Preliminary Special Education (Extensive) - CA Teaching Credential | UMass Global
Source: https://www.umassglobal.edu/academic-programs/teaching-credential-sped-extensive-support-needs
Archived: 2026-04-23 17:11
Preliminary Special Education (Extensive) - CA Teaching Credential | UMass Global
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Preliminary Education Specialist Instructional Credential, Extensive Support Needs
With this California Preliminary Special Education Credential, you’ll be able to make a difference in the learning and development of students with higher support needs. Plus, our Internship Pathway allows you to become intern eligible after just four classes!
Request Info
Make a Difference in the Lives of Diverse Learners
This combined CTC-accredited Preliminary Education Specialist, Extensive Support Needs Credential prepares you to support students with a wide range of intellectual, behavioral, emotional, communication, sensory, or motor disabilities. You’ll build a strong foundation in special education through engaging coursework and hands-on fieldwork, empowering you to design individualized education plans tailored to each student’s strengths and needs. After just four classes, you’ll be eligible to start as an intern teacher — earning a salary while you complete your credential.
Working with Students Families and Colleagues:
You'll learn special education assessment and evaluation procedures, IEPs, working with students and collaborating with families and other service providers.
Work with Students of Various Ages:
This Extensive Support Needs Special Education Credential prepares you to work in California school systems with K-12 students and adults up to the age of 22.
Curriculum Design, Classroom Management:
You’ll use California content standards to learn to design developmentally appropriate special education lessons, to understand and differentiate instruction for varying needs, and to assess student progress.
At a Glance
Online
42
Credits
$750/Credit
Help me estimate my cost
Next Start Date
Summer I (May 4, 2026)
Program Benefits that Benefit You.
EdSp CalTPA Support
Continuous, embedded Ed Specialist CA Teaching Performance Assessment (EdSp CalTPA) preparation built into every stage of your credential journey.
Preparing California’s Teachers
UMass Global is California’s second-largest provider of teaching credentials.
Transfer More & Finish Faster
Apply up to 9 graduate credits toward your MAT, and California-credentialed teachers may be able to transfer even more — reducing costs and helping you graduate sooner.
Career Outlook for
Teaching Credential - SPED (Extensive Support Needs)
Median Salary
2
Job openings (in the last 12 months)
Top Companies Hiring
Median Salary
2
Job openings (in the last 12 months)
Top Companies Hiring
Median Salary
2
Job openings (in the last 12 months)
Top Companies Hiring
Data source: Lightcast™ 2026
www.lightcast.io
The pathway information provided through this website is based partly on U.S. Bureau of Labor
Statistics
data
licensed by the University of Massachusetts Global from Lightcast. While the University of Massachusetts
Global believes this data to be reliable, some of the data is based on estimates made by Lightcast when
actual
data is unavailable. Those estimates and the corresponding data may need to be corrected.
Change in employment projections 2022 - 2032
Based on BLS Occupational Employment Statistics and updated quarterly
The University of Massachusetts Global does not guarantee a job to graduates upon completion of any
program
Courses You Might Take
EDUU 511
Inclusive Practices for Student Success
3 Credits
Inclusive Practices for Student Success
EDUU 511
|
3 Credits
This course is designed for teaching credential candidates. The course focuses on inclusive, evidence-based practices designed to meet the needs of a wide range of learners including students with disabilities, English learners, gifted students and students with other learning needs. Candidates will apply principles of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) as well as a variety of developmentally and ability-appropriate instructional strategies, resources and assistive technology to maximize learning opportunities and promote student access to the curriculum. Candidates will also explore school and community-based resources to support all learners and their families and work to become effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course.
EDSP 570
Assistive Technology, AAC Communication and Typical and Atypical Development
3 Credits
Assistive Technology, AAC Communication and Typical and Atypical Development
EDSP 570
|
3 Credits
Prerequisites:
EDSP 541.
