Coach Education & Learning Program

Certification in Special Education

There is a great need for special education teachers as states all across the country are experiencing shortages. ​Today's special​ ​education​ teachers​ ​must​ ​be​ ​highly-skilled​ ​individuals who​ ​not just understand​ ​the​ ​complexities​ ​of​ ​their​ ​students’​ ​needs,​ but are can modify ​curriculum,​ ​and provide​ ​remedial​ ​instruction.

Drexel​ ​University’s​ School​ ​of​ ​Education​ certification in special education program​ prepares​ ​special​ ​education teachers​ ​for​ ​these​ ​challenges.

Drexel’s​ online​ Special​ ​Education​ ​(SPED) certification​ ​program​ ​seeks​ ​to​ ​produce professionals​ ​who​ ​are​ ​equipped​ ​with​ ​the​ ​fundamental​ ​skills,​ ​knowledge,​ ​and competencies​ ​they​ ​require​ ​to​ ​meet​ ​the​ ​needs​ ​of​ ​students​ ​at​ ​risk​ ​for​ ​school​ ​failure and​ ​students​ ​with​ ​disabilities​ ​in​ ​multiple​ ​settings.​ ​The​ ​program​ ​is​ ​intended​ ​for​ ​those interested​ ​in​ ​gaining​ ​greater​ ​skills​ ​and​ ​expertise​ ​and​ ​a​ ​teaching​ ​certification​ ​in​ ​the area​ ​of​ ​special​ ​education.

The responsibilities of special education teachers typically include:

This​ online​ ​Special​ ​Education​ ​certification​ program​ ​is​ ​for​ actively​ ​certified​ ​teachers seeking​ ​Pennsylvania's​ ​Special​ ​Education​ ​PreK-12​ ​certification.​ ​Candidates must​ ​have​ ​an​ ​active​ ​PA​ ​Instructional​ ​I​ ​or​ ​Instructional​ ​II​ ​teaching​ ​certificate​.

Out-of-state​ ​teachers​ ​are​ ​welcome​ ​to​ ​participate​ ​in​ ​the​ ​Special​ ​Education​ ​Program as​ ​non-PA​ ​certification​ ​students.

To be admitted into the Special Education certification program, students must also have a bachelor’s degree from a regionally accredited institution.

Required Materials

The​ ​Special​ ​Education​ ​Certification​ ​program​ ​is​ ​a​ ​part-time​ online​ program​ ​consisting of​ ​27​ ​graduate​ ​credits.​ ​For​ ​students​ ​that​ ​have​ ​not​ ​completed​ ​the​ ​prerequisite courses,​ ​the​ ​program​ ​will​ ​require​ ​36​ ​credits:​ ​27​ ​credits​ ​in​ ​Core​ ​Special​ ​Education Certification​ ​courses​ ​and​ ​9.0​ ​credits​ ​in​ ​prerequisites​ ​for​ ​certification​ ​in​ ​special education.​ ​The​ ​certification​ ​areas​ ​are​ ​Special​ ​Education​ ​PreK-8​ ​and​ ​Special Education​ ​7-12.

Course​ ​descriptions​ ​may​ ​be​ ​found​ ​in​ ​the​ ​Drexel​ ​University​ ​Catalog.

Most​ ​of​ ​the​ ​coursework​ ​in this program requires​ ​field​ ​hours.​ ​Students​ ​must​ ​have​ ​the​ ​necessary clearances​ ​in​ ​order​ ​to​ ​begin​ ​the​ ​program.

There are multiple learning outcomes and benefits of enrolling in the Special Education Certification Program offered at Drexel University School of Education. Through the program, students will:

The Special Education certification program is a part-time, accelerated program. Students, on average, complete the program in about a year and a half.

For certified teachers in Pennsylvania, a special education certification follows the same renewal cycle as the teacher’s original teaching certification. If a teacher converts their Instructional I teaching certification to Instructional II, their special education certification will also be converted.

Teachers in Pennsylvania must complete their Act 48 requirements every 5 years to renew their certification. This includes 6 semester hours of college credit (there is a conversion for quarter hours), or 180 hours of continuing education programming, i.e., professional development.

Special Education certification is a great program for teachers who are looking to expand their skills to understand how to teach students with special needs. It also a requirement for teachers who would like to become certified special education teachers. Teachers looking for a rewarding career as a special education teacher would also benefit from this program.

