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

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Section 3: Preparing to Become a Special Education Professional ...................................................................... 19 Core Academic Subject Matter Content and Curricular Standards ................................................................................. 20 Assuring Quality Preparation Programs ...................................... 20 Assuring High-Quality Licensure ................................................... 21 Induction and Mentoring ................................................................ 22 Continuous Professional Growth ................................................. 23 Continuing Licensure/Certification ............................................... 23 Advanced Special Education Study ................................................ 23 References ...................................................................................... 24 Section 4: Tools and Strategies for Using the Standards ................ 25 State Licensing: Aligning CEC and State Standards ................... 25 Teachers: Developing a Professional Development Plan ............ 38 Candidates: Do I Know What I Need to Know? ................................ 41 Preparation Program Developers: CEC Program Recognition .... 44 NCATE Unit Standard 1 .......................................................................................44 Direct CEC Program Recognition ...........................................................................45 Standards for the Preparation of Special Education Personnel ...................................46 Section 5: Initial and Advanced Professional Content Standards and Knowledge and Skill Sets ................................. 47 Initial Level Content Standards ................................................... 47 Initial Content Standard 1: Foundations ..................................................................47 Initial Content Standard 2: Development and Characteristics of Learners ....................47 Initial Content Standard 3: Individual Learning Differences .......................................48 Initial Content Standard 4: Instructional Strategies ...................................................48 Initial Content Standard 5: Learning Environments and Social Interactions ..................48 Initial Content Standard 6: Language .....................................................................48 Initial Content Standard 7: Instructional Planning .....................................................49 Initial Content Standard 8: Assessment ...................................................................49 Initial Content Standard 9: Professional and Ethical Practice .....................................49 Initial Content Standard 10: Collaboration .............................................................50 Initial Content Standards for Educators of Individuals With Exceptional Gifts and Talents ........................................ 51 Initial Content Standard 1: Foundations ..................................................................51 Initial Content Standard 2: Development and Characteristics of Learners ....................51 Initial Content Standard 3: Individual Learning Differences .......................................51 Initial Content Standard 4: Instructional Strategies ...................................................51 vi What EvEry SpECial EduCator MuSt KnoW
Initial Content Standard 5: Learning Environments and Social Interactions ..................51 Initial Content Standard 6: Language and Communication .......................................51 Initial Content Standard 7: Instructional Planning .....................................................52 Initial Content Standard 8: Assessment ...................................................................52 Initial Content Standard 9: Professional and Ethical Practice .....................................52 Initial Content Standard 10: Collaboration .............................................................52 Initial Level Knowledge and Skill Sets ......................................... 53 Initial Special Education Teachers of Individuals With Exceptional Learning Needs in Individualized General Education Curricula (IGC) ..................53 Initial Special Education Teachers of Individuals With Exceptional Learning Needs in Individualized Independence Curricula (IIC) ........................................65 Initial Special Education Teachers of Individuals With Exceptional Learning Needs: Who Are Deaf or Hard of Hearing .......................................................77 Initial Special Education Professionals in Early Childhood Special Education/ Early Intervention (Birth to Eight) ......................................................................87 Initial Special Education Teachers of Individuals With Exceptional Learning Needs With Emotional and/or Behavioral Disorders ....................................................99 Initial Special Education Teachers of Individuals With Exceptional Learning Needs With Gifts and Talents ..................................................................................107 Initial Special Education Teachers of Individuals With Exceptional Learning Needs With Developmental Disabilities and/or Autism ...............................................113 Initial Special Education Teachers of Individuals With Exceptional Learning Needs With Learning Disabilities .............................................................................123 Initial Special Education Teachers of Individuals With Exceptional Learning Needs With Physical and Health Disabilities .............................................................133 Initial Special Education Teachers of Individuals With Exceptional Learning Needs Who Are Blind and/or Visually Impaired .......................................................143 Advanced Content Standards ...................................................... 152 Advanced Standard 1: Leadership and Policy .......................................................152 Advanced Standard 2: Program Development and Organization ............................153 Advanced Standard 3: Research and Inquiry ........................................................153 Advanced Standard 4: Individual and Program Evaluation .....................................153 Advanced Standard 5: Professional Development and Ethical Practice .....................153 Advanced Standard 6: Collaboration ..................................................................154 Advanced Knowledge and Skill Sets: .......................................... 155 Special Education Diagnostic Specialists ..............................................................155 Special Education Technology Specialists .............................................................161 Special Education Transition Specialists ................................................................167 Special Education Administrators.........................................................................173 Special Education Early Childhood Specialists in Early Childhood Special Education/Early Intervention (Birth to Eight) ....................................................179 Special Education Deaf and Hard-of-Hearing Specialist ..........................................185 tablE of ContEntS vii
Page 1 and 2: What Every Special Educator Must Kn
Page 3 and 4: Council for Exceptional Children Co
Page 5: Table of Contents Introduction ....
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 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
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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
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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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