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

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ECSE9S3 Respect family choices and goals ECSE9S4 Apply models of team process in early childhood ECSE9S5 ECSE9S6 Participate in activities of professional organizations relevant to early childhood special education and early intervention Apply evidence-based and recommended practices for infants and young children including those from diverse backgrounds ECSE9S7 Advocate on behalf of infants and young children and their families Standard 10: Collaboration Knowledge ICC10K1 Models and strategies of consultation and collaboration ICC10K2 ICC10K3 ICC10K4 ECSE10K1 Skills Roles of individuals with exceptional learning needs, families, and school personnel, and community members in planning of an individualized program Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members Structures supporting interagency collaboration, including interagency agreements, referral, and consultation ICC10S1 Maintain confidential communication about individuals with exceptional learning needs ICC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs ICC10S3 Foster respectful and beneficial relationships between families and professionals ICC10S4 ICC10S5 ICC10S6 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings ICC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities ICC10S8 Model techniques and coach others in the use of instructional methods and accommodations ICC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs 96 what every SPecial educator MuSt Know
ICC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds ICC10S11 Observe, evaluate, and provide feedback to paraeducators ECSE10S1 Collaborate with caregivers, professionals, and agencies to support children’s development and learning ECSE10S2 Support families’ choices and priorities in the development of goals and intervention strategies ECSE10S3 Implement family-oriented services based on the family’s identified resources, priorities, and concerns ECSE10S4 Provide consultation in settings serving infants and young children ECSE10S5 Involve families in evaluation of services ECSE10S6 Participate as a team member to identify and enhance team roles, communication, and problem-solving ECSE10S7 Employ adult learning principles in consulting and training family members and service providers ECSE10S8 Assist the family in planning for transition ECSE10S9 Implement processes and strategies that support transitions among settings for infants and young children Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 97
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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
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ICC7S6 Sequence, implement, and eva
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Special Education Standard 10: Coll
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Figure 4.4 Professional Development
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IGC10S1 Use local community, and st
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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 and 104: Skills ICC10S1 Maintain confidentia
Page 105 and 106: Initial Special Education Professio
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: Standard 9: Professional And Ethica
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 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
Page 155 and 156: ICC5S11 Use the least intensive beh
Page 157 and 158: PH7S2 Integrate individualized heal
Page 159 and 160: ICC10K2 ICC10K3 ICC10K4 PH10K1 Skil
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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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