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

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Needs of new teachers and their role and responsibilities in the mentoring process Effective communication skill Development incorporating adult principles Consultation strategies - how to give constructive feedback and social support Time management and organizational strategies Classroom observation skills Updates on IEP development and implementation changes Updates on special education laws and paperwork requirements Advising and coaching skills Behavior management strategies across grade levels and disabilities Collaboration and problem-solving skills Curriculum and instructional strategies *Check (√ ) and date all components that meet criteria on the date of review. Notes. Space is provided for notes on items to improve, resources to consider, etc. 244 whAt every SpeCiAl eduCAtor muSt Know
Section Three - Part 1 Basic Commitments and Responsibilities to Exceptional Children ChAPTER 01 RESPONSIBILITIES OF ThE COuNCIL FOR EXCEPTIONAL ChILDREN Paragraph 1- Purpose Appendix 9: CeC profeSSionAl poliCieS The Council for Exceptional Children is an association of professional and other persons whose principal purpose is to obtain opti¬mal educational opportunity for all children and youth with exceptionalities. These children’s needs differ sufficiently from other children’s so that they require special educational and related services in addition to those presently available through regular education programs and other human service delivery systems. While the legal criteria that define children and youth with exceptionalities vary greatly from one governmental jurisdiction to another, The Council for Exceptional Children is primarily concerned about children and youth having sensory deficits, physical handicaps, mental retardation, behavioral disorders, communication disorders, special learning disabilities, multiple handicaps, gifts and talents, and children who are developmentally delayed or abused and neglected. Children and youth with exceptionalities are found in all communities regardless of socioeconomic or cultural factors. Paragraph 2 - Governmental Relations Public policy legislation, litigation, appropriation, regulation, and negotiated agreements are the means by which children and youth with exceptionalities have been guaranteed the educational opportunities of our society. The Council is deeply committed to the effective implementation of existing public policy in the interest of children and youth with exceptionalities. In addition, The Council seeks extension and creation of public policy in a manner which will encourage and augment quality service programs at all governmental levels. To provide the scope and kind of services needed, The Council endorses public policies that strengthen and enhance instructional programs for all children and youth. While such general provisions should benefit the exceptional child, The Council believes that specific policy provisions are necessary to offer those children and youth with exceptional needs the opportunity to develop to their fullest potential. In carrying out its governmental activities, The Council will be guided by the policies adopted by its members and by the directives of its governance. Paragraph 3 - Advocacy by Members The Council believes that all persons concerned about the education of children and youth with exceptionalities must initiate and maintain efforts to ensure that appropriate public policy is adopted, fully implemented, and enforced. The Council recognizes that the provision of public services to children and youth with exceptionalities is a function of the governmental process. For this reason, The Council urges and supports the active involvement of its members in activities which will build greater awareness on the part of parents, communities, and governmental officials regarding the needs of children and youth with exceptionalities and will extend appropriate information to such bodies in their efforts to carry out the objectives of this policy statement. The Council believes that it is the responsibility of all persons concerned about the needs of children and youth with exceptionalities to continually seek to improve government provisions for their education. In this regard, The Council pledges its assistance in providing needed information and in helping to develop the necessary strategies to attain improvement of educational services for children and youth with exceptionalities. In our democratic societies, we have created systems of law to protect the individual from the abuses of society, particularly from abuses of the agencies established by society to serve its needs. In the attempt to provide what appear to be needed services, the rights of the individual may be overlooked. For this reason, The Council urges constant vigilance on the part of all persons engaged in the education of children and youth with exceptionalities to assure that the rights of these individuals and their families are understood and observed. The Council further suggests that all public programs and private programs utilizing public funds be open to review and that flexibility be provided to allow for judicial consideration of such matters. Appendix 9: CeC profeSSionAl poliCieS 245
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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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Standard 4: Individual and Program
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Section 6: Paraeducators Serving In
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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: Guides development and adoption of
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
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