Human Services Undergraduate Advising
The Student Services and Advising Center within the James I. Perkins College of Education has dedicated full time Academic Advisors, who advise students on which courses to take every semester until they graduate from SFA. For Department of Human Services, this involves advising for Communication Disorders, Deaf & Hard of Hearing, Pre-Audiology, Rehabilitation Services and Special Education.
For specific detailed information about the Department of Human Services, please visit their website.
COMMUNICATION DISORDERS (formerly Speech & Language Pathology)
Accreditation: Since 1992, the master's education program in speech-language pathology at Stephen F. Austin State University is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Maryland 20850, 800-498-2071 or 301-296-5700.
Mission: The mission of the Speech-Language Pathology Program is to prepare knowledgeable caring professionals committed to properly diagnosing and effectively treating persons with varied communication disorders thereby improving their quality of life. To meet this mission, the Program emphasizes the importance of scientific study, critical thinking skills, interdisciplinary collaboration, ethical principles, and responsibility to educate the public about communicative disorders, and the importance of continued professional development throughout one's career.
Degree Information: The Bachelor of Science degree in Communication Sciences and Disorders is a pre-professional degree in preparation for graduate studies in Speech-Language Pathology. The undergraduate curriculum includes a free-standing major with no minor field requirements. This degree may also be used to obtain a SLP-A license, which allows the student to provide services in the public school setting. At the completion of the undergraduate degree, other possible career options may include medical sales or medical publications, or the pursuit of a master's degree in other fields closely related to speech-language pathology (i.e. other health science or health care field, pre-med. or medical school, and special education).
DEAF AND HARD OF HEARING
Students wishing to major in Deaf and Hard of Hearing may obtain a Bachelor of Science in the Deaf and Hard of Hearing through the College of Education. This major is designed to prepare the student to teach pre-kindergarten through grade 12 in programs for the deaf and hard of hearing. A minor in Deaf and Hard of Hearing can also supplement any major, but especially compliments majors in Special Education, General Education, and Communication Disorders.
Mission: Our program exists to lead future educators of Deaf & Hard of Hearing students, to equip them with valuable tools for the classroom, to educate them to engage in being life-long learners in our field and to encourage service to our unique population of students and the Deaf Community as a whole.
Objectives: Objectives of the Department Include:
- Preparation of Special Education Teachers for Elementary and Secondary Schools
- Preparation of People for Careers in Rehabilitation, Orientation and Mobility and Related Human Services Occupations Serving People with Disabilities, Communication Sciences and Disorders
- Graduate Study in Counseling, Special Education, Communication Sciences and Disorders and School Psychology
Program details and current information is available on the Human Services website.
Audiology is one of the most rapidly expanding careers in the healthcare field. As a profession, audiology offers unparalleled opportunities working in a variety of settings with hearing-impaired patients of all ages. The United States Department of Labor reports the demand for audiologists is growing and that work conditions and earnings are very favorable.
The minimum entry level education in the profession of audiology is the Doctor of Audiology (Au.D.) Degree, just as the Doctor of Medicine (M.D.) is for the field of medicine.
Students requesting admission to the bachelor of science degree program in pre audiology must meet the following criteria:
1. Acceptance to SFA
2. Minimum of 30 credit hours
3. Cumulative GPA of 2.75 or higher in all college work
4. Completion of the four pre-audiology core courses: SPH 130, 210, 250 and 371
Admission is based on the applicant's overall and major core GPAs. To be considered for admission review, the applicant must submit the following materials:
1. Completed application to the Pre-Audiology Program
2. Complete transcripts for all previous college credit.
Applicants for admission to the summer and fall classes must be submitted by February 1 each year. Applications for admission to the spring classes must be submitted by September 15 each year. It is the responsibility of the student to make sure all application materials are received by the program by the deadline.
For more information on the Pre-Audiology program offered at SFA, email Dr. Frank Brister at email@example.com or call 936-468-1330.
Rehabilitation services personnel assist persons with disabilities in achieving their greatest physical, mental, social, educational, and vocational potential. Since 1968, graduates of our program have been working with persons with disabilities in state rehabilitation agencies, rehabilitation facilities, independent living centers, and school districts across the State of Texas and elsewhere in the United States. The Rehabilitation Services coursework includes 15 hours of core courses and 21 hours of additional rehabilitation courses, plus 12 semester hours from special education, rehabilitation, or speech-language pathology courses. A 6-hour practicum course gives students hands-on experience working with persons with disabilities. A summer internship provides a wonderful opportunity to work full-time in a rehabilitation agency or facility and apply the knowledge gained in the classroom. If you would like more information on the undergraduate Rehabilitation Services Training Program, please contact Dr. Bill Weber at firstname.lastname@example.org.
