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

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Standard 8: Assessment Knowledge ICC8K1 Basic terminology used in assessment ICC8K2 Legal provisions and ethical principles regarding assessment of individuals ICC8K3 Screening, prereferral, referral, and classification procedures ICC8K4 Use and limitations of assessment instruments ICC8K5 National, state or provincial, and local accommodations and modifications IIC8K1 Specialized terminology used in the assessment of individuals with exceptional learning needs IIC8K2 IIC8K3 Skills Laws and policies regarding referral and placement procedures for individuals with exceptional learning needs Types and importance of information concerning individuals with exceptional learning needs available from families and public agencies ICC8S1 Gather relevant background information ICC8S2 Administer nonbiased formal and informal assessments ICC8S3 Use technology to conduct assessments ICC8S4 Develop or modify individualized assessment strategies ICC8S5 Interpret information from formal and informal assessments ICC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds ICC8S7 Report assessment results to all stakeholders using effective communication skills ICC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs ICC8S9 Create and maintain records IIC8S1 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with exceptional learning needs IIC8S2 Use exceptionality-specific assessment instruments with individuals with exceptional learning needs IIC8S3 IIC8S4 Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with exceptional learning needs Adapt and modify assessments to accommodate the unique abilities and needs of individuals with exceptional learning needs 72 what every SPecial educator MuSt Know
IIC8S5 Develop and use a technology plan based on adaptive technology assessment IIC8S6 Assess reliable method(s) of response of individuals who lack typical communication and performance abilities IIC8S7 Monitor intragroup behavior changes across subjects and activities Standard 9: Professional and Ethical Practice Knowledge ICC9K1 Personal cultural biases and differences that affect one’s teaching ICC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs ICC9K3 Continuum of lifelong professional development ICC9K4 Methods to remain current regarding research-validated practice IIC9K1 Sources of unique services, networks, and organizations for individuals with exceptional learning needs IIC9K2 Organizations and publications relevant to individuals with exceptional learning needs Skills ICC9S1 Practice within the CEC Code of Ethics and other standards of the profession ICC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional ICC9S3 Act ethically in advocating for appropriate services ICC9S4 Conduct professional activities in compliance with applicable laws and policies ICC9S5 ICC9S6 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals ICC9S7 Practice within one’s skill limits and obtain assistance as needed ICC9S8 Use verbal, nonverbal, and written language effectively ICC9S9 Conduct self-evaluation of instruction ICC9S10 Access information on exceptionalities ICC9S11 Reflect on one’s practice to improve instruction and guide professional growth ICC9S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues ICC9S13 Demonstrate commitment to engage in evidence-based practices Section 5: initial and advanced ProfeSSional content StandardS and Knowledge and SKill SetS 73
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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
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Other Professionals Special educati
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Section 2: Assuring Well-Prepared S
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Figure 2.2 Minimum CEC Expectations
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Teaching and America’s Future (NC
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Several issues are confronting stat
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sTandards for ConTinuing learning a
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Washington, DC: Author. Retrieved O
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Section 3: Preparing to Become a Sp
Page 39 and 40: submitted assuring that the graduat
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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
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: Skills ICC7S1 ICC7S2 Identify and p
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
Page 127 and 128: GT5K2 Skills GT5S1 GT5S2 GT5S3 GT5S
Page 129 and 130: GT9S2 Maintain confidential communi
Page 133 and 134: Standard 4: Instructional Strategie
Page 135 and 136: DD5S5 Plan instruction for individu
Page 137 and 138: DD8K2 Environmental assessment cond
Page 139 and 140: ICC10S5 ICC10S6 Plan and conduct co
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Initial Special Education Teachers
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Standard 4: Instructional Strategie
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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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Standard 4: Instructional Strategie
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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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