Education Specialist Program Handbook
Introduction
California State University, Long Beach
CSULB is a large, urban, comprehensive university situated on the border
between Los Angeles and Orange Counties. The communities and school
districts that surround CSULB are representative of the rich and diverse
demographics of California.
The educational mission of the University is to “...prepare students
for lifelong learning as well as preparing them to succeed in a variety
of professional endeavors and to function as informed contributing members
of the community.” (University Catalog, 2000)
College of Education
The College of Education’s primary purpose is “Teaching
for Life-Long Learning, Professional Growth, and Social Responsibility”.
The CED's mission is to foster a learning and teaching community committed
to educational excellence. Our community:
- Promotes intellectual, personal, and interpersonal growth for all
students;
- Prepares socially responsible leaders for a rapidly changing, technologically-rich
world;
- Values diversity and prepares students for a diverse world;
- Serves and collaborates with other educators and the community;
- Promotes school improvement for all students; and
- Engages in research, scholarly activity, and ongoing evaluation
(College of Education Mission Statement, 2000)
Education Specialist Program Area
The Education Specialist Credential Program, formerly known as
“Special Education,” is one of nine program areas in the Department
of Educational Psychology, Administration and Counseling (EDPAC).
The term, “Education Specialist,” reflects the new credential
title in California. The program area includes credential (mild/moderate
and moderate/severe), internship, and masters degree programs. Taught
by fulltime and adjunct faculty, classes are offered on-campus and in
community locations. Care is given to meet the needs of working
professionals; day and evening class times are scheduled.
Goals of the Education Specialist Credential Program
The Education Specialist Credential Program faculty are committed to
teaching and supporting students in becoming highly effective professionals.
To this end, there are a number of goals that drive the program. These
goals are to assist candidates in becoming:
- Effective and caring teachers
Individuals and their families are at the heart of special education.
Effective teachers learn about best practices and then apply those best
practices in their daily teaching duties to assist individuals with special
needs in developing to their optimal level. The Education Specialist
Credential Program at CSULB is designed to assist teachers in developing
competence in applying these best practices. As teachers assist
students in achieving these optimal outcomes through applying best practices,
they must also care about the individual and remember to value and respect
his or her own background, abilities, needs, and preferences. The
program is designed to facilitate and nurture a sense of caring for all.
- Partners with parents and others in the development of high quality
educational programs
To be effective, a teacher must work in partnership with parents of the
children they serve as well as with other professionals. Such partnerships
require mutual respect for the expertise that all participants bring to
the task of developing high quality educational programs for individuals
with special needs. The Education Specialist Credential Program
at CSULB is therefore designed to give future teachers knowledge and experience
in collaborative partnerships so they can effectively function in the
increasingly collaborative roles of Education Specialists.
- Life-long learners engaged in program development reflective of best
practices in special education
The Education Specialist Credential Program is designed to be a rigorous
program. The rigor is an essential preparatory experience for professionals
in the field of special education. The knowledge base of best practices
in special education is continually growing and evolving. Legislation
and litigation often change and guide our understanding of current best
practices. This makes a career in special education exciting and
dynamic. Students must be prepared for this constant growth and
change. The Education Specialist Credential Program is designed to assist
students in gaining needed competencies.
Among other characteristics, we also expect our students to become leaders
in the field by:
- developing programs that reflect best practices,
- joining and participating in local, state, and national professional
organizations,
- advocating for individual learners and their families,
- engaging in action research,
- reading current professional literature and attending conferences.
The Education Specialist Credential program is organized with competencies
“spiraled” throughout the curriculum. Key program areas are:
Collaboration -- Education Specialists work in a variety of settings
and in collaboration with other professional and paraprofessional staff.
Teamwork with families and community agencies is also emphasized.
Diversity -- Our schools are heterogeneous environments with students
and families from a variety of cultural, linguistic, economic, and other
backgrounds and characteristics. Education Specialists are aware
of the contribution of this diversity and demonstrate respect for diversity
in their teaching.
Literacy -- Reading and the related literacy skills in writing, speaking,
and all language areas are critically important in schools today.
Education Specialists are skilled in developing varied levels of literacy
through a great number of techniques appropriate to the needs of individual
students.