Mission: The mission of the Rehabilitation Services Education Program is to provide rehabilitation education, research, and community services that are in the forefront of the rehabilitation field and that foster practical leadership in our students. We prepare qualified rehabilitation professionals at both the bachelors and masters degree level.
The Rehabilitation Services Education Program strives to achieve the following objectives:
• To train students in the effective delivery of professional rehabilitation services for individuals with physical, mental, and social impairments.
• To emphasize the acquisition of competencies in the broad field of rehabilitation services.
• To train students to be rehabilitation services professionals who will be equipped with skills to ameliorate the conditions of persons with disabilities.
• To provide continuing education to state rehabilitation services and other rehabilitation personnel for further skill development and/or completion of a degree. A major part of the mission of the Rehabilitation Services Education Program at Stephen F. Austin State University is to provide rehabilitation professionals who can help to meet the growing demand for rehabilitation services for persons with disabilities. The program was designed upon criteria established by and is recognized by the Council on Rehabilitation Education (C.O.R.E.). The curriculum combines academic theory and technique courses with hands-on practicum and field-site internship experiences. The faculty of the Rehabilitation Services Education Program place very high value on the exposure of students to a broad spectrum of rehabilitation services, professional organizations, interdisciplinary professional activities, as well as advocacy and consumer groups in the field of rehabilitation.
The program endorses the philosophy that rehabilitation is an empowering process in which persons exercise control over their own lives. The program adheres to concepts of the holistic nature of people, self-responsibility for health promotion and wellness, the uniqueness of each individual, equal opportunity for health care and social and economic involvement for all persons with disabilities. These concepts form the philosophical basis for coursework which prepares students to provide vocational guidance, rehabilitation case management, and job development and placement services for persons with any type of physical, mental, emotional or social disability.
Philosophy: The following nine statements represent beliefs of the faculty that guide program development and delivery with the Rehabilitation Services Education Program.
1. We believe every person with a disability has the civil and moral right to live as independently as possible.
2. We believe every program graduate, at whatever level of training, has the responsibility to advocate for the civil and moral rights of persons with disabilities.
3. We believe that every program graduate should possess the competencies necessary for effecting independent functioning of people with disabilities.
4. We believe that every program graduate should possess the ability to critique and modify performance relative to the needs of the field and the current state of the art in the field.
5. We believe that the knowledge from the Rehabilitation Services Education Program should be shared with other programs, departments and constituents that deal with people with disabilities.
6. We believe that we should have a leadership role at the regional and national level in terms of advocacy, training and research for the advancement of the field of rehabilitation.
7. We believe in the removal of all barriers (attitudinal, educational, vocational, social, architectural, etc.) affecting individuals with disabilities.
8. We believe in the affirmative action and multicultural recruitment emphasis in our program.
9. We believe in the equitable admission of all qualified minority students with the assumption that the program quality for all students will be maintained or enhanced from this effort.
Clinical Practicum in Rehabilitation: All rehabilitation majors are required to take 6 semester hours of practicum in RHB 385 - Clinical Practicum in Rehabilitation. Twelve hours a week are spent in a practicum setting and 2 hours a week are spent in seminar. Practicum experiences are gained at local rehabilitation service agencies and programs in the Nacogdoches community. Students have opportunities to work with people with disabilities at locations such as the Job Club at the Nacogdoches Treatment Center, Goodwill Industries, the Women's Shelter of East Texas, and the Burke Center's Cornerstone early intervention programs and psycho-social programs.
Undergraduate Rehabilitation Internship: The internship experience is an extremely valuable one for rehabilitation majors. It provides supervised practical work experience in rehabilitation services agencies in Texas and the Southwest Region. This learning situation allows the student to apply personal values, theory, and a philosophy of working with persons with disabilities. Internships take place at such agencies as Goodwill Industries, the Texas Rehabilitation Commission, the Transitional Living Center in Galveston, and the Texas Institute of Rehabilitation Research in Houston, as well as at facilities in Colorado, New Mexico, and Arkansas.
