Master of Education in Special Education with Extensive Support Needs Teaching Credential with Internship Option (California)
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Master of Education in Special Education
The Master of Education in Special Education with a Preliminary Education Specialist Credential: Extensive Support Needs (ESN) program is designed to provide candidates with critical skills needed to teach in inclusive classrooms providing children with disabilities with extensive support. The program is designed for courses to be taken in sequential order and provides candidates with the opportunity to gain professional understanding, integrate research-based teaching practices with appropriate assessment of student work, meet the needs of diverse learners, and learn and apply the principles of specially designed instruction in the 21st-century classroom and global learning community. The program provides candidates with critical skills in laws and policies, positive behavior management, and assessment needed to teach in inclusive classroom settings.
Program Overview
The program provides the knowledge and skills needed to successfully teach and impact the lives of students who have extensive support needs. This program explores the range of educational learning problems and applies the latest teaching strategies to enhance the performance of students, no matter their abilities. The program focuses on practical field-based experience that helps candidates understand and critically evaluate education practices and provides strategies that can be immediately applied in teaching practices,
The M.Ed. in Special Education is aligned with the new Education Specialist Authorizations and Standards of the California Commission on Teacher Credentialing (CTC). This program also allows candidates to obtain a Preliminary Education Specialist Credential: ESN Credential with Intern Option (CA) as part of the master’s degree. The Master of Education is ideal for educators looking to move into leadership roles or improve their own instructional strategies.
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Course Details
Course Listing
Core Requirements Extensive Support Needs
- 11 courses; 49.5 quarter units
Foundational preparation in special education pedagogy, law, typical/atypical human development, classroom/behavior management, SEL, literacy, inclusive HLP, UDL, technology, diversity, and teaching English learners. This is one of three courses to meet the required 120 hours course contact time, as one of the requirements for an internship.
Prerequisite: SED 601
This course will address how to design ways to establish, maintain, and monitor inclusive learning environments by using an array of positive behavior supports ensuring each student is treated fairly and respectfully by adults and peers, thrives through social-emotional growth, and expresses appropriate developmental and individual responsibility.
Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.
Prerequisite: ITL 604
Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.
Prerequisite: ITL 606
Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.
Prerequisite: SED 605; ITL 608
The course will address the legal responsibilities of teachers related to student health care plans to support a safe environment and implement specialized health care regulations and technology, including how to support movement, mobility, and sensory, procedures and assistive technology, augmentative and alternative communication (AAC). The course includes an introductory study of atypical development associated with various disabilities as well as resilience and protective factors. The course will utilize assessment data for planning and implementing appropriate transition options including issues related to traumatic brain injury and providing support for students with disabilities to acquire responsibility for learning and self-advocacy. This course will also include effective conflict resolutions techniques that use communication, collaboration, and mediation approaches to address conflicts and disagreements that may arise during the facilitation of an IEP meeting or collaboration with other professionals.
Prerequisite: SED 606
Using research-based theories, methods, and strategies designed for students with disabilities, aligned with CA-CCSS and the California ELA/ELD framework, Education Specialist candidates will learn to assess, instruct and provide interventions for foundational listening, speaking, reading, writing, and language for all learners in the PK-12 classrooms.
Prerequisite: SED 607
Course provides substantive, research-based instruction that effectively prepares candidates to assess and teach literacy to students with MMSN and ESN. Through a case study, candidates will administer and analyze a variety of reading/writing assessments, develop IEP goals specific to data from the assessments and plan lessons that promote student access and achievement in mastering literacy standards.
Prerequisite: ITL 512
Analysis of how elementary children think and learn mathematics. Research-based approaches enabling students to think critically and develop math proficiency. Developmentally appropriate instructional strategies for an integrative approach to teaching mathematics using content areas of visual and performing arts, social science, and STEM.
Prerequisite: ITL 516
Research-based assessments and strategies within multi-tiered systems address the behavioral and social emotional needs of learners with disabilities. Will explore development of functional behavioral assessments, positive behavior support plans, and behavioral intervention plans. Will work collaboratively to minimize disruptive behaviors and increase adaptive behaviors and social emotional learning skills.
