UCLA Extension

Early Childhood Special Education Added Authorization

Hispanic toddler with Down syndrome laughing

Gain and expand your skills to work with infants, toddlers and preschoolers with special needs!

This CTC-approved Early Childhood Special Education Added Authorization program at UCLA Extension provides a flexible and convenient route for expanding your career and your professional knowledge in special education for children birth to five years old. Acquire an in-depth understanding of atypical development and the needs of children with a wide range of disabilities.

In four courses and two practicum experiences, the program covers characteristics of young children in special education; the role of the family; and assessment, intervention and instructional strategies for infants, toddlers and preschoolers. Emphasis is placed on practical skills and educational practices, such as familiarity with common assessment tools, intervention strategies, and social and cultural sensitivity in communication skills. The program presents a collaborative approach between families and professionals to support children’s development, education, and well-being.

UCLA Extension’s program is a 1-year, part-time, online program. Students may take courses individually or for the added authorization.

  • Rigorous, research-based curriculum focused on classroom application.
  • Learn from experienced instructors who work in the field of special education
  • Complete the program part time, in just four quarters.
  • Fully online class format.
  • Earn 23 quarter units of academic credit.
  • Get practical experience from placements in your area or in Los Angeles
  • Earn salary points
APPLY NOW

Free Informational Webinar on the Early Childhood Special Education Added Authorization in California.

Do you work in Special Education but want to work with young children? We are offering an informational webinar about the ECE special education added authorization. We will address requirements for this credential, job opportunities, professional advancement, and academic content. Attendees will hear a 20 minute presentation and have 20 minutes for Q&A.

Register for the May 22 (6:00 p.m.) Information Session
FOR MORE INFORMATION

Email: eceonline@unex.ucla.edu

Call the program: 310-825-2960

PROGRAM APPLICATION FOR THE ADDED AUTHORIZATION

The program has rolling applications, and students can apply any quarter.  Students must state which quarter they wish to begin, in their statement of intent.  Applications must be submitted two weeks before each quarter begins; applications after that point in the quarter are accepted on a space-available basis.

Candidates accepted into an Added Authorization program must either:

  1. Currently hold a preliminary Education Specialist teaching credential OR
  2. Be eligible for a preliminary Education Specialist teaching credential prior to recommendation for the added authorization.

Candidate application requirements:

  1. UCLA Extension ECSEA program application
    1. 2 letters of recommendation
    2. Statement of Intent (Maximum 1 ½ pages describing your interest in the program and in the field). Statement must identify the quarter in which you  want to begin the program.
    3. Current resume
    4. Credential
    5. Official transcript
      1. from completed Education Specialist credential program
      2. OR undergraduate and graduate transcripts if you have not completed an Education Specialist credential program.
  2. Non-refundable $100 application fee
  3. Professional-level English language proficiency in listening, note-taking, reading comprehension, vocabulary, written expression & oral presentation

Please submit all materials via the program application [insert link here]. You will be notified of acceptance within 2 weeks of application submission.

COURSES

EDUC X 322.3 - Role of the Family in Early Childhood Special Education (ECSE)

Units: 5 Quarter: Fall 2017
The family has the most knowledge about the child and multiple sources of strength to support a child’s development. Students will learn to understand young children with special needs through the family context with the goal of achieving the best child outcomes in special education. The course will place emphasis on family engagement, families as collaborative partners, and challenging deficit notions of family context and demographics by focusing on family assets. Students will learn specific communication and intervention strategies to support child development and well-being that is respectful of social, cultural and linguistic diversity in family structures and emphasizes family routines as the entry point for intervention. Activities will include skills and strategies for cultural competence, collaborative consulting, family engagement, family advocacy, interviewing, and inter-agency collaboration. This course introduces Part B and Part C of the Individuals with Disabilities Education Act (IDEA), the federal law that protects children with disabilities.

