Preliminary Special Education Teaching, Credential

The credential program will prepare you to obtain the Preliminary Education Specialist Credential (Mild to Moderate Support Needs or Extensive Support Needs) through preferred curriculum and instructional practices, basic and applied research, collaboration with general education partners, and hands-on skill development in local schools.

Educational Objectives

Our strong focus on enhancing equitable outcomes for all students will prepare you to create learning environments that foster the success of special needs students in the classroom and in all other aspects of their lives.

Our emphasis on evidence-based literacy instructional practices will empower you as a teacher to help students improve their academic performance, enhance their social-emotional development, and increase student engagement.

Our implementation of classroom behavior support strategies will equip you with the skills necessary to utilize positive behaviors in response to challenging situations as a way to improve classroom communication.

Our faculty mentorship and hands-on learning will provide you with all the individualized support and guidance you need, as well as on-site clinical coaching throughout your field teaching placements at elementary schools in Santa Cruz, San Benito, and Monterey.

Students seeking a Preliminary Special Education Teaching Credential must complete all of the following coursework:

• ED 510 - Providing Behavior Supports in the Classroom Units: 3
• ED 600 - Field Supervision Units: 3
• ED 609 - Math Methods Units: 3   *
• ED 617 - Lang/Literacy Curriculum II Units: 3
• SPED 560 - Inclusionary Practices Units: 3   *
• SPED 561 - Teaching Reading and Language to Students with Disabilities Units: 3
• SPED 562 - Curr Dvlpmt/Pref Practices Units: 3
• SPED 566 - Behavior Intervention and Support Units: 3
• SPED 567 - Initial Semester Seminar Units: 1-5
• SPED 568 - Meth Cul/Ling Div Students with Disabilities Units: 3
• SPED 571 - Teaching Social-Communicative Skills to Students with Disabilities Units: 3
• SPED 577 - Final Semester Seminar Units: 1-5
• SPED 585 - Transition and Career Development for Students with Disabilities - Kindergarten to Adult Units: 3

Students in the Intern Program must also complete the following course:

• SPED 550 - Foundations/Practices for EdSp Units: 3

* Courses not required for individuals who hold a Clear Multiple or Single Subjects Credential

To be eligible for the Preliminary Special Education Teaching Credential, students must select one of the two following options below (Mild to Moderate, or, Extensive Support Needs) and complete the associated coursework.

Mild to Moderate Required Courses

Students pursuing a Mild to Moderate Preliminary Special Education Teaching Credential must complete all of the following courses:

• SPED 564 - Formal and Informal Assessment for Students with Mild to Moderate Disabilities Units: 3
• SPED 567A - Initial Semester Practicum: Mild Moderate Support Needs Units: 5-10
• SPED 577A - Final Semester Practicum: Mild Moderate Support Needs Units: 8-12

Extensive Support Needs Required Courses

Students pursuing an Extensive Support Needs Preliminary Special Education Teaching Credential must complete all of the following courses:

• SPED 574 - Teaching and Assessing Students with Extensive Support Needs Units: 3
• SPED 567B - Initial Semester Practicum: Extensive Support Needs Units: 5-10
• SPED 577B - Final Semester Practicum: Extensive Support Needs Units: 8-12

Teaching Credential must complete all of the following coursework:

• ED 510 - Providing Behavior Supports in the Classroom Units: 3
• ED 600 - Field Supervision Units: 3
• ED 609 - Math Methods Units: 3   *
• ED 617 - Lang/Literacy Curriculum II Units: 3
• SPED 560 - Inclusionary Practices Units: 3   *
• SPED 561 - Teaching Reading and Language to Students with Disabilities Units: 3
• SPED 562 - Curr Dvlpmt/Pref Practices Units: 3
• SPED 566 - Behavior Intervention and Support Units: 3
• SPED 567 - Initial Semester Seminar Units: 1-5
• SPED 568 - Meth Cul/Ling Div Students with Disabilities Units: 3
• SPED 571 - Teaching Social-Communicative Skills to Students with Disabilities Units: 3
• SPED 577 - Final Semester Seminar Units: 1-5
• SPED 585 - Transition and Career Development for Students with Disabilities - Kindergarten to Adult Units: 3

Students in the Intern Program must also complete the following course:

• SPED 550 - Foundations/Practices for EdSp Units: 3

* Courses not required for individuals who hold a Clear Multiple or Single Subjects Credential

To be eligible for the Preliminary Special Education Teaching Credential, students must select one of the two following options below (Mild to Moderate, or, Extensive Support Needs) and complete the associated coursework.

Mild to Moderate Required Courses

Students pursuing a Mild to Moderate Preliminary Special Education Teaching Credential must complete all of the following courses:

• SPED 564 - Formal and Informal Assessment for Students with Mild to Moderate Disabilities Units: 3
• SPED 567A - Initial Semester Practicum: Mild Moderate Support Needs Units: 5-10
• SPED 577A - Final Semester Practicum: Mild Moderate Support Needs Units: 8-12

Extensive Support Needs Required Courses

Students pursuing an Extensive Support Needs Preliminary Special Education Teaching Credential must complete all of the following courses:

• SPED 574 - Teaching and Assessing Students with Extensive Support Needs Units: 3
• SPED 567B - Initial Semester Practicum: Extensive Support Needs Units: 5-10
• SPED 577B - Final Semester Practicum: Extensive Support Needs Units: 8-12

Our location will enable you to engage in the 90 hours of experience that fulfill the six California Administrator Performance Expectations (CAPEs) at a diverse range of schools and districts throughout the CSUMB region. Some of these experiences incorporate our unique coastal location, taking students into the Elkhorn Slough and the Monterey Bay.

Through your extensive field experiences you’ll find opportunities to give back by participating in school leadership team activities, managing and refining the credit recovery program in the district, organizing community outings for moderate/severe special education students in collaboration with their parents, and participating in book clubs on culturally responsive teaching.