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ED 439 545 EC 307 724

TITLE What Every Special Educator Must Know: The Standards for thePreparation and Licensure of Special Educators. FourthEdition.

INSTITUTION Council for Exceptional Children, Reston, VA.

ISBN ISBN-0-86586-363-6PUB DATE 2000-00-00NOTE 223p.; For other documents on standards for special

educators, see ED 387 958 and ED 399 727.

AVAILABLE FROM Council for Exceptional Children, CEC Publications, 1920Association Dr., Dept. K0032, Reston, VA 20191-1589 (StockNo. R5371, $16; CEC members $11.20). Tel: 888-232-7733(Toll-Free); Fax: 703-264-9494; Web site:http://www.cec.sped.org.

PUB TYPE Books (010) Guides Non-Classroom (055) Opinion

Papers (120)

EDRS PRICE MF01/PC09 Plus Postage.

DESCRIPTORS Accreditation (Institutions); Administrators; BeginningTeachers; Clinical Diagnosis; Codes of Ethics; DiagnosticTests; Disabilities; Early Childhood Education; EducationalHistory; Elementary Secondary Education; Inservice TeacherEducation; *Knowledge Base for Teaching; Mentors;Paraprofessional School Personnel; Preschool Education;*Preservice Teacher Education; Self Evaluation(Individuals); *Special Education; *Special EducationTeachers; *Standards; *Teacher Certification; TeacherCompetencies; Teaching Skills; Transitional Programs

IDENTIFIERS *Council for Exceptional Children

ABSTRACTThis document presents revised comprehensive standards and

guidelines for the preparation and certification of special educators and forpractice as special educators, developed by the Council for ExceptionalChildren (CEC). Section 1 provides CEC's Code of Ethics and Standards forProfessional Practice for Special Education. Section 2 presents CEC'sInternational Standards for Entry into Professional Practice and forContinuing Professional Growth. It contains a curriculum-referenced licensingand program accreditation framework recommended for licensing of entry-levelprofessionals in special education. Guidelines for mentoring and forcontinuing practice in the profession are also included. Section 3 containsthe knowledge and skill standards that special education preparation programsuse for developing and evaluating their programs and that CEC uses for the

national accreditation process. The last section contains the profession'sKnowledge and Skill Standards. Skill standards are also included forparaeducators, career/transition specialists, educational diagnosticians, andspecial education administrators. Appendices include summaries of the history

of special education and professional standards, and a self-evaluationinstrument designed for use by students of special education to evaluatetheir progress in learning knowledge and skills. (CR)

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BEST COPTAWk

WHAT EVERY

IAL DUCATOR

MUST KNOW

THE STANDARDS FOR THE

PREPARATION AND LICENSURE

OF SPECIAL EDUCATORS

Fourth Edition2000

The Council for Exceptional Children

Library of Congress Cataloging-in-Publication Data

The Council for Exceptional ChildrenWhat every special educator must know: The standards for the preparation and

licensure of special educators.4th ed.p. cm.Includes bibliographical references (p. ).Stock no. R5371" T.p. verso.ISBN 0-86586-363-6 (pbk.)1. Special education teachers--Training of Standards. 2.Special education teachers-- Certification -Stan-

dards. I. Title.

Copyright 2000 by the Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 201 91 -1 589

Permission is granted to reproduce and adapt any portion of this publication.

Stock No. R5371

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

One of the original aims of CEC:

. . . to establish professional standards for teachers

in the field of special education.

First CEC meeting, 1923

The quality of educational services for children and youth

with exceptionalities resides in the abilities, qualifications,

and competencies of the personnel who provide the

services.

CEC, 1988

,5

Table of Contents

Preface v

Introduction vi

Section 1Code of Ethics and Standards for Professional Practice for Special Education

Section 2CEC International Standards for Entry Into Professional Practice and forContinuing Professional Growth 5

Entry Into Professional Practice 5

The Curriculum Referenced Licensure and Accreditation Framework 6

Mentorship 7

Continuing Practice in the Profession 8

Section 3CEC International Standards for Special Education Professional PreparationPrograms 11

Procedures for Programs Seeking CEC Approval through NCATE 11

Procedures for Programs Seeking CEC Accreditation Outside of the NCATE Process 11

Development of the CEC Standards 12

Institutional and Program Standards 12

Frequently Asked Questions About the CEC Accreditation Process 15

Section 4CEC Knowledge and Skill Standards for Beginning Special Educators 19

CEC Common Core of Knowledge and Skills Essential for All Beginning Special EducationTeachers 21

CEC Knowledge and Skills for All Beginning Special Education Teachers of Studentswith Exceptionalities in:

Individualized General Curriculums 28

Individualized Independence Curriculums 34

CEC Knowledge and Skills for All Beginning Special Education Teachers of Students:

Who are Deaf or Hard of Hearing 39

In Early Childhood 45

With Emotional and Behavioral Disorders 53

With Gifts or Talents 58

With Learning Disabilities 62

With Mental Retardation and Developmental Disabilities 66

With Physical and Health Disabilities 70

With Visual Impairments 75

CEC Knowledge and Skills for Beginning Educational Diagnosticians 81

CEC Knowledge and Skills for Beginning Special Education Administrators 84

6WHAT EVERY SPECIAL EDUCATOR MUST KNOW Iii

CEC Knowledge and Skills for Beginning Transition Specialists 89

CEC Knowledge and Skills for Special Education Paraeducators 93

AppendicesAppendix 1: CEC Professional Standards: Historic Events 98

Appendix 2: Development of and Procedures for Validating the Knowledge and Skills Standards . .100

Appendix 3: Setting and Meeting Standards in Special Education 102

Appendix 4: Self-Evaluation for Students Preparing to Become Special Education Teachers 108

7

IV WHAT EVERY SPECIAL EDUCATOR MUST KNOW

PrefaceIt was through significant professional and personal commitment that the members

of CEC crafted this product. In the process we learned not only about knowledge andskills but also about each other and developed a deep mutual respect. May those who usethis [publication] experience that same mutual respect from all who serve children and

their families.

Preamble to the Common Core, 2nd edition

What Every Special Educator Must Know: The Standards for the Preparation and Licensure ofSpecial Educators is intended to provide the kind of leadership and guidance that makes usproud to be special educators.

For students preparing to become special educators, this publication will introduce youto the ethics and professional practice standards to which you aspire. It describes theknowledge and skills which will be the foundation of your professional practice.

For teachers, you will not only find your professional ethics, practice standards, and yourprofessional standards, you will also find guidance in developing a plan for your contin-uing professional growth.

For professors and deans developing or revising your programs, you will find the proce-dures for seeking national recognition of your programs either through the NationalCouncil for Accreditation of Teacher Education (NCATE) and CEC or through CEC alone.It is our sincere hope that many of you will find the new Curriculum Referenced Licens-ing and Program Accreditation Framework helpful in preparing your programs for na-tional recognition.

For state directors and specialists, you will find guidance for revising state licensing stan-dards to align with the profession's recommendations. CEC stands ready to assist you inthis process.

For parents and others from the community, you will find the ethics, professional prac-tice standards, and the knowledge and skills that we, as the special education profes-sion, use to define ourselves and judge each others excellence.

8WHAT EVERY SPECIAL EDUCATOR MUST KNOW V

Introduction to the 4th EditionThere exists today a constellation of factors thatshape the reform of public education in America,and as corollary the reform of special education. Re-port after report describes the need to do better.Schools have raised the bar. Children are taking morerigorous courses. Students, schools, and teachersare facing increased accountability. General and spe-cial.educators are recognizing that collaboration andmutual problem-solving are critical. Students withexceptionalities are accessing the general educationcurriculum in numbers only dreamed of just a fewyears ago. Schools are learning to include studentswith exceptionalities in assessment programs and re-porting the results in ways that are useful for programimprovement.

However, whether in special or general educa-tion classrooms, it is clear that the single most im-portant influence in the education of children is theteacher. The widely respected report from The Na-tional Commission on Teaching and America's Fu-ture, What Matters Most: Teaching for America'sFuture is based on three assumptions:

What teachers know and can do is the most im-portant influence on what a student learns.Recruiting, preparing, and retaining good teach-ers is the central strategy for improving ourschools.

School reform cannot succeed unless it focuseson creating the conditions in which teachers canteach, and teach well.

As the preeminent association of special edu-cation professionals, The Council for ExceptionalChildren (CEC) embraces the responsibility to pro-vide leadership in the development, revision, andimplementation of standards for the special educa-tion profession. Just as our profession grows andlearns, so must the standards and knowledge basegrow and respond to new knowledge. This publica-tion is the 4th edition of the profession's standards.

The reader will find several changes in this editionincluding:

The Common Core Knowledge and Skill Stan-dards were edited to improve clarity and elimi-nate redundancy. This resulted in the eliminationof 19 items.

Eleven items were added to the Common Coreto more fully address multicultural knowledgeand skills.

Like its predecessors, this edition is a collabo-rative product of the members of CEC and others inthe wider educational community. The standardsand principles represent the expertise and ideas ofliterally thousands of special educators. This effortis based on the premises that:

Professional standards must come from the pro-fession itself.

Special education is an international profession,not limited to a single state, province, or loca-tion.

The standards provide to states, provinces, andnations benchmarks for developing or revising pol-icy and procedures for program accreditation, entrylevel licensure, professional practice, and continu-ing professional growth.

The development and implementation of pro-fessional standards for the field of special educationremains one of the most important responsibilities ofCEC. For three quarters of a century, CEC has pro-vided the leadership for professional standards, giv-ing voice to the profession through its membership.Over the years, as knowledge, practice, and theoryadvanced, CEC has responded by regularly updatingits standards.CEC maintains professional standards for:

Professional practice.Entry into the profession and continuing profes-sional growth.Preparation programs.

Section 1. Standards for Professional PracticeCentral to any profession is its will to abide by a setof ethical principles and standards. As profession-als serving individuals with exceptionalities, specialeducators possess a special trust endowed by thecommunity. As such, special educators have a re-sponsibility to be guided by their professional prin-ciples and practice standards.

Section 1 contains the CEC Code of Ethics andStandards for Professional Practice. The Code of

WHAT EVERY SPECIAL EDUCATOR MUST KNOW Vii

Ethics is eight fundamental ethical premises to whichall special educators are bound. The Standards forProfessional Practice describe the principles specialeducators use in carrying out day-to-day responsi-bilities. The Professional Practice Standards are howspecial educators are measured and in turn measureeach other's professional excellence. It is incumbenton all special educators to use these standards in allaspects of their professional practice.

Section 2. Standards for Entry Into the Professionand for Continuing Professional Growth.This section contains the standards and recommen-dations of the profession regarding licensure and cer-tification. While licensure is the prerogative andresponsibility of the state or province in which theprofessional chooses to practice, it is the responsi-bility of the profession to provide guidance and lead-ership to licensing authorities. It is through thisdialogue, that states and provinces ensure that thespecial educators they license possess the knowledgeand skills validated by practicing professionals.

Section 3. CEC Standards for Special EducationProfessional Preparation ProgramsIn 1976, CEC and the National Council for Accredi-tation of Teacher Education (NCATE) began an im-portant partnership. NCATE is responsible for thenational accreditation of colleges of education na-tionally. As NCATE's partner for special educationprograms, CEC is responsible for nationally recog-nizing quality special education preparation pro-grams. Special education preparation programs fromacross the United States submit their programs fornational accreditation and recognition by NCATE andCEC.

Students considering a special education careershould verify that the programs they are consideringare both NCATE and CEC approved. The most di-rect way to ensure that the program prepares stu-dents using the profession's validated knowledgeand skills is to select a college or university that isNCATE approved and CEC recognized.

This section contains the knowledge and skillstandards that special education preparation pro-grams use for developing and evaluating their pro-grams and that CEC uses for the nationalaccreditation process.

Viii WHAT EVERY SPECIAL EDUCATOR MUST KNOW

Section 4. CEC Knowledge and Skill Standards forBeginning Special EducatorsThis section contains the profession's Knowledgeand Skill Standards. They provide the basis for thecurriculum that colleges and universities use to pre-pare special educators. In addition, these sets orgroups of Knowledge and Skill Standards are used bystates and provinces to establish entry level licens-ing standards in special education.

CEC continues to update the knowledge andskill standards as the field develops. One exampleis the curriculum referenced licensing and pro-gram accreditation framework that was approvedin the spring of 1998. While retaining the knowl-edge and skills in the exceptionality/age specific cat-egory sets, it has become clear that CEC must provideactive leadership to states and provinces that areseeking the profession's guidance for preparing andlicensing special educators for multicategorical prac-tice. The knowledge and skill standards in the Cur-riculum Referenced Licensing and ProgramAccreditation Framework provides this guidance.

The framework will be useful to college/uni-versity level special education preparation programsin both program development and program accred-itation. Moreover, this framework will be useful tostates in aligning their licensure requirements withthe profession's knowledge and skill bases. Signifi-cantly, for many states this will provide a frameworkthat can be used to align state and national stan-dards in coordinating licensure and program ac-creditation.

The revisions of the Common Core knowledgeand skill standards are included in this edition. Theseinclude edited changes to reduce redundancy as wellas 11 additional multicultural items. CEC is currentlydeveloping knowledge and skill standards for spe-cial education technology specialists. Areas underdevelopment currently include skills and knowledgeneeded by all special educators in the areas of tech-nology, general education curriculum, diversity, andcollaborative teaching.

AppendicesThere are several appendices that may be of interestto readers. Appendix 1 is a brief summary of eventsin the history of special education and professionalstandards. Appendix 2 contains a brief history ofthe development of the CEC Standards and the pro-cedures that CEC uses for on-going development andvalidation of the Knowledge and Skill Standards. Ap-

1 0

pendix 3 is the reprint of an article from TEACHINGExceptional Children that gives a narrative history ofprofessional standards in special education. Appen-dix 4 is a self-evaluation instrument designed to beused by students of special education to evaluatetheir progress in learning the knowledge and skillsthey will need upon graduation from the prepara-tion program.

I I WHAT EVERY SPECIAL EDUCATOR MUST KNOW I x

Section 1CEC Code of Ethics and Standards

for Professional Practice for Special Educators

CEC CODE OF ETHICS FOR EDUCATORS OF

PERSONS WITH EXCEPTIONALITIES

We declare the following principles to be theCode of Ethics for educators of persons with ex-ceptionalities. Members of the special educationprofession are responsible for upholding and ad-vancing these principles. Members of The Coun-cil for Exceptional Children agree to judge and bejudged by them in accordance with the spirit andprovisions of this Code.

Special Education Professionals:A. Are committed to developing the highest ed-

ucational and quality of life potential of in-dividuals with exceptionalities.

B. Promote and maintain a high level of com-petence and integrity in practicing their pro-fession.

C. Engage in professional activities which ben-efit individuals with exceptionalities, theirfamilies, other colleagues, students, or re-search subjects.

D. Exercise objective professional judgment inthe practice of their profession.

E. Strive to advance their knowledge and skillsregarding the education of individuals withexceptionalities.

F. Work within the standards and policies oftheir profession.

G. Seek to uphold and improve where necessarythe laws, regulations, and policies governingthe delivery of special education and relatedservices and the practice of their profession.

H. Do not condone or participate in unethicalor illegal acts, nor violate professional stan-dards adopted by the Delegate Assembly ofCEC.

CEC STANDARDS FOR PROFESSIONAL

PRACTICE

Professionals in Relation to Persons withExceptionalities and Their Families

12

Instructional ResponsibilitiesSpecial education personnel are committed tothe application of professional expertise to en-sure the provision of quality education for all in-dividuals with exceptionalities. Professionalsstrive to:(1) Identify and use instructional methods and

curricula that are appropriate to their areaof professional practice and effective in meet-ing the individual needs of persons with ex-ceptionalities.

(2) Participate in the selection and use of ap-propriate instructional materials, equipment,supplies, and other resources needed in theeffective practice of their profession.

(3) Create safe and effective learning environ-ments which contribute to fulfillment ofneeds, stimulation of learning, and self-con-cept.

(4) Maintain class size and case loads which areconducive to meeting the individual in-structional needs of individuals with excep-tionalities.

(5) Use assessment instruments and proceduresthat do not discriminate against persons withexceptionalities on the basis of race, color,creed, sex, national origin, age, political prac-tices, family or social background, sexual ori-entation, or exceptionality.

(6) Base grading, promotion, graduation, and/ormovement out of the program on the indi-vidual goals and objectives for individualswith exceptionalities.

(7) Provide accurate program data to adminis-trators, colleagues, and parents, based on ef-ficient and objective record keepingpractices, for the purpose of decision mak-ing.

(8) Maintain confidentiality of information ex-cept when information is released under spe-cific conditions of written consent andstatutory confidentiality requirements.

WHAT EVERY SPECIAL EDUCATOR MUST KNOW 1

Management of BehaviorSpecial education professionals participate withother professionals and with parents in an in-terdisciplinary effort in the management of be-havior. Professionals:(1) Apply only those disciplinary methods and

behavioral procedures which they have beeninstructed to use and which do not under-mine the dignity of the individual or thebasic human rights of persons with excep-tionalities, such as corporal punishment.

(2) Clearly specify the goals and objectives forbehavior management practices in the per-sons' with exceptionalities IndividualizedEducation Program.

(3) Conform to policies, statutes, and rules es-tablished by state/provincial and local agen-cies relating to judicious application ofdisciplinary methods and behavioral proce-dures.

(4) Take adequate measures to discourage, pre-vent, and intervene when a colleague's be-havior is perceived as being detrimental toexceptional students.

(5) Refrain from aversive techniques unless re-peated trials of other methods have failedand only after consultation with parents andappropriate agency officials.

Support Procedures(1) Adequate instruction and supervision shall

be provided to professionals before they arerequired to perform support services forwhich they have not been prepared previ-ously.

(2) Professionals may administer medication,where state/provincial policies do not pre-clude such action, if qualified to do so or ifwritten instructions are on file which statethe purpose of the medication, the condi-tions under which it may be administered,possible side effects, the physicians nameand phone number, and the professional li-ability if a mistake is made. The professionalwill not be required to administer medica-tion.

(3) Professionals note and report to those con-cerned whenever changes in behavior occurin conjunction with the administration ofmedication or at any other time.

2 WHAT EVERY SPECIAL EDUCATOR MUST KNOW

Parent RelationshipsProfessionals seek to develop relationships withparents based on mutual respect for their rolesin achieving benefits for the exceptional person.Special education professionals:(1) Develop effective communication with par-

ents, avoiding technical terminology, usingthe primary language of the home, and othermodes of communication when appropriate.

(2) Seek and use parents' knowledge and ex-pertise in planning, conducting, and evalu-ating special education and related servicesfor persons with exceptionalities.

(3) Maintain communication between parentsand professionals with appropriate respectfor privacy and confidentiality.

(4) Extend opportunities for parent educationutilizing accurate information and profes-sional methods.

(5) Inform parents of the educational rights oftheir children and of any proposed or actualpractices which violate those rights.

(6) Recognize and respect cultural diversitieswhich exist in some families with personswith exceptionalities.

(7) Recognize that the relationship of home andcommunity environmental conditions affectsthe behavior and outlook of the exceptionalperson.

AdvocacySpecial education professionals serve as advo-cates for exceptional students by speaking, writ-ing, and acting in a variety of situations on theirbehalf. They:(1) Continually seek to improve government

provisions for the education of persons withexceptionalities while ensuring that publicstatements by professionals as individualsare not construed to represent official policystatements of the agency that employs them.

(2) Work cooperatively with and encourageother professionals to improve the provisionof special education and related services topersons with exceptionalities.

(3) Document and objectively report to ones su-pervisors or administrators inadequacies inresources and promote appropriate correc-tive action.

(4) Monitor for inappropriate placements in spe-cial education and intervene at appropriate

13

levels to correct the condition when suchinappropriate placements exist.

(5) Follow local, state/provincial, and federallaws and regulations which mandate a freeappropriate public education to exceptionalstudents and the protection of the rights ofpersons with exceptionalities to equal op-portunities in our society.

Professional in Relation to Employment

Certification and QualificationProfessionals ensure that only persons deemedqualified by having met state/provincial mini-mum standards are employed as teachers, ad-ministrators, and related service providers forindividuals with exceptionalities.

Employment(1) Professionals do not discriminate in hiring

on the basis of race, color, creed, sex, na-tional origin, age, political practices, familyor social background, sexual orientation, orexceptionality.

(2) Professionals represent themselves in an eth-ical and legal manner in regard to their train-ing and experience when seeking newemployment.

(3) Professionals give notice consistent withlocal education agency policies when in-tending to leave employment.

(4) Professionals adhere to the conditions of acontract or terms of an appointment in thesetting where they practice.

(5) Professionals released from employment areentitled to a written explanation of the rea-sons for termination and to fair and impar-tial due process procedures.

(6) Special education professionals share equi-tably the opportunities and benefits (salary,working conditions, facilities, and other re-sources) of other professionals in the schoolsystem.

(7) Professionals seek assistance, including theservices of other professionals, in instanceswhere personal problems threaten to inter-fere with their job performance.

(8) Professionals respond objectively when re-. quested to evaluate applicants seeking em-ployment.

(9) Professionals have the right and responsi-bility to resolve professional problems by

14

utilizing established procedures, includinggrievance procedures, when appropriate.

Assignment and Role(1) Professionals should receive clear written

communication of all duties and responsi-bilities, including those which are prescribedas conditions of their employment.

(2) Professionals promote educational qualityand intra- and interprofessional cooperationthrough active participation in the planning,policy development, management, and eval-uation of the special education program andthe education program at large so that pro-grams remain responsive to the changingneeds of persons with exceptionalities.

(3) Professionals practice only in areas of ex-ceptionality, at age levels, and in programmodels for which they are prepared by theirtraining and/or experience.

(4) Adequate supervision of and support forspecial education professionals is providedby other professionals qualified by theirtraining and experience in the area of con-cern.

(5) The administration and supervision of spe-cial education professionals provides forclear lines of accountability.

(6) The unavailability of substitute teachers orsupport personnel, including aides, does notresult in the denial of special education ser-vices to a greater degree than to that of othereducational programs.

Professional Development(1) Special education professionals systemati-

cally advance their knowledge and skills inorder to maintain a high level of competenceand response to the changing needs of per-sons with exceptionalities by pursuing a pro-gram of continuing education including butnot limited to participation in such activi-ties as inservice training, professional con-ferences/workshops, professional meetings,continuing education courses, and the read-ing of professional literature.

(2) Professionals participate in the objective andsystematic evaluation of themselves, col-leagues, services, and programs for the pur-pose of continuous improvement ofprofessional performance.


(3) Professionals in administrative positionssupport and facilitate professional develop-ment.

Professionals in Relation to the Profession and

to Other Professionals

The Profession(1) Special education professionals assume re-

sponsibility for participation in professionalorganizations and adherence to the stan-dards and codes of ethics of those organi-zations.

(2) Special education professionals have a re-sponsibility to provide varied and exemplarysupervised field experiences for persons inundergraduate and graduate preparationprograms.

(3) Special education professionals refrain fromusing professional relationships with stu-dents and parents for personal advantage.

(4) Special education professionals take an ac-tive position in the regulation of the profes-sion through use of appropriate proceduresfor bringing about changes.

(5) Special education professionals initiate, sup-port, and/or participate in research relatedto the education of persons with exception-alities with the aim of improving the qual-ity of educational services, increasing theaccountability of programs, and generallybenefiting persons with exceptionalities.They:Adopt procedures that protect the rightsand welfare of subjects participating in theresearch.Interpret and publish research results withaccuracy and a high quality of scholarship.Support a cessation of the use of any re-search procedure which may result in un-desirable consequences for the participant.Exercise all possible precautions to preventmisapplication or misuse of a research ef-fort, by self or others.

Other ProfessionalsSpecial education professionals function asmembers of interdisciplinary teams, and the rep-utation of the profession resides with them.They:

(1) Recognize and acknowledge the competen-


cies and expertise of members representingother disciplines as well as those of membersin their own disciplines.

(2) Strive to develop positive attitudes amongother professionals toward persons with ex-ceptionalities, representing them with an ob-jective regard for their possibilities and theirlimitations as persons in a democratic soci-ety.

(3) Cooperate with other agencies involved inserving persons with exceptionalitiesthrough such activities as the planning andcoordination of information exchanges, ser-vice delivery, evaluation, and training, toavoid duplication or loss in quality of ser-vices.

(4) Provide consultation and assistance, whereappropriate, to both general and special ed-ucators as well as other school personnelserving persons with exceptionalities.

(5) Provide consultation and assistance, whereappropriate, to professionals in nonschoolsettings serving persons with exceptionali-ties.

(6) Maintain effective interpersonal relationswith colleagues and other professionals,helping them to develop and maintain pos-itive and accurate perceptions about the spe-cial education profession.

15

Section 2CEC Standards for Entry Into

Professional Practice and for ContinuingProfessional Growth

The education of teachers must be driven by

a clear and careful conception of the educating we expect our schools to do,

the conditions most conducive to this educating (as well as conditions that getin the way), and

the kinds of expectations that teachers must be prepared to meet.

Today educators teach an increasing complexand diverse population of students. Within spe-cial education also, students with exceptionali-ties continue to challenge us to respond to theircomplex and diverse needs. They call us to ad-dress them not simply as students with disabil-ities, but as students with families, cultures,communities, and other complex needs. Alongwith our general education colleagues, specialeducators are actively building approaches andstructures that are effective and responsive tothe realities of our students.

The questions regarding how special edu-cators are prepared and how they are licensedare closely related to assuring a quality cadre ofteachers. The relationship between the accredi-tation of programs that prepare special educa-tors and licensing of special educators must bestrong and direct. CEC has embraced the re-sponsibility to provide leadership in the devel-opment, revision, and implementation ofstandards for the special education profession.For over 75 years, CEC has led the special edu-cation profession in this responsibility. Over theyears literally thousands of CEC members havecontributed their time and skills to enable CECto carry on this responsibility.

As a part of this responsibility, CEC has stip-ulated standards for both entry to the professionand for continuing practice in the profession. Inaddition to providing the basis for national cer-tification through the Professionally Recognized

16

Good Ind, 1990

Special Educator National Certification Program,these standards are intended as guidance tostate, provincial, and national agencies and bod-ies responsible for licensing special educators topractice in their jurisdictions.

Entry Into Professional PracticeTo be qualified to initial entry into practice as aspecial educator an individual must:1. possess no less than a bachelor's degree;2. have the knowledge and skills set forth in the

CEC Common Core of Knowledge and SkillsEssential for All Beginning Special EducationTeachers; and,

3. have the knowledge and skills set forth in theAreas of Specialization for which the indi-vidual seeks to practice.

The standards make clear that entry levelspecial educators will, at a minimum, possess abachelor's degree, along with having the knowl-edge and skills delineated by the profession.First of all, all special educators need the CECCommon Core of Knowledge and Skills Essentialfor All Beginning Special Education Teachers.However, the Common Core is not a set ofknowledge and skills needed to teach studentswith mild exceptionalities.

The special educator must also have theknowledge and skills set forth in the Areas ofSpecialization for which the individual seeks li-cense to practice. In other words, if the specialeducator is licensed to teach students with vary-


ing exceptionalities, then the special educatorshould possess the knowledge and skills to teacheach of those exceptionalities. (See Figure 1.)The real challenge in multicategorical licensurelies not in diluting the preparation, but in prepar-ing individuals with the knowledge and skillsneeded to teach students with a variety of ex-ceptionalities.

In the past, there has been an erroneousperception that CEC's approach to licensing andprogram accreditation was strictly categorical.CEC has never had a policy that either licensureor program accreditation be categorical. In orderto clarify this perception and, more importantly,to offer active leadership and guidance to thefield, CEC has approved a curriculum referencedlicensing and program accreditation framework.(See Figure 2.)

The Curriculum Referenced Licensure andAccreditation FrameworkCurrently, the majority of states and provinceslicense special educators to serve students witha variety of disabilities. Over 20 separate titlesare used to describe some variant of a multicat-egorical license. The types of disabilities includedby each are even more variable. While the titlesof licenses and the categories of disabilities ofstudents included in the frameworks differ, thetrend has been toward two major licensing cat-egories: special education teachers of studentswith mild/moderate disabilities and special ed-ucation teachers of students with severe/pro-found disabilities. A major drawback of thisapproach is that it simply changes from refer-encing disabilities to referencing groups of dis-abilities.

The CEC Curriculum Referenced Licensingand Program Accreditation Framework uses cur-riculum to structure the two major componentsof the framework: one for special educationteachers of students with disabilities who aremost likely to make progress in an individual-ized general curriculum (See Section 4) and theother for special education teachers of studentswho are most likely to make progress in an in-dividualized independence curriculum (See Sec-tion 4). This CEC Curriculum ReferencedLicensing and Program Accreditation Frameworkretains many of the strengths of the disability-referenced approach while avoiding many of thecontroversies regarding the divisions of mild,


moderate, severe, and profound. It is also in con-sonance with the focus on curriculum delineatedin IDEA 97 (Public Law 105-17).

Moreover, for state and provincial programaccreditation most colleges and universities pre-pare program folios in conformance with stateand provincial certification, and state and provin-cial program evaluation requirements. Even inthose states and provinces that have retained cat-egorical certification, market forces providestrong encouragement to colleges and universi-ties to provide programs preparing special edu-cators to educate students with a variety ofdisabilities.

The CEC Curriculum Referenced Licensingand Program Accreditation Framework providesguidance to state and provincial licensing agen-cies regarding the profession's recommendationfor a licensing framework that is multicategori-cal. Colleges and universities will find preparingaccreditation folios clearer and more direct be-cause the CEC Curriculum Referenced Licensingand Program Accreditation Framework will verylikely be more in coordination with the types ofprograms offered.

The CEC Curriculum Referenced Licensingand Program Accreditation Framework is in-tended to encourage consensus and alignmentin both accreditation and state and provincial li-censure frameworks. However, states andprovinces frequently have unique requirementsinfluenced by local needs or legislated require-ments. Recognizing this reality, the indexing ofitems to each area of specialization will facilitatethe customization of items in line with uniquestate and provincial requirements.

In developing the CEC Curriculum Refer-enced Licensing and Program AccreditationFramework, the Knowledge and Skills Subcom-mittee took great care to guard the body of CECvalidated knowledge and skills in the special-ization areas. Essentially, each knowledge andskill was reviewed by the Subcommittee to de-termine where, not whether, it should be in-cluded in the framework. Many items fit andwere entered in both the individualized generalcurriculum standards and the individualized in-dependence curriculum standards. Whereverappropriate to reduce duplication and to increaseease of reading, the subcommittee edited itemstogether. However, each edited knowledge orskill is clearly indexed to the unedited items.

17

This allows the user to track the inclusion of eachitem in a specific training program.

Programs preparing special educationteachers of students accessing an individualizedgeneral curriculum include the relevant knowl-edge and skills from the following categoricalspecialization areas:

Students with Learning Disabilities.Students with Emotional and BehavioralDisorders.Students with Physical and Health Disabilities.Students with Mental Retardation and Devel-opmental Disabilities.

Programs preparing special educationteachers of students accessing an individualizedindependence curriculum, include the relevantknowledge and skills from the following cate-gorical specialization areas:

Students with Learning Disabilities.Students with Emotional and Behavioral Dis-orders.Students with Physical and HealthDisabilities.

Students with Mental Retardation and Devel-opmental Disabilities.

The subcommittee included a number ofknowledge and skills from the Deaf and Hard ofHearing and Visual Impairments Areas of Spe-cialization. More and more children with sen-sory impairments are being served in the generalcurricula and settings with special education ser-vices in collaboration with resource teachers andteachers of students with visual impairments orof students who are deaf or hard of hearing. It isimportant that entry level special educators havethe knowledge and skills to work in collaborationwith these and other specialists.

MentorshipIn addition, each new professional in specialeducation should receive a minimum of a 1 -yearmentorship during the first year of professionalspecial education practice. The mentor shouldbe an experienced professional in the same or asimilar role as the mentee who can provideexpertise and support on a continuing basis.

Even with quality preparation, the begin-ning special educator faces new challenges inapplying and generalizing new skills and knowl-edge. Like other professionals, special educatorswho have the support of more senior colleagues

18

become proficient more quickly, and are morelikely to remain in the profession. The goals ofthe mentorship program should include:

facilitating the application of knowledge andskills learned;conveying advanced knowledge and skills;acculturating into the school's learning com-munity;reducing job stress and enhancing job satis-faction; andsupporting professional induction.

When special educators begin practice in anew area of licensure, they should have the op-portunity to work with mentors who are experi-enced professionals in similar roles. The purposeof mentors is to provide expertise and supportto the teachers on a continuing basis for at leastthe first year of practice in that area of certifica-tion. The mentorship is part of continuing edu-cation; thus, it is a requirement for maintaininglicensure, not a requirement for initial licensure.

The mentorship is a professional relation-ship between the new teacher and an experi-enced teacher that aids the new teacher in furtherdeveloping knowledge and skills in the area ofcertification and provides the support requiredto sustain the new teacher in practice. The men-torship is collegial, not supervisory. It is essen-tial that a mentor have knowledge, skills, andexperience relevant to the new teacher's positionin order to provide the expertise and support thenew teacher requires to practice effectively. Thus,it is essential that new teachers practice in envi-ronments where mentors are available. Membersof the special education profession are expectedto serve as mentors as part of their professionalresponsibilities, and they should receive the re-sources and support necessary to carry out thisresponsibility effectively.

The CEC Standards provide that special ed-ucation teachers should receive mentorshipswhen they begin practice in each area of licen-sure. Thus, for example, an experienced teacherof students with visual impairments who, afterthe necessary preparation, becomes licensed toteach students in early childhood should receivea mentorship during the first year of practice inearly childhood in order to maintain the licensein early childhood.


Continuing Practice in the ProfessionBoth state licensure and national certification ofindividuals for professional practice in the fieldof special education should be for a limited periodof time with periodic renewal. Each professionalin the field of educating individuals with excep-tionalities shall participate in an average of 36contact hours (or an average of 3.6 continuingeducation units) each year of planned, organized,and recognized professional development activi-ties related to the professional's field of practice.

The day has passed when one can assumethat they have mastered a job and no longer neednew skills. Today the average worker will changecareers at least three times in their work life. Andeven within the same career, essential skills arechanging at a dramatic rate. Just 10 years ago,many teachers saw technology skills as periph-eral to their jobs.

Just as teachers in general must be lifelonglearners, so too must special educators pursuenew knowledge and skills throughout their ca-reers. Licensure or certification must be time lim-ited, and renewal must be based on planned,organized, and recognized professional devel-opment activities related to the professional'sfield of practice.

CEC has approved the following guidelinesto implement the continuing practice standard.Each professional shall have a Professional De-velopment Plan (PDP) that meets the standardand guidelines.

Activities used in the PDP to earn continuingeducation units (CEU) can be selected fromthe following categories: career related acad-emic 'course work, conducting or supportingresearch, participating in inservice workshops,teaching courses, delivering presentations,publishing, participating in supervised colle-gial support, providing service to professionalassociation(s), participating in approved edu-cational travel, and other appropriate projects.The PDP is reviewed and amended at least an-nually.Activities in the PDP are above and beyondroutine job functions of the professional, andno single activity or category makes up theplan.The PDP includes an average of 3.6 CEUs peryear.CEUs are earned in at least 3 of past 5 years.


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Section 3CEC Standards for Special EducationProfessional Preparation Programs

It is incumbent on colleges and universities thatprepare special education professionals to do soin a manner consistent with the standards of theprofession. All special education programs in col-leges and universities should be approved byCEC. In addition, all professional educationpreparation programs in the United States shouldbe accredited by the National Council for Ac-creditation of Teacher Education (NCATE). TheGuidelines included in this section are used byCEC to evaluate special education professionalpreparation programs to determine whether ornot such programs meet CEC's Standards for Spe-cial Education Professional Preparation Pro-grams.

CEC has two options for program approval.First, a college or university that is seeking ac-creditation through NCATE submits its specialeducation program to NCATE for CEC review.Second, a college or university may apply directlyto CEC for review of its special education pro-gram outside of the NCATE process.

Procedures for Programs Seeking CECApproval Through NCATEIn 1976, CEC and NCATE began an importantpartnership. Under this arrangement, NCATE isresponsible for accreditation of the overallteacher education unit, (e.g., the college of edu-cation) . As NCATE's partner for specialeducation, CEC is responsible for nationally rec-ognizing quality special education preparationprograms within the teacher education unit.

An Institution of Higher Education (IHE)that is seeking accreditation from NCATE re-ceives a publication titled NCATE CurriculumGuidelines from NCATE. This notebook includesthe guidelines for initial and advanced programsin special education. These curriculum guide-lines, prepared by CEC, contain the CEC Guide-lines for Approval of Special EducationProfessional Preparation Programs except forthose requirements that are assessed by NCATEthrough the evaluation of the overall teacher ed-

2 4

ucation unit. Details on all necessary informa-tion required for folio completion, as well as allthe necessary forms, are found only in theNCATE Curriculum Guidelines available fromNCATE.

It is expected that special education facultytake part in continuous self-study of their spe-cial education programs. Based upon this as-sessment, faculty prepare a folio that providesevidence that the special education programsmeet all of the requirements set forth in theGuidelines.

The folio is then sent to NCATE, who inturn, sends it to CEC. At CEC, a panel of trainedfield reviewers evaluates the folio. For eachguideline, panelists verify whether the evidenceprovided is sufficient to demonstrate that the pro-gram meets the requirement.

Based upon this assessment, CEC preparesa report outlining the reviewers decision includ-ing the basis for that determination. CEC sendsa copy of the report to the IHE and to NCATE. If

the program is not approved, the IHE may thensubmit a rejoinder to NCATE providing clarifi-cation or additional evidence. The rejoinder isreviewed and a second determination is madeand communicated to the IHE and to NCATE.The IHE may continue to repeat the process untilit is resolved.

CEC at times approves programs that sub-stantially meet the Guidelines with the under-standing that specified improvements will beinstituted within a specified time period.

Procedures for Programs Seeking CECApproval Outside of the NCATE ProcessFrom time to time, CEC receives requests for pro-gram recognition directly from a college or uni-versity that is outside of the NCATE process. CEChas developed procedures for direct review andprogram recognition when requested.

IHEs seeking approval directly through CEC,without going through NCATE, should request acopy of the CEC Special Education Preparation

WHAT EVERY SPECIAL EDUCATOR MUST KNOW 1 1

Program Approval Procedures packet from CEC.This packet will contain all the necessary forms,guidelines, and deadlines that the IHE will needto prepare a folio.

It is expected that special education facultytake part in continuous self-study of their spe-cial education programs. Based upon this as-sessment, faculty prepare a folio that providesevidence that the special education programsmeet all of the requirements set forth in the CECSpecial Education Preparation Program ApprovalProcedures.

The folio is then sent to CEC. At CEC, apanel of trained field reviewers evaluates thefolio. For each guideline, panelists verify whetherthe evidence provided is sufficient to demon-strate that the program meets the requirement.

CEC next prepares a report regardingwhether or not the program is conditionally ap-proved, along with the basis of the determina-tion. CEC sends a copy of the report to the IHE.If the program is not approved, the IHE may sub-mit a rejoinder providing clarification or addi-tional information. The rejoinder is reviewed anda second determination is made and communi-cated to the IHE. The IHE may continue to repeatthe process until it is resolved.

After the folio approval, a field team of eval-uators conducts a site visit to the IHE to validatethe information that was provided in the folio.Based on their recommendations, CEC informsthe IHE of its decision regarding approval of itsspecial education programs.

Development of the CEC GuidelinesIn 1983 the CEC Delegate Assembly adopted CECStandards for the Preparation of Special Educa-tion Personnel. Based on these Standards, CECdeveloped CEC/NCATE Guidelines for CEC Pro-gram Approval of Undergraduate or Basic Pro-grams and CEC/NCATE Guidelines for CECProgram Approval of Graduate or Advanced Pro-grams. These Guidelines were adopted byNCATE in 1985 and were revised in 1991.

In 1992, CEC adopted the CEC CommonCore of Knowledge and Skills Essential for AllBeginning Special Education Teachers. In subse-quent years, the Subcommittee on Knowledgeand Skills began developing specialty sets ofknowledge and skills to supplement the Com-mon Core. (For a complete description of the de-velopment of the CEC Standards, see Appendix


2.) The Accreditation Subcommittee of the Pro-fessional Standards and Practice Standing Com-mittee incorporated the Common Core and Areaof Specialization knowledge and skills into theCEC accreditation standards. In 1996, after ini-tial publication, comments were received fromthe field regarding the knowledge and skillsstatements and the institutional and program re-quirements. After review of all of the comments,CEC approved in the spring of 1996 a number oftechnical and clarifying changes. These are in-cluded in this edition. The relevant portions ofthe guidelines were submitted to NCATE for re-view and approved in 1996.

CEC submits its standards to NCATE for re-view every 5 years. CEC's next review will be in2001. At that time, CEC will submit standardsthat have been developed since 1996, includingEducational Diagnosis, Special Education Ad-ministration, and Technology Specialist. Al-though, these have not yet been approved byNCATE, it is recommended that institutions seek-ing approval for these programs use the CECstandards in these areas.

In 1992 CEC adopted Non-NCATE Guide-lines for Program Approval for Institutions ofHigher Education that wanted CEC approval oftheir special education programs but did notchoose to seek NCATE accreditation. These in-clude guidelines for the institution, for faculty, forprogram resources, etc. These Guidelines wereamended in 1993.

INSTITUTIONAL AND PROGRAM STANDARDS

Institutions seeking accreditation directly throughCEC must meet all of the following requirements.Those institutions seeking accreditation throughNCATE must respond to items 1 through 4 underthe General Special Education Program Infor-mation Standards and all items under the Areaof Specialization Standards. Please note thatthere is information necessary to complete aNCATE program review that is not contained inthis publication Details on all necessary infor-mation required for folio completion are foundin the NCATE Program Standards available fromNCATE. (www.ncate.org)

25

Institutional Standards1. The institution in which the special educa-

tion program is housed is accredited by theappropriate institutional accrediting agencies.

