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

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Skills SEP5S1 Establish and maintain rapport with learners SEP5S2 Use universal precautions and assist in maintaining a safe, healthy learning environment SEP5S3 Use strategies for managing behavior as directed SEP5S4 Use strategies as directed, in a variety of settings, to assist in the development of social skills DBI5S1 Establish a trusting relationship with the individual DBI5S2 Provide an atmosphere of acceptance, safety, and security that is reliable and consistent for the individual DBI5S3 Promote positive self-esteem and well-being in the individual DBI5S4 Promote social interactions and the development of meaningful relationships with an ever expanding number of people DBI5S5 Use and maintain amplification, cochlear implants, and assistive listening devices as directed DBI5S6 Use and maintain glasses, low-vision devices, and prostheses as directed DBI5S7 Maximize the use of residual vision and hearing DBI5S8 Make adaptations for auditory needs as directed DBI5S9 Make adaptations for visual needs as directed DBI5S10 Utilize health and safety practices Standard 6: Language Knowledge SEP6K1 Characteristics of appropriate communication with stakeholders DBI6K1 Basic communication development DBI6K2 Impact of deaf-blindness on communication and interaction DBI6K3 Modes/forms of communication and devices used by individuals who are deaf-blind Skills DBI6S1 Facilitate language and literacy development DBI6S2 Observe and identify the communicative behaviors and intents DBI6S3 Implement methods and strategies for effectively conveying information to the individual DBI6S4 Respond to the individual’s attempts at communication DBI6S5 Use communication techniques specific to the individual 198 what every SPecial educator MuSt Know
DBI6S6 Incorporate/embed language and communication into all routines and activities DBI6S7 Use strategies for eliciting expressive communication DBI6S8 Use strategies to promote turn-taking DBI6S9 Use strategies to enhance and expand communication Standard 7: Instructional Planning Knowledge Skills None SEP7S1 Follow written plans, seeking clarification as needed SEP7S2 Prepare and organize materials to support teaching and learning as directed Standard 8: Assessment Knowledge SEP8K1 Rationale for assessment DBI8S1 Collect data and monitor progress as directed Skills SEP8S1 Demonstrate basic collection techniques as directed SEP8S2 Make and document objective observations as directed Standard 9: Professional And Ethical Practice Knowledge SEP9K1 Ethical practices for confidential communication about individuals with exceptional learning needs SEP9K2 Personal cultural biases and differences that affect one’s ability to work with others DBI9K1 The role of the intervener in the process of intervention DBI9K2 The roles and responsibilities of interveners in various settings DBI9K3 Skills The difference between interveners, paraeducators, interpreters, aides, caregivers, and special education assistants SEP9S1 Perform responsibilities as directed in a manner consistent with laws and policies Section 6: ParaeducatorS Serving individualS with excePtional learning needS 199
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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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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
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ICC5S11 Use the least intensive beh
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PH7S2 Integrate individualized heal
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ICC10K2 ICC10K3 ICC10K4 PH10K1 Skil
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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
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: DBI4S3 Facilitate direct learning e
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
Page 257 and 258: Appendix 7: CeC nAtionAl progrAm re
Page 259 and 260: Appendix 8: SpeCiAl eduCAtion mento
Page 261 and 262: Guides development and adoption of
Page 263 and 264: Section Three - Part 1 Basic Commit
Page 265 and 266: 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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