Technology -- Computers and other technical devices can be very effective
in the education of individuals with disabilities, and often play an important
role in these individuals’ lives and careers. Coursework for Education
Specialists incorporates techniques for instructional support, assistive
technology, and teacher utility.
Transition. -- Movement from one setting to another often requires planning
and other supports for students with disabilities; i.e., toddler services
to preschool, preschool to elementary, intermediate to secondary schools,
school to community and postsecondary education, adolescence to adulthood.
Education Specialists are especially concerned with the transition from
school to a quality adult life and the preparation of individuals with
disabilities for this transition.
CSULB Students with Disabilities
Our program supports and encourages college students with disabilities
to pursue Education Specialist credentials.
University resources for students with disabilities include the Stephen
Benson Program for adults with learning disabilities, Disabled Student
Services, Learning Assistance Center, Writing Lab, and other such services.
Please refer to the University Bulletin or speak with any advisor for
information regarding these resources.
Students with disabilities who need reasonable modifications, special
assistance, or accommodations in a course should promptly direct their
request to the course instructor. If a student with a disability
feels that modifications, special assistance, or accommodations offered
are inappropriate or insufficient, h/she should seek the assistance of
the Director of Disabled Student Services on campus at (562) 985-5401.
Education Specialist Credentials
Credentials in California:
The California Commission on Teacher Credentialing (CCTC) regulations
authorize preliminary Level I Education Specialist Credentials and Professional
Level II credentials in Mild/Moderate Disabilities and Moderate/Severe
Disabilities. This two-tier structure is consistent with the CCTC
articulation of a new credential system. Note that a separate multiple
or single subject credential is no longer required to teach individuals
with disabilities in California. (However, for students interested
in completing credentials to teach in regular and special education settings,
a dual authorization program for credentials in both areas is being developed.)
Prerequisites
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Level I
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Student Teaching
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Level II
Level I courses prepare individuals to perform the duties required of
entry-level special education teaching positions. Candidates in
the Education Specialist Credential program will first earn a Preliminary
Level I Credential. Upon completion of Level I requirements, candidates
then have 5 years to complete a Professional Level II Credential.
Professional Level II preparation is intended to enable teachers to apply
their Preliminary Level I preparation to the demands of professional positions
while still fostering advanced skills and knowledge.
Several formal tests or alternative verification of certain competencies,
in addition to coursework, are required by California for certification
as an Education Specialist. Full information regarding test content,
scheduling, and applications is available in the Credential Processing
Center.
California Basic Educational Skills Test (CBEST)
This test of basic academic skills is required of all California teaching
credential candidates and must be passed before beginning fieldwork courses.
California Subject Exam for Teachers (CSET) or MSAT
Candidates MUST verify subject matter competency through passage of the
Multiple Subjects CSET or MSAT prior to being fully admitted to the Education
Specialist Credential program.
Reading Instruction Competence Assessment (RICA)
This test of skills in the teaching of reading must be passed before beginning
final fieldwork. It is recommended that candidates attempt passage
of RICA after successful completion of EDEL 452, Reading in the Elementary
School.
Cross-Cultural, Language and Academic Development (CLAD)
This 12 unit certificate program prepares teachers to work effectively
with students from diverse cultural backgrounds. The Commission on Teacher
Credentialing has not proposed a Cross-Cultural Language and Academic
Development (CLAD) emphasis as part of the Education Specialist Credential.
However, Education Specialist students can obtain a CLAD certificate if their school districts require it.
Education Specialist Program at CSULB
Consistent with the University and College missions, the Education Specialist
program is designed to prepare competent and effective teachers who are
able to develop, implement, and evaluate educational programs for individuals
with Mild/Moderate (M/M) and Moderate/Severe (M/S) disabilities in diverse
urban schools and other community settings.
Students may be certified in both M/M and M/S areas if they complete
requirements in each area.
Mild/Moderate Disabilities
This credential authorizes teaching of learners with other health impairments,
mental retardation, serious emotional disturbance, and specific learning
disabilities. Instruction may occur in inclusive settings, resource
programs, self-contained classes, and community settings. Such teachers
facilitate access to the core curriculum.
