(1) A valid preliminary, professional clear, clear, or life Clinical or Rehabilitative Services or Speech-Language Pathology Services Credential in Language, Speech, and Hearing, Special Secondary Credential in Correction of Speech Defects, Exceptional Children Credential in Speech Correction and Lip Reading, Standard Teaching Credential with Minor in Speech and Hearing Handicapped, Standard Restricted Special Education in Speech and Hearing Therapy, and Standard Limited Specialized Preparation-Speech and Hearing Handicapped;

(2) One of the following:

(3) The basic skills requirement as described in Education Code Section 44252, unless exempt by statute;

(4) For the individual prepared in California, subject-matter knowledge by either one of the following:

(5) For individuals prepared in California, the study of alternative methods of developing English language skills, including the study of reading, as described in Education Code Section 44259(b)(4) and passage of the reading instruction competence assessment as provided in Education Code Section 44283;

(6) The study of English learners as described in Education Code Section 44259.5(c);

(1) For a California-prepared teacher, verification from a Commission-approved program sponsor with a Special Class Authorization program; or

(2) the out-of-state prepared candidate may apply directly to the Commission.

(1) “Educational Assessment”: Assessment of students in a comprehensive manner within the authorization of the added authorization using multiple sources of information and a variety of strategies that directly measure a student's performance to meet goals in areas of grade-level academic curriculum and/or functional goals designed to meet the Individualized Education Program (IEP), Individualized Family Service Program (IFSP), and/or Individualized Transition Plan (ITP) goals and objectives regarding eligibility and services that directly result from the student's disability according to state and federal accountability systems. The assessment process may include both formal and informal assessments to evaluate students' educational instruction needs and strengths for the purpose of making accommodations, modifications, and instructional decisions.

(2) “Special Education Support”: Support includes participation in the IEP, IFSP, and/or ITP process including planning and implementation of the student's IEP, Individualized Family Service Program, and/or Individualized Transition Plan; providing consultative, collaborative, and coordinating instruction with students, parents, teachers, and other community and school personnel; planning, developing, and implementing instructional program plans relative and within the authorization of the credential or added authorization. Special Education Support does not include providing speech, language and hearing, orientation and mobility, or audiology services.