2. The institution in which the special educa-tion program is housed is an equal opportu-nity employer that does not discriminate onthe basis of race, sex, color, religion, age, ordisability (consistent with Section 702 of TitleVII of the 1964 Civil Rights Act, which dealswith exemptions for religious corporations,with respect to employment of individualswith specific religious convictions).

General Special Education ProgramInformation Standards1. The special education program maintains pro-

cedures for continuing interaction with con-sumers (graduates, school systems, teachers,and organizations).

2. Multicultural issues are integrated through-out the program.

3. The institution maintains a process for de-veloping the curriculum for the preparationof special education personnel that includesprocedures for the study of the recommen-dations of national professional organizations(e.g., CEC, CEC divisions, American Speech-Language-Hearing Association, AmericanNursing Association, National Association forthe Education of Young Children) as they mayaffect special education programs.

4. Practicum StandardsField experiences are sequential in diffi-culty.Each field experience has clearly stated,measurable objectives that relate to theoverall goals and objectives of the program.The field experiences involve model pro-fessionals (e.g., teachers, early interven-tionists) who use practices congruent withthe knowledge and skills expected of thestudent candidate.Cooperating professionals are providedguidelines that structure field experiences.The student teaching experience is in thesame type of settings as that for which thestudent candidate is seeking licensure/cer-tification.The student teaching experience is with thesame type of individuals as those withwhom the candidate is preparing to work.

26

Candidates are placed only with cooperat-ing professionals who are appropriately li-censed/certified in the specialization inwhich candidates are seeking certification.Each area of specialization provides super-vision to candidates by university/collegefaculty qualified and experienced in teach-ing in the area of specialization.During student teaching, the supervisorfrom the university/college observes thecandidate at least five times.Explicit performance criteria are establishedfor student teaching and each field experi-ence.Students have a minimum of 10 full-timeweeks or the equivalent clock-hour com-posite (e.g., 350 clock hours) of supervisedpracticum/student teaching in the areas ofspecialization for which the candidate isbeing prepared.Knowledge and Skills required for eachpracticum experience reflect "recom-mended practices."Practicum experiences are supervised undera structured program of advisement.Each area of specialization has responsi-bility for assigning candidates to approvedplacements. This responsibility includes theapproval of cooperating teachers and su-pervisors. Criteria for the selection and re-tention of such persons are in writing andsubject to ongoing evaluation.Each area of specialization has written cri-teria for the selection and retention of co-operating 'professionals and supervisors.

5. Resources available to support an effectivespecial education professional preparation pro-gram:

The budget trends for the special educationprograms over the past 5 years and futureplanning indicate continued support forspecial education programs.Special education facilities are accessible toindividuals with disabilities.The special education program allocates itsavailable resources to programs in a man-ner that allows each of them to meet its mis-sion and needs.Modern equipment is available to supportadministration, research, service, and in-structional needs of the special educationprogram.


Financial support provided during the last5 years has been adequate for instructionalmaterials and technology.Library holdings provide adequate scope,breadth, and currency to support the spe-cial education program.An identifiable and relevant media and ma-terials collection is accessible to special ed-ucation students and faculty.

Systematic reviews of library and media ma-terials are conducted periodically and areused to make acquisitions decisions by thespecial education program.Necessary supplies are provided to supportspecial education faculty, students, staff,and administration in the operation and im-plementation of programs, policies, andprocedures.

6. Maintaining an effective special education fac-ulty:

The teaching load of undergraduate specialeducation faculty is no more than the equiv-alent of 12 semester/quarter hours, and theteaching load of graduate special educationfaculty is no more than the equivalent of 9semester/quarter hours.Faculty work load assignments accommo-date faculty involvement in teaching, schol-arship, and service.Instructional resources for supervision ofspecial education practicum experiences donot exceed a ratio of 18 full-time equivalentstudents to one full-time equivalent facultymember.The use of part-time faculty and graduatestudents who teach in special educationprograms is limited to prevent the frag-mentation of instruction and the erosion ofquality, and they are supervised by full-timefaculty to ensure program integrity, quality,and continuity.Special education faculty view themselvesas members of the training and researcharms of the teaching profession.Special education faculty are actively in-volved in professional associations and pro-fessional activities at the local, state,national, and/or international levels in theirareas of expertise and assignment.The special education faculty are regularlyinvolved with the professional world ofpractice at the appropriate level of instruc-


tion (infant, toddler, preschool, elementary,and/or secondary).Systematic faculty development activitiesare provided for faculty, cooperating teach-ers, and others who may contribute to spe-cial education programs.Support for special education faculty de-velopment is at least at the level of that forother units in the institution.Faculty keep abreast of developing workand debates about research on teaching andspecial education, as well as recent schol-arly work in the areas that they teach.Special education faculty are regularly eval-uated in terms of their contributions to theareas of teaching, scholarship, and service.These evaluation data are used in deter-mining salary, promotion, and tenure.Competence in teaching is evaluatedthrough direct measures of teaching effec-tiveness such as student evaluations.Evaluations of special education faculty aresystematically used to improve teaching,scholarly and creative activities, and ser-vice within the program.

7. Student recruitment, selection, and support:Applicants from diverse economic, racial,and cultural backgrounds and individualswith disabilities are recruited.Incentives and affirmative procedures areused to attract high-quality candidates whorepresent a culturally diverse populationand individuals with disabilities.Special education students have access topublications that describe program stan-dards and institutional policies, includingclear statements of due process.The special education program's advisorysystem provides special education studentsaccess to academic and professional assis-tance, including information about stan-dards needed to complete their specialeducation programs.Special education students are made awareof the availability of social and psycholog-ical counseling services within the institu-tion.

8. Relationship to the community and localschools:

The special education program and localschools, early intervention settings, andagencies cooperatively develop research

27

questions and inquiry strategies to encour-age the involvement of practicing profes-sionals with the special education facultyfor further development and refinement ofthe professional knowledge bases.Positive working relationships with localschools are developed and maintained toimprove the delivery of high-quality edu-cation in the schools, early intervention set-tings, and agencies.The special education program has devel-oped arrangements with school districts,early intervention settings, and agencies inits geographical area.

Area of Specialization Program Standards1. The area of specialization program provides

students with each of the knowledge andskills set forth in the CEC Common Core ofKnowledge and Skills Essential for All Begin-ning Special Education Teachers. (See Matrix,Section 4.)

2. The area of specialization program providesstudents with each of the knowledge andskills set forth in the appropriate CEC Spe-cialized Knowledge and Skills Essential forBeginning Special Education Teachers. (SeeMatrices, Section 4. Note: If an institution'sspecialization program covers more than oneof CEC's specialization areas, then either aseparate matrix is required for each special-ization covered or the institution can use oneof the curriculum referenced matrices, Sec-tion 4)

For specializations other than those coveredby the CEC Specialized Knowledge and Skills Es-sential for Beginning Special Education Teach-ers, the program has developed requiredknowledge and skills.

Advanced Program Standards:The course work is advanced in nature andmeets the institution's criteria for advancedstudies.No more than one third of the advancedcourses are open to undergraduates.Each advanced program includes the studyof research methods and findings, the stu-dents are knowledgeable consumers of re-search data, and graduates are prepared toengage in research activities.

28

FREQUENTLY ASKED QUESTIONS ABOUT CECACCREDITATION PROCEDURES

Do these Guidelines apply to programs admin-istered outside the special education unit?Yes. These guidelines are for all programs thatprepare professionals in the education of chil-dren with exceptionalities without regard towhere they are housed in the college or univer-sity. For example, some early childhood specialeducation and gifted and talented programs arelocated outside the special education unit. Theseprograms should complete the appropriate re-quirements and be submitted as part of the totalfolio.

What are some of the benefits IHEs and theirstudents receive from going through the pro-gram approval process?Some of the benefits include the following:

Most IHEs that have gone through theprocess report that it helped them clarifyand improve their programs.Lists of approved programs are published'by CEC and disseminated to the CEC mem-bership and individuals seeking informa-tion about special education professionalpreparation programs.Approved programs are cited in the Direc-tory of Programs for Preparing Individualsfor Careers in Special Education publishedby CEC.CEC provides the special education programwith a certificate indicating that the pro-gram meets the professional standards ofCEC.Certificates are available for students whograduate from approved programs statingthat they have graduated from a CEC-ap-proved professional preparation program.It is assumed that graduates from approvedprograms will have met the basic require-ments for CEC's certification standards forentry into special education practice.

Do the CEC Guidelines constitute the totalityof a high-quality special education professionalpreparation program?No, CEC Guidelines are a minimum. They aredesigned to establish a common set of profes-sional expectations among all professional prepa-ration programs and the profession. We believe


that high-quality programs build upon that floorusing unique talents of the faculty, students, andother professionals in the community to teachthe continually emerging knowledge derivedfrom research and practice.

The Standards define the knowledge andskills a special education teacher should have.However, as the preamble to the Common Corenotes, "It is assumed that a special educator whois required to teach specific subjects or contentareas . . . has additional preparation, practicumexperiences, and expertise in those areas."

CEC does not advocate any one model (e.g.,competency-based) for teacher preparation pro-grams. Although listings of competencies orknowledge and skills may appear to support onetype of model, this is not CEC's intention. In-stead, the knowledge and skills statementsshould be viewed as minimum requirements,with an expectation that IHEs will extend theirprogram development and refinement.

Do the Guidelines define what a specialeducator should know and be able to do toperform at a level of excellence in theprofession?

No. The Guidelines define the minimum essen-tial knowledge and skills necessary for entry intopractice. The CEC members who developed theseGuidelines recognized that there are many thingsthat need to be learned through practice and con-tinuing education. All special educators are ex-pected to continually upgrade their knowledgeand skills through planned, preapproved, orga-nized, and recognized professional developmentactivities. The CEC Standards for Entry Into Pro-fessional Practice also state that "employingagencies should provide resources to enable eachprofessional's continuing development."

CEC strongly supports the work of the Na-tional Board for Professional Teaching Standards(NBPTS). NBPTS has developed standards foraccomplished practice in special education. In-formation on the NBPTS Exceptional Needs Cer-tificate proram can be found at their web site(www.nbpts.org) .

How should an IHE approach using and meet-ing CEC's Practicum Standards?High-quality practicum experiences are an es-sential part of any effective professionalpreparation program. It is through practicum ex-


periences that students preparing for future pro-fessional roles practice and demonstrate the skillsthey must have to perform these roles. Thus, itis expected that the practicum experiences alignwith the knowledge and skills requirements inthe Common Core and the Areas of Specializa-tion. For example: Early Childhood Special Edu-cators are prepared to provide family-centeredservices; thus, these practicum experiencesshould include opportunities to practice anddemonstrate skills in this area.

CEC recognizes that there are a variety ofapproaches to providing practicum experiencesthat can be utilized to meet the varying needs ofstudents, colleges and universities, andpracticum sites. The Guidelines focus on thequalitative components of the practicum, ratherthan a model. The Guidelines do require that stu-dents have a minimum of 10 full-time weeks orthe equivalent clock-hour composite of super-vised practicum experience in the areas of spe-cialization for which they are being prepared. Ifa candidate is being prepared to teach more thanone area of specialization it is expected thatwithin the 10-week practicum the student willhave the opportunity to practice and demonstratethe skills required across the varying specializa-tions for which he or she is being prepared.

Most of the Area of Specialization Guidelinesare by category of exceptionality. Is CECpromoting exceptionality specific professionalpreparation programs?

No. CEC does not advocate any one model forteacher preparation programs. However, IHEsmust accommodate their particular state's li-censure framework. For over 45 states, this in-cludes some form of multicategorical specialeducation licensurebut no states define thesein the same way. This has made it very difficultfor CEC to provide a single multicategoricalframework to meet all of these needs. In responseto this situation, CEC provides two options foruniversities dealing with these issues.

The first is for the university to provide CECwith a description of the students their teachersare being prepared to serve, and then completethe appropriate matrices. For example, a univer-sity that has a Mild/Moderate program could de-fine that as preparing teachers to work withstudents who have learning disabilities and men-tal retardation. The IHE would then complete the

29

Common Core, Learning Disabilities, and Men-tal Retardation matrices to demonstrate that it ispreparing teachers with mastery of the knowl-edge and skills in both areas of specialization.

A second option is provided by the newCurriculum Referenced Framework, included forthe first time in this edition of What Every Spe-cial Educator Must Know. The framework usescurriculum to structure the two major compo-nents. The framework contains two matrices,each of which can be used separately (with theCommon Core). The first matrix contains stan-dards for special education teachers who areworking with individuals with disabilities whoare most likely to make progress in an individu-alized general curriculum. The second matrixcontains standards for special education teach-ers working with individuals with disabilitieswho are most likely to make progress in an in-dependence living curriculum. (For a completedescription of the Alternative Framework, seeSection 2.)

What percentage of IHEs submitting folios toCEC receive CEC approval of their programs?

The present rate of program approval is approx-imately 90 %.

What if a college or university has areas ofspecialization that are not among the areas ofspecialization developed by CEC?

These programs should still be submitted for re-view. It is expected that the program submissionwill include all of the requirements set forth inthe CEC Common Core of Knowledge and SkillsEssential for All Beginning Special EducationTeachers. In addition, the program should artic-ulate the role definition of those completing theprogram and the knowledge and skills necessaryto carry out that role. The knowledge and skillsshould be organized in the same groups as in theCommon Core knowledge and skills.

If the program is preparing individuals forcareers other than teaching (e.g., special educa-tion administration) and the IHE assumes thatthe students already possess the Common Coreof Knowledge and Skills Essential for All Begin-ning Special Education Teachers, then the infor-mation submitted should include documentationof such requirements in the IHEs admission stan-dards.

30

Are there programs in colleges and universitiesthat should not be submitted for CEC review?The CEC Guidelines and review process are de-signed to evaluate programs that prepare indi-viduals for various professional roles in specialeducation for example, careers in special educa-tion teaching, supervision, administration, pro-fessional preparation, research and others.However, IHEs often offer programs in continu-ing education that enhance knowledge and skillsbut do not specifically prepare the student forentry into a professional role. CEC is not cur-rently in a position to review such programs.

Will CEC approve programs accredited byASHA?

CEC recognizes the standards of other profes-sional associations when those standards meetthe basic requirements of our standards. After areview of the Accreditation Standards of theAmerican Speech-Language-Hearing Association(ASHA), CEC's Professional Standards and Prac-tice Standing Committee determined that CECshould approve speech pathology and audiologyprograms that have been accredited by ASHA'sEducational Standards Board. In the same man-ner, CEC has agreed to approve those prepara-tion programs accredited by the Council on theEducation of the Deaf (CED) when those pro-grams have met CED approval based on the stan-dards approved by CED in 1998. Programsapproved by these organizations need only tosubmit to CEC their letter of accreditation forCEC recognition.

Will these Standards change over time?

CEC recognizes that what we need to know topractice effectively changes with advances in re-search and practice and that any standards willneed to be updated over time. Therefore, the CECProfessional Standards and Practice StandingCommittee has established a process for the con-tinual monitoring and improvement of theseStandards and consideration of amendments of-fered by members and CEC units. A descriptionof this process can be found in Appendix 3.

What assistance is available from CEC toassist IHEs seeking CEC program approval?

CEC's goal is to have all special education pro-fessional preparation programs meet our Guide-


lines. Thus, we view assisting IHEs through thefolio process and helping them improve their pro-grams as essential parts of the process. Amongthe various forms of assistance CEC offers arethe following:

Folio training for programs: One-day writ-ers' workshops offered at various times andsites throughout the year. For a list of up-coming training dates, check the CEC website (http://www.cec.sped.org).

On-site training: CEC staff are available toconduct 1-day writers' workshops with spe-cial education faculty on campus.

Technical assistance: CEC staff are availableto answer E-mail and telephone inquiries.

For further information, please call 703/264-9484, TTY 703/264-9446, FAX 703/264-1637, E-mail address: [email protected].

31


Section 4CEC Knowledge and Skill Standards

for Beginning Special Educators

The matrices included in this chapter are theKnowledge and Skill Standards that have beenvalidated by the profession. They are used bycolleges and universities to ensure that specialeducation preparation programs align with theknowledge and skill base of the profession. Theyare also used by states and provinces in assur-ing the public that the special educators they li-cense possess the knowledge and skills of theirprofession. This section includes the CEC Com-mon Core, the CEC Curriculum-Referenced Stan-dards, the CEC Area of Specialization Standards,and the CEC Standards for Educational Diag-nosticians, Special Education Administrators,Transition Specialists, and Special EducationParaeducators.

The sets of Knowledge and Skill Standardsdefine only essential entry level knowledge andskills. As such they are minimal standards. Allspecial educators are expected to continuouslyupgrade their knowledge and skills throughplanned, organized, and recognized professionaldevelopment activities.

The Knowledge and Skill Standards in theCommon Core represent the knowledge andskills base that every special educator must pos-sess. It is on this base that areas of specializationare added, leading to the initial entry of the in-dividual into the profession. Special educatorswho practice in a specific area (s) of special ed-ucation must possess the appropriate Areas ofSpecialization Knowledge and Skills adopted byCEC in addition to the Common Core.

The Knowledge and Skills Standards definethe knowledge and skills directly relevant to spe-cial education. There are skills and knowledgethat all general educators must possess to be ableto work in collaboration with special educatorswith students with exceptionalities. Likewise,special educators must possess a working knowl-edge of the general education curriculum to workin collaboration with their general education col-leagues.

32

It is assumed that special educators whoteach specific general education curriculum sub-jects or content (e.g., science, social studies, for-eign languages, vocational education) haveappropriate additional preparation and experi-ence in these areas.

In addition, special education has within itsheritage the perspectives of advocacy for personswith exceptionalities and of embracing individ-ual differences. These differences include the tra-ditional considerations of the nature and effectof exceptionalities. As the community of excep-tional children, youth, and adults has becomeincreasingly diverse, these perspectives havebroadened to include other characteristics thatsignificantly influence their quality of life.

In order to advocate for their multiculturalclients, special educators today must have abroad perspective to ensure vigilant attention tothe issues of diversity. Current demographictrends clearly indicate that:

The numbers of children and youth from cul-turally and linguistically diverse backgroundsserved in public schools are growing rapidly.Cultural and linguistic diversity is expected tocontinue to increase.The number of professionals who are cultur-ally and linguistically diverse entering the spe-cial education profession has been decliningeven as the numbers of students who are cul-turally and linguistically diverse are rising.

Given the pervasive nature of diversity, pro-fessional standards need to guide professionalpractice in ways that are relevant to the multi-cultural populations served in special education.Specifically, these standards reflect the premisethat, to design effective interventions, special ed-ucators must understand the characteristics ofthe learners they serve, including factors such asculture, language, gender, religion, and sexuality.

This premise has been addressed in twoways. First, the Knowledge and Skill Standardsare inclusive in nature; that is, they identify


knowledge and skills essential to effectively serveall exceptional learners, including those from cul-turally and linguistically diverse backgrounds.Second, selected items address the most criticalaspects of diversity and are infused throughoutthe standards.

Moreover, the sustained involvement offamilies, colleagues in general education, andthe larger community is fundamental to deliver-ing high-quality educational services to individ-uals with exceptional learning needs. Theknowledge and skills contained in this documentshould be interpreted to include learners of allages, beginning with infants and preschoolersand extending to young adults who are transi-tioning from school programs. Similarly, the termfamilies should be interpreted broadly to includebiological mothers and fathers, adoptive parents,legal guardians, foster parents or primary care-givers, siblings, and extended family members.In addition, it is assumed that special educatorsmay provide learning opportunities in a varietyof learning environments, including the home,preschool, school, and community settings, aswell as in both specialized and integrated envi-ronments.

Finally, the sets of Knowledge and SkillStandards are built on the assumption that theprofessional conduct of entry-level special edu-cators is governed foremost by the CEC Code ofEthics and Professional Practice Standards.

33


CE

C C

omm

on C

ore

of K

now

ledg

e an

d Sk

ills

Ess

entia

lfo

r A

ll B

egin

ning

Spe

cial

Edu

catio

n T

each

ers

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

CC

: Com

mon

Cor

e1.

Philo

soph

ical

, His

tori

cal,

and

Leg

al F

ound

atio

ns o

f Sp

ecia

l Edu

catio

n

Kno

wle

dge:

K1

Mod

els,

theo

ries

, and

phi

loso

phie

s th

at f

orm

the

basi

s fo

r sp

e-ci

al e

duca

tion

prac

tice.

K2

Var

iatio

ns in

bel

iefs

, tra

ditio

ns, a

nd v

alue

s ac

ross

and

with

incu

lture

s an

d th

eir

effe

cts

on r

elat

ions

hips

am

ong

child

, fam

ily,

and

scho

olin

g.

K3

Issu

es in

def

initi

on a

nd id

entif

icat

ion

of in

divi

dual

s w

ithex

cept

iona

l lea

rnin

g ne

eds,

incl

udin

g th

ose

from

cul

tura

lly a

ndlin

guis

tical

ly d

iver

se b

ackg

roun

ds.

K4

Issu

es, a

ssur

ance

s, a

nd d

ue p

roce

ss r

ight

s re

late

d to

ass

ess-

men

t, el

igib

ility

, and

pla

cem

ent w

ithin

a c

ontin

uum

of

serv

ices

.

K5

Rig

hts

and

resp

onsi

bilit

ies

rela

ted

to e

xcep

tiona

l lea

rnin

gne

eds.

K6

Stra

tegi

es u

sed

by d

iver

se p

opul

atio

ns to

cop

e w

ith a

lega

cy o

ffo

rmer

and

con

tinui

ng r

acis

m.

K7

Way

s sp

ecif

ic c

ultu

res

are

nega

tivel

y st

ereo

type

d.

K8

Impa

ct o

f th

e do

min

ant c

ultu

re o

n sh

apin

g sc

hool

s an

d th

ein

divi

dual

s w

ho s

tudy

and

wor

k in

them

.

K9

Pote

ntia

l im

pact

of

diff

eren

ces

in v

alue

s, la

ngua

ges,

and

cus

-to

ms

that

can

exi

st b

etw

een

the

hom

e an

d sc

hool

.

34

Skill

s:

S1 A

rtic

ulat

e pe

rson

al p

hilo

soph

y of

spe

cial

edu

catio

n.

CC

: Com

mon

Cor

e2.

Cha

ract

eris

tics

of L

earn

ers

Kno

wle

dge:

K1

Sim

ilari

ties

and

diff

eren

ces

of in

divi

dual

s w

ith a

nd w

ithou

tex

cept

iona

l lea

rnin

g ne

eds.

K2

Sim

ilari

ties

and

diff

eren

ces

amon

g in

divi

dual

s w

ith e

xcep

tion-

al le

arni

ng n

eeds

.

K3

Edu

catio

nal i

mpl

icat

ions

of

char

acte

rist

ics

of v

ario

us e

xcep

-tio

nalit

ies.

K4

Eff

ects

an

exce

ptio

nal c

ondi

tion(

s) c

an h

ave

on a

n in

divi

dual

'slif

e.

K5

Cha

ract

eris

tics

and

effe

cts

of th

e cu

ltura

l and

env

iron

men

tal

mili

eu o

f th

e ch

ild a

nd th

e fa

mily

.

K6

Eff

ects

of

vari

ous

med

icat

ions

on

indi

vidu

als

with

exc

eptio

nal

lear

ning

nee

ds.

K7

Eff

ects

of

cultu

ral a

nd li

ngui

stic

dif

fere

nces

on

grow

th a

ndde

velo

pmen

t.

Skill

s:

S1 A

cces

s in

form

atio

n on

exc

eptio

nal c

ondi

tions

.

CC

: Com

mon

Cor

e3.

Ass

essm

ent,

Dia

gnos

is, a

nd E

valu

atio

n

Kno

wle

dge:

K1

Bas

ic te

rmin

olog

y us

ed in

ass

essm

ent.

K2

Leg

al p

rovi

sion

s an

d et

hica

l pri

ncip

les

rega

rdin

g as

sess

men

tof

indi

vidu

als.

K3

Scre

enin

g, p

rere

ferr

al, r

efer

ral,

and

clas

sifi

catio

n pr

oced

ures

.

K4

Use

and

lim

itatio

ns o

f as

sess

men

t ins

trum

ents

.

Skill

s:

S1 C

olla

bora

te w

ith f

amili

es a

nd o

ther

s in

ass

essm

ent o

fin

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

g ne

eds.

S2 C

reat

e an

d m

aint

ain

reco

rds.

S3 G

athe

r re

leva

nt b

ackg

roun

d in

form

atio

n.

S4 D

evel

op a

nd a

dmin

iste

r no

nbia

sed,

info

rmal

ass

essm

ent

proc

edur

es.

Skill

s:

S5 U

se f

orm

al a

nd in

form

al a

sses

smen

ts.

S6 I

nter

pret

info

rmat

ion

from

for

mal

and

info

rmal

ass

essm

ents

.

S7 R

epor

t ass

essm

ent r

esul

ts to

all

stak

ehol

ders

usi

ng e

ffec

tive

com

mun

icat

ion

skill

s.

S8 U

se p

erfo

man

ce d

ata

and

info

rmat

ion

from

all

stak

ehol

ders

tom

ake

or s

ugge

st m

odif

icat

ions

in le

arni

ng e

nvir

onm

ents

.

S9 D

evel

op o

r m

odif

y in

divi

dual

ized

ass

essm

ent s

trat

egei

s.

S10

Use

ass

essm

ent i

nfor

mat

ion

in m

akin

g el

igib

ility

,pr

ogra

m,

and

plac

emen

t dec

isio

ns f

or in

divi

dual

s w

ith e

xcep

tiona

lle

arni

ng n

eeds

, inc

ludi

ng th

ose

from

cul

tura

lly a

nd/o

r lin

guis

-tic

ally

div

erse

bac

kgro

unds

.

S11

Eva

luat

e in

stru

ctio

n an

d m

onito

r pr

ogre

ss o

f in

divi

dual

s w

ithex

cept

iona

l lea

rnin

g ne

eds.

S12

Iden

tify

supp

orts

nee

ded

for

inte

grat

ion

into

var

ious

pro

gram

plac

emen

ts.

CC

: Com

mon

Cor

e4.

Inst

ruct

iona

l Con

tent

and

Pra

ctic

e

Kno

wle

dge:

K1

Dif

feri

ng le

arni

ng s

tyle

s of

indi

vidu

als

with

exc

eptio

nal l

earn

-in

g ne

eds

incl

udin

g th

ose

from

cul

tura

lly d

iver

se b

ackg

roun

dsan

d st

rate

gies

for

add

ress

ing

thes

e st

yles

.

K2

Dem

ands

of

vari

ous

lear

ning

env

iron

men

ts.

K3

Gen

eral

and

spe

cial

cur

ricu

la f

or in

divi

dual

s w

ith e

xcep

tiona

lle

arni

ng n

eeds

.

K4

Cul

tura

l per

spec

tives

infl

uenc

ing

the

rela

tions

hip

amon

g fa

m-

ilies

, sch

ools

, and

com

mun

ities

as

rela

ted

to e

ffec

tive

inst

ruc-

tion.

33

Skill

s:

S1 D

evel

op a

nd s

elec

t ins

truc

tiona

l con

tent

, res

ourc

es, a

nd s

trat

e-gi

es th

at r

espo

nd to

cul

tura

l, lin

guis

tic, a

nd g

ende

r di

ffer

ence

s.

S2 D

evel

op a

nd im

plem

ent c

ompr

ehen

sive

, lon

gitu

dina

l ind

ivid

u-al

ized

pro

gram

s in

col

labo

ratio

n w

ith te

am m

embe

rs.

S3 C

hoos

e an

d us

e te

chno

logi

es in

the

inst

ruct

iona

l pro

cess

.

S4 P

repa

re le

sson

pla

ns.

S5 I

nvol

ve th

e in

divi

dual

and

fam

ily in

set

ting

inst

ruct

iona

l goa

lsan

d m

onito

ring

pro

gres

s.

Kno

wle

dge:

Skill

s:

K5

Impa

ct o

f le

arne

rs' a

cade

mic

and

soc

ial a

bilit

ies,

atti

tude

s,in

tere

sts,

and

val

ues

on in

stru

ctio

n an

d ca

reer

dev

elop

men

t.S6

Use

task

ana

lysi

s.

S7 S

elec

t, ad

apt,

and

use

inst

ruct

iona

l str

ateg

ies

and

mat

eria

lsac

cord

ing

to c

hara

cter

istic

s of

the

lear

ner.

S8 S

eque

nce,

impl

emen

t, an

d ev

alua

te in

divi

dual

ized

lear

ning

obj

ec-

tives

.

S9 I

nteg

rate

aff

ectiv

e, s

ocia

l, an

d lif

e sk

ills

with

aca

dem

ic c

urri

c-ul

a.

S10

Use

str

ateg

ies

for

faci

litat

ing

mai

nten

ance

and

gen

eral

izat

ion

of s

kills

acr

oss

lear

ning

env

iron

men

ts.

Sll U

se in

stru

ctio

nal t

ime

effe

ctiv

ely.

S12

Tea

ch in

divi

dual

s to

use

pro

blem

-sol

ving

and

oth

er c

ogni

tive

stra

tegi

es to

mee

t the

ir n

eeds

.

S13

Use

str

ateg

ies

that

pro

mot

e su

cces

sful

tran

sitio

ns f

or in

divi

d-ua

ls w

ith e

xcep

tiona

l lea

rnin

g ne

eds.

S14

Est

ablis

h an

d m

aint

ain

rapp

ort w

ith le

arne

rs.

S15

Con

duct

sel

f-ev

alua

tion

of in

stru

ctio

n.

S16

Mak

e re

spon

sive

adj

ustm

ents

to in

stru

ctio

n ba

sed

on c

ontin

u-al

obs

erva

tions

.

CC

: Com

mon

Cor

e5.

Plan

ning

and

Man

agin

g th

e T

each

ing

and

Lea

rnin

g E

nvir

onm

ent

Kno

wle

dge:

K1

Bas

ic c

lass

room

man

agem

ent t

heor

ies,

and

str

ateg

ies

for

indi

-vi

dual

s w

ith e

xcep

tiona

l lea

rnin

g ne

eds.

40

Skill

s:

S1 C

reat

e a

safe

, equ

itabl

e, p

ositi

ve, a

nd s

uppo

rtiv

e le

arni

ng e

nvi-

ronm

ent i

n w

hich

div

ersi

ties

are

valu

ed.

4 1

Kno

wle

dge:

1(2

Res

earc

h-ba

sed

best

pra

ctic

es f

or e

ffec

tive

man

agem

ent o

fte

achi

ng a

nd le

arni

ng.

K3

Way

s to

use

tech

nolo

gy in

pla

nnin

g an

d m

anag

ing

the

teac

hing

and

lear

ning

env

iron

men

t.

K4

Way

s to

cre

ate

lear

ning

env

iron

men

ts th

at a

llow

stu

dent

s to

reta

in a

nd a

ppre

ciat

e th

eir

own

and

each

oth

er's

res

pect

ive

lang

uage

and

cul

tura

l her

itage

.

Skill

s:

S2 U

se s

trat

egie

s to

fac

ilita

te e

ffec

tive

inte

grat

ions

into

var

ious

setti

ngs.

S3 P

repa

re a

nd o

rgan

ize

mat

eria

ls to

impl

emen

t dai

ly le

sson

pla

ns.

S4 D

esig

n le

arni

ng e

nvir

onm

ents

that

enc

oura

ge a

ctiv

e pa

rtic

ipa-

tion

in in

divi

dual

and

gro

up a

ctiv

ities

.

S5 D

esig

n an

d m

anag

e ef

fect

ive

daily

rou

tines

.

S6 D

irec

t act

iviti

es o

f cl

assr

oom

vol

unte

ers

and

peer

tuto

rs.

S7 D

irec

t, ob

serv

e, e

valu

ate,

and

pro

vide

fee

dbac

k to

par

aedu

ca-

tors

.

S8 C

reat

e an

env

iron

men

t tha

t enc

oura

ges

self

-adv

ocac

y an

din

crea

sed

inde

pend

ence

.

S9 U

se u

nive

rsal

pre

caut

ions

.

CC

: Com

mon

Cor

e6.

Man

agin

g St

uden

t Beh

avio

r an

d So

cial

Int

erac

tion

Skill

s

Kno

wle

dge:

K1

Law

s, p

olic

ies,

and

eth

ical

pri

ncip

les

rega

rdin

g be

havi

or m

an-

agem

ent p

lann

ing

and

impl

emen

tatio

n.

1(2

Tea

cher

atti

tude

s an

d be

havi

ors

that

infl

uenc

e be

havi

or o

fin

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

g ne

eds.

K3

Soci

al s

kills

nee

ded

for

educ

atio

nal a

nd o

her

envi

ronm

ents

.

K4

Stra

tegi

es f

or c

risi

s pr

even

tion

and

inte

rven

tion.

K5

Stra

tegi

es f

or p

repa

ring

indi

vidu

als

to li

ve h

arm

onio

usly

and

prod

uctiv

ely

in a

cul

tura

lly d

iver

se w

orld

.

42

Skill

s:

S1 U

se a

var

iety

of

effe

ctiv

e be

havi

or m

anag

emen

t str

ateg

ies.

S2 U

se th

e le

ast i

nten

sive

beh

avio

r m

anag

emen

t str

ateg

y co

nsis

-te

nt w

ith th

e ne

eds

of th

e in

divi

dual

lear

ner.

S3 M

odif

y th

e le

arni

ng e

nvir

onm

ent t

o m

anag

e be

havi

ors. 43

o.

44

Kno

wle

dge:

Skill

s:

S4 I

dent

ify

real

istic

exp

ecta

tions

for

per

sona

l and

soc

ial b

ehav

ior

in v

ario

us s

ettin

gs.

S5 I

nteg

rate

soc

ial s

kills

into

the

curr

icul

um.

S6 U

se p

roce

dure

s to

incr

ease

the

indi

vidu

al's

sel

f-aw

aren

ess,

self

-man

agem

ent,

self

-con

trol

, sel

f-re

lianc

e, a

nd s

elf-

este

em.

S7 P

repa

re in

divi

dual

s to

exh

ibit

self

-enh

anci

ng b

ehav

ior

in r

e-sp

onse

to s

ocie

tal a

ttitu

des

and

actio

ns.

S8 O

rgan

ize,

dev

elop

, and

sus

tain

lear

ning

env

iron

men

ts th

atsu

ppor

t pos

itive

inte

rcul

tura

l exp

erie

nces

.

S9 M

edia

te c

ontr

over

sial

inte

rcul

tura

l iss

ues

amon

g st

uden

tsw

ithin

the

lear

ning

env

iron

men

t in

way

s th

at e

nhan

ce a

ny c

ul-

ture

, gro

up, o

r pe

rson

.

CC

: Com

mon

Cor

e7.

Com

mun

icat

ion

and

Col

labo

rativ

e Pa

rtne

rshi

ps

Kno

wle

dge:

K1

Cul

tura

lly r

espo

nsiv

e fa

ctor

s th

at p

rom

ote

effe

ctiv

e co

mm

uni-

catio

n an

d co

llabo

ratio

n w

ith in

divi

dual

s, f

amili

es, s

choo

l per

-so

nnel

, and

com

mun

ity m

embe

rs.

K2

Con

cern

s of

fam

ilies

of

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s an

d st

rate

gies

to h

elp

addr

ess

thes

e co

ncer

ns.

K3

Rol

es o

f in

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

g ne

eds,

fam

ilies

,an

d sc

hool

and

com

mun

ity p

erso

nnel

in p

lann

ing

and

indi

vid-

ualiz

ed p

rogr

am.

K4

Rol

es a

nd r

espo

nsib

ilitie

s of

the

para

educ

ator

rel

ated

toin

stru

ctio

n, in

terv

entio

n, a

nd d

irec

t ser

vice

.

K5

Fam

ily s

yste

ms

and

the

role

of

fam

ilies

in s

uppo

rtin

g de

velo

p-m

ent a

nd e

duca

tiona

l pro

gres

s.

Skill

s:

S1 M

aint

ain

conf

iden

tial c

omm

unic

atio

n w

ith o

ther

s ab

out i

ndi-

vidu

als

with

exc

eptio

nal l

earn

ing

need

s.

S2 F

oste

r re

spec

tful

and

ben

efic

ial r

elat

ions

hips

bet

wee

n fa

mili

esan

d pr

ofes

sion

als.

S3 A

ssis

t ind

ivid

uals

with

exc

eptio

nal l

earn

ing

need

s an

d th

eir

fam

ilies

in b

ecom

ing

activ

e pa

rtic

ipan

ts in

the

educ

atio

nal

team

.

S4 P

lan

and

cond

uct c

olla

bora

tive

conf

eren

ces

with

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s an

d th

eir

fam

ilies

.

S5 C

olla

bora

te w

ith s

choo

l per

sonn

el a

nd c

omm

unity

mem

bers

inin

tegr

atin

g in

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

g ne

eds

into

vari

ous

setti

ngs.

Kno

wle

dge:

Skill

s:

S6 C

omm

unic

ate

with

sch

ool p

erso

nnel

abo

ut th

e ch

arac

teri

stic

san

d ne

eds

of in

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

g ne

eds.

S7 C

omm

unic

ate

effe

ctiv

ely

with

fam

ilies

of

stud

ents

fro

m d

iver

seba

ckgr

ound

s.

S8 U

se v

erba

l, no

nver

bal,

and

wri

tten

lang

uage

eff

ectiv

ely.

CC

: Com

mon

Cor

e8

Prof

essi

onal

ism

and

Eth

ical

Pra

ctic

es

Kno

wle

dge:

K1

Cha

ract

eris

tics

of o

ne's

ow

n cu

lture

and

use

of

lang

uage

and

the

way

s in

whi

ch th

ese

can

diff

er f

rom

oth

er c

ultu

res

and

uses

of la

ngua

ge.

K2

Pers

onal

cul

tura

l bia

ses

and

diff

eren

ces

that

aff

ect o

ne's

teac

hing

.

K3

Impo

rtan

ce o

f th

e te

ache

r se

rvin

g as

a m

odel

for

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s.

K4

Way

s of

beh

avin

g an

d co

mm

unic

atin

g am

ong

cultu

res

that

can

lend

them

selv

es to

mis

inte

rpre

tatio

n an

d m

isun

ders

tand

ing.

46

Skill

s:

S1D

emon

stra

te c

omm

itmen

t to

deve

lopi

ng th

e hi

ghes

t edu

-ca

tiona

l and

qua

lity-

of-l

ife

pote

ntia

l of

indi

vidu

als

with

exce

ptio

nal l

earn

ing

need

s.

S2 D

emon

stra

te s

ensi

tivity

for

the

cultu

re, l

angu

age,

rel

i-gi

on, g

ende

r, d

isab

ility

, soc

io-e

cono

mic

sta

tus,

and

sex

ual

orie

ntat

ion

of in

divi

dual

stu

dent

s.

S3 U

phol

d hi

gh s

tand

ards

of

com

pete

nce

and

inte

grity

and

exer

cise

sou

nd ju

dgm

ent i

n th

e pr

actic

e of

the

prof

es-

sion

.

S4 E

ngag

e in

pro

fess

iona

l act

iviti

es th

at b

enef

it in

divi

dual

sw

ith e

xcep

tiona

l lea

rnin

g ne

eds,

thei

r fa

mili

es, a

nd c

ol-

leag

ues.

S5 C

ondu

ct p

rofe

ssio

nal a

ctiv

ities

in c

ompl

ianc

e w

ithap

plic

able

law

s an

d po

licie

s.

S6 P

ract

ice

with

in th

e C

EC

Cod

e of

Eth

ics

and

othe

r st

an-

dard

s of

the

prof

essi

on.

47

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s w

ith D

isab

ilitie

s in

Indi

vidu

aliz

ed G

ener

al C

urri

culu

ms

Indi

vidu

aliz

ed G

ener

al C

urri

culu

m R

efer

ence

d St

anda

rds

Are

a of

Spe

cial

izat

ion

Stan

dard

Incl

uded

in T

his

Item

1. F

ound

atio

ns

Kno

wle

dge:

1C

urre

nt e

duca

tiona

l ter

min

olog

y an

d de

fini

tions

of

indi

vidu

als

with

dis

abili

ties*

incl

udin

g th

e id

entif

icat

ion

crite

ria

and

labe

ling

cont

rove

rsie

s, u

sing

pro

fess

iona

lly a

ccep

ted

clas

sifi

catio

n sy

stem

s, a

nd c

urre

ntin

cide

nce

and

prev

alen

ce f

igur

es.

2E

volu

tion

and

maj

or p

ersp

ectiv

es f

rom

med

icin

e, p

sych

olog

y, b

ehav

ior,

and

edu

catio

n on

the

defi

nitio

nsan

d et

iolo

gies

of

indi

vidu

als

with

dis

abili

ties*

.

3D

iffe

ring

per

cept

ions

of

devi

ance

, inc

ludi

ng th

ose

from

men

tal h

ealth

, rel

igio

n, le

gal-

corr

ectio

ns,

educ

atio

n, a

nd s

ocia

l wel

fare

.4

The

his

tori

cal f

ound

atio

ns, p

hilo

soph

ies,

theo

ries

and

cla

ssic

stu

dies

incl

udin

g th

e m

ajor

con

trib

utor

s, a

ndm

ajor

legi

slat

ion

that

und

ergi

rd th

e gr

owth

and

impr

ovem

ent o

f kn

owle

dge

and

prac

tice

in th

e fi

eld

ofsp

ecia

l edu

catio

n.5

The

lega

l sys

tem

to a

ssis

t ind

ivid

uals

with

dis

abili

ties*

.6

Con

tinuu

m o

f pl

acem

ent a

nd s

ervi

ces,

incl

udin

g al

tern

ativ

e pr

ogra

ms

avai

labl

e fo

r in

divi

dual

s w

ithdi

sabi

litie

s*.

7L

aws,

reg

ulat

ions

, and

pol

icie

s re

late

d to

the

prov

isio

n of

spe

cial

ized

hea

lth c

are

in th

e ed

ucat

iona

l set

ting.