Moderate/Severe Disabilities
This credential authorizes teaching of learners with autism, mental retardation,
deaf-blindness, serious emotional disturbance, and multiple disabilities.
In addition, these students benefit from specialized support across a
range of intellectual, behavioral, emotional, communication, sensory,
and/or motor impairments in all domains. Instruction may occur in
inclusive settings, resource programs, self-contained classes, and community
settings. Such teachers facilitate access to the core curriculum.
Program Organization
As mentioned previously, Education Specialist Credential Programs in
California are two-tiered. The program at CSULB is described below:
Level I
Program standards have been designed to include experiences emphasizing
core knowledge of special education and unique competencies specific to
various students with disabilities. The program design allows full-time
students who have already met all program prerequisites, to complete coursework requirements in 1.5 years. Upon
completion of Level I, the candidate is eligible for a preliminary credential.
Level II
Following receipt of the Preliminary I Education Specialist Credential,
the candidate must complete the Professional Level II preparation program
within five years of the date of issuance of the preliminary credential.
A distinctive feature of the Level II Credential is the Individualized
Induction Plan (IIP). The IIP is an individual plan developed by
the candidate in cooperation with their employer and university advisor.
While there are several required courses, the IIP allows each candidate
flexibility in selecting classes and in determining the emphasis the student
will follow in those courses. Upon completion of Level II, the candidate
is eligible for a professional clear credential.
Full certification requires completion of both levels.
Master of Science in Special Education
Level II is closely aligned with the Masters Program in Special Education,
with several Level II courses counting as part of the Masters Program.
The Master's degree program is not a credential program and a student
will not be certified to teach if he/she has a Master's degree only and
no credential.
Education Specialist Level I Program Requirements
PREREQUISITE COURSES (12 units; MUST BE COMPLETED OR IN PROGRESS
BEFORE ENROLLING IN LEVEL I COURSES):
• ED P 301 or 302 Child Development
or Adolescent Development (3 units)
• EDSP 350 Education of Exceptional
Individuals (3 units)
• EDSP 454 Development of Communication
Skills in Bilingual Contexts (3 units)
• ETEC 444 Computer Technology
in Education I (3 units) or Passage
of CSET Preliminary Educational Technology Examination
LEVEL I COURSES (21 units)
EDSP 480 Foundations of Inclusive Education
in a Diverse Society (3)
EDP 405 Positive Strategies for Classroom Management
(3)
EDEL 452 Teaching Reading, K-8 (3)
EDEL 462 Teaching Mathematics in Culturally and Linguistically
Diverse Classrooms (3)
EDSP 564 Assessment and Evaluation of Students
with Disabilities (3)
EDSP 567 Curriculum and Instruction for Students
with Disabilities: Literacy, Communication, Social and Physical Education
(3)
EDSP 569 Curriculum and Instruction for
Students with Disabilities: Math, Science, and Life Skills (3)
LEVEL I FINAL FIELD STUDY (12 units)
EDSP 587/588 A & B Advanced Field Study and Seminar
(6 & 6)
NOTE: Students pursuing dual M/M/S authorization must complete an additional
6 units of field studies.
The candidate must have applied for a Certificate of Clearance, passed
CBEST, attended the fieldwork information meeting, and have an up-to-date
advisement plan reflecting field study in order to apply for Final Field
Study. EDSP 587/588 A & B may be taken concurrently under certain conditions
with advisor approval.
Education Specialist Intern Program (ESIP) Requirements
PREREQUISITE COURSES (9 units; MUST BE COMPLETED PRIOR TO ADMISSION TO ESIP):
• ED P 301 or 302 Child Development or Adolescent Development (3 units)
• EDSP 350 Education of Exceptional Individuals (3 units)
• EDSP 454 Development of Communication Skills in Bilingual Contexts (3 units)
LEVEL I COURSES (24 units)
EDSP 480 Foundations of Inclusive Education in a Diverse Society (3)
ETEC 444 Computer Technology in Education I (3 units) or Passage of CSET Preliminary Educational Technology Examination
EDP 405 Positive Strategies for Classroom Management (3)
EDEL 452 Teaching Reading, K-8 (3)
EDEL 462 Teaching Mathematics in Culturally and Linguistically Diverse Classrooms (3)
EDSP 564 Assessment and Evaluation of Students with Disabilities (3)
EDSP 567 Curriculum and Instruction for Students with Disabilities: Literacy, Communication, Social and Physical Education (3)
EDSP 569 Curriculum and Instruction for Students with Disabilities: Math, Science, and Life Skills (3)
LEVEL I FINAL FIELD STUDY (12 units)
EDSP 587/588 A & B Advanced Field Study and Seminar (6 & 6)
NOTE: Students pursuing dual M/M/S authorization must complete an additional 6 units of field studies.