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EDUC X 322.4 - Characteristics of Young Children in Early Childhood Special Education (ECSE)

Units: 5 Quarter: Winter 2018
This course offers an overview of developmental, intellectual, emotional, and behavioral delays and challenges, as well as learning disabilities in young children with special needs, ages 0-5 years. The course focuses on characteristics of young children in early childhood special education, covering high-incidence and low-incidence diagnoses, including mild, moderate, and severe presentations. Students will be introduced to characteristics of atypical development, including Down syndrome, autism spectrum, ADHD, mood disorders, other health impairments, and cognitive delays, such as intellectual disability. The course will present information on how to recognize and identify developmental delays and learning differences across domains, such as cognitive, linguistic, social, emotional, health, growth, and motor. The course will introduce methods of observing and screening young children with special needs characteristics in their natural environments. Information will be offered on working with families and other professionals to create intervention plans, with the goal of achieving the best child outcomes in special education. An observation of a special education site is required.

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EDUC X 322.6 - Pre-K Assessment and Intervention/Instructional Strategies in Early Childhood Special Education (ECSE)

Units: 3 Quarter: Spring 2018
This course considers developmental delays, assessment, intervention, and instructional strategies for preschool children and young children with special needs, ages 3-5 years. We will review the 13 disability categories used in the State of California: Specific Learning Disability, Intellectual Disability, Speech or language Impairment, Visual Impairment, Emotional Disturbance, Orthopedic Impairment, Other Health Impairment, Deafness, Hard of Hearing, Deaf-Blindness, Multiple Disabilities, Autism and Traumatic brain injury. The special needs education focus for this age group shifts to thinking about school preparation and functional living. Assessment tools for atypical development will be introduced and an overview of effective, evidence-based, intervention and instructional strategies and practices will be taught for working with preschool-aged children in mild, moderate and severe special education environments. Students will be introduced to the Individualized Education Program (IEP: CA Dept. of Education). Students are required to take X322.6P ECSE Pre-K practicum concurrently.

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EDUC X 322.6P - Education Specialist Practicum for Pre-K Assessment and Intervention/Instructional Strategies in Early Childhood Special Education (ECSE)

Units: 2 Quarter: Spring 2018
The Pre-K practicum course is designed to give students extensive experience in special education settings for preschoolers and young children with special needs ages 3-5 years. The Pre-K Practicum course is taken in conjunction with the Pre-K Assessment and Intervention/Instructional Strategies course. The Pre-K practicum offers the opportunity for students to synthesize and implement information and skills from the class into their teaching experiences in mild, moderate and severe special education environments. The purpose of the practicum course is to observe and practice assessment of developmental delays and atypical development, intervention and instruction, classroom management and behavioral supports at a field site under professional supervision and to practice the collaborative skills needed to work within a preschool special education support team. Each practicum has an on-site mentor teacher who is an expert in the field and who will support the student in the placement. Students are required to take X322.6 ECSE Pre-K Intervention and Assessment concurrently.

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EDUC X 322.5 - Infant and Toddler Assessment and Intervention/Instructional Strategies in Early Childhood Special Education (ECSE)

Units: 3     Quarter: Summer 2018
This course considers atypical development, developmental delays, assessment, intervention, and instructional strategies for young children with special needs, birth through age 3. The emphasis of the course is to acquire comprehensive knowledge of development of non-typical children that can inform child assessment, children’s diagnoses, and infant and toddler intervention/ instruction. We will review the disability categories used in the State of California: Specific Learning Disability, Intellectual Disability, Speech or language Impairment, Visual Impairment, Emotional Disturbance, Orthopedic Impairment, Other Health Impairment, Deafness, Hard of Hearing, Deaf-Blindness, Multiple Disabilities, Autism and Traumatic brain injury. Students will learn to conduct effective, evidence-based infant and toddler assessments, to evaluate interventions and instructional strategies as appropriate for particular special needs, and to use instructional strategies effectively with infants and toddlers with special needs in their natural settings. Students will learn about the central role of families in assessing and prioritizing goals for young children in mild, moderate, and severe special education, and will be taught socio-culturally inclusive awareness and practices in working with children and families. The course presents information on how to implement strategies for the specific needs of English Language Learners with disabilities. Students are required to take X322.5P concurrently.

