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

More documents

Recommendations

Info

Figure 2.1 Practicing Special Education Teachers Who Are Not Licensed for individuals with disabilities makes it even more imperative that all special educators are well-prepared and have the conditions that allow them to provide individuals with exceptional needs the most effective interventions and encourage entering special educators to become career-oriented special education professionals. It is within this context that CEC has used multiple strategies to enhance the influence of the CEC standards to ensure that entry-level personnel have the skill and knowledge to practice safely, ethically, and effectively and that practicing special educators have effective mentoring. sTandards for The preparaTion of speCial eduCaTors 2 The preparation of candidates for entry to special education professional practice begins with appropriate preparation. At a minimum CEC expects that every entry-level special education professional (Figure 2.2) • Possess appropriate pedagogical knowledge and skills • Hold at least a bachelor’s degree from an accredited institution, and • Master appropriate core academic subject matter content. In addition, CEC expects that professional special educators in new positions undergo a systematic and structured discipline-specific period of induction. Pedagogy Historically, pedagogy or teaching skill has been at the heart of special education. Special educators have always recognized that the individualized learning needs of children are at the center of special education instruction. Whether helping individuals with What EvEry SpECial EduCator MuSt KnoW exceptional learning needs master addition, cooking, independent living, or world history, special educators have focused on how to alter the instructional variables to optimize learning. Among the characteristics of mature professions is the identification of the specialized knowledge and skill along with the assurance that practicing professionals possess the specialized knowledge and skill to practice safely and effectively. In addressing this responsibility, CEC uses a rigorous consensual validation process to identify, update, and maintain sets of knowledge and skills for entry-level and advanced special educators. As a part of this validation process, CEC documents the literature upon which the knowledge and skill sets are based. This process has involved thousands of practicing special educators (teachers, administrators, and teacher educators) in consonance with a national CEC committee with representation of the 17 national divisions within CEC. The result is the most rigorous and comprehensive sets of knowledge and skills available anywhere for the preparation of high quality special educators.
Figure 2.2 Minimum CEC Expectations for Entry-Level Special Educators Standards-Based Curriculum Content These knowledge and skills sets are the foundation upon which CEC builds its work at both the state and national levels to ensure that preparation programs incorporate CEC standards into their curricula and that state and provincial jurisdictions incorporate the standards into their licensing requirements. It is through professional standards used by preparation programs and aligned with licensing systems that the public can be assured that special educators are appropriately prepared for safe, ethical, and effective practice (CEC, 2002a). At the entry level, CEC preparation standards are developed around 10 initial roles and 6 advanced roles content domains that describe the knowledge, skills, Subject-Matter Content Individualized Pedagogical Content and dispositions shared by all professional special educators. At the advanced level, CEC preparation standards are developed around six content standards that describe the knowledge, skills, and dispositions shared by all professional special educators practicing at advanced levels. Although the content standards cross special education specialty areas, the specific sets of knowledge and skills inform and differentiate the content, context, and issues of the respective specialty areas (e.g., early childhood, mild/moderate, developmental disabilities, and learning disabilities). They provide the knowledge and skills that special educators must master for safe, ethical, and effective practice. The knowledge and skill sets are located in the Appendix. CEC continuously conducts validation 2 CEC standards are not intended to identify and prescribe at a micro level of detail all evidence-based interventions along with all components of each for which preparation programs should be required to account. CEC professional preparation standards do not identify specific methods or strategies, (e.g., the xyz learning strategy or the xyz reading method). CEC does not use such a heavy-handed top down approach in validating its professional preparation standards. This decision was based on the dynamic nature of evidence bases. Additionally, CEC felt that such an approach was inconsistent with the collegiality across professions. This does not imply that CEC eschews the value of evidence-based practice. In fact, the fifth edition of What Every Special Educator Must Know states, “A foundation assumption of the CEC standards is that all special education professionals will use evidence-based research in their decision making.” The CEC standards frequently use the term “effective practice” specifically to connote that preparation programs will teach the current state of knowledge for evidence-based practices. There are also Initial and Advanced Common Core Standards that deal specifically with this issue. CEC initial common core standards make clear that candidates for special education licensure should know how to access and use evidence-based practices. The language does not attempt to delineate every evidence-based practice and its components. Rather knowledge and skills, along with the balance of the CEC Content Standards, affirm the significance of evidence-based professional practice broadly. Although the CEC Standards are not designed to identify specific evidence-based practices along with their components for which preparation programs might be required to account, the CEC Standards make clear the expectation that special education teacher candidates should understand appropriate research methods for special education practice, know validated evidence-based practices, know how to evaluate and modify their practice, and engage in evidence-based practices. SECtion : aSSuring WEll-prEparEd SpECial EduCation proESSionalS
