Navigating the Path to a Special Education Credential

For individuals with a passion for making a difference in the lives of students with disabilities, a career in special education can be incredibly rewarding. This article outlines the requirements and pathways to obtaining a special education credential, focusing on programs and options available in California.

Understanding the Scope of Special Education Credentials

Special Education Programs offer programs for Mild to Moderate Support Needs, Extensive Support Needs, and Early Childhood Special Education. The Mild to Moderate Support Needs (MMSN) and Extensive Support Needs (ESN) authorizations certify the teacher to serve children with special needs in grades kindergarten through 12 (or up to age 22). The Early Childhood Special Education (ECSE) authorization certifies the teacher to serve children with special needs between birth and kindergarten and their families.

Levels of Credentials

There are two levels of the Education Specialist teaching credential for all authorizations. The first level is the Education Specialist Preliminary Credential (2018 Standards). This credential is valid for five years. To advance, educators must complete a Clear Credential Program.

Foundational Requirements for a Preliminary Credential

To obtain a California Education Specialist Preliminary Credential, State law requires individuals to complete or demonstrate the following:

Baccalaureate Degree: A bachelor's degree from a regionally accredited institution is a fundamental requirement.
Subject Matter Competency: Subject matter proficiency may be demonstrated through one of the following options: Completion of a subject matter program approved by the commission, Passage of a subject matter examination (the California Subject Examination for Teachers or CSET), Successful completion of coursework at one or more regionally accredited institutions of higher education that addresses each of the domains of the subject matter requirements adopted by the commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation.
Basic Skills Requirement (BSR): Satisfying the basic skills requirement is a program admission requirement.
Constitution: demonstrate California Basic Educational Skills. California Education Code, Section 44335, requires all candidates for Multiple Subject, Single Subject, and Education Specialist credentials to demonstrate knowledge of the United States Constitution by completing a college-level course with a “C” or equivalent grade or better, or pass a college-level examination in the subject, or verify AP exam credit for American History or American Government/Politics. While this is not a program admission requirement, this requirement must be completed before the credential can be granted at the end of the credential program. Most CSU graduates have met this requirement.

Program Admission: Meeting the Criteria

Gaining admission to a special education credential program involves several key components:

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Academic Standing

Grade Point Average (GPA): A GPA of at least 2.67 overall or 2.75 in the last 60 semester or 90 quarter units is typically required.

Experience with Children or Youth

Experiences Related to Working with Children or Youth: A minimum of 45 hours of experience (closer to 100+ hours if you want to be competitive) with diverse populations is required to be considered for program admission. Possible field experiences can include: classroom instructional aide, tutoring, afterschool program, Peace Corps, camp counseling, child/youth recreation programs, coaching, group-home counseling, church school teaching, etc.
- Recency: Experience needs to be recent - at least within 1-2 years of the application period.
- Settings: Majority of your experiences should be in appropriate settings/schools (ideally public schools) with culturally, linguistically, and socioeconomically diverse students of the age group (i.e., elementary school, high school, etc.) or population (i.e., special needs population) you plan to teach.
- Supervision: Has the verifiable experience been gained under supervision?

Recommendations and Essays

References: Applicants submit two reference forms (included in the supplemental application). Letters of recommendation will not be accepted in lieu of reference forms. Only reference forms submitted in sealed envelopes will be accepted. It is recommended that one of the references be from a person who has observed the applicant’s academic competence (current or former instructor) and the other reference from a person who has observed the applicant working with children or youth. NOTE: References from family members will not be accepted.
Essay: Discuss a critical, current issue in teaching/education and the relationship of this issue to your motivation to become a teacher in a typed, two-page, double-spaced essay. NOTE: This prompt is subject to change.
Statement of purpose: Write a statement of purpose addressing the following points: your reasons for entering the teaching profession, any personal or professional experiences and/or qualifications related to your intended field of study, and your perspectives on the relevance and role of cultural competence in teaching.

Transcripts

Transcripts: Applicants must provide official, sealed transcripts from every community college/college/university attended, even if only ONE class was completed. Sacramento State students and Sacramento State graduates are exempt, unless coursework was completed at another college after you graduated.

Demonstrating Proficiency

Writing Proficiency: Satisfying writing proficiency is a program admission requirement. This requirement may be met in one of the following ways: Pass the entire CBEST (must pass the writing portion with a minimum of 37 points); or Pass the CSET: Writing Skills Test (Multiple Subject applicants only); or Meet the graduation writing requirement (GWAR) at any CSU campus; or Successfully complete an upper-division advanced English composition course, with a “B” grade or better.
Basic Skills Competence (i.e., pass the CBEST)
Subject Matter Competence (i.e., pass the CSET)

Additional Requirements

Complete Credential Prerequisite Courses: EDUC 170, EDUC 100A, EDUC 100B, PUBH 136, and KINS 172 (MS only - equivalent workshop can be taken during the program)
Complete the Mandatory Interview
Applications Required at a Glance: Teaching credentials Supplemental Program Application, CSU Graduate School Application, Certificate of Clearance Application (and fingerprint clearance through CTC)
Certificate of Clearance or equivalent fingerprint clearance
Demonstration of personal dispositions necessary for teaching (as outlined by the LaFetra College of Education)
CPR for adults, infants and children
Current TB clearance
Speech course or verification
US Constitution course or passing test score
Health Education/Nutrition/Drug Prevention/Tobacco/Sexually Transmitted Diseases Course
Verification of Subject Matter Competence as defined by the California Commission on Teacher Credentialing

Program Structure and Coursework

Credential programs involve a combination of coursework and fieldwork. Candidates move through the program in cohorts. Full-time Education Specialist candidates follow a tightly-sequenced series of courses.

