Preliminary Education Specialist Authorization: Extensive Support Needs Teaching Credential with Internship option (California)
4-Week Courses
Start sooner and finish faster with our innovative course design.
Year-Round Enrollment
Our admissions team reviews applications year-round.
230K+ Alumni Worldwide
Become a member of NU’s global community.
Program Overview
The preliminary education specialist Extensive Support Needs (ESN) credential program is aligned with the new Education Specialist Authorizations and Standards of the California Commission on Teacher Credentialing (CTC), approved in 2022. The program allows candidates to obtain a Preliminary Education Specialist Credential: ESN Credential with Intern Option (CA). The program provides the knowledge and skills needed to successfully teach and impact the lives of students who have extensive learning 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 focusses 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 preliminary education specialist Extensive Support Needs (ESN) credential 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 Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course Details
Total Degree Requirements
- 18 – 22 Courses; 72-81 quarter units
Core Requirements Extensive Support Needs
- 11 courses; 49.5 quarter units
Sub Header Text Here
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
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Sub Header Text Here
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.
Students must select one area of specialization.
Extensive Support Needs Specialized Requirements
- 3 courses; 13.5 quarter
Sub Header Text Here
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.
Sub Header Text Here
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).
Sub Header Text Here
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.
OR Student Teaching Extensive Support Needs
- 4 courses; 9 quarter units
Sub Header Text Here
Prerequisite: ESN 641; Corequisite: ESN 655A, or ESN 657A
During ESN 659A, candidates will focus on completing all requirements of Education Specialist CalTPA Cycle 1 and associated TPEs. Candidates will apply the Plan, Teach and Assess, Reflect, and Apply specifically to completing evidentiary requirements related to “Focusing on Students and Planning Instruction.
Sub Header Text Here
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). Does not grant graduate units towards graduate degree.
Sub Header Text Here
Prerequisite: ESN 659A; Corequisite: ESN 655B, or ESN 657B
During ESN 659B, 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 “Assessment Driven Instruction.
Sub Header Text Here
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). Does not grant graduate units towards graduate degree.
OR Internship Extensive Support Needs
- 4 courses; 9 quarter units
Sub Header Text Here
Prerequisite: ESN 641; Corequisite: ESN 655A, or ESN 657A
During ESN 659A, candidates will focus on completing all requirements of Education Specialist CalTPA Cycle 1 and associated TPEs. Candidates will apply the Plan, Teach and Assess, Reflect, and Apply specifically to completing evidentiary requirements related to “Focusing on Students and Planning Instruction.
Sub Header Text Here
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). Does not grant graduate units towards graduate degree.
Sub Header Text Here
Prerequisite: ESN 659A; Corequisite: ESN 655B, or ESN 657B
During ESN 659B, 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 “Assessment Driven Instruction.
Sub Header Text Here
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). Does not grant graduate units towards graduate degree.
Additional Clinical Support
- 1- 4 courses; 2.25 – 9 quarter units
Sub Header Text Here
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.
Sub Header Text Here
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). Does not grant graduate units towards graduate degree.
Sub Header Text Here
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.
Sub Header Text Here
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.
Degree and Course Requirements
The Preliminary Education Specialist Credential Extensive Support Needs (ESN) program is designed to address the new Education Specialist Standards, including the new 52 Teacher Performance Expectations, Teacher Performance Assessment, and the California Standards for Teacher Performance. In addition, this program adheres to the CCTC Universal Teaching Performance Expectations (TPEs) composing the TPEs’ six domains and Teacher Performance Assessment (TPAs) associated with the new Education Specialist CALTPA model. The TPEs and TPAs form the backbone of the program and are translated into the Program Learning Outcomes. To earn a Preliminary Education Specialist Credential, candidates are required to successfully complete the core courses, the specialization (advanced) courses, a clinical practice path to supervised teaching (student teaching or internship) and meet the Education Specialist California Teaching Performance Assessment (EdSp CalTPA) requirements.
18 courses: (72 quarters)
Please Note: Students need to satisfy/pass the Basic Skills Requirements) e.g., CBEST) and Subject Matter Competency Requirements (e.g., CSET) early into their program (prior to Credential Area Methods coursework) to avoid interruptions to the program progress and/or financial aid arrangements.
For additional information on credential requirements, please see the Sanford College of Education information section of the catalog.
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- 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.
Admissions
Enrolling in a university is a big decision. That’s why our dedicated admissions team is here to guide you through the admissions process and help you find the right program for you and your career goals.
To that end, we’ve simplified and streamlined our application process, so you can get enrolled in your program right away. Because we accept and review applications year round, you can begin class as soon as next month, depending on your program and location of choice.
Learn more about undergraduate, graduate, military, and international student admissions, plus admissions information for transfer students. You can also learn more about our tuition rates and financial aid opportunities.
To speak with our admissions team, call (855) 355-6288 or request information and an advisor will contact you shortly. If you’re ready to apply, simply start your application today.
4 WEEK COURSES
Why Choose National University
- Four-Week Courses
- 190+ Degree Programs
- Online or On-Site
- Year-Round Enrollment
- Military Friendly
We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners. Today, we educate students from across the U.S. and around the globe, with over 230,000 alumni worldwide.
“National University has impacted my career. You can immediately apply what you learn in class to your business.”
-Francisco R., Class of 2016
FLEXIBLE SCHEDULE
The Key Grant Scholarship
Do you qualify for a needs-based scholarship? Learn more about the NU Key Grant Scholarship and other scholarship opportunities to unlock the door to your dreams!
Program Disclosure
Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.
Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.
NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.
All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.
National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.