This course explores the diverse range of disabilities in children with extensive support needs and the implications for instruction and support. Students will gain a deep understanding of various disabilities, including developmental delays, intellectual disabilities, autism spectrum disorders, and traumatic brain injury, among others. The course emphasizes the use of assistive technologies, including augmentative and alternative communication (AAC), to facilitate curriculum access, communication, and skill development for students with disabilities. Key topics include legal requirements for assistive technology in IEPs, safe procedures for supporting students with health and mobility needs, and the application of developmentally appropriate strategies to encourage participation and engagement in learning environments.
EDMU 520
Literacy and Language in K-8 Classrooms I
3 Credits
Literacy and Language in K-8 Classrooms I
EDMU 520
|
3 Credits
Prerequisites:
EDUU 510.
Grounded in the science of reading and evidence-based literacy research, this course focuses on development and progression of foundational literacy skills including print concepts, phonological awareness, phonics, fluency, spelling, and early writing skills. Through structured literacy practices, candidates will examine effective strategies for supporting English learners and students with reading difficulties, including dyslexia. The course integrates the California Dyslexia Guidelines, the California Common Core State Standards (CCSS), and the California ELA/ELD Framework to ensure equitable, standards-aligned instruction and assessment.
EDSP 541
IEP Case Management and Assessment
3 Credits
IEP Case Management and Assessment
EDSP 541
|
3 Credits
This course prepares candidates to assess and evaluate students with mild to extensive support needs using a variety of standardized and non-standardized tools. Candidates will explore the characteristics of diverse disabilities, service delivery models, and the legal frameworks guiding assessment practices. Emphasis is placed on culturally responsive assessment, collaboration with families, using data to guide instructional planning, IEP development, and placement decisions. Candidates will learn to interpret results, monitor progress, and write professional reports that support meaningful educational outcomes.
EDUU 602
Positive Behavior Supports
3 Credits
Positive Behavior Supports
EDUU 602
|
3 Credits
Prerequisites:
for MMSN/ESN Special Education students: EDUU 516 or EDSP 541; for ECSE students: EDUU 665; School psychology and school counseling students have no Prerequisites for this course.
This course defines the legal requirements and best practices for supporting students with behavior challenges. Candidates will begin by learning the essential components of person-centered planning, defining goals to achieve positive and student-centered outcomes. The essential elements of functional behavior assessment, developing individualized behavior plans, implementing evidence-based behavior intervention strategies, and evaluating outcomes and problem-solving implementation will be reviewed and practiced. Candidates will also develop an understanding of the legal obligations around discipline and students with disabilities and the role of the Education Specialist teacher in the process.
EDSU 541
Effective Instruction for STEAM Content Areas for Single Subject Candidates
3 Credits
Effective Instruction for STEAM Content Areas for Single Subject Candidates
EDSU 541
|
3 Credits
Prerequisites:
EDUU 511 and EDUU 512.
This course offers candidates the opportunity to explore effective teaching and learning strategies in Math, Science, PE/Health, or Art/Music content areas. Candidates will focus on best practices to apply in the multilingual and multicultural secondary classroom, which includes English learners and students with special needs. Candidates will design and present standards-based lessons that reflect mastery of specific content area pedagogy and assessment practices.
EDSP 542
Understanding Diversity and Special Education Law
3 Credits
Understanding Diversity and Special Education Law
EDSP 542
|
3 Credits
Prerequisite:
EDSP 541.
This course explores the historical, legal, and philosophical foundations of special education, with a focus on how these frameworks influence current practices in eligibility, assessment, and service delivery. Candidates will examine key laws, mandates, and case law, and learn to apply ethical and professional judgment in diverse educational contexts. The course emphasizes collaboration with families and service providers, student self-advocacy, and the creation of supportive, inclusive learning environments.
What is it like going to UMass Global?