Prerequisite: SED 610
This course provides a comprehensive overview of the professional, legal, and ethical practices for educators. Candidates explore in-depth federal/case law that contribute to the placement, instruction, and service delivery in addition to the privacy issues in special education. The course addresses federal and state courts’ interpretation of statutes and regulations of special education service delivery, IEPs, transition plans, and related services for learners with mild to moderate support needs and with extensive support needs.
*Pre-requisite requirement not applicable to to students enrolled in Special Education programs.
Extensive Support Needs Specialized Requirements
- 3 courses; 13.5 quarter units
Prerequisite: SED 615
Candidates will learn the basics of identifying the unique abilities of the students with extensive support needs and build individualized curricula aligned with state-wide standards. An emphasis is placed on providing access to equitable opportunities to build on individual strengths, such as sensory, motor, language, cognitive development, by employing research-based and high-leverage intervention practices in a collaborative format.
Prerequisite: ESN 639
Emphasizes use of formal and informal assessments and curriculum-based measures to determine learning strengths/challenges of students with M/S. Will examine appropriate selection of assessment tools and methods, administration, analysis of data to determine present levels of performance, write IEP goals, and plan instruction for students with Extensive Support Needs (ESN).
Prerequisite: ESN 640
Addressing the dual responsibility of special educators to teach students and perform case management duties, will examine a comprehensive process for the coordination of services and transitions support across grade levels for students with Extensive Support Needs (ESN). Details management across educational settings, legal compliance, problem solving while ensuring and educational benefit for students.
Student Teaching Extensive Support Needs
- 4 courses; 9 quarter units
Prerequisite: ESN 641; Corequisite: ESN 655A, or ESN 657A
Student Teaching “A” Courses Description: This is the culminating course taken concurrently with Student Teaching for preliminary authorization programs in Mild/Moderate Support Needs or Extensive Support Needs -Moderate/Severe. The seminar courses are 2.25 quarter units each and will be taken concurrently with clinical practice courses.
Prerequisite: ESN 641; Corequisite: ESN 659A
First half (8 weeks) of student teaching experience toward the M/S authorization. Establishment of 300 of 600 total hours. Clinical practice placement in a district-university approved California TK-12 special education classroom. Grading is S, U or In Progress (IP).
Prerequisite: ESN 659A; Corequisite: ESN 655B, or ESN 657B
Student Teaching “B” Courses Description: This is the culminating course taken concurrently with Student Teaching for preliminary authorization programs in Mild/Moderate Support Needs or Extensive Support Needs -Moderate/Severe. The seminar courses are 2.25 quarter units each and will be taken concurrently with clinical practice courses During the SPD 550B or 552B, candidates will focus on completing all requirements of Education Specialist CalTPA Cycle 2 and associated TPEs. Candidates will apply the Plan, Teach and Assess, Reflect, and Apply specifically completing evidentiary requirements focusing on “Learning about students and Planning instruction.”
Prerequisite: ESN 655A; Corequisite: ESN 659B
Second half (8 weeks) of student teaching experience toward the M/S authorization. Establishment of 300 of 600 total hours. Clinical practice placement in a district-university approved California TK-12 special education classroom. Grading is S, U or In Progress (IP).
OR Internship Extensive Support Needs
- 4 courses; 9 quarter units
Prerequisite: ESN 641; Corequisite: ESN 655A, or ESN 657A
Student Teaching “A” Courses Description: This is the culminating course taken concurrently with Student Teaching for preliminary authorization programs in Mild/Moderate Support Needs or Extensive Support Needs -Moderate/Severe. The seminar courses are 2.25 quarter units each and will be taken concurrently with clinical practice courses.
Prerequisite: ESN 641; Corequisite: ESN 659A
First half (4 months) of intern experiences as a teacher of record in first half of practicum experience required for an Education Specialist Credential with an M/S authorization. Grading is S, U or In Progress (IP).
Prerequisite: ESN 659A; Corequisite: ESN 655B, or ESN 657B
Student Teaching “B” Courses Description: This is the culminating course taken concurrently with Student Teaching for preliminary authorization programs in Mild/Moderate Support Needs or Extensive Support Needs -Moderate/Severe. The seminar courses are 2.25 quarter units each and will be taken concurrently with clinical practice courses During the SPD 550B or 552B, candidates will focus on completing all requirements of Education Specialist CalTPA Cycle 2 and associated TPEs. Candidates will apply the Plan, Teach and Assess, Reflect, and Apply specifically completing evidentiary requirements focusing on “Learning about students and Planning instruction.”
