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

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munity for learning in which democratic values are fostered and students assume responsibility for learning, show willingness to take intellectual risks, develop self-confidence, and learn to work not only independently but also collaboratively. XI. Instructional Resources Accomplished teachers of students with exceptional needs select, adapt, create, and use rich and varied resources, both human and material. XII. Family Partnerships Accomplished teachers of students with exceptional needs work collaboratively with parents, guardians, and other caregivers to understand their children and to achieve common educational goals. Professional Development and Outreach XIII. Reflective Practice Accomplished teachers of students with exceptional needs regularly analyze, evaluate, and strengthen the quality of their practice. XIV. Contributing to the Profession and to Education Accomplished teachers of students with exceptional needs work independently and collaboratively with colleagues and others to improve schools and to advance knowledge, policy, and practice in their field. For more information, see www.nbpts.org . 230 whAt every SpeCiAl eduCAtor muSt Know
CEC Professional Entry Level Standards are built on research that informs the field on best practice in the education of children with exceptionalities. From this research, CEC validated Knowledge and Skill Standards that delineate the knowledge and skills that entry-level special educators master in order to serve individuals with specific exceptionalities safely and effectively. Using the Knowledge and Skill Sets as a base, CEC developed 10 Initial Content Standards (indexed to the INTASC Core Principles) that describe Table 6.1 Special Education Standard 1: Foundations Knowledge INTASC ICC1K1 ICC1K2 ICC1K3 ICC1K4 ICC1K5 ICC1K6 Models, theories, philosophies, and research methods that form the basis for special education practice Laws, policies, and ethical principles regarding behavior management planning and implementation Relationship of special education to the organization and function of educational agencies Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services) 1.01, 2.04 1.04, 1.13 1.04, 1.13 1.04, 1.11, 1.13, 8.08, 10.07 1.04, 1.13, 3.04, 8.07, 8.09 1.04, 8.07 ICC1K7 Family systems and the role of families in the educational process 1.11, 3.07, 10.10 ICC1K8 Historical points of view and contribution of culturally diverse groups 10.04 ICC1K9 ICC1K10 Skill Appendix 6: CeC initiAl Common Core And intASC Knowledge And SKillS index Impact of the dominant culture on shaping schools and the individuals who study and work in them Potential impact of differences in values, languages, and customs that can exist between the home and school ICC1S1 Articulate personal philosophy of special education in rich narrative what all special education teachers should know and be able to do. Table 6.1 delineates the coordination of CEC Initial Common Core with the INTASC standards for special educators. Programs preparing candidates multicategorically and other areas of specialization are reminded that they must align with these areas of specialization, which lie beyond the INTASC standards. 3.04, 10.04 3.03, 3.04, 6.03, 10.02, 10.04 Appendix 6: CeC initiAl Common Core And intASC Knowledge And SKillS index 231
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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
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Skills ACC3S1 Identify and use the
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SA6K2 Administrative theories and m
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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 and 244: publication. In 1996, the KSS began
Page 245 and 246: esources. 1993 CEC revises the Stan
Page 247: The National Board for Professional
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
Page 295 and 296: are responsible for upholding and a
Page 297 and 298: 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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