Skill

s:

1A

rtic

ulat

e th

e pr

os a

nd c

ons

of c

urre

nt is

sues

and

tren

ds in

the

educ

atio

n of

indi

vidu

als

with

dis

abili

ties*

.2

Art

icul

ate

the

fact

ors

that

infl

uenc

e th

e ov

erre

pres

enta

tion

of c

ultu

rally

/ling

uist

ical

ly d

iver

se s

tude

nts

inpr

ogra

ms

for

indi

vidu

als

with

dis

abili

ties*

.3

Del

inea

te th

e pr

inci

ples

of

norm

aliz

atio

n ve

rsus

the

educ

atio

nal c

once

pt o

f "l

east

res

tric

tive

envi

ronm

ent"

in d

esig

ning

edu

catio

nal p

rogr

ams

for

indi

vidu

als

with

dis

abili

ties*

.

BD

IKLL

D1K

6;M

R1K

1;P

H1K

1

BD

1K3;

LD

1K2;

MR

1K2;

MR

6K1

BD

1K2

BD

1K4;

LD

1K1;

LD

1K3;

LD

1K5;

MR

1K4;

PH

1

BD

1K5

MR

1K3;

BD

6K2;

DH

IK6;

PH

1S2

PH 1

K4

BD

IS1;

LD

1K4;

LD

1S2;

MR

1S1;

PH

1K3

BD

1S2;

LD

1S1;

MR

1S2

BD

1S3

2. C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

Phys

ical

dev

elop

men

t, ph

ysic

al d

isab

ilitie

s, a

nd h

ealth

impa

irm

ents

as

they

rel

ate

to th

e de

velo

pmen

t and

beha

vior

of

indi

vidu

als

with

dis

abili

ties*

.2

Eff

ects

of

dysf

unct

iona

l beh

avio

r on

lear

ning

, and

the

diff

eren

ces

betw

een

beha

vior

al a

nd e

mot

iona

ldi

sord

ers

and

othe

r di

sabl

ing

cond

ition

s.

BD

2K1;

PH

2K1

BD

2K3

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

gene

ral c

urri

culu

m.

50

3V

ario

us e

tiolo

gies

and

med

ical

asp

ects

of

cond

ition

s af

fect

ing

indi

vidu

als

with

dis

abili

ties*

.

4Ps

ycho

logi

cal a

nd s

ocia

l-em

otio

nal c

hara

cter

istic

s of

indi

vidu

als

with

dis

abili

ties*

.

5C

omm

on e

tiolo

gies

and

the

impa

ct o

f se

nsor

y di

sabi

litie

s on

lear

ning

and

exp

erie

nce.

Skill

s:

1D

escr

ibe

and

defi

ne g

ener

al d

evel

opm

enta

l, ac

adem

ic, s

ocia

l, ca

reer

, and

fun

ctio

nal c

hara

cter

istic

s of

indi

vidu

als

with

dis

abili

ties*

as

they

rel

ate

to le

vels

of

supp

ort n

eede

d.

LD

2K1;

LD

2K2;

LD

2K4;

MR

2K1;

MR

2K2;

PH

2K2;

PH

2K3;

PH

2K4

BD

2K2;

LD

2K3;

LD

2K5;

MR

2K4;

MR

2K5;

PH

2K1

DH

2K4;

DH

2K6;

DH

2K8;

DH

2K9;

DH

2K10

; VI2

K1;

VI2

K3;

VI3

K5

MR

2S 1

3. A

sses

smen

t, D

iagn

osis

, & E

valu

atio

n

Kno

wle

dge:

1Sp

ecia

lized

term

inol

ogy

used

in th

e as

sess

men

t of

indi

vidu

als

with

dis

abili

ties*

.2

Leg

al p

rovi

sion

s, r

egul

atio

ns, a

nd g

uide

lines

reg

ardi

ng u

nbia

sed

asse

ssm

ent a

nd u

se o

f ps

ycho

met

ric

inst

rum

ents

and

inst

ruct

iona

l ass

essm

ent m

easu

res

with

indi

vidu

als

with

dis

abili

ties*

.3

Spec

ializ

ed p

olic

ies

rega

rdin

g sc

reen

ing,

ref

erra

l, an

d pl

acem

ent p

roce

dure

s fo

r in

divi

dual

s w

ithdi

sabi

litie

s*.

Skill

s:

IIm

plem

ent p

roce

dure

s fo

r as

sess

ing

and

repo

rtin

g bo

th a

ppro

pria

te a

nd p

robl

emat

ic s

ocia

l beh

avio

rs o

fin

divi

dual

s w

ith d

isab

ilitie

s*.

2U

se e

xcep

tiona

lity-

spec

ific

ass

essm

ent i

nstr

umen

ts w

ith in

divi

dual

s w

ith d

isab

ilitie

s*.

3A

dapt

and

mod

ify

ecol

ogic

al in

vent

orie

s, p

ortf

olio

ass

essm

ents

, fun

ctio

nal a

sses

smen

ts, a

nd f

utur

e-ba

sed

asse

ssm

ents

to a

ccom

mod

ate

the

uniq

ue a

bilit

ies

and

need

s of

indi

vidu

als

with

dis

abili

ties*

.4

Dev

elop

and

use

a te

chno

logy

pla

n ba

sed

on a

ssis

tive

tech

nolo

gy a

sses

smen

t.

5A

sses

s re

liabl

e m

etho

d(s)

of

resp

onse

of

indi

vidu

als

who

lack

typi

cal c

omm

unic

atio

n an

d pe

rfor

man

ceab

ilitie

s.

BD

3K3;

LD

3K1;

MR

3K2;

PH

3K1

BD

3K

BD

3K5;

LD

3K3;

MR

3K5;

PH

3K3

BD

3K2;

BD

3S1;

BD

3S2;

MR

3K3

BD

3K1;

BD

3S3;

LD

3S1;

MR

3K3;

MR

3K4;

MR

3S1;

PH

3S4

MR

3K3;

MR

3S2;

PH

3S1

PH3S

2

PH3S

3

4. I

nstr

uctio

nal C

onte

nt &

Pra

ctic

e

Kno

wle

dge:

1So

urce

s of

spe

cial

ized

mat

eria

ls f

or in

divi

dual

s w

ith d

isab

ilitie

s*.

2Im

pact

of

liste

ning

ski

lls o

n th

e de

velo

pmen

t of

criti

cal t

hink

ing,

rea

ding

com

preh

ensi

on, a

nd o

ral a

ndL

D4K

1w

ritte

n la

ngua

ge.

3Im

pact

of

lang

uage

dev

elop

men

t on

the

acad

emic

and

soc

ial s

kills

of

indi

vidu

als

with

dis

abili

ties*

.L

D4K

24

Impa

ct o

f di

sabi

litie

s on

aud

itory

ski

lls.

LD

4K3

5R

elat

ions

hip

betw

een

disa

bilit

ies

and

read

ing

inst

ruct

ion.

LD

4K4

6Im

pact

of

soci

al s

kills

on

the

lives

of

indi

vidu

als

with

dis

abili

ties*

.L

D4K

5

BD

4IC

2; L

D4K

6; M

R4K

1

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

5 1

gene

ral c

urri

culu

m.

7V

arie

d te

st-t

akin

g st

rate

gies

.L

D4K

78

Alte

rnat

ives

for

teac

hing

ski

lls a

nd s

trat

egie

s to

indi

vidu

als

with

lear

ning

dis

abili

ties

who

dif

fer

in d

egre

eL

D4K

8an

d ki

nd o

f di

sabi

lity.

9A

ppro

ache

s to

cre

ate

posi

tive

lear

ning

env

iron

men

ts f

or in

divi

dual

s w

ith d

isab

ilitie

s*.

MR

4K3

Skill

s:

1U

se e

ffec

tive,

res

earc

h-ba

sed

inst

ruct

iona

l str

ateg

ies

and

prac

tices

to m

eet t

he n

eeds

of

indi

vidu

als

with

BD

4K1;

BD

4K3;

LD

4K8;

LD

4S1;

disa

bilit

ies*

.L

D4S

11

2Fa

cilit

ate

use

of p

reve

ntio

n an

d in

terv

entio

n st

rate

gies

in e

duca

tiona

l set

tings

.B

D4S

13

Del

inea

te a

nd a

pply

the

goal

s, in

terv

entio

n st

rate

gies

, and

pro

cedu

res

rela

ted

to p

sych

odyn

amic

, beh

avio

ral,

BD

4S2

biop

hysi

cal,

and

ecol

ogic

al a

ppro

ache

s to

indi

vidu

als

with

dis

abili

ties*

.4

Plan

, org

aniz

e, a

nd im

plem

ent e

duca

tiona

l pro

gram

s ap

prop

riat

e to

the

cogn

itive

and

aff

ectiv

e ne

eds

ofB

D4S

4in

divi

dual

s w

ith d

isab

ilitie

s*.

5E

valu

ate,

sel

ect,

deve

lop,

and

ado

pt c

urri

culu

m m

ater

ials

and

tech

nolo

gy a

ppro

pria

te f

or in

divi

dual

s w

ithB

D4S

5; B

D4S

3di

sabi

litie

s*.

6In

tegr

ate

acad

emic

inst

ruct

ion,

aff

ectiv

e ed

ucat

ion,

and

beh

avio

r m

anag

emen

t for

indi

vidu

al le

arne

rs a

ndB

D4S

9gr

oups

of

lear

ners

.7

Eva

luat

e st

reng

ths

and

limita

tions

of

alte

rnat

ive

inst

ruct

iona

l str

ateg

ies

for

indi

vidu

als

with

dis

abili

ties*

.B

D4S

108

Inte

grat

e st

uden

t-in

itiat

ed le

arni

ng e

xper

ienc

es in

to o

ngoi

ng in

stru

ctio

n.B

D4S

11

9U

se s

kills

to e

nhan

ce th

inki

ng p

roce

sses

.L

D4S

310

Use

eff

ectiv

e in

stru

ctio

nal s

trat

egie

s to

ass

ist i

ndiv

idua

ls w

ith d

isab

ilitie

s* to

det

ect a

nd c

orre

ct e

rror

s in

LD

4S6,

LD

4S7,

LD

4S8

oral

and

wri

tten

lang

uage

.11

Use

app

ropr

iate

inst

ruct

iona

l str

ateg

ies

to te

ach

mat

h sk

ills

and

conc

epts

acc

ordi

ng to

the

char

acte

rist

ics

of L

D4S

10

the

lear

ner

and

patte

rns

of e

rror

.12

Mod

ify

pace

of

inst

ruct

ion

and

use

orga

niza

tion

cues

.L

D4S

12

13In

tegr

ate

appr

opri

ate

teac

hing

str

ateg

ies

and

inst

ruct

iona

l app

roac

hes

to p

rovi

de e

ffec

tive

inst

ruct

ion

inL

D4S

13

acad

emic

and

non

acad

emic

are

as f

or in

divi

dual

s w

ith d

isab

ilitie

s*.

14U

tiliz

e re

sear

ch-s

uppo

rted

inst

ruct

iona

l str

ateg

ies

and

prac

tices

, inc

ludi

ng th

e fu

nctio

nal e

mbe

dded

ski

llsM

R4S

1ap

proa

ch, c

omm

unity

-bas

ed in

stru

ctio

n, ta

sk a

naly

sis,

mul

tisen

sory

, and

con

cret

e/m

anip

ulat

ive

tech

niqu

es.

15D

esig

n ag

e-ap

prop

riat

e in

stru

ctio

n ba

sed

on th

e ad

aptiv

e sk

ills

of le

arne

rs.

MR

4S4

16In

tegr

ate

rela

ted

serv

ices

into

the

inst

ruct

iona

l set

tings

of

lear

ners

.M

R4S

517

Prov

ide

com

mun

ity r

efer

ence

d in

stru

ctio

n.M

R4S

618

Ass

ist s

tude

nts

in th

e us

e of

alte

rnat

ive

and

augm

enta

tive

com

mun

icat

ion

syst

ems.

MR

4S7

19Su

ppor

t the

use

of

med

ia, m

ater

ials

, alte

rnat

ive

com

mun

icat

ion

styl

es a

nd r

esou

rces

req

uire

d fo

r le

arne

rsD

H4S

3w

hose

dis

abili

ties

inte

rfer

e w

ith c

omm

unic

atio

ns.

20In

terp

ret s

enso

ry, m

obili

ty, r

efle

x, a

nd p

erce

ptua

l inf

orm

atio

n to

cre

ate

appr

opri

ate

lear

ning

pla

ns.

PH4S

121

Use

app

ropr

iate

ada

ptat

ions

and

tech

nolo

gy f

or a

ll in

divi

dual

s w

ith d

isab

ilitie

s*.

PH4S

222

Ada

pt le

sson

s th

at m

inim

ize

the

phys

ical

exe

rtio

n of

indi

vidu

als

with

spe

cial

ized

hea

lth c

are

need

s.PH

4S3

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

gene

ral c

urri

culu

m.

23D

esig

n an

d im

plem

ent a

n in

stru

ctio

nal p

rogr

am th

at a

ddre

sses

inst

ruct

ion

in in

depe

nden

t liv

ing

skill

s,vo

catio

nal s

kills

, and

car

eer

educ

atio

n fo

r st

uden

ts w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties

emph

asiz

ing

posi

tive

self

-con

cept

s an

d re

alis

tic g

oals

.24

Des

ign

and

impl

emen

t cur

ricu

lum

and

inst

ruct

iona

l str

ateg

ies

for

med

ical

sel

f-m

anag

emen

t pro

cedu

res

for

stud

ents

with

spe

cial

ized

hea

lth c

are

need

s.25

Part

icip

ate

in th

e se

lect

ion

and

impl

emen

tatio

n of

aug

men

tativ

e or

alte

rnat

ive

com

mun

icat

ion

devi

ces

and

syst

ems

for

use

with

stu

dent

s w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties.

26U

se s

trat

egie

s fo

r fa

cilit

atin

g th

e m

aint

enan

ce a

nd g

ener

aliz

atio

n of

ski

lls a

cros

s le

arni

ng e

nvir

onm

ents

.

PH4S

4

PH4S

5

PH4S

6

VI4

S4

5. P

lann

ing

and

Man

agin

g th

e T

each

ing

and

Lear

ning

Env

ironm

ent

Kno

wle

dge:

1M

odel

car

eer,

voc

atio

nal,

and

tran

sitio

n pr

ogra

ms

for

indi

vidu

als

with

dis

abili

ties*

.2

Issu

es, r

esou

rces

, and

tech

niqu

es u

sed

to in

tegr

ate

stud

ents

with

dis

abili

ties

into

and

out

of

spec

ial c

ente

rs,

psyc

hiat

ric

hosp

itals

, and

res

iden

tial t

reat

men

t cen

ters

.3

App

ropr

iate

use

of

assi

stiv

e de

vice

s to

mee

t the

nee

ds o

f in

divi

dual

s w

ith d

isab

ilitie

s*.

4C

omm

on e

nvir

onm

enta

l and

per

sona

l bar

rier

s th

at h

inde

r ac

cess

ibili

ty a

nd a

ccep

tanc

e of

indi

vidu

als

with

disa

bilit

ies*

.Sk

ills:

1M

onito

r in

trag

roup

beh

avio

r ch

ange

s ac

ross

sub

ject

s an

d ac

tiviti

es.

BD

5K1;

MR

5K1

BD

5K2

MR

4K2;

PH

5K2

PH5K

4

BD

5S1

2St

ruct

ure

the

educ

atio

nal e

nvir

onm

ent t

o pr

ovid

e op

timal

lear

ning

opp

ortu

nitie

s fo

r in

divi

dual

s w

ithB

D5S

2; M

R5S

1; P

H5K

1di

sabi

litie

s*.

3T

each

indi

vidu

als

with

dis

abili

ties*

in a

var

iety

of

educ

atio

nal s

ettin

gs.

MR

5S2

4D

esig

n le

arni

ng e

nvir

onm

ents

for

indi

vidu

als

with

dis

abili

ties*

that

pro

vide

fee

dbac

k fr

om p

eers

and

adu

lts. L

D6S

15

Des

ign

lear

ning

env

iron

men

ts th

at a

re m

ultis

enso

ry a

nd th

at f

acili

tate

act

ive

part

icip

atio

n, s

elf-

advo

cacy

,V

15S3

; V15

S4an

d in

depe

nden

ce o

f in

divi

dual

s w

ith d

isab

ilitie

s* in

a v

arie

ty o

f gr

oup

and

indi

vidu

al le

arni

ng a

ctiv

ities

.6

Use

loca

l, co

mm

unity

, sta

te, a

nd p

rovi

ncia

l res

ourc

es to

ass

ist i

n pr

ogra

mm

ing

with

indi

vidu

als

who

are

PH5S

1lik

ely

to m

ake

prog

ress

in th

e ge

nera

l cur

ricu

lum

.7

Coo

rdin

ate

activ

ities

of

rela

ted

serv

ices

per

sonn

el to

max

imiz

e di

rect

inst

ruct

ion

time

for

indi

vidu

als

with

PH5S

2di

sabi

litie

s*.

6. M

anag

ing

Stu

dent

Beh

avio

r an

d S

ocia

l Int

erac

tion

Ski

lls

Kno

wle

dge:

1R

atio

nale

for

sel

ectin

g sp

ecif

ic m

anag

emen

t tec

hniq

ues

for

indi

vidu

als

with

dis

abili

ties*

.2

The

orie

s be

hind

rei

nfor

cem

ent t

echn

ique

s an

d th

eir

appl

icat

ion

to te

achi

ng in

divi

dual

s w

ith d

isab

ilitie

s*.

3T

heor

ies

of b

ehav

ior

prob

lem

s in

indi

vidu

als

with

dis

abili

ties*

, inc

ludi

ng s

elf-

stim

ulat

ion

and

self

-abu

se.

4C

omm

unic

atio

n an

d so

cial

inte

ract

ion

alte

rnat

ives

for

indi

vidu

als

who

are

non

spea

king

.

BD

6K1

BD

6K3

MR

6K1

PH

6K1

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

5 5

gene

ral c

urri

culu

m.

Skill

s:

1U

se a

var

iety

of

nona

vers

ive

tech

niqu

es f

or th

e pu

rpos

e of

con

trol

ling

targ

eted

beh

avio

r an

d m

aint

aini

ngat

tent

ion

of in

divi

dual

s w

ith d

isab

ilitie

s*.

BD

6S 1

2D

evel

op a

nd im

plem

ent a

sys

tem

atic

beh

avio

r m

anag

emen

t pla

n us

ing

obse

rvat

ion,

rec

ordi

ng, c

hart

ing,

esta

blis

hmen

t of

timel

ines

, hie

rarc

hies

of

inte

rven

tions

, and

sch

edul

es o

f re

info

rcem

ent.

BD

6S2;

BD

6S4

3Se

lect

targ

et b

ehav

iors

to b

e ch

ange

d an

d id

entif

y th

e cr

itica

l var

iabl

es a

ffec

ting

the

targ

et b

ehav

ior.

BD

6S3

4D

efin

e an

d us

e sk

ills

in p

robl

em-s

olvi

ng a

nd c

onfl

ict r

esol

utio

n.B

D6S

55

Des

ign,

impl

emen

t, an

d ev

alua

te in

stru

ctio

nal p

rogr

ams

that

enh

ance

an

indi

vidu

al's

soc

ial p

artic

ipat

ion

infa

mily

, sch

ool,

and

com

mun

ity a

ctiv

ities

.M

R6S

1

6E

stab

lish

a co

nsis

tent

cla

ssro

om r

outin

e fo

r in

divi

dual

s w

ith d

isab

ilitie

s*.

BD

4S6

7D

elin

eate

and

app

ly a

ppro

pria

te m

anag

emen

t pro

cedu

res

whe

n pr

esen

ted

with

spo

ntan

eous

man

agem

ent

prob

lem

s.B

D4S

7

8Fa

cilit

ate

deve

lopm

ent a

nd im

plem

enta

tion

of r

ules

and

app

ropr

iate

con

sequ

ence

s in

the

educ

atio

nal

envi

ronm

ent.

BD

4S8

7. C

omm

unic

atio

n an

d C

olla

bora

tive

Part

ners

hips

Kno

wle

dge:

Sour

ces

of u

niqu

e se

rvic

es, n

etw

orks

, and

org

aniz

atio

ns f

or in

divi

dual

s w

ith d

isab

ilitie

s*, i

nclu

ding

car

eer,

voca

tiona

l, an

d tr

ansi

tion

supp

ort.

2Pa

rent

edu

catio

n pr

ogra

ms

and

beha

vior

man

agem

ent g

uide

s, in

clud

ing

thos

e co

mm

erci

ally

ava

ilabl

e, th

atad

dres

s th

e m

anag

emen

t of

seve

re b

ehav

iora

l pro

blem

s an

d fa

cilit

ate

com

mun

icat

ion

links

app

licab

le to

indi

vidu

als

with

dis

abili

ties*

.

3C

olla

bora

tive

and

cons

ulta

tive

role

s of

spe

cial

edu

catio

n te

ache

rs in

the

inte

grat

ion

of in

divi

dual

s w

ithdi

sabi

litie

s* in

to th

e ge

nera

l cur

ricu

lum

and

cla

ssro

om.

4T

ypes

and

impo

rtan

ce o

f in

form

atio

n ge

nera

lly a

vaila

ble

from

fam

ily, s

choo

l off

icia

ls, l

egal

sys

tem

,co

mm

unity

ser

vice

age

ncie

s.5

Rol

es a

nd r

espo

nsib

ilitie

s of

sch

ool-

base

d m

edic

al a

nd r

elat

ed s

ervi

ces

pers

onne

l, pr

ofes

sion

al g

roup

s, a

ndco

mm

unity

org

aniz

atio

ns in

iden

tifyi

ng, a

sses

sing

, and

pro

vidi

ng s

ervi

ces

to in

divi

dual

s w

ith d

isab

ilitie

s*.

Skill

s:

1U

se s

peci

fic

beha

vior

al m

anag

emen

t and

cou

nsel

ing

tech

niqu

es in

man

agin

g st

uden

ts a

nd p

rovi

ding

trai

ning

for

thei

r pa

rent

s.2

Ass

ist s

tude

nts,

in c

olla

bora

tion

with

par

ents

and

oth

er p

rofe

ssio

nals

, in

plan

ning

for

tran

sitio

n to

pos

t-sc

hool

set

tings

with

max

imum

opp

ortu

nitie

s fo

r de

cisi

on m

akin

g an

d fu

ll pa

rtic

ipat

ion

in th

e co

mm

unity

.

BD

7K1;

LD

7K1;

MR

7K1;

PH

7K1

BD

7K2

BD

7K3

BD

7K4

BD

7K5;

PH

7K2;

PH

7K3

BD

7S 1

MR

7S 1

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

gene

ral c

urri

culu

m.

8. P

rofe

ssio

nalis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

1C

onsu

mer

and

pro

fess

iona

l org

aniz

atio

ns, p

ublic

atio

ns, a

nd jo

urna

ls r

elev

ant t

o in

divi

dual

s w

ithB

D8K

1; L

D8K

1; M

R8K

1; P

H8K

2di

sabi

litie

s*.

2R

ight

s to

pri

vacy

, con

fide

ntia

lity,

and

res

pect

for

dif

fere

nces

am

ong

all p

erso

ns in

tera

ctin

g w

ith in

divi

dual

sPH

8K1

with

dis

abili

ties*

.3

Typ

es a

nd tr

ansm

issi

on r

oute

s of

infe

ctio

us d

isea

se.

PH8K

34

Mai

ntai

n co

nfid

entia

lity

of m

edic

al a

nd a

cade

mic

rec

ords

and

res

pect

for

pri

vacy

of

indi

vidu

als

with

PH8S

2di

sabi

litie

s*.

Ski

lls:

1Pa

rtic

ipat

e in

the

activ

ities

of

prof

essi

onal

org

aniz

atio

ns r

elev

ant t

o in

divi

dual

s w

ith d

isab

ilitie

s*.

BD

8S1;

LD

8S2;

MR

8S1;

PH

8S5

2A

rtic

ulat

e th

e te

ache

r's e

thic

al r

espo

nsib

ility

to n

onid

entif

ied

indi

vidu

als

who

fun

ctio

n si

mila

rly

toL

D8S

1in

divi

dual

s w

ith d

isab

ilitie

s*.

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

seed

ucat

ion

focu

ses

on a

n in

divi

dual

ized

gene

ral c

urri

culu

m.

58

59

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s w

ith D

isab

ilitie

s in

Indi

vidu

aliz

ed I

ndep

ende

nce

Cur

ricu

lum

s

Indi

vidu

aliz

ed I

ndep

ende

nce

Cur

ricu

lum

Ref

eren

ced

Stan

dard

sA

rea

of S

peci

aliz

atio

n St

anda

rdIn

clud

ed in

Thi

s It

em1.

Fou

ndat

ions

Kno

wle

dge:

1C

urre

nt e

duca

tiona

l ter

min

olog

y an

d de

fini

tions

of

indi

vidu

als

who

wou

ld b

enef

it m

ost f

rom

ain

depe

nden

ce c

urri

culu

m, i

nclu

ding

the

iden

tific

atio

n cr

iteri

a an

d la

belin

g co

ntro

vers

ies,

util

izin

gpr

ofes

sion

al a

ccep

ted

clas

sifi

catio

n sy

stem

s an

d cu

rren

t inc

iden

ce a

nd p

reva

lenc

e fi

gure

s.

2E

volu

tion

and

maj

or p

ersp

ectiv

es f

rom

med

icin

e, p

sych

olog

y, b

ehav

ior,

and

edu

catio

n on

the

defi

nitio

nsan

d et

iolo

gies

of

indi

vidu

als

with

dis

abili

ties*

.

3T

he h

isto

ric

foun

datio

ns, c

lass

ic s

tudi

es in

clud

ing

the

maj

or c

ontr

ibut

ors,

and

maj

or le

gisl

atio

n th

at g

roun

dsth

e gr

owth

and

impr

ovem

ent o

f kn

owle

dge

and

prac

tice

in th

e fi

eld

of e

duca

tion

of in

divi

dual

s w

ithdi

sabi

litie

s*.

4C

ontin

uum

of

plac

emen

t and

ser

vice

s av

aila

ble

for

indi

vidu

als

with

dis

abili

ties*

.

5

Skill

s:1

Art

icul

ate

the

pros

and

con

s of

cur

rent

issu

es a

nd tr

ends

in th

e ed

ucat

ion

of in

divi

dual

s w

ith d

isab

ilitie

s*.

2D

elin

eate

the

prin

cipl

es o

f no

rmal

izat

ion

vers

us th

e ed

ucat

iona

l con

cept

of

"lea

st r

estr

ictiv

e en

viro

nmen

t"in

des

igni

ng e

duca

tiona

l pro

gram

s fo

r in

divi

dual

s w

ith d

isab

ilitie

s*.

Law

s, r

egul

atio

ns, a

nd p

olic

ies

rela

ted

to th

e pr

ovis

ion

of s

peci

aliz

ed h

ealth

car

e in

the

educ

atio

nal s

ettin

g.

BD

1K1;

DH

1K1;

MR

1K1;

PH

1K1;

VI1

K3

BD

1K3;

MR

1K2

BD

1K4;

MR

1K4;

PH

1K2

DH

1K6;

MR

1K3;

PH

1S1

PH1K

4

BD

1S1;

MR

1S1;

PH

1K3

BD

1S3

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

1Ph

ysic

al d

evel

opm

ent,

phys

ical

dis

abili

ties,

sen

sory

dis

abili

ties,

and

hea

lth im

pair

men

ts a

s th

ey r

elat

e to

the

deve

lopm

ent a

nd b

ehav

ior

of in

divi

dual

s w

ho w

ould

ben

efit

mos

t fro

m a

fun

ctio

nal i

ndep

ende

nce

curr

icul

um.

2T

he v

ario

us e

tiolo

gies

and

med

ical

asp

ects

of

cond

ition

s af

fect

ing

indi

vidu

als

with

dis

abili

ties*

.

3Ps

ycho

logi

cal a

nd s

ocia

l-em

otio

nal c

hara

cter

istic

s of

indi

vidu

als

with

dis

abili

ties*

.

4M

edic

al c

ompl

icat

ions

and

impl

icat

ions

for

stu

dent

sup

port

nee

ds, i

nclu

ding

sei

zure

man

agem

ent,

tube

feed

ing,

cat

hete

riza

tion,

and

car

diop

ulm

onar

y re

susc

itatio

n (C

PR).

BD

2K1;

DH

2K6;

DH

2K8;

DH

2K9;

DH

2K10

; PH

2K1;

VI2

K1;

VI3

K5

DH

2K4;

MR

2K1;

MR

2K2;

PH

2K3;

PH2K

2; P

H2K

4; V

I2K

3B

D2K

2; M

R2K

4; M

R2K

5; P

H2K

1

MR

2K3

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

inde

pend

ence

cur

ricu

lum

.

GI

Skill

s:

1D

escr

ibe

and

defi

ne g

ener

al d

evel

opm

enta

l, ac

adem

ic, s

ocia

l, ca

reer

, and

fun

ctio

nal c

hara

cter

istic

s of

indi

vidu

als

who

wou

ld b

enef

it m

ost f

rom

a in

depe

nden

t cur

ricu

lum

as

they

rel

ate

to le

vels

of

supp

ort

need

ed.

MR

2S1

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

1Sp

ecia

lized

term

inol

ogy

used

in th

e as

sess

men

t of

indi

vidu

als

who

wou

ld b

enef

it m

ost f

rom

a f

unct

iona

lin

depe

nden

ce c

urri

culu

m a

s th

ey r

elat

e to

leve

ls o

f su

ppor

t nee

ded.

2L

egal

pro

visi

ons,

reg

ulat

ions

, and

gui

delin

es r

egar

ding

unb

iase

d as

sess

men

t and

use

of

psyc

hom

etri

cin

stru

men

ts a

nd in

stru

ctio

nal a

sses

smen

t mea

sure

s w

ith in

divi

dual

s w

ith d

isab

ilitie

s* a

s th

ey r

elat

e to

leve

lsof

sup

port

nee

ded.

3Sp

ecia

lized

pol

icie

s re

gard

ing

scre

enin

g, r

efer

ral,

and

plac

emen

t pro

cedu

res

for

indi

vidu

als

who

wou

ldbe

nefi

t mos

t fro

m a

fun

ctio

nal i

ndep

ende

nce

curr

icul

um a

s th

ey r

elat

e to

leve

ls o

f su

ppor

t nee

ded.

Skill

s:1

Impl

emen

t pro

cedu

res

for

asse

ssin

g an

d re

port

ing

both

app

ropr

iate

and

pro

blem

atic

soc

ial b

ehav

iors

of

indi

vidu

als

with

dis

abili

ties*

.2

Use

exc

eptio

nalit

y-sp

ecif

ic a

sses

smen

t ins

trum

ents

with

indi

vidu

als

with

dis

abili

ties*

.

3A

dapt

and

mod

ify

exis

ting

asse

ssm

ent t

ools

and

met

hods

to a

ccom

mod

ate

the

uniq

ue a

bilit

ies

and

need

sin

divi

dual

s w

ho w

ould

ben

efit

mos

t fro

m a

fun

ctio

nal i

ndep

ende

nce

curr

icul

um.

4D

evel

op a

nd u

se a

tech

nolo

gy p

lan

base

d on

ada

ptiv

e te

chno

logy

ass

essm

ent.

5A

sses

s re

liabl

e m

etho

d(s)

of

resp

onse

of

indi

vidu

als

who

lack

typi

cal c

omm

unic

atio

n an

d pe

rfor

man

ceab

ilitie

s.

BD

3K3;

MR

3K2;

PH

3K1

BD

3K4;

MR

3K1;

PH

3K2;

BD

3K1

BD

3K5;

MR

3K5;

PH

3K3

BD

3K2;

BD

3S1;

BD

3S2;

MR

3K3

BD

3K1;

BD

3S3;

DH

3S3;

MR

3K3;

MR

3K4;

MR

3S1;

PH

3S4;

VI3

S2

of M

R3S

2; M

R3K

3; P

H3S

1; V

I3S3

PH3S

2

PH3S

3

4. In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

1T

he s

ourc

es o

f sp

ecia

lized

mat

eria

ls, e

quip

men

t, an

d as

sist

ive

tech

nolo

gy f

or in

divi

dual

s w

ith d

isab

ilitie

s*.

2T

he im

pact

of

lang

uage

dev

elop

men

t on

the

acad

emic

and

soc

ial s

kills

of

indi

vidu

als

with

dis

abili

ties*

.3

The

impa

ct o

f di

sabi

litie

s on

aud

itory

ski

lls o

f in

divi

dual

s w

ith d

isab

ilitie

s*.

4T

he im

pact

of

soci

al s

kills

on

the

lives

of

indi

vidu

als

with

dis

abili

ties*

.

Skill

s:

IFa

cilit

ate

use

of p

reve

ntio

n an

d in

terv

entio

n st

rate

gies

in e

duca

tiona

l set

tings

.2

Use

tech

nolo

gy in

clud

ing

assi

stiv

e de

vice

s.3

Use

rei

nfor

cem

ent s

yste

ms

to c

reat

e ef

fect

ive

lear

ning

env

iron

men

ts.

4U

se s

tude

nt-i

nitia

ted

lear

ning

exp

erie

nces

and

inte

grat

e th

em in

to o

ngoi

ng in

stru

ctio

n.

BD

4K2;

LD

4K6;

MR

4K1;

PH

4K2

LD

4K2

LD

4K3

LD

4K5

BD

4S 1

BD

4S3

BD

4S4

BD

4S 1

1

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

inde

pend

ence

cur

ricu

lum

.

6283

.

6

5U

se e

ffec

tive

inst

ruct

iona

l str

ateg

ies

to a

ssis

t ind

ivid

uals

with

dis

abili

ties*

to d

etec

t and

cor

rect

err

ors

inor

al a

nd w

ritte

n la

ngua

ge.

6C

hoos

e ap

prop

riat

e m

etho

ds a

nd in

stru

ctio

nal s

trat

egie

s ac

cord

ing

to th

e ch

arac

teri

stic

s of

the

lear

ner.

7D

esig

n an

d im

plem

ent s

enso

ry s

timul

atio

n pr

ogra

ms.

8T

each

cul

tura

lly r

espo

nsiv

e fu

nctio

nal l

ife

skill

s.9

Use

res

earc

h-su

ppor

ted

inst

ruct

iona

l str

ateg

ies

and

prac

tices

.10

Des

ign

age-

appr

opri

ate

inst

ruct

ion

base

d on

the

adap

tive

skill

s of

lear

ners

.11

Inte

grat

e re

late

d se

rvic

es in

to th

e in

stru

ctio

nal s

ettin

gs o

f le

arne

rs.

12Pr

ovid

e co

mm

unity

ref

eren

ced

and

com

mun

ity b

ased

inst

ruct

ion.

13A

ssis

t stu

dent

s in

the

use

of a

ltern

ativ

e an

d au

gmen

tativ

e co

mm

unic

atio

n sy

stem

s.14

Use

app

ropr

iate

phy

sica

l man

agem

ent t

echn

ique

s, in

clud

ing

posi

tioni

ng, h

andl

ing,

lift

ing,

rel

axat

ion,

and

rang

e of

mot

ion.

15Fa

cilit

ate

lear

ner's

use

of

orth

otic

, pro

sthe

tic, a

nd a

dapt

ive

equi

pmen

t.16

Sele

ct a

nd u

se m

edia

, mat

eria

ls, a

nd r

esou

rces

req

uire

d w

ith le

arne

rs w

hose

dis

abili

ties

inte

rfer

e w

ithco

mm

unic

atio

ns.

17In

terp

ret s

enso

ry, m

obili

ty, r

efle

x, a

nd p

erce

ptua

l inf

orm

atio

n to

cre

ate

appr

opri

ate

lear

ning

pla

ns.

18U

se a

ppro

pria

te a

dapt

atio

ns a

nd a

ssis

tive

tech

nolo

gy.

19A

dapt

less

ons

that

min

imiz

e th

e ph

ysic

al e

xert

ion

of in

divi

dual

s w

ith s

peci

aliz

ed h

ealth

car

e.20

Des

ign

and

impl

emen

t ins

truc

tiona

l pro

gram

s th

at a

ddre

ss f

unct

iona

l ind

epen

denc

e sk

ills

emph

asiz

ing

posi

tive

self

-con

cept

s an

d re

alis

tic g

oals

.21

Des

ign

and

impl

emen

t str

ateg

ies

for

med

ical

sel

f-m

anag

emen

t pro

cedu

res.

22Pa

rtic

ipat

e in

the

sele

ctio

n an

d im

plem

enta

tion

of a

ugm

enta

tive

or a

ltern

ativ

e co

mm

unic

atio

n de

vice

s an

dsy

stem

s.

LD

4S6;

LD

4S7

LD

4S8;

LD

4S9

MR

4S2

MR

4S3

LD

4S 1

1M

R4S

4M

R4S

5M

R4S

6M

R4S

7M

R4S

8

MR

4S9

DH

4S3

PH4S

1PH

4S2;

CC

4S2

PH4S

3PH

4S4

PH4S

5PH

4S6

5.P

lann

ing

and

Man

agin

g th

e T

each

ing

and

Lear

ning

Env

ironm

ent

Kno

wle

dge:

Mod

el c

aree

r, v

ocat

iona

l, an

d tr

ansi

tion

prog

ram

s fo

r in

divi

dual

s w

ith d

isab

ilitie

s* w

ho a

re m

ost l

ikel

y to

mak

e pr

ogre

ss in

a f

unct

iona

l ind

epen

denc

e cu

rric

ulum

.2

Issu

es, r

esou

rces

, and

tech

niqu

es u

sed

to in

tegr

ate

stud

ents

in a

fun

ctio

nal i

ndep

ende

nce

curr

icul

um in

toan

d ou

t of

alte

rnat

ive

envi

ronm

ents

, inc

ludi

ng s

peci

al c

ente

rs, p

sych

iatr

ic h

ospi

tals

, and

res

iden

tial

trea

tmen

t cen

ters

.3

App

ropr

iate

use

of

assi

stiv

e de

vice

s to

mee

t the

nee

ds o

f in

divi

dual

s w

ith d

isab

ilitie

s*.

4Sp

ecia

lized

hea

lth c

are

prac

tices

, fir

st-a

id te

chni

ques

, and

oth

er m

edic

ally

rel

evan

t int

erve

ntio

ns n

eces

sary

to m

aint

ain

the

heal

th a

nd s

afet

y of

indi

vidu

als

with

dis

abili

ties

in a

var

iety

of

educ

atio

nal s

ettin

gs.

5C

omm

on e

nvir

onm

enta

l and

per

sona

l bar

rier

s th

at h

inde

r ac

cess

ibili

ty a

nd a

ccep

tanc

e of

indi

vidu

als

with

disa

bilit

ies*

.

Skill

s:M

onito

r in

trag

roup

beh

avio

r ch

ange

s ac

ross

sub

ject

s an

d ac

tiviti

es.

BD

5K1;

MR

5K1

BD

5K2

PH5K

2PH

5K3

PH5K

4

BD

5S 1

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

inde

pend

ence

cur

ricu

lum

.

2St

ruct

ure

the

educ

atio

nal e

nvir

onm

ent f

or o

ptim

al le

arni

ng o

ppor

tuni

ties.

3T

each

indi

vidu

als

with

dis

abili

ties

who

are

in a

fun

ctio

nal i

ndep

ende

nce

curr

icul

um in

a v

arie

ty o

f se

tting

s.4

Des

ign

lear

ning

env

iron

men

ts th

at p

rovi

des

feed

back

fro

m p

eers

and

adu

lts.

5D

esig

n le

arni

ng e

nvir

onm

ents

that

are

mul

tisen

sory

and

that

fac

ilita

te a

ctiv

e pa

rtic

ipat

ion,

sel

f-ad

voca

cy,

and

inde

pend

ence

of

indi

vidu

als

with

dis

abili

ties*

in a

var

iety

of

grou

p an

d in

divi

dual

lear

ning

act

iviti

es.

6U

se lo

cal,

com

mun

ity, s

tate

, and

pro

vinc

ial r

esou

rces

to a

ssis

t in

prog

ram

min

g.7

Coo

rdin

ate

activ

ities

of

rela

ted

serv

ices

per

sonn

el to

max

imiz

e di

rect

inst

ruct

ion

time

for

indi

vidu

als

with

disa

bilit

ies*

who

are

stu

dyin

g an

indi

vidu

aliz

ed in

depe

nden

ce c

urri

culu

m.

8U

se te

chni

ques

of

phys

ical

pos

ition

ing

and

man

agem

ent o

f in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties

to e

nsur

e pa

rtic

ipat

ion

in a

cade

mic

and

soc

ial e

nvir

onm

ents

.9

Dem

onst

rate

app

ropr

iate

bod

y m

echa

nics

to e

nsur

e st

uden

t and

teac

her

safe

ty in

tran

sfer

, lif

ting,

posi

tioni

ng, a

nd s

eatin

g.10

Use

app

ropr

iate

ada

ptiv

e eq

uipm

ent s

uch

as w

edge

s, s

eat i

nser

ts, a

nd s

tand

ers

to f

acili

tate

pos

ition

ing,

mob

ility

, com

mun

icat

ion,

and

lear

ning

for

indi

vidu

als

with

phy

sica

l and

hea

lth d

isab

ilitie

s.11

Use

pos

ition

ing

tech

niqu

es th

at d

ecre

ase

inap

prop

riat

e to

ne a

nd f

acili

tate

app

ropr

iate

pos

tura

l rea

ctio

ns to

enha

nce

part

icip

atio

n.

MR

5S 1

; BD

5S2

MR

5S2

LD

6S1

VI5

S3; V

I5S4

PH5S

1PH

5S2

PH5S

3

PH5S

4

PH5S

5

PH5S

6

6.M

anag

ing

Stu

dent

Beh

avio

r an

d S

ocia

l Int

erac

tion

Ski

lls

Kno

wle

dge:

1R

atio

nale

for

sel

ectin

g sp

ecif

ic m

anag

emen

t tec

hniq

ues

for

indi

vidu

als

with

dis

abili

ties*

.2

Con

tinuu

m o

f al

tern

ativ

e pl

acem

ents

and

pro

gram

s av

aila

ble

to in

divi

dual

s w

ith d

isab

ilitie

s*; s

tate

,pr

ovin

cial

, and

loca

l ser

vice

s av

aila

ble;

and

the

adva

ntag

es a

nd d

isad

vant

ages

of

plac

emen

t opt

ions

and

prog

ram

s w

ithin

the

cont

inuu

m o

f se

rvic

es.

