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

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Brief Timeline of CEC Professional Standards Events 1922 CEC declares the establishment of professional standards for the field of special education as a fundamental aim of CEC. 1962 Professional Standards is the theme of the CEC national convention. 1963 CEC purpose statement includes standards for professional personnel. 1965 CEC holds National Conference on Professional Standards. 1966 CEC publishes Professional Standards for Personnel in the Education of Exceptional Children. 1976 CEC publishes Guidelines for Personnel in the Education of Exceptional Children. CEC and the National Council for Accreditation of Teacher Education (NCATE) form a partnership for approving training programs. 1980 NCATE adopts CEC standards for recognizing special education preparation programs. 1981 CEC Delegate Assembly charges CEC to develop, promote, and implement preparation and certification standards, and a code of ethics. 1982 CEC mission statement calls CEC to establish and promote appropriate professional standards. 1983 CEC adopts Code of Ethics, 226 whAt every SpeCiAl eduCAtor muSt Know Standards for Professional Practice, Standards for the Preparation of Special Education Personnel, and Standards for Entry to Professional Practice, and charges the Professional Standard & Practice Standing Committee with their implementation. 1984 NCATE adopts CEC revised standards. NCATE adopts their “Redesign” where colleges and universities submit their folios to the respective professional organizations. 1985 NCATE adopts Guidelines for Program Approval of both basic and advanced special education preparation programs. 1986 CEC adopts guidelines for folio preparation. CEC begins reviewing folios of programs seeking national accreditation. 1987 CEC publishes Standards and Guidelines for Curriculum Excellence in Personnel Preparation Programs in Special Education. 1989 CEC Delegate Assembly adopts policy framework for CEC Standards for Entry to Professional Practice. 1990 NCATE adopts CEC revised Guidelines for Program Approval of both basic and advanced special education preparation programs. 1992 CEC adopts the Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers. CEC adopts non- NCATE Guidelines for Program Approval for institutions of higher education (IHE) including institutional, faculty, and program
esources. 1993 CEC revises the Standards for Entry to Professional Practice. CEC revises non-NCATE Guidelines for Program Approval for IHEs including institutional, faculty, and program resources. 1995 CEC adopts initial areas of specialization knowledge and skill standards. New standards published and submitted for NCATE adoption. CEC publishes What Every Special Educator Must Know: The International Standards for the Preparation and Certification of Special Education Teachers (1 st Edition). 1996 CEC publishes What Every Special Educator Must Know: The International Standards for the Preparation and Certification of Special Education Teachers (2nd edition). 1997 CEC initiates the Professionally Recognized Special Educator, a national special education certification program with certificates for special education teachers, administrators, and diagnosticians. NCATE initiates the NCATE 2000 project that shifts the focus of program accreditation to candidate performance. 1998 CEC adopts Knowledge and Skill Sets for Transition Specialists, Special Education Administrators, Educational Diagnosticians, and Special Education Paraeducators. CEC revises the Standards for Entry to Professional Practice. CEC approves Guidelines for Continuing Education. CEC adopts revisions to the Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers. CEC adopts the Curriculum- Referenced Licensing and Program Accreditation Framework. CEC publishes What Every Special Educator Must Know: Ethics, Standards, and Guidelines (3rd Edition). 2000 CEC edits the Knowledge and Skill Standards to improve clarity and reduce redundancy. CEC adds Multicultural knowledge and Skills to the CEC Common Core. CEC publishes What Every Special Educator Must Know: Ethics, Standards, and Guidelines (4 th Edition). CEC reorganizes Knowledge and Skill sets into 10 domains that coordinate with the domains of the Interstate New Teacher and Assessment and Support Consortium’s (INTASC) Core Principles. CEC revises its procedures for programs developing performance assessment systems. 2001 NCATE approves CEC performance standards and review procedures. 2003 CEC revises procedures for Knowledge and Skill Validation Studies and initiates process by which each knowledge and skill is supported by a documented literature, research, and/or practice base. What Every Special Educator Must Know: Ethics, Standards, and Guidelines (5 th Edition) is published. 2004 Research additions are made to the initial common core and work is begun on development of advanced standards 2005 Knowledge and Skills for Teachers of Individuals with Developmental Disabilities are up-dated and revalidated. 2006 CEC approves the 6 Advanced Appendix 4: vAlidAtion StudieS 227
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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
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Standard 3: Research and Inquiry Kn
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ACC5S6 Develop and implement a pers
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Special Education Transition Specia
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Standard 4: Individual and Program
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TS6S4 Provide transition-focused te
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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 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
Page 239 and 240: Tenative Schedule Appendix 4: VAlid
Page 241 and 242: The Knowledge and Skill Standards a
Page 243: publication. In 1996, the KSS began
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
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
Page 277 and 278: Paragraph 15 - Assessment and Accou
Page 279 and 280: all four extremities, including the
Page 281 and 282: a. Nondiscriminatory, ongoing asses
Page 283 and 284: 4. Interpreters (from natural sign
Page 285 and 286: whereby special education has a pri
Page 287 and 288: Some of the events and changes that
Page 289 and 290: Paragraph 2 - Ethnicity and Excepti
Page 291 and 292: outcomes. Further, we believe that
Page 293 and 294: 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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