Bridge Authorization-Early Childhood Special Education

2 Units
Credit Validation
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Course Description

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

Course Details

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.

Course Options

Course Date Units Price
EDC-X743V – Spring Cohort 13 Apr 2026 – 24 May 2026 2 $158

Bridge Authorization-Early Childhood Special Education

13 Apr 2026 – 24 May 2026
2
$158
Credit Validation
Online

Audience: San Diego County Office of Education. All candidates must be enrolled first with SDCOE Education Specialist Bridge Authorization Program prior to registering for credit validation with USD. Please visit the SDCOE Bridge Authorization website for program enrollment information.

Refund Policy: All Credit Validation enrollments are refundable, less a $25 fee, if requested within 30 days of enrollment date. There will be no refunds for Credit Validation after the allotted 30 days.

Enrollment Open: April 13, 2026 – May 24, 2026 (11:59pm PT)

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What You Will Learn

  • 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)

Instructors

Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

Why USD?

The Professional and Continuing Education program nurtures key partnerships on the local, national, and international level. The goal is to better serve working professionals who seek to enhance or build their careers and help achieve their highest value and potential. Contact us today to learn more.

Informative Stats and Facts

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Learning Method Information

Courses offer a convenient, yet rigorous style of learning that allows you to structure your education to suit your schedule while keeping you on pace toward achieving your educational goals.

Online Fixed-Date

Online fixed-date courses are delivered virtually but follow a predetermined schedule, requiring students to complete assignments, participate in discussions, and take assessments by specific deadlines—much like a traditional classroom. The key difference is that while traditional courses are conducted in person at set times and locations, online fixed-date courses allow students to engage remotely, offering more flexibility in where they learn while preserving structure and accountability through fixed timelines.  (Note: Any scheduled Zoom sessions will be outlined on the class schedule.)  These courses have fixed start and finish dates, but as an online student you will have 24/7 online access to your classroom assignments, syllabus and course resources.  Instructor feedback is shared along with the graded assignments.

How is the learning structured? Each online fixed-date course is asynchronous, meaning that you can work on your assignments anytime, although you are required to complete the assignments by specific dates. The course is designed with learning modules where all of the content is grouped into weekly assignments. Each module covers one or more topics. Within each of the learning modules, you can expect the following components:

• Module introduction that outlines what you can expect to learn in the module.

• Required readings (textbook, articles, journals, etc.) and presentations (audio and/or video).

• Assignments with due dates (which may include: written assignments, journal entries, research, blogs, etc.) based on the readings and presentations.

• Discussion forum where you answer prompts from the instructor and interact with your classmates.

• Module conclusion to review the topics and what you should have learned.

Typically, there is a final project, paper, or exam due in the last module that culminates all of the topics covered in each of the learning modules. You’ll find that the design of the learning modules has a rhythm to help you manage your time in the course.

Key Benefits of Credit Validation Courses

Make Your Work Count

Earn credit for your previous work in trainings, workshops, and conferences through a simple process.

Advance Faster

Save money by earning credit for work you completed and get one step closer to salary advancement.

Work Towards a Degree

Many receiving institutions may accept credits towards degree programs, giving you a head start in earning a graduate degree.