Endorsement in Special Education

DELIVERY MODE: Mixed Mode

REQUIRED CREDITS: 31

Program Details

City University of Seattle offers an Endorsement in Special Education for certified teachers who want to become highly qualified to work with special needs students in preschool through grade 12. Our courses build your knowledge base and pedagogy in the following areas:

human growth and development
special education law
assessment and evaluation tools
inclusion and specialist paradigms
Individualized Education Programs (IEPs)
teacher and community collaboration

If you are a certified teacher in Washington State, you can apply to this program. Or, you may add it as an emphasis to your bachelor’s in education program for initial certification.

Flexible learning: This endorsement is offered via mixed mode with convenient in-person classes and supplemental online learning so you can continue teaching while working toward further certification.
Practitioner faculty: Our expert special education faculty will bring your learning to life with real world examples.
Career advancement: When you complete a special education endorsement, you improve your job prospects and, in some cases, your earning potential. The mindset of a special education teacher is needed throughout many parts of today’s educational landscape.

When you complete CityU’s special education endorsement you’ll need to pass the Washington Educator Skills Test (WEST-E ®) to become highly qualified in Washington State.

Learn more by talking with our CityU advisors.

Core Courses

EDE 433

Content: Mathematics I (4)

EDE 433 is the first of two courses that examine theoretical perspectives on mathematics education and methods of teaching and learning mathematics at the elementary and middle school levels. Candidates acquire and demonstrate practical experience in the understanding of the mathematics concepts and methods taught in grades K-8. In this course, candidates investigate various teaching strategies to motivate children, explore what it means to know and do mathematics, to solve problems, to use assessment to inform instruction, and to teach math equitably to all children.

ERL 436

Literacy Instruction and Assessment I (4)

This is the first of three courses in the literacy sequence for the undergraduate Teacher Certification Program. This course provides a foundation for literacy instruction. Topics include reading and writing instruction, response to literature, language acquisition, construction of meaning/comprehension, and strategies for English language learners. Candidates learn strategies for literacy instruction which can be used with all learners. Prerequisite: Per program plan, plan of study or approval of permission of program director

ESP 370A

Content: Exceptionality in Special Education (4)

The purpose of this course is to inform candidates on both inclusion and specialist paradigms in special education, including definitions of disabilities and program delivery. This course emphasizes identification, specific needs of students, service delivery, and legal issues. Practical application of these principles will form the foundation for future special education courses. Prerequisite: Per program plan, plan of study, or approval of program director.

ESP 373

Special Education: Low-Incidence Students (3)

This course is a study of students identified with low-incidence disabilities such as: Developmentally Delayed, Autism Spectrum, Moderate/Severe Mental Retardation, Traumatic Brain Injury (TBI), Orthopedically Impaired, Deaf/Hard of Hearing and Visually Impaired. Components of the course include definitions, family involvement, assessments, instructional methods, procedural, and landmark legal issues in Special Education. Candidates provide appropriate program accommodations for students identified with a low-incidence disability. Prerequisites: Admittance to the Bachelor of Arts in Education program or prior approval of the Program Director or Senior Faculty is required before students begin this course.

ESP 376

Autism (3)

The purpose of this course is to provide the candidate opportunities to delineate and define autism spectrum disorders (differences and similarities). The course emphasizes knowledge of autism spectrum disorders with regard to severity and intensity and other characteristics unique to each disorder. Candidates apply information learned in this course to meet the educational aspects of students with Autism Spectrum Disorder (ASD). Prerequisites: Admittance to the Bachelor of Arts in Education program or prior approval of the Program Director or Senior Faculty is required before students begin this course.

ESP 405

Behavior Analysis and Management (3)

The purpose of this course is to provide candidates opportunities to explore models for analyzing and managing student behavior. The course emphasizes basic types of student behavior, motivation, prevention strategies, intervention strategies and behavior change plans. Practical application of these principles will be demonstrated through the completion of data collection samples, a functional behavioral assessment, positive behavior support plan, and emergency response protocols for use of restraint and/or isolation interventions. Prerequisite: Admittance to BAEd or Endorsement-Only program or prior departmental approval.

