UNIVERSITY CATALOG: 2017-2018

Program: Preliminary Education Specialist Credential

Early Childhood Special Education

Program Description

Authorizes the holder to conduct assessments, provide instruction and special education-related services to children from birth through pre-kindergarten, with a primary disability of specific learning disabilities, mild/moderate mental retardation, traumatic brain injury, other health impairment, autism spectrum disorders, moderate/severe mental retardation, deaf, blindness, serious emotional disturbance and multiple disabilities in services across the continuum of program options available.

Candidates are provided the following pathways to pursue a Preliminary Credential.

  1. The Traditional Program (DHH, ECSE, MM, MS) is designed primarily as a post-B.A. degree program for candidates in nonteaching or teaching positions interested in flexible scheduling. Contact Virginia Kennedy at virginia.kennedy@csun.edu for Traditional Program advisement.
  2. The Intern Program (DHH, ECSE, MM, MS), a post-B.A. degree 2-year program (including summers), is designed for teachers who have an Intern Credential and are hired in a cooperating school district. Interns must take a minimum of 6 units each semester, including 2 units of the SPED 506 Intern Practicum/Seminar. Interns receive classroom support and mentorship throughout the program by University and district personnel. Contact Tamarah Ashton at tamarah.ashton@csun.edu for Intern Program advisement. Candidates in the DHH, ECSE and MS areas must consult with an advisor in their area of specialization.
Admission into programs leading to licensure and credentialing does not guarantee that students will obtain a license or credential. Licensure and credentialing requirements are set by agencies that are not controlled by or affiliated with the CSU and requirements can change at any time. For example, licensure or credentialing requirements can include evidence of the right to work in the United States (e.g., Social Security number or tax payer identification number) or successfully passing a criminal background check. Students are responsible for determining whether they can meet licensure or credentialing requirements. The CSU will not refund tuition, fees, or any associated costs, to students who determine subsequent to admission that they cannot meet licensure or credentialing requirements. Information concerning licensure and credentialing requirements are available from the department.

Program Requirements

A. Traditional Educational Specialist Teaching Credential in Early Childhood Special Education (42 units)

1. Must meet admission requirements as described in credential section.

2. Prerequisites and Corequisites

Bachelor’s degree in Child and Adolescent Development or 12 units in approved Child and Adolescent Development or Early Childhood curriculum coursework that includes participation in a typical preschool setting. Note: 6 units must be completed before the first student teaching assignment and 9 units must be completed before the second student teaching assignment. No more than 3 units may be taken concurrently with each student teaching assignment.

3. Basic Requirements

SPED 402 Behavior Assessment and Positive Behavior Support (3)*
SPED 404 Teaching Diverse Learners with Social Communication Disabilities, Including Autism (3)*
SPED 431 Atypical Development of Young Children with Disabilities (3)*
SPED 500 Communication and Early Literacy Development of Young Children with Disabilities (3)*
SPED 532 ECSE Curriculum and Instruction (3)*
SPED 535 Collaboration with Families in Early Childhood Special Education (3)

*May be taken prior to admission.

4. Requirements Prior to SPED 580EC Advanced Specialist Fieldwork in ECSE and SPED 578—Fieldwork in ECSE: Infant/Toddler

  1. Passage of California Basic Educational Skills Test (CBEST).
  2. Writing Proficiency
    1. CBEST writing score of 41 or higher, or
    2. Upper Division Writing Proficiency Exam with a score of 10 or higher, or
    3. Completion of ENGL 305 or ENGL 406, or COMS 321.
  3. Fingerprint clearance.
  4. Submission of a student teaching application and approval to student teach by Credential Office. (Application for student teaching is required in the semester prior to student teaching.)

5. Prior to or not more than one of the following courses may be taken with SPED 580EC—Advanced Specialist Fieldwork in ECSE:

See note under Prerequisites and Corequisites regarding Child and Adolescent Development coursework.

