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

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skill of true professionals and that without this consensus the appropriate strategy is to base accreditation on what TEAC refers to as an “academic audit.” The TEAC academic audit requires programs to identify whatever claims the program faculty of a given institution make and then provide evidence regarding how well the program does regarding its claims. The TEAC model leaves the identification of program standards to each faculty. In addition to creating a cacophony of expectations, the TEAC model neither expects nor encourages faculty to address the national professional standards of the various professional societies. In fact, in discussing the standards of the various professional societies, Frank Murray (2005), the president of TEAC, writes, “In the public mind, these professionally selfserving standards are the problem, not the solution to the problem” p. 315. Although the TEAC approach is advertised as offering freedom to faculty to create special educators in whatever mold they choose, it plays no responsible role as the repository of consensual knowledge and skills of the profession. At least as important, TEAC does not require special education preparation programs to demonstrate that their graduates possess the profession’s entry-level knowledge and skills by seeking CEC national recognition through the evidence-based process of program review. Finally, the TEAC approach does not give the public confidence that a professional special educator has the skills and knowledge to practice safely and effectively. In an informal survey of several of the teacher education programs in the institutions TEAC has accredited, the program chairs of the special education departments report that CEC standards “play an influential role” in their programs (personal communications, 2007). While such anecdotal reports are positive, they do not meet the CEC expectation that special education preparation programs submit their programs to a performance review by CEC. CEC continues to communicate with and monitor TEAC for opportunities to help TEAC move to a more professional model and provide a viable role for CEC standards 3 . CEC Program Recognition In the United States and in other regions of the world a third possibility exists for programs to receive CEC recognition. Although CEC is not recognized to accredit programs, special education preparation programs may directly seek a review of their program performance data from CEC and have CEC grant recognition of the program. No state that currently requires 1 What EvEry SpECial EduCator MuSt KnoW national program recognition allows this option, but is has been used twice in the last 2 decades. CEC in fact updated its program review policies in 2003 to make the CEC review process performance-based similar to the NCATE performance review. CEC expects stand-alone program recognitions will most likely continue to be chosen infrequently. Analysis of the implications of whether CEC should consider application to become recognized by the federal government as an accreditation agency yields the conclusion that CEC has the most opportunity to maximize the influence of its standards collectively through the NCATE consensual process. Coordinating for Quality Licensure The second leg of the NCTAF three-legged stool of quality assurance is professional teacher licensing. Professional licensing in our society implies that the individual professional possesses a common set of specialized knowledge and skills to practice safely and effectively. It is a trust between the profession and the public that individuals who hold a license are prepared to use the specialized skills safely and effectively. CEC engages in multiple initiatives and collaborations to enhance the influence of its standards in the licensing process. Historically, the licensing of individuals to practice in special education has been the responsibility of states in the United States and the provinces in Canada. Although approaches to licensing special educators taken by jurisdictions have been variable and sometimes idiosyncratic, a clear majority of states align their licensing process with CEC standards. Currently, 50 states are committed to aligning their licensing processes with CEC standards. CEC collaborates with the appropriate personnel in the states to help them align their respective licensing requirements with CEC standards. This collaboration provides a more stable expectation to the public that licensed special educators possess the nationally validated and recognized special knowledge and skill to practice safely, ethically, and effectively. Although there is no requirement that states adopt CEC standards for licensure, the overwhelming majority of states report that CEC standards significantly align with their licensing requirements. There are procedures described in the 6th edition of What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators for state personnel to align state and CEC Standards. 3 As of the writing of this edition, representatives of NCATE and TEAC are discussing possible strategies for moving closer together.
Several issues are confronting states and preparation programs related to licensure. These include preparing special educators for multicategorical practice, the use of high stakes assessments in licensing, the interfacing of skills needed by general and special educators to work in integrated collaborative teams. Multicategorical Licensure The majority of individuals are now licensed for multicategorical practice in special education (IPEDS, 2003, U.S. Department of Education, 2005). Many states use variations of titles such as Teachers of Individuals With Mild/Moderate Exceptionalities and Teachers of Individuals With Severe/Profound Exceptionalities to describe these multicategorical licenses. When states and provinces combine the essential knowledge and skill of special educators in the special education specialty areas, this is using a multicategorical licensing approach. Although most states and provinces now use a multicategorical licensing approach in special education, it is important that states balance the need for both breadth and depth of knowledge and skills for special education teachers. On the one hand, overly broad licensing approaches result in teachers who are not adequately prepared for the complex challenges of teaching individuals with exceptional learning needs. On the other hand, overly narrow licensing approaches at an entry-level do not prepare special education candidates for the increasing diversity of individuals with exceptional learning needs that special educators serve today. As the breadth of categories grow within Figure 2.3 Comparison of Professional Standards Frameworks CEC Curriculum Referenced Licensing and Accreditation Framework Individualized General Curriculum Mild/moderate disabilities (ages 5-14,12-21) Individualized Independence Curriculum Severe/multiple disabilities (ages 5-21) Deaf/Hard of Hearing Deaf/hard of hearing (ages birth-21) Blind/Visually Impaired Visual Impairments (ages birth-21) Early Childhood Special Education Early childhood (ages birth-21) Gifted/Talented Special Education *As suggested in INTASC (2001, May), Appendix A, p. 40. a multicategorical license, the challenge to prepare candidates for professionals practice becomes more challenging. To support states/provinces that use a multicategorical approach to licensing, CEC has the Curriculum Referenced Licensing and Program Accreditation Framework. The Individualized General Education Curriculum and the Individualized Independence Curriculum delineate the consensually validated knowledge and skills for multicategorical licenses, and reference the curricula in which the licensed teacher will practice. Complementary General and Special Educator Roles Based on the premise that the standards for national program recognition and state licensure should align, CEC organized its professional standards to align explicitly with the INTASC 10 principles for model licensing standards at the entry level and with the NBPTS at the advanced level. It is encouraging that the licensing and certification approaches suggested by both the Council of Chief State School Officer’s Interstate New Teacher Assessment and Support Consortium (INTASC) and National Board for Professional Teaching Standards (NBPTS) align with the CEC Curriculum Referenced Licensing and Program Accreditation Framework. This alignment reflects a strong national convergence regarding the balance of depth and spread (Figure 2.3), and it reflects the explicit intentions of CEC, INTASC, INTASC* NBPTS Exceptional Needs Certificate Mild and Moderately Impaired Severe and Multiply Impaired Deaf/Hard of Hearing Visually Impaired Early Childhood SECtion : aSSuring WEll-prEparEd SpECial EduCation proESSionalS 1
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 and 28: Figure 2.2 Minimum CEC Expectations
Page 29: Teaching and America’s Future (NC
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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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
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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
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Appendix 10: deVeloping A performAn
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description of the unit’s philoso
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