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

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studies, and readers are advised to check the CEC Web site for updates. Liberal Arts and Core Academic Subject Matter Content Although pedagogy is central to special education, special educators must have a solid grounding in the liberal arts ensuring proficiency in reading, written and oral communications, calculating, problem-solving, and thinking by holding at least a bachelor’s degree from an accredited institution. In addition, special educators should possess a solid base of understanding of the content areas of the general curricula, (i.e., math, reading, English/language arts, science, social studies, and the arts), sufficient to collaborate with general educators in: • Teaching or co-teaching academic subject matter content of the general curriculum to individuals with exceptional learning needs across a wide range of performance levels, and • Designing appropriate learning and performance accommodations and modifications for individuals with exceptional learning needs in academic subject matter content of the general curriculum. Because of the significant role that content-specific subject matter knowledge plays at the secondary level, special education teachers routinely teach secondary level academic subject matter classes in consultation or collaboration with one or more general education teachers appropriately licensed in the respective content area. However, when a special education teacher assumes sole responsibility for teaching a core academic subject matter class at the secondary level, the special educator must have a solid knowledge base in the subject matter content sufficient to assure individuals with exceptional learning needs can meet state general curriculum standards (CEC, 2002b). Mentoring and Induction In addition to these three critical elements, professionals entering initial practice in special education should receive a minimum of a 1-year mentorship during the first year of professional special education practice. The mentor should be an experienced professional in the same or a similar role as the individual being mentored who can provide expertise and support on a continuing basis. Even with quality preparation, the beginning special education professional faces new challenges in applying and generalizing newly 10 What EvEry SpECial EduCator MuSt KnoW acquired skills and knowledge. Like other professionals, special educators who have the support of more senior colleagues become proficient more quickly, and are more likely to remain in the profession (Billingsley, 2006). The goals of the mentorship program should include • Facilitating the application of knowledge and skills learned • Conveying advanced knowledge and skills • Acculturating into the school’s learning community • Reducing job stress and enhancing job satisfaction • Supporting professional induction When special educators begin practice in a new area of licensure, they should have the opportunity to work with mentors who are experienced professionals in similar roles. The purpose of mentors is to provide expertise and support to the teachers on a continuing basis for at least the first year of practice in that area of certification. The mentorship is part of continuing education; thus, it is a requirement for maintaining licensure, not a requirement for initial licensure. The mentorship is a professional relationship between the new teacher and an experienced teacher that aids the new teacher in further developing knowledge and skills in the area of certification and provides the support required to sustain the new teacher in practice. The mentorship is collegial, not supervisory. It is essential that a mentor have knowledge, skills, and experience relevant to the new teacher’s position in order to provide the expertise and support the new teacher requires. Thus, it is essential that new teachers practice in environments where mentors are available. Members of the special education profession are expected to serve as mentors as part of their professional responsibilities, and they should receive the resources and support necessary to carry out this responsibility effectively. The CEC Standards provide that special education teachers should receive mentorships when they begin practice in each area of licensure. Thus, for example, an experienced teacher of individuals with visual impairments who, after the necessary preparation, becomes licensed to teach individuals in early childhood should receive a mentorship during the first year of practice in early childhood in order to maintain the license in early childhood. Using CEC Standards to Assure Well- Prepared Special Educators In the landmark report, What Matters Most: Teaching and America’s Future, the National Commission on
Teaching and America’s Future (NCTAF, 1996) used a three-legged stool to describe the three primary levers to influence teacher quality: • Accreditation of teacher preparation programs, • Initial licensing of entry-level teaching professionals, and • Advanced certification of teaching professionals. CEC National Recognition of Preparation Programs In 2002, CEC made it policy that preparation programs, whether traditional or alternative, should demonstrate their alignment with CEC standards through submission to CEC performance-based review. The first leg of the metaphorical stool for assuring teacher quality is national recognition of programs preparing educators. In the United States, there are currently two governmentrecognized agencies to accredit teacher education programs: National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). Both of these agencies base their accreditation approaches on the importance of establishing teaching as a full and mature profession. However, the two are built on different concepts to achieve professionalism. National Council for Accreditation of Teacher Education To NCATE, the foundation of a strong profession is a shared body of specialized knowledge and skill based on research, and public confidence that professionals are fit to practice. Speaking for NCATE, Art Wise states that only a strong degree of consensus among practitioners and practitioner educators can build that confidence (Wise, 2005). NCATE is built on the premise that strong professions depend upon “collective organization” and that accrediting bodies in the “mature professions” have played a catalytic role as the repositories of the consensus about the professions’ specialized knowledge and skill. Since 1977, NCATE has been accrediting teacher education programs using an inclusive model of collaborating with the respective professional associations representing the various professional disciplines (i.e., English, Social Studies, Math, School Psychology) For almost 20 years, CEC has been the partner of NCATE representing the disciplines within the special education profession. Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional (emphasis added), state, and institutional standards. In addition to requiring preparation programs to demonstrate that their candidates have a positive influence on student learning, NCATE expects preparation programs to demonstrate through performance information that the programs address the professional standards of the respective associations in preparing candidates for both initial and advanced roles. Through this process, NCATE expects programs preparing special educators to demonstrate candidates’ mastery CEC standards. NCATE currently has formal agreements with 50 of the U.S. states and territories. It has reviewed and approved over 600 teacher education units with approximately 100 units in the process (Wise, 2005). Over 70% of entering educators each year currently graduate from NCATE accredited programs. Currently 29 states require all of their special education preparation programs to submit for CEC recognition. The remaining states have signed agreements that they will to move their state program approval standards into alignment with CEC standards. Through 2007, CEC has reviewed and approved over 1,000 special education preparation programs. For every teacher education institution undergoing NCATE accreditation, CEC reviews an average of three programs. In its partnership with NCATE, CEC operates comprehensive systems to prepare and provide program reviewers, and to provide multiple levels of program preparation technical assistance. Please note that CEC has not included information in this section to help faculty prepare for CEC and NCATE accreditation. To ensure that faculty receives the most accurate and upto-date guidance, information on the multiple ways CEC offers support in the development of program reports can be found on the CEC Professional Standards Web site. Teacher Education Accreditation Council It has been TEAC’s position that educators have not achieved the consensus on specialized knowledge and SECtion : aSSuring WEll-prEparEd SpECial EduCation proESSionalS 11
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 and 26: Section 2: Assuring Well-Prepared S
Page 27: Figure 2.2 Minimum CEC Expectations
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
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ICC10S4 Assist individuals with exc
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Initial Special Education Teachers
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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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Page 97 and 98:
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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Page 119 and 120:
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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Page 127 and 128:
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
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Skills SEP8S1 Demonstrate basic col
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SpeCIalIzatIon KnoWledGe and SKIll
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DBI4S3 Facilitate direct learning e
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DBI6S6 Incorporate/embed language a
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DBI10S2 Share observations of indiv
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Standard PE4K2 Skills PE4S1 PE4S2 P
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Standard PE9K2 Skills PE9S1 PE9S2 P
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FORM 2 Special Education Paraeducat
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Standard Standard 6: Language Knowl
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Standard Skills PE10S1 Assist in co
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Appendixes Supervision of Paraeduca
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ICC6K2 Characteristics of one’s o
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Appendix 2: ArChiteCture of the CeC
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Figure 2.1: CEC Initial Special Edu
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Tenative Schedule Appendix 4: VAlid
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The Knowledge and Skill Standards a
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publication. In 1996, the KSS began
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esources. 1993 CEC revises the Stan
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The National Board for Professional
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CEC Professional Entry Level Standa
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ICC4S4 ICC4S5 ICC4S6 Use strategies
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Special Education Standard 7: Instr
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Skills ICC9S1 ICC9S2 Practice withi
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Appendix 7: CeC nAtionAl progrAm re
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Appendix 8: SpeCiAl eduCAtion mento
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Guides development and adoption of
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Section Three - Part 1 Basic Commit
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Paragraph 2 - Government Responsibi
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disability, this setting must be se
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d. Joint planning, coordination, an
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activities, and interventions relat
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It is sometimes necessary, however,
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end product must always be the exce
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Paragraph 15 - Assessment and Accou
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all four extremities, including the
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a. Nondiscriminatory, ongoing asses
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4. Interpreters (from natural sign
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whereby special education has a pri
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Some of the events and changes that
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Paragraph 2 - Ethnicity and Excepti
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outcomes. Further, we believe that
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esearch, and community service and
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are responsible for upholding and a
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3.2 Professional Employment a. Cert
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(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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