Instructor-Led, Session-Based
This program is delivered in an instructor-led format, with eight-week sessions and multiple start dates per year for flexibility. In each class, you'll focus on one topic at a time and can take a session off if needed — no penalty. Courses include structured assignments with set deadlines. This format offers clear milestones and coach interaction, making it ideal for one-on-one coaching support.
Personalized Support Services
UMass Global meets you wherever you are in life, with dedicated support at every step. From enrollment coaching and financial aid to academic advising and career services, we're committed to your success. Access personalized guidance, flexible resources, and a supportive community, empowering you to achieve your educational goals, no matter your starting point.
Employer-Aligned Curriculum
At UMass Global, our employer-aligned curriculum ensures that coursework is directly relevant to today’s workplace. Designed with input from industry experts and faculty who are also working professionals, our programs focus on practical, career-advancing skills. Using a “backwards course design,” we tailor coursework to meet current job market needs. Our diverse faculty provides real-world insights and mentorship, ensuring that the skills you learn are immediately applicable to your career or future career changes.
Instructor-Led, Session-Based
This program is delivered in an instructor-led format, with eight-week sessions and multiple start dates per year for flexibility. In each class, you'll focus on one topic at a time and can take a session off if needed — no penalty. Courses include structured assignments with set deadlines. This format offers clear milestones and coach interaction, making it ideal for one-on-one coaching support.
Personalized Support Services
UMass Global meets you wherever you are in life, with dedicated support at every step. From enrollment coaching and financial aid to academic advising and career services, we're committed to your success. Access personalized guidance, flexible resources, and a supportive community, empowering you to achieve your educational goals, no matter your starting point.
Employer-Aligned Curriculum
At UMass Global, our employer-aligned curriculum ensures that coursework is directly relevant to today’s workplace. Designed with input from industry experts and faculty who are also working professionals, our programs focus on practical, career-advancing skills. Using a “backwards course design,” we tailor coursework to meet current job market needs. Our diverse faculty provides real-world insights and mentorship, ensuring that the skills you learn are immediately applicable to your career or future career changes.
Our Faculty
All Faculty
Natasha Ferrell, PhD
Associate Dean, School of Education, Associate Professor of Education
Natasha Ferrell PhD
Lauren Fischbacher, PhD
Assistant Professor of Special Education
Lauren Fischbacher PhD
Aimee Massafra, PhD, BCBA
Assistant Professor of Education
Aimee Massafra PhD, BCBA
Become the Teacher Who Inspired You
Have questions about enrollment, degree programs or financial aid? A UMass Global enrollment coach can help.
Request Info
Apply
800.746.0082
Admission Requirements
Applicants to the teaching credential program must complete the formal application process with all required documents, which include:
Completed application
2.75 grade point average (GPA)
Official transcripts showing a conferred Bachelor's degree from a regionally accredited institution
California Only
Successful completion of this program leads to state licensure, which is limited to the state of California, and approval by the California Commission on Teacher Credentialing.
Letter of Good Standing
Applicants transferring from another institution's teaching credential program must supply a letter from that institution's Education Department attesting to the applicant's good standing in the program. The letter should be written on institutional letterhead by the Dean, department chair, director of teacher education, or someone in a similar position.
Subject Matter Verification
Subject matter competencies must be fulfilled to qualify for enrollment in student teaching or internship. Candidates must sign an intent to satisfy the subject matter competency requirement through one of the following: CSET exam, subject matter preparation program, approved coursework aligned with subject matter domains, or approved academic degree.
WASC Senior College and University Commission
University of Massachusetts Global is accredited by the WASC Senior College and University Commission (WSCUC)
California Commission on Teaching Credentialing
University of Massachusetts Global's School of Education is accredited by the California Commission on Teaching Credentialing (CTC)
Association for Advancing Quality in Educator Preparation
University of Massachusetts Global is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation
Calculate Time and Cost
Frequently Asked Questions
Accreditation
University of Massachusetts Global's Credential and Authorization Education programs are accredited by California Commission on Teacher Credentialing (CTC). In fact, UMass Global is the second largest provider of teaching credentials in California and has been teaching teachers throughout the state for more than 60 years (previously Brandman University).
