Special Education/Mild to Moderate and Moderate to Severe Specializations
CLU offers Education Specialist Credentials in Mild to Moderate (M/M) and Moderate to Severe (M/S) specialization areas. A general education teaching credential is not a prerequisite for completion of an M/M or M/S Preliminary or Level I Education Specialist credential program.
Under certain conditions, it is possible to obtain the Master of Science in Special Education degree without completing the credential requirements; however, CLU has developed the credential and master’s degree so candidates may work on the two concurrently.
Requirements for completion of the two are not exactly the same. The master’s degree does not authorize the recipient to teach special education in K-12 public schools. To do so, the graduate student must meet California Commission on Teacher Credentialing (CTC) requirements and be recommended by the University.
Program Outcomes
Reflective, principled Special Education program graduates will be able to:
- Assess special needs student learning;
- Plan instruction and design learning experiences for students with special needs;
- Understand and organize subject matter knowledge for special needs students;
- Create, maintain and support an effective environment for special needs students;
- Engage and support all special needs students in learning;
- Represent the different roles of a special educator, including interactions with parents and school staff;
- Develop as a professional special education educator.
Admission to the Special Education Program
To assure a prompt admission decision, candidates for admission to the Special Education Program should submit all application materials by
- July 1 for fall semester
- November 1 for spring semester
- April 1 for summer semester
All application materials are to be collected by the applicant and submitted together. Admission decisions for regular standing are based on the following materials in the applicant file:
- Minimum cumulative undergraduate GPA of 2.7 for credential only programs; 3.0 upper division GPA for Master of Science in Special Education (M.S.)
- Admission appointment with admission counselor
- Application for Admission form and non-refundable application fee
- Official transcripts from all previous colleges and universities
- A personal statement following the guidelines included in the admission packet
- Three academic or professional recommendations
- For Master of Science applicants only, submission of GRE scores (unless Petition to Waive GRE Requirement is submitted and approved). The admission test may be waived for candidates who present an official transcript of previous college work from a regionally accredited college or university reflecting any one of the following criteria:
(a) An undergraduate, upper division grade point average of 3.0 or higher (on a 4.0 scale); or
(b) A combined grade point average of 3.0 or higher for the most recent 60 units of study consisting of any of the following: graduate course work, upper division postbaccalaureate course work (exclusive of extension or continuing education work) and upper division undergraduate course work; or
(c) A minimum of nine units of graduate course work completed with a 3.5 grade point average; or
(d) A previously earned master’s degree
Note: International applicants must submit the following:
- An International Student Application Form and additional required documents
- GRE and TOEFL scores if undergraduate work was completed at other than a regionally accredited U.S. institution
Requirements for Continued Advancement in the Special Education Program
- Bachelor's degree or higher from a regionally accredited U.S. institution or equivalency
- Certificate of Clearance (fingerprint clearance)
- TB test (negative-results test taken within one year of program admission)
- Basic Skills – verification of passing score on California Basic Educational Skills Test (CBEST) or equivalent
- Subject Matter Competence – verification of passing score on California Subject Examinations for Teachers (CSET) or by completion of approved Subject Matter Program1
- U.S. Constitution - verification by official transcript or passage of exam
1 | Authorized subjects include general subjects (CSET, Multiple Subjects) and single subjects of art, English, foreign language, mathematics, music, science and social science. |
The Reading Instruction Competence Assessment (RICA) is not required for M.S. program completion, but is required for the preliminary credential.
Note: These requirements are subject to change by the CTC.