3T

heor

ies

behi

nd r

einf

orce

men

t tec

hniq

ues

and

thei

r ap

plic

atio

ns f

or te

achi

ng in

divi

dual

s w

ith d

isab

ilitie

s*.

4T

heor

ies

of b

ehav

ior

prob

lem

s in

indi

vidu

als

with

dis

abili

ties*

, inc

ludi

ng s

elf-

stim

ulat

ion

and

self

-abu

se.

5Im

pact

of

mul

tiple

dis

abili

ties

on b

ehav

ior

and

lear

ning

.6

Com

mun

icat

ion

and

soci

al in

tera

ctio

n al

tern

ativ

es f

or in

divi

dual

s w

ho a

re n

onsp

eaki

ng.

Skill

s:1

Use

a v

arie

ty o

f no

nave

rsiv

e te

chni

ques

for

the

purp

ose

of c

ontr

ollin

g ta

rget

ed b

ehav

ior

and

mai

ntai

ning

atte

ntio

n of

indi

vidu

als

with

dis

abili

ties*

.2

Dev

elop

and

impl

emen

t sys

tem

atic

beh

avio

r m

anag

emen

t pla

ns f

or in

divi

dual

s w

ith d

isab

ilitie

s* u

sing

obse

rvat

ion,

rec

ordi

ng, c

hart

ing,

tim

elin

es, i

nter

vent

ion

hier

arch

ies,

and

sch

edul

es o

f re

info

rcem

ent.

3Se

lect

targ

et b

ehav

iors

to b

e ch

ange

d an

d id

entif

y th

e cr

itica

l var

iabl

es a

ffec

ting

the

targ

et b

ehav

ior.

4D

efin

e an

d us

e sk

ills

in p

robl

em-s

olvi

ng a

nd c

onfl

ict r

esol

utio

n.5

Des

ign,

impl

emen

t, an

d ev

alua

te in

stru

ctio

nal p

rogr

ams

that

enh

ance

the

indi

vidu

al's

soc

ial p

artic

ipat

ion

infa

mily

, sch

ool,

and

com

mun

ity a

ctiv

ities

.6

Dev

elop

and

fac

ilita

te u

se o

f be

havi

or c

risi

s m

anag

emen

t pla

ns.

7Fa

cilit

ate

deve

lopm

ent a

nd im

plem

enta

tion

of r

ules

and

app

ropr

iate

con

sequ

ence

s.

BD

6K1

BD

6K2

BD

6K3

MR

6K1

MR

6K2

PH6K

1

BD

6S 1

BD

6S2;

BD

6S4

BD

6S3

BD

6S5

MR

6S 1

BD

4S7

BD

4S8

67

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

focu

ses

on a

n in

divi

dual

ized

inde

pend

ence

cur

ricu

lum

.

7.C

omm

unic

atio

n an

d C

olla

bora

tive

Par

tner

ship

s

Kno

wle

dge:

1So

urce

s of

uni

que

serv

ices

, net

wor

ks, a

nd o

rgan

izat

ions

for

indi

vidu

als

with

dis

abili

ties*

, inc

ludi

ng c

aree

r, B

D7K

1; L

D7K

1; M

R7K

1; P

H7K

1vo

catio

nal,

and

tran

sitio

n su

ppor

t.2

Pare

nt e

duca

tion

prog

ram

s an

d be

havi

or m

anag

emen

t gui

des,

incl

udin

g th

ose

com

mer

cial

ly a

vaila

ble,

that

BD

7K2

addr

ess

the

man

agem

ent o

f se

vere

beh

avio

ral p

robl

ems

and

faci

litat

e co

mm

unic

atio

n lin

ks a

pplic

able

toin

divi

dual

s w

ith d

isab

ilitie

s*.

3C

olla

bora

tive

and/

or c

onsu

ltativ

e ro

les

of th

e sp

ecia

l edu

catio

n te

ache

rs a

nd p

arae

duca

tors

in th

e in

tegr

atio

n B

D7K

3of

indi

vidu

als

with

dis

abili

ties*

into

gen

eral

cla

ssro

oms.

4T

ypes

and

impo

rtan

ce o

f in

form

atio

n ge

nera

lly a

vaila

ble

from

fam

ily, s

choo

l off

icia

ls, l

egal

sys

tem

,B

D7K

4co

mm

unity

ser

vice

age

ncie

s.5

Rol

es a

nd r

espo

nsib

ilitie

s of

sch

ool-

base

d m

edic

al a

nd r

elat

ed s

ervi

ces

pers

onne

l, pr

ofes

sion

al g

roup

s, a

nd B

D7K

5; P

H7K

2; P

H7K

3co

mm

unity

org

aniz

atio

ns in

iden

tifyi

ng, a

sses

sing

, and

pro

vidi

ng s

ervi

ces

to in

divi

dual

s w

ith d

isab

ilitie

s*.

Skill

s:1

Ass

ist s

tude

nts,

in c

olla

bora

tion

with

par

ents

and

oth

er p

rofe

ssio

nals

, in

plan

ning

for

tran

sitio

n to

adu

lthoo

d M

R7S

1in

clud

ing

empl

oym

ent,

com

mun

ity, a

nd d

aily

life

, with

max

imum

opp

ortu

nitie

s fo

r de

cisi

on m

akin

g an

dfu

ll pa

rtic

ipat

ion

in th

e co

mm

unity

.2

Use

str

ateg

ies

to w

ork

with

chr

onic

ally

ill a

nd te

rmin

ally

ill i

ndiv

idua

ls a

nd th

eir

fam

ilies

.PH

7S2

8.P

rofe

ssio

nalis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

1C

onsu

mer

and

pro

fess

iona

l org

aniz

atio

ns, p

ublic

atio

ns, a

nd jo

urna

ls r

elev

ant t

o in

divi

dual

s w

ithB

D8K

1; L

D8K

1; M

R8K

1; P

H8K

2di

sabi

litie

s*.

2R

ight

s to

pri

vacy

, con

fide

ntia

lity,

and

res

pect

for

dif

fere

nces

am

ong

all p

erso

ns in

tera

ctin

g w

ith in

divi

dual

s PH

8K1

with

dis

abili

ties*

.3

Typ

es a

nd tr

ansm

issi

on r

oute

s of

infe

ctio

us d

isea

se.

Ski

lls:

PH8K

3

1Pa

rtic

ipat

e in

the

activ

ities

of

prof

essi

onal

org

aniz

atio

ns r

elev

ant t

o in

divi

dual

s w

ith d

isab

ilitie

s*.

BD

8 S

1 ; L

D8S

2; M

R8S

1 ;

PH8S

5

2A

rtic

ulat

e th

e te

ache

r's e

thic

al r

espo

nsib

ility

to in

divi

dual

s w

ho f

unct

ion

sim

ilarl

y to

indi

vidu

als

with

disa

bilit

ies*

(e.

g., i

ndiv

idua

ls a

tris

k).

LD

8S 1

3Se

ek in

form

atio

n re

gard

ing

prot

ocol

s, p

roce

dura

l gui

delin

es, a

nd p

olic

ies

desi

gned

to a

ssis

t ind

ivid

uals

with

dis

abili

ties*

as

they

par

ticip

ate

in s

choo

l and

com

mun

ity-b

ased

act

iviti

es.

PH8S

4

4M

aint

ain

conf

iden

tialit

y of

med

ical

and

aca

dem

ic r

ecor

ds a

nd r

espe

ct f

or p

riva

cy o

f in

divi

dual

s w

ithdi

sabi

litie

s*.

PH8S

2

*Im

plic

it to

all

of th

e kn

owle

dge

and

skill

s st

anda

rds

in th

is s

ectio

n is

the

focu

s on

indi

vidu

als

with

dis

abili

ties

who

se e

duca

tion

is in

an

indi

vidu

aliz

edin

depe

nden

ce c

urri

culu

m

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s W

ho A

re D

eaf

or H

ard

of H

eari

ngK

NO

WLE

DG

E A

ND

SK

ILLS

ST

AT

EM

EN

TS

DH

: Dea

f or

Har

d of

Hea

ring

1.Ph

iloso

phic

al, H

isto

rica

l, an

d L

egal

Fou

ndat

ions

of

Spec

ial E

duca

tion

Kno

wle

dge:

K1

Cur

rent

edu

catio

nal d

efin

ition

s of

stu

dent

s w

ith h

eari

ng lo

ss,

incl

udin

g id

entif

icat

ion

crite

ria,

labe

ling

issu

es, a

nd c

urre

ntin

cide

nce

and

prev

alen

ce f

igur

es.

K2

Mod

els,

theo

ries

, and

phi

loso

phie

s (e

.g.,

bilin

gual

-bic

ultu

ral,

tota

l com

mun

icat

ion,

ora

l/aur

al)

that

pro

vide

the

basi

s fo

r ed

u-ca

tiona

l pra

ctic

e(s)

for

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

ear-

ing,

as

cons

iste

nt w

ith p

rogr

am p

hilo

soph

y.

K3

Var

iatio

ns in

bel

iefs

, tra

ditio

ns, a

nd v

alue

s ac

ross

cul

ture

s an

dw

ithin

soc

iety

, and

the

effe

ct o

f th

e re

latio

nshi

ps a

mon

g ch

il-dr

en w

ho a

re d

eaf

or h

ard

of h

eari

ng, t

heir

fam

ilies

, and

sch

ool-

ing.

K4

Issu

es in

def

initi

on a

nd id

entif

icat

ion

proc

edur

es f

or in

divi

du-

als

who

are

dea

f or

har

d of

hea

ring

(e.

g., c

ultu

ral v

ersu

s m

ed-

ical

per

spec

tive)

.

K5

Rig

hts

and

resp

onsi

bilit

ies

(e.g

., D

eaf

Chi

ldre

n's

Bill

of

Rig

hts)

of p

aren

ts, s

tude

nts,

teac

hers

, and

sch

ools

as

they

rel

ate

to s

tu-

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng.

K6

The

impa

ct o

f va

riou

s ed

ucat

iona

l pla

cem

ent o

ptio

ns (

from

the

pers

pect

ive

of th

e ne

eds

of a

ny g

iven

chi

ld w

ho is

dea

f or

har

dof

hea

ring

and

con

sist

ent w

ith p

rogr

am p

hilo

soph

y) w

ithre

gard

to c

ultu

ral i

dent

ity a

nd li

ngui

stic

, aca

dem

ic, a

nd s

ocia

l-em

otio

nal d

evel

opm

ent.

7 0

Skill

s:

S1A

pply

und

erst

andi

ng o

f th

eory

, phi

loso

phy,

and

mod

els

of p

rac-

tice

to th

e ed

ucat

ion

of s

tude

nts

who

are

dea

f or

har

d of

hea

r-in

g.

S2 A

rtic

ulat

e pr

os a

nd c

ons

of c

urre

nt is

sues

and

tren

ds in

spe

cial

educ

atio

n an

d th

e fi

eld

of e

duca

tion

of c

hild

ren

who

are

dea

f or

hard

of

hear

ing.

S3 I

dent

ify

the

maj

or c

ontr

ibut

ors

to th

e gr

owth

and

impr

ove-

men

t of

know

ledg

e an

d pr

actic

e in

the

fiel

d of

edu

catio

n of

chi

l-dr

en w

ho a

re d

eaf

or h

ard

of h

eari

ng.

'72

DH

: Dea

f or

Har

d of

Hea

ring

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

Com

mun

icat

ion

feat

ures

(vi

sual

, spa

tial,

tact

ile, a

nd/o

r au

dito

-ry

) sa

lient

to th

e le

arne

r w

ho is

dea

f or

har

d of

hea

ring

that

are

nece

ssar

y to

enh

ance

cog

nitiv

e, e

mot

iona

l, an

d so

cial

dev

elop

-m

ent.

K2

Res

earc

h in

cog

nitio

n re

late

d to

chi

ldre

n w

ho a

re d

eaf

or h

ard

of h

eari

ng.

K3

Cul

tura

l dim

ensi

ons

that

bei

ng d

eaf

or h

ard

of h

eari

ng m

ayad

d to

the

life

of a

chi

ld.

K4

Var

ious

etio

logi

es o

f he

arin

g lo

ss th

at c

an r

esul

t in

addi

tiona

lse

nsor

y, m

otor

, and

/or

lear

ning

dif

fere

nces

in s

tude

nts

who

are

deaf

or

hard

of

hear

ing.

K5

Eff

ects

of

fam

ilies

and

/or

prim

ary

care

give

rs o

n th

e ov

eral

lde

velo

pmen

t of

the

child

who

is d

eaf

or h

ard

of h

eari

ng.

K6

Eff

ects

that

ons

et o

f he

arin

g lo

ss, a

ge o

f id

entif

icat

ion,

and

pro

-vi

sion

of

serv

ices

hav

e on

the

deve

lopm

ent o

f th

e ch

ild w

ho is

deaf

or

hard

of

hear

ing.

K7

Impa

ct o

f ea

rly

com

preh

ensi

ble

com

mun

icat

ion

on th

e de

vel-

opm

ent o

f th

e ch

ild w

ho is

dea

f or

har

d of

hea

ring

.

K8

Rec

ogni

tion

that

bei

ng d

eaf

or h

ard

of h

eari

ng a

lone

doe

s no

tne

cess

arily

pre

clud

e no

rmal

aca

dem

ic d

evel

opm

ent,

cogn

itive

deve

lopm

ent,

or c

omm

unic

atio

n ab

ility

.

K9

The

dif

fere

nces

in q

ualit

y an

d qu

antit

y of

inci

dent

al la

n-gu

age/

lear

ning

exp

erie

nces

that

chi

ldre

n w

ho a

re d

eaf

or h

ard

of h

eari

ng m

ay e

xper

ienc

e.

K10

Eff

ects

of

sens

ory

inpu

t on

the

deve

lopm

ent o

f la

ngua

ge a

ndco

gniti

on o

f ch

ildre

n w

ho a

re d

eaf

or h

ard

of h

eari

ng.

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

73

DH

: Dea

f or

Har

d of

Hea

ring

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

K1

Spec

ializ

ed te

rmin

olog

y us

ed in

the

asse

ssm

ent o

f ch

ildre

nw

ho a

re d

eaf

or h

ard

of h

eari

ng.

K2

Com

pone

nts

of a

n ad

equa

te e

valu

atio

n fo

r el

igib

ility

pla

ce-

men

t and

pro

gram

pla

nnin

g (e

.g.,

inte

rpre

ters

, spe

cial

test

s)de

cisi

ons

for

stud

ents

who

are

dea

f or

har

d of

hea

ring

.

K3

Leg

al p

rovi

sion

s, r

egul

atio

ns a

nd g

uide

lines

reg

ardi

ng u

nbi-

ased

dia

gnos

tic a

sses

smen

t, an

d us

e of

inst

ruct

iona

l ass

ess-

men

t mea

sure

s w

ith s

tude

nts

who

are

dea

f or

har

d of

hea

ring

K4

Spec

ial p

olic

ies

rega

rdin

g re

ferr

al a

nd p

lace

men

t pro

cedu

res

(e.g

., Fe

dera

l Pol

icy

Gui

danc

e, O

ctob

er 3

0, 1

993)

for

stu

dent

sw

ho a

re d

eaf

or h

ard

of h

eari

ng.

Skill

s:S1

Adm

inis

ter

appr

opri

ate

asse

ssm

ent t

ools

util

izin

g th

e na

tur-

al/n

ativ

e/pr

efer

red

lang

uage

of

the

stud

ent w

ho is

dea

f or

har

dof

hea

ring

.

S2 G

athe

r an

d an

alyz

e co

mm

unic

atio

n sa

mpl

es f

rom

stu

dent

sw

ho a

re d

eaf

or h

ard

of h

eari

ng, i

nclu

ding

non

verb

al a

s w

ell a

slin

guis

tic a

cts.

S3 U

se e

xcep

tiona

lity-

spec

ific

ass

essm

ent i

nstr

umen

ts (

e.g.

, SA

T-

HI,

TE

RA

-DH

H, F

SST

) ap

prop

riat

e fo

r st

uden

ts w

ho a

re d

eaf

or h

ard

of h

eari

ng.

DH

: Dea

f or

Har

d of

Hea

ring

4.In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

K1

Sour

ces

of s

peci

aliz

ed m

ater

ials

for

stu

dent

s w

ho a

re d

eaf

orha

rd o

f he

arin

g.

K2

Com

pone

nts

of th

e no

nlin

guis

tic a

nd li

ngui

stic

com

mun

icat

ion

that

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng u

se.

K3

The

pro

cedu

res

and

tech

nolo

gies

req

uire

d to

edu

cate

stu

dent

sw

ho a

re d

eaf

or h

ard

of h

eari

ng u

nder

one

or

mor

e of

the

exis

t-in

g m

odes

or

philo

soph

ies

(con

sist

ent w

ith p

rogr

am p

hilo

so-

phy)

.

K4

Info

rmat

ion

rela

ted

to A

mer

ican

Sig

n L

angu

age

(ASL

) an

dex

istin

g co

mm

unic

atio

n m

odes

use

d by

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng. 74

Skill

s:S1

Dem

onst

rate

pro

fici

ency

in th

e la

ngua

ge(s

) th

e be

ginn

ing

teac

her

will

use

to in

stru

ct s

tude

nts

who

are

dea

f or

har

d of

hear

ing.

S2 D

emon

stra

te th

e ba

sic

char

acte

rist

ics

of v

ario

us e

xist

ing

com

-m

unic

atio

n m

odes

use

d w

ith s

tude

nts

who

are

dea

f or

har

d of

hear

ing.

S3 S

elec

t, de

sign

, pro

duce

, and

util

ize

med

ia, m

ater

ials

, and

reso

urce

s re

quir

ed to

edu

cate

stu

dent

s w

ho a

re d

eaf

orha

rd o

fhe

arin

g un

der

one

or m

ore

of th

e ex

istin

g m

odes

or

philo

so-

phie

s(e

.g.,

bilin

gual

-bic

ultu

ral,

tota

lco

mm

unic

atio

n,au

ral/o

ral)

.

75

Kno

wle

dge:

K5

Cur

rent

theo

ries

of

how

lang

uage

s (e

.g.,

ASL

and

Eng

lish)

deve

lop

in b

oth

child

ren

who

are

hea

ring

and

thos

e w

ho a

rede

af o

r ha

rd o

f he

arin

g.

K6

Subj

ect m

atte

r an

d pr

actic

es u

sed

in g

ener

al e

duca

tion

acro

ssco

nten

t are

as.

K7

Way

s to

fac

ilita

te c

ogni

tive

and

com

mun

icat

ive

deve

lopm

ent i

nst

uden

ts w

ho a

re d

eaf

or h

ard

of h

eari

ng (

e.g.

, vis

ual s

alie

ncy)

cons

iste

nt w

ith p

rogr

am p

hilo

soph

y.

K8

Tec

hniq

ues

of s

timul

atio

n an

d ut

iliza

tion

of r

esid

ual h

eari

ngin

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng c

onsi

sten

t with

prog

ram

phi

loso

phy.

K9

Res

earc

h-su

ppor

ted

inst

ruct

iona

l str

ateg

ies

and

prac

tice

for

teac

hing

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng.

Skill

s:

S4 I

nfus

e sp

eech

ski

lls in

to a

cade

mic

are

as a

s co

nsis

tent

with

the

mod

e or

phi

loso

phy

espo

used

and

the

abili

ty o

f th

e st

uden

tw

ho is

dea

f or

har

d of

hea

ring

.

S5 M

odif

y th

e in

stru

ctio

nal p

roce

ss a

nd c

lass

room

env

iron

men

t to

mee

t the

phy

sica

l, co

gniti

ve, c

ultu

ral,

and

com

mun

icat

ion

need

s of

the

child

who

is d

eaf

or h

ard

of h

eari

ng (

e.g.

, tea

cher

'sst

yle,

aco

ustic

env

iron

men

t, av

aila

bilit

y of

sup

port

ser

vice

s,av

aila

bilit

y of

app

ropr

iate

tech

nolo

gies

).

S6 F

acili

tate

inde

pend

ent c

omm

unic

atio

n be

havi

or in

chi

ldre

nw

ho a

re d

eaf

or h

ard

of h

eari

ng.

S7 A

pply

fir

st a

nd s

econ

d la

ngua

ge te

achi

ng s

trat

egie

s (e

.g.,

Eng

lish

thro

ugh

ASL

or

ESL

) ap

prop

riat

e to

the

need

s of

the

indi

vidu

al s

tude

nt w

ho is

dea

f or

har

d of

hea

ring

and

con

sis-

tent

with

pro

gram

phi

loso

phy.

S8 D

emon

stra

te th

e ab

ility

to m

odif

y in

cide

ntal

lang

uage

exp

eri-

ence

s to

fit

the

visu

al a

nd o

ther

sen

sory

nee

ds o

f ch

ildre

n w

hoar

e de

af o

r ha

rd o

f he

arin

g.

S9 P

rovi

de a

ppro

pria

te a

ctiv

ities

for

stu

dent

s w

ho a

re d

eaf

orha

rd o

f he

arin

g to

pro

mot

e lit

erac

y in

Eng

lish

and/

or A

SL.

DH

: Dea

f or

Har

d of

Hea

ring

5.Pl

anni

ng a

nd M

anag

ing

the

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

Kno

wle

dge:

K1

Dea

f cu

ltura

l fac

tors

that

may

infl

uenc

e cl

assr

oom

man

age-

men

t of

stud

ents

who

are

dea

f or

har

d of

hea

ring

.

K2

Mod

el p

rogr

ams,

incl

udin

g ca

reer

/voc

atio

nal a

nd tr

ansi

tion,

that

hav

e be

en e

ffec

tive

for

stud

ents

with

hea

ring

loss

es.

Skill

s:

S1M

anag

e as

sist

ive/

augm

enta

tive

devi

ces

appr

opri

ate

for

stu-

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng in

lear

ning

env

iron

-m

ents

.

S2 S

elec

t, ad

apt,

and

impl

emen

t cla

ssro

om m

anag

emen

t str

ate-

gies

for

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng th

at r

efle

ctun

ders

tand

ing

of e

ach

child

's c

ultu

ral n

eeds

, inc

ludi

ng p

ri-

mar

ily v

isua

l Dea

f cu

lture

whe

re a

ppro

pria

te.

77

Kno

wle

dge:

Skill

s:

S3 D

esig

n a

clas

sroo

m e

nvir

onm

ent t

hat m

axim

izes

opp

ortu

nitie

sfo

r vi

sual

ly o

rien

ted

and/

or a

udito

ry le

arni

ng in

stu

dent

s w

hoar

e de

af o

r ha

rd o

f he

arin

g.

S4 P

lan

and

impl

emen

t ins

truc

tion

for

stud

ents

who

are

dea

f or

hard

of

hear

ing

and

who

hav

e m

ultip

le d

isab

ilitie

s an

d sp

ecia

lne

eds.

H: D

eaf

or H

ard

of H

eari

ng6.

Man

agin

g St

uden

t Beh

avio

r an

d So

cial

Int

erac

tion

Skill

s

Kno

wle

dge:

K1

Proc

esse

s fo

r es

tabl

ishi

ng o

ngoi

ng in

tera

ctio

ns o

f st

uden

ts w

hoar

e de

af o

r ha

rd o

f he

arin

g w

ith p

eers

and

rol

e m

odel

s w

ho a

rede

af o

r ha

rd o

f he

arin

g.

K2

Opp

ortu

nitie

s fo

r in

tera

ctio

n w

ith c

omm

uniti

es o

f in

divi

dual

sw

ho a

re d

eaf

or h

ard

of h

eari

ng o

n th

e lo

cal,

stat

e, a

nd n

atio

n-al

leve

ls.

Skill

s:

S1 P

repa

re s

tude

nts

who

are

dea

f or

har

d of

hea

ring

in th

e ap

pro-

pria

te u

se o

f in

terp

rete

rs.

DH

: Dea

f or

Har

d of

Hea

ring

7.C

omm

unic

atio

n an

d C

olla

bora

tive

Part

ners

hips

Kno

wle

dge:

K1

Ava

ilabl

e re

sour

ces

to h

elp

pare

nts

of c

hild

ren

who

are

dea

f or

hard

of

hear

ing

deal

with

thei

r co

ncer

ns r

egar

ding

edu

catio

n-al

opt

ions

and

com

mun

icat

ion

mod

es/p

hilo

soph

ies

for

thei

rch

ildre

n.

K2

Rol

es a

nd r

espo

nsib

ilitie

s of

teac

hers

and

sup

port

per

sonn

el in

educ

atio

nal p

ract

ice

for

stud

ents

who

are

dea

f or

har

d of

hea

r-in

g (e

.g.,

educ

atio

nal i

nter

pret

ers,

tuto

rs, a

nd n

otet

aker

s).

78

Skill

s:

S1 T

each

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ng to

use

sup

port

pers

onne

l eff

ectiv

ely

(e.g

., ed

ucat

iona

l int

erpr

eter

s, tu

tors

, and

note

take

rs).

S2 F

acili

tate

com

mun

icat

ion

betw

een

the

child

who

is d

eaf

orha

rd o

f he

arin

g an

d hi

s or

her

fam

ily a

nd/o

r ot

her

care

give

rs.

S3Fa

cilit

ate

coor

dina

tion

of s

uppo

rt p

erso

nnel

(e.

g., i

nter

pret

ers)

to m

eet t

he d

iver

se c

omm

unic

atio

n ne

eds

of th

e st

uden

t who

isde

af o

r ha

rd o

f he

arin

g an

d hi

s or

her

pri

mar

y ca

regi

vers

.

79

Kno

wle

dge:

K3

Eff

ects

of

com

mun

icat

ion

on th

e de

velo

pmen

t of

fam

ily r

ela-

tions

hips

and

str

ateg

ies

used

to f

acili

tate

com

mun

icat

ion

infa

mili

es w

ith c

hild

ren

who

are

dea

f or

har

d of

hea

ring

.

K4

Serv

ices

pro

vide

d by

gov

ernm

enta

l and

non

gove

rnm

enta

lag

enci

es o

r in

divi

dual

s in

the

ongo

ing

man

agem

ent o

f ch

ildre

nw

ho a

re d

eaf

or h

ard

of h

eari

ng.

Skill

s:

DH

: Dea

f or

Har

d of

Hea

ring

8.Pr

ofes

sion

alis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

K1

The

pro

cess

for

acq

uiri

ng th

e ne

eded

ski

lls in

mod

es/p

hilo

so-

phie

s of

edu

catio

n of

stu

dent

s w

ho a

re d

eaf

or h

ard

of h

eari

ngin

whi

ch a

n in

divi

dual

was

not

pre

pare

d.

K2

Con

sum

er a

nd p

rofe

ssio

nal o

rgan

izat

ions

, pub

licat

ions

, and

jour

nals

rel

evan

t to

the

fiel

d of

edu

catio

n of

stu

dent

s w

ho a

rede

af o

r ha

rd o

f he

arin

g.

80

Skill

s:

S1 A

ctiv

ely

seek

inte

ract

ion

with

adu

lts in

the

Dea

f co

mm

unity

tom

aint

ain/

impr

ove

ASL

, Eng

lish

sign

s, o

r cu

es a

s co

nsis

tent

with

pro

gram

phi

loso

phy.

S2 D

emon

stra

te th

e ab

ility

to in

tera

ct w

ith a

var

iety

of

indi

vidu

-al

s w

ho a

re d

eaf

or h

ard

of h

eari

ng o

n an

adu

lt-to

-adu

lt le

vel.

S3 P

rovi

de f

amili

es w

ith th

e kn

owle

dge

and

skill

s to

mak

e ap

pro-

pria

te c

hoic

es n

eede

d to

enh

ance

the

deve

lopm

ent a

nd tr

ansi

-tio

n of

thei

r ch

ildre

n w

ho a

re d

eaf

or h

ard

of h

eari

ng.

S4 P

artic

ipat

e in

the

activ

ities

of

prof

essi

onal

org

aniz

atio

ns r

ele-

vant

to th

e ed

ucat

ion

of s

tude

nts

who

are

dea

f or

har

d of

hea

r-in

g.

81.

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s in

Ear

ly C

hild

hood

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

EC

:E

arly

Chi

ldho

od1.

Philo

soph

ical

, His

tori

cal,

and

Leg

al F

ound

atio

ns o

f Sp

ecia

l Edu

catio

n

Kno

wle

dge:

*Sk

ills:

Si A

rtic

ulat

e th

e hi

stor

ical

, phi

loso

phic

al, a

nd le

gal b

asis

of

ser-

vice

s fo

r yo

ung

child

ren

both

with

and

with

out s

peci

al n

eeds

.

S2 I

dent

ify

ethi

cal a

nd p

olic

y is

sues

rel

ated

to e

duca

tiona

l, so

cial

,an

d m

edic

al s

ervi

ces

for

youn

g ch

ildre

n an

d th

eir

fam

ilies

.

S3 I

dent

ify

curr

ent t

rend

s an

d is

sues

in e

arly

chi

ldho

od e

duca

-tio

n, e

arly

chi

ldho

od s

peci

al e

duca

tion

and

spec

ial e

duca

tion.

S4 I

dent

ify

legi

slat

ion

that

aff

ects

chi

ldre

n, f

amili

es, a

nd p

ro-

gram

s fo

r ch

ildre

n.

EC

:E

arly

Chi

ldho

od2.

Cha

ract

eris

tics

of L

earn

ers

Kno

wle

dge:

*Sk

ills:

Si A

pply

theo

ries

of

child

dev

elop

men

t, bo

th ty

pica

l and

aty

pica

l,an

d ap

ply

curr

ent r

esea

rch

with

em

phas

is o

n co

gniti

ve, m

otor

,so

cial

-em

otio

nal,

com

mun

icat

ion,

ada

ptiv

e, a

nd a

esth

etic

deve

lopm

ent i

n le

arni

ng s

ituat

ions

in f

amily

and

com

mun

ityco

ntex

ts.

* In

dica

tors

of

the

EC

SE k

now

ledg

e ba

se b

eyon

d th

e co

mm

on c

ore

are

refl

ecte

d in

the

EC

SE s

kills

sta

tem

ents

. Ref

er to

the

conc

eptu

al b

ase

that

app

ears

inPe

rson

nel S

tand

ards

for

Ear

ly E

duca

tion

and

Ear

ly I

nter

vent

ion:

Gui

delin

es f

or L

icen

sure

in E

arly

Chi

ldho

od S

peci

al E

duca

tion

(DE

C, N

AE

YC

, & A

TE

, 199

5).

8283

Kno

wle

dge:

Skill

s:

S2 I

dent

ify

pre-

, per

i-, a

nd p

ostn

atal

dev

elop

men

t and

fac

tors

such

as

biol

ogic

al a

nd e

nvir

onm

enta

l con

ditio

ns th

at a

ffec

tch

ildre

n's

deve

lopm

ent a

nd le

arni

ng.

S3 I

dent

ify

spec

ific

dis

abili

ties,

incl

udin

g th

e et

iolo

gy, c

hara

cter

is-

tics,

and

cla

ssif

icat

ion

of c

omm

on d

isab

ilitie

s in

you

ng c

hil-

dren

, and

des

crib

e sp

ecif

ic im

plic

atio

ns f

or d

evel

opm

ent a

ndle

arni

ng in

the

firs

t yea

rs o

f lif

e.

S4 A

pply

kno

wle

dge

of c

ultu

ral a

nd li

ngui

stic

div

ersi

ty a

nd th

esi

gnif

ican

ce o

f so

cioc

ultu

ral a

nd p

oliti

cal c

onte

xts

for

deve

lop-

men

t and

lear

ning

, and

rec

ogni

ze th

at c

hild

ren

are

best

und

er-

stoo

d in

the

cont

exts

of

fam

ily, c

ultu

re, a

nd s

ocie

ty

S5 D

emon

stra

te u

nder

stan

ding

of

(a)

deve

lopm

enta

l con

se-

quen

ces

of s

tres

s an

d tr

aum

a, (

b) p

rote

ctiv

e fa

ctor

s an

dre

silie

nce,

(c)

the

deve

lopm

ent o

f m

enta

l hea

lth, a

nd (

d) th

eim

port

ance

of

supp

ortiv

e re

latio

nshi

ps.

EC

:E

arly

Chi

ldho

od3.

Ass

essm

ent,

Dia

gnos

is, a

nd E

valu

atio

n

84

Kno

wle

dge:

*Sk

ills: Ass

ess

child

ren'

s co

gniti

ve, s

ocia

l-em

otio

nal,

com

mun

icat

ion,

mot

or, a

dapt

ive,

and

aes

thet

ic d

evel

opm

ent.

S2 S

elec

t and

use

a v

arie

ty o

f in

form

al a

nd f

orm

al a

sses

smen

tin

stru

men

ts a

nd p

roce

dure

s, in

clud

ing

obse

rvat

iona

l met

hods

,to

mak

e de

cisi

ons

abou

t chi

ldre

n's

lear

ning

and

dev

elop

men

t.

S3 S

elec

t and

adm

inis

ter

asse

ssm

ent i

nstr

umen

ts a

nd p

roce

dure

sba

sed

on th

e pu

rpos

e of

the

asse

ssm

ent b

eing

con

duct

ed a

nd in

com

plia

nce

with

est

ablis

hed

crite

ria

and

stan

dard

s.

* In

dica

tors

of

the

EC

SE k

now

ledg

e ba

se b

eyon

d th

e co

mm

on c

ore

are

refl

ecte

d in

the

EC

SE s

kills

sta

tem

ents

. Ref

er to

the

conc

eptu

al b

ase

that

app

ears

inPe

rson

nel S

tand

ards

for

Ear

ly E

duca

tion

and

Ear

ly I

nter

vent

ion:

Gui

delin

es f

or L

icen

sure

in E

arly

Chi

ldho

od S

peci

al E

duca

tion

(DE

C, N

AE

YC

, & A

TE

, 199

5).

85

Kno

wle

dge:

Skill

s:

S4 D

evel

op a

nd u

se a

uthe

ntic

, per

form

ance

-bas

ed a

sses

smen

ts o

fch

ildre

n's

lear

ning

to a

ssis

t in

plan

ning

, com

mun

icat

e w

ithch

ildre

n an

d pa

rent

s, a

nd e

ngag

e ch

ildre

n in

sel

f-as

sess

men

t.

S5 I

nvol

ve f

amili

es a

s ac

tive

part

icip

ants

in th

e as

sess

men

t pro

cess

.

S6 P

artic

ipat

e an

d co

llabo

rate

as

a te

am m

embe

r w

ith o

ther

pro

-fe

ssio

nals

in c

ondu

ctin

g fa

mily

-cen

tere

d as

sess

men

ts.

S7 C

omm

unic

ate

asse

ssm

ent r

esul

ts a

nd in

tegr

ate

asse

ssm

ent

resu

lts f

rom

oth

ers

as a

n ac

tive

team

par

ticip

ant i

n th

e de

vel-

opm

ent a

nd im

plem

enta

tion

of th

e in

divi

dual

ized

edu

catio

npr

ogra

m (

IEP)

and

indi

vidu

al f

amily

ser

vice

pla

n (I

FSP)

.S8

Mon

itor,

sum

mar

ize,

and

eva

luat

e th

e ac

quis

ition

of

child

and

fam

ily o

utco

mes

as

outli

ned

on th

e IF

SP o

r IE

P.

S9 S

elec

t, ad

apt,

and

adm

inis

ter

asse

ssm

ent i

nstr

umen

ts a

ndpr

oced

ures

for

spe

cifi

c se

nsor

y an

d m

otor

dis

abili

ties.

S10

Com

mun

icat

e op

tions

for

pro

gram

s an

d se

rvic

es a

t the

nex

tle

vel a

nd a

ssis

t the

fam

ily in

pla

nnin

g fo

r tr

ansi

tion.

S11

Impl

emen

t cul

tura

lly u

nbia

sed

asse

ssm

ent i

nstr

umen

ts a

ndpr

oced

ures

.

S12

Dev

elop

and

use

for

mat

ive

and

sum

mat

ive

prog

ram

eva

luat

ion

to e

nsur

e co

mpr

ehen

sive

qua

lity

of th

e to

tal e

nvir

onm

ent f

orch

ildre

n, f

amili

es, a

nd th

e co

mm

unity

.

EC

:E

arly

Chi

ldho

od4.

Inst

ruct

iona

l Con

tent

and

Pra

ctic

e

Kno

wle

dge:

*Sk

ills:

S1 P

lan

and

impl

emen

t dev

elop

men

tally

and

indi

vidu

ally

app

ro-

pria

te c

urri

cula

and

inst

ruct

iona

l pra

ctic

es b

ased

on

know

l-ed

ge o

f in

divi

dual

chi

ldre

n, th

e fa

mily

, the

com

mun

ity, a

nd c

ur-

ricu

la g

oals

and

con

tent

.

* In

dica

tors

of

the

EC

SE lm

owle

dge

base

bey

ond

the

com

mon

cor

e ar

e re

flec

ted

in th

e E

CSE

ski

lls s

tate

men

ts. R

efer

to th

e co

ncep

tual

bas

e th

atap

pear

s in

Pers

onne

l Sta

ndar

ds f

or E

arly

Edu

catio

n an

d E

arly

Int

erve

ntio

n: G

uide

lines

for

Lic

ensu

re in

Ear

ly C

hild

hood

Spe

cial

Edu

catio

n (D

EC

, NA

EY

C, &

AT

E, 1

995)

.

8687

Kno

wle

dge:

88

Skill

s:

S2 D

evel

op a

n IF

SP o

r IE

P, in

corp

orat

ing

both

chi

ld a

nd f

amily

outc

omes

in p

artn

ersh

ip w

ith f

amily

mem

bers

and

oth

er p

ro-

fess

iona

ls.

S3 I

ncor

pora

te in

form

atio

n an

d st

rate

gies

fro

m m

ultip

le d

isci

-pl

ines

in th

e de

sign

of

inte

rven

tion

stra

tegi

es.

S4 D

evel

op a

nd s

elec

t lea

rnin

g ex

peri

ence

s an

d st

rate

gies

that

affi

rm a

nd r

espe

ct f

amily

, cul

tura

l, an

d so

ciet

al d

iver

sity

,in

clud

ing

lang

uage

dif

fere

nces

.

S5 P

lan

for

and

link

curr

ent d

evel

opm

enta

l and

lear

ning

exp

eri-

ence

s an

d te

achi

ng s

trat

egie

s w

ith th

ose

of th

e ne

xt e

duca

-tio

nal s

ettin

g.

S6 S

elec

t int

erve

ntio

n cu

rric

ula

and

met

hods

for

chi

ldre

n w

ithsp

ecif

ic d

isab

ilitie

s in

clud

ing

mot

or, s

enso

ry, h

ealth

, com

mun

i-ca

tion,

soc

ial-

emot

iona

l, an

d co

gniti

ve d

isab

ilitie

s.

S7 I

mpl

emen

t dev

elop

men

tally

and

fun

ctio

nally

app

ropr

iate

indi

-vi

dual

and

gro

up a

ctiv

ities

usi

ng a

var

iety

of

form

ats,

incl

ud-

ing

play

, env

iron

men

tal r

outin

es, p

aren

t-m

edia

ted

activ

ities

,sm

all-

grou

p pr

ojec

ts, c

oope

rativ

e le

arni

ng, i

nqui

ry e

xper

i-en

ces,

and

sys

tem

atic

inst

ruct

ion.

S8 D

evel

op a

nd im

plem

ent a

n in

tegr

ated

cur

ricu

lum

that

foc

uses

on c

hild

ren'

s ne

eds

and

inte

rest

s an

d ta

kes

into

acc

ount

cul

-tu

rally

val

ued

cont

ent a

nd c

hild

ren'

s ho

me

expe

rien

ces.

S9 D

emon

stra

te a

ppro

pria

te u

se o

f te

chno

logy

, inc

ludi

ng a

dapt

ive

and

assi

stiv

e te

chno

logy

.

S10

Em

ploy

ped

agog

ical

ly s

ound

and

lega

lly d

efen

sibl

e in

stru

c-tio

nal p

ract

ices

.

S11

Impl

emen

t nut

ritio

n an

d fe

edin

g st

rate

gies

for

chi

ldre

n w

ithsp

ecia

l nee

ds.

S12

Use

app

ropr

iate

hea

lth a

ppra

isal

pro

cedu

res

and

reco

mm

end

refe

rral

and

ong

oing

fol

low

-up

to a

ppro

pria

te c

omm

unity

heal

th a

nd s

ocia

l ser

vice

s.

89

Kno

wle

dge:

Skill

s:

S13

Iden

tify

aspe

cts

of m

edic

al c

are

for

prem

atur

e, lo

w b

irth

wei

ght,

and

othe

r m

edic

ally

fra

gile

bab

ies,

incl

udin

g m

etho

dsof

car

e fo

r yo

ung

child

ren

depe

nden

t on

tech

nolo

gy a

nd im

pli-

catio

ns o

f m

edic

al c

ondi

tions

on

child

dev

elop

and

fam

ilyre

sour

ces,

con

cern

s, a

nd p

rior

ities

.

S14

Rec

ogni

ze s

igns

of

emot

iona

l dis

tres

s, c

hild

abu

se, a

nd n

egle

ctin

you

ng c

hild

ren

and

follo

w p

roce

dure

s fo

r re

port

ing

know

nor

susp

ecte

d ab

use

or n

egle

ct to

app

ropr

iate

aut

hori

ties.

EC

:E

arly

Chi

ldho

od5.

Plan

ning

and

Man

agin

g th

e T

each

ing

and

Lea

rnin

g E

nvir

onm

ent

Kno

wle

dge:

*Sk

ills: M

ake

spec

ific

ada

ptat

ions

for

the

spec

ial n

eeds

of

child

ren

who

have

uni

que

tale

nts,

lear

ning

and

dev

elop

men

tal n

eeds

, or

spe-

cifi

c di

sabi

litie

s.