Prerequisite: ESN 657A; Corequisite: ESN 659B
Second half (4 months) of intern experiences as a teacher of record in the second half of practicum experience required for an Education Specialist Credential with an M/S authorization. Grading is S, U or In Progress (IP).
Additional Internship Clinical Support
- 1-4 courses; 2.25-9 quarter units
CTC mandates that interns must be supported during their entire clinical practice experience. Students who do not complete the credential program by the end of MMS 627B, will be required to enroll in additional clinical supervision support classes until all requirements are satisfied.
Prerequisite: ESN 657B
Continued Internship Support for Moderate/Severe teacher candidates, which provides targeted support for their internship as required by the Commission on Teacher Credentialing (CTC). This 4-month (2.25 units) course will be repeated by individual interns until they have successfully completed all the credential requirements for the Preliminary Education Specialist Credential with Authorization in Moderate/Severe. Does not grant graduate units towards graduate degree.
Prerequisite: ESN 657C
Second half (4 months) of intern experiences as a teacher of record in the second half of practicum experience required for an Education Specialist Credential with an M/S authorization. Grading is S, U or In Progress (IP).
Prerequisite: ESN 657D
Continued Internship Support for Moderate/Severe teacher candidates, which provides targeted support for their internship as required by the Commission on Teacher Credentialing (CTC). This 4-month (2.25 units) course will be repeated by individual interns until they have successfully completed all the credential requirements for the Preliminary Education Specialist Credential with Authorization in Moderate/Severe. Does not grant graduate units towards graduate degree.
Prerequisite: ESN 657E
Continued Internship Support for Moderate/Severe teacher candidates, which provides targeted support for their internship as required by the Commission on Teacher Credentialing (CTC). This 4-month (2.25 units) course will be repeated by individual interns until they have successfully completed all the credential requirements for the Preliminary Education Specialist Credential with Authorization in Moderate/Severe. Does not grant graduate units towards graduate degree.
Master’s Capstone Requirements
- 2 courses; 9 quarter units
Prerequisite: ESN 639; ESN 640; ESN 641, or MMS 617; MMS 623; MMS 620
This course is designed to provide the student with the basic knowledge and skills required to read, interpret, and evaluate both quantitative and qualitative action research to determine if research results have implications for program, curriculum, or instructional decisions in special education classroom.
Prerequisite: SED 697 with a minimum grade of C. Incompletes in SED 697 must be awarded a passing grade before enrolling in SED 698.
Apply knowledge, skills, and dispositions to complete an action research project with an emphasis on creating transformative change in an educational setting. The teacher-researcher will reflect on the factors of change that transform classroom experiences for students in TK-12 special education.
Degree and Course Requirements
To receive a Master of Education in Special Education with a Preliminary Education Specialist credential Extensive Support Needs (ESN) candidates must complete at least 81 quarter units. Students must complete 54 units in residence at National University. Further information on graduate admission and evaluation can be found in the Academic Information for Graduate Degrees section of the catalog.
Program Learning Outcomes
- Integrate knowledge/skills to engage and support all extensive support needs students in learning
- Integrate knowledge/skills to create and maintain effective environments for learning for students with extensive support needs
- Synthesize and apply knowledge of how to organize subject matter for learning̶̶ of students with extensive support needs
- Integrate knowledge needed for planning instruction and designing learning experiences for Students with extensive support needs
- Integrate knowledge /skills to administer and analyze formal and informal assessments to determine eligibility, inform instruction, and identify research-based interventions for all learners with ESN
- Integrate the knowledge to meet legal, ethical, and professional obligations to advocate for all leaners with ESN
- Reflect critically on the application of professional beliefs and teaching/learning principles necessary to work collaboratively with all stakeholders including families, other professionals, and community members serving students with extensive support needs
- Critique current research in special education theory and practices within inclusive and culturally responsive frameworks
- Synthesize research methodology and findings as a professional educator, life-long learner, and scholar (consumer and producer of research)
- Demonstrate competence in the application of research methods including critiquing and synthesizing current, evidence-based educational literature
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