What is a Preliminary Education Specialist, Extensive Support Needs Credential?

A Preliminary Education Specialist, Extensive Support Needs Credential authorizes the holder to teach students with extensive support needs, including those with moderate to severe 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.

Do teaching credentials expire?

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.

How does the Extensive Support Needs Credential differ from the Mild to Moderate Support Needs Credential?

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 students who can participate in a general classroom environment but need accommodations to be able to keep pace with the class. The Preliminary Education Specialist, Extensive Support Needs Credential is distinct from other special education credentials primarily due to its specialized focus on students with moderate to severe disabilities, multiple disabilities, autism, or other serious impairments. This credential authorizes the holder to teach students in grades K-12 and through age 22 in California and 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.

How long does it take to earn this Preliminary Education Specialist, Extensive Support Needs Credential?

To earn this extensive support needs SPED credential, you will need to complete 36 credit hours of coursework — 18 introductory block credits (four courses) and 18 content area block credits (six courses), along with 10 credit hours of student teaching or 12 credit hours of interning. This SPED credential can be earned as quickly as 18 to 24 months. This timeframe assumes you take two courses per eight-week session, and it may vary depending upon the session in which you start. Remember, should you choose the UMass Global Internship Pathway, you can begin intern teaching as the teacher of record in a classroom after only four courses. That way you can start earning a salary while finishing your credential coursework.

What are the benefits of obtaining a Preliminary Special Education Credential, Extensive Support Needs Credential?

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 disabilities, while also offering a rewarding and impactful career path.

What are key characteristics of a special education teacher?

There are many characteristics that are essential for teachers who work with special needs students. Some examples include:They are active listenersThey have strong social perception skillsThey understand how to support different learning stylesThey’re adept at complex problem solvingThey are service oriented

Dr. Aimee Massafra

Assistant Professor of Education

Education

Specialty Special Education, Applied Behavior Analysis

aimee.massafra@umassglobal.edu

Aimee has always demonstrated a passion for teaching and after receiving her master’s degree in special education in 2008, she developed an autism support program at an elementary school in a small rural school district in Southwestern Pennsylvania. She also has experience in family-based counseling, teaching elementary and middle school learning support, and working with middle school students with significant needs. She passed her Board Certified Behavior Analyst (BCBA) certificate exam in May 2018 and has maintained her certification through continuing education and teaching applied behavior analysis (ABA) courses throughout the last 6 years.

Since graduating with her Ph.D. in 2019, Aimee has had experience working in a facility school serving students with autism and as a clinician providing services to children and adolescents with autism and other developmental disabilities. She also has experience teaching undergraduate and graduate level courses in special education and applied behavior analysis. She has presented at several local and national conferences and has published in peer-reviewed journals. Additionally, she has experience supervising trainees seeking their BCBA certification, as well as providing professional development and training to schools and other organizations.

Her areas of interest are applied behavior analysis, autism spectrum disorders, evidence-based practices, preservice teacher education, and paraeducator development and training. Most recently, Aimee has begun volunteering with her local school district by serving on leadership, policy, and district accountability committees.

Education History

2019 — Ph.D. in Special Education, University of Northern Colorado, Greeley, CO

Dissertation: "A Qualitative Investigation of Pre-service Special Education Teacher Programs' Preparation of Preservice Special Education Teacher to Work with Paraprofessionals."

2008 — M.Ed. in Special Education, Pennsylvania West University, California, PA

2003 — Minors in Sociology and Human Development and Family Studies, The Pennsylvania State University, University Park, PA

Scholarly Activities

2024

District Accountability Committee (DAC), Adams 12 Five Star Schools, Thornton, CO
Adams 12 Five Star Leadership Academy, Adams 12 Five Star Schools, Thornton, CO
Conference Presentation, Coaching for Community: Supporting Rural Schools in Developing 2024 Autism Intervention, American Council on Rural Special Education, Las Vegas, NV

Professional Experience

2023 — Adjunct Faculty, University of Northern Colorado, Greeley, CO

Taught courses in the Special Education MA Intervention Specialist Program. This included teaching courses in the ABA concentration, autism certificate, and the Educational Leadership and Special Education Administration program.

2022 — Grant Coordinator, University of Northern Colorado, Greeley, CO

Developed a sustainable supervision practicum model, a protocol for BCBA supervision and training, and a practicum course for students enrolled in a MA Intervention Specialist program with an emphasis on Applied Behavior Analysis for a state grant.

2020 — Board Certified Behavior Analyst, Trumpet Behavioral Health, Northglenn, CO

Provided ABA services for individuals with autism, including assessment, program development, supervising RBTs, family training, and community support.

Education History

2019 — Ph.D. in Special Education, University of Northern Colorado, Greeley, CO

Dissertation: "A Qualitative Investigation of Pre-service Special Education Teacher Programs' Preparation of Preservice Special Education Teacher to Work with Paraprofessionals."

2008 — M.Ed. in Special Education, Pennsylvania West University, California, PA

2003 — Minors in Sociology and Human Development and Family Studies, The Pennsylvania State University, University Park, PA

Scholarly Activities

2024

District Accountability Committee (DAC), Adams 12 Five Star Schools, Thornton, CO
Adams 12 Five Star Leadership Academy, Adams 12 Five Star Schools, Thornton, CO
Conference Presentation, Coaching for Community: Supporting Rural Schools in Developing 2024 Autism Intervention, American Council on Rural Special Education, Las Vegas, NV

Professional Experience

2023 — Adjunct Faculty, University of Northern Colorado, Greeley, CO

2022 — Grant Coordinator, University of Northern Colorado, Greeley, CO

Jun 23, 2025

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Teacher And Pupils Using Flower Shapes In Montessori School

Teaching & Education

Applied Behavioral Analysis, Certificate

This online certificate was developed to meet the educational requirements to become a Board-Certified Behavior Analyst (BCBA), recognized both nationally and internationally.

Next Start Date:

Jun 23, 2025

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Teaching & Education

Added Authorization - Autism Spectrum Disorder

This state-approved, autism specialist certificate is a four-course, 12-unit program providing either a CTC-designated authorization to serve learners with Autism Spectrum Disorders or a Certificate of Completion.

Next Start Date:

Jun 23, 2025

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Dr. Aimee Massafra

Education History

2019 — Ph.D. in Special Education, University of Northern Colorado, Greeley, CO

2008 — M.Ed. in Special Education, Pennsylvania West University, California, PA

2003 — Minors in Sociology and Human Development and Family Studies, The Pennsylvania State University, University Park, PA

Scholarly Activities

2024

Professional Experience

2023 — Adjunct Faculty, University of Northern Colorado, Greeley, CO

2022 — Grant Coordinator, University of Northern Colorado, Greeley, CO

2020 — Board Certified Behavior Analyst, Trumpet Behavioral Health, Northglenn, CO

Education

Education History

2019 — Ph.D. in Special Education, University of Northern Colorado, Greeley, CO

2008 — M.Ed. in Special Education, Pennsylvania West University, California, PA

2003 — Minors in Sociology and Human Development and Family Studies, The Pennsylvania State University, University Park, PA

Scholarly Activities

Scholarly Activities

2024

Professional Experience

Professional Experience

2023 — Adjunct Faculty, University of Northern Colorado, Greeley, CO

2022 — Grant Coordinator, University of Northern Colorado, Greeley, CO

2020 — Board Certified Behavior Analyst, Trumpet Behavioral Health, Northglenn, CO

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