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

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IGC4S3 Teach learning strategies and study skills to acquire academic content IGC4S4 Use reading methods appropriate to individuals with exceptional learning needs IGC4S5 Use methods to teach mathematics appropriate to the individuals with exceptional learning needs IGC4S6 Modify pace of instruction and provide organizational cures IGC4S7 Use appropriate adaptations and technology for all individuals with exceptional learning needs IGC4S8 Resources, and techniques used to transition individuals with exceptional learning needs into and out of school and postschool environments IGC4S9 Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with exceptional learning needs IGC4S10 Identify and teach basic structures and relationships within and across curricula IGC4S11 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval IGC4S12 Use responses and errors to guide instructional decisions and provide feedback to learners IGC4S13 Identify and teach essential concepts, vocabulary, and content across the general curriculum IGC4S14 Implement systematic instruction in teaching reading comprehension and monitoring strategies IGC4S15 Teach strategies for organizing and composing written products IGC4S16 Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language Standard 5: Learning Environments/Social Interactions Knowledge ICC5K1 Demands of learning environments ICC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs ICC5K3 Effective management of teaching and learning ICC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs ICC5K5 Social skills needed for educational and other environments ICC5K6 Strategies for crisis prevention and intervention ICC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world ICC5K8 Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage ICC5K9 Ways specific cultures are negatively stereotyped 56 what every SPecial educator MuSt Know
ICC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism IGC5K1 Barriers to accessibility and acceptance of individuals with exceptional learning needs IGC5K2 Adaptation of the physical environment to provide optimal learning opportunities for individuals with exceptional learning needs IGC5K3 Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings Skills ICC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued ICC5S2 Identify realistic expectations for personal and social behavior in various settings ICC5S3 Identify supports needed for integration into various program placements ICC5S4 Design learning environments that encourage active participation in individual and group activities ICC5S5 Modify the learning environment to manage behaviors ICC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments ICC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs ICC5S8 Teach self-advocacy ICC5S9 Create an environment that encourages self-advocacy and increased independence ICC5S10 Use effective and varied behavior management strategies ICC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs ICC5S12 Design and manage daily routines ICC5S13 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences ICC5S14 Mediate controversial intercultural issues among individuals with exceptional learning needs within the learning environment in ways that enhance any culture, group, or person ICC5S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors ICC5S16 Use universal precautions IGC5S1 Provide instruction in community-based settings IGC5S2 Use and maintain assistive technologies IGC5S3 Plan instruction in a variety of educational settings IGC5S4 Teach individuals with exceptional learning needs to give and receive meaningful feedback from peers and adults Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 57
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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
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Section 1: CEC Code of Ethics and S
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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 and 70: InItIal Content StandardS for eduCa
Page 71 and 72: Initial Special Education Teachers
Page 73: ICC3K3 Variations in beliefs, tradi
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 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
Page 121 and 122: Skills ICC6S1 ICC6S2 Use strategies
Page 123 and 124: 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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