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

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SEP9S2 Follow instructions of the professional SEP9S3 Demonstrate problem-solving, flexible thinking, conflict management techniques, and analysis of personal strengths and preferences SEP9S4 Act as a role model for individuals with exceptional learning needs SEP9S5 Demonstrate commitment to assisting learners in achieving their highest potential SEP9S6 Demonstrate the ability to separate personal issues from one’s responsibilities as a paraeducator SEP9S7 Maintain a high level of competence and integrity SEP9S8 Exercise objective and prudent judgment SEP9S9 Demonstrate proficiency in academic skills, including oral and written communication SEP9S10 Engage in activities to increase one’s own knowledge and skills SEP9S11 Engage in self-assessment SEP9S12 Accept and use constructive feedback SEP9S13 Demonstrate ethical practices as guided by the CEC Code of Ethics and other standards and policies DBI9S1 Adhere to the identified code of ethics including confidentiality DBI9S2 Pursue ongoing professional development specific to their role and responsibilities Standard 10: Collaboration Knowledge SEP10K1 Common concerns of families of individuals with exceptional learning needs SEP10K2 Roles of stakeholders in planning an individualized program DBI10K1 The roles and supervisory responsibilities of team members and consultants Skills SEP10S1 Assist in collecting and providing objective, accurate information to professionals SEP10S2 Collaborate with stakeholders as directed SEP10S3 Foster respectful and beneficial relationships SEP10S4 Participate as directed in conferences as members of the educational team SEP10S5 Function in a manner that demonstrates a positive regard for the distinctions between roles and responsibilities of paraeducators and those of professionals DBI10S1 Utilize teaming skills in working with team members 200 what every SPecial educator MuSt Know
DBI10S2 Share observations of individual’s communication skills with others DBI10S3 Communicate and problem-solve with the IFSP/IEP team about the student’s needs as appropriate DBI10S4 Interact with families as directed SpeCIal eduCatIon paraeduCator formS The CEC publication Parability is a great reference for paraeducator standards and Special Education Paraeducator Forms. These forms are tools paraeducators and paraeducator training programs can use to ensure that they are meeting the CEC Standards for Special Education Paraeducators. Form 1 (see page 202) is a tool paraeducator training programs can use to evaluate whether or not their program sufficiently addresses the CEC Standards for the Preparation of Special Education Paraeducators. Preparation programs can use the chart in several ways. If developing a new program, faculty can use the chart to ensure that the essential knowledge and skills are included in the course curriculum. This can be done by cross-referenc- Study of Personnel Needs in Special Education, Table 2.91. (2003). Retrieved October 24, 2008, from http://ferdig.coe.ufl. edu/spense/scripts/tables/htdocs/TABLE2_9.htm referenCeS ing each of the standards to the course content, field experiences. Programs can also use these standards to ensure that their assessments adequately evaluate the knowledge and skills of special education paraeducators. This can be done by cross-referencing required assessments to each of the standards. Form 2 (see page 207) is a self-evaluation instrument designed to be used by candidates in paraeducator training programs to evaluate their progress in learning and applying the paraeducator knowledge and skills. Candidates can use this as a self-assessment tool as they move through the program, checking each knowledge and skill as it is mastered. This could also be used as a summative assessment at the end of the training program. Section 6: ParaeducatorS Serving individualS with excePtional learning needS 201
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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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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 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: DBI6S6 Incorporate/embed language a
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
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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
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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
Page 267 and 268: 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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