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

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ACC5S6 Develop and implement a personalized professional development plan DHH5S1 Ethically implement current assistive and instructional technologies DHH5S2 Acquire advanced qualifications and skills Standard 6: Collaboration Knowledge ACC6K1 Methods for communicating goals and plans to stakeholders ACC6K2 Roles of educators in integrated settings Skills None in addition to the Advanced Common Core ACC6S1 Collaborate to enhance opportunities for learners with exceptional learning needs ACC6S2 Apply strategies to resolve conflict and build consensus DHH6S1 Collaborate with stakeholders in developing and implementing equal access to programs in urban, urbanfringe, or rural settings 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) 188 what every SPecial educator MuSt Know
Section 6: Paraeducators Serving Individuals With Exceptional Learning Needs This section provides information about the increasingly critical role of paraeducators in special education service delivery, the CEC standards for paraeducator preparation, and tools paraeducators and paraeducator training programs can use to ensure that they are meeting the standards. For more than 50 years, paraeducators have helped special educators provide important services to individuals with exceptional learning conditions. Historically, they provided services ranging from clerical tasks to assisting with individualized functional living tasks. Today they have become an essential part of the special education team in delivering individualized services and playing an increasingly prominent role in the instruction of individuals with exceptional learning needs at all ages. According to the Study of Personnel Needs in Special Education (SPENSE, 2003.), today paraeducators in the United States spend at least 10% of their time on the following activities: • Providing instructional support in small groups • Providing one-to-one instruction • Modifying materials • Implementing behavior plans • Monitoring hallways, study halls • Meeting with teachers • Collecting data on individuals with exceptional learning needs • Providing personal care assistance The qualified special education paraeducator performs tasks prescribed and supervised by a fully licensed special education professional. Qualified paraeducators deliver individualized services to individuals with exceptional learning needs in a wide variety of settings, including general education classes, community-based functional learning sites, and just about everywhere that a special education professional can be found. Paraeducators bring a wide variety of backgrounds and experience to their jobs (SPENSE, 2003). In the United States, 29% have high school diplomas, 38% have completed some college, and 32% hold an associate’s degree or higher. Paraeducators with college experience have increased confidence in collaborating and communicating with teachers. The majority of paraeducators are supervised by special education teachers and overwhelmingly they feel supported by their special education supervisors. To ensure that paraeducators have the required skills for their expanded roles, in collaboration with the National Resource Center for Paraeducators, CEC validated the following knowledge and skill set for paraeducators who serve individuals with exceptional learning needs. In addition, CEC has validated a set of corollary knowledge and skills for paraeducators of individuals with deaf-blindness (i.e., paraeducator interveners for individuals with deaf-blindness). CEC expects that agencies will ensure that all paraeducators working with individuals with exceptional learning needs have, at a minimum, mastered the Paraeducator Common Core and appropriate specialization knowledge and skills through ongoing, effective, preservice and continuing education with professional educators and training that is specifically targeted for paraeducators. Paraeducators should have available ongoing, effective, continuing training with professional educators and training that is specifically targeted for paraeducators. Section 6: ParaeducatorS Serving individualS with excePtional learning needS 189
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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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DD8K2 Environmental assessment cond
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ICC10S5 ICC10S6 Plan and conduct co
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Standard 4: Instructional Strategie
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ICC5S10 Use effective and varied be
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Standard 8: Assessment Knowledge No
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ICC10K3 ICC10K4 LD10K1 LD10K2 Skill
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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 161 and 162: Initial Special Education Teachers
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
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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Page 205: Standard 4: Individual and Program
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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Page 241 and 242: The Knowledge and Skill Standards a
Page 243 and 244: publication. In 1996, the KSS began
Page 245 and 246: esources. 1993 CEC revises the Stan
Page 247 and 248: The National Board for Professional
Page 249 and 250: CEC Professional Entry Level Standa
Page 251 and 252: ICC4S4 ICC4S5 ICC4S6 Use strategies
Page 253 and 254: Special Education Standard 7: Instr
Page 255 and 256: 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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