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

Special Education Early Childhood Specialists in Early Childhood Special Education/Early
Intervention (Birth to Eight)
Standard 1 Leadership and Policy 12
Knowledge
ACC1K1 Needs of different groups in a pluralistic society
ACC1K2 Evidence-based theories of organizational and educational leadership
ACC1K3 Emerging issues and trends that potentially affect the school community and the mission of the school
ACC1K4 National and State education laws and regulations
ACC1K5 Current legal, regulatory, and ethical issues affecting education
ACC1K6 Responsibilities and functions of school committees and boards
AEC1K1
Sociocultural, historical, and political forces that influence diverse delivery systems, including mental
health
AEC1K2 Policy and emerging trends that affect infants and young children, families, resources, and services
AEC1K3
Skills
Community resources on national, state, and local levels that impact program planning and
implementation, and the individualized needs of the child and family
ACC1S1 Promote a free appropriate public education in the least restrictive environment
ACC1S2 Promote high expectations for self, staff, and individuals with exceptional learning needs
ACC1S3 Advocate for educational policy within the context of evidence-based practices
ACC1S4 Mentor teacher candidates, newly certified teachers and other colleagues
12 Special terminology was developed in the Knowledge and Skills Subcommittee meeting (April 2006) to simplify the wording of the standards
for All Beginning Special Educational Professionals in Early Childhood Special Education/Early Intervention (Birth to age 8) These terms
adhere to the “editing and smoothing guidelines” of the Knowledge and Skills Subcommittee They are included here for continuity with the
advanced ECSE 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, since 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.
IFSP/IEP Family or Educational Plan: The language of the standards requires spelling out IFSP and IEP Knowledge and Skills Subcommittee
suggests using “family or educational plan” to (a) simplify the expressions and (b) include Canadian terminology in the standards DEC
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.
Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 179