Special Education

Authorizes the holder to conduct assessments, provide instruction and special education-related services to children from birth through kindergarten, with a primary eligibility of speech or language impairment, specific learning disability, mild/moderate intellectual disability, traumatic brain injury, other health impairment, autism spectrum disorder, extensive support needs, deafness, hearing impairment, visual impairment including blindness, deaf-blindness, emotional disturbance, orthopedic impairment, developmental delay 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, MME) is designed primarily as a post-B.A. degree program for candidates in nonteaching or teaching positions interested in flexible scheduling. Contact the Department of Special Education for Traditional Program advisement.
2. The Intern Program (DHH, ECSE, MME), a post-B.A. degree two-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 the Department of Special Education for Intern Program advisement. Candidates in the DHH, ECSE and MME areas must consult with an advisor in their area of specialization.

A. Traditional Educational Specialist Teaching Credential in Early Childhood Special Education (45 units)

1. Admission Requirements

Must meet admission requirements as described in the Credential section. Consultation with an advisor is highly recommended.

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 general 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 402EC Positive Behavior Support in Early Childhood (3)*
SPED 404 Teaching Diverse Learners with Social-Communication Disabilities, Including Autism (3)*
SPED 431 Developmental Differences and Early Childhood Inclusion (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 the second semester of enrollment in the credential program:

Must meet the Basic Skills Requirement as mandated by the California Commission on Teacher Credentialing.

5. Requirements prior to SPED 580EC Student Teaching and Seminar in ECSE and SPED 578—Practicum in Early Intervention (EI): Infant/Toddler

1. Fingerprint clearance.
2. CPR certification-Infant, Child, and Adult
3. 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.)

6. Prior to or not more than one of the following courses may be taken with SPED 580EC—Student Teaching and Seminar in ECSE:

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

SPED 520EC Assessment and Evaluation in Early Childhood Special Education (3)
SPED 536 Methods for Young Children with Disabilities: Motor and Adaptive Skills (3)
SPED 537 Teaching Young Children with Extensive Support Needs with Hearing and/or Vision Disabilities (3)

7. Concurrent with or the semester before SPED 578 Practicum in EI: Infant/Toddler

SPED 538 Early Intervention Practices (3)

8. Supervised Practicum and Seminars

SPED 578 Practicum in Early Intervention: Infant/Toddler (6)
SPED 580EC Student Teaching and Seminar in Early Childhood Special Education (9)

9. Other Program Requirements

1. Bachelor’s degree or higher from a regionally accredited institution in the U.S. or the equivalent in a foreign transcript evaluation completed by a CTC approved agency.
2. Knowledge of U.S. Constitution (course or exam).
3. Passage of Reading Instruction Competence Assessment (RICA) or possession of valid California Teaching Credential.
4. 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.
5. Completion of the Individual Development Plan.
6. Verification of completion of a teaching performance assessment.

B. Intern Education Specialist Program in Early Childhood Special Education (51 units)

Must meet admission requirements as described in the Credential section. A sample program schedule is listed below. Consultation with an advisor is highly recommended.

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. 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 general preschool setting.

3. First Semester Coursework

SPED 431 Developmental Differences and Early Childhood Inclusion (3)*
SPED 500 Communication and Early Literacy Development of Young Children with Disabilities (3)*
SPED 535 Collaboration with Families in Early Childhood Special Education (3)

*May be taken prior to admission.

4. Second Semester Coursework

SPED 402EC Positive Behavior Support in Early Childhood (3)*
SPED 404 Teaching Diverse Learners with Social-Communication Disabilities, Including Autism (3)*
SPED 532 ECSE Curriculum and Instruction (3)*
SPED 506ECA Early Childhood Special Education Supervised Internship (3)

*May be taken prior to admission.

5. Third Semester Coursework

SPED 520EC Assessment and Evaluation in Early Childhood Special Education (3)
SPED 536 Methods for Young Children with Disabilities: Motor and Adaptive Skills (3)
SPED 506ECB Early Childhood Special Education Supervised Internship (6)

6. Other Requirements Prior to SPED 506ECC (Fourth Semester)

CPR certification—Infant, Child, Adult.

7. Fourth Semester Coursework

SPED 537 Teaching Young Children with Extensive Support Needs with Hearing and/or Vision Disabilities (3)
SPED 538 Early Intervention Practices (3)
SPED 506ECC Early Childhood Special Education Supervised Internship (6)

8. Second Summer Coursework

(To demonstrate professional competencies with age group [infant-toddler, preschool/pre-K, or TK/K] that is not served on the job.)

9. Other Program Requirements

1. Bachelor’s degree or higher from a regionally accredited institution in the U.S. or the equivalent in a foreign transcript evaluation completed by a CTC approved agency.
2. Knowledge of U.S. Constitution (course or exam).
3. Passage of Reading Instruction Competence Assessment (RICA) or possession of valid California Teaching Credential. (Must hold valid California Teaching Credential at the time of applying for this Credential in order to be exempt from RICA.)
4. Overall GPA of 2.75 since admission with a cumulative 3.0 GPA in professional education courses (a grade of “C” or higher is required in all courses).
5. Completion of the Individual Development Plan.
6. Verification of completion of a teaching performance assessment.

10. Additional Semester Coursework

SPED 506ECD Advanced Practicum in Early Childhood Special Education (5)

Note: SPED 506ECD must be taken by interns who have not completed all requirements for the preliminary credential by the end of their fourth semester in order to remain in the intern program.