credentials.
  • review and discuss strategies for effective interaction with students, families, and related professionals in school settings.
  • identify and discuss methods to self-evaluate the effectiveness of his/her practice.
  • review and discuss state and district data maintained in student's files (California English Language Development Test-CELDT, California statewide stand

Pia Wong, Program Coordinator
Phone: (916) 278-4978 | Office: Eureka Hall 401 |