The candidate must have applied for a Certificate of Clearance, passed CBEST, attended the fieldwork information meeting, and have an up-to-date advisement plan reflecting field study in order to apply for Final Field Study. EDSP 587/588 A & B may be taken concurrently under certain conditions with advisor approval.
Steps to Receiving an Education Specialist Level I Credential
1. University Graduate Student Status
Students must submit a graduate application to the University. Matriculated
graduate student status is separate from admission to the Education Specialist
program.
University admission is required before taking courses. Students may apply
through University Extension to take classes if they miss the university
application deadline, but then must apply to the University immediately.
Only nine (9) units of extension course work may be applied toward the
Education Specialist program.
2. Education Specialist Program Orientation meetings
Program orientation meetings for the Education Specialist Level I Credential
Program are held during the Fall and Spring semesters. Please
check with the Teacher Preparation Advising Center (in ED1-67)
at 562-985-9259 for specific dates and locations. At the program orientation
meeting, credential and degree programs are outlined, and program materials
are reviewed.
Education Specialist Intern Program candidates who are employed with
one of our partnering school districts should contact the Credential Center
in ED1-42 or the ESIP Program Coordinator for additional information about
the Education Specialist Intern Credential Program.
3. Formal Program Application Process
All Level I candidates must submit a separate application to either
the Education Specialist Credential Program or Education Specialist Intern
Program, and the University.
Application deadlines for the Education Specialist Level I Credential
Program are March 1 for the Fall semester and October 1 for the Spring
Semester. Please contact the Teacher Preparation Advising Center (in ED1-67) at 562-985-9259 for application packets and additional
information. The complete admission process includes application, interview,
preliminary advisement, and program planning.
Application. All Education Specialist Level I applications are reviewed
by the department for evidence of minimum standards:
- Complete application form (refer to the application instructions in this packet)
- Admission to University/Graduate status
- G.P.A. of at least 2.75 for the last 60 semester or 90 quarter units, or 2.67 overall
- Completion and passage of oral interview with program faculty
- Verification of CBEST attempt; verification of passage is preferred
- Current TB test verification
- Demonstration of Subject Matter Competence – Passage of CSET (all three Multiple Subject subtests) or MSAT (Scores valid for five years after test date and must be valid at the time credential is completed)
- Completion of prerequisite courses
- Complete and provide documentation of a field experience of at least 45 hours in a K-12 general education setting
Interview. Appropriate applicants to the Education Specialist Level
I and ESIP programs will then be invited to an interview with program
faculty. Students who successfully complete the interview and whose application
materials meet the criteria will be notified by mail of their official
acceptance into the program. The letter will specify dates for the upcoming
mandatory preliminary advisement meeting.
4. Preliminary group advisement
The purpose of this group meeting is to review all program completion
requirements, assign each student a faculty advisor, review portfolio
requirements, and complete a program planning form.
5. Program planning
At the preliminary advisement meeting, a Credential Advisement Form will
be completed. This document specifies the semesters in which students
expect to take their remaining courses and enter Advanced Field Studies.
Students are encouraged to follow their Credential Advisement Form to
ensure fieldwork placement and university supervisor availability when
coursework is completed.
ESIP candidates will meet with ESIP Program Coordinator for advisement
and program planning.
6. Apply for Advanced Field Studies (Student Teaching)
Students must attend the mandatory fieldwork information meeting and
submit an application for advanced field studies (EDSP 587/588 A &
B) by the posted deadline, during the semester prior to when they plan
to enrol for these courses. Per CSU Chancellor's Executive Order # 547,
you must maintain a minimum GPA of 3.0 in all core Level I coursework
prior to being permitted to advanced fieldwork.