Teaching Credentials
A Preliminary Education Specialist, Extensive Support Needs Credential authorizes the holder to teach students with extensive support needs. This includes students with multiple disabilities, neurodivergence, and cognitive disabilities in grades K-12 and through age 22 in California. This credential prepares educators to work in specialized and inclusive settings, focusing on individualized education plans (IEPs), behavior support, communication strategies, and adaptive skills. It is the initial credential required for those seeking to enter the field of special education with a focus on students who require more intensive support and specialized instruction.
Even if you stay in your home state and have no intentions of moving, most teachers still have to renew their credentials every five years. One of the
main criteria
for renewal is showing proof of dedication to continuing education, whether through in-service training sessions or formal academic study.
A
Preliminary Education Specialist, Mild to Moderate Support Needs Credential
authorizes the holder to teach students with mild to moderate disabilities in grades K-12 and through age 22 in California. This credential prepares educators to work in general and inclusive classrooms, focusing on behavior support, communication strategies, and adaptive skills. It is the initial credential required for those seeking to enter the field of special education, with a focus on working with students with fewer support needs.
The
Preliminary Education Specialist, Extensive Support Needs Credential
is distinct from other special education credentials primarily because of its specialized focus on students with higher support needs, including those with autism, multiple disabilities, or cognitive disabilities. This credential authorizes the holder to teach students in grades K-12 and through age 22 in California. It prepares educators to work in specialized and inclusive settings, focusing on individualized education plans (IEPs), behavior support, communication strategies, and adaptive skills.
Other California special education credentials include Early Childhood Special Education, Deaf and Hard of Hearing, and Standards Visual Impairments.
Obtaining a Preliminary Special Education Credential, Extensive Support Needs offers numerous benefits for educators and their students:
Specialized Training:
This credential provides educators with specialized training to effectively teach and support students with moderate to severe disabilities. This includes strategies for behavior management, communication, and adaptive skills.
Career Opportunities:
Educators with this credential are highly sought after due to the specialized nature of the role. There is a growing demand for teachers who are qualified to work with students who have extensive support needs. While this credential is specifically for teaching SPED in California, it lays the groundwork for a teacher to also work in other states with some additional coursework or testing.
Making a Difference:
Educators can make a significant difference in the lives of students with extensive support needs, helping them achieve their fullest potential in academic, social, and personal development.
Advocacy and Leadership:
Teachers with this credential often become advocates for students with disabilities, influencing policy and promoting inclusive education practices within their schools and communities.
Collaboration Skills:
Working with students with extensive support needs requires collaboration with families, therapists, and other educational professionals, enhancing teamwork and communication skills.
Personal Fulfillment:
Many educators find personal fulfillment and a strong sense of purpose in helping students with significant challenges overcome barriers and succeed in their educational journey.
Earning a Preliminary Special Education Credential, Extensive Support Needs Credential equips educators with the skills and knowledge to provide high-quality education to students with significant support needs, while also offering a rewarding and impactful career path.
Testimonials
My journey at UMass Global has been transformative. The university not only equips students with the knowledge and skills needed for success but also instills a sense of purpose and a passion for lifelong learning. If you are considering applying to UMass Global, be prepared to embark on a fulfilling educational adventure that goes beyond traditional academic boundaries.
Julia R.
Teaching, MA with Extensive Support Needs Credential
SDC Teacher, Palmdale School District
Compared to a brick and mortar, the professors are more open and I was able to learn better from them. The online community is what kept me going. I think this is the first time in my life that I can say I am proud of myself.
Leonard W.
Special Education, Applied Behavior Analysis, MA
I took the Autism classes [through Extended Education] and found the passion of special education, which I really never thought of as an option. I finished the Autism program and enrolled in the Master of Special Education. I have learned to reflect on my teaching and determine if I am reaching all students and on how to better reach any struggling students.