S2 D

esig

n pl

ans

that

inco

rpor

ate

the

use

of te

chno

logy

, inc

ludi

ngad

aptiv

e an

d as

sist

ive

tech

nolo

gy.

S3Se

lect

, dev

elop

, and

eva

luat

e de

velo

pmen

tally

and

fun

ctio

nal-

ly a

ppro

pria

te m

ater

ials

, equ

ipm

ent,

and

envi

ronm

ents

.

S4 E

stab

lish

and

mai

ntai

n ph

ysic

ally

and

psy

chol

ogic

ally

saf

ean

d he

alth

y le

arni

ng e

nvir

onm

ents

that

pro

mot

e de

velo

pmen

tan

d le

arni

ng.

S5 P

rovi

de a

stim

ulus

-ric

h in

door

and

out

door

env

iron

men

t tha

tem

ploy

s m

ater

ials

, 'm

edia

, and

tech

nolo

gy, i

nclu

ding

ada

ptiv

ean

d as

sist

ive

tech

nolo

gy.

S6 O

rgan

ize

spac

e, ti

me,

pee

rs, m

ater

ials

, and

adu

lts to

mav

imi7

ech

ild p

rogr

ess

in g

roup

and

hom

e se

tting

s.

* In

dica

tors

of

the

EC

SE k

now

ledg

e ba

se b

eyon

d th

e co

mm

on c

ore

are

refl

ecte

d in

the

EC

SE s

kills

sta

tem

ents

. Ref

er to

the

conc

eptu

alba

se th

at a

ppea

rs in

.42

Pers

onne

l Sta

ndar

ds f

or E

arly

Edu

catio

n an

d E

arly

Int

erve

ntio

n: G

uide

lines

for

Lic

ensu

re in

Ear

ly C

hild

hood

Spe

cial

Edu

catio

n (D

EC

, NA

EY

C, &

AT

E, 1

995)

.

9091

Kno

wle

dge:

Skill

s:

S7 I

mpl

emen

t bas

ic h

ealth

, nut

ritio

n, a

nd s

afet

y m

anag

emen

tpr

actic

es f

or y

oung

chi

ldre

n, in

clud

ing

spec

ific

pro

cedu

res

for

infa

nts

and

todd

lers

and

pro

cedu

res

rega

rdin

g ch

ildho

od il

l-ne

ss a

nd c

omm

unic

able

dis

ease

s.

EC

:E

arly

Chi

ldho

od6.

Man

agin

g St

uden

t Beh

avio

r an

d So

cial

Int

erac

tion

Skill

s

Kno

wle

dge:

*Sk

ills:

Si U

se in

divi

dual

and

gro

up g

uida

nce

and

prob

lem

-sol

ving

tech

-ni

ques

to d

evel

op p

ositi

ve a

nd s

uppo

rtiv

e re

latio

nshi

ps w

ithch

ildre

n; to

enc

oura

ge a

nd te

ach

posi

tive

soci

al s

kills

and

inte

ract

ion

amon

g ch

ildre

n; to

pro

mot

e po

sitiv

e st

rate

gies

of

conf

lict r

esol

utio

n; a

nd to

dev

elop

per

sona

l sel

f-co

ntro

l, se

lf-

mot

ivat

ion,

and

sel

f-es

teem

.

S2 S

elec

t and

impl

emen

t met

hods

of

beha

vior

sup

port

and

man

-ag

emen

t app

ropr

iate

for

you

ng c

hild

ren

with

spe

cial

nee

ds,

incl

udin

g a

rang

e of

str

ateg

ies

from

less

dir

ectiv

e, le

ss s

truc

-tu

red

met

hods

(e.

g., v

erba

l sup

port

and

mod

elin

g) to

mor

e di

rec-

tive,

mor

e st

ruct

ured

met

hods

(e.

g., a

pplie

d be

havi

or a

naly

sis)

.

S3 S

uppo

rt a

nd f

acili

tate

fam

ily a

nd c

hild

inte

ract

ions

as

prim

a-ry

con

text

s fo

r le

arni

ng a

nd d

evel

opm

ent.

EC

:E

arly

Chi

ldho

od7.

Com

mun

icat

ion

and

Col

labo

rativ

e Pa

rtne

rshi

ps

Kno

wle

dge:

*Sk

ills:

Si E

stab

lish

and

mai

ntai

n po

sitiv

e, c

olla

bora

tive

rela

tions

hips

with

fam

ilies

.

* In

dica

tors

of

the

EC

SE k

now

ledg

e ba

se b

eyon

d th

e co

mm

on c

ore

are

refl

ecte

d in

the

EC

SE s

kills

sta

tem

ents

. Ref

er to

the

conc

eptu

al b

ase

that

app

ears

in9

3Pe

rson

nel S

tand

ards

for

Ear

ly E

duca

tion

and

Ear

ly I

nter

vent

ion:

Gui

delin

es f

or L

icen

sure

in E

arly

Chi

ldho

od S

peci

al E

duca

tion

(DE

C, N

AE

YC

, & A

TE

, 199

5).

Kno

wle

dge:

Skill

s:

94

S2 A

pply

fam

ily s

yste

ms

theo

ry a

nd k

now

ledg

e of

the

dyna

mic

s,ro

les,

and

rel

atio

nshi

ps w

ithin

fam

ilies

and

com

mun

ities

.

S3 D

emon

stra

te s

ensi

tivity

to d

iffe

renc

es in

fam

ily s

truc

ture

s an

dso

cial

and

cul

tura

l bac

kgro

unds

.

S4 A

ssis

t fam

ilies

in id

entif

ying

thei

r re

sour

ces,

pri

oriti

es, a

ndco

ncer

ns in

rel

atio

n to

thei

r ch

ild's

dev

elop

men

t.

S5 R

espe

ct p

aren

ts' c

hoic

es a

nd g

oals

for

chi

ldre

n an

d co

mm

uni-

cate

eff

ectiv

ely

with

par

ents

abo

ut c

urri

culu

m a

nd c

hild

ren'

spr

ogre

ss.

S6 I

nvol

ve f

amili

es in

ass

essi

ng a

nd p

lann

ing

for

thei

r ch

ildre

n,in

clud

ing

child

ren

with

spe

cial

nee

ds.

S7 I

mpl

emen

t a r

ange

of

fam

ily-o

rien

ted

serv

ices

bas

ed o

n th

efa

mily

's id

entif

ied

reso

urce

s, p

rior

ities

, and

con

cern

s.

S8 I

mpl

emen

t fam

ily s

ervi

ces

cons

iste

nt w

ith d

ue p

roce

ss s

afe-

guar

ds.

S9 E

valu

ate

serv

ices

with

fam

ilies

.

S10

Col

labo

rate

/con

sult

with

oth

er p

rofe

ssio

nals

and

with

age

ncie

sin

the

larg

er c

omm

unity

to s

uppo

rt c

hild

ren'

s de

velo

pmen

t,le

arni

ng, a

nd w

ell-

bein

g.

Sll A

pply

mod

els

of te

am p

roce

ss in

div

erse

ser

vice

del

iver

y se

tting

s.

S12

Em

ploy

var

ious

team

mem

bers

hip

role

s.

S13

Iden

tify

func

tions

of

team

s as

det

erm

ined

by

man

date

s an

dse

rvic

e de

liver

y ne

eds

of c

hild

ren

and

fam

ilies

.

S14

Iden

tify

stru

ctur

es s

uppo

rtin

g in

tera

genc

y co

llabo

ratio

n,in

clud

ing

inte

rage

ncy

agre

emen

ts, r

efer

ral,

and

cons

ulta

tion.

S15

Part

icip

ate

as a

team

mem

ber

to id

entif

y dy

nam

ics

of te

amro

les,

inte

ract

ion,

com

mun

icat

ion,

team

bui

ldin

g, p

robl

em s

olv-

ing,

and

con

flic

t res

olut

ion.

S16

Em

ploy

two-

way

com

mun

icat

ion

skill

s.

95

91;

Kno

wle

dge:

Skill

s:S1

7 E

valu

ate

and

desi

gn p

roce

sses

and

str

ateg

ies

that

sup

port

tran

sitio

ns a

mon

g ho

spita

l; ho

me;

and

infa

nt/to

ddle

r, p

repr

i-m

ary,

and

pri

mar

y pr

ogra

ms.

S18

Adm

inis

ter,

sup

ervi

se, a

nd c

onsu

lt w

ith o

r in

stru

ct o

ther

adu

lts.

S19

Em

ploy

adu

lt le

arni

ng p

rinc

iple

s in

sup

ervi

sing

and

trai

ning

othe

r ad

ults

.

S20

Faci

litat

e th

e id

entif

icat

ion

of s

taff

dev

elop

men

t nee

ds a

ndst

rate

gies

for

pro

fess

iona

l gro

wth

.

S21

App

ly v

ario

us m

odel

s of

con

sulta

tion

in d

iver

se s

ettin

gs.

S22

Prov

ide

cons

ulta

tion

and

trai

ning

in c

onte

nt a

reas

spe

cifi

c to

serv

ices

for

chi

ldre

n an

d fa

mili

es a

nd o

rgan

izat

ion/

deve

lop-

men

t pro

gram

s.

S23

Prov

ide

feed

back

and

eva

luat

e pe

rfor

man

ce in

col

labo

ratio

nw

ith o

ther

adu

lts.

EC

:E

arly

Chi

ldho

od8

Prof

essi

onal

ism

and

Eth

ical

Pra

ctic

es

Kno

wle

dge:

*Sk

ills:

S1 A

dher

e to

the

prof

essi

on's

cod

e of

eth

ical

con

duct

.

S2 S

erve

as

advo

cate

s on

beh

alf

of y

oung

chi

ldre

n an

d th

eir

fam

i-lie

s, im

prov

ed q

ualit

y of

pro

gram

s an

d se

rvic

es f

or y

oung

chi

l-dr

en, a

nd e

nhan

ced

prof

essi

onal

sta

tus

and

wor

king

con

ditio

nsfo

r ea

rly

child

hood

spe

cial

edu

cato

rs.

S3 R

efle

ct u

pon

one'

s ow

n pr

ofes

sion

al p

ract

ice

and

deve

lop,

impl

emen

t, an

d ev

alua

te a

pro

fess

iona

l dev

elop

men

t pla

n.

S4 P

artic

ipat

e ac

tivel

y in

pro

fess

iona

l org

aniz

atio

ns.

S5 R

ead

and

criti

cally

app

ly r

esea

rch

and

reco

mm

ende

d pr

actic

es.

* In

dica

tors

of

the

EC

SE k

now

ledg

e ba

se b

eyon

d th

e co

mm

on c

ore

are

refl

ecte

d in

the

EC

SE s

kills

sta

tem

ents

. Ref

er to

the

conc

eptu

al b

ase

that

app

ears

in

Pers

onne

l Sta

ndar

ds f

or E

arly

Edu

catio

n an

d E

arly

Int

erve

ntio

n: G

uide

lines

for

Lic

ensu

re in

Ear

ly C

hild

hood

Spe

cial

Edu

catio

n (D

EC

, NA

EY

C, &

AT

E, 1

995)

.

97

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s w

ith E

mot

iona

l and

Beh

avio

ral D

isor

ders

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

BD

: Em

otio

nal/B

ehav

iora

l Dis

orde

rs1.

Philo

soph

ical

, His

tori

cal,

and

Leg

al F

ound

atio

ns o

f Sp

ecia

l Edu

catio

n

Kno

wle

dge:

K1

Cur

rent

edu

catio

nal t

erm

inol

ogy

and

defi

nitio

ns o

f st

uden

tsw

ith e

mot

iona

l/beh

avio

ral d

isor

ders

(E

IBD

), in

clud

ing

the

iden

tific

atio

n cr

iteri

a an

d la

belin

g co

ntro

vers

ies,

util

izin

g pr

o-fe

ssio

nal a

ccep

ted

clas

sifi

catio

n sy

stem

s, a

nd c

urre

nt in

cide

nce

and

prev

alen

ce f

igur

es.

K2

Dif

feri

ng p

erce

ptio

ns o

f de

vian

ce, i

nclu

ding

thos

e fr

om m

enta

lhe

alth

, rel

igio

n, le

gal-

corr

ectio

ns, e

duca

tion,

and

soc

ial w

elfa

re.

K3

Dif

fere

nces

bet

wee

n et

iolo

gy a

nd d

iagn

osis

uni

que

to a

var

iety

of th

eore

tical

app

roac

hes

(bio

phys

ical

, psy

chod

ynam

ic, b

ehav

-io

ral,

ecol

ogic

al)

and

thei

r ap

plic

atio

n fo

r st

uden

ts w

ith E

/BD

.

K4

The

his

tori

cal f

ound

atio

ns a

nd c

lass

ic s

tudi

es, i

nclu

ding

the

maj

or c

ontr

ibut

ors,

that

und

ergi

rd th

e gr

owth

and

impr

ove-

men

t of

know

ledg

e an

d pr

actic

es in

the

fiel

d of

E/B

D.

K5

The

lega

l sys

tem

to a

ssis

t stu

dent

s w

ith E

/BD

.

Skill

s:

S1 A

naly

ze a

nd a

rtic

ulat

e cu

rren

t iss

ues

and

tren

ds in

spe

cial

educ

atio

n an

d th

e fi

eld

of E

/BD

.

S2 A

rtic

ulat

e th

e fa

ctor

s th

at in

flue

nce

the

over

repr

esen

tatio

n of

cultu

rally

/ling

uist

ical

ly d

iver

se s

tude

nts

in p

rogr

ams

for

indi

-vi

dual

s w

ith E

/BD

.

S3 D

elin

eate

the

prin

cipl

es o

f no

rmal

izat

ion

vers

us th

e ed

uca-

tiona

l con

cept

of

leas

t res

tric

tive

envi

ronm

ent i

n de

sign

ing

educ

atio

nal p

rogr

ams

for

stud

ents

with

E/B

D.

BD

:E

mot

iona

l/Beh

avio

ral D

isor

ders

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

Phys

ical

dev

elop

men

t, ph

ysic

al d

isab

ility

, and

hea

lth im

pair

-m

ents

as

they

rel

ate

to th

e de

velo

pmen

t and

beh

avio

r of

stu

-de

nts

with

E/B

D.

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

99

Kno

wle

dge:

K2

Maj

or s

ocia

l cha

ract

eris

tics

of in

divi

dual

s w

ith E

/BD

.

K3

The

eff

ects

of

dysf

unct

iona

l beh

avio

r on

lear

ning

, and

the

dif-

fere

nces

bet

wee

n be

havi

oral

and

em

otio

nal d

isor

ders

and

othe

r di

sabl

ing

cond

ition

s.

Skill

s:

Em

otio

nal/B

ehav

iora

l Dis

orde

rs3.

Ass

essm

ent,

Dia

gnos

is, a

nd E

valu

atio

n

Kno

wle

dge:

K1

Ess

entia

l cha

ract

eris

tics

of v

alid

beh

avio

r ra

tings

sca

les.

K2

Proc

esse

s in

volv

ed in

the

diag

nosi

s of

stu

dent

s w

ith E

/BD

,in

clud

ing

acad

emic

and

soc

ial b

ehav

iors

in a

ccor

danc

e w

ith th

ecu

rren

t Dia

gnos

tic a

nd S

tatis

tical

Man

ual o

f M

enta

l Dis

orde

rs(D

SM).

K3

Spec

ializ

ed te

rmin

olog

y us

ed in

the

asse

ssm

ent o

f E

/BD

.

K4

Leg

al p

rovi

sion

s, r

egul

atio

ns, a

nd g

uide

lines

reg

ardi

ng u

nbi-

ased

ass

essm

ent a

nd u

se o

f ps

ycho

met

ric

inst

rum

ents

and

inst

ruct

iona

l ass

essm

ent m

easu

res

with

stu

dent

s w

ith E

/BD

.

K5

Spec

ializ

ed p

olic

ies

rega

rdin

g sc

reen

ing,

ref

erra

l, an

d pl

ace-

men

t pro

cedu

res

for

stud

ents

with

E/B

D.

Skill

s:

S1 P

repa

re a

ccur

ate

form

al s

ocia

l ass

essm

ent r

epor

ts o

n st

uden

tsw

ith E

/BD

bas

ed o

n be

havi

oral

-eco

logi

cal i

nfor

mat

ion.

S2 I

mpl

emen

t pro

cedu

res

for

asse

ssin

g bo

th a

ppro

pria

te a

ndpr

oble

mat

ic s

ocia

l beh

avio

rs o

f st

uden

ts w

ith E

/BD

.

S3 U

se e

xcep

tiona

lity-

spec

ific

ass

essm

ent i

nstr

umen

ts a

ppro

pri-

atel

y fo

r as

sess

ing

stud

ents

with

E/B

D.

BD

:E

mot

iona

l/Beh

avio

ral D

isor

ders

4.In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

K1

App

ropr

iate

way

s to

app

ly r

esea

rch

abou

t stu

dent

s w

ith E

/BD

in th

e cl

assr

oom

.

K2

Sour

ces

of s

peci

aliz

ed m

ater

ials

for

stu

dent

s w

ith E

/BD

.

Skill

s:

S1 I

dent

ify

and

use

prev

entio

n an

d in

terv

entio

n st

rate

gies

as

earl

y as

app

ropr

iate

for

use

with

stu

dent

s w

ith &

BD

.

101

cn

UI

Kno

wle

dge:

K3

Res

earc

h-su

ppor

ted

inst

ruct

iona

l str

ateg

ies

and

prac

tices

for

teac

hing

stu

dent

s w

ith E

/BD

.

Skill

s:

S2 D

elin

eate

and

app

ly th

e go

als

and

inte

rven

tion

stra

tegi

es a

ndpr

oced

ures

rel

ated

to a

var

iety

of

theo

retic

al a

ppro

ache

s(i

nclu

ding

psy

chod

ynam

ic, b

ehav

iora

l, bi

ophy

sica

l, an

d ec

olog

-ic

al)

to s

tude

nts

with

E/B

D.

S3 U

se te

chno

logy

app

licab

le to

stu

dent

s w

ith E

/BD

.

S4 P

lan,

org

aniz

e, a

nd im

plem

ent i

ndiv

idua

lized

stu

dent

pro

-gr

ams

appr

opri

ate

to th

e co

gniti

ve a

nd a

ffec

tive

need

s of

the

stud

ent w

ith E

/BD

with

spe

cial

con

side

ratio

n to

use

of

rein

-fo

rcem

ent s

yste

ms

and

envi

ronm

enta

l con

ditio

ns.

S5Se

lect

, dev

elop

, ado

pt, a

nd e

valu

ate

curr

icul

um m

ater

ials

and

tech

nolo

gy a

pplic

able

to s

tude

nts

with

E/B

D.

S6 E

stab

lish

a co

nsis

tent

cla

ssro

om r

outin

e fo

r st

uden

ts w

ithE

/BD

.

S7 D

elin

eate

and

app

ly a

ppro

pria

te m

anag

emen

t pro

cedu

res

whe

n pr

esen

ted

with

spo

ntan

eous

man

agem

ent p

robl

ems

appl

icab

le to

stu

dent

s w

ith E

/BD

.

S8 E

stab

lish

clas

sroo

m r

ules

, as

wel

l as

a m

eans

for

enf

orci

ngth

ese

rule

s, th

at a

re a

pplic

able

to s

tude

nts

with

E/B

D.

S9 I

nteg

rate

aca

dem

ic in

stru

ctio

n, a

ffec

tive

educ

atio

n, a

nd b

ehav

-io

r m

anag

emen

t for

indi

vidu

al s

tude

nts

and

grou

ps o

f st

uden

tsw

ith E

/BD

.

S10

Eva

luat

e st

reng

ths

and

limita

tions

of

the

alte

rnat

ive

inst

ruc-

tiona

l str

ateg

ies

desi

gned

for

stu

dent

s w

ith E

/BD

.

Sll U

se s

tude

nt-i

nitia

ted

lear

ning

exp

erie

nces

and

inte

grat

e th

emin

to o

ngoi

ng in

stru

ctio

n fo

r st

uden

ts w

ith E

/BD

.

102

103

D:

Em

otio

na1/

13eh

avio

ral D

isor

ders

5.Pl

anni

ng a

nd M

anag

ing

the

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

Kno

wle

dge:

K1

Mod

el p

rogr

ams,

incl

udin

g ca

reer

/voc

atio

nal a

nd tr

ansi

tion,

that

hav

e be

en e

ffec

tive

for

stud

ents

with

E/B

D.

K2

Issu

es, r

esou

rces

, and

tech

niqu

es u

sed

to in

tegr

ate

stud

ents

with

E/B

D in

to a

nd o

ut o

f al

tern

ativ

e en

viro

nmen

ts, i

nclu

ding

spec

ial c

ente

rs, p

sych

iatr

ic h

ospi

tals

, and

res

iden

tial t

reat

-m

ent c

ente

rs.

Skill

s:

S1 M

onito

r in

trag

roup

beh

avio

r ch

ange

s fr

om s

ubje

ct to

sub

ject

and

activ

ity to

act

ivity

app

licab

le to

stu

dent

s w

ith E

/BD

.

S2 S

elec

t a f

unct

iona

l cla

ssro

om d

esig

n (e

.g.,

func

tiona

l sea

ting,

wor

k ar

ea, s

tora

ge)

that

is e

ffec

tive

for

stud

ents

with

E/B

D.

BD

: Em

otio

nal/B

ehav

iora

l Dis

orde

rs6.

Man

agin

g St

uden

t Beh

avio

r an

d So

cial

Int

erac

tion

Skill

s

Kno

wle

dge:

K1

Rat

iona

le f

or s

elec

ting

spec

ific

man

agem

ent t

echn

ique

s fo

rin

divi

dual

s w

ith E

/BD

.

K2

Con

tinuu

m o

f al

tern

ativ

e pl

acem

ents

and

pro

gram

s av

aila

ble

to s

tude

nts

with

E/B

D; s

tate

, pro

vinc

ial,

and

loca

l ser

vice

sav

aila

ble;

and

the

adva

ntag

es a

nd d

isad

vant

ages

of

plac

emen

top

tions

and

pro

gram

s w

ithin

the

cont

inuu

m o

f se

rvic

es.

K3

The

theo

ry b

ehin

d re

info

rcem

ent t

echn

ique

s an

d its

app

lica-

tion

to te

achi

ng s

tude

nts

with

E/B

D.

(10

4

Skill

s:

S1 U

se a

var

iety

of

nona

vers

ive

tech

niqu

es (

incl

udin

g vo

ice

mod

-ul

atio

n, f

acia

l exp

ress

ions

, pla

nned

igno

ring

, pro

xim

ity c

ontr

ol,

and

tens

ion

rele

ase)

for

the

purp

ose

of c

ontr

ollin

g ta

rget

edbe

havi

or a

nd m

aint

aini

ng a

ttent

ion

of s

tude

nts

with

E/B

D.

S2 D

evel

op a

nd im

plem

ent a

sys

tem

atic

beh

avio

r m

anag

emen

tpl

an f

or s

tude

nts

with

E/B

D u

sing

a v

arie

ty o

f be

havi

oral

pri

n-ci

ples

(in

clud

ing

obse

rvat

ion,

rec

ordi

ng, c

hart

ing

esta

blis

h-m

ent o

f tim

elin

es, i

nter

vent

ion

tech

niqu

e hi

erar

chie

s, a

ndsc

hedu

les

of r

einf

orce

men

t).

S3Se

lect

targ

et b

ehav

iors

to b

e ch

ange

d an

d id

entif

y th

e cr

itica

lva

riab

les

affe

ctin

g th

e ta

rget

beh

avio

r (s

uch

as s

ubse

quen

tev

ents

and

ant

eced

ent e

vent

s).

S4 D

esig

nate

cer

tain

pup

il be

havi

ors

as e

ither

app

ropr

iate

or

inap

prop

riat

e fo

r a

spec

ific

age

gro

up b

ased

on

obse

rvat

ion

and

soci

al v

alid

atio

n.

S5 D

efin

e an

d us

e sk

ills

in p

robl

em s

olvi

ng a

nd c

onfl

ict r

esol

u-tio

n.

105

BD

: Em

otio

nal/B

ehav

iora

l Dis

orde

rs7.

Com

mun

icat

ion

and

Col

labo

rativ

e Pa

rtne

rshi

ps

Kno

wle

dge:

K1

Sour

ces

of u

niqu

e se

rvic

es, n

etw

orks

, and

org

aniz

atio

ns f

orst

uden

ts w

ith E

/BD

.

K2

Pare

nt e

duca

tion

prog

ram

s an

d be

havi

or m

anag

emen

t gui

des,

incl

udin

g th

ose

com

mer

cial

ly a

vaila

ble,

that

add

ress

the

man

-ag

emen

t of

seve

re b

ehav

iora

l pro

blem

s an

d fa

cilit

ate

com

mu-

nica

tion

links

app

licab

le to

stu

dent

s w

ith E

/BD

.

K3

Col

labo

rativ

e an

d/or

con

sulta

tive

role

of

the

spec

ial e

duca

tion

teac

her

in th

e re

inte

grat

ion

of s

tude

nts

with

E/B

D (

e.g.

, cla

ss-

room

/inst

ruct

iona

l mod

ific

atio

ns).

K4

Typ

es a

nd im

port

ance

of

info

rmat

ion

gene

rally

ava

ilabl

e fr

omfa

mily

, sch

ool o

ffic

ials

, leg

al s

yste

m, d

epar

tmen

ts o

f so

cial

and

heal

th s

ervi

ces,

and

men

tal h

ealth

age

ncie

s.

K5

Rol

e of

pro

fess

iona

l gro

ups

and

refe

rral

age

ncie

s in

iden

tifyi

ng,

asse

ssin

g, a

nd p

rovi

ding

ser

vice

s to

chi

ldre

n an

d yo

uth

with

E/B

D (

e.g.

, men

tal h

ealth

, cor

rect

ions

).

Skill

s:

S1 U

se s

peci

fic

beha

vior

al m

anag

emen

t and

cou

nsel

ing

tech

-ni

ques

in m

anag

ing

stud

ents

with

E/B

D a

nd in

pro

vidi

ngtr

aini

ng f

or th

eir

pare

nts.

BD

:E

mot

iona

l/Beh

avio

ral D

isor

ders

8.Pr

ofes

sion

alis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

K1

Con

sum

er a

nd p

rofe

ssio

nal o

rgan

izat

ions

, pub

licat

ions

, and

jour

nals

rel

evan

t to

the

fiel

d of

E/B

D.

106

Skill

s:

S1 P

artic

ipat

e in

the

activ

ities

of

prof

essi

onal

org

aniz

atio

ns r

ele-

vant

to th

e fi

eld

of E

/BD

.

107

10

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s w

ith G

ifts

or T

alen

tsK

NO

WLE

DG

E A

ND

SK

ILLS

ST

AT

EM

EN

TS

GT

:G

ifte

d E

duca

tion

1.Ph

iloso

phic

al, H

isto

rica

l, an

d L

egal

Fou

ndat

ions

of

Spec

ial E

duca

tion

Kno

wle

dge:

K1

The

his

tori

cal f

ound

atio

ns a

nd c

lass

ic s

tudi

es, i

nclu

ding

the

maj

or c

ontr

ibut

ors,

that

und

ergi

rd th

e gr

owth

of

know

ledg

ean

d pr

actic

es in

the

fiel

d of

gif

ted

educ

atio

n.

K2

Cur

rent

edu

catio

nal d

efin

ition

s of

stu

dent

s w

ith g

ifts

and

tal-

ents

, inc

ludi

ng id

entif

icat

ion

crite

ria,

labe

ling

issu

es, a

nd c

ur-

rent

inci

denc

e an

d pr

eval

ence

fig

ures

.

K3

Polic

ies

and

issu

es a

t the

nat

iona

l, st

ate,

and

loca

l lev

els

that

affe

ct th

e ed

ucat

ion

of s

tude

nts

with

gif

ts o

r ta

lent

s.

K4

The

impa

ct o

f va

riou

s ed

ucat

iona

l pla

cem

ent o

ptio

ns o

n in

di-

vidu

al s

tude

nts

with

gif

ts a

nd ta

lent

s w

ith r

egar

d to

cul

tura

lid

entit

y or

eco

nom

ic c

lass

and

phy

sica

l, lin

guis

tic, a

cade

mic

and

soci

al-e

mot

iona

l dev

elop

men

t.

Skill

s:

S1 A

rtic

ulat

e th

e pr

os a

nd c

ons

of c

urre

nt is

sues

and

tren

ds in

spec

ial e

duca

tion

and

the

fiel

d of

gif

ted

educ

atio

n.

GT

:G

ifte

d E

duca

tion

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

Cog

nitiv

e pr

oces

sing

and

aff

ectiv

e ch

arac

teri

stic

s of

lear

ners

gift

ed in

inte

llect

ual,

crea

tive,

lead

ersh

ip, s

peci

fic

acad

emic

,vi

sual

/per

form

ing

arts

, and

psy

chom

otor

dom

ains

.

K2

Enr

ichm

ent a

nd a

ccel

erat

ion

need

s of

gif

ted

lear

ners

inre

quir

ed s

ubje

ct a

reas

as

com

pare

d w

ith th

e ne

eds

of th

e ge

n-er

al p

opul

atio

n of

lear

ners

.

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

109

Kno

wle

dge:

K3

Cog

nitiv

e an

d af

fect

ive

char

acte

rist

ics

of tw

ice

exce

ptio

nal

spec

ial p

opul

atio

ns o

f gi

fted

lear

ners

, suc

h as

cul

tura

llydi

vers

e, e

cono

mic

ally

dis

adva

ntag

ed le

arne

rs w

ith le

arni

ng,

phys

ical

, or

beha

vior

al d

isab

ilitie

s.

IC4

The

impa

ct o

f m

ultip

le e

xcep

tiona

litie

s th

at r

esul

t in

addi

tion-

al s

enso

ry, m

otor

, and

/or

lear

ning

nee

ds.

K5

Eff

ects

of

fam

ilies

and

/or

prim

ary

care

give

rs o

n th

e ov

eral

lde

velo

pmen

t of

the

child

.

Skill

s:

GT

:G

ifte

d E

duca

tion

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

K1

Spec

ializ

ed te

rmin

olog

y us

ed in

the

asse

ssm

ent o

f st

uden

tsw

ith g

ifts

and

tale

nts.

K2

Leg

al p

rovi

sion

s, r

egul

atio

ns, a

nd g

uide

lines

reg

ardi

ng u

nbi-

ased

ass

essm

ent a

nd th

e us

e of

inst

ruct

iona

l ass

essm

ent m

ea-

sure

s w

ith s

tude

nts

with

gif

ts a

nd ta

lent

s.

K3

Spec

ializ

ed p

olic

ies

rega

rdin

g re

ferr

al a

nd p

lace

men

t pro

ce-

dure

s fo

r st

uden

ts w

ith g

ifts

and

tale

nts.

Skill

s:

S1 I

dent

ify

defe

nsib

le (

com

preh

ensi

ve, s

yste

mat

ic, o

bjec

tive)

and

equi

tabl

e pr

oced

ures

for

iden

tifyi

ng a

nd p

laci

ng le

arne

rs w

ithgi

fts

and

tale

nts

in a

ppro

pria

te p

rogr

ams

and

serv

ices

.

S2 U

se e

xcep

tiona

lity-

spec

ific

ass

essm

ent i

nstr

umen

ts, b

oth

for-

mal

and

info

rmal

, inc

ludi

ng le

arne

r in

terv

iew

s, f

or a

sses

sing

stud

ents

with

gif

ts a

nd ta

lent

s.

S3 E

valu

ate

lear

ner

prod

ucts

and

por

tfol

ios

appr

opri

atel

y.

GT

:G

ifte

d E

duca

tion

4.In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

K1

Res

earc

h-su

ppor

ted

inst

ruct

iona

l str

ateg

ies

and

prac

tices

(e.g

., co

ncep

tual

dev

elop

men

t, ac

cele

rate

d pr

esen

tatio

n pa

ce,

min

imal

dri

ll an

d pr

actic

e) f

or s

tude

nts

with

gif

ts o

r ta

lent

s.

110

Skill

s:

S1 D

esig

n co

gniti

vely

com

plex

dis

cuss

ion

ques

tions

, pro

ject

s, a

ndas

sign

men

ts th

at p

rom

ote

refl

ectiv

e, e

valu

ativ

e, n

onen

-tr

ench

ed th

inki

ng in

stu

dent

s w

ith in

telle

ctua

l or

acad

emic

gift

s or

tale

nts.

111

0K

now

ledg

e:

K2

Sour

ces

of s

peci

aliz

ed m

ater

ials

for

stu

dent

s w

ith g

ifts

or ta

l-en

ts.

K3

Proc

esse

s fo

r de

sign

ing

oppo

rtun

ities

for

lear

ners

with

gif

tsan

d ta

lent

s to

par

ticip

ate

in c

omm

unity

-bas

ed s

ervi

ce le

arni

ngfo

r th

e de

velo

pmen

t of

ethi

cs a

nd s

ocia

l res

pons

ibili

ty.

Skill

s:

S2Se

lect

inst

ruct

iona

l mod

el(s

) ap

prop

riat

e to

teac

hing

topi

cs,

cont

ent a

rea,

or

subj

ect d

omai

n.

S3 U

se in

stru

ctio

nal m

odel

s; to

pic/

dom

ain

inst

ruct

iona

l mod

elm

atch

es c

omm

only

impl

emen

ted

in te

achi

ng g

ifte

d le

arne

rs;

and

cogn

itive

, cre

ativ

e, a

ffec

tive,

and

eth

ical

taxo

nom

ies

inor

der

for

high

er le

vels

to b

e ad

dres

sed

thro

ugh

inst

ruct

iona

lst

rate

gies

.

GT

:G

ifte

d E

duca

tion

5.Pl

anni

ng a

nd M

anag

ing

the

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

Kno

wle

dge:

K1

Res

earc

h-su

ppor

ted

abili

ty a

nd a

chie

vem

ent g

roup

ing

prac

-tic

es a

nd m

odel

pro

gram

s, in

clud

ing

care

er/v

ocat

iona

l and

tran

sitio

n (e

.g.,

men

tors

hips

), th

at h

ave

been

eff

ectiv

e fo

r st

u-de

nts

with

gif

ts a

nd ta

lent

s.

K2

Cur

ricu

lum

and

pro

gram

pla

nnin

g m

odel

s an

d re

sear

ch-s

up-

port

ed a

ccel

erat

ed p

ract

ices

that

hav

e be

en e

ffec

tive

for

stu-

dent

s w

ith g

ifts

or

tale

nts.

Skill

s:

S1 M

onito

r an

d ev

alua

te p

rogr

am a

ctiv

ities

for

the p

urpo

se o

f co

n-tin

ued

prog

ram

dev

elop

men

t or

refi

nem

ent.

GT

:G

ifte

d E

duca

tion

6.M

anag

ing

Stud

ent B

ehav

ior

and

Soci

al I

nter

actio

n Sk

ills

Kno

wle

dge:

(Non

e in

add

ition

to C

omm

on C

ore.

)

112

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)11

3

GT

:G

ifte

d E

duca

tion

7.C

omm

unic

atio

n an

d C

olla

bora

tive

Part

ners

hips

Kno

wle

dge:

K1

Sour

ces

of u

niqu

e se

rvic

es, n

etw

orks

, and

org

aniz

atio

ns f

orst

uden

ts w

ith g

ifts

or

tale

nts.

K2

Prin

cipl

es o

f co

mm

unic

atio

n an

d co

llabo

ratio

n an

d th

e ro

le o

fth

e te

ache

r w

ithin

the

vari

ous

team

mod

els

(e.g

., m

ultid

isci

pli-

nary

, int

erdi

scip

linar

y, tr

ansd

isci

plin

ary)

.

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

GT

:G

ifte

d E

duca

tion

8.Pr

ofes

sion

alis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

K1

Con

sum

er a

nd p

rofe

ssio

nal o

rgan

izat

ions

, pub

licat

ions

, and

jour

nals

rel

evan

t to

the

fiel

d of

gif

ted

educ

atio

n.

114

Skill

s:

S1 M

aint

ain

know

ledg

e of

cur

rent

res

earc

h an

d lit

erat

ure

in th

efi

eld

of s

peci

al e

duca

tion

and

gift

ed e

duca

tion.

115

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s w

ith L

earn

ing

Dis

abili

ties

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

LD

:L

earn

ing

Dis

abili

ties

1.Ph

iloso

phic

al, H

isto

rica

l, an

d L

egal

Fou

ndat

ions

of

Spec

ial E

duca

tion

Kno

wle

dge:

K1

The

his

tori

cal f

ound

atio

ns a

nd c

lass

ic s

tudi

es, i

nclu

ding

the

maj

or c

ontr

ibut

ors

and

advo

cacy

org

aniz

atio

ns, t

hat u

nder

gird

the

grow

th a

nd im

prov

emen

t of

know

ledg

e an

d pr

actic

es in

the

fiel

d of

edu

catio

n of

indi

vidu

als

who

hav

e le

arni

ng d

isab

ilitie

s.

K2

The

evo

lutio

n of

the

term

lear

ning

dis

abili

ty a

s it

rela

tes

tom

edic

ine,

psy

chol

ogy,

beh

avio

r, a

nd e

duca

tion.

K3

Cur

rent

and

pas

t phi

loso

phie

s an

d th

eori

es g

uidi

ng th

e fi

eld

ofed

ucat

ion

of in

divi

dual

s w

ho h

ave

lear

ning

dis

abili

ties.

K4

Futu

re tr

ends

in th

e fi

eld

of e

duca

tion

of in

divi

dual

s w

ho h

ave

lear

ning

dis

abili

ties.

K5

The

infl

uenc

e of

maj

or le

gisl

atio

n th

at a

ffec

ts in

divi

dual

s w

hoha

ve le

arni

ng d

isab

ilitie

s an

d th

e in

flue

nce

on p

ract

ice.

K6

Cur

rent

edu

catio

nal d

efin

ition

s of

indi

vidu

als

with

lear

ning

disa

bilit

ies,

incl

udin

g id

entif

icat

ion

crite

ria,

labe

ling

issu

es,

and

curr

ent i

ncid

ence

and

pre

vale

nce

figu

res.

116

Skill

s:

S1 A

rtic

ulat

e th

e fa

ctor

s th

at in

flue

nce

over

repr

esen

tatio

n of

cul

-tu

rally

and

ling

uist

ical

ly d

iver

se in

divi

dual

s in

pro

gram

s fo

rin

divi

dual

s w

ith le

arni

ng d

isab

ilitie

s.

S2 A

rtic

ulat

e th

e pr

os a

nd c

ons

of c

urre

nt is

sues

and

tren

ds in

spec

ial e

duca

tion

and

the

fiel

d of

lear

ning

dis

abili

ty.

11 7

LD

:L

earn

ing

Dis

abili

ties

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

The

var

ious

etio

logi

es o

f co

nditi

ons

affe

ctin

g in

divi

dual

s w

ithle

arni

ng d

isab

ilitie

s.

K2

The

med

ical

fac

tors

infl

uenc

ing

indi

vidu

als

with

lear

ning

dis

-ab

ilitie

s, in

clud

ing

med

icat

ion,

nut

ritio

n, g

enet

ics,

and

neu

-ro

logy

.

K3

The

psy

chol

ogic

al c

hara

cter

istic

s of

indi

vidu

als

with

lear

ning

disa

bilit

ies,

incl

udin

g in

telli

genc

e, p

erce

ptio

n, m

emor

y, th

ink-

ing

skill

s, a

nd la

ngua

ge d

evel

opm

ent.

K4

The

rel

atio

nshi

p be

twee

n in

divi

dual

s w

ith le

arni

ng d

isab

ilitie

s an

dot

her

asso

ciat

ed c

ondi

tions

, inc

ludi

ng a

ttent

ion

defi

cit d

isor

der,

atte

ntio

n de

fici

t with

hyp

erac

tivity

, and

dys

lexi

a.

K5

The

soc

ial/e

mot

iona

l asp

ects

of

indi

vidu

als

with

lear

ning

dis

-ab

ilitie

s, in

clud

ing

soci

al im

perc

eptiv

enes

s, ju

veni

le d

elin

quen

-cy

, and

lear

ned

help

less

ness

.

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

LD

:L

earn

ing

Dis

abili

ties

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

K1

Spec

ializ

ed te

rmin

olog

y us

ed in

the

asse

ssm

ent o

f in

divi

dual

sw

ho h

ave

lear

ning

dis

abili

ties.

K2

Leg

al p

rovi

sion

s, r

egul

atio

ns, a

nd g

uide

lines

reg

ardi

ng u

nbi-

ased

ass

essm

ent a

nd u

se o

f in

stru

ctio

nal a

sses

smen

t mea

sure

sw

ith in

divi

dual

s w

ho h

ave

lear

ning

dis

abili

ties.

K3

Spec

ializ

ed p

olic

ies

rega

rdin

g re

ferr

al a

nd p

lace

men

t pro

ce-

dure

s fo

r in

divi

dual

s w

ho h

ave

lear

ning

dis

abili

ties.

118

Skill

s:

S1 C

hoos

e an

d ad

min

iste

r as

sess

men

t ins

trum

ents

app

ropr

iate

lyfo

r in

divi

dual

s w

ith le

arni

ng d

isab

ilitie

s.

119

LD

:L

earn

ing

Dis

abili

ties

4.In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

K1

The

impa

ct o

f lis

teni

ng s

kills

on

the

deve

lopm

ent o

f cr

itica

lth

inki

ng, r

eadi

ng c

ompr

ehen

sion

, and

ora

l and

wri

tten

lan-

guag

e.

K2

The

impa

ct o

f la

ngua

ge d

evel

opm

ent o

n th

e ac

adem

ic a

ndso

cial

ski

lls o

f in

divi

dual

s w

ith le

arni

ng d

isab

ilitie

s.

K3

The

impa

ct o

f le

arni

ng d

isab

ilitie

s on

aud

itory

ski

lls, i

nclu

ding

perc

eptio

n, m

emor

y, a

nd c

ompr

ehen

sion

.