7. Complete Level I, including Advanced Field Studies
Complete coursework and field experiences. Continue to build your Education
Specialist Level I Portfolio throughout the program. The portfolio must
be approved by your University Field Supervisor during your final field
experiences.
8. Submit Credential Application for Level I
Application forms and fees are submitted to the Credential Center in ED1-Room
42. Students must begin the formal application process in the semester
before they expect to complete Level I program requirements.
Course Equivalency
Courses from Other Universities
Some applicants to our program have already completed courses from other
institutions, which may be similar in content to CSULB Education Specialist
preconditions, prerequisites, or credential classes. Under certain
conditions, classes taken at other universities may be accepted as equivalent
to courses required in the Education Specialist credential program.
In general, the course must have been completed within the last seven
years and the content and length must be equivalent as evaluated by appropriate
College staff.
It is your responsibility to review your transcript and compare classes
to CSULB and Education Specialist program requirements to determine possible
equivalencies. Your advisor may be able to help you in considering
potential equivalencies.
For each course that you have completed elsewhere, complete a Course
Equivalency form obtained from the Educational Psychology, Administration
and Counseling Office in ED1-10. Submit these forms to the EDPAC
office as soon as possible. Each evaluation of possible equivalency
takes several weeks to process.
Testing Out of Courses
University policy permits students to test out of courses when students
believe they have sufficient knowledge and/or competence to meet the standards
of the course.
Graduate Credit earned as a Senior
The CSU system has a policy whereby undergraduates can transfer up to 12 undergraduate units to post-baccalaureate status if (1) the units are above the 120 needed for graduation and (2) the request is made prior to completion of their baccalaureate degree, i.e., by the end of the senior year. The policy is given in more detail in the University Catalog: Graduate Credit Earned as a Senior.
Course Sequence
The prerequisite courses must be completed prior to formal acceptance
to the program. These classes must also be completed before enrolling
in Level I classes. However, students are encouraged to apply to
the program as early as possible, rather than waiting until after meeting
all conditions or completing all prerequisite classes.
Students may not enroll in Level I courses without formal program admission.
Remember that formal program admission includes completing a written application,
interviewing with faculty, completing the student advisement processes,
and receiving a program acceptance letter. Enrollment in EDP 567/569
will require an advisor permit. Your advisor will verify subject matter
competence (e.g., passage of CSET) and your taking classes per your program
advisement plan prior to issuing this permit.
NOTE: Semester course offerings may change in any given semester.
Please refer to the current schedule of classes and CSULB Bulletin for
updated information.
Education Specialist Internship Program (ESIP) - Level I Credential
The statewide critical shortage of special education teachers is reflected
in the catchment areas served by CSULB. To respond to this shortage,
the Educational Specialist Level I Internship credential project is a
joint effort of Long Beach Unified School District (LBUSD) and this university.
Several school districts in the Los Angeles and Orange County areas have
developed partnerships with the ESIP and their special education teachers
are eligible to participate in the ESIP. Please visit the Credentials link on this website for a complete listing of our intern partners.
All ESIP credential candidates are special education teachers employed
by participating school districts and have already met subject matter
competency through passage of the Multiple Subjects CSET or the MSAT.
A partial stipend for tuition is provided through funding by the CTC
Alternative Certification Program. Interns receive support from
site coaches, special education program facilitators, university faculty,
and from cohort members. Successful completion of the program by
fully approved candidates will require two full years of intensive study
and continuous progress.
The application procedures for ESIP are different from those of the
traditional program though the coursework closely parallels that of the
traditional program.
Portfolio Requirement
Upon acceptance into the program, all candidates, including those teaching
on an emergency or intern credential basis, will begin building a portfolio
to which they will continue to add throughout their program. Portfolio
requirements are introduced in EDSP 480 (your first Level I class) and
will include:
- Coursework and fieldwork artifacts such as papers and projects demonstrating competencies;
- Personal essay on your philosophy of special education; and
- Field Experience Log.
Courses will include formal assignments and projects designed to compliment
the portfolio. Credential students and their advisors will review
the portfolio yearly.
