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

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Multicultural Competence Number Standard ICC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds ICC1K8 Historical points of view and contribution of culturally diverse groups ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them ICC1K10 ICC2K3 ICC3K2 Potential impact of differences in values, languages, and customs that can exist between the home and school Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development ICC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling ICC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction ICC3K5 Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences ICC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs ICC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world ICC5K8 Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage ICC5K9 Ways specific cultures are negatively stereotyped ICC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism ICC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued ICC5S13 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences ICC5S14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person ICC6K1 Effects of cultural and linguistic differences on growth and development 214 whAt every SpeCiAl eduCAtor muSt Know
ICC6K2 Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages ICC6K3 ICC6S2 ICC7S8 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences ICC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions ICC8S2 Administer nonbiased formal and informal assessments ICC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds ICC9K1 Personal cultural biases and differences that affect one’s teaching ICC9S6 ICC10K4 ICC10S10 Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds Student Self-Determination Number Standard ICC4S2 ICC4S5 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem ICC5S8 Teach self-advocacy ICC5S9 Create an environment that encourages self-advocacy and increased independence ICC7S3 Involve the individual and family in setting instructional goals and monitoring progress ICC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions ICC8S7 Report assessment results to all stakeholders using effective communication skills ICC10S4 ICC10S5 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families Appendix 1: initiAl Common Core Knowledge And SKillS thAt AddreSS SpeCifiC topiCS 215
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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
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Standard 8: Assessment Knowledge IC
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Standard 10: Collaboration Knowledg
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pluralistic society to promote evid
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Special Education Diagnostic Specia
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ACC3S3 Use educational research to
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ED5S3 Cite all sources of reported
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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
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Page 193 and 194: Skills ACC3S1 Identify and use the
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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 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: Appendixes Supervision of Paraeduca
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
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Page 249 and 250: CEC Professional Entry Level Standa
Page 251 and 252: ICC4S4 ICC4S5 ICC4S6 Use strategies
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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
Page 269 and 270: d. Joint planning, coordination, an
Page 271 and 272: activities, and interventions relat
Page 273 and 274: It is sometimes necessary, however,
Page 275 and 276: end product must always be the exce
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Page 279 and 280: all four extremities, including the
Page 281 and 282: 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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