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

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ICC10S2 ICC10S3 ICC10S4 ICC10S5 ICC10S6 ICC10S7 ICC10S8 ICC10S9 ICC10S10 Collaborate with families and others in assessment of individuals with exceptional learning needs Foster respectful and beneficial relationships between families and professionals 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 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings Use group problem-solving skills to develop, implement and evaluate collaborative activities Model techniques and coach others in the use of instructional methods and accommodations Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds ICC10S11 Observe, evaluate and provide feedback to paraeducators 10.03 238 whAt every SpeCiAl eduCAtor muSt Know 6.02, 8.07, 8.08, 10.07 2.07, 8.08, 10.01, 10.05, 10.09 1.12, 7.07, 7.08, 10.02, 10.04, 10.08 5.08, 7.07, 7.08, 10.05, 10.07, 10.08 1.12, 4.11, 7.01, 7.02, 7.03, 7.06, 8.08, 10.02, 10.06, 10.07, 10.09 10.05, 10.07 4.09, 4.03, 10.05, 10.07 2.01, 2.05, 7.01, 7.03, 8.08, 10.05, 10.07 2.07, 7.08, 10.04, 10.08
Appendix 7: CeC nAtionAl progrAm reCognition The following procedures are designed for preparation programs that seek CEC National Recognition outside of the NCATE CEC partnership. To earn CEC National Recognition special education preparation programs must address the following CEC Standards for the Preparation of Special Education Personnel. a. Programs preparing individuals for entry level or advanced special education professional roles shall adhere to CEC professional standards, by seeking CEC official recognition through the evidence-based process of program review. b. Program review includes examination of evidence to document quality practice in: (1) Conceptual Framework Programs have a conceptual framework that establishes the programs vision and its relationship to the programs components and curricula. (2) Candidate Content, Pedagogical, and Professional Knowledge, Skills, and Dispositions i. Content Standards. Programs ensure that prospective special educators have mastered the CEC Special Education Content Standards for their respective roles. ii. Liberal Education. Programs ensure that prospective special educators have a solid grounding in the liberal curricula ensuring proficiency in reading, written and oral communications, calculating, problem solving, and thinking. iii. General Curriculum. (a) Programs ensure that prospective special educators possess a solid base of understanding of the general content area curricula i.e., math, reading, English/ language arts, science, social studies, and the arts, sufficient to collaborate with general educators in: Teaching or collaborative teaching academic subject matter content of the general curriculum to students with exceptional learning needs across a wide range of performance levels. Designing appropriate learning and performance accommodations and modifications for students with exceptional learning needs in academic subject matter content of the general curriculum. (b) Programs preparing special educators for secondary level practice and licensure in which the teachers may assume sole responsibility for teaching academic subject matter classes, ensure that the prospective special educators have a subject matter content knowledge base sufficient to assure that their students can meet state curriculum standards. (3) Assessment System and Program Evaluation. Programs have an assessment system to collect and analyze data on the applicant qualifications, candidates and graduate performance, and program operations sufficient to evaluate and improve the program. (4) Field Experiences and Clinical Practice. Programs with their school partners have designed, implemented, and evaluated field experiences and clinical practica sufficient for prospective special educators to develop and apply knowledge, skills, and dispositions essential to the roles for which they are being prepared. (5) Diversity. Programs with their school partners have designed, implemented, and evaluated curriculum and experiences sufficient for prospective special educators to develop and apply their knowledge, skills, and dispositions necessary to help all students learn. The curricula and experiences include working with diverse faculty, candidates, and P-12 exceptional students. (6) Faculty Qualification, Performance, and Development. The program faculty is qualified and model best professional practice in their scholarship, service, and teaching. (7) Program Governance and Resources. The program has appropriate leadership, authority, budget, facilities, and resources to address professional, institutional, and state standards. CEC Policy October 2004 Appendix 7: CeC nAtionAl progrAm reCognition 239
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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
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AEC6K1 NOTES: Roles and responsibil
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Special Education Deaf and Hard-of-
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Page 209 and 210: KnoWledGe and SKIllS for paraeduCat
Page 211 and 212: Skills SEP8S1 Demonstrate basic col
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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
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Page 241 and 242: The Knowledge and Skill Standards a
Page 243 and 244: publication. In 1996, the KSS began
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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: Skills ICC9S1 ICC9S2 Practice withi
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
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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
Page 303 and 304: description of the unit’s philoso
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