The portfolio is your opportunity to highlight developing competencies
in relation to the program goals of becoming:
- Effective and caring teachers
- Partners with parents and others in the development of quality educational
programs, and
- Life-long learners engaged in program development reflective of best
practices in special education.
The Field Experience Log is designed to assist the candidate and his/her
advisor in documentation of competencies met throughout the program, and
to assist the advisor in evaluation of the appropriateness of the candidate’s
field experiences with regard to diversity of learners, age and grade
ranges, and types of educational settings. Candidates are required to
document their observations, interactions, and experiences with children
and youth with and without disabilities, across ages and across settings
in this log. All courses in Level I have a field experience component
that will facilitate the candidate’s development of the skills necessary
to interact effectively and responsively with diverse learners with disabilities,
their families, and teachers.
Credential Application
Please note that credential application is separate from the Education
Specialist Credential Program.
The credential application itself is processed through the Credential
Center in the College of Education. Students complete the paperwork for their Level I credential as part of their application for Advanced Field Study. The Credential Center will notify candidates of additional materials required to complete processing your application, closer to the time that you are finishing up your Advanced Field Study.
The application and fee for a Level I credential is completely separate
from the application and fee for a Level II credential.
Entering the ESIP program also requires a separate application and fee
for the intern credential, which certifies an intern while completing
the course requirements for a Level I credential.
Professional Conduct
Confidentiality
As a student in our program, and in general as a teacher, you will encounter
very personal information about your students and their families.
All personal and identifying information about the children and adults
with whom you work is to remain confidential, on your job as well as in
class. Even when class discussions or written assignments involve
student examples, work, etc., respect the privacy of learners and their
families and do not identify them personally in any way.
Ethics
The Education Specialist Program area is committed to the development
of ethical teachers and other professionals in special education.
Ethical standards involve a broad range of issues that affect the quality
of life for individuals with exceptionalities. Professionals are
continually evaluating their own performance and maintaining an ethical
position.
Level II Program Information
Program Overview
The Level II Education Specialist Credential Program at CSULB is an
advanced professional training program. The California Commission
on Teacher Credentialing requires that candidates complete Level II within
5 years of the completion of Level I. Candidates must be employed
for at least 2 years under a Level I credential to be granted a Level
II credential.
The CSULB Level II program builds upon the themes of our Level I program
- collaboration, diversity, literacy, technology, and transition - as
students are inducted into their professional lives as special education
teachers in either the mild/moderate disability area or the moderate/severe
disability area. In alignment with California state standards, the
program relies upon collaboration between our faculty, the student, and
support personnel from the student’s employing district. The
program begins with the development of an Individualized Induction Plan
(IIP) which lays out the coursework a student plans to take and the non-University
professional development activities in which the student plans to engage.
This IIP must be developed within 120 days of employment upon completion
of the Level I credential. The IIP also identifies the area of specific
emphasis the student will focus on as he/she proceeds through the University
coursework and the non-University professional development activities.
Once the IIP process has been completed, the student begins his/her University
coursework and his/her non-University professional development activities.
These activities develop expertise in data-based decision making, advanced
behavioral, emotional and environmental supports, current and emerging
research and practices, transition and transition planning, assessment,
curriculum and instruction, collaboration and consultation, advanced communication
skills, and leadership and management. Students are encouraged to
engage in best practices in these areas and to engage in reflective practice.
Reflective practice is emphasized across all coursework and non-University
professional development activities.
Students in the Level II credential program are encouraged to align
their course activities with their district-based induction support activities
(e.g., BTSA, CFASST events). Though the state has developed induction
activities to be used to support all newly credentialed teachers, these
activities do vary somewhat across districts and for individual teachers.
Hence, there is a need for the student, the faculty, and the district
based support personnel to identify proper points of alignment.
This process is introduced in EDP 546C, our Practicum in Special Education.
Students in the Level II credential program are also encouraged to apply
for our Master of Science in Special Education program as we have designed
the credential program in alignment with our Masters degree program.
Our credential and Masters degree program are therefore both rigorous
and require advanced academic skills though the 2 programs have different
outcomes. It is not required for Level II credential students to
apply to our masters degree program however. Separate applications
to both programs are required for students who plan to obtain both the
Level II credential and the Master of Science degree in Special Education.