Requirements for the Preliminary and Level I Education Specialist Credential in Mild/Moderate (M/M) and Moderate/Severe (M/S) Specializations
Required courses for both the Mild to Moderate and Moderate to Severe Preliminary or Level I Education Specialist Credential
(45 units)
Credential Core Classes (28 units):
EDTP 500 | Social and Cultural Foundations in Education | 3 |
EDTP 502 | Theories of Teaching and Learning | 3 |
EDTP 506 | Child and Adolescent Growth and Development | 3 |
EDGN 503 | Introduction to Special Education | 3 |
EDSP 549 | First and Second Language Acquisition | 3 |
EDSP 520 | Application of Behavior Management Strategies | 3 |
EDSP 521 | Literacy and Language in Diverse Classroom | 3 |
EDSP 523 | Teaching 1: Planning and Methods for Content Standards | 3 |
EDSP 519 | M/M/S: Assessment, Instruction and Development of the Individual Educational Program | 3 |
EDSP 519A | Clinical Practicum | 1 |
Total Hours | 28 |
Mild/Moderate (M/M) or Moderate/Severe (M/S) Classes (17 units)
M/M Preliminary or Level I Education Specialist Credential
EDSP 547A | M/M: Curriculum and Instruction in Mild to Moderate Disabilities | 3 |
EDSP 532 | Reading Procedures, Assessment & Remediation | 3 |
EDSP 532A | Clinical Practicum | 1 |
EDSP 534 | M/M: Field Study/Student Teaching With Seminar | 10 |
Total Hours | 17 |
M/S Preliminary or Level I Education Specialist Credential
EDSP 547B | M/S: Curriculum and Instruction in Moderate to Severe Disabilities | 3 |
EDSP 547C | M/S: Communication, Socialization and Daily Living Skills Development | 3 |
EDSP 547P | Clinical Practicum | 1 |
EDSP 542 | M/S: Field Study/Student Teaching With Seminar | 10 |
Total Hours | 17 |
Due to CTC-mandated revisions to this program, a complete list of requirements was unavailable at the time of catalog publication. For a current list of requirements, please refer to the website at www.callutheran.edu/education.
Requirements for the Master of Science in Special Education
Candidates who satisfactorily complete the Level I Education Specialist Credential course of study at CLU are eligible for the Master of Science in Special Education with completion of the following additional courses:EDSP 510 andEDSP 599 .
Candidates who satisfactorily complete course work for the Level I Education Specialist credential from outside universities are eligible for the M.S. in Special Education by satisfactory completion of the CLU Clear program, and EDSP 599 and 17 additional approved units. Only six (6) units of graduate credit may be transferable to a master’s degree from another institution, with approval at time of entrance to the M.S. Special Education Program. The M.S. in Special Education requires a total of 41 units, 35 of which must be completed at CLU.
Due to CTC-mandated revisions to the credential program, a complete list of requirements for the master’s program was unavailable at the time of catalog publication. For a current list of master’s requirements, please refer to the website at www.callutheran.edu/education.
Education Specialist University Internship/Alternative Certification Program
The University Internship/Alternative Certification Program enables teacher candidates to complete course work for certification in special education in a supportive environment while working full time within the classroom. University Internship candidates must meet CTC requirements and apply through the Graduate School of Education for a CTC Education Specialist Internship Credential with approval of their adviser and the CLU Credential Analyst. Candidates will complete credential requirements for the Level I Education Specialist Credential in Mild to Moderate (M/M) or Moderate to Severe (M/S) specialties.
To qualify for the Internship/Alternative Certification Program, applicants must:
- Be employed as a full-time teacher in a classroom for students with M/M or M/S disabilities
- Be recommended for the program by their immediate administrative supervisor
- Meet CTC requirements for Internship Credential if credential is required for employment
Education Specialist Internship Credential
- Full admission status in appropriate program
- Bachelor's degree or higher from a regionally accredited U.S. institution or equivalency
- Basic Skills Proficiency (CBEST or equivalent)
- U.S. Constitution [?]
- Subject matter competency (CSET examination or equivalent)
- Pre-service foundational preparation (see adviser for course and clock-hour requirements)
- Certificate of Clearance (fingerprint clearance)
Autism Spectrum Disorder Authorization
Candidates who satisfactorily complete the Preliminary or Level I Education Specialist Credential, Mild/Moderate specialization are eligible for the added authorization in Autism Spectrum Disorders with completion of the following course: EDSP515.
Requirements for the Level II Education Specialist Credential in Mild to Moderate (M/M) and/or Moderate to Severe (M /S) Specialties
- Prior to application to the Clear program, teacher must hold a valid Level I Education Specialist credential.