The Special Education Program at SFA is housed in the Human Services/Telecommunications Building (HSTC). Faculty offices are on the second floor for face-to-face course and on the third floor for online courses. Classrooms are located on the third floor. Undergraduate special education programs are offered online and face-to-face. Graduate programs are offered online. Numerous school districts in the area cooperate with the program in placing special education teaching candidates for field experiences. A Special Education Advisory Board provides input and feedback to the faculty from practitioners in the field including special education directors, educational diagnosticians, and teachers. Special education programs at SFA are aligned with national standards for special educators and state standards for special education teachers. A performance based assessment system is used in which candidate performance is rated on key assessments in various classes in order to provide data for accreditation and for program improvement.The Special Education Program at SFA is housed in the Human Services/Telecommunications Building (HSTC). Faculty offices are on the second floor for face-to-face course and on the third floor for online courses. Classrooms are located on the third floor. Undergraduate special education programs are offered online and face-to-face. Graduate programs are offered online. Numerous school districts in the area cooperate with the program in placing special education teaching candidates for field experiences. A Special Education Advisory Board provides input and feedback to the faculty from practitioners in the field including special education directors, educational diagnosticians, and teachers. Special education programs at SFA are aligned with national standards for special educators and state standards for special education teachers. A performance based assessment system is used in which candidate performance is rated on key assessments in various classes in order to provide data for accreditation and for program improvement.
The undergraduate program in EC-12 Special Education and the graduate program for Educational Diagnosticians are both nationally recognized by the Council for Exceptional Children.
For more information about the program contact the appropriate program coordinator, a faculty member, or email email@example.com
Undergraduate Program: Students who want to teach Special Education major in Interdisciplinary Studies with a concentration in Special Education. The degree awarded upon completion of the program is a Bachelor of Science in Interdisciplinary Studies (BSIS). The undergraduate program is designed to prepare students for certification as an EC-12 Special Education teacher and an EC-6 Generalist teacher. Consideration will be given to students who desire a different content area certification rather than the EC-6 Generalist. Students must be advised each semester through the Education Advising Center.
The Student Council for Exceptional Children (SCEC) is a way for interested students to become more involved here at Stephen F. Austin State University serving and learning about individuals with exceptionalities as well as the professional field of special education. Students in SCEC engage in a variety of social and professional activities, but most of all they have fun! SCEC is a division of the international organization of Council for Exceptional Children (CEC). CEC, a nonprofit association, accomplishes its mission, which is carried out in support of special education professionals and others working on behalf of individuals with exceptionalities, by advocating for appropriate governmental policies; by setting professional standards; by providing continuing professional development; by advocating for newly and historically under served individuals with exceptionalities; and by helping professionals achieve the conditions and resources necessary for effective professional practice.
The Online Special Education Degree Completion Program is an innovative program will allow paraprofessionals (instructional aides) working in Texas public schools and other qualified individuals who have completed at least 45 hours at community colleges to seamlessly transfer to SFASU and complete online a Bachelor of Science in Interdisciplinary Studies (BSIS) degree with a concentration in special education and EC-12 special education teacher certification. Paraprofessionals can earn a Texas teaching certificate while remaining in the schools and classrooms where they work, with the addition of one semester of full-time student teaching.
Minor in Special Education: A minor in special education is available to students with a major leading to teacher certification at the EC-6, 4-8, or 8-12 levels. Required courses include: SPE 329, 432, 439, 438, 434, and 461 (TExES 163 required). The minor available for students seeking EC-12 certification includes SPE 329, 432, 439, 438, 434, 461, RDG 318, 320, and ELE 303 (TExES 161 required).
Admission to the Educator Certification Program is required and students must work with a special education advisor for course sequence and additional requirements.
Minor in Early Intervention: An 18 hour minor is available for students majoring in rehabilitation, speech language pathology, psychology or other related fields who are interested in becoming an Early Intervention Specialist (EIS) working with infants and toddlers with special needs and their families. Required courses are: SPE 329, 464, 463; HMS 236,443, 459. For students majoring in Human Sciences, the minor includes: SPE 329, 439,434, 463, 464, 465.
Non-teaching Minor: An 18 hour minor is available for those seeking additional training in working with special populations, but who are not seeking teacher certification. This minor is appropriate for students in programs such as psychology, orientation & mobility, kinesiology, rehabilitation, social work, and those seeking the Bachelors of Applied Arts and Sciences (BAAS) degree. Required courses are: SPE 120, 329, 432, 460, 463, 464.
HUMAN SERVICES GRADUATE PROGRAMS
For current detailed information regarding the Human Services Graduate Program, visit their website.