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

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TS5K2 Scope and role of agency personnel related to transition services TS5K3 Organizations and publications relevant to the field of transition Skills ACC5S1 Model ethical behavior and promote professional standards ACC5S2 Implement practices that promote success for individuals with exceptional learning needs ACC5S3 Use ethical and legal discipline strategies ACC5S4 Disseminate information on effective school and classroom practices ACC5S5 Create an environment which supports continuous instructional improvement ACC5S6 Develop and implement a personalized professional development plan TS5S1 Show positive regard for the capacity and operating constraints of community organizations involved in transition services TS5S2 Participate in activities of professional organizations in the field of transition TS5S3 Ensure the inclusion of transition-related goals in the educational program plan TS5S4 Develop post-school goals and objectives, using interests and preferences of the individual Standard 6: Collaboration Knowledge ACC6K1 Methods for communicating goals and plans to stakeholders ACC6K2 Roles of educators in integrated settings TS6K1 Methods to increase transition service delivery through interagency agreements and collaborative funding TS6K2 Transition planning strategies that facilitate input from team members Skills ACC6S1 Collaborate to enhance opportunities for learners with exceptional learning needs ACC6S2 Apply strategies to resolve conflict and build consensus TS6S1 TS6S2 Design and use procedures to evaluate and improve transition education and services in collaboration with team members Provide information to families about transition education, services, support networks, and postschool options TS6S3 Involve team members in establishing transition policy 170 what every SPecial educator MuSt Know
TS6S4 Provide transition-focused technical assistance and professional development in collaboration with team members TS6S5 Collaborate with transition-focused agencies TS6S6 Develop interagency strategies to collect, share, and use student assessment data TS6S7 Use strategies for resolving differences in collaborative relationships and interagency agreements TS6S8 Assist teachers to identify educational program planning team members TS6S9 Assure individual, family, and agency participation in transition planning and implementation NOTES: “Individuals with exceptional learning needs” is used throughout to include individuals with disabilities and individuals with exceptional gifts and talents “Exceptional Condition” is used throughout to include both single and co-existing conditions These may be two or more disabling conditions or exceptional gifts or talents co-existing with one or more disabling conditions “Special Curricula” is used throughout to denote curricular areas not routinely emphasized or addressed in general curricula; (e.g., social, communication, motor, independence, self-advocacy) Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 171
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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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ICC8K4 Use and limitations of asses
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Skills ICC10S1 Maintain confidentia
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Initial Special Education Professio
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ICC3K2 ICC3K3 ICC3K4 ICC3K5 Impact
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ICC5S7 Establish and maintain rappo
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ICC7S6 Sequence, implement, and eva
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Standard 9: Professional And Ethica
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ICC10S10 Communicate effectively wi
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Skills ICC4S1 Use strategies to fac
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Skills ICC6S1 ICC6S2 Use strategies
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Standard 9: Professional And Ethica
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GT5K2 Skills GT5S1 GT5S2 GT5S3 GT5S
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GT9S2 Maintain confidential communi
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Standard 4: Instructional Strategie
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DD5S5 Plan instruction for individu
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Page 139 and 140: ICC10S5 ICC10S6 Plan and conduct co
Page 141 and 142: Initial Special Education Teachers
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
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: Standard 4: Individual and Program
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
Page 203 and 204: Special Education Deaf and Hard-of-
Page 205 and 206: Standard 4: Individual and Program
Page 207 and 208: Section 6: Paraeducators Serving In
Page 209 and 210: KnoWledGe and SKIllS for paraeduCat
Page 211 and 212: Skills SEP8S1 Demonstrate basic col
Page 213 and 214: SpeCIalIzatIon KnoWledGe and SKIll
Page 215 and 216: DBI4S3 Facilitate direct learning e
Page 217 and 218: DBI6S6 Incorporate/embed language a
Page 219 and 220: DBI10S2 Share observations of indiv
Page 221 and 222: Standard PE4K2 Skills PE4S1 PE4S2 P
Page 223 and 224: Standard PE9K2 Skills PE9S1 PE9S2 P
Page 225 and 226: FORM 2 Special Education Paraeducat
Page 227 and 228: Standard Standard 6: Language Knowl
Page 229 and 230: Standard Skills PE10S1 Assist in co
Page 231 and 232: Appendixes Supervision of Paraeduca
Page 233 and 234: ICC6K2 Characteristics of one’s o
Page 235 and 236: Appendix 2: ArChiteCture of the CeC
Page 237 and 238: 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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