ESP 408

Student Assessment and Evaluation (3)

This course focuses on the necessary foundations, strategies and understanding to successfully perform assessments and evaluations in the classroom for placement and implementation of programs for students receiving special education services. Emphasis is placed on the selection of appropriate assessment and evaluation tools, timelines and the interrelationship between assessment components. Candidates demonstrate selection of appropriate assessment tool and accurately interpret data used in the assessment process for qualification and implementation of individual programs for students receiving special education services.

ESP 409A

Content: Fundamentals of the IEP Process (3)

The purpose of this course is to provide candidates with the compliance elements necessary for writing and implementing a quality Individualized Educational Plan (IEP). This course emphasizes State and Federal mandates, procedural safeguards, IEP content requirements, and parent participation. Upon successful completion of this course, candidates will be able to write an appropriate IEP that meets the needs of students identified with (a) special education need(s).

ESP 423

Curriculum Modifications and Adaptation (2)

This course provides educators with the pedagogical foundations, strategies, and understanding to successfully modify and provide curriculum adaptations within the learning environment for the special needs of exceptional students. Course work and class activities includes topics on classroom arrangements, adaptive equipment, grouping, scheduling, homework materials selection, classroom management accommodations, effective delivery, and adaptation of subject content, as well as ways to foster student social competence and self-determination.

ESP 465

Transitions, Teaming and Collaboration (1)

The purpose of this course is for the teacher candidate to understand the collaborative relationships with other educators in the educational setting, inclusion of family members as part of the team, and working with schools/agencies for successful transitions. Topics include techniques to supervise paraprofessionals, transitions, meeting diversity and multicultural needs. Candidates will be able to facilitate meetings involving all appropriate participants and develop successful transition plans. Prerequisites: Entry to Special Education teacher endorsement program.

Internship

Dr. Craig Schieber

Q&A with Dr. Craig Schieber

Q: What is your terminal degree in and where did you get it from?
A: Doctor of Education from Seattle Pacific University. I majored in Instructional Leadership with an emphasis in Information Technologies.

Q: What do you do for fun?
A: Direct theater productions, run, read, garden.

Q: Do you teach any classes?
A: Right now I’m just doing field supervision, however in the past, I’ve taught technology, curriculum, and assessment classes.

Q: Why did you decide to go into education?
A: I am fascinated by the growth process and the exchange of ideas. Joy comes in seeing and helping people realize their potential and beyond.

Q: Why do you enjoy serving students at CityU?
A: Because most of our students are non-traditional university students I am always honored to help them realize their dreams. These are courageous and strong people, most of whom are in the adult flow of life with responsibilities such as having a family, paying a mortgage, working a job, etc.

Q: What is one thing that you tell students?
A: They will get a relevant, practical education from dedicated practitioners.

Q: Any fond CityU memories that you can share?
A: My fondest memories come from the times I have supervised and observed our students interning and student teaching in classrooms. Watching them learn our teacher’s art of reaching out and helping and nurturing kids’ natural curiosity is the best kind of memory.

Q: What might you tell a student who was thinking of attending CityU?
A: They will get a relevant, practical education from dedicated practitioners. They should be prepared and open to grow. They will come out of our program a different person. In the program, we will work with them as they prepare to join a proud profession, which once they join, they wear 24 hours a day. It is a calling and a full life commitment.

Q: What is something you've learned from end-of-course evaluations that you applied later on?
A: This is one that has been confirmed by course evaluations. The most common cause of student dissatisfaction in classes is lack of feedback from instructors on student work. That is our major focus to find ways to get student expectations and instructor performance closer together on this all-important instructional experience.

Maria Gross

Q&A with Maria Gross, Academic Program Director

Q: What did you study, and where did you graduate from?
A: Ed.D. Educational Leadership, Higher Education, University of Washington

Q: What do you do for fun?
A: Travel, cook, read

Q: Why do you enjoy working at CityU?
A: I enjoy CityU because of its practitioner-based model through which application of concepts is foundational to education.

Q: What's one thing you always tell your students that may or may not relate to your class?
A: I love teaching and expect and welcome them to challenge me and our education system.

Programs

Endorsement in Special Education

Endorsement in Special Education

Program Details

Dr. Craig Schieber

Maria Gross

"My vice principal was impressed by the way I incorporated learning targets in my instruction – something I learned at CityU."

All CityU Programs

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