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EDUC X 322.5P – Education Specialist Practicum for Infant and Toddler Assessment and Intervention/Instructional Strategies in Early Childhood Special Education (ECSE)

Units: 2   Quarter: Summer 2018
The infant-toddler practicum course is designed to give students experience in special education settings for infants and toddlers, birth to age three. The purpose of the practicum course is to observe and practice assessment, intervention, management and behavioral skills at a field site under professional supervision. The infant and toddler practicum offers the opportunity for students to synthesize and implement information and skills from their courses into their teaching experiences. Students learn about atypical infant and toddler development, developmental delays, intervention and instruction for infants, toddlers and young children with special needs, behavioral supports and the collaborative skills needed to work within a special education support team. Students learn developmentally appropriate strategies for play-based instruction in mild, moderate and severe special education. Practicum mentors model and instruct students on appropriate assessment, intervention, and professional and ethical practices according to the standards in the field. Students secure their own mentor at an approved field site, according to the guidelines listed in the syllabus. Students are required to take X322.5 ECSE Infant-Toddler Intervention and Assessment concurrently..

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EDUC 822 - Education Specialist ECE Portfolio

CEU: 2     Quarter: Summer 2018
This course guides the student through the process of creating a professional dossier of knowledge and skills as evidence of attaining the necessary teaching competencies for working in early childhood special education. The dossier includes key assignments from all program courses, a philosophy statement, resume, and cover letter. This course is completed concurrently with the last course you take in the program.

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FREQUENTLY ASKED QUESTIONS

  1. Who can take the courses? Students may take individual courses OR apply for the credential. Students may apply to enter the credential program up to the beginning of their second course.
  2. How do I enroll in the credential program? The program has rolling admissions. Students must specify in their statement of intent what quarter they intend to begin the program. Applications must be submitted at least two weeks before each quarter begins; applications after that point in the quarter are accepted on a space-available basis.
  3. How do I get my credential? Students in the credential program are recommended to the CA Commission on Teacher Credentialing for the Early Childhood Special Education Added Authorization credential. UCLA reports completion and recommends the student, but students must themselves request the credential from the state.
  4. What are the practicum requirements? Students have a wide variety of options and supports for fulfilling the 4 practicum units. For students in the L.A. area, practicum placements are provided by the instructors. Students can also find their own placements or use their teaching placement.
  5. What is the first course in the series? Students may take the courses in any order. For students without early childhood or special education experience, we recommend taking the lecture courses X322.3 and X322.4 before the intervention and practicum courses.
  6. In addition to the state credential, what does UCLA award me for completing the program? Students earn a record of completion from UCLA. Credential students do not receive a UCLA Certificate or a Master’s Degree. Only certificate and degree graduates can attend graduation and become UCLA alumni.
  7. Is there an expiration date on courses? Courses older than 5 years cannot be applied to the credential program or used to recommend a candidate for a CA added authorization.
  8. Is there financial aid? Financial aid is not available in 2017-18.
  9. Do I need shots and fingerprinting? Students are required to show evidence of a TB clearance, flu, pertussis and measles innoculation, and a valid fingerprint clearance (livescan).
  10. How much do books cost? Books are not included in the program cost and are estimated at $350 for the program.
  11. Can I transfer ECE courses? The ECE SpEd Added Authorization is a separate series from the ECE Basic Certficate; courses in the two programs are not transferable.
  12. Can I transfer courses from other programs? Yes. You may transfer equivalent units to replace only one of these courses, by approval of the Director: Characteristics of Young Children with Special Needs or The Role of Family in Early Childhood Special Education.
  13. Will this program be useful if I teach neuro-typical children? The content will support you in including and providing rich learning experiences for diagnosed and undiagnosed children in your general education classroom.
  14. Will this program be useful if I am an ECE Director? The content knowledge will support your role as a Director, but is not designed for Directors.
  15. Can I use this credential to switch from a general education, elementary classroom to a special education ECE classroom? Not in the public school system. In district settings, an ECE special education teacher has to have an ECE special education credential OR an education specialist credential in special education PLUS the ECE special education added authorization.
  16. Does this program meet I-20/F1 Visa requirements? No. Is it VA Approved? No.

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