Amy J.
Special Education, MA
North Orange County ROP, Career Technical Education Teacher in the Education Pathway
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Skip to main content
Preliminary Education Specialist Instructional Credential, Extensive Support Needs
With this California Preliminary Special Education Credential, you’ll be able to make a difference in the learning and development of students with higher support needs. Plus, our Internship Pathway allows you to become intern eligible after just four classes!
Request Info
Make a Difference in the Lives of Diverse Learners
This combined CTC-accredited Preliminary Education Specialist, Extensive Support Needs Credential prepares you to support students with a wide range of intellectual, behavioral, emotional, communication, sensory, or motor disabilities. You’ll build a strong foundation in special education through engaging coursework and hands-on fieldwork, empowering you to design individualized education plans tailored to each student’s strengths and needs. After just four classes, you’ll be eligible to start as an intern teacher — earning a salary while you complete your credential.
Working with Students Families and Colleagues:
You'll learn special education assessment and evaluation procedures, IEPs, working with students and collaborating with families and other service providers.
Work with Students of Various Ages:
This Extensive Support Needs Special Education Credential prepares you to work in California school systems with K-12 students and adults up to the age of 22.
Curriculum Design, Classroom Management:
You’ll use California content standards to learn to design developmentally appropriate special education lessons, to understand and differentiate instruction for varying needs, and to assess student progress.
At a Glance
Online
42
Credits
$750/Credit
Help me estimate my cost
Next Start Date
Summer I (May 4, 2026)
Program Benefits that Benefit You.
EdSp CalTPA Support
Continuous, embedded Ed Specialist CA Teaching Performance Assessment (EdSp CalTPA) preparation built into every stage of your credential journey.
Preparing California’s Teachers
UMass Global is California’s second-largest provider of teaching credentials.
Transfer More & Finish Faster
Apply up to 9 graduate credits toward your MAT, and California-credentialed teachers may be able to transfer even more — reducing costs and helping you graduate sooner.
Career Outlook for
Teaching Credential - SPED (Extensive Support Needs)
Median Salary
2
Job openings (in the last 12 months)
Top Companies Hiring
Median Salary
2
Job openings (in the last 12 months)
Top Companies Hiring
Median Salary
2
Job openings (in the last 12 months)
Top Companies Hiring
Data source: Lightcast™ 2026
www.lightcast.io
The pathway information provided through this website is based partly on U.S. Bureau of Labor
Statistics
data
licensed by the University of Massachusetts Global from Lightcast. While the University of Massachusetts
Global believes this data to be reliable, some of the data is based on estimates made by Lightcast when
actual
data is unavailable. Those estimates and the corresponding data may need to be corrected.
Change in employment projections 2022 - 2032
Based on BLS Occupational Employment Statistics and updated quarterly
The University of Massachusetts Global does not guarantee a job to graduates upon completion of any
program
Courses You Might Take
EDUU 511
Inclusive Practices for Student Success
3 Credits
Inclusive Practices for Student Success
EDUU 511
|
3 Credits
This course is designed for teaching credential candidates. The course focuses on inclusive, evidence-based practices designed to meet the needs of a wide range of learners including students with disabilities, English learners, gifted students and students with other learning needs. Candidates will apply principles of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) as well as a variety of developmentally and ability-appropriate instructional strategies, resources and assistive technology to maximize learning opportunities and promote student access to the curriculum. Candidates will also explore school and community-based resources to support all learners and their families and work to become effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course.
EDSP 570
Assistive Technology, AAC Communication and Typical and Atypical Development
3 Credits
Assistive Technology, AAC Communication and Typical and Atypical Development
EDSP 570
|
3 Credits
Prerequisites:
EDSP 541.
