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

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ways in which exceptional conditions can hinder or facilitate such development. They use relevant strategies to teach oral and written communication skills to individuals with gifts and talents. Educators of the gifted are familiar with assistive technologies to support and enhance communication of individuals with exceptional needs. They match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Educators of the gifted use communication strategies and resources to facilitate understanding of subject matter for individuals with gifts and talents who are English language learners. Initial Content Standard 7: Instructional Planning Curriculum and instructional planning is at the center of gifted and talented education. Educators of the gifted develop long-range plans anchored in both general and special curricula. They systematically translate shorter-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and cultural and linguistic factors. Understanding of these factors, as well as the implications of being gifted and talented, guides the educator’s selection, adaptation, and creation of materials, and use of differentiated instructional strategies. Learning plans are modified based on ongoing assessment of the individual’s progress. Moreover, educators of the gifted facilitate these actions in a collaborative context that includes individuals with gifts and talents, families, professional colleagues, and personnel from other agencies as appropriate. Educators of the gifted are comfortable using technologies to support instructional planning and individualized instruction. Initial Content Standard 8: Assessment Assessment is integral to the decision making and teaching of educators of the gifted as multiple types of assessment information are required for both identification and learning progress decisions. Educators of the gifted use the results of such assessments to adjust instruction and to enhance ongoing learning progress. Educators of the gifted understand the process of identification, legal policies, and ethical principles of 52 what every SPecial educator MuSt Know measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. They understand measurement theory and practices for addressing the interpretation of assessment results. In addition, educators of the gifted understand the appropriate use and limitations of various types of assessments. To ensure the use of nonbiased and equitable identification and learning progress models, educators of the gifted employ alternative assessments such as performance-based assessment, portfolios, and computer simulations. Initial Content Standard 9: Professional and Ethical Practice Educators of the gifted are guided by the profession’s ethical and professional practice standards. They practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to professional and ethical considerations. They engage in professional activities that promote growth in individuals with gifts and talents and update themselves on evidence-based best practices. Educators of the gifted view themselves as lifelong learners and regularly reflect on and adjust their practice. They are aware of how attitudes, behaviors, and ways of communicating can influence their practice. Educators of the gifted understand that culture and language interact with gifts and talents and are sensitive to the many aspects of the diversity of individuals with gifts and talents and their families. Initial Content Standard 10: Collaboration Educators of the gifted effectively collaborate with families, other educators, and related service providers. This collaboration enhances comprehensive articulated program options across educational levels and engagement of individuals with gifts and talents in meaningful learning activities and interactions. Moreover, educators of the gifted embrace their special role as advocate for individuals with gifts and talents. They promote and advocate for the learning and well-being of individuals with gifts and talents across settings and diverse learning experiences.
Initial Special Education Teachers of Individuals With Exceptional Learning Needs in Individualized General Education Curricula (IGC) Standard 1: Foundations Knowledge ICC1K1 Models, theories, philosophies, and research methods that form the basis for special education practice ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation ICC1K3 Relationship of special education to the organization and function of educational agencies ICC1K4 Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs 8 ICC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds ICC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services ICC1K7 Family systems and the role of families in the educational process ICC1K8 Historical points of view and contribution of culturally diverse groups ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them ICC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school IGC1K1 Definitions and issues related to the identification of individuals with exceptional learning needs IGC1K2 Models and theories of deviance and behavior problems IGC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice IGC1K4 The legal, judicial, and educational systems to assist individuals with exceptional learning needs IGC1K5 Continuum of placement and services available for individuals with exceptional learning needs IGC1K6 Laws and policies related to provision of specialized health care in educational settings IGC1K7 InItIal level KnoWledGe and SKIll SetS Factors that influence the over-representation of culturally/linguistically diverse individuals with exceptional learning needs in programs for individuals with exceptional learning needs IGC1K8 Principles of normalization and concept of least restrictive environment 8 Implicit to all of the knowledge and skills is the focus on individuals with exceptionalities whose education focuses on an individualized general curriculum Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 53
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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
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
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: InItIal Content StandardS for eduCa
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
Page 81 and 82: ICC10S4 Assist individuals with exc
Page 83 and 84: Initial Special Education Teachers
Page 85 and 86: ICC3K5 Differing ways of learning o
Page 87 and 88: ICC5S6 Use performance data and inf
Page 89 and 90: Skills ICC7S1 ICC7S2 Identify and p
Page 91 and 92: IIC8S5 Develop and use a technology
Page 93 and 94: ICC10S9 ICC10S10 Communicate with s
Page 97 and 98: Skills ICC4S1 Use strategies to fac
Page 99 and 100: ICC6K2 ICC6K3 Characteristics of on
Page 101 and 102: ICC8K4 Use and limitations of asses
Page 103 and 104: Skills ICC10S1 Maintain confidentia
Page 105 and 106: Initial Special Education Professio
Page 107 and 108: ICC3K2 ICC3K3 ICC3K4 ICC3K5 Impact
Page 109 and 110: ICC5S7 Establish and maintain rappo
Page 111 and 112: ICC7S6 Sequence, implement, and eva
Page 113 and 114: Standard 9: Professional And Ethica
Page 115 and 116: ICC10S10 Communicate effectively wi
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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Initial Special Education Teachers
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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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