SPED 520EC Assessment and Evaluation in ECSE (3)
SPED 536 Methods for Young Children with Disabilities: Motor and Adaptive Skills (3)

SPED 537 Methods for Young Children with Multiple Disabilities: Sensory Impairments (3)

6. Concurrent with or the semester before SPED 578 Fieldwork in ECSE: Infant/Toddler

SPED 508S Student Teaching Seminar (3)
SPED 538 Early Intervention Practices (3)
SPED 578 Fieldwork in ECSE: Infant/Toddler (3)
SPED 580EC Advanced Specialist Fieldwork in Early Childhood Special Education (6)

7. Other Program Requirements

  1. Bachelor’s degree in Child and Adolescent Development or 12 units in approved Child and Adolescent Development or Early Childhood curriculum coursework.
  2. Knowledge of U.S. Constitution (course or exam).
  3. CPR certification—infant, child, adult (online CPR training is not acceptable).
  4. Overall GPA or 2.75 since admission, with cumulative 3.0 GPA in professional education courses. A grade of “C” or higher is required in all courses.

B. Intern Education Specialist Program in Early Childhood Special Education (42 units)

Must meet admission requirements as described in the credential section.

1. Preservice Component

All applicants are required to complete preservice preparation. This preparation includes classroom management and planning, reading/language arts, specialty specific pedagogy, human development and teaching English learners. Applicants without a valid Teaching Credential can satisfy the preservice preparation component through a combination of credential coursework and online instructional modules (see intern advisor).

2. First Semester Coursework

SPED 402 Behavior Assessment and Positive Behavior Support (3)*
SPED 431 Atypical Development of Young Children with Disabilities (3)*
SPED 506ECA Early Childhood Special Education Internship Field Experience (3)

*May be taken prior to admission.

3. Second Semester Coursework

SPED 506ECB Early Childhood Special Education Internship Field Experience (3)
SPED 532 ECSE Curriculum and Instruction (3)*
SPED 537 Methods for Young Children with Multiple Disabilities: Sensory Impairments (3)

*May be taken prior to admission.

4. Third Semester Coursework

SPED 500 Communication and Early Literacy Development of Young Children with Disabilities (3)*
SPED 535 Collaboration with Families in Early Childhood Special Education (3)
SPED 536 Methods for Young Children with Disabilities: Motor and Adaptive Skills (3)

*May be taken prior to admission.

5. Other Requirements Prior to SPED 506ECC (Fourth semester)

  1. Writing Proficiency:
    1. CBEST writing score of 41 or higher, or
    2. Upper Division Writing Proficiency Exam with a score of 10 or higher, or
    3. Completion of ENGL 305 or ENGL 406, or COMS 321.
  2. CPR certification—infant, child, adult (online CPR training is not acceptable).
  3. Overall GPA of 2.75 since admission with cumulative 3.0 GPA in professional education courses (a grade of “C” or higher is required in all courses).

6. Fourth Semester Coursework

SPED 506ECC Early Childhood Special Education Internship Field Experience (3)
SPED 520EC Assessment and Evaluation in ECSE (3)
SPED 538 Early Intervention Practices (3)

7. Second Summer Coursework

SPED 404 Teaching Diverse Learners with Social-Communication Disabilities, Including Autism (3)*

SPED 578 Fieldwork in ECSE: Infant/Toddler (3)
or SPED 580ECI Advanced Specialist Fieldwork in ECSE (3)
(To demonstrate professional competencies with age group [infant-toddler or preschool/pre-K] that is not served on the job.)

*May be taken prior to admission.

Contact

Deborah Chen
Education (ED) 2217
(818) 677-4604
www.csun.edu/coe/sped

Student Learning Outcomes

  1. Engage and support all students in learning.
  2. Create and maintain effective environments for student learning.
  3. Make subject matter comprehensible for student learning.
  4. Plan instruction and design learning experiences for all students.
  5. Assess student learning.
  6. Develop as a professional educator.