This course explores the diverse range of disabilities in children with extensive support needs and the implications for instruction and support. Students will gain a deep understanding of various disabilities, including developmental delays, intellectual disabilities, autism spectrum disorders, and traumatic brain injury, among others. The course emphasizes the use of assistive technologies, including augmentative and alternative communication (AAC), to facilitate curriculum access, communication, and skill development for students with disabilities. Key topics include legal requirements for assistive technology in IEPs, safe procedures for supporting students with health and mobility needs, and the application of developmentally appropriate strategies to encourage participation and engagement in learning environments.
EDMU 520
Literacy and Language in K-8 Classrooms I
3 Credits
Literacy and Language in K-8 Classrooms I
EDMU 520
|
3 Credits
Prerequisites:
EDUU 510.
Grounded in the science of reading and evidence-based literacy research, this course focuses on development and progression of foundational literacy skills including print concepts, phonological awareness, phonics, fluency, spelling, and early writing skills. Through structured literacy practices, candidates will examine effective strategies for supporting English learners and students with reading difficulties, including dyslexia. The course integrates the California Dyslexia Guidelines, the California Common Core State Standards (CCSS), and the California ELA/ELD Framework to ensure equitable, standards-aligned instruction and assessment.
EDSP 541
IEP Case Management and Assessment
3 Credits
IEP Case Management and Assessment
EDSP 541
|
3 Credits
This course prepares candidates to assess and evaluate students with mild to extensive support needs using a variety of standardized and non-standardized tools. Candidates will explore the characteristics of diverse disabilities, service delivery models, and the legal frameworks guiding assessment practices. Emphasis is placed on culturally responsive assessment, collaboration with families, using data to guide instructional planning, IEP development, and placement decisions. Candidates will learn to interpret results, monitor progress, and write professional reports that support meaningful educational outcomes.
EDUU 602
Positive Behavior Supports
3 Credits
Positive Behavior Supports
EDUU 602
|
3 Credits
Prerequisites:
for MMSN/ESN Special Education students: EDUU 516 or EDSP 541; for ECSE students: EDUU 665; School psychology and school counseling students have no Prerequisites for this course.
This course defines the legal requirements and best practices for supporting students with behavior challenges. Candidates will begin by learning the essential components of person-centered planning, defining goals to achieve positive and student-centered outcomes. The essential elements of functional behavior assessment, developing individualized behavior plans, implementing evidence-based behavior intervention strategies, and evaluating outcomes and problem-solving implementation will be reviewed and practiced. Candidates will also develop an understanding of the legal obligations around discipline and students with disabilities and the role of the Education Specialist teacher in the process.
EDSU 541
Effective Instruction for STEAM Content Areas for Single Subject Candidates
3 Credits
Effective Instruction for STEAM Content Areas for Single Subject Candidates
EDSU 541
|
3 Credits
Prerequisites:
EDUU 511 and EDUU 512.
This course offers candidates the opportunity to explore effective teaching and learning strategies in Math, Science, PE/Health, or Art/Music content areas. Candidates will focus on best practices to apply in the multilingual and multicultural secondary classroom, which includes English learners and students with special needs. Candidates will design and present standards-based lessons that reflect mastery of specific content area pedagogy and assessment practices.
EDSP 542
Understanding Diversity and Special Education Law
3 Credits
Understanding Diversity and Special Education Law
EDSP 542
|
3 Credits
Prerequisite:
EDSP 541.
This course explores the historical, legal, and philosophical foundations of special education, with a focus on how these frameworks influence current practices in eligibility, assessment, and service delivery. Candidates will examine key laws, mandates, and case law, and learn to apply ethical and professional judgment in diverse educational contexts. The course emphasizes collaboration with families and service providers, student self-advocacy, and the creation of supportive, inclusive learning environments.
What is it like going to UMass Global?
Instructor-Led, Session-Based
This program is delivered in an instructor-led format, with eight-week sessions and multiple start dates per year for flexibility. In each class, you'll focus on one topic at a time and can take a session off if needed — no penalty. Courses include structured assignments with set deadlines. This format offers clear milestones and coach interaction, making it ideal for one-on-one coaching support.