- Required courses for both the Mild to Moderate and Moderate to Severe Education Specialist Credential:
EDSP 510 Action Research for Practitioners 3 EDSP 540D M/M/S: Postive Learning Enviroments for Students With Complex Behavioral and Emotional Needs 3 EDSP 540E M/M/S: Assessment, Curriculum, Instruction and Development of the Individual Transition Plan 3 EDSP 553A Induction Plan Development 1 EDSP 553B Induction Plan Assessment 2 EDSP 595H M/M/S: Collaborative Consultation Counseling, and Coordination of Services 3 Total Hours 15 - Required Course for the Mild to Moderate Education Specialist Credential: EDSP 538
- Required Course for the Moderate to Severe Education Specialist Credential: EDSP 540B
- Teachers must complete all Level II requirements as well as CTC-approved course content in health education (including CPR) and basic technology to apply for the Level II Education Specialist credential. Teachers have five years from the date of issuance of the Level I credential to complete Level II requirements.
- EDSP 553A and EDSP 553B , the Induction Plan Development and Assessment courses, embed Professional Growth Activities (approved non-university activities) into the course requirements. The Induction Plan Development is developed collaboratively with the student, employer and university. The assessment of the candidate’s progress in completing the plan occurs at the end of the program.
Due to CTC-mandated revisions to this program, a complete list of requirements was unavailable at the time of catalog publication. For a current list of requirements, please refer to the website at www.callutheran.edu/education.
Courses
EDSP 503. Characteristics of Div Lrnr. (3).
EDSP 510. Action Research for Practitioners. (3).
This course is a systematic study and analysis of
current research and research methods for
conducting action research projects. The
objectives in this course focus on the knowledge
base of action research, the techniques used in
action research, and applications of action
research.
EDSP 515. Educating Students With Autism Spectrum Disorders: Theoretical Foundations, Interventions & Supports. (3).
This course will examine: Autism Spectrum
Disorders (ASD), with an emphasis on Autism and
Asperger Syndrome; contemporary assessment
strategies and tools; service delivery models and
programs; best educational practices in teaching
strategies and interventions;
social/communicative development; Positive
Behavior Support in creating a classroom/program
and for assisting those with behavior challenges;
comprehensive sensory supports; accommodations
and modifications to support students in least
restrictive environments and to access core
curriculum; and communication models and
strategies for effective partnerships with
families, related service professionals, public
and non-public agencies and other service
providers. Fieldwork is required that documents
experiences with students identified with ASD.
EDSP 519. M/M/S: Assessment, Instruction and Development of the Individual Educational Program. (3).
Formal and informal assessment procedures for
linking assessment to instruction, determining
the need and eligibility for services, designing
instructional programs and developing IEP goals;
legal and ethical considerations for assessment,
issues of reliability and validity, and
information regarding test design and statistics.
Includes fieldwork that documents experiences
across programs, disability and school ages.
Co-requisite: EDSP 519A.
EDSP 519A. Clinical Practicum. (1).
Co-requsite: EDSP 519.
EDSP 520. Application of Behavior Management Strategies. (3).
Examines basic classroom management strategies
for general and special educational settings;
provides information regarding individual
behavior management strategies, specifically with
respect to students with special needs; includes
behavioral assessment and the design and
implementation of behavioral plans to support
students with behavioral difficulties in the
general and special education classroom. Includes
fieldwork that documents experiences across
programs, disability, and school ages.
EDSP 521. Literacy and Language in Diverse Classroom. (3).
Theory-based methods of instruction in reading
and language arts in today's culturally diverse
elementary classrooms.
EDSP 523. Teaching 1: Planning and Methods for Content Standards. (3).
This course will provide an introduction to
current methodologies and instructional
strategies appropriate for concept development as
well as attainment and the meaningful application
of mathematics and science learning in elementary
classrooms. Consideration will be given to the
cross-cultural and heterogeneous nature of
California's student population. We assume that
all children can learn mathematics and science
from well-prepared and encouraging teachers.
Technology enhanced methods will also be
introduced when appropriate. This course will
include a study of the content as well as the
goals for mathematics and science education at
the K-12 school level.
EDSP 525. Inclusion/Trans/Collab. (3).
EDSP 527A. Creating/Extending Family Partnerships. (1).
EDSP 527B. Supportg Stu w MSD. (1).
EDSP 527C. Cont.Issues M/SD. (1).
EDSP 532. Reading Procedures, Assessment & Remediation. (3).
Provides intensive study and application of
specific diagnostic reading assessment skills
with direct application of remedial procedures
for the learning handicapped. Co-requisite: EDSP
532A.
EDSP 532A. Clinical Practicum. (1).
