Bridge Authorization-Early Childhood Special Education - EDC-X743V
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Credit Validation for Bridge Authorization Participants Only
The professional development for the Early Childhood Special Education Bridge Authorization is designed to meet the requirements for existing Early Childhood Special Education credential holders to teach birth to TK/Kinder students. The professional development is designed to address the California Commission on Teacher Credentialing’s updated requirements associated with the new credential titled Early Childhood Special Education. Through the bridge program, special educators will be authorized to serve a wider range of students and disabilities not authorized in the previous credential.
PLEASE BE SURE TO REGISTER UNDER YOUR SCHOOL DISTRICT OR CONSORTIUM
- Identify, acquire, and implement assistive technology for individual children and Universal Design for Learning (UDL) for all children, including those with low-incidence disabilities, physical/orthopedic, and other health impaired, to promote access, learning, and participation across learning environments, including using augmentative and alternative strategies and interventions for the development of communication and social skills
- Demonstrate comprehensive knowledge of the Early Start Personnel Manual, Infant/Toddler Learning and Developmental Foundations, Preschool Learning Foundations, and state-adopted Kindergarten Student Standards, including the principles of Universal Design for learning
- Apply knowledge of the Infant/Toddler Learning and Development Foundations, Preschool Learning Foundations, California Preschool Curriculum Frameworks, and state-adopted student standards for Kindergarten, as well as principles of Universal Design for Learning (UDL), to effectively plan and design learning experiences for all children that incorporate recommended, evidence-based practices
- Apply knowledge of early development (birth through Kindergarten) when identifying and selecting developmentally appropriate strategies, culturally and linguistically relevant and appropriate materials, and designing effective sequencing interventions to engage children in learning across developmental and curricular domains
- Gather and use evaluation and assessment data on an ongoing basis to inform learning experiences for young children with disabilities, including children with low incidence, physical/orthopedic disabilities, and other health impaired, and young children who are dual language learners
- Develop and implement effective transitional plans to support the ongoing learning and development of children entering different learning settings (e.g., home-based services to preschool, preschool to kindergarten)
- Demonstrate knowledge of professional standards and all applicable laws and regulations governing service provision for children with disabilities from birth to kindergarten and their families
- Facilitate effective collaborative transitions between the stages of schooling and educational settings (e.g., infant/toddler to preschool, preschool to kindergarten, kindergarten to elementary)
Number of Units: Units provided are graduate level extension credit(s) in semester hours. The unit values vary by district. Check your district's section for the unit value offered.
Who Should Attend: This course provides continuing education for education specialists participating in the Bridge Authorization with their district and/or consortium
Note: See each section for details, as they vary by district.