Personalized Support Services
UMass Global meets you wherever you are in life, with dedicated support at every step. From enrollment coaching and financial aid to academic advising and career services, we're committed to your success. Access personalized guidance, flexible resources, and a supportive community, empowering you to achieve your educational goals, no matter your starting point.
Employer-Aligned Curriculum
At UMass Global, our employer-aligned curriculum ensures that coursework is directly relevant to today’s workplace. Designed with input from industry experts and faculty who are also working professionals, our programs focus on practical, career-advancing skills. Using a “backwards course design,” we tailor coursework to meet current job market needs. Our diverse faculty provides real-world insights and mentorship, ensuring that the skills you learn are immediately applicable to your career or future career changes.
Instructor-Led, Session-Based
This program is delivered in an instructor-led format, with eight-week sessions and multiple start dates per year for flexibility. In each class, you'll focus on one topic at a time and can take a session off if needed — no penalty. Courses include structured assignments with set deadlines. This format offers clear milestones and coach interaction, making it ideal for one-on-one coaching support.
Personalized Support Services
UMass Global meets you wherever you are in life, with dedicated support at every step. From enrollment coaching and financial aid to academic advising and career services, we're committed to your success. Access personalized guidance, flexible resources, and a supportive community, empowering you to achieve your educational goals, no matter your starting point.
Employer-Aligned Curriculum
At UMass Global, our employer-aligned curriculum ensures that coursework is directly relevant to today’s workplace. Designed with input from industry experts and faculty who are also working professionals, our programs focus on practical, career-advancing skills. Using a “backwards course design,” we tailor coursework to meet current job market needs. Our diverse faculty provides real-world insights and mentorship, ensuring that the skills you learn are immediately applicable to your career or future career changes.
Our Faculty
All Faculty
Natasha Ferrell, PhD
Associate Dean, School of Education, Associate Professor of Education
Natasha Ferrell PhD
Lauren Fischbacher, PhD
Assistant Professor of Special Education
Lauren Fischbacher PhD
Aimee Massafra, PhD, BCBA
Assistant Professor of Education
Aimee Massafra PhD, BCBA
Become the Teacher Who Inspired You
Have questions about enrollment, degree programs or financial aid? A UMass Global enrollment coach can help.
Request Info
Apply
800.746.0082
Admission Requirements
Applicants to the teaching credential program must complete the formal application process with all required documents, which include:
Completed application
2.75 grade point average (GPA)
Official transcripts showing a conferred Bachelor's degree from a regionally accredited institution
California Only
Successful completion of this program leads to state licensure, which is limited to the state of California, and approval by the California Commission on Teacher Credentialing.
Letter of Good Standing
Applicants transferring from another institution's teaching credential program must supply a letter from that institution's Education Department attesting to the applicant's good standing in the program. The letter should be written on institutional letterhead by the Dean, department chair, director of teacher education, or someone in a similar position.
Subject Matter Verification
Subject matter competencies must be fulfilled to qualify for enrollment in student teaching or internship. Candidates must sign an intent to satisfy the subject matter competency requirement through one of the following: CSET exam, subject matter preparation program, approved coursework aligned with subject matter domains, or approved academic degree.
WASC Senior College and University Commission
University of Massachusetts Global is accredited by the WASC Senior College and University Commission (WSCUC)
California Commission on Teaching Credentialing
University of Massachusetts Global's School of Education is accredited by the California Commission on Teaching Credentialing (CTC)
Association for Advancing Quality in Educator Preparation
University of Massachusetts Global is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation
Calculate Time and Cost
Frequently Asked Questions
Accreditation
University of Massachusetts Global's Credential and Authorization Education programs are accredited by California Commission on Teacher Credentialing (CTC). In fact, UMass Global is the second largest provider of teaching credentials in California and has been teaching teachers throughout the state for more than 60 years (previously Brandman University).