K4

The

rel

atio

nshi

p be

twee

n le

arni

ng d

isab

ilitie

s an

d re

adin

gin

stru

ctio

n, in

clud

ing

read

ing

purp

ose,

rat

e, a

ccur

acy,

flu

ency

,an

d co

mpr

ehen

sion

.

K5

The

impa

ct o

f so

cial

ski

lls o

n th

e liv

es o

f in

divi

dual

s w

ho h

ave

lear

ning

dis

abili

ties.

K6

Sour

ces

of s

peci

aliz

ed m

ater

ials

for

indi

vidu

als

with

lear

ning

disa

bilit

ies.

K7

Var

ious

test

-tak

ing

stra

tegi

es u

sed

by in

divi

dual

s w

ith le

arn-

ing

disa

bilit

ies.

K8

Alte

rnat

ives

for

teac

hing

ski

lls a

nd s

trat

egie

s to

indi

vidu

als

with

lear

ning

dis

abili

ties

who

dif

fer

in d

egre

e an

d ki

nd o

f di

s-ab

ility

.

120

Skill

s:

S1 U

se e

ffec

tive

inst

ruct

iona

l str

ateg

ies

for

basi

c sk

ills,

incl

udin

glis

teni

ng, r

eadi

ng, w

ritin

g, r

epor

ting,

and

com

putin

g.

S2 U

se e

ffec

tive

inst

ruct

iona

l str

ateg

ies

for

appl

ying

var

ious

stud

y sk

ills

to a

cade

mic

are

as.

S3 U

se s

kills

to e

nhan

ce th

inki

ng p

roce

sses

.

S4 U

se s

kills

to e

nhan

ce v

ocab

ular

y de

velo

pmen

t.

S5 U

se a

ppro

pria

te r

eadi

ng m

etho

ds f

or in

divi

dual

s w

ho h

ave

lear

ning

dis

abili

ties.

S6 U

se a

ppro

pria

te s

pelli

ng m

etho

ds a

nd in

stru

ctio

nal s

trat

egie

sfo

r in

divi

dual

s w

ho h

ave

lear

ning

dis

abili

ties.

S7 A

ssis

t ind

ivid

uals

who

hav

e le

arni

ng d

isab

ilitie

s in

the

pred

ic-

tion

and

dete

ctio

n of

err

ors

in o

ral a

nd w

ritte

n la

ngua

ge.

S8 U

se a

ppro

pria

te h

andw

ritin

g m

etho

ds a

nd in

stru

ctio

nal

stra

tegi

es f

or in

divi

dual

s w

ith le

arni

ng d

isab

ilitie

s.

S9 U

se d

ecis

ion

crite

ria

for

whe

n to

teac

h m

anus

crip

t ver

sus

cur-

sive

wri

ting

for

indi

vidu

als

with

lear

ning

dis

abili

ties.

S10

Use

app

ropr

iate

mat

h m

etho

ds a

nd in

stru

ctio

nal s

trat

egie

sin

clud

ing

artic

ulat

ion,

pra

ctic

e, im

med

iate

fee

dbac

k, a

ndre

view

, for

indi

vidu

als

who

hav

e le

arni

ng d

isab

ilitie

s an

d w

hosh

ow p

atte

rns

of e

rror

.

Sll U

se r

esea

rch-

supp

orte

d in

stru

ctio

nal s

trat

egie

s an

d pr

actic

efo

r te

achi

ng in

divi

dual

s w

ith le

arni

ng d

isab

ilitie

s.

S12

Mod

ify

spee

d of

pre

sent

atio

n an

d us

e or

gani

zatio

n cu

es.

S13

Inte

grat

e ap

prop

riat

e te

achi

ng s

trat

egie

s an

d in

stru

ctio

nal

appr

oach

es to

pro

vide

eff

ectiv

e in

stru

ctio

n in

aca

dem

ic a

ndno

naca

dem

ic a

reas

for

indi

vidu

als

with

lear

ning

dis

abili

ties.

121

LD

:L

earn

ing

Dis

abili

ties

5.Pl

anni

ng a

nd M

anag

ing

the

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

Kno

wle

dge:

(Non

e in

add

ition

to C

omm

on C

ore.

)

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

LD

:L

earn

ing

Dis

abili

ties

6.M

anag

ing

Stud

ent B

ehav

ior

and

Soci

al I

nter

actio

n Sk

ills

Kno

wle

dge:

(Non

e in

add

ition

to C

omm

on C

ore.

)

Skill

s:

S1 D

esig

n a

lear

ning

env

iron

men

t for

indi

vidu

als

with

lear

ning

disa

bilit

ies

that

pro

vide

s fe

edba

ck f

rom

pee

rs a

nd a

dults

.

:L

earn

ing

Dis

abili

ties

7.C

omm

unic

atio

n an

d C

olla

bora

tive

Part

ners

hips

Kno

wle

dge:

K1

Sour

ces

of u

niqu

e se

rvic

es, n

etw

orks

, and

org

aniz

atio

ns f

orin

divi

dual

s w

ith le

arni

ng d

isab

ilitie

s, in

clud

ing

care

er/v

oca-

tiona

l sup

port

.

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

LD

:L

earn

ing

Dis

abili

ties

8.Pr

ofes

sion

alis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

K1

Con

sum

er a

nd p

rofe

ssio

nal o

rgan

izat

ions

, pub

licat

ions

, and

jour

nals

rel

evan

t to

the

fiel

d of

lear

ning

dis

abili

ties.

122

Skill

s:

S1 A

rtic

ulat

e th

e le

arni

ng d

isab

ility

teac

hers

eth

ical

res

pons

ibili

ty to

noni

dent

ifie

d in

divi

dual

s w

ho f

unct

ion

sim

ilarl

y to

indi

vidu

als

who

hav

e le

arni

ng d

isab

ilitie

s (e

.g.,

at-r

isk

indi

vidu

als)

.

S2 P

artic

ipat

e in

the

activ

ities

of

prof

essi

onal

org

aniz

atio

ns r

elev

ant

to th

e fi

eld

of le

arni

ng d

isab

ilitie

s.

123

O.

12.

12,1

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ngSp

ecia

l Edu

catio

n T

each

ers

of S

tude

nts

with

Men

tal R

etar

datio

n an

d D

evel

opm

enta

l Dis

abili

ties

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

MR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

1.P

iloso

phic

al, H

isto

rica

l, an

d L

egal

Fou

ndat

ions

of

Spec

ial E

duca

tion

Kno

wle

dge:

K1

Cur

rent

edu

catio

nal d

efin

ition

s of

stu

dent

s/in

divi

dual

s w

ithm

enta

l ret

arda

tion/

dev

elop

men

tal d

isab

ilitie

s, in

clud

ing

iden

-tif

icat

ion

crite

ria,

labe

ling

issu

es, a

nd c

urre

nt in

cide

nce

and

prev

alen

ce f

igur

es.

K2

Maj

or p

ersp

ectiv

es o

n th

e de

fini

tion/

etio

logy

of

men

tal r

etar

-da

tion/

deve

lopm

enta

l dis

abili

ties.

K3

Con

tinuu

m o

f pl

acem

ent a

nd s

ervi

ces

avai

labl

e fo

r st

uden

tsw

ith m

enta

l ret

arda

tion/

dev

elop

men

tal d

isab

ilitie

s.

K4

The

his

tori

cal f

ound

atio

ns a

nd c

lass

ic s

tudi

es, i

nclu

ding

the

maj

or c

ontr

ibut

ors,

that

und

ergi

rd th

e gr

owth

and

impr

ove-

men

t of

know

ledg

e an

d pr

actic

es in

the

fiel

d of

men

tal r

etar

-da

tion/

deve

lopm

enta

l dis

abili

ties.

Skill

s:S1

Art

icul

ate

the

pros

and

con

s of

cur

rent

issu

es a

nd tr

ends

insp

ecia

l edu

catio

n an

d th

e fi

eld

of m

enta

l ret

arda

tion/

deve

lop-

men

tal d

isab

ilitie

s.

S2 A

rtic

ulat

e th

e fa

ctor

s th

at in

flue

nce

the

over

repr

esen

tatio

n of

cultu

rally

/ling

uist

ical

ly d

iver

se s

tude

nts

in p

rogr

ams

for

indi

-vi

dual

s w

ith m

enta

l ret

arda

tion/

deve

lopm

enta

l dis

abili

ties.

S3 T

each

stu

dent

s w

ith e

xten

sive

dis

abili

ties,

foc

usin

g on

abi

lity

and

sim

ilari

ties

to c

hild

ren

with

out d

isab

ilitie

s.

MR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

Cau

ses

and

theo

ries

of

inte

llect

ual d

isab

ilitie

s an

d im

plic

a-tio

ns f

or p

reve

ntio

n.

K2

Med

ical

asp

ects

of

inte

llect

ual d

isab

ilitie

s an

d th

eir

impl

ica-

tions

for

lear

ning

.

Skill

s:

S1 D

escr

ibe

and

defi

ne g

ener

al d

evel

opm

enta

l, ac

adem

ic, s

ocia

l,ca

reer

, and

fun

ctio

nal c

hara

cter

istic

s of

indi

vidu

als

with

men

-ta

l ret

arda

tion/

dev

elop

men

tal d

isab

ilitie

s as

they

rel

ate

to le

v-el

s of

sup

port

nee

ded.

125

Kno

wle

dge:

K3

Med

ical

com

plic

atio

ns a

nd im

plic

atio

ns f

or s

tude

nt s

uppo

rtne

eds,

incl

udin

g se

izur

e m

anag

emen

t, tu

be f

eedi

ng, c

athe

teri

-za

tion,

and

CPR

.

K4

Psyc

holo

gica

l cha

ract

eris

tics

of s

tude

nts

with

men

tal r

etar

da-

tion/

deve

lopm

enta

l dis

abili

ties,

incl

udin

g co

gniti

on, p

erce

p-tio

n, m

emor

y, a

nd la

ngua

ge d

evel

opm

ent.

K5

The

soc

ial-

emot

iona

l asp

ects

of

men

tal r

etar

datio

n/de

velo

p-m

enta

l dis

abili

ties,

incl

udin

g ad

aptiv

e be

havi

or, s

ocia

l com

pe-

tenc

e, s

ocia

l iso

latio

n, a

nd le

arne

d he

lple

ssne

ss.

Skill

s:

MR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

K1

Leg

al p

rovi

sion

s, r

egul

atio

ns, a

nd g

uide

lines

reg

ardi

ng u

nbi-

ased

ass

essm

ent a

nd u

se o

f in

stru

ctio

nal a

sses

smen

t mea

sure

sw

ith s

tude

nts

with

men

tal r

etar

datio

n/ d

evel

opm

enta

l dis

abil-

ities

.

K2

Spec

ializ

ed te

rmin

olog

y us

ed in

the

asse

ssm

ent o

f st

uden

tsw

ith m

enta

l ret

arda

tion/

dev

elop

men

tal d

isab

ilitie

s.

K3

Con

ditio

ns a

nd a

sses

smen

t ins

trum

ents

that

ens

ure

max

imum

perf

orm

ance

for

stu

dent

s w

ith m

enta

l ret

arda

tion/

deve

lop-

men

tal d

isab

ilitie

s.

K4

Ada

ptiv

e be

havi

or a

sses

smen

t.

K5

Spec

ializ

ed p

olic

ies

rega

rdin

g re

ferr

al a

nd p

lace

men

t pro

ce-

dure

s fo

r st

uden

ts w

ith m

enta

l ret

arda

tion/

deve

lopm

enta

l dis

-ab

ilitie

s.

126

Skill

s:

S1 U

se e

xcep

tiona

lity-

spec

ific

ass

essm

ent i

nstr

umen

ts s

uch

asad

aptiv

e sk

ills

asse

ssm

ents

and

dev

elop

men

tal s

cree

ning

asse

ssm

ents

.

S2 A

dapt

and

mod

ify

exis

ting

asse

ssm

ent t

ools

and

met

hods

toac

com

mod

ate

the

uniq

ue a

bilit

ies

and

need

s of

stu

dent

s w

ithm

enta

l ret

arda

tion/

deve

lopm

enta

l dis

abili

ties,

incl

udin

g ec

o-lo

gica

l inv

ento

ries

, por

tfol

io a

sses

smen

ts, f

unct

iona

l ass

ess-

men

ts, a

nd f

utur

e-ba

sed

asse

ssm

ents

. 127

1WR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

4In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

Skill

s:

K1

Sour

ces

of s

peci

aliz

ed m

ater

ials

for

stu

dent

s w

ith m

enta

lS1

reta

rdat

ion/

deve

lopm

enta

l dis

abili

ties.

K2

Ass

istiv

e de

vice

s fo

r in

divi

dual

s w

ith s

peci

al n

eeds

.

K3

App

roac

hes

to c

reat

e po

sitiv

e le

arni

ng e

nvir

onm

ents

for

indi

-vi

dual

s w

ith s

peci

al n

eeds

.

Util

ize

rese

arch

-sup

port

ed in

stru

ctio

nal s

trat

egie

s an

d pr

ac-

tices

, inc

ludi

ng th

e fu

nctio

nal e

mbe

dded

ski

lls a

ppro

ach,

com

-m

unity

-bas

ed in

stru

ctio

n, ta

sk a

naly

sis,

mul

tisen

sory

, and

con

-cr

ete/

man

ipul

ativ

e te

chni

ques

.

S2 D

esig

n an

d im

plem

ent s

enso

ry s

timul

atio

n pr

ogra

ms

for

indi

-vi

dual

s w

ith e

xten

sive

nee

ds.

S3 T

each

cul

tura

lly r

espo

nsiv

e fu

nctio

nal l

ife

skill

s re

leva

nt to

inde

pend

ence

in th

e co

mm

unity

, per

sona

l liv

ing,

and

em

ploy

-m

ent,

incl

udin

g ac

cess

ing

publ

ic tr

ansp

orta

tion,

coo

king

, sho

p-pi

ng, l

aund

ry, f

unct

iona

l rea

ding

, and

sex

ualit

y.

S4 D

esig

n ag

e ap

prop

riat

e in

stru

ctio

n ba

sed

on th

e ad

aptiv

e sk

ills

of s

tude

nts

with

men

tal r

etar

datio

n/ d

evel

opm

enta

l dis

abili

ties.

S5 I

nteg

rate

sel

ecte

d re

late

d se

rvic

es in

to th

e in

stru

ctio

nal d

ay o

fst

uden

ts w

ith m

enta

l ret

arda

tion/

deve

lopm

enta

l dis

abili

ties.

S6 P

rovi

de in

stru

ctio

n in

com

mun

ity-b

ased

set

tings

.

S7 A

ssis

t stu

dent

s in

the

use

of a

ltern

ativ

e an

d au

gmen

tativ

eco

mm

unic

atio

n sy

stem

s.

S8 U

se a

ppro

pria

te p

hysi

cal m

anag

emen

t tec

hniq

ues,

incl

udin

gpo

sitio

ning

, han

dlin

g, li

ftin

g, r

elax

atio

n, a

nd r

ange

of

mot

ion.

S9 U

se a

nd m

aint

ain

orth

otic

, pro

sthe

tic, a

nd a

dapt

ive

equi

pmen

tef

fect

ivel

y.

MR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

5Pl

anni

ng a

nd M

anag

ing

the

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

Kno

wle

dge:

K1

Mod

el p

rogr

ams,

incl

udin

g ca

reer

/voc

atio

nal a

nd tr

ansi

tion,

that

hav

e be

en e

ffec

tive

for

indi

vidu

als

with

men

tal r

etar

da-

tion/

deve

lopm

enta

l dis

abili

ties.

Skill

s:

S1 S

truc

ture

the

phys

ical

env

iron

men

t to

prov

ide

optim

al le

arn-

ing

for

stud

ents

with

men

tal r

etar

datio

n/de

velo

pmen

tal d

is-

129

abili

ties.

Kno

wle

dge:

Skill

s:

S2 D

emon

stra

te th

e ab

ility

to te

ach

stud

ents

with

men

tal r

etar

da-

tion/

deve

lopm

enta

l dis

abili

ties

in a

var

iety

of

plac

emen

t set

tings

.

MR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

6.M

anag

ing

Stud

ent B

ehav

ior

and

Soci

al I

nter

actio

n Sk

ills

Kno

wle

dge:

Skill

s:K

1 T

heor

ies

of b

ehav

ior

prob

lem

s in

indi

vidu

als

with

men

tal

S1re

tard

atio

n/de

velo

pmen

tal d

isab

ilitie

s, in

clud

ing

self

-stim

ula-

tion

and

self

-abu

se.

K2

Impa

ct o

f m

ultip

le d

isab

ilitie

s on

beh

avio

r.

Des

ign,

impl

emen

t, an

d ev

alua

te in

stru

ctio

nal p

rogr

ams

that

enha

nce

the

stud

ent s

soc

ial p

artic

ipat

ion

in f

amily

, sch

ool,

and

com

mun

ity a

ctiv

ities

.

MR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

7.C

omm

unic

atio

n an

d C

olla

bora

tive

Part

ners

hips

Kno

wle

dge:

Skill

s:K

1 So

urce

s of

uni

que

serv

ices

, net

wor

ks, a

nd o

rgan

izat

ions

for

S1st

uden

ts/in

divi

dual

s w

ith m

enta

l ret

arda

tion/

deve

lopm

enta

ldi

sabi

litie

s.

Ass

ist s

tude

nts,

with

the

supp

ort o

f pa

rent

s an

d ot

her

prof

es-

sion

als,

in p

lann

ing

for

tran

sitio

n to

adu

lthoo

d in

clud

ing

empl

oym

ent a

nd c

omm

unity

and

dai

ly li

fe, w

ith m

axim

umop

port

uniti

es f

or f

ull p

artic

ipat

ion

in th

e co

mm

unity

and

dec

i-si

on m

akin

g.

MR

: Men

tal R

etar

datio

n/D

evel

opm

enta

l Dis

abili

ties

8.Pr

ofes

sion

alis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

K1

Con

sum

er a

nd p

rofe

ssio

nal o

rgan

izat

ions

, pub

licat

ions

, and

jour

nals

rel

evan

t to

the

fiel

d of

men

tal r

etar

datio

n/de

velo

p-m

enta

l dis

abili

ties. 13

0

Skill

s:

S1 P

artic

ipat

e in

the

activ

ities

of

prof

essi

onal

org

aniz

atio

ns r

elev

ant

to th

e fi

eld

of m

enta

l ret

arda

tion/

deve

lopm

enta

l dis

abili

ties. 13

1

CE

Cow

ledg

e an

d Sk

ills

for

All

Beg

inni

ng S

peci

al E

duca

tion

Tea

cher

s of

Stu

dent

s w

ith P

hysi

cal a

nd H

ealth

Dis

abili

ties

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

PH:

hysi

cal a

nd H

ealth

Dis

abili

ties

1.Ph

iloso

phic

al, H

isto

rica

l, an

d L

egal

Fou

ndat

ions

of

Spec

ial E

duca

tion

Kno

wle

dge:

K1

Cur

rent

edu

catio

nal d

efin

ition

s of

indi

vidu

als

with

phy

sica

lan

d he

alth

dis

abili

ties

incl

udin

g id

entif

icat

ion

crite

ria,

labe

l-in

g is

sues

, and

cur

rent

inci

denc

e an

d pr

eval

ence

fig

ures

.

K2

His

tori

cal f

ound

atio

ns a

nd c

lass

ic s

tudi

es, i

nclu

ding

the

maj

orco

ntri

buto

rs, t

hat u

nder

gird

the

grow

th a

nd im

prov

emen

t of

know

ledg

e an

d pr

actic

es in

the

fiel

d of

spe

cial

edu

catio

n an

dre

late

d se

rvic

es f

or in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

-ab

ilitie

s an

d th

eir

fam

ilies

.

K3

Con

tem

pora

ry is

sues

in s

peci

al e

duca

tion

and

rela

ted

serv

ices

for

indi

vidu

als

with

phy

sica

l and

hea

lth d

isab

ilitie

s an

d th

eir

fam

ilies

.

K4

Law

s, r

egul

atio

ns, a

nd p

olic

ies

rela

ted

to th

e pr

ovis

ion

of s

pe-

cial

ized

hea

lth c

are

in th

e ed

ucat

iona

l set

ting.

Skill

s:

S1 A

rtic

ulat

e th

e se

rvic

e de

liver

y fo

r in

divi

dual

s w

ith p

hysi

cal

and

heal

th d

isab

ilitie

s an

d its

rel

atio

n to

con

tem

pora

ry e

duca

-tio

nal p

lace

men

t and

inst

ruct

iona

l con

tent

.

PH: P

hysi

cal a

nd H

ealth

Dis

abili

ties

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

Impl

icat

ions

of

phys

ical

and

hea

lth d

isab

ilitie

s on

psy

chos

o-ci

al, e

duca

tiona

l, vo

catio

nal,

and

leis

ure

outc

omes

for

indi

vid-

uals

, fam

ilies

, and

soc

iety

.

13 r

'

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

133

Kno

wle

dge:

K2

Gen

eric

med

ical

term

inol

ogy

used

to d

escr

ibe

the

impa

ct o

fph

ysic

al a

nd h

ealth

dis

abili

ties.

K3

Etio

logy

and

cha

ract

eris

tics

of p

hysi

cal a

nd h

ealth

dis

abili

ties

acro

ss th

e lif

e sp

an.

K4

Seco

ndar

y he

alth

car

e is

sues

that

acc

ompa

ny s

peci

fic

phys

ical

and

heal

th d

isab

ilitie

s.

Skill

s:

PH: P

hysi

cal a

nd H

ealth

Dis

abili

ties

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

K1

Spec

ializ

ed te

rmin

olog

y us

ed in

the

asse

ssm

ent o

f in

divi

dual

sw

ith p

hysi

cal a

nd h

ealth

dis

abili

ties.

K2

Leg

al p

rovi

sion

s, r

egul

atio

ns, a

nd g

uide

lines

reg

ardi

ng u

nbi-

ased

ass

essm

ent a

nd u

se o

f in

stru

ctio

nal a

sses

smen

t mea

sure

sof

indi

vidu

als

with

phy

sica

l and

hea

lth d

isab

ilitie

s.

K3

Spec

ializ

ed p

olic

ies

rega

rdin

g re

ferr

al a

nd p

lace

men

t pro

ce-

dure

s fo

r st

uden

ts w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties.

Skill

s:

S1 M

odif

y an

d ad

apt a

sses

smen

t pro

cedu

res

for

use

with

indi

vid-

uals

with

phy

sica

l and

hea

lth d

isab

ilitie

s.

S2 D

evel

op a

nd u

se a

tech

nolo

gy p

lan

base

d on

ass

itive

tech

nolo

gyas

sess

men

t.

S3 A

sses

s re

liabl

e m

etho

d(s)

of

resp

onse

of

indi

vidu

als

who

lack

typi

cal c

omm

unic

atio

n an

d pe

rfor

man

ce a

bilit

ies.

S4 U

se r

esul

ts o

f sp

ecia

lized

eva

luat

ions

, suc

h as

ora

l mot

or,

refl

ex, a

nd m

ovem

ent,

to m

ake

inst

ruct

iona

l dec

isio

ns f

or in

di-

vidu

als

with

phy

sica

l and

hea

lth d

isab

ilitie

s.

PH: P

hysi

cal a

nd H

ealth

Dis

abili

ties

4.In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

K1

Res

earc

h-su

ppor

ted

inst

ruct

iona

l pra

ctic

es, s

trat

egie

s, a

ndad

apta

tions

nec

essa

ry to

acc

omm

odat

e th

e ph

ysic

al a

nd c

om-

mun

icat

ion

char

acte

rist

ics

of s

tude

nts

with

phy

sica

l and

heal

th d

isab

ilitie

s. 134

Skill

s:

S1 I

nter

pret

sen

sory

, mob

ility

, ref

lex,

and

per

cept

ual i

nfor

mat

ion

to c

reat

e ap

prop

riat

e le

arni

ng p

lans

for

indi

vidu

als

with

phy

s-ic

al a

nd h

ealth

dis

abili

ties.

135

136

Kno

wle

dge:

Skill

s:

K2

Sour

ces

of s

peci

aliz

ed m

ater

ials

, equ

ipm

ent,

and

assi

stiv

ete

chno

logy

for

stu

dent

s w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties.

S2 U

se a

ppro

pria

te a

dapt

atio

ns a

nd a

ssis

tive

tech

nolo

gy s

uch

assw

itche

s, a

dapt

ed k

eybo

ards

, and

alte

rnat

ive

posi

tioni

ng to

allo

w s

tude

nts

with

phy

sica

l and

hea

lth d

isab

ilitie

s fu

ll pa

r-tic

ipat

ion

and

acce

ss to

the

core

cur

ricu

lum

.

S3 A

dapt

less

ons

that

min

imiz

e th

e ph

ysic

al e

xert

ion

of in

divi

du-

als

with

spe

cial

ized

hea

lth c

are

need

s.

S4 D

esig

n an

d im

plem

ent a

n in

stru

ctio

nal p

rogr

am th

at a

ddre

ss-

es in

stru

ctio

n in

inde

pend

ent l

ivin

g sk

ills,

voc

atio

nal s

kills

,an

d ca

reer

edu

catio

n fo

r st

uden

ts w

ith p

hysi

cal a

nd h

ealth

dis

-ab

ilitie

s, e

mph

asiz

ing

posi

tive

self

-con

cept

s an

d re

alis

tic g

oals

.

S5 D

esig

n an

d im

plem

ent c

urri

culu

m a

nd in

stru

ctio

nal s

trat

egie

sfo

r m

edic

al s

elf-

man

agem

ent p

roce

dure

s by

stu

dent

s w

ith s

pe-

cial

ized

hea

lth c

are

need

s.

S6 P

artic

ipat

e in

the

sele

ctio

n an

d im

plem

enta

tion

of a

ugm

enta

-tiv

e or

alte

rnat

ive

com

mun

icat

ion

devi

ces

and

syst

ems,

incl

ud-

ing

sign

lang

uage

, ele

ctro

nic

devi

ces,

pic

ture

and

sym

bol s

ys-

tem

s, a

nd la

ngua

ge b

oard

s, f

or u

se w

ith s

tude

nts

with

phy

sica

lan

d he

alth

dis

abili

ties.

PH:

Phys

ical

and

Hea

lth D

isab

ilitie

s5.

Plan

ning

and

Man

agin

g th

e T

each

ing

and

Lea

rnin

g E

nvir

onm

ent

Kno

wle

dge:

K1

Scho

ol s

ettin

g ad

apta

tions

nec

essa

ry to

acc

omm

odat

e th

ene

eds

and

abili

ties

of in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

-ab

ilitie

s.

K2

App

ropr

iate

use

of

assi

stiv

e de

vice

s to

mee

t the

nee

ds o

f in

di-

vidu

als

with

phy

sica

l and

hea

lth d

isab

ilitie

s.

K3

Spec

ializ

ed h

ealth

car

e pr

actic

es, f

irst

aid

tech

niqu

es, a

ndot

her

med

ical

ly r

elev

ant i

nter

vent

ions

nec

essa

ry to

mai

ntai

nth

e he

alth

and

saf

ety

of s

tude

nts

in a

var

iety

of

educ

atio

nal

setti

ngs.

Skill

s:

S1 U

se lo

cal,

com

mun

ity, a

nd s

tate

res

ourc

es a

vaila

ble

to a

ssis

t in

prog

ram

min

g fo

r in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

abil-

ities

.

S2 C

oord

inat

e ac

tiviti

es o

f re

late

d se

rvic

es p

erso

nnel

to m

axim

ize

dire

ct in

stru

ctio

n tim

e fo

r in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

disa

bilit

ies.

S3 U

se te

chni

ques

of

phys

ical

pos

ition

ing

and

man

agem

ent o

fin

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties

to e

nsur

e pa

r-tic

ipat

ion

in a

cade

mic

and

soc

ial e

nvir

onm

ents

.

Kno

wle

dge:

Skill

s:K

4 C

omm

on e

nvir

onm

enta

l and

per

sona

l bar

rier

s th

at h

inde

rac

cess

ibili

ty a

nd a

ccep

tanc

e of

indi

vidu

als

with

phy

sica

l and

heal

th d

isab

ilitie

s.

S1 U

se lo

cal,

com

mun

ity, a

nd s

tate

res

ourc

es a

vaila

ble

to a

ssis

t in

prog

ram

min

g fo

r in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

abil-

ities

.

S2 C

oord

inat

e ac

tiviti

es o

f re

late

d se

rvic

es p

erso

nnel

to m

axim

ize

dire

ct in

stru

ctio

n tim

e fo

r in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

disa

bilit

ies.

S3 U

se te

chni

ques

of

phys

ical

pos

ition

ing

and

man

agem

ent o

fin

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties

to e

nsur

e pa

r-tic

ipat

ion

in a

cade

mic

and

soc

ial e

nvir

onm

ents

.

S4 D

emon

stra

te a

ppro

pria

te b

ody

mec

hani

cs to

ens

ure

stud

ent

and

teac

her

safe

ty in

tran

sfer

, lif

ting,

pos

ition

ing,

and

sea

ting.

S5 U

se a

ppro

pria

te a

dapt

ive

equi

pmen

t suc

h as

wed

ges,

sea

tin

sert

s, a

nd s

tand

ers

to f

acili

tate

pos

ition

ing,

mob

ility

, com

mu-

nica

tion,

and

lear

ning

for

indi

vidu

als

with

phy

sica

l and

hea

lthdi

sabi

litie

s.

S6 U

se p

ositi

onin

g te

chni

ques

that

dec

reas

e in

appr

opri

ate

tone

and

faci

litat

e ap

prop

riat

e po

stur

al r

eact

ions

to e

nhan

ce p

ar-

ticip

atio

n.

S7 P

ract

ice

reco

mm

ende

d un

iver

sal p

reca

utio

ns to

mai

ntai

nhe

alth

y en

viro

nmen

ts.

S8 A

ssis

t ind

ivid

uals

to d

evel

op a

sen

sitiv

ity to

war

d th

ose

who

have

com

mun

icab

le d

isea

ses.

S9 M

onito

r th

e ef

fect

s of

med

icat

ion

on in

divi

dual

per

form

ance

.

S10

Inte

grat

e an

indi

vidu

al's

hea

lth c

are

plan

into

dai

ly p

rogr

amm

ing.

PH: P

hysi

cal a

nd H

ealth

Dis

abili

ties

6.M

anag

ing

Stud

ent B

ehav

ior

and

Soci

al I

nter

actio

n Sk

ills

Kno

wle

dge:

K1

Com

mun

icat

ion

and

soci

al in

tera

ctio

n al

tern

ativ

es f

or in

divi

d-ua

ls w

ho a

re n

onsp

eaki

ng.

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

189

140

PH: P

hysi

cal a

nd H

ealth

Dis

abili

ties

7.C

omm

unic

atio

n an

d C

olla

bora

tive

Part

ners

hips

Kno

wle

dge:

K1

Sour

ces

of u

niqu

e se

rvic

es, n

etw

orks

, and

org

aniz

atio

ns f

orin

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties.

K2

Rol

es a

nd r

espo

nsib

ilitie

s of

sch

ool-

base

d m

edic

al a

nd r

elat

edse

rvic

es p

erso

nnel

(ph

ysic

al a

nd o

ccup

atio

nal t

hera

pist

s,ad

apte

d ph

ysic

al e

duca

tion

spec

ialis

ts, e

tc.)

.

K3

Rol

es a

nd r

espo

nsib

ilitie

s of

com

mun

ity-b

ased

med

ical

and

rela

ted

serv

ices

per

sonn

el (

phys

icia

ns, p

rost

hetic

s, r

ehab

ilita

-tio

n en

gine

ers,

etc

.).

Skill

s:

S1 C

olla

bora

te w

ith s

ervi

ce p

rovi

ders

reg

ardi

ng a

cqui

sitio

n,de

velo

pmen

t, m

odif

icat

ion,

and

eva

luat

ion

of a

ssis

tive

tech

nol-

ogy,

pro

cedu

res,

and

cur

ricu

la to

ass

ist i

n m

eetin

g fu

nctio

nal,

soci

al, e

duca

tiona

l, an

d te

chno

logi

cal n

eeds

of

stud

ents

with

phys

ical

and

hea

lth d

isab

ilitie

s.

S2 U

se s

trat

egie

s to

wor

k w

ith c

hron

ical

ly il

l and

term

inal

ly il

lin

divi

dual

s an

d th

eir

fam

ilies

.

PH:

Phys

ical

and

Hea

lth D

isab

ilitie

s8.

Prof

essi

onal

ism

and

Eth

ical

Pra

ctic

es

Kno

wle

dge:

K1

Rig

hts

to p

riva

cy, c

onfi

dent

ialit

y, a

nd r

espe

ct f

or d

iffe

renc

esam

ong

all p

erso

ns in

tera

ctin

g w

ith in

divi

dual

s w

ith p

hysi

cal

and

heal

th d

isab

ilitie

s.

K2

Con

sum

er a

nd p

rofe

ssio

nal o

rgan

izat

ions

, age

ncie

s, p

ublic

a-tio

ns, a

nd jo

urna

ls r

elev

ant t

o th

e fi

eld

of p

hysi

cal a

nd h

ealth

disa

bilit

ies.

K3

Typ

es a

nd tr

ansm

issi

on r

oute

s of

infe

ctio

us d

isea

se.

Skill

s:

S1Pa

rtic

ipat

e in

tran

sdis

cipl

inar

y te

am a

ctiv

ities

in p

rovi

ding

inte

grat

ed c

are

for

indi

vidu

als

with

phy

sica

l and

hea

lth d

is-

abili

ties,

par

ticul

arly

whe

n st

uden

ts a

re tr

ansi

tioni

ng f

rom

hom

e, h

ospi

tal,

or r

ehab

ilita

tion

faci

lity

to s

choo

l.

S2 M

aint

ain

conf

iden

tialit

y of

med

ical

rec

ords

and

res

pect

for

pri

-va

cy o

f in

divi

dual

s w

ith p

hysi

cal a

nd h

ealth

dis

abili

ties.

S3Pr

actic

e ap

prop

riat

e un

iver

sal p

reca

utio

ns w

hen

inte

ract

ing

with

indi

vidu

als

with

phy

sica

l and

hea

lth d

isab

ilitie

s.

S4 S

eek

info

rmat

ion

rega

rdin

g pr

otoc

ols,

pro

cedu

ral g

uide

lines

,an

d po

licie

s de

sign

ed to

ass

ist i

ndiv

idua

ls w

ith p

hysi

cal a

ndhe

alth

dis

abili

ties

as th

ey p

artic

ipat

e in

sch

ool a

nd c

omm

uni-

ty-b

ased

act

iviti

es.

S5 P

artic

ipat

e in

the

activ

ities

of

prof

essi

onal

org

aniz

atio

ns r

ele-

vant

to th

e fi

eld

of p

hysi

cal a

nd h

ealth

dis

abili

ties.

CE

C K

now

ledg

e an

d Sk

ills

for

All

Beg

inni

ngSp

ecia

l Edu

catio

nT

each

ers

of S

tude

nts

with

Vis

ual I

mpa

irm

ents

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

VI:

Vis

ual I

mpa

irm

ent

1.Ph

iloso

phic

al, H

isto

rica

l, an

d L

egal

Fou

ndat

ions

of

Spec

ialE

duca

tion

Kno

wle

dge:

K1

Fede

ral e

ntitl

emen

ts (

e.g.

, Am

eric

an P

rint

ing

Hou

se f

or th

eB

lind

Quo

te F

unds

) th

at r

elat

e to

the

prov

isio

n of

spe

cial

ized

equi

pmen

t and

mat

eria

ls f

or le

arne

rs w

ith v

isua

l im

pair

-m

ents

.

K2

His

tori

cal f

ound

atio

ns f

or e

duca

tion

of c

hild

ren

with

vis

ual

impa

irm

ents

, inc

ludi

ng th

e ar

ray

of s

ervi

ce o

ptio

ns.

K3

Cur

rent

edu

catio

nal d

efin

ition

s of

stu

dent

s w

ith v

isua

l dis

-ab

ilitie

s, in

clud

ing

iden

tific

atio

n cr

iteri

a, la

belin

g is

sues

, and

curr

ent i

ncid

ence

and

pre

vale

nce

figu

res.

Skill

s:S1

Art

icul

ate

the

pros

and

con

s of

cur

rent

issu

es a

nd tr

ends

insp

ecia

l edu

catio

n vi

sual

impa

irm

ent.

VI:

Vis

ual I

mpa

irm

ent

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

Nor

mal

dev

elop

men

t of

the

hum

an v

isua

l sys

tem

.

K2

Bas

ic te

rmin

olog

y re

late

d to

the

stru

ctur

e an

d fu

nctio

n of

the

hum

an v

isua

l sys

tem

.

K3

Bas

ic te

rmin

olog

y re

late

d to

dis

ease

s an

d di

sord

ers

of th

ehu

man

vis

ual s

yste

m.

K4

Dev

elop

men

t of

seco

ndar

y se

nses

(he

arin

g, to

uch,

tast

e, s

mel

l)w

hen

the

prim

ary

sens

e is

impa

ired

.

142

Skill

s: (Non

e in

add

ition

to C

omm

on C

ore.

)

143

;

144

Kno

wle

dge:

K5

The

eff

ects

of

a vi

sual

impa

irm

ent o

n ea

rly

deve

lopm

ent

(mot

or s

yste

m, c

ogni

tion,

soc

ial/e

mot

iona

l int

erac

tions

, sel

f-he

lp, l

angu

age)

.

K6

The

eff

ects

of

a vi

sual

impa

irm

ent o

n so

cial

beh

avio

rs a

ndin

depe

nden

ce.

K7

The

eff

ects

of

a vi

sual

impa

irm

ent o

n la

ngua

ge a

nd c

omm

uni-

catio

n.

K8

The

eff

ects

of

a vi

sual

impa

irm

ent o

n th

e in

divi

dual

's f

amily

and

the

reci

proc

al im

pact

on

the

indi

vidu

al's

sel

f-es

teem

.

K9

Psyc

hoso

cial

asp

ects

of

a vi

sual

impa

irm

ent.

K10

Eff

ects

of

med

icat

ions

on

the

visu

al s

yste

m.

K11

The

impa

ct o

f ad

ditio

nal e

xcep

tiona

litie

s on

stu

dent

s w

ithvi

sual

impa

irm

ents

.

Skill

s:

VI:

Vis

ual I

mpa

irm

ent

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

K1

The

impa

ct o

f vi

sual

dis

orde

rs o

n le

arni

ng a

nd e

xper

ienc

e.

K2

Spec

ializ

ed te

rmin

olog

y us

ed in

ass

essi

ng in

divi

dual

s w

ithvi

sual

impa

irm

ents

, bot

h as

it r

elat

es to

the

visu

al s

yste

m a

ndin

are

as o

f im

port

ance

.

K3

Eth

ical

con

side

ratio

ns a

nd le

gal p

rovi

sion

s, r

egul

atio

ns, a

ndgu

idel

ines

(fe

dera

l, st

ate/

prov

inci

al, a

nd lo

cal)

rel

ated

toas

sess

men

t of

stud

ents

with

vis

ual i

mpa

irm

ents

(in

clud

ing

the

lega

l ver

sus

func

tiona

l def

initi

ons

of b

lindn

ess

and

low

vis

ion)

.

K4

Spec

ializ

ed p

olic

ies

rega

rdin

g re

ferr

al a

nd p

lace

men

t pro

ce-

dure

s fo

r st

uden

ts w

ith v

isua

l im

pair

men

ts.

Skill

s:

S1 I

nter

pret

eye

rep

orts

and

oth

er v

isio

n-re

late

d di

agno

stic

info

r-m

atio

n.

S2 U

se d

isab

ility

-spe

cifi

c as

sess

men

t ins

trum

ents

app

ropr

iate

ly(e

.g.,

Blin

d L

earn

ing

Apt

itude

Tes

t, T

actil

e T

est o

f B

asic

Con

cept

s, D

iagn

ostic

Ass

essm

ent P

roce

dure

).

S3 A

dapt

and

use

a v

arie

ty o

f as

sess

men

t pro

cedu

res

appr

opri

-at

ely

whe

n ev

alua

ting

indi

vidu

als

with

vis

ual i

mpa

irm

ents

.

S4 C

reat

e an

d m

aint

ain

disa

bilit

y-re

late

d re

cord

s fo

r st

uden

tsw

ith v

isua

l im

pair

men

ts.

S5 G

athe

r ba

ckgr

ound

info

rmat

ion

abou

t aca

dem

ic, m

edic

al, a

ndfa

mily

his

tory

as

it re

late

s to

the

stud

ent's

vis

ual s

tatu

s fo

rst

uden

ts w

ith v

isua

l im

pair

men

ts.

145

Kno

wle

dge:

K5

Proc

edur

es u

sed

for

scre

enin

g, p

rere

ferr

al, r

efer

ral,

and

clas

si-

fica

tions

of

stud

ents

with

vis

ual i

mpa

irm

ents

, inc

ludi

ng v

isio

nsc

reen

ing

met

hods

, fun

ctio

nal v

isio

n ev

alua

tion,

and

lear

ning

med

ia a

sses

smen

t.

K6

Alte

rnat

ive

asse

ssm

ent t

echn

ique

s fo

r st

uden

ts w

ho a

re b

lind

or w

ho h

ave

low

vis

ion.

K7

App

ropr

iate

inte

rpre

tatio

n an

d ap

plic

atio

n of

sco

res

obta

ined

as a

res

ult o

f as

sess

ing

indi

vidu

als

with

vis

ual i

mpa

irm

ents

.

K8

Rel

atio

nshi

ps a

mon

g as

sess

men

t, IE

P de

velo

pmen

t, an

d pl

ace-

men

t as

they

aff

ect v

isio

n-re

late

d se

rvic

es.

Skill

s:

S6 D

evel

op in

divi

dual

ized

inst

ruct

iona

l str

ateg

ies

to e

nhan

cein

stru

ctio

n fo

r le

arne

rs w

ith v

isua

l im

pair

men

ts, i

nclu

ding

mod

ific

atio

ns o

f th

e en

viro

nmen

t, ad

apta

tions

of

mat

eria

ls,

and

disa

bilit

y-sp

ecif

ic m

etho

dolo

gies

.

