国际学生入学条件
Bachelor's degree from an accredited college or university.
Good standing in the last university attended.
Have a minimum cumulative GPA of 2.5 in all units attempted as an undergraduate
A minimum cumulative 2.5 GPA in the last 60 semester units completed.
Successful completion of a Preliminary Education Specialist Credential.
A 3.0 GPA for all work taken as a conditionally classified student.
Approval of a plan of study by the student's advisor.
A minimum of 30 units, including a comprehensive examination/thesis/graduate project, is required for completion of the Master of Arts degree.
No more than 12 units of credit may be applied to a Master of Arts degree program until classified status is attained.
Courses more than 7 years old will not be included in the total of 30 units required for the M.A. degree.
Students in the DHH M.A. program must demonstrate proficiency in American Sign Language as determined by passing the ASLPI at the required level.
A 3.0 GPA or higher in all work undertaken since admission to the program to be advanced to candidacy (approval to proceed to the culminating experience course).
Duolingo English Test - 105
IELTS - 6.5, TOEFL Internet Based score - 79, TOEFL Paper-based score - 550
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雅思考试总分
6.5
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雅思考试指南
- 雅思总分:6.5
- 托福网考总分:79
- 托福笔试总分:550
- 其他语言考试:PTE Academic - 58
CRICOS代码:
申请截止日期: 请与IDP顾问联系以获取详细信息。
课程简介
The Master of Arts degree in Special Education builds upon the competencies developed in the Preliminary Education Specialist and Induction Education Specialist Credential programs. This degree is designed to prepare graduates for positions of leadership, advocacy and scholarship in schools, the community and within the overall profession of special education. Toward this end, faculty members facilitate the development of student competencies in reflective dialogue, presentations and written avenues of expression. The Special Education department at CSUN is committed to preparing educators who advocate for and provide service to students with all levels of support needs. Our program strives to dismantle systems that categorize, segregate, or limit student expectations on the basis of perceived disability label, level of support need, assumptions about language access or cultural/linguistic background, with special attention to multiply-marginalized students. In this way, we prepare educators to be strength-based service providers and advocates who focus on adaptation of the learning environment and materials to meet the support needs of each student and their family.
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