What Every Must Know Special Educator - Council for Exceptional ...

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86 what every SPecial educator MuSt Know
Initial Special Education Professionals in Early Childhood Special Education/ Early Intervention (Birth to Eight) 9 Standard 1: Foundations Knowledge ICC1K1 Models, theories, philosophies, and research methods that form the basis for special education practice ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation ICC1K3 Relationship of special education to the organization and function of educational agencies ICC1K4 ICC1K5 ICC1K6 Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services ICC1K7 Family systems and the role of families in the educational process ICC1K8 Historical points of view and contribution of culturally diverse groups ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them ICC1K10 ECSEK1 Potential impact of differences in values, languages, and customs that can exist between the home and school Historical, philosophical foundations, and legal basis of services for infants and young children both with and without exceptional needs 9 Terminology specific to Initial Special Education Professionals in Early Childhood Special Education/Early Intervention (Birth to Eight) standards: • Infants and Young Children: all children birth to age 8 years • Exceptional Needs: in response to Exceptional Learning Needs (ELN) specified in the CEC standards, “infants and young children with exceptional needs” will be used, and not Exceptional Learning Needs, because infants and young children have developmental needs as well as learning needs • Infants and Young Children with Exceptional Needs: refers to infants and young children, birth to age 8 years, who have, or are at risk for, developmental delays and disabilities • Development and Learning: terms to be used, and in that order, to convey the focus of the following knowledge and skills for personnel – to support the developmental and learning needs of infants and young children, and their families • Individualized family services plan/Individualized education program: The language of the standards requires spelling out IFSP and IEP. K&S suggests using “family or educational plan” to (a) simplify the expressions and (b) include Canadian terminology in the standards. Division for Early Childhood respectfully requests the use of “individualized plan” to simplify the language since the IFSP is an educational plan, too • Developmental Domains: Term to be used to simplify the listing of the five developmental domains specified in federal law – cognitive, communicative, social-emotional, motor, and adaptive development • Settings for Infants and Young Children: to avoid lists, these settings refer to home, community-based, and school-based settings • Developmental and academic content refers to curriculum Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 87
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What Every Special Educator Must Kn
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Council for Exceptional Children Co
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Table of Contents Introduction ....
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Initial Content Standard 5: Learnin
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Special Education Standard 6: Commu
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It was through significant professi
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and advocate for the resources to i
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professional sTandards & praCTiCe C
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2008 CeC naTional reCogniTion progr
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Section 1: CEC Code of Ethics and S
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Parent Relationships Professionals
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Other Professionals Special educati
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Section 2: Assuring Well-Prepared S
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Figure 2.2 Minimum CEC Expectations
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Teaching and America’s Future (NC
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Several issues are confronting stat
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sTandards for ConTinuing learning a
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Washington, DC: Author. Retrieved O
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Section 3: Preparing to Become a Sp
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submitted assuring that the graduat
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ship is a professional relationship
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Section 4: Tools and Strategies for
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CEC Content Standards 2. Developmen
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CEC Content Standards 7. Instructio
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Figure 4.3 Comparing CEC Initial Co
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ICC5K5 Social skills needed for edu
Page 53 and 54: ICC7S6 Sequence, implement, and eva
Page 55 and 56: Special Education Standard 10: Coll
Page 57 and 58: Figure 4.4 Professional Development
Page 59 and 60: IGC10S1 Use local community, and st
Page 61 and 62: Skills ICC10S1 ICC10S2 ICC10S3 ICC1
Page 63 and 64: on student learning, NCATE expects
Page 65 and 66: Section 5: Initial and Advanced Pro
Page 67 and 68: educators are familiar with augment
Page 69 and 70: InItIal Content StandardS for eduCa
Page 71 and 72: Initial Special Education Teachers
Page 73 and 74: ICC3K3 Variations in beliefs, tradi
Page 75 and 76: ICC5K10 Strategies used by diverse
Page 77 and 78: ICC7K4 Technology for planning and
Page 79 and 80: ICC8S7 Report assessment results to
Page 81 and 82: ICC10S4 Assist individuals with exc
Page 85 and 86: ICC3K5 Differing ways of learning o
Page 87 and 88: ICC5S6 Use performance data and inf
Page 89 and 90: Skills ICC7S1 ICC7S2 Identify and p
Page 91 and 92: IIC8S5 Develop and use a technology
Page 93 and 94: ICC10S9 ICC10S10 Communicate with s
Page 97 and 98: Skills ICC4S1 Use strategies to fac
Page 99 and 100: ICC6K2 ICC6K3 Characteristics of on
Page 101 and 102: ICC8K4 Use and limitations of asses
Page 103: Skills ICC10S1 Maintain confidentia
Page 107 and 108: ICC3K2 ICC3K3 ICC3K4 ICC3K5 Impact
Page 109 and 110: ICC5S7 Establish and maintain rappo
Page 111 and 112: ICC7S6 Sequence, implement, and eva
Page 113 and 114: Standard 9: Professional And Ethica
Page 115 and 116: ICC10S10 Communicate effectively wi
Page 119 and 120: Skills ICC4S1 Use strategies to fac
Page 121 and 122: Skills ICC6S1 ICC6S2 Use strategies
Page 123 and 124: Standard 9: Professional And Ethica
Page 127 and 128: GT5K2 Skills GT5S1 GT5S2 GT5S3 GT5S
Page 129 and 130: GT9S2 Maintain confidential communi
Page 133 and 134: Standard 4: Instructional Strategie
Page 135 and 136: DD5S5 Plan instruction for individu