Application process
Applications for the Level II program are due March 1st for students
who plan to begin the program in the following Fall semester and October
1st for students who plan to begin the program in the following Spring
semester. CSULB students continuing on to Level II training from
our Level I program are encouraged to apply when they are enrolled in
their final semester of Advanced Field Studies (587/588B). These
students should indicate in their application their current status on
all Level I credential requirements.
Applications are available on our program website or from the Graduate
Studies Office in the College of Education, ED1 Room 7. Because
this is an advanced credential program, students are required to apply
through the Graduate Studies Office so an advanced program file can be
initiated for them. Students are encouraged to review all program
requirements in the current University Catalog prior to applying to the
Level II program. Students must also apply to the University which can be done online.
Admission to Level II requires a complete application packet.
For continuing CSULB students, performance in our Level I program will
be reviewed prior to admission into Level II. NonCSULB students
will be interviewed and transcripts reviewed to determine preparedness
for advanced credential studies. Once a student has been admitted
into the Level II program, he/she will be invited to attend a mandatory
orientation meeting.
Level II Requirements
During orientation and development of the Individualized Induction Plan,
each student will be advised as to the appropriate sequence of classes.
It is important that students attend carefully to the advised sequence
of classes as course offerings are limited at Level II. Many required
courses are offered only one semester each year.
- Complete Prerequisites: HSC 411A or B (3 units) and CPR certification
- Complete EDSP 546C Practicum in Special Education (3 units) and complete
an Individualized Induction Plan
- Complete the following core class (3 units):
- EDSP 535 Collaborative Partnerships and Effective Communication in
School Settings (Spring semester only)
4. Complete one Specialization course (3 units):
- EDSP 542 Assistive Technology and Augmentative Communication (Spring
semester only) OR
- EDSP 566 Career Planning and Transition for Youth and Adults with Disabilities
(Fall semester only)
5. Complete one Advanced methods course (3 units): EDSP 563
(Moderate/Severe) OR EDSP 565 (Mild/Moderate) (Both Fall semester only)
6. Complete a set of nonuniversity activities (See Level II advisor for information on nonuniversity activity requirements)
Exit process
Once students have completed all of their coursework, they are required
to participate in an exit interview. In some semesters, the exit
interview has occurred in conjunction with a poster presentation of student
action research projects. For some students, the exit interview
has occurred individually and sometimes in a small group setting. Students are encouraged to contact the
Level II coordinator as they near the end of their coursework in order
to insure they are able to participate in the required exit interview
process. Students then apply for their credential through the Credential
Center on campus.
Masters Degree Program Information
Program overview
The Master of Science in Special Education Degree program is an advanced
academic program. The program is aimed at developing advanced skills
and knowledge of current research in special education and demonstration
of the ability to engage in reflective inquiry. As an academic program,
we provide students with multiple opportunities to build upon their critical
thinking and writing skills throughout their coursework with those skills
being applied in the capstone experience of a comprehensive exam or a
thesis. The Master of Science in Special Education Degree does not
result in a credential for teaching individuals with disabilities.
The faculty in the Master of Science in Special Education Degree program
bring a wealth and variety of practical and research experience to the
program. Faculty members have all had experience as teachers or
support personnel in a variety of special education public school programs.
Faculty members have experience in large scale longitudinal research as
well as smaller scale qualitative research. Faculty members have
published textbooks in a variety of areas including inclusive educational
models, transition, and sheltered instruction. Faculty members also
have published research in a variety of journals across the spectrum of
special education. These papers address social aspects of inclusive
educational models, the adaptations of families of children with disabilities,
and issues of assistive technology. Faculty members bring these
wide variety of interests and expertise into our broad and collaborative
advanced academic program.
The first major goal of the program is to provide students with the skills
necessary for program review and development, and research analysis and
utilization that will benefit individuals with disabilities and their
families. Consistent with the CED mission, our goal is to nurture life
long learners who engage in program development and evaluation reflective
of best practices in special education as documented in the current research
base.