Examines the basic psychological processes
involved in reading; examines the
language-literacy connection; explores the nature
of reading difficulties; and presents assessment
procedures, curriculum, and instructional
approaches for group and individual students with
reading difficulties. Includes fieldwork that
documents experiences across programs, disability
and school ages. Co-requisite: EDSP 532.
EDSP 533. Curriculum-Math for Diverse Learners With Special Needs. (3).
EDSP 534. M/M: Field Study/Student Teaching With Seminar. (1-10).
Candidates attend a seminar in conjunction with
field study that addresses portfolio development,
credential standards, and support services for
teacher candidates. A university supervisor
observes the candidate in his or her own
classroom. Traditional student teaching and
placement with a master teacher is also an
option. Prerequisite: Recommendation of Special
Education faculty committee. (Graded P/NC only).
EDSP 534A. Field Study/Student Teaching With Semina Benchmark 1. (2).
Candidates attend a seminar in conjunction with
field study that addresses portfolio development,
credential standards, and support services for
teacher candidates. A university supervisor
observes the student in his/her own classroom.
Traditional student teaching and placement with a
master teacher is also an option. (Graded P/NC
only). Prerequisite: Consent of special
education advisor.
EDSP 534B. Field Study/Student Teaching Benchmark 2. (2).
Candidates attend a seminar in conjunction with
field study that addresses portfolio development,
credential standards, and support services for
teacher candidates. A university supervisor
observes the student in his/her own classroom.
Traditional student teaching and placement with a
master teacher is also an option. (Graded P/NC
only). Prerequisite: Consent of special
education advisor.
EDSP 534C. Field Study/Student Teaching Benchmark 3. (2).
Candidates attend a seminar in conjunction with
field study that addresses portfolio development,
credential standards, and support services for
teacher candidates. A university supervisor
observes the student in his/her own classroom.
Traditional student teaching and placement with a
master teacher is also an option. (Graded P/NC
only). Prerequisite: Consent of special
education advisor.
EDSP 534D. Field Study/Student Teaching Field Study/Student Teaching Benchmark 4. (2).
Candidates attend a seminar in conjunction with
field study that addresses portfolio development,
credential standards, and support services for
teacher candidates. A university supervisor
observes the student in his/her own classroom.
Traditional student teaching and placement with a
master teacher is also an option. (Graded P/NC
only). Prerequisite: Consent of special
education advisor.
EDSP 535. Curric-Sci/Hist/SoSci. (3).
EDSP 537. Curr.Inst Pro Dev Msd. (3).
EDSP 537A. Curr Inst Prog Dev Practicum. (1).
EDSP 538. Advanced Issues in Mild/Moderate Disabilities. (3).
Current and emerging research reflecting best and
promising practices in the field. Topics vary but
may include: alternative/non-traditional
assessment theory and practice;
alternative/non-traditional views of learning
disabilities; culturally and linguistically
diverse exceptional learners; neuropsychological
research; language, literacy and cognitive
development; socio-historical-political
implications of disability and the social
construction of difference; emotional
disturbance; psychotropics/pharmacology and
therapeutic intervention; and technology in
special education.
EDSP 539. Curr Instr Prog Dev. (3).
EDSP 539A. Curr Instr Pro Dev Practicum. (1).
EDSP 540B. Advanced Issues in Moderate/Severe Disabilities. (3).
Current and emerging research reflecting best and
promising practices in the field. Topics vary but
may include: transition; independent and assisted
living; continuing education; inclusion across
educational, work, social/recreational, and
living environment settings; sexuality and
students with M/S disabilities; emotional
disturbance; socio-historical-political
implications of disability and the social
construction of difference; continued support
services; and technology in special education.
EDSP 540D. M/M/S: Postive Learning Enviroments for Students With Complex Behavioral and Emotional Needs. (3).
Advanced knowledge and skills to successfully
design learning environments that enhance the
quality of life and educational experiences of
students who require comprehensive behavioral
support, social skills instruction, crisis
management, curricular adaptations, and specially
designed physical settings. Collaborative
consultation across agencies is emphasized.
EDSP 540E. M/M/S: Assessment, Curriculum, Instruction and Development of the Individual Transition Plan. (3).
Advanced skills in data-based decision-making for
determining maintenance, modification, or changes
in instructional strategies, curricular content,
and behavioral supports for planning, developing,
and implementing the ITP. Collaborative
consultation across agencies is emphasized.
