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

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ICC2K2 Educational implications of characteristics of various exceptionalities ICC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family ICC2K4 Family systems and the role of families in supporting development ICC2K5 Similarities and differences of individuals with and without exceptional learning needs ICC2K6 Similarities and differences among individuals with exceptional learning needs ICC2K7 Effects of various medications on individuals with exceptional learning needs LD2K1 Etiologies of learning disabilities LD2K2 Neurobiological and medical factors that may impact the learning of individuals with learning disabilities LD2K3 Psychological, social, and emotional characteristics of individuals with learning disabilities Skills None in addition to Common Core Standard 3: Individual Learning Differences Knowledge ICC3K1 Effects an exceptional condition(s) can have on an individual’s life ICC3K2 ICC3K3 ICC3K4 ICC3K5 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction Differing ways of learning of individuals with exceptional learning needs, including those from culturally diverse backgrounds and strategies for addressing these differences LD3K1 Impact of co-existing conditions and exceptionalities on individuals with learning disabilities LD3K2 Effects of phonological awareness on the reading abilities of individuals with learning disabilities LD3K3 Impact learning disabilities may have on auditory and information processing skills Skills None in addition to Initial Common Core 124 what every SPecial educator MuSt Know
Standard 4: Instructional Strategies Knowledge ICC4K1 Evidence-based practices validated for specific characteristics of learners and settings LD4K1 Strategies to prepare for and take tests LD4K2 Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings LD4K3 Methods for increasing accuracy and proficiency in math calculations and applications LD4K4 Methods for teaching individuals to independently use cognitive processing to solve problems LD4K5 Methods for guiding individuals in identifying and organizing critical content Skills ICC4S1 Use strategies to facilitate integration into various settings ICC4S2 ICC4S3 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs ICC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments ICC4S5 Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem ICC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs LD4S1 Use research-supported methods for academic and nonacademic instruction of individuals with learning disabilities LD4S2 Use specialized methods for teaching basic skills LD4S3 Modify the pace of instruction and provide organizational cues LD4S4 Identify and teach basic structures and relationships within and across curricula LD4S5 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval LD4S6 Use responses and errors to guide instructional decisions and provide feedback to learners LD4S7 Identify and teach essential concepts, vocabulary, and content across the general curriculum LD4S8 Use reading methods appropriate to the individual with learning disabilities LD4S9 Implement systematic instruction in teaching reading comprehension and monitoring strategies LD4S10 Teach strategies for organizing and composing written products Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 125
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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
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on student learning, NCATE expects
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Section 5: Initial and Advanced Pro
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educators are familiar with augment
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InItIal Content StandardS for eduCa
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Initial Special Education Teachers
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ICC3K3 Variations in beliefs, tradi
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ICC5K10 Strategies used by diverse
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ICC7K4 Technology for planning and
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ICC8S7 Report assessment results to
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ICC10S4 Assist individuals with exc
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Initial Special Education Teachers
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ICC3K5 Differing ways of learning o
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ICC5S6 Use performance data and inf
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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 95 and 96: Initial Special Education Teachers
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 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 141: Initial Special Education Teachers
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
Page 163 and 164: Standard 4: Instructional Strategie
Page 165 and 166: ICC5S11 Use the least intensive beh
Page 167 and 168: Standard 8: Assessment Knowledge IC
Page 169 and 170: Standard 10: Collaboration Knowledg
Page 171 and 172: pluralistic society to promote evid
Page 173 and 174: Special Education Diagnostic Specia
Page 175 and 176: ACC3S3 Use educational research to
Page 177 and 178: ED5S3 Cite all sources of reported
Page 179 and 180: Special Education Technology Specia
Page 181 and 182: Standard 3: Research and Inquiry Kn
Page 183 and 184: ACC5S6 Develop and implement a pers
Page 185 and 186: Special Education Transition Specia
Page 187 and 188: Standard 4: Individual and Program
Page 189 and 190: TS6S4 Provide transition-focused te
Page 191 and 192: 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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