VI:

Vis

ual I

mpa

irm

ent

4.In

stru

ctio

nal C

onte

nt a

nd P

ract

ice

Kno

wle

dge:

K1

Met

hods

for

the

deve

lopm

ent o

f sp

ecia

l aud

itory

, tac

tual

,an

d m

odif

ied

visu

al c

omm

unic

atio

n sk

ills

for

stud

ents

with

visu

al im

pair

men

ts, i

nclu

ding

:B

raill

e re

adin

g an

d w

ritin

g.H

andw

ritin

g fo

r st

uden

ts w

ith lo

w v

isio

n an

d si

gnat

ure

wri

t-in

g fo

r st

uden

ts w

ho a

re b

lind.

Lis

teni

ng s

kills

and

com

pens

ator

y au

dito

ry s

kills

.T

ypin

g an

d ke

yboa

rdin

g sk

ills.

The

use

of

uniq

ue te

chno

logy

for

indi

vidu

als

with

vis

ual

impa

irm

ents

.T

he u

se o

f al

tern

ativ

es to

non

verb

al c

omm

unic

atio

n.

K2

Met

hods

to a

cqui

re d

isab

ility

-uni

que

acad

emic

ski

lls, i

nclu

ding

:T

he u

se o

f an

aba

cus.

The

use

of

a ta

lkin

g ca

lcul

ator

.T

actil

e gr

aphi

cs (

incl

udin

g m

aps,

cha

rts,

tabl

es, e

tc.)

.A

dapt

ed s

cien

ce e

quip

men

t.

146

Skill

s:

Si I

nter

pret

and

use

uni

que

asse

ssm

ent d

ata

for

inst

ruct

iona

lpl

anni

ng w

ith s

tude

nts

with

vis

ual i

mpa

irm

ents

.

S2 C

hoos

e an

d us

e ap

prop

riat

e te

chno

logi

es to

acc

ompl

ish

inst

ruct

iona

l obj

ectiv

es f

or s

tude

nts

with

vis

ual i

mpa

irm

ents

,an

d in

tegr

ate

the

tech

nolo

gies

app

ropr

iate

ly in

to th

e in

stru

c-tio

nal p

roce

ss.

S3 S

eque

nce,

impl

emen

t, an

d ev

alua

te in

divi

dual

dis

abili

ty-r

elat

-ed

lear

ning

obj

ectiv

es f

or s

tude

nts

with

vis

ual i

mpa

irm

ents

.

S4 U

se s

trat

egie

s fo

r fa

cilit

atin

g th

e m

aint

enan

ce a

nd g

ener

aliz

a-tio

n of

dis

abili

ty-r

elat

ed s

kills

acr

oss

lear

ning

env

iron

men

tsfo

r st

uden

ts w

ith v

isua

l im

pair

men

ts.

S5 T

each

stu

dent

s w

ho h

ave

visu

al im

pair

men

ts to

use

thin

king

,pr

oble

m-s

olvi

ng, a

nd o

ther

cog

nitiv

e st

rate

gies

to m

eet t

heir

indi

vidu

al le

arni

ng n

eeds

.

147

CO 14

3

Kno

wle

dge:

Ski

lls:

K3

Met

hods

for

the

deve

lopm

ent o

f ba

sic

conc

epts

nee

ded

byyo

ung

stud

ents

who

do

not l

earn

vis

ually

.

K4

Met

hods

for

the

deve

lopm

ent o

f vi

sual

eff

icie

ncy,

incl

udin

gin

stru

ctio

n in

the

use

of p

rint

ada

ptat

ions

, opt

ical

dev

ices

, and

non-

optic

al d

evic

es.

K5

Met

hods

to d

evel

op a

ltern

ativ

e re

ason

ing

and

deci

sion

-mak

ing

skill

s in

stu

dent

s w

ith v

isua

l im

pair

men

ts.

K6

Met

hods

to d

evel

op a

ltern

ativ

e or

gani

zatio

n an

d st

udy

skill

sfo

r st

uden

ts w

ith v

isua

l im

pair

men

ts.

K7

Met

hods

to p

repa

re s

tude

nts

with

vis

ual i

mpa

irm

ents

for

str

uc-

ture

d pr

ecan

e or

ient

atio

n an

d m

obili

ty a

sses

smen

t and

inst

ruct

ion.

K8

Met

hods

to d

evel

op ta

ctua

l per

cept

ual s

kills

for

stu

dent

s w

hoar

e or

will

be

prim

arily

tact

ual l

earn

ers.

K9

Met

hods

to te

ach

hum

an s

exua

lity

to s

tude

nts

who

hav

e vi

sual

impa

irm

ents

, usi

ng ta

ctua

l mod

els

that

are

ana

tom

ical

ly a

ccur

ate.

K10

Met

hods

to d

evel

op a

dapt

ed p

hysi

cal a

nd r

ecre

atio

n sk

ills

for

indi

vidu

als

who

hav

e vi

sual

impa

irm

ents

.

K11

Met

hods

to d

evel

op s

ocia

l and

dai

ly li

ving

ski

lls th

at a

re n

or-

mal

ly le

arne

d or

rei

nfor

ced

by v

isua

l mea

ns.

K12

Str

ateg

ies

for

deve

lopi

ng c

aree

r aw

aren

ess

in a

nd p

rovi

ding

voca

tiona

l cou

nsel

ing

for

stud

ents

with

vis

ual i

mpa

irm

ents

.

K13

Str

ateg

ies

for

prom

otin

g se

lf-a

dvoc

acy

in in

divi

dual

s w

ithvi

sual

impa

irm

ents

.

K14

Fun

ctio

nal l

ife

skill

s in

stru

ctio

n re

leva

nt to

inde

pend

ent,

com

-m

unity

, and

per

sona

l liv

ing

and

empl

oym

ent f

or in

divi

dual

sw

ith v

isua

l im

pair

men

ts in

clud

ing:

Met

hods

for

acc

essi

ng p

rint

ed p

ublic

info

rmat

ion.

Met

hods

for

acc

essi

ng p

ublic

tran

spor

tatio

n.M

etho

ds f

or a

cces

sing

com

mun

ity r

esou

rces

.M

etho

ds f

or a

cqui

ring

pra

ctic

al s

kills

(e.

g., k

eepi

ng p

erso

nal

reco

rds,

tim

e m

anag

emen

t, pe

rson

al b

anki

ng, e

mer

genc

ypr

oced

ures

).14

9

Kno

wle

dge:

K15

Sou

rces

of

spec

ializ

ed m

ater

ials

for

stu

dent

s w

ith v

isua

lim

pair

men

ts.

K16

Tec

hniq

ues

for

mod

ifyi

ng in

stru

ctio

nal m

etho

ds a

nd m

ater

ials

for

stud

ents

with

vis

ual i

mpa

irm

ents

, and

ass

istin

g cl

assr

oom

teac

hers

in im

plem

entin

g th

ese

mod

ific

atio

ns.

Skill

s:

VI:

Vis

ual I

mpa

irm

ent

5.Pl

anni

ng a

nd M

anag

ing

the

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

Kno

wle

dge:

K1

A v

arie

ty o

f in

put a

nd o

utpu

t enh

ance

men

ts to

com

pute

r te

ch-

nolo

gy th

at a

ddre

ss th

e sp

ecif

ic a

cces

s ne

eds

of s

tude

nts

with

visu

al im

pair

men

ts in

a v

arie

ty o

f en

viro

nmen

ts.

K2

Mod

el p

rogr

ams,

incl

udin

g ca

reer

-voc

atio

nal a

nd tr

ansi

tion,

that

hav

e be

en e

ffec

tive

for

stud

ents

with

vis

ual i

mpa

irm

ents

.

Skill

s:

S1 P

repa

re m

odif

ied

spec

ial m

ater

ials

(e.

g., i

n B

raill

e, e

nlar

ged,

outli

ned,

hig

hlig

hted

) fo

r st

uden

ts w

ho h

ave

visu

al im

pair

-m

ents

.

S2 O

btai

n an

d or

gani

ze s

peci

al m

ater

ials

to im

plem

ent i

nstr

uc-

tiona

l goa

ls f

or le

arne

rs w

ith v

isua

l im

pair

men

ts.

S3 D

esig

n le

arni

ng e

nvir

onm

ents

that

are

mul

tisen

sory

and

that

enco

urag

e ac

tive

part

icip

atio

n by

lear

ners

with

vis

ual i

mpa

ir-

men

ts in

a v

arie

ty o

f gr

oup

and

indi

vidu

al le

arni

ng a

ctiv

ities

.

S4 C

reat

e a

lear

ning

env

iron

men

t tha

t enc

oura

ges

self

-adv

ocac

yan

d in

depe

nden

ce f

or s

tude

nts

with

vis

ual i

mpa

irm

ents

.

S5 T

rans

crib

e, p

roof

read

, and

inte

rlin

e gr

ade

II B

raill

e an

dN

emet

h co

de B

raill

e m

ater

ials

.

S6 U

se B

raill

ewri

ter,

sla

te a

nd s

tylu

s, a

nd c

ompu

ter

tech

nolo

gy to

prod

uce

Bra

ille

mat

eria

ls.

VI:

Vis

ual I

mpa

irm

ent

6.M

anag

ing

Stud

ent B

ehav

ior

and

Soci

al I

nter

actio

n Sk

ills

Kno

wle

dge:

K1

Tea

cher

atti

tude

s an

d be

havi

ors

that

aff

ect t

he b

ehav

iors

of

stud

ents

with

vis

ual i

mpa

irm

ents

.

150

Skill

s:

S1 P

repa

re s

tude

nts

with

pro

gres

sive

eye

con

ditio

ns to

ach

ieve

apo

sitiv

e tr

ansi

tion

to a

ltern

ativ

e sk

ills.

151

03 0K

now

ledg

e:Sk

ills:

S2 P

repa

re s

tude

nts

who

hav

e vi

sual

impa

irm

ents

to a

cces

s in

for-

mat

ion

and

serv

ices

fro

m th

e co

mm

unity

at l

arge

.

S3 P

repa

re s

tude

nts

who

hav

e vi

sual

impa

irm

ents

to r

espo

nd to

soci

etal

atti

tude

s an

d ac

tions

with

pos

itive

beh

avio

r, s

elf-

advo

-ca

cy, a

nd a

sen

se o

f hu

mor

.

VI:

Vis

ual I

mpa

irm

ent

7.C

omm

unic

atio

n an

d C

olla

bora

tive

Part

ners

hips

Kno

wle

dge:

K1.

Stra

tegi

es f

or a

ssis

ting

pare

nts

and

othe

r pr

ofes

sion

als

inpl

anni

ng a

ppro

pria

te tr

ansi

tions

for

stu

dent

s w

ho h

ave

visu

alim

pair

men

ts.

K2

Sour

ces

of u

niqu

e se

rvic

es, n

etw

orks

, and

org

aniz

atio

ns f

orst

uden

ts w

ith v

isua

l im

pair

men

ts.

K3

Rol

es o

f pa

rapr

ofes

sion

als

who

wor

k di

rect

ly w

ith s

tude

nts

who

hav

e vi

sual

impa

irm

ents

(e.

g., s

ight

ed r

eade

rs, t

ran-

scri

bers

, aid

es)

or w

ho p

rovi

de s

peci

al m

ater

ials

to th

em.

K4

Nee

d fo

r ro

le m

odel

s w

ho h

ave

visu

al im

pair

men

ts, a

nd w

hoar

e su

cces

sful

.

Skill

s: Hel

p pa

rent

s an

d ot

her

prof

essi

onal

s to

und

erst

and

the

impa

ctof

a v

isua

l im

pair

men

t on

lear

ning

and

exp

erie

nce.

S2 R

epor

t dis

abili

ty-r

elat

ed r

esul

ts o

f ev

alua

tions

to s

tude

nts

who

have

vis

ual i

mpa

irm

ents

, the

ir p

aren

ts a

nd a

dmin

istr

ator

san

d ot

her

prof

essi

onal

s in

cle

ar, c

onci

se, l

aym

en s

term

s.

S3 M

anag

e an

d di

rect

the

activ

ities

of

para

prof

essi

onal

s or

pee

rtu

tors

who

wor

k w

ith s

tude

nts

who

hav

e vi

sual

impa

irm

ents

.

VI:

Vis

ual I

mpa

irm

ent

8.Pr

ofes

sion

alis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

Kl.

Con

sum

er a

nd p

rofe

ssio

nal o

rgan

izat

ions

, pub

licat

ions

, and

jour

nals

rel

evan

t to

the

fiel

d of

vis

ual i

mpa

irm

ent.

15?

Skill

s:

Si B

elon

g to

and

par

ticip

ate

in th

e ac

tiviti

es o

f pr

ofes

sion

al o

rga-

niza

tions

in th

e fi

eld

of v

isua

l im

pair

men

t.

1Jt"

eN

CE

C K

now

ledg

e an

d Sk

ills

for

Beg

inni

ng S

peci

al E

duca

tiona

l Dia

gnos

ticia

ns*

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

ED

: Edu

catio

nal D

iagn

ostic

ian

1.hi

loso

phic

al, H

isto

rica

l, an

d L

egal

Fou

ndat

ions

of

Spec

ial E

duca

tion

Kno

wle

dge:

K1

Var

ious

phi

loso

phie

s of

ass

essm

ent.

K2

Leg

al is

sues

and

reg

ulat

ions

rel

ated

to th

e as

sess

men

t of

aned

ucat

iona

l dis

abili

ty.

Skill

s:

S1 (

Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

ED

: Edu

catio

nal D

iagn

ostic

ian

2.C

hara

cter

istic

s of

Lea

rner

s

Kno

wle

dge:

K1

Var

iabi

lity

of in

divi

dual

abi

lity

with

in c

ateg

orie

s of

dis

abili

ty.

K2

Dis

prop

ortio

nate

rep

rese

ntat

ion

and

stig

-mat

izat

ion

in s

peci

al e

du-

catio

n of

pop

ulat

ions

that

are

cul

tura

lly a

nd li

ngui

stic

ally

div

erse

.

K3

Infl

uenc

es o

f di

vers

ity o

n as

sess

men

t res

ults

.

Skill

s:

S1 (

Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

ED

: Edu

catio

nal D

iagn

ostic

ian

3.A

sses

smen

t, D

iagn

osis

, and

Eva

luat

ion

Kno

wle

dge:

K1

Stan

dard

s fo

r te

st r

elia

bilit

y.

Skill

s:

S1 S

elec

t and

util

ize

asse

ssm

ent m

ater

ials

bas

ed o

n te

chni

cal q

ualit

y

* T

hese

sta

ndar

ds a

ssum

e th

at th

e en

try-

leve

l edu

catio

nal d

iagn

ostic

ian

has

prev

ious

mas

tery

of

the

CE

C C

omm

on C

ore

of K

now

ledg

e an

d Sk

ills

Ess

entia

lfo

r A

ll B

egin

ning

Spe

cial

Edu

catio

n T

each

ers

and

the

requ

ired

CE

C k

now

ledg

e an

d sk

ills

in a

t lea

st o

ne a

rea

of s

peci

al e

duca

tion

teac

hing

spe

cial

izat

ion.

154

155

CO 15

6

Kno

wle

dge:

Skill

s:

K2

Stan

dard

s fo

r te

st v

alid

ity.

S2C

olle

ct c

ompl

ete

and

thor

ough

ass

essm

ent d

ata.

K3

Proc

edur

es u

sed

in s

tand

ardi

zing

ass

essm

ent i

nstr

umen

ts.

S3A

ccur

ate

scor

ing

of a

sses

smen

t ins

trum

ents

.

K4

Poss

ible

sou

rces

of

test

err

or.

S4Se

lect

or

mod

ify

asse

ssm

ent p

roce

dure

s to

ens

ure

nonb

iase

d re

sults

.

K5

Use

of

stan

dard

err

or o

f m

easu

re in

the

fiel

d of

mea

sure

men

t.S5

Sel

ect o

r m

odif

y ap

prop

riat

e as

sess

men

t pro

cedu

res

and

K6

Use

s an

d lim

itatio

ns o

f va

riou

s ty

pes

of a

sses

smen

t inf

or-

inst

rum

ents

.

mat

ion.

S6 U

se a

var

iety

of

obse

rvat

ion

tech

niqu

es.

K7

Voc

atio

nal a

nd c

aree

r as

sess

men

t.S7

Ass

ess

basi

c ac

adem

ic s

kills

.

K8

Mot

or s

kills

ass

essm

ent.

S8 A

sses

s la

ngua

ge s

kills

.

S9 A

sses

s ad

aptiv

e be

havi

or.

S10

Ass

ess

beha

vior

.

S11

Ass

ess

perc

eptu

al s

kills

.

S12

Det

erm

ine

a st

uden

t s n

eeds

in v

ario

us c

urri

cula

r ar

eas

and

mak

e in

terv

entio

n, in

stru

ctio

nal,

and

tran

sitio

n pl

anni

ng r

ec-

omm

enda

tions

bas

ed o

n as

sess

men

t res

ults

.

S13

Mak

e el

igib

ility

rec

omm

enda

tions

bas

ed o

n as

sess

men

t res

ults

.

ED

:E

duca

tiona

l Dia

gnos

ticia

n4.

Inst

ruct

iona

l Con

tent

and

Pra

ctic

e

Kno

wle

dge:

K1

(Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

Skill

s:S1

(N

one

in a

dditi

on to

the

requ

ired

kno

wle

dge

and

skill

s fo

r al

lbe

ginn

ing

spec

ial e

duca

tion

teac

hers

.)

ED

: Edu

catio

nal D

iagn

ostic

ian

5.Pl

anni

ng a

nd M

anag

ing

the

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

Kno

wle

dge:

K1

(Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

Skill

s:S1

(N

one

in a

dditi

on to

the

requ

ired

kno

wle

dge

and

skill

s fo

r al

lbe

ginn

ing

spec

ial e

duca

tion

teac

hers

.)

15

ED

:E

duca

tiona

l Dia

gnos

ticia

n6.

Man

agin

g St

uden

t Beh

avio

r an

d So

cial

Int

erac

tion

Skill

s

Kno

wle

dge:

K1

(Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

Skill

s:

S1 (

Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

ED

:E

duca

tiona

l Dia

gnos

ticia

n7.

Com

mun

icat

ion

and

Col

labo

rativ

ePa

rtne

rshi

ps

Kno

wle

dge:

K1

(Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

Skill

s:

S1 S

kills

:

S1 P

repa

re a

sses

smen

t rep

orts

.

S2 M

ach

othe

rs in

form

al a

nd o

bser

vatio

nal t

echn

ique

s of

dat

a co

llect

ion.

S3E

ffec

tivel

y co

mm

unic

ate

the

asse

ssm

ent

purp

ose,

met

hods

,fi

ndin

gs, a

nd im

plic

atio

ns to

par

ents

and

pro

fess

iona

ls.

S4 K

eep

accu

rate

and

det

aile

d re

cord

s of

ass

essm

ent a

nd r

elat

edpr

ocee

ding

s.

ED

: Edu

catio

nal D

iagn

ostic

ian

8.Pr

ofes

sion

alis

m a

nd E

thic

al P

ract

ices

Kno

wle

dge:

K1

Qua

lific

atio

ns n

eces

sary

to a

dmin

iste

r an

d in

terp

ret t

ests

.

K.2

Sco

pe a

nd r

ole

of a

n ed

ucat

iona

l dia

gnos

ticia

n.

158

Skill

s:

S1 (

Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

co 160

CE

C K

now

ledg

e an

d Sk

ills

for

Beg

inni

ng S

peci

al E

duca

tion

Adm

inis

trat

ors*

KN

OW

LE

DG

E A

ND

SK

ILL

S ST

AT

EM

EN

TS

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or1.

Philo

soph

ical

, His

tori

cal,

and

Leg

al F

ound

atio

ns o

f Sp

ecia

l Edu

catio

n

Kno

wle

dge:

K1

Nat

iona

l/fed

eral

, sta

te, p

rovi

ncia

l, an

d lo

cal e

duca

tion

refo

rms

and

thei

r re

quir

emen

ts f

or b

oth

gene

ral a

nd s

peci

al e

duca

tion.

K2

His

tori

cal a

nd e

volv

ing

spec

ial e

duca

tion

polic

ies,

incl

udin

gla

ws,

reg

ulat

ions

, and

pro

cedu

res

that

impa

ct th

e liv

es o

f in

di-

vidu

als

with

exc

eptio

nalit

ies

and

thei

r fa

mili

es f

rom

bir

thth

roug

h ad

ulth

ood.

K3

Syst

ems

and

syst

ems

theo

ry in

clud

ing

polit

ical

and

eco

nom

icis

sues

that

aff

ect p

olic

y de

velo

pmen

t with

in s

tate

and

loca

led

ucat

ion

agen

cies

and

acr

oss

othe

r hu

man

ser

vice

sys

tem

s.

K4

Mod

els,

theo

ries

, and

phi

loso

phie

s th

at p

rovi

de th

e ba

sis

for

gene

ral e

duca

tiona

l sys

tem

s.

Skill

s:S1

Dev

elop

an

incl

usiv

e vi

sion

for

mee

ting

the

need

s of

indi

vidu

-al

s w

ith e

xcep

tiona

litie

s an

d co

mm

unic

ate

it to

the

vari

ous

publ

ics

and

cons

titue

ncie

s th

roug

hout

the

scho

ol, c

omm

unity

,an

d st

ate/

prov

ince

.

S2 I

nter

pret

and

com

mun

icat

e to

var

ious

con

stitu

enci

es th

e ev

olv-

ing

case

law

and

fed

eral

, sta

te, a

nd lo

cal p

olic

ies

and

prac

tices

pert

aini

ng to

indi

vidu

als

with

exc

eptio

nalit

ies.

S3 I

nflu

ence

the

deve

lopm

ent a

nd im

plem

enta

tion

of a

ppro

pria

tepo

licie

s fo

r in

divi

dual

s w

ith e

xcep

tiona

litie

s an

d th

eir

fam

ilies

.

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or2.

Cha

ract

eris

tics

of L

earn

ers

Kno

wle

dge:

K1

The

orie

s of

chi

ld a

nd a

dole

scen

t dev

elop

men

t and

pri

ncip

les

ofle

arni

ng a

nd h

ow th

ey r

elat

e to

indi

vidu

als

with

exc

eptio

nalit

ies.

K2

Dif

fere

ntia

l cha

ract

eris

tics

of in

divi

dual

s w

ith e

xcep

tiona

litie

san

d im

plic

atio

ns f

or th

e de

velo

pmen

t of

prog

ram

s an

d se

rvic

es.

Skill

s:

S1 D

evel

op a

nd im

plem

ent p

rogr

ams

that

res

pond

to in

divi

dual

and

fam

ily c

hara

cter

istic

s, c

ultu

res,

and

nee

ds w

ithin

a c

on-

tinuu

m o

f se

rvic

es.

* T

hese

sta

ndar

ds a

ssum

e th

at th

e en

try-

leve

l spe

cial

edu

catio

n ad

min

istr

ator

has

pre

viou

s m

aste

ry o

f th

e C

EC

Com

mon

Cor

e of

Kno

wle

dge

and

Skill

sE

ssen

tial f

or A

ll B

egin

ning

Spe

cial

Edu

catio

n T

each

ers

and

the

requ

ired

CE

C k

now

ledg

e an

d sk

ills

in a

t lea

st o

ne a

rea

ofsp

ecia

l edu

catio

n te

achi

ng s

pe-

cial

izat

ion.

161

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or3.

Ass

essm

ent,

Dia

gnos

is, a

nd E

valu

atio

n

Kno

wle

dge:

K1

Cur

rent

lega

l and

pol

icy

issu

es s

urro

undi

ng a

sses

smen

t,pr

o-gr

am e

valu

atio

n, a

nd a

ccou

ntab

ility

rel

ated

to s

tude

nts

with

exce

ptio

nalit

ies.

K2

Prin

cipl

es o

f as

sess

men

t of

indi

vidu

als

with

exc

eptio

nalit

ies,

incl

udin

g th

e us

e of

val

id a

nd r

elia

ble

inst

rum

ents

and

proc

e-du

res

and

thei

r ap

prop

riat

e us

es f

or e

ligib

ility

det

erm

inat

ion,

the

deve

lopm

ent o

f in

divi

dual

ized

edu

catio

npr

ogra

ms,

and

mon

itori

ng s

tude

nt p

rogr

ess.

K3

Cha

ract

eris

tics,

app

ropr

iate

use

, and

inte

rpre

tatio

n of

var

ious

type

s of

inst

ruct

iona

l ass

essm

ents

, inc

ludi

ng n

orm

-ref

eren

ced,

perf

orm

ance

-bas

ed, p

ortf

olio

, and

oth

er a

uthe

ntic

ass

essm

ents

.

Skill

s:

S1 A

dvoc

ate

for

the

part

icip

atio

n of

indi

vidu

als

with

exc

eptio

nal-

ities

in th

e lo

cal,

prov

inci

al, a

nd s

tate

acc

ount

abili

ty s

yste

ms.

S2 I

mpl

emen

t an

asse

ssm

ent p

rogr

am f

or in

divi

dual

s w

ithex

cep-

tiona

litie

s th

at is

link

ed to

the

gene

ral s

yste

m a

sses

smen

ts,

prov

ides

app

ropr

iate

acc

omm

odat

ions

and

/or

valid

alte

rnat

ive

asse

ssm

ents

, and

doc

umen

ts le

arne

r pr

ogre

ss to

war

d ed

uca-

tiona

l goa

ls.

S3 U

nder

stan

d an

d in

terp

ret i

nfor

mat

ion

abou

t ind

ivid

ual s

tu-

dent

s an

d th

eir

fam

ilies

with

in d

iver

se c

ultu

ral a

nd li

ngui

stic

cont

exts

.

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or4.

Inst

ruct

iona

l Con

tent

and

Pra

ctic

e

Kno

wle

dge:

K1

Gen

eral

edu

catio

n cu

rric

ulum

theo

ry, i

nstr

uctio

n, a

nd h

owsp

ecia

l edu

catio

n se

rvic

es s

uppo

rt a

cces

s to

the

gene

ral e

duca

-tio

n cu

rric

ulum

for

all

stud

ents

.

K2

Gen

eral

edu

catio

n cu

rric

ulum

theo

ry a

nd m

odel

s an

d im

plic

a-tio

ns f

or d

iver

se le

arne

rs.

162

Skill

s:

S1 E

nsur

e th

at p

osts

choo

l out

com

es f

or in

divi

dual

s w

ithex

cep-

tiona

litie

s ar

e ad

dres

sed

in th

e ge

nera

l sys

tem

sta

ndar

ds a

ndcu

rric

ulum

.

S2 D

evel

op a

nd im

plem

ent s

trat

egie

s to

sup

port

teac

hers

of

indi

-vi

dual

s w

ith e

xcep

tiona

litie

s an

d ot

her

serv

ice

prov

ider

sth

roug

h pr

ofes

sion

al d

evel

opm

ent p

rogr

ams

and

cons

truc

tive

eval

uatio

n pr

oced

ures

that

are

des

igne

d to

. im

prov

e in

stru

c-tio

nal c

onte

nt a

nd p

ract

ices

.

S3 D

evel

op a

nd im

plem

ent a

pla

n th

at p

rovi

des

a w

ide

arra

y of

inst

ruct

iona

l and

ass

istiv

e te

chno

logi

es f

or le

arni

ng e

nvir

on-

men

ts.

163

CO

Kno

wle

dge:

Skill

s:

S4 A

ssis

t in

the

deve

lopm

ent a

nd im

plem

enta

tion

of a

ran

ge o

fcu

rric

ulum

and

inst

ruct

iona

l opt

ions

at t

he s

yste

m a

nd b

uild

-in

g le

vels

that

pro

vide

app

ropr

iate

exp

erie

nces

for

all

stud

ents

,in

clud

ing

indi

vidu

als

with

exc

eptio

nalit

ies.

S5 D

evel

op c

olla

bora

tive

gene

ral a

nd s

peci

al e

duca

tion

prog

ram

san

d ot

her

inno

vativ

e ap

proa

ches

to e

nsur

e th

at in

divi

dual

sw

ith e

xcep

tiona

litie

s ha

ve a

cces

s to

and

app

ropr

iate

ly p

artic

i-pa

te in

the

gene

ral e

duca

tion

curr

icul

um a

nd in

stru

ctio

nal

prog

ram

s.

S6 S

uppo

rt s

ite-b

ased

dec

isio

n-m

akin

g pr

oces

ses

and

ensu

re th

atde

cisi

ons

and

man

agem

ent p

roce

dure

s pr

ovid

e ap

prop

riat

ese

rvic

es to

indi

vidu

als

with

exc

eptio

nalit

ies.

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or5.

Plan

ning

and

Man

agin

g th

e T

each

ing

and

Lea

rnin

g E

nvir

onm

ent

Kno

wle

dge:

K1

Res

earc

h re

late

d to

edu

catio

nal i

nnov

atio

n an

d ch

ange

and

its

appl

icat

ion

to im

plem

entin

g ne

w p

olic

ies

and

prac

tices

.

K2

A w

ide

arra

y of

cur

ricu

lum

and

inst

ruct

iona

l pro

gram

sde

sign

ed f

or in

divi

dual

s w

ith e

xcep

tiona

litie

s to

pro

mot

e th

ede

velo

pmen

t of

criti

cal k

now

ledg

e an

d sk

ills

in a

reas

of

acad

e-m

ics,

fun

ctio

nal l

ivin

g, c

aree

r/em

ploy

men

t, so

cial

and

em

otio

n-al

wel

l-be

ing,

and

phy

sica

l hea

lth a

nd w

elln

ess.

K3

Fede

ral,

stat

e/pr

ovin

cial

, and

loca

l fis

cal p

olic

ies

rela

ted

toed

ucat

ion

and

othe

r so

cial

and

hea

lth a

genc

ies.

K4

Tra

nsiti

on p

olic

ies,

pro

gram

s, a

nd p

ract

ices

des

igne

d to

fac

ili-

tate

the

seam

less

mov

emen

t of

stud

ents

fro

m e

arly

chi

ldho

odin

to K

12

envi

ronm

ents

and

fro

m s

choo

l to

post

seco

ndar

y se

t-tin

gs.

K5

Hum

an r

esou

rces

man

agem

ent,

incl

udin

g re

crui

tmen

t, pe

rson

-ne

l ass

ista

nce

and

deve

lopm

ent,

and

eval

uatio

n.

164

Skill

s:

S1 D

evel

op a

nd im

plem

ent o

ngoi

ng e

valu

atio

ns o

f di

stri

ct s

peci

aled

ucat

ion

prog

ram

s an

d pr

actic

es.

S2 D

evel

op a

nd im

plem

ent s

trat

egic

pla

ns a

nd in

tra-

and

inte

ra-

genc

y ag

reem

ents

that

cre

ate

syst

em-l

inke

d pr

ogra

ms

with

shar

ed r

espo

nsib

ility

for

indi

vidu

als

with

exc

eptio

nalit

ies.

S3 D

evel

op a

nd im

plem

ent f

lexi

ble

serv

ice

deliv

ery

prog

ram

sba

sed

on e

ffec

tive

prac

tices

that

add

ress

the

rang

e of

indi

vidu

-al

s w

ith e

xcep

tiona

litie

s an

d in

clud

e pr

even

tion

stra

tegi

es.

S4 D

evel

op a

nd im

plem

ent p

rofe

ssio

nal d

evel

opm

ent p

rogr

ams

for

indi

vidu

als,

sch

ool s

ites,

and

dis

tric

t per

sonn

el th

at r

efle

ctte

ache

r de

velo

pmen

t res

earc

h an

d st

rate

gies

and

incl

ude

use

of te

chno

logy

S5 D

evel

op d

istr

ict b

udge

ts a

nd p

rocu

re f

undi

ng f

rom

fed

eral

,st

ate/

prov

inci

al, a

nd lo

cal s

ourc

es to

ens

ure

the

effi

cien

t and

effe

ctiv

e al

loca

tion

of r

esou

rces

.

165

Kno

wle

dge:

K6

Reg

ular

and

ong

oing

eva

luat

ion

of in

divi

dual

stu

dent

, site

, and

dist

rict

ser

vice

s re

late

d to

lear

ning

out

com

es f

or a

ll st

uden

ts.

K7

Prog

ram

eva

luat

ion

mod

els,

pro

cess

es, a

nd a

ccou

ntab

ility

sys-

tem

s.

Skill

s:

S6 D

evel

op a

nd im

plem

ent s

trat

egie

s th

at p

rom

ote

seam

less

tran

-si

tions

of

indi

vidu

als

with

exc

eptio

nalit

ies

acro

ss e

duca

tiona

lan

d ot

her

prog

ram

s fr

om b

irth

thro

ugh

adul

thoo

d.

S7 U

se a

var

iety

of

tech

nolo

gies

to e

nhan

ce e

ffic

ient

man

agem

ent

of r

esou

rces

and

pro

gram

s.

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or6.

Man

agin

g St

uden

t Beh

avio

r an

d So

cial

Int

erac

tion

Skill

s

Kno

wle

dge:

K1

Fede

ral,

stat

e/pr

ovin

cial

, and

dis

tric

t pol

icie

s an

d pr

oced

ures

gove

rnin

g th

e di

scip

line

of a

ll st

uden

ts a

nd th

e im

plic

atio

ns f

orin

divi

dual

s w

ith e

xcep

tiona

litie

s.

K2

Kno

wle

dge

of le

gal a

nd e

thic

al is

sues

sur

roun

ding

use

of v

ari-

ous

form

s of

beh

avio

r m

anag

emen

t pro

cedu

res

with

indi

vidu

-al

s w

ith e

xcep

tiona

litie

s.

Skill

s:

S1 D

evel

op a

nd im

plem

ent a

dis

tric

t dis

cipl

ine

polic

y an

dpr

oce-

dure

s fo

r in

divi

dual

s w

ith e

xcep

tiona

litie

s, in

clud

ing

proc

e-du

res

for

indi

vidu

aliz

ed e

duca

tion

prog

ram

(IE

P) d

evel

op-

men

t.

S2 S

uppo

rt p

rogr

am s

ites

in im

plem

entin

g a

rang

e of

str

ateg

ies

that

pro

mot

e po

sitiv

e be

havi

or, i

nclu

ding

cri

sis

inte

rven

tion

and

fam

ily s

uppo

rt a

nd in

volv

emen

t.

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or7.

Com

mun

icat

ion

and

Col

labo

rativ

e Pa

rtne

rshi

ps

Kno

wle

dge:

K1

Fam

ily s

yste

ms

and

the

role

of

fam

ilies

in s

uppo

rtin

g ch

ildde

velo

pmen

t and

edu

catio

nal p

rogr

ess.

K2

App

roac

hes

for

invo

lvin

g pa

rent

s, f

amily

, and

com

mun

itym

embe

rs in

edu

catio

nal p

lann

ing,

impl

emen

tatio

n, a

nd e

valu

-at

ion.

K3

The

rol

e of

par

ent a

nd a

dvoc

acy

orga

niza

tions

as

they

sup

port

indi

vidu

als

with

exc

eptio

nalit

ies

and

thei

r fa

mili

es.

166

Skill

s:

S1 I

mpl

emen

t a v

arie

ty o

f m

anag

emen

t and

adm

inis

trat

ive

pro-

cedu

res

to e

nsur

e cl

ear

com

mun

icat

ion

amon

g ad

min

istr

ator

san

d be

twee

n ad

min

istr

ator

s an

d in

stru

ctio

nal s

taff

and

rel

at-

ed s

ervi

ce p

erso

nnel

.

S2 D

evel

op p

aren

t/fam

ily e

duca

tion

and

othe

r su

ppor

tpr

ogra

ms.

167

Kno

wle

dge:

Skill

s:

S3 P

lan,

com

mun

icat

e, a

nd n

egot

iate

stu

dent

and

fam

ily n

eeds

and

prog

ram

s w

ithin

the

stat

e/pr

ovin

ce, l

ocal

dis

tric

t inc

lud-

ing

loca

l sch

ools

and

oth

er p

ublic

and

pri

vate

ser

vice

age

n-ci

es.

S4 D

evel

op a

nd s

uppo

rt c

omm

unic

atio

n an

d co

llabo

ratio

n w

ithed

ucat

iona

l and

oth

er p

ublic

and

pri

vate

age

ncy

adm

inis

tra-

tors

at a

ll le

vels

.

S5 C

olla

bora

te a

nd e

ngag

e in

sha

red

deci

sion

mak

ing

with

bui

ld-

ing

and

agen

cy a

dmin

istr

ator

s to

sup

port

app

ropr

iate

pro

-gr

ams

for

indi

vidu

als

with

exc

eptio

nalit

ies.

S6 D

evel

op a

nd p

rovi

de e

ffec

tive

and

ongo

ing

com

mun

icat

ion

with

par

ents

and

fam

ilies

of

indi

vidu

als

with

exc

eptio

nalit

ies.

S7 U

se e

ffec

tive

cons

ulta

tion

and

colla

bora

tion

tech

niqu

es in

adm

inis

trat

ive

and

inte

rven

tion

and

inst

ruct

iona

l set

tings

.

SA:

Spec

ial E

duca

tion

Adm

inis

trat

or8.

Prof

essi

onal

ism

and

Eth

ical

Pra

ctic

es

Kno

wle

dge:

Ki R

acia

l, et

hnic

, gen

der,

dis

abili

ty, c

lass

, and

life

-sty

le is

sues

that

defi

ne th

e cu

lture

of

the

loca

l com

mun

ity o

r st

ate/

prov

ince

and

thei

r im

pact

on

educ

atio

nal e

xpec

tatio

ns a

nd p

rogr

amm

ing

for

all s

tude

nts.

168

Skill

s:

S1 S

erve

as

the

advo

cate

for

indi

vidu

als

with

exc

eptio

nalit

ies

and

thei

r fa

mili

es a

t the

dis

tric

t lev

el.

S2 R

espe

ct a

nd s

uppo

rt s

tude

nts'

sel

f-ad

voca

cy e

ffor

ts.

S3 C

omm

unic

ate

and

dem

onst

rate

a h

igh

stan

dard

of

ethi

cal

prac

tice.

S4 M

ake

deci

sion

s co

ncer

ning

indi

vidu

als

with

exc

eptio

nalit

ies

base

d on

ope

n co

mm

unic

atio

n, tr

ust,

mut

ual r

espe

ct, a

nd d

ig-

nity

169

CE

C K

now

ledg

e an

d Sk

ills

for

Beg

inni

ng T

rans

ition

Spe

cial

ists

*K

NO

WL

ED

GE

AN

D S

KIL

LS

STA

TE

ME

NT

S

TS:

Tra

nsiti

on S

peci

alis

ts1.

Philo

soph

ical

, His

tori

cal,

and

Leg

al F

ound

atio

ns o

f Sp

ecia

l Edu

catio

n

Kno

wle

dge:

K1

The

oret

ical

and

app

lied

mod

els

of tr

ansi

tion.

K2

Tra

nsiti

on-r

elat

ed le

gisl

atio

n in

fie

lds

of s

peci

al a

nd v

ocat

ion-

al e

duca

tion,

reh

abili

tatio

n, la

bor,

and

civ

il ri

ghts

.

K3

Rol

es o

f fe

dera

l, st

ate,

pro

vinc

ial,

and

loca

l leg

isla

tion

and

impl

icat

ions

for

pro

vidi

ng tr

ansi

tion

serv

ices

at t

he lo

cal l

ev-

els.

K4

His

tory

of

natio

nal t

rans

ition

initi

ativ

es.

K5

Res

earc

h on

stu

dent

out

com

es a

nd e

ffec

tive

tran

sitio

n pr

ac-

tices

.

Skill

s:

S1 (

Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

TS:

Tra

nsiti

on S

peci

alis

ts2.

Cha

ract

eris

tics

of L

earn

ers

Kno

wle

dge:

K1

Impl

icat

ions

of

stud

ent c

hara

cter

istic

s w

ith r

espe

ct to

post

scho

ol o

utco

mes

, env

iron

men

ts, a

nd s

uppo

rt n

eeds

.

K2

Scho

ol a

nd p

osts

choo

l ser

vice

s av

aila

ble

to s

peci

fic

popu

latio

nsof

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s.

Skill

s:

S1 (

Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

* T

hese

sta

ndar

ds a

ssum

e th

at th

e en

try-

leve

l tra

nsiti

on s

peci

alis

t has

pre

viou

s m

aste

ry o

f th

e C

EC

Com

mon

Cor

e of

Kno

wle

dge

and

Skill

s E

ssen

tial f

orA

ll B

egin

ning

Spe

cial

Edu

catio

n T

each

ers

and

the

requ

ired

CE

C k

now

ledg

e an

d sk

ills

in a

t lea

st o

ne a

rea

of s

peci

al e

duca

tion

teac

hing

spe

cial

izat

ion.

170

171

TS:

Tra

nsiti

on S

peci

alis

ts3.

Ass

essm

ent,

Dia

gnos

is, a

nd E

valu

atio

n

Kno

wle

dge:

K1

Form

al a

nd in

form

al c

aree

r an

d vo

catio

nal a

sses

smen

tap

proa

ches

.

K2

Form

al a

nd in

form

al a

ppro

ache

s fo

r id

entif

ying

stu

dent

s'in

tere

sts

and

pref

eren

ces

rela

ted

to p

osts

choo

l goa

ls a

nd e

du-

catio

nal e

xper

ienc

es.

Skill

s:

S1 M

atch

ski

lls a

nd in

tere

sts

of th

e st

uden

t to

skill

s an

d de

man

dsre

quir

ed b

y vo

catio

nal o

r em

ploy

men

t set

tings

, com

mun

ity r

es-

iden

tial s

ituat

ion,

and

oth

er c

omm

unity

par

ticip

atio

n op

tions

.

S2 I

nter

pret

res

ults

of

care

er a

nd v

ocat

iona

l ass

essm

ent f

or in

di-

vidu

als,

fam

ilies

, and

pro

fess

iona

ls.