Core Coursework Examples:

Legal and Social Foundations of Inclusive Education
Mathematics Curriculum and Instruction for the Diverse K-8 Classroom
Language and Literacy in Inclusive Classrooms I & II
Assessment and Evaluation for Students with Mild/Moderate Disabilities (including lab)
Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities
Positive Behavior and Social-Emotional Supports for Students with Mild to Moderate Support Needs
Transition Strategies for Students with Mild to Moderate Support Needs
Teaching English Learners with Disabilities

Fieldwork and Student Teaching

Field experience and student teaching are integral parts of the program leading to Preliminary Credentials. All candidates will have experience working with children or youth from a broad range of cultural, ethnic, economic and special learning needs backgrounds.

Student Teaching Program Prerequisites

All students must complete fieldwork hours in the state of California. Student teaching candidates must complete an application and be accepted by the faculty into the student teaching sequence with the following: Introductory Supervised Teaching Requirements: Certificate of Clearance or equivalent fingerprint clearance, Demonstration of personal dispositions necessary for teaching (as outlined by the LaFetra College of Education), CPR for adults, infants and children, Current TB clearance, Verification of Basic Skills Competence as defined by the California Commission on Teacher Credentialing, Successful completion of all pre-student teaching coursework as defined by a GPA of 3.0 or better, Speech course or verification, US Constitution course or passing test score, Health Education/Nutrition/Drug Prevention/Tobacco/Sexually Transmitted Diseases Course, Verification of Subject Matter Competence as defined by the California Commission on Teacher Credentialing. Advanced Supervised Teaching Requirements: Successful completion of all requirements for Introductory Supervised Teaching

Internship Opportunities

Some programs offer internship options, allowing candidates to gain paid teaching experience while earning their credential. Be aware of the specific requirements and availability of internships, as they may be competitive.

All Preliminary Education Specialist programs at Sacramento State have been approved by CCTC as internship programs. In order to be eligible for an Intern Education Specialist Credential, candidates must have been admitted and cleared all admission requirements for the credential program; have received the recommendation of a faculty member; have received an offer of employment from an employer; and be pursuing an internship with a district/school that has a written internship agreement (Memorandum of Understanding) with Sacramento State. Only candidates in their final semester of the program can be considered for internships.

Enhanced Intern Credential (Education Specialist)

Candidates will be eligible for an enhanced intern credential if they have successfully maintained a 3.0 GPA, completed the US Constitution requirement, completed SPED 420 Foundations of Inclusive Education, SPED 430 Assessment Practices and IEP Development, EDUC 425 Language and Literacy, Multiple Subject, EDUC 428 Introductory Teaching Practices, Single Subject, & SPED 421 Literacy Assessment and Intervention Practicum 1, the basic skills and subject matter requirements and has a contract in a public school. All candidates must be concurrently enrolled in SPED 459 Intern Teaching, SPED 497 Introduction to Supervised Teaching, Special Education or SPED 498 Advanced Directed Teaching - Mild/Moderate Support Needs to be eligible for the intern credential.

Clear Credential

Clear Credential Application Requirements: To apply for a Clear Credential with the State of California Commission on Teacher Credentialing, candidates must have completed a professional induction program through their employer within five years of the issuance date of their Preliminary Credential. If a candidate does not qualify for the Master of Arts: Teaching degree because they completed credential courses as an undergraduate student or for some other reason, but they do have some master’s degree applicable courses, they may submit an application for admission to the M.Ed.

Bilingual Authorization

The BA is a specialized authorization that authorizes the credential holder to provide instruction in the primary language to candidates with limited English proficiency. This option is available concurrently for all credential candidates with oral and written fluency as well as cultural/historical knowledge of the target group (Spanish or Hmong). Candidates can complete additional requirements to add the Bilingual Authorization in Spanish or Hmong.

Key Considerations for Prospective Candidates

Passion and Commitment: A genuine desire to work with students with disabilities is essential.
Flexibility and Adaptability: Special education requires a flexible approach to meet diverse student needs.
Collaboration Skills: Effective communication and collaboration with parents, colleagues, and other professionals are crucial.
Continued Enrollment: Continued enrollment in a Preliminary Credential Program is contingent upon the candidates maintaining a GPA of 3.0 in all professional education courses. If incomplete grades or grades of "D", "F", and "NC" (No Credit) are received in professional education courses, the candidate must withdraw from the program unless a specific exception has been approved by the Credential Appeals Committee.
Delays: Candidates who have to delay progress in a Preliminary Credential Program file a "Program Delay Petition" in the Teaching Credentials Office. A student returning after a delay may be accommodated on a space available basis. Any student on academic probation is subject to automatic disqualification as a Credential candidate.
Appeal Process: A student who has been formally admitted to the program has the right to appeal to the Credential Appeals Committee about any policy affecting program continuation. Appeals petitions and assistance are available in the Teaching Credentials Office

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