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

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Special Education Standard 2: Development and Characteristics of Learners Knowledge INTASC ICC2K1 Typical and atypical human growth and development 1.07, 2.01 ICC2K2 Educational implications of characteristics of various exceptionalities 1.08, 3.05, 2.01,7.06 ICC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family 232 whAt every SpeCiAl eduCAtor muSt Know 2.07, 3.03, 3.06, 6.01, 8.09 ICC2K4 Family systems and the role of families in supporting development 2.07, 3.07, 10.03 ICC2K5 ICC2K6 ICC2K7 Similarities and differences of individuals with and without exceptional learning needs Similarities and differences among individuals with exceptional learning needs Effects of various medications on individuals with exceptional learning needs Special Education Standard 3: Individual Learning Differences Knowledge INTASC ICC3K1 Effects an exceptional condition(s) can have on an individual’s life ICC3K2 ICC3K3 ICC3K4 ICC3K5 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, families, and schooling Cultural perspectives influencing the relationships among families, schools and communities as related to instruction Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences Special Education Standard 4: Instructional Strategies Skills ICC4S1 Use strategies to facilitate integration into various settings ICC4S2 ICC4S3 Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs 2.01 2.05 1.08, 2.01, 2.05, 3.02,3.06, 10.10 1.07, 2.05, 3.02, 10.10 3.03, 3.09, 8.09, 9.04, 10.02, 10.04, 10.10 3.03, 3.04, 3.06, 3.07, 3.09, 9.04, 10.02, 10.04 1.08, 2.01, 2.06, 3.04, 3.09, 9.04 1.08, 2.06, 3.05, 4.04, 4.10, 4.13, 6.02, 6.04, 7.02 4.07 1.03, 2.06, 4.01, 4.04, 4.05, 4.10, 4.13
ICC4S4 ICC4S5 ICC4S6 Use strategies to facilitate maintenance and generalization of skills across learning environments Use procedures to increase the individual’s self-awareness, selfmanagement, self-control, self-reliance, and self-esteem Use strategies that promote successful transitions for individuals with exceptional learning needs Special Education Standard 5: Learning Environments and Social Interactions 4.01, 4.03, 4.10, 4.13 4.01, 4.10 1.09, 4.01, 4.10, 7.06 Knowledge INTASC ICC5K1 Demands of learning environments 1.08, 4.13, 5.02, 5.06, 7.07 ICC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs ICC5K3 Effective management of teaching and learning 2.04, 4.02, 5.04, 5.06 ICC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs ICC5K5 Social skills needed for educational and other environments 5.02, 5.03, 7.07 ICC5K6 Strategies for crisis prevention and intervention 5.07 ICC5K7 ICC5K8 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world 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 Skills ICC5S1 ICC5S2 ICC5S3 ICC5S4 Strategies used by diverse populations to cope with a legacy of former and continuing racism Create a safe, equitable, positive, and supportive learning environment in which diversities are valued Identify realistic expectations for personal and social behavior in various settings Identify supports needed for integration into various program placements Design learning environments that encourage active participation in individual and group activities ICC5S5 Modify the learning environment to manage behaviors. 2.08, 7.04 5.06 6.05 5.03 5.01 2.02, 4.11, 5.01, 5.04, 10.03 2.02, 4.11, 7.01, 7.07 1.08, 2.06, 4.05, 4.07, 4.11, 6.08, 7.07 2.03, 4.04, 4.11, 5.01, 5.04, 5.05, 7.04 Appendix 6: CeC initiAl Common Core And intASC Knowledge And SKillS index 233
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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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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 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: CEC Professional Entry Level Standa
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
Page 299 and 300: (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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