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

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ICC5S6 ICC5S7 Use performance data and information from all stakeholders to make or suggest modifications in learning environments Establish and maintain rapport with individuals with and without exceptional learning needs 1.08, 7.01, 7.04, 7.05, 7.08, 8.03, 8.07, 8.08, 9.05 ICC5S8 Teach self-advocacy 1.07, 5.02, 5.08 ICC5S9 Create an environment that encourages self-advocacy and increased independence 3.01 2.08, 4.07, 5.04, 5.08, 7.04 ICC5S10 Use effective and varied behavior management strategies 2.04, 4.02, 5.05, 5.06 ICC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs ICC5S12 Design and manage daily routines 5.07 ICC5S13 ICC5S14 ICC5S15 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person Structure, direct, and support the activities of paraeducators, volunteers, and tutors ICC5S16 Use universal precautions Special Education Standard 6: Communication 5.05 5.01, 5.03, 5.06 5.06 5.06, 10.03 Knowledge INTASC ICC6K1 ICC6K2 ICC6K3 Effects of cultural and linguistic differences on growth and development 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 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding 3.08, 6.03 3.08, 6.03, 9.02 ICC6K4 Augmentative and assistive communication strategies 4.08, 6.01, 6.04, 6.06, 6.07, 7.09 Skills ICC6S1 ICC6S2 Use strategies to support and enhance communication skills of individuals with exceptional learning needs Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language 234 whAt every SpeCiAl eduCAtor muSt Know 6.03 5.08, 6.01, 6.02, 6.04, 6.06, 6.07, 6.08 3.08
Special Education Standard 7: Instructional Planning Knowledge INTASC ICC7K1 Theories and research that form the basis of curriculum development and instructional practice 1.02, 1.06 ICC7K2 Scope and sequences of general and special curricula 1.02, 1.06, 7.02, 7.03, 7.06 ICC7K3 National, state or provincial, and local curricula standards 7.06 ICC7K4 ICC7K5 Skills ICC7S1 ICC7S2 ICC7S3 Technology for planning and managing the teaching and learning environment Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members Involve the individual and family in setting instructional goals and monitoring progress 4.08, 7.06 7.06, 10.03 1.03, 1.11, 4.09, 4.11, 6.02, 7.02, 7.01, 7.03, 7.06, 7.09, 8.10 1.11, 4.09, 4.11, 6.02, 7.01, 7.03, 7.06, 7.09 1.11, 3.07, 7.05, 7.08, 8/04 ICC7S4 Use functional assessments to develop intervention plans 7.09, 8.02, 8.07 ICC7S5 Use task analysis 8.02, 8.07 ICC7S6 Sequence, implement, and evaluate individualized learning objectives 1.11, 4.09, 7.01, 7.06 ICC7S7 Integrate affective, social, and life skills with academic curricula 1.03, 1.07, 7.06, 7.09 ICC7S8 ICC7S9 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences Incorporate and implement instructional and assistive technology into the educational program ICC7S10 Prepare lesson plans 4.09 4.09, 7.03, 7.06 ICC7S11 Prepare and organize materials to implement daily lesson plans 4.09, 7.01 ICC7S12 Use instructional time effectively 4.09, 7.01 ICC7S13 ICC7S14 Make responsive adjustments to instruction based on continual observations Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions 1.03, 1.10, 4.09, 6.01, 6.07, 6.08 4.06, 7.05, 8.10 4.07, 7.09 Appendix 6: CeC initiAl Common Core And intASC Knowledge And SKillS index 235
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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
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AEC2S6 Use recommended practices to
Page 201 and 202: AEC6K1 NOTES: Roles and responsibil
Page 203 and 204: Special Education Deaf and Hard-of-
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 and 250: CEC Professional Entry Level Standa
Page 251: ICC4S4 ICC4S5 ICC4S6 Use strategies
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
Page 301 and 302: Appendix 10: deVeloping A performAn
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description of the unit’s philoso
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