Early intervention is key in special education, and this 6-course, fully online Early Childhood Special Education (ECSE) Added Authorization prepares educators to deliver instruction, assessments, & special education-related services in early childhood settings. This program is designed for the special education teacher who already holds a CTC credential and wants to teach children with disabilities in programs administered by school districts, county offices of education, or regional centers.
This program allows students to gain the knowledge and skills necessary to:
ECSE Authorization cohorts begin in the Fall and students must take courses in sequence. Only one course may be taken at a time, with two courses taken in the final session.
TO APPLY: ECSE Added Authorization only (Option 1)
Eligible candidates are those with a pre-requisite valid CTC-designated. Any questions regarding the eligibility of specific credentials should be directed to the Teacher Accreditation Department, 949-341-9899 or email@example.com.
The program consists of six (6) courses, for a total of 18 graduate credits.
Courses must be taken in sequence. Up to 3 credits may be transferred into the program from another college or university, but EDUU 670 must be taken at Brandman University.
This course emphasizes family systems theory and the impact of sociocultural, ethnic, racial and linguistic factors that shape families’ values and beliefs surrounding child development and access to educational and community based services. Candidates will develop an understanding of the interdisciplinary nature of Early Child Special Education by evaluating the range of services available to families with young children, including those with disabilities, within their community and within the educational system. Emphasis is also placed on strategies to engage families as collaborative partners, to sensitively communicate and elicit family information, to develop respectful and reciprocal relationships, and to provide advocacy skills that assist families with the development and attainment of family goals. Candidates will be required to complete ten hours of documented fieldwork during this course.
This course will focus on a linked system’s approach to Early Intervention and Early Childhood Special Education by emphasizing the interrelationship between assessment, evaluation, IFSP/IEP development, implementation and progress monitoring. Candidates will gain the knowledge and skills necessary to appropriately assess infants, toddlers, and preschool children with disabilities utilizing formal and informal assessments and observations across developmental domains. Candidates will learn how to collaborate with families and other team members to gather assessment information, translate assessment results into child outcomes and goals, and present information in language appropriate for families. Candidates will be required to complete ten hours of documented fieldwork during this course.
This course examines contemporary theories and evidence-based approaches to intervention, instructional supports and curriculum for infants, toddlers, and preschoolers, highlighting naturalistic approaches such as the activity based approach. Emphasis is placed on collaborative teaming with families, caregivers, and professionals to support a young child’s success in natural environments. Students will develop learning and lesson plans to be used in planned, routine and child initiated activities and in home and center based settings. This class also focuses on collaboration and consultation skills necessary for working with families and early childhood educators across settings and in co-teaching situations. 10 hours of documented field experience is a requirement for course participation.
This course focuses on specific methods used across disciplines in Early Intervention and Early Childhood Special Education to meet the developmental and learning needs of children with a variety of special needs. Emphasis is placed on identifying specific developmental and learning characteristics and interventions associated with various severe disabilities, including autism, developmental delay, mental retardation, multiple disabilities, visual impairment, hearing loss, deaf blindness, motor disabilities, and related needs, such as severe behavioral challenges, and the overall impact these have on a family system. Candidates will be required to complete ten hours of documented fieldwork during this course.
In this course, candidates participate in fieldwork that provides in-depth experiences with infants, toddlers and preschool age children across a variety of settings. Through field experiences candidates demonstrate and develop skills in the areas of assessment, planning and intervention of appropriate methodology and recommended practices with young children to enhance the development of cognitive, social, learning and effective skills in the home, specialized school settings, and inclusive programs.