Teaching Credentials
A Preliminary Education Specialist, Extensive Support Needs Credential authorizes the holder to teach students with extensive support needs. This includes students with multiple disabilities, neurodivergence, and cognitive disabilities in grades K-12 and through age 22 in California. This credential prepares educators to work in specialized and inclusive settings, focusing on individualized education plans (IEPs), behavior support, communication strategies, and adaptive skills. It is the initial credential required for those seeking to enter the field of special education with a focus on students who require more intensive support and specialized instruction.
Even if you stay in your home state and have no intentions of moving, most teachers still have to renew their credentials every five years. One of the
main criteria
for renewal is showing proof of dedication to continuing education, whether through in-service training sessions or formal academic study.
A
Preliminary Education Specialist, Mild to Moderate Support Needs Credential
authorizes the holder to teach students with mild to moderate disabilities in grades K-12 and through age 22 in California. This credential prepares educators to work in general and inclusive classrooms, focusing on behavior support, communication strategies, and adaptive skills. It is the initial credential required for those seeking to enter the field of special education, with a focus on working with students with fewer support needs.
The
Preliminary Education Specialist, Extensive Support Needs Credential
is distinct from other special education credentials primarily because of its specialized focus on students with higher support needs, including those with autism, multiple disabilities, or cognitive disabilities. This credential authorizes the holder to teach students in grades K-12 and through age 22 in California. It prepares educators to work in specialized and inclusive settings, focusing on individualized education plans (IEPs), behavior support, communication strategies, and adaptive skills.
Other California special education credentials include Early Childhood Special Education, Deaf and Hard of Hearing, and Standards Visual Impairments.
Obtaining a Preliminary Special Education Credential, Extensive Support Needs offers numerous benefits for educators and their students:
Specialized Training:
This credential provides educators with specialized training to effectively teach and support students with moderate to severe disabilities. This includes strategies for behavior management, communication, and adaptive skills.
Career Opportunities:
Educators with this credential are highly sought after due to the specialized nature of the role. There is a growing demand for teachers who are qualified to work with students who have extensive support needs. While this credential is specifically for teaching SPED in California, it lays the groundwork for a teacher to also work in other states with some additional coursework or testing.
Making a Difference:
Educators can make a significant difference in the lives of students with extensive support needs, helping them achieve their fullest potential in academic, social, and personal development.
Advocacy and Leadership:
Teachers with this credential often become advocates for students with disabilities, influencing policy and promoting inclusive education practices within their schools and communities.
Collaboration Skills:
Working with students with extensive support needs requires collaboration with families, therapists, and other educational professionals, enhancing teamwork and communication skills.
Personal Fulfillment:
Many educators find personal fulfillment and a strong sense of purpose in helping students with significant challenges overcome barriers and succeed in their educational journey.
Earning a Preliminary Special Education Credential, Extensive Support Needs Credential equips educators with the skills and knowledge to provide high-quality education to students with significant support needs, while also offering a rewarding and impactful career path.
Testimonials
My journey at UMass Global has been transformative. The university not only equips students with the knowledge and skills needed for success but also instills a sense of purpose and a passion for lifelong learning. If you are considering applying to UMass Global, be prepared to embark on a fulfilling educational adventure that goes beyond traditional academic boundaries.
Julia R.
Teaching, MA with Extensive Support Needs Credential
SDC Teacher, Palmdale School District
Compared to a brick and mortar, the professors are more open and I was able to learn better from them. The online community is what kept me going. I think this is the first time in my life that I can say I am proud of myself.
Leonard W.
Special Education, Applied Behavior Analysis, MA
I took the Autism classes [through Extended Education] and found the passion of special education, which I really never thought of as an option. I finished the Autism program and enrolled in the Master of Special Education. I have learned to reflect on my teaching and determine if I am reaching all students and on how to better reach any struggling students.
Amy J.
Special Education, MA
North Orange County ROP, Career Technical Education Teacher in the Education Pathway
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