Credits​ ​earned​ ​in​ ​the​ ​Special​ ​Education​ ​Certification​ ​program​ ​may​ ​be​ ​applied​ ​to​ ​the Master​ ​of​ ​Science​ ​in​ ​Special​ ​Education​ ​graduate​ ​program​.​ ​The​ ​MS​ ​program​ ​offers four​ ​concentrations:​ ​Applied Behavior Analysis; Autism​ ​Spectrum​ ​Disorders;​ ​Collaborative​ ​Special​ ​Education Law​ ​&​ ​Process;​ and ​Dyslexia Specialist (Wilson® Level 1 certification).​ ​Students​ ​may​ ​also​ ​work​ ​with​ ​their​ ​academic​ ​advisor​ ​to​ ​develop​ ​a customized​ ​concentration​ ​to​ ​meet​ ​specific​ ​objectives.

The Special Education certification program is offered 100% online. you can get started by filling out the Drexel Online Application.

Applying to a Graduate Program in Education

To apply to one of our Masters Programs, please carefully follow these instructions:

The Specialist in Education, School Psychology (Ed.S.) is an advanced degree that requires students to have completed both the MA in Education (School Psychology) or its equivalent, and the Pupil Personnel Services School Psychology Endorsement Credential. Completion of the Ed.S. requires additional coursework (beyond the MA and Credential requirements) focused on identifying and addressing school-related issues that arise during school psychology practice. The School Psychology program at CSUS is approved as a Specialist level program by the National Association of School Psychologists.

Admission Requirements

Admission as a classified graduate student in the Specialist in Education (Ed.S.) - School Psychology, requires:

Program Prerequisites

The Master of Arts in Education (Curriculum and Instruction) is designed to provide professional and specialized preparation for the candidate interested in acquiring knowledge and skills essential for the design and development of curriculum and related instructional practices. The program provides a variety of options for educators to develop and enhance expertise in a particular field of interest related to elementary, middle school, and secondary education. Each course is designed to produce an ideal blend of theory, research and practice in modern, diverse educational settings. The program is committed to exploring critical intellectual questions of contemporary education. Program instructors bring varied levels of expertise with advanced degrees from major research universities and classroom experience in K-12 and higher education settings.

Students may apply to either a stateside traditional cohort or a College of Continuing Education online cohort. The traditional cohort will meet face-to-face. The online cohort will meet approximately 25% synchronously (real time) and 75% asynchronously (your own schedule within a given timeframe). During the synchronous sessions students will participate in community development, collaboration, and communications that will allow them to get to know their peers and instructors and facilitate instructional delivery suited to an online format. During asynchronous sessions students will build on learning experiences acquired in the synchronous sessions while deepening the knowledge, skills and dispositions that emerge with reflective, "on your own schedule" participation. Students in the online cohort will complete six units of coursework during the summer term as part of the condensed format.

The degree offers an opportunity for the advanced study of developmental theory and research in preparation for a wide range of professional objectives involving children, adolescents, and families. Our program emphasizes scholarly reflection on developmental issues and academic excellence in oral and written communication. The program faculty values academic scholarship and research, and regards their application in professional settings as central to the mission of the MA program.

The Master of Arts in Gender Equity in Education offers:

The purpose of the program is to offer graduate students an opportunity to be change agents in the educational system and to make a difference in student's lives, which includes an understanding of intersectionality.

Prospective graduate students must submit the following:

The Master of Arts in Language and Literacy is designed for the administrator, the classroom teacher, and the specialist teacher of language and literacy for all types of children, youth, and adults. The program includes required courses in Professional Education and selected courses in language and literacy.

This degree:

Sacramento State’s Master of Arts in Language and Literacy is a 30-unit graduate program designed for administrators, classroom teachers, or specialist teachers of language and literacy for pre-kindergarten through adults. You will receive field experience and a venue to research your own literacy, as well as find answers to many of the literacy questions that plague all effective reading teachers. Coursework includes clinical experience with extreme reading difficulties.

As a graduate student in the Language and Literacy Masters program, you will:

The Multicultural Education graduate program explores theoretical and pedagogical issues related to working with diverse culturally, linguistically, ethnically, and low-income populations across educational and community settings. The program includes history, research and pedagogy on bilingualism, multiculturalism, educational equity, social justice, and ethnic studies, offering courses and experiences to assist educators to work successfully in classrooms, schools, and educational agencies within our diverse state. The curriculum develops students' historical, pedagogical, analytical, and planning skills in order to prepare them to operate effectively in the development, implementation and analysis of educational policies and programs, as well as in social justice projects and advocacy to serve historically underserved and underrepresented groups in K-12 education.