The second major goal is to expand the scope and depth of the student’s
understanding about and experience with individuals with disabilities
and the system of special education, which serves them. The majority of
our students already have regular and specialist credentials for teaching
school age children. Students also need to understand the demands that
individuals with disabilities encounter prior to formal education and
in their adult years as well as consideration of the life-span adjustments
(birth through adulthood) of individuals with disabilities. Our
students also need to understand a greater number of service delivery
models and emerging research and practice which supports the knowledge
base in special education. We build upon the understanding our students
gained in their credential programs by continuing to emphasize our program
themes: Collaboration, Diversity, Literacy, Technology, & Transition,
in coursework, activities, and examinations.
The third major goal of the degree program is to increase the student’s
awareness and understanding of the multiple roles through which professionals
meet the needs and interests of individuals with disabilities and their
families. Our students are competent and caring teachers and service providers,
who are partners with parents and others in the development of high quality
intervention programs for individuals with disabilities. The degree program
prepares students to look beyond their current positions as teachers and
practitioners and to consider leadership roles in education, policymaking,
and service delivery.
The faculty of the Education Specialist program have aligned their Masters
Degree course requirements with their Level II credential requirements.
The Masters Degree and Level II credential programs have very different
outcomes however. In the credential program, the focus is on effective
reflective practice based upon an analysis of research on current best
practices. The Masters Degree program extends that to require a
strong background in research methods and statistics and to require a
final synthesis of the research on current best practices in a comprehensive
exam or thesis. In other words, though individual course requirements
for the Level II and Masters degree are aligned, there are very different
outcomes from the professional credential preparation and the advanced
academic degree. Students should take this into account when they
make the decision about applying to the Masters Degree program.
Application process
Applications for the Masters Degree program are due March 1st for students
who plan to begin the program in the following Fall semester and October
1st for students who plan to begin the program in the following Spring
semester. CSULB students hoping to be accepted in our Masters degree
and Level II credential program after completing the Level I credential,
should apply for the 2 programs concurrently. Required essays should
clearly articulate the outcomes a student expects to gain from both the
credential and the Masters degree program. Applications are available
on our program website or from the Graduate Studies Office in the College
of Education, ED1 Room 7. Students should review all program
requirements in the current University Catalog prior to applying to the
Masters Degree program. Students must apply to the University as
well. Once students have been accepted, they will be invited to
a mandatory orientation meeting.
Masters Degree Requirements
At the mandatory orientation meeting, students will complete a program
planner with the Masters degree program coordinator. This program
planner will assist students in taking courses in their appropriate sequence.
Course offerings are somewhat limited at the Masters degree level so it
is important that students take courses in the advised sequence.
Students will therefore need to be available to take courses on whatever
night, day, and semester they are offered.
1. Complete Prerequisites:
• Development (3 units): EDP 301 or 302 Child or Adolescent
Development
• Statistics and measurement (3 units): EDP 400 Introduction
to Educational Measurement and Statistics
• Individual differences (3 units): EDSP 350 Education
of Exceptional Individuals
2. Degree Requirements
A minimum of 30 units of upper division and graduate courses with
a minimum of 21 units at the 500/600-level taken at CSULB. Degree
requirements include the following courses:
- Core Courses (15 units):
- EDSP 546C Practicum in Special Education
- EDSP 550 Emerging Perspectives in Special Education (Fall
semester only)
- EDSP 535 Collaborative Partnerships and Effective Communication
in School Settings (Spring semester only)
- EDSP 542 Assistive Technology and Augmentative Communication (Spring
semester only)
- EDSP 566 Career Planning and Transition for Youth and Adults with
Disabilities (Fall semester only)
- One of the following Advanced Methods Courses:
- EDSP 563 (Moderate/Severe)
or
- EDSP 565 (Mild/Moderate) (Both Fall semester only)
- Electives to meet the required minimum of 30 units selected with a
special education faculty adviso
- One of the following in consultation with faculty advisor:
- Comprehensive Exam pathway (6 units)
- EDP 520 Research Methods in Education
- 695S Seminar in Special Education (Spring semester only), and
written comprehensive exam (Spring semester only)
or
- Thesis pathway (9 units) EDP 520 Research Methods in Education,
and 698 Thesis.
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