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

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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 PH2K1 Characteristics, treatment, and course of physical and health disabilities PH2K2 Secondary conditions and treatment options that accompany physical and health disabilities PH2K3 Implications of physical and health disabilities on development and learning PH2K4 Medical terminology related to physical and health disabilities PH2K5 Types and transmission routes of infectious and communicable diseases PH2K6 Progression of degenerative diseases and the impact on educational performance PH2K7 Issues related to children’s perceptions of death and dying Skills PH2S1 Apply knowledge of characteristics of individual’s physical and health disabilities to their treatment interventions PH2S2 Monitor the effects of medication on individual performance 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 PH3K1 Effects of physical disabilities on the way information is processed PH3K2 Functional effects of the type and severity of physical and health disabilities on individual performance PH3K3 Psychosocial effects of physical and health disabilities 134 what every SPecial educator MuSt Know
Skills PH3S1 Address learned helplessness in individuals with physical and health disabilities Standard 4: Instructional Strategies Knowledge ICC4K1 Evidence-based practices validated for specific characteristics of learners and settings PH4K1 Adaptations and assistive technology necessary to accommodate the unique characteristics of individuals with physical and health disabilities PH4K2 Strategies for teaching organization and study skills PH4K3 Strategies for teaching adapted physical education and recreational skills PH4K4 Techniques for teaching human sexuality 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 PH4S1 PH4S2 Use specialized instructional strategies for academic and functional tasks for individuals with physical and health disabilities Use adaptations and assistive technology to provide access to and participation in the general curriculum PH4S3 Individualize instructional strategies to minimize the functional effects of the disability PH4S4 Teach how to manage and document personal health care procedures in a safe healthy environment PH4S5 Teach use and management of technology PH4S6 Identify sources of specialized materials, equipment, and assistive technology for individuals with physical and health disabilities PH4S7 Demonstrate techniques for teaching literacy skills to individuals who are nonverbal Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 135
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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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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
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IIC8S5 Develop and use a technology
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ICC10S9 ICC10S10 Communicate with s
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Skills ICC4S1 Use strategies to fac
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ICC6K2 ICC6K3 Characteristics of on
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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 117 and 118: Initial Special Education Teachers
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 151: Initial Special Education Teachers
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 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
Page 193 and 194: Skills ACC3S1 Identify and use the
Page 195 and 196: SA6K2 Administrative theories and m
Page 197 and 198: Special Education Early Childhood S
Page 199 and 200: AEC2S6 Use recommended practices to
Page 201 and 202: 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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