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

Skills
IGC10S1 Use local community, and state
and provincial resources to
assist in programming with
individuals with exceptional
learning needs
IGC10S2 Select, plan, and coordinate
activities of related services
personnel to maximize direct
instruction for individuals with
exceptional learning needs
IGC10S3 Teach parents to use appropriate
behavior management and
counseling techniques
IGC10S4 Collaborate with team members
to plan transition to adulthood
that encourages full community
participation
What EvEry SpECial EduCator MuSt KnoW
Proficiency
Level
Comments
Proficiency Levels: N=Novice, B=Beginning User, P=Proficient, A=Accomplished
In 2002, CEC made it policy that all special education
preparation programs, whether traditional or alternative,
should demonstrate their alignment with CEC
standards through CEC performance-based review.
There are currently two pathways to apply for CEC
Program recognition, through NCATE and directly to
CEC. In the United States, there are currently two government-recognized
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.
From the NCATE perspective, 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. NCATE is built
on the premise that strong professions depend upon
“collective organization,” and that accrediting bodies
preparaTion program developers:
CeC program reCogniTion
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 school professionals know and demonstrate the
content knowledge, pedagogical content knowledge
and skills, pedagogical and professional knowledge
and skills, and professional dispositions necessary
to help all students learn. Assessments indicate that
candidates meet professional, state, and institutional
standards.
NCATE Unit Standard 1
In addition to requiring preparation programs to demonstrate
that their candidates have a positive influence