EDSP 542. M/S: Field Study/Student Teaching With Seminar. (1-10).
Candidates attend a seminar in conjunction with
field study that addresses portfolio development,
credential standards, and support services for
teacher candidates. A university supervisor
observes the candidate in his or her own
classroom. Traditional student teaching and
placement with a master teacher is also an
option. Prerequisite: Recommendation of Special
Education faculty committee. (Graded P/NC only).
EDSP 542A. Field Study/Student Teaching With Seminar. (2).
EDSP 542B/542C. Field Study/Student Teaching. (2,2).
EDSP 542D. Field Study/Student Teaching Full Time One Semester. (2).
EDSP 545. Positive Behanorial Support for Students With Behavioral & Emotional Needs. (3).
EDSP 545A. Clinical Practicum. (1).
EDSP 547A. M/M: Curriculum and Instruction in Mild to Moderate Disabilities. (3).
Curriculum adaptation and instructional
modifications for providing students with mild to
moderate disabilities access to the core
curriculum; selection of curricula and strategies
to meet the individual needs of students in
culturally and linguistically diverse settings;
development of the Individual Educational
Program/Individualized Transition Plan ((IEP/ITP)
objectives across domains. Includes fieldwork
that documents experiences across programs,
disability and school ages.
EDSP 547B. M/S: Curriculum and Instruction in Moderate to Severe Disabilities. (3).
Instruction, adaptation, modification, and
integration of the core curriculum and
specialized curricula across diverse settings,
including general and special education,
community, work, and recreational settings to
develop academic, functional life skills, and
basic skills in cognitive, social/emotional,
motor, language, and behavioral domains. Includes
fieldwork that documents experiences across
programs, disability and school ages.
EDSP 547C. M/S: Communication, Socialization and Daily Living Skills Development. (3).
This course examines the development of
communication, socialization, and daily living
skills as related to the ability and
opportunities for students with moderate to
severe disabilities to access accommodations and
modifications across school, work, home, and
community settings; movement, mobility, sensory,
and specialized health care needs required for
meaningful participation across settings; and
technology support to facilitate maximum
participation in educational, social, work, and
home settings. Co-requisite: EDSP 547P.
EDSP 547P. Clinical Practicum. (1).
Development of communication, socialization, and
daily living skills as related to the ability and
opportunities for students with moderate to
severe disabilities to access accommodations and
modifications across school, work, home, and
community settings; movement, mobility, sensory,
and specialized health care needs required for
meaningful participation across settings;
technology support. Includes fieldwork that
documents experiences across programs, disability
and school ages. Co-requisite: EDSP 547C.
EDSP 549. First and Second Language Acquisition. (3).
First and second language acquisition deals with
an overview of some aspects of linguistic
theories that are necessary for teachers. The
course further deals with language acquisition
theories and various factors that affect language
learning among both native and non-native
speakers of English. Fieldwork is required.
EDSP 553. Induction Development & Assessment. (3).
EDSP 553A. Induction Plan Development. (1).
Assists and supports the candidate in the
development of the Induction Plan to be completed
within the first 120 days of employment under a
Mild/Moderate or Moderate/Severe Preliminary
Level I credential. The plan will be developed in
collaboration with a school district support
provider.
EDSP 553B. Induction Plan Assessment. (2).
Assists and supports the candidate in the
development of assessment procedures for the
activities listed in the Induction Plan. Emphasis
will be placed on the candidate's design and
criteria for providing evidence of successful
completion of the Induction Plan. The assessment
plan and procedures will be implemented in
collaboration with a support provider.
EDSP 582. Selected Topics. (1-4).
EDSP 595H. M/M/S: Collaborative Consultation Counseling, and Coordination of Services. (3).
Collaborative consultation theories, models, and
skills to work with students, families, school
staff, and agency/community resources across
culturally and linguistically diverse settings;
basic counseling skills; coordination of services
across regular and special education; family
systems theory and approaches for
consultation/counseling; working with
transdisciplinary teams. Includes fieldwork that
documents experiences across programs,
disability, and school ages.
EDSP 599. Classroom Based Research Project. (3).
Class study for the development of an action
research project and presentation. Admission to
master's program required. Prerequisite: EDSP 510.