Page 137 and 138: DD8K2 Environmental assessment cond
Page 139 and 140: ICC10S5 ICC10S6 Plan and conduct co
Page 143 and 144: Standard 4: Instructional Strategie
Page 145 and 146: ICC5S10 Use effective and varied be
Page 147 and 148: Standard 8: Assessment Knowledge No
Page 149 and 150: ICC10K3 ICC10K4 LD10K1 LD10K2 Skill
Page 153 and 154: Skills PH3S1 Address learned helple
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ICC5S11 Use the least intensive beh
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PH7S2 Integrate individualized heal
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ICC10K2 ICC10K3 ICC10K4 PH10K1 Skil
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Initial Special Education Teachers
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Standard 4: Instructional Strategie
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ICC5S11 Use the least intensive beh
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Standard 8: Assessment Knowledge IC
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Standard 10: Collaboration Knowledg
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pluralistic society to promote evid
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Special Education Diagnostic Specia
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ACC3S3 Use educational research to
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ED5S3 Cite all sources of reported
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Special Education Technology Specia
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Standard 3: Research and Inquiry Kn
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ACC5S6 Develop and implement a pers
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Special Education Transition Specia
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Standard 4: Individual and Program
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TS6S4 Provide transition-focused te
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Special Education Administrators St
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Skills ACC3S1 Identify and use the
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SA6K2 Administrative theories and m
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Special Education Early Childhood S
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AEC2S6 Use recommended practices to
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AEC6K1 NOTES: Roles and responsibil
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Special Education Deaf and Hard-of-
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Standard 4: Individual and Program
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Section 6: Paraeducators Serving In
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KnoWledGe and SKIllS for paraeduCat
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Skills SEP8S1 Demonstrate basic col
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SpeCIalIzatIon KnoWledGe and SKIll
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DBI4S3 Facilitate direct learning e
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DBI6S6 Incorporate/embed language a
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DBI10S2 Share observations of indiv
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Standard PE4K2 Skills PE4S1 PE4S2 P
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Standard PE9K2 Skills PE9S1 PE9S2 P
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FORM 2 Special Education Paraeducat
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Standard Standard 6: Language Knowl
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Standard Skills PE10S1 Assist in co
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Appendixes Supervision of Paraeduca
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ICC6K2 Characteristics of one’s o
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Appendix 2: ArChiteCture of the CeC
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Figure 2.1: CEC Initial Special Edu
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Tenative Schedule Appendix 4: VAlid
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The Knowledge and Skill Standards a
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publication. In 1996, the KSS began
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esources. 1993 CEC revises the Stan
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The National Board for Professional
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CEC Professional Entry Level Standa
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ICC4S4 ICC4S5 ICC4S6 Use strategies
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Special Education Standard 7: Instr
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Skills ICC9S1 ICC9S2 Practice withi
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Appendix 7: CeC nAtionAl progrAm re
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Appendix 8: SpeCiAl eduCAtion mento
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Guides development and adoption of
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Section Three - Part 1 Basic Commit
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Paragraph 2 - Government Responsibi
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disability, this setting must be se
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d. Joint planning, coordination, an
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activities, and interventions relat
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It is sometimes necessary, however,
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end product must always be the exce
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Paragraph 15 - Assessment and Accou
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all four extremities, including the
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a. Nondiscriminatory, ongoing asses
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4. Interpreters (from natural sign
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whereby special education has a pri
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Some of the events and changes that
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Paragraph 2 - Ethnicity and Excepti
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outcomes. Further, we believe that
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esearch, and community service and
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are responsible for upholding and a
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3.2 Professional Employment a. Cert
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(1) Conceptual Framework. Programs
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Appendix 10: deVeloping A performAn
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description of the unit’s philoso
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