The faculty's role in the preparation of students mirrors what the program seeks to promote in the public schools. The program encourages our credential and graduate students to use of languages other than English in the university and classroom settings. Instructors and University supervisors have backgrounds that include expertise and experience in the areas of bilingual and multicultural education. We strive to support our students in the examination of educational theories and methods from a multicultural perspective, taking into account gender, race, language, social class, and disability. Finally, we work towards preparing students to take an active role in the reconstruction of the education system into one that is equitable for students from linguistically and culturally diverse backgrounds.

The new Master of Arts in Universal Design for eLearning is a project-based program that prepares students for careers in online and hybrid education and training fields. There is a fast-growing need for teachers, trainers, and instructional designers well versed in universal and inclusive learning design considerations that meet the needs of all learners in digital spaces. With the recent shift in educational modalities, it is imperative that educators improve the design of online and hybrid learning spaces to reach every student.

A concentration within the Educational Leadership & Policy Studies program.

Educational Leadership and Policy Studies aims to develop TK-12, higher education, and workforce development leaders from diverse backgrounds who will positively impact all educational settings. The program specifically focuses on cultivating leaders who promote learning, equity, social justice and achievement for all students. Educational Leadership and Policy Studies seeks to prepare transformational leaders with the capacity to effectively facilitate and manage change.

Workforce Development has emerged as a vibrant field in professional education and training. In educational settings, workforce development unites the activities of many units, blending academic, career and technical studies, and advising and counseling.

The Workforce Development Leadership (WDL) program aims to develop leaders from diverse backgrounds with the skills and dispositions to successfully organize and manage workforce development programming. The program focuses on cultivating leaders who promote learning, equity, social justice, opportunity and achievement for all students.

A concentration within the Educational Leadership & Policy Studies program.

Educational Leadership and Policy Studies aims to develop TK-12, higher education, and workforce development leaders from diverse backgrounds who will positively impact all educational settings. The program specifically focuses on cultivating leaders who promote learning, equity, social justice and achievement for all students. Educational Leadership and Policy Studies seeks to prepare transformational leaders with the capacity to effectively facilitate and manage change.

The mission of the Educational Leadership and Policy Studies Higher Educational Leadership program is to develop educational leaders from diverse backgrounds who will effectively lead and improve higher education systems. Our program aims to prepare school teachers, who possess the following core skills, qualities, and characteristics:

Past graduates of our program successfully serve in a broad variety of leadership roles within higher education four-year institutions, community colleges, and professional associations in the field of higher education systems both in the region and across the state, as well as throughout the nation and around the globe. In addition, upon completion of our program, several of our graduates have chosen to pursue a Doctorate in Educational Leadership degree at California State University, Sacramento.

A concentration within the Educational Leadership & Policy Studies program.

Educational Leadership and Policy Studies aims to develop TK-12 leaders from diverse backgrounds who will positively impact all educational settings. The program specifically focuses on cultivating leaders who promote learning, equity, justice and achievement for all students. Educational Leadership and Policy Studies seeks to prepare transformational leaders with the capacity to effectively facilitate and manage change.

The mission of the Educational Leadership and Policy Studies is to develop equity focused educational leaders who will effectively lead and improve TK-12 school systems. Our program aims to prepare school leaders who possess the following core qualities and characteristics:

Past graduates of our program successfully serve in a broad variety of leadership roles within the TK-12 educational setting (such as vice principal, principal, superintendent, director, instructional leader, California Department of Education leadership, etc.). In addition, upon completion of our program, several of our graduates have chosen to pursue a Doctorate in Educational Leadership degree at California State University, Sacramento.

The Master of Science in Counseling program is a clinically focused three year full-time academic program that meets the educational requirements for becoming a Licensed Professional Clinical Counselor (LPCC) in the State of California. The program is clinically oriented with didactic and experiential courses, a 100-hour clinical practicum, and 600 hours of field experience. The MS Counseling program is evaluated by the California Board of Behavioral Sciences and each of our concentration/specialization areas are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The program offers 4 concentrations: Career, Marriage Couple and Family, Rehabilitation, and School Counseling.

Educational Leadership and Policy Studies' Preliminary Administrative Services Credential program aims to develop P-12 educational leaders from diverse backgrounds who will positively impact P-12 educational settings. The program specifically focuses on cultivating leaders who promote learning, equity, justice and achievement for all students.

Email: coe-grad@csus.edu