Page 1 and 2: What Every Special Educator Must Kn
Page 3 and 4: Council for Exceptional Children Co
Page 5 and 6: Table of Contents Introduction ....
Page 7 and 8: Initial Content Standard 5: Learnin
Page 9 and 10: Special Education Standard 6: Commu
Page 11 and 12: It was through significant professi
Page 13 and 14: and advocate for the resources to i
Page 15 and 16: professional sTandards & praCTiCe C
Page 17 and 18: 2008 CeC naTional reCogniTion progr
Page 19 and 20: Section 1: CEC Code of Ethics and S
Page 21 and 22: Parent Relationships Professionals
Page 23 and 24: Other Professionals Special educati
Page 25: Section 2: Assuring Well-Prepared S
Page 29 and 30: Teaching and America’s Future (NC
Page 31 and 32: Several issues are confronting stat
Page 33 and 34: sTandards for ConTinuing learning a
Page 35 and 36: Washington, DC: Author. Retrieved O
Page 37 and 38: Section 3: Preparing to Become a Sp
Page 39 and 40: submitted assuring that the graduat
Page 41 and 42: ship is a professional relationship
Page 43 and 44: Section 4: Tools and Strategies for
Page 45 and 46: CEC Content Standards 2. Developmen
Page 47 and 48: CEC Content Standards 7. Instructio
Page 49 and 50: Figure 4.3 Comparing CEC Initial Co
Page 51 and 52: ICC5K5 Social skills needed for edu
Page 53 and 54: ICC7S6 Sequence, implement, and eva
Page 55 and 56: Special Education Standard 10: Coll
Page 57 and 58: Figure 4.4 Professional Development
Page 59 and 60: IGC10S1 Use local community, and st
Page 61 and 62: Skills ICC10S1 ICC10S2 ICC10S3 ICC1
Page 63 and 64: on student learning, NCATE expects
Page 65 and 66: Section 5: Initial and Advanced Pro
Page 67 and 68: educators are familiar with augment
Page 69 and 70: InItIal Content StandardS for eduCa
Page 71 and 72: Initial Special Education Teachers
Page 73 and 74: ICC3K3 Variations in beliefs, tradi
Page 75 and 76: ICC5K10 Strategies used by diverse
Page 77 and 78:
ICC7K4 Technology for planning and
Page 79 and 80:
ICC8S7 Report assessment results to
Page 81 and 82:
ICC10S4 Assist individuals with exc
Page 83 and 84:
Initial Special Education Teachers
Page 85 and 86:
ICC3K5 Differing ways of learning o
Page 87 and 88:
ICC5S6 Use performance data and inf
Page 89 and 90:
Skills ICC7S1 ICC7S2 Identify and p
Page 91 and 92:
IIC8S5 Develop and use a technology
Page 93 and 94:
ICC10S9 ICC10S10 Communicate with s
Page 95 and 96:
Page 97 and 98:
Skills ICC4S1 Use strategies to fac
Page 99 and 100:
ICC6K2 ICC6K3 Characteristics of on
Page 101 and 102:
ICC8K4 Use and limitations of asses
Page 103 and 104:
Skills ICC10S1 Maintain confidentia
Page 105 and 106:
Initial Special Education Professio
Page 107 and 108:
ICC3K2 ICC3K3 ICC3K4 ICC3K5 Impact
Page 109 and 110:
ICC5S7 Establish and maintain rappo
Page 111 and 112:
ICC7S6 Sequence, implement, and eva
Page 113 and 114:
Standard 9: Professional And Ethica
Page 115 and 116:
ICC10S10 Communicate effectively wi
Page 117 and 118:
Page 119 and 120:
Skills ICC4S1 Use strategies to fac
Page 121 and 122:
Skills ICC6S1 ICC6S2 Use strategies
Page 123 and 124:
Standard 9: Professional And Ethica
Page 125 and 126:
Page 127 and 128:
GT5K2 Skills GT5S1 GT5S2 GT5S3 GT5S
Page 129 and 130:
GT9S2 Maintain confidential communi
Page 131 and 132:
Page 133 and 134:
Standard 4: Instructional Strategie
Page 135 and 136:
DD5S5 Plan instruction for individu
Page 137 and 138:
DD8K2 Environmental assessment cond
Page 139 and 140:
ICC10S5 ICC10S6 Plan and conduct co
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
ICC5S10 Use effective and varied be
Page 147 and 148:
Standard 8: Assessment Knowledge No
Page 149 and 150:
ICC10K3 ICC10K4 LD10K1 LD10K2 Skill
Page 151 and 152:
Page 153 and 154:
Skills PH3S1 Address learned helple
Page 155 and 156:
ICC5S11 Use the least intensive beh
Page 157 and 158:
PH7S2 Integrate individualized heal
Page 159 and 160:
ICC10K2 ICC10K3 ICC10K4 PH10K1 Skil
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
ICC5S11 Use the least intensive beh
Page 167 and 168:
Standard 8: Assessment Knowledge IC
Page 169 and 170:
Standard 10: Collaboration Knowledg
Page 171 and 172:
pluralistic society to promote evid
Page 173 and 174:
Special Education Diagnostic Specia
Page 175 and 176:
ACC3S3 Use educational research to
Page 177 and 178:
ED5S3 Cite all sources of reported
Page 179 and 180:
Special Education Technology Specia
Page 181 and 182:
Standard 3: Research and Inquiry Kn
Page 183 and 184:
ACC5S6 Develop and implement a pers
Page 185 and 186:
Special Education Transition Specia
Page 187 and 188:
Standard 4: Individual and Program
Page 189 and 190:
TS6S4 Provide transition-focused te
Page 191 and 192:
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
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 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
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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?