S3 I

n co

llabo

ratio

n w

ith in

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

gne

eds,

fam

ilies

, and

age

ncie

s, d

esig

n, im

plem

ent,

and

use

pro-

gram

eva

luat

ion

proc

edur

es to

ass

ess

and

impr

ove

the

effe

c-tiv

enes

s of

tran

sitio

n ed

ucat

ion

and

serv

ices

, inc

ludi

ng e

valu

-at

ion

of s

tude

nts'

pos

tsch

ool o

utco

mes

.

S4 U

se a

var

iety

of

form

al a

nd in

form

al c

aree

r, tr

ansi

tion,

and

voca

tiona

l ass

essm

ent p

roce

dure

s.

TS:

Tra

nsiti

on S

peci

alis

ts4.

Inst

ruct

iona

l Con

tent

and

Pra

ctic

e

Kno

wle

dge:

K1

Job

seek

ing

and

job

rete

ntio

n sk

ills

iden

tifie

d by

em

ploy

ers

ases

sent

ial f

or s

ucce

ssfu

l em

ploy

men

t.

K2

Voc

atio

nal e

duca

tion

met

hods

, mod

els,

and

cur

ricu

la.

K3

Ran

ge o

f po

stsc

hool

opt

ions

with

in s

peci

fic

outc

ome

area

s.

K4

Tra

nsiti

on p

lann

ing

stra

tegi

es th

at f

acili

tate

info

rmat

ion

col-

lect

ion

and

inpu

t fro

m a

ppro

pria

te p

artic

ipan

ts.

Skill

s:

S1 I

dent

ify

a va

riet

y of

out

com

es a

nd in

stru

ctio

nal o

ptio

ns s

peci

f-ic

to th

e co

mm

unity

for

eac

h po

stsc

hool

out

com

e ar

ea

S2 A

ssis

t tea

cher

s to

iden

tify,

in c

onju

nctio

n w

ith th

e st

uden

t,ap

prop

riat

e ed

ucat

iona

l pro

gram

pla

nnin

g te

am m

embe

rs.

S3 E

valu

ate

stud

ents

' edu

catio

nal p

rogr

am w

ith r

espe

ct to

mea

-su

rabl

e po

stsc

hool

goa

ls a

nd a

lignm

ent o

f th

ose

goal

s w

ithin

stru

ctio

nal a

ctiv

ities

.

S4 M

onito

r st

uden

t, fa

mily

, and

age

ncy

part

icip

atio

n in

tran

sitio

npl

anni

ng a

nd im

plem

enta

tion.

S5 D

emon

stra

te p

roce

dure

s to

ens

ure

the

incl

usio

n of

spe

cifi

ctr

ansi

tion-

rela

ted

goal

s in

the

educ

atio

nal p

rogr

am p

lan.

173

Kno

wle

dge:

Skill

s:

S6 E

valu

ate

and

mod

ify

tran

sitio

n go

als

on a

n on

goin

g ba

sis.

S7 U

se in

tere

sts

and

pref

eren

ces

of th

e in

divi

dual

with

exc

eptio

n-al

lear

ning

nee

ds to

dev

elop

pos

tsch

ool g

oals

and

edu

catio

nal

obje

ctiv

es.

TS:

Tra

nsiti

on S

peci

alis

ts5.

Plan

ning

and

Man

agin

g th

e T

each

ing

and

Lea

rnin

g E

nvir

onm

ent

Kno

wle

dge:

Kl M

etho

ds f

or p

rovi

ding

wor

k-ba

sed

and

othe

r co

mm

unity

-bas

eded

ucat

ion

for

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s.

K2

Met

hods

for

link

ing

appr

opri

ate

acad

emic

con

tent

to tr

ansi

-tio

n-re

late

d go

als.

Skill

s:

S1Id

entif

y an

d fa

cilit

ate

appr

opri

ate

mod

ific

atio

ns w

ithin

wor

k, r

es-

iden

tial,

voca

tiona

l tra

inin

g, a

nd o

ther

com

mun

ity e

nvir

onm

ents

.

S2 A

sses

s an

d de

velo

p na

tura

l sup

port

sys

tem

s to

fac

ilita

te tr

an-

sitio

n to

spe

cifi

c po

stsc

hool

env

iron

men

ts.

S3 D

evel

op r

esid

entia

l, w

ork-

base

d, a

nd o

ther

com

mun

ity-b

ased

edu

-ca

tiona

l pro

gram

s fo

r in

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

g ne

eds.

TS:

Tra

nsiti

on S

peci

alis

ts6.

Man

agin

g St

uden

t Beh

avio

r an

dSoc

ial I

nter

actio

n Sk

ills

Kno

wle

dge:

K1

(Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

Skill

s:

S1 D

emon

stra

te p

roce

dure

s fo

r st

uden

t inv

olve

men

t in

the

post

scho

ol tr

ansi

tion

proc

ess.

TS:

Tra

nsiti

on S

peci

alis

ts7.

Com

mun

icat

ion

and

Col

labo

rativ

e Pa

rtne

rshi

ps

Kno

wle

dge:

K1

Met

hods

and

str

ateg

ies

for

incr

easi

ng f

amili

es' k

now

ledg

e an

dsk

ills

abou

t tra

nsiti

on-r

elat

ed is

sues

and

topi

cs, i

nclu

ding

tran

sitio

n-fo

cuse

d ed

ucat

iona

l pro

gram

dev

elop

men

t.

Skill

s:

S1 P

rovi

de in

form

atio

n to

fam

ilies

abo

ut tr

ansi

tion-

rela

ted

edu-

catio

n an

d se

rvic

es, a

nd p

osts

choo

l opt

ions

in s

peci

fic

outc

ome

area

s.17

5

N

176

Kno

wle

dge:

K2

Proc

edur

es a

nd r

equi

rem

ents

for

ref

erri

ng s

tude

nts

to c

omm

u-ni

ty s

ervi

ce a

genc

ies.

K3

Met

hods

to in

crea

se c

olla

bora

tive

tran

sitio

n se

rvic

e de

liver

yth

roug

h in

tera

genc

y ag

reem

ents

and

col

labo

rativ

e fu

ndin

g.

K4

Stra

tegi

es f

or in

volv

ing

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s in

all

leve

ls o

f co

llabo

rativ

e tr

ansi

tion

prog

ram

pla

nnin

gan

d ev

alua

tion.

Skill

s:

S2 S

yste

mat

ical

ly id

entif

y fa

mily

ser

vice

nee

ds r

elat

ed to

tran

si-

tion

outc

omes

and

ass

ist f

amili

es to

con

nect

with

sup

port

net

-w

orks

.

S3 S4 S5

Invo

lve

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s, f

amili

es,

and

com

mun

ity a

genc

ies

in e

stab

lishi

ng tr

ansi

tion-

rela

ted

pol-

icy.

Ass

ess

and

use

stud

ent s

uppo

rt s

yste

ms

to f

acili

tate

the

post

scho

ol tr

ansi

tion

of in

divi

dual

s w

ith e

xcep

tiona

l lea

rnin

gne

eds.

Prov

ide

tran

sitio

n-fo

cuse

d te

chni

cal a

ssis

tanc

e an

d pr

ofes

sion

-al

dev

elop

men

t in

colla

bora

tion

with

fam

ily m

embe

rs f

or e

du-

cato

rs, c

omm

unity

age

ncy

pers

onne

l, an

d ot

her

rele

vant

tran

-si

tion

stak

ehol

ders

.

S6 C

olla

bora

te w

ith a

nd p

artic

ipat

e in

tran

sitio

n-fo

cuse

d in

tera

-ge

ncy

coor

dina

ting

bodi

es.

S7 D

evel

op c

oord

inat

ed in

tera

genc

y st

rate

gies

to c

olle

ct, s

hare

,an

d us

e st

uden

t ass

essm

ent d

ata,

with

app

ropr

iate

inpu

t and

auth

oriz

atio

n of

stu

dent

s an

d fa

mili

es.

S8 U

se s

trat

egie

s fo

r re

solv

ing

diff

eren

ces

that

may

ari

se in

the

impl

emen

tatio

n of

inte

rage

ncy

agre

emen

ts o

r th

e pr

ovis

ion

oftr

ansi

tion

serv

ices

for

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s.

S9 I

dent

ify

futu

re p

osts

choo

l ser

vice

nee

ds u

sing

tran

sitio

n pl

an-

ning

doc

umen

ts in

con

junc

tion

with

rel

evan

t age

ncie

s.

TS:

Tra

nsiti

on S

peci

alis

ts8.

Prof

essi

onal

ism

and

Eth

ical

Pra

ctic

es

Kno

wle

dge:

K1

Scop

e an

d ro

le o

f a

tran

sitio

n sp

ecia

list.

K2

Scop

e an

d ro

le o

f ag

ency

per

sonn

el r

elat

ed to

tran

sitio

n-fo

cuse

d ed

ucat

ion

and

serv

ices

.

Skill

s:

S1 D

emon

stra

te p

ositi

ve r

egar

d fo

r th

e ca

paci

ty a

nd o

pera

ting

cons

trai

nts

of c

omm

unity

org

aniz

atio

ns in

volv

ed in

tran

sitio

n-fo

cuse

d ed

ucat

ion

and

serv

ices

.

17?

CE

C K

now

ledg

e an

d Sk

ills

for

Beg

inni

ng S

peci

al E

duca

tion

Para

educ

ator

sK

NO

WLE

DG

E A

ND

SK

ILLS

ST

AT

EM

EN

TS

PE:

Para

educ

ator

Com

mon

Cor

e1.

hilo

soph

ical

, His

tori

cal,

and

Leg

al F

ound

atio

ns o

f Sp

ecia

l Edu

catio

n

Kno

wle

dge:

K1

Purp

oses

of

prog

ram

s fo

r in

divi

dual

s w

ith e

xcep

tiona

litie

s.

K2

Bel

iefs

, tra

ditio

ns, a

nd v

alue

s ac

ross

cul

ture

s an

d th

eir

effe

cton

the

rela

tions

hips

am

ong

child

ren,

fam

ilies

, and

sch

oolin

g.

K3

Rig

hts

and

resp

onsi

bilit

ies

of p

aren

ts a

nd c

hild

ren/

yout

h as

they

rel

ate

to in

divi

dual

lear

ning

nee

ds.

K4

The

dis

tinct

ions

bet

wee

n ro

les

and

resp

onsi

bilit

ies

of p

rofe

s-si

onal

s, p

arae

duca

tors

, and

sup

port

per

sonn

el.

Skill

s:

S1 P

erfo

rmre

spon

sibi

litie

sun

der

the

supe

rvis

ion

of a

cert

ifie

d/lic

ense

d pr

ofes

sion

al in

a m

anne

r co

nsis

tent

with

the

requ

irem

ents

of

law

, rul

es a

nd r

egul

atio

ns, a

nd lo

cal d

istr

ict

polic

ies

and

proc

edur

es.

PE:

Para

educ

ator

Com

mon

Cor

e2.

Cha

ract

eris

tics

of L

earn

ers

Kno

wle

dge:

K1

Impa

ct o

f di

ffer

entia

l cha

ract

eris

tics

of in

divi

dual

s w

ith e

xcep

-tio

nalit

ies

on th

e in

divi

dual

's li

fe a

nd f

amily

in th

e ho

me,

scho

ol, a

nd c

omm

unity

.

K2

Indi

cato

rs o

f ab

use

and

negl

ect t

hat p

ut s

tude

nts

at r

isk.

178

Skill

s:

S1 (

Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

179

PE:

Para

educ

ator

Com

mon

Cor

e3.

Ass

essm

ent,

Dia

gnos

is, a

nd E

valu

atio

n

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wle

dge:

K1

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iona

le f

or a

sses

smen

t.

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s:

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emon

stra

te b

asic

dat

a co

llect

ion

tech

niqu

es.

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ith d

irec

tion

from

a p

rofe

ssio

nal,

mak

e an

d do

cum

ent o

bjec

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e ob

serv

atio

ns a

ppro

pria

te to

the

indi

vidu

al w

ith e

xcep

tion-

al le

arni

ng n

eeds

.

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Para

educ

ator

Com

mon

Cor

e4.

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ruct

iona

l Con

tent

and

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ctic

e

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wle

dge:

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ands

of

vari

ous

lear

ning

env

iron

men

ts o

n in

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dual

sw

ith e

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tiona

l lea

rnin

g ne

eds.

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ic in

stru

ctio

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ds, t

echn

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ater

ials

.

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ic te

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logi

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te to

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als

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nal

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stab

lish

and

mai

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n ra

ppor

t with

lear

ners

.

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se d

evel

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enta

lly a

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ge-a

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trat

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s di

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plis

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ctio

nal o

bjec

tives

.

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ssis

t in

adap

ting

inst

ruct

iona

l str

ateg

ies

and

mat

eria

lsac

cord

ing

to th

e ne

eds

of th

e le

arne

r.

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ollo

w w

ritte

n pl

ans,

see

king

cla

rifi

catio

n as

nee

ded.

PE:

Para

educ

ator

Com

mon

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e5.

Supp

ortin

g th

e T

each

ing

and

Lea

rnin

g E

nvir

onm

ent

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wle

dge:

K1

(Non

e in

add

ition

to th

e re

quir

ed k

now

ledg

e an

d sk

ills

for

all

begi

nnin

g sp

ecia

l edu

catio

n te

ache

rs.)

100

Skill

s:

S1 A

ssis

t in

mai

ntai

ning

a s

afe,

hea

lthy

lear

ning

env

iron

men

tth

at in

clud

es f

ollo

win

g pr

escr

ibed

pol

icy

and

proc

edur

es.

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se b

asic

str

ateg

ies

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niqu

es f

or f

acili

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g th

e in

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ion

of in

divi

dual

s w

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tiona

l lea

rnin

g ne

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in v

ari-

ous

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S3 A

s di

rect

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y a

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ifie

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repa

re a

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ze m

ater

ials

to s

uppo

rt te

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ng a

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arni

ng.

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se s

trat

egie

s th

at p

rom

ote

the

lear

ner's

inde

pend

ence

.

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Para

educ

ator

Com

mon

Cor

e6.

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agin

g St

uden

t Beh

avio

r an

d So

cial

Int

erac

tion

Skill

s

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wle

dge:

K1

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es a

nd p

roce

dura

l saf

egua

rds

rega

rdin

g th

e m

anag

emen

t of

beha

vior

s of

indi

vidu

als

with

exc

eptio

nal l

earn

ing

need

s.

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s:

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emon

stra

te e

ffec

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stra

tegi

es f

or th

e m

anag

emen

t of

beha

vior

.

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se a

ppro

pria

te s

trat

egie

s an

d te

chni

ques

to in

crea

se th

e in

di-

vidu

al's

sel

f-es

teem

, sel

f-aw

aren

ess,

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f-co

ntro

l, se

lf-r

elia

nce,

and

self

-adv

ocac

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ssis

t in

mod

ifyi

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onm

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or.

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olle

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de o

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urat

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form

atio

n to

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fes-

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as

appr

opri

ate.

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se a

ppro

pria

te s

trat

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d te

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ques

in a

var

iety

of

set-

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to a

ssis

t in

the

deve

lopm

ent o

f so

cial

ski

lls.

PE:

Para

educ

ator

Com

mon

Cor

e7.

Com

mun

icat

ion

and

Col

labo

rativ

e Pa

rtne

rshi

ps

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wle

dge:

K1

Cha

ract

eris

tics

of e

ffec

tive

com

mun

icat

ion

with

chi

ldre

n,yo

uth,

fam

ilies

, and

sch

ool a

nd c

omm

unity

per

sonn

el.

K2

Com

mon

con

cern

s of

par

ents

of

indi

vidu

als

with

exc

eptio

n-/

aliti

es.

182

Skill

s:

S1 U

nder

the

dire

ctio

n of

a c

ertif

ied/

licen

sed

prof

essi

onal

, use

cons

truc

tive

stra

tegi

es in

wor

king

with

indi

vidu

als

with

exc

ep-

tiona

l lea

rnin

g ne

eds,

par

ents

, and

sch

ool a

nd c

omm

unity

per

-so

nnel

in v

ario

us le

arni

ng e

nvir

onm

ents

.

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ollo

w th

e in

stru

ctio

ns o

f th

e pr

ofes

sion

al.

S3 F

oste

r re

spec

tful

and

ben

efic

ial r

elat

ions

hips

bet

wee

n fa

mili

esan

d ot

her

scho

ol a

nd c

omm

unity

per

sonn

el.

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artic

ipat

e as

req

uest

ed in

con

fere

nces

with

fam

ilies

or

prim

a-ry

car

egiv

ers

as m

embe

rs o

f th

e ed

ucat

iona

l tea

m.

183

0 O.

Kno

wle

dge:

K3

Rol

es o

f in

divi

dual

s w

ith e

xcep

tiona

litie

s, p

aren

ts, t

each

ers,

para

educ

ator

s, a

nd o

ther

sch

ool a

nd c

omm

unity

per

sonn

el in

plan

ning

an

indi

vidu

aliz

ed p

rogr

am.

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Eth

ical

pra

ctic

es f

or c

onfi

dent

ial c

omm

unic

atio

n ab

out i

ndi-

vidu

als

with

exc

eptio

nalit

ies.

Skill

s:

S5 U

se a

ppro

pria

te b

asic

edu

catio

nal t

erm

inol

ogy

rega

rdin

g st

u-de

nts,

pro

gram

s, r

oles

, and

inst

ruct

iona

l act

iviti

es.

S6 D

emon

stra

te s

ensi

tivity

to d

iver

sity

in c

ultu

ral h

erita

ges,

lifes

tyle

s, a

nd v

alue

sys

tem

s am

ong

child

ren,

you

th, a

nd f

amili

es.

S7 F

unct

ion

in a

man

ner

that

dem

onst

rate

s th

e ab

ility

to u

seef

fect

ive

prob

lem

sol

ving

, eng

age

in f

lexi

ble

thin

king

, em

ploy

appr

opri

ate

conf

lict m

anag

emen

t tec

hniq

ues,

and

ana

lyze

one'

s ow

n pe

rson

al s

tren

gths

and

pre

fere

nces

.

PE:

Para

educ

ator

Com

mon

Cor

e8.

Prof

essi

onal

ism

and

Eth

ical

Pra

ctic

es

Kno

wle

dge:

K1

Pers

onal

cul

tura

l bia

ses

and

diff

eren

ces

that

aff

ect o

ne's

abi

li-ty

to w

ork

effe

ctiv

ely

with

chi

ldre

n, y

outh

, fam

ilies

, and

oth

erte

am m

embe

rs.

K2

The

par

aedu

cato

r as

a r

ole

mod

el f

or in

divi

dual

s w

ith e

xcep

-tio

nal l

earn

ing

need

s.

184

Skill

s:

S1 D

emon

stra

te c

omm

itmen

t to

assi

stin

g le

arne

rs in

ach

ievi

ngth

eir

high

est p

oten

tial.

S2 F

unct

ion

in a

man

ner

that

dem

onst

rate

s a

posi

tive

rega

rd f

orth

e di

stin

ctio

ns a

mon

g ro

les

and

resp

onsi

bilit

ies

of p

arae

duca

-to

rs, p

rofe

ssio

nals

, and

oth

er s

uppo

rt p

erso

nnel

.

S3 F

unct

ion

in a

man

ner

that

dem

onst

rate

s th

e ab

ility

to s

epar

ate

pers

onal

issu

es f

rom

one

's r

espo

nsib

ilitie

s as

a p

arae

duca

tor.

S4 D

emon

stra

te r

espe

ct f

or th

e cu

lture

, rel

igio

n, g

ende

r, a

nd s

ex-

ual o

rien

tatio

n of

indi

vidu

al s

tude

nts.

S5 P

rom

ote

and

mai

ntai

n a

high

leve

l of

com

pete

nce

and

inte

grity

.

S6 E

xerc

ise

obje

ctiv

e an

d pr

uden

t jud

gmen

t.

S7 D

emon

stra

te p

rofi

cien

cy in

aca

dem

ic s

kills

incl

udin

g or

al a

ndw

ritte

n co

mm

unic

atio

n.

S8 E

ngag

e in

act

iviti

es th

at p

rom

ote

para

educ

ator

s' k

now

ledg

ean

d sk

ill d

evel

opm

ent.

S9 E

ngag

e in

sel

f-as

sess

men

t act

iviti

es.

S10

Acc

ept a

nd u

se c

onst

ruct

ive

feed

back

.

S11

Prac

tice

with

in th

e co

ntex

t of

the

CE

C C

ode

of E

thic

s an

dot

her

wri

tten

stan

dard

s an

d po

licie

s of

the

scho

ol o

r ag

ency

whe

re th

ey a

re e

mpl

oyed

.

APPENDICES

186 WHAT EVERY SPECIAL EDUCATOR MUST KNOW 97

Appendix 1

CEC Professional Standards

Historic Events

1922 The establishment of professional standards for the field of special education is declared as oneof the fundamental aims of CEC.

1962 Professional Standards is the theme of the national convention.1963 CEC purpose statement includes standards for professional personnel.1965 CEC Conference on Professional Standards1966 Professional Standards for Personnel in the Education of Exceptional Children is published.1976 Guidelines for Personnel in the Education of Exceptional Children is published. CEC and the Na-

tional Council for Teacher Accreditation (NCATE) form a partnership for approving training pro-grams.

1980 CEC standards adopted by NCATE.1981 CEC Delegate Assembly charges CEC to develop, promote, and implement preparation and certi-

fication standards, and a code of ethics.1982 CEC called to establish and promote appropriate professional standards in the organization's mis-

sion statement.1983 CEC adopts Code of Ethics, Standards for Professional Practice, Standards for the Preparation of

Special Education Personnel, and Standards for Entry Into Professional Practice. The ProfessionalStandard Committee is charged with their implementation.

1984 NCATE adopts CEC's revised standards. NCATE adopts their "Redesign" where colleges and uni-versities submit their folios to the respective professional organizations.

1985 NCATE adopts Guidelines for Program Approval of both basic and advanced special educationpreparation programs.

1986 CEC begins reviewing folios of programs seeking national accreditation. Guidelines for folio prepa-ration adopted by CEC.

1987 Standards and Guidelines for Curriculum Excellence in Personnel Preparation Programs in SpecialEducation is published

1989 CEC Delegate Assembly adopts policy framework for CEC Standards for Entry Into ProfessionalPractice.

1990 NCATE adopts CEC's revised Guidelines for Program Approval of both basic and advanced spe-cial education preparation programs.

1992 CEC adopts the Common Core of Knowledge and Skills Essential for All Beginning Special Edu-cation Teachers.CEC adopts non-NCATE Guidelines for Program Approval for IHEs including institutional, fac-ulty, and program resources.

1993 CEC Standards for Entry Into Professional Practice are revised.CEC revises non-NCATE Guidelines for Program Approval for IHEs including institutional, faculty, /and program resources.

1995 CEC adopts initial areas of specialization knowledge and skill standards.New standards published and submitted for NCATE adoption.What Every Special Educator Must Know: The International Standards for the Preparation andCertification of Special Education Teachers is published.

1996 What Every Special Educator Must Know: The International Standards for the Preparation andCertification of Special Education Teachers (2nd edition) is published.

1997 CEC initiates the Professionally Recognized Special Educator, a national special education certifi-cation program with certificates for special education teachers, administrators, and diagnosticians.NCATE initiates the NCATE 2000 project to move to measuring performance in program accredi-tation.

1998 Knowledge and Skill Standards for Transition Specialists, Special Education Administrators,Education Diagnosticians, and Special Education Paraeducators are approved.The Standards for Entry Into Professional Practice are revised.


Guidelines for continuing education are approved.Revisions to the Common Core of Knowledge and Skills Essential for All Beginning Special Edu-cation Teachers are approved.The Curriculum Referenced Licensing and Program Accreditation Framework is approved.What Every Special Educator Must Know: The International Standards for the Preparation and Cer-tification of Special Educators (3rd edition) is published.

2000 The CEC Common Core was edited to improve clarity and reduce redundancy.Multicultural standards were added to the CEC Common Core.What Every Special Educator Must Know: The Standards for the Preparation and Certification ofSpecial Educators (4th edition) is published.

2001 CEC submits performance standards for NCATE approval.

188WHAT EVERY SPECIAL EDUCATOR MUST KNOW 99

Appendix 2Development of and Procedures for Validating the

Knowledge and Skills Standards

CEC carries out the development of professional stan-dards through the Professional Standards and PracticeStanding Committee (PSPSC) and its relevant sub-committees. One of the major responsibilities of thePSPSC has been the development, validation, and up-dating of the knowledge and skills bases in the vari-ous areas of special education.

Development of the StandardsIn 1989, the PSPSC established the first Knowledgeand Skills Subcommittee (KSS), cochaired by BarbaraSirvis, of New York, and Bill Swan, of Georgia, andcomposed of CEC division representatives and pastCEC Teachers of the Year. It set out to accomplish thefollowing two major tasks:

Identify a common core of knowledge and skillsfor all beginning special education teachers.Create specialty sets of knowledge and skills thatare necessary to teach in a particular area of ex-ceptionality or age group.

The KSS gathered materials from literature;state, provincial, and local governments; institutionsof higher education; and elsewhere. The KSS thenidentified and organized thousands of competenciesinto major categories, culled them down to 195 state-ments, and determined the importance of each bysurveying a 1,000-person sample of CEC's member-ship. Based on the response (54%), the KSS reducedthe number of statements to 107.

CEC adopted these validated statements, whichbecame The CEC Common Core of Knowledge andSkills Essential for All Beginning Special EducationTeachers, published in the fall 1992 issue of TEACH-ING Exceptional Children.

Alan Koenig, of Texas, assumed the chairman-ship of the KSS 1993 and began developing specialtysets of knowledge and skills to supplement the Com-mon Core. The exceptionality and age-specific CECdivisions took the lead, developing sets of knowledgeand skills necessary to teach in their areas of spe-cialization. The KSS worked with the divisions to en-sure that the specialty sets were formatted properlyand that the statements supplemented the CommonCore.

The KSS also developed a survey, which wassent to a random sample of the division's membershipto validate the specialty sets. Each survey was sent toa sample of CEC members, half of whom were teach-ers and other direct service providers. Modificationswere made in consultation with the division. Gener-


ally, there was a high level of concurrence with thework the division produced.

The Early Childhood Special Education special-ization area knowledge and skills statements are takenfrom a concept paper, jointly approved by CEC's Di-vision for Early Childhood (DEC), the National As-sociation for the Education of Young Children(NAEYC), and the Association of Teacher Educators(ATE), Personnel Standards for Early Education andEarly Intervention: Guidelines for Licensure in EarlyChildhood Special Education (DEC, NAEYC, & ATE,1995). The content standards portion of the paper,however, has been reformatted to maintain consis-tency with CEC's eight categories of knowledge andskills statements for this publication. In its approvedformat, the concept paper included standards cate-gories of (a) child development and learning, (b) cur-riculum development and implementation, (c) familyand community relationships, (d) assessment andevaluation, (e) field experiences, and (f) profession-alism. These six categories were selected to promoteconsistency with the NAEYC Guidelines for Prepara-tion of Early Childhood Professionals (NAEYC, 1991)and to facilitate states' using the option to developcombined certifications. The concept paper in this lat-ter format is disseminated by DEC, NAEYC, and ATE.

All of the performance standards, with the ex-ception of the field experiences standards, were in-cluded and grouped under one of the eight CECknowledge and skills category headings. The field ex-periences standards were incorporated into theCEC/NCATE Guidelines for CEC Program Approvalof Undergraduate or Basic Programs. The readershould note that performance standards are based onthe notion that the individual can demonstrate abil-ity to perform in authentic situations. Although theemphasis is on performance, the implication is thatindividuals have the knowledge base to apply skillsin specific situations. The performance standards,therefore, are grouped as skills. Because of this,knowledge statements are not included in the EarlyChildhood Special Education specialization section.It is important, however, to emphasize that the earlychildhood and early childhood special educationknowledge bases support these skills statements.

In 1996, after initial publication of What EverySpecial Educator Must Know, comments were receivedfrom the field regarding the knowledge and skillsstatements. After review of all of the comments, CECapproved in the spring of 1996 a number of technical

189

and clarifying changes. These were included in thesecond edition of this publication.

In 1998, the KSS, chaired by Rachel le Bruno ofKentucky, began the process of developing the Cur-riculum Referenced Licensing and Program Accredi-tation Framework. This new framework was approvedby the PSPSC in April 1998. The KSS also approvedKnowledge and Skill sets for educational diagnosti-cians, special education administrators, and technol-ogy specialists.

The special education paraeducator knowledgeand skills were approved in 1998 with the close col-laboration of the National Resource Center for Parae-ducators, the National Education Association, and theAmerican Federation of Teachers.

In 2000, the KSS, now chaired by KathleneShank of Illinois, successfully completed a revisionof the Common Core. The KSS is presently complet-ing the standards for Technology Specialist andpreparing for NCATE 2000.

Procedures for the Validation of the Knowledgeand Skills StandardsThe following process is used for developing and val-idating knowledge and skills bases.1. At least annually, the PSPSC determines which

areas of knowledge and skills need to be devel-oped, and sends these to the KSS.This develop-ment process is also announced in a CECpublication and on the CEC web site.

2. In collaboration with relevant CEC divisions/units,the KSS gathers materials from literature; state,provincial, and local governments; institutions ofhigher education; and elsewhere.

3. The KSS then identifies and organizes the knowl-edge and skills statements into major categories.

4. The proposed knowledge and skills statements areincluded in a survey that is sent to a stratified ran-dom sample of the CEC membership with at least50% of the sample being CEC members currentlyworking in a position directly relevant to theknowledge and skills being validated.

5. Next, the KSS reviews the survey data, selectsknowledge and skill statements validated by thesurvey, and submits their recommendations to thePSPSC.

6. The PSPSC reviews the recommendations from theKSS and makes a determination regarding theKnowledge and Skills.

7. The PSPSC communicates its decisions to the CECAssistant Executive Director for Professional Stan-dards and Practice and to the CEC Executive Boardin an annual report.

The following validation process is used for amend-ing the knowledge and skills bases.1. Any member or recognized unit within CEC may

190

recommend amendments to the knowledge andskills bases by submitting the request to the As-sistant Executive Director for Professional Stan-dards and Practice at CEC headquarters.

2. The PSPSC reviews the amendments and deter-mines whether to consider them for validation orreject them.

3. If accepted, the proposed amendments are sent tothe KSS for validation. The amendment process isannounced in a CEC publication and on the CECweb site.

4. The KSS prepares a survey containing the proposedamendments and sends the survey to a stratifiedrandom sample of the CEC membership with atleast 50% of the sample being CEC members cur-rently working in a position directly relevant to theknowledge and skills.

5. The KSS reviews the survey data, selects theamended knowledge and skills statements vali-dated by the survey, and submits these as recom-mendations to the PSPSC.

6. The PSPSC reviews the results of the process andmakes a determination regarding the amendments.

7. The PSPSC communicates its decisions to the CECAssistant Executive Director for Professional Stan-dards and Practice and to the CEC Executive Boardin an annual report.

Each process is overseen by the PSPSC. Origi-nally, the areas of specialization were organizedaround categories of exceptionality, (e.g. learning dis-abilities, emotional and behavioral disorders). Thisdoes not indicate any CEC preference for categoricallicensure or program accreditation. This was basedon the leadership work of the categorical divisionswithin CEC. More recently, areas other than disabil-ity category have moved to the forefront, (e.g. tech-nology, transition, diversity, administration,educational diagnostician, and special educationparaeducators).


Appendix 3Setting and Meeting Standards in Special Education*

Frances P. Connor

The founders of The Council for Exceptional Children(CEC) declared in 1922 that one of its primary pur-poses was to establish professional standards in thefield of special education. This mission was a majorstep toward the development of special education intoa profession.

What led to our founding? What teacher prepara-tion programs were already in existence? What de-velopments in supportive legislation, preserviceeducation, and professional standards have occurredin our 75-year history? How has CEC contributed?This article briefly outlines some of the advances inthe field and provides some perspective on the future.

EDUCATIONAL OPPORTUNITIES FOR TEACHERS

Students of special education need no introductionto the early efforts of de L'Epee, Braille, Itard, Pereire,Seguin, Montessori, Bell, Gallaudet, and Howe andtheir influence on educational programs for excep-tional children. In most instances, their followersnew teacherslearned their skills directly from their"masters." But other leaders initiated increasinglymore formal instructions for teachers and potentialteachers in the special classes and schools in whichthe children were taught.

In the late 19th century, educators and other pro-fessionals formed advocacy groups to improve the ed-ucation and care of exceptional children. Some ofthese groups were the American Instructors of theDeaf (1849); the American Association of Instructorsof the Blind (1871); the American Association on Men-tal Deficiency (1879); and the Alexander Graham BellAssociation, devoted to oral education of deaf stu-dents (1890).

As special schools and classes expanded aroundthe turn of the century, the need for teachers withspecialized preparation grew. Those efforts were ex-tended to school-based training programs, such as the"summer" session offerings at New Jersey's VinelandTraining School, which included both preservice andinservice training of teachers of students with men-tal retardation. Penn State provided a summer ses-sion (1897) for teachers of "backward" children; theUniversity of California (1918) initiated a program forthe teachers of children who were blind; and a De-partment of Special Education was established atMiami University in Ohio (1919). Teachers Collegeat Columbia University (1920), under LetaHollingsworth, developed a program to prepare teach-


ers of gifted children. In 1917, the U.S. Office of Ed-ucation (USOE) published data and lists of resourcesdealing with exceptional children. By 1929, USOE re-ported 43 training institutions offering special edu-cation courses.

In the spring 1925 issue of The Crippled Child,Michigan State Normal College advertised a 1-yearcourse to prepare teachers of "crippled children," inan effort to counteract teacher shortages:

The course is divided into periods of 12 weekseach, during which time a thorough acquain-tance is made with their problems. . . . Fourunits of college credits will be covered eachterm, and the student . . . will be entitled to 1year of college credit.

The program was weighted toward in-school experi-ence.

In 1949, a national study of opportunities in in-stitutions of higher education (IHEs) for special edu-cation teacher preparation (a cooperative effort ofUSOE and the National Society for Crippled Childrenand Adults, Inc.) set forth criteria for the preparationprograms. The following were the three required pro-gram components:

A study of the characteristics (physical, mental, andemotional) of the particular condition under con-sideration.A study of the teaching methods and curriculumadjustments needed.Observation and student teaching practice in thespecialized area.Mackie (1953-1958) identified 122 colleges or uni-

versities that in 1953-54 provided sequences of prepa-ration in one or more areas of exceptionality. Morecolleges (115) offered programs for "speech correc-tionists" than for any of the other nine areas of spe-cialization. There were more programs for preparingteachers of students with physical and mental dis-abilities than for teachers of students with emotionaldisturbance or gifted students. Colleges offered 68program sequences for teachers of hard-of-hearingstudents and 22 for teachers of students who are deaf.

In all, the number of colleges and universities witha program sequence rose from 77 in 1949 to 122 in1953-54a minimum 58% increase (the former in-cluded summer offerings, the latter did not). The na-tion's total number of special education degreesgranted in the participating colleges in 1953-1954 was594, in areas other than speech.

191

The number of teacher preparation programsanddegrees grantedhas exploded: In 1993-1994, about900 colleges and universities offered degrees in spe-cial education, awarding 9,099 bachelor's degrees,10,497 master's degrees, and 194 doctoral degrees.As the number of special educators grew in the 1960s,as well as the number and diversity of the college anduniversity professional preparation programs, educa-tors and policymakers paid increasing attention to theneed for standards to guide the profession.

SUPPORTIVE LEGISLATION

As publicly supported special education programs forexceptional students grew in number, and the typesof students served diversified during the 1950s,schools demanded well-prepared special educators.Recognizing that the field first needed special educa-tion administrators, supervisors, and teacher educa-tors, the U.S. Congress enacted Public Law 85-926 in1958 to support fellowships in mental retardation thatenabled special educators to return to school for ad-vanced study. Public Law 87-276 was enacted in 1961to support the preparation of teachers of students whowere deaf, speech pathologists, and audiologists.

The last act President John F. Kennedy signed intolaw, before that fateful day in Dallas, was P.L. 88-164(1963). One provision of this act consolidated and ex-panded federal preparation programs for special ed-ucation professionals to include all areas ofdisabilities, as well as teachers and leadership pro-fessionals.

Through the 1960s and early 1970s, special edu-cation programs in schools and IHEs grew as quali-fied professionals were available or positions couldbe filled with unqualified personnel who were will-ing to become qualified by obtaining the necessaryprofessional preparation. Because schools were notrequired to serve students with exceptionalities, andwaiting lists for services were commonplace, servicestended to become available when personnel could beemployed.

This all changed in the latter half of the 1970s whenCongress passed P.L. 94-142, the Education for AllHandicapped Children Act of 1975. This act mandatedthat students with disabilities had a right to an edu-cation and appropriate special education and relatedservices. Within a short time, demand for special ed-ucators outstripped the capability of the system to re-cruit, prepare, and retrain persons in careers in specialeducation.

The mandates of P.L. 94-142 affected more thanthe demand for special educators. They also greatlyaffected what special educators had to know and beable to do. Students with "severe developmental dis-abilities," who had been considered by the educa-tional system as "uneducable," were now to be

192

educated. In a relatively short time, special educationdeveloped a body of knowledge on curriculums andmethodologies for teaching such students, developedprofessional preparation programs, and preparedteachers and others for this new endeavor. Special ed-ucators had to know legal policies and procedures,how to work with other professionals, and how towork in more inclusive environments. Not only didthe professional preparation programs have to retoolto meet these new challenges, but several hundredthousand practicing special educators had to learnnew knowledge and skills. Never had a field of edu-cation undergone such dramatic change in so short atime. Given that context, it is rather astounding atwhat was accomplished. Federal funds for personnelpreparation, which continued to grow during this pe-riod, played a significant role by helping to supportthe development of curriculums for preparing specialeducators, the growth of professional preparation pro-grams, and the costs incurred by people seeking de-grees or certification in special education. If our fieldis to continue to grow and improve its practice, fed-eral support for teacher and leadership professionalpreparation programs is essential.

PROFESSIONAL STANDARDS

In 1965, CEC held a conference on professional stan-dards at which participants drafted statements of stan-dards. After revision, they were discussed in fourregional conferences. Eventually, the Council's Dele-gate Assembly reviewed and approved the resultingstandards. These early professional standards in-cluded directives to ensure a basic level of standards(mandates from the field) related to teachers' educa-tion programs, certification and accreditation, con-tinuing education, special education doctoralprograms, and ethics of behavior. In addition, spe-cialists in each of the areas of exceptionality aroundwhich special education was organized had devel-oped general guidelines for their specialists. Includedwere speech and hearing, deaf and hard of hearing,visually handicapped, the gifted, mentally retarded,behavioral disorders, physically handicapped, and ad-ministration and supervision. It was a noble begin-ningour first statement of professional standardsfor the educator of exceptional children.

By 1972, however, only 6 years later, the field waschanging rapidly and could not be bound by outdatedguidelines. Changes in knowledge, philosophy, prac-tice, and the problems presented by exceptional chil-dren being served in less restrictive settings werechallenging. Thus, in revising the standards, CECbroadened its scope. A consultant to the process, Mar-garet Lindsaya leader in teacher education and anactive participant in the 1970 revision of the NationalCouncil for Accreditation of Teacher Education


(NCATE) standardsmade it clear that we could notafford to be too constrictive or inflexible.

Concurrently, in September of 1970, the NationalAssociation of State Directors of Teacher Educationand Certification became conscious of its limited con-sideration of exceptional children in their program-approval process. Because that organization wasinitiating a "Certification Reciprocity System" andneeded to include special education, it was of in-creasing concern to CEC. Teacher mobility requiredcertification across states, especially with a shortageof teachers in many regions of the United States.

The 1970s CEC Professional Standards and Guide-lines Project, cochaired by Jean R. Hebler from theUniversity of Maryland and Maynard Reynolds fromthe University of Minnesota, considered the needs ofparaprofessionals and undergraduate and graduate-level preparation programs. Members discussed con-cepts, issues, and problems related to professionalcompetencies and preparation programs. The result-ing, broadly based standards encouraged focus on re-cruitment, selection, training and employment,program development, and evaluation. According tothe report approved by the Delegate Assembly in1975, CEC's local chapters reflected the sequence ofsocialization of personnel in the fieldrecruitment,selection of potential special educators, and retentionof personnel. CEC also approved a continuing stan-dards study.

In 1973, Maynard Reynolds conducted the DelphiSurvey for the CEC Standards Committee to deter-mine members' predictions and preferences relatedto recruitment, preparation, certification, and ac-creditation procedures. The approximately 1,150 re-sponses showed considerable fervor over certification,calling especially for a reduction in the number ofteaching certificates. They reflected a shift fromprocess criteria to performance criteria; they supportedstrengthening the voluntary national and regional ac-creditation and focus on specific fields. The conclu-sions were discussed and debated during thecontinuing work on the CEC standards review. Thework of the project was published in Guidelines forPersonnel in the Education of Exceptional Children(CEC 1976).

In 1976, CEC became a member of NCATE. OliverHurley was appointed as CEC's representative, withBill Carriker as an alternate. Hurley also was servingas chairman of CEC's Professional Standards Com-mittee. Hurley expressed concern that CEC needed tofurther develop its guidelines because of growing pres-sure from NCATE. The following is an excerpt fromhis report to the CEC Board of Governors in January1976:

[There is] strong feeling to accredit by program(e.g., elementary education, art education, Eng-lish education, special education, etc.) Or by


specialty areas within the programs. . . . Thiscould result in some programs being accred-ited and others not being accredited within thesame institution. This is a noteworthy trend. Ifrealized, the CEC Guidelines will assume para-mount importance for special education pro-grams.

The CEC Professional Standards Committee thenestablished a process to review and improve theguidelines and to involve CEC Divisions in the de-velopment of guidelines in specialty areas.

CEC activity during the late 1970s on professionalstandards reflects two major thrusts: first, the im-provement of the guidelines; second, the strengthen-ing and improvement of CEC's role in NCATE. Theseactivities were primarily led by Bill Heller, who as-sumed the Chair of the Professional Standards Com-mittee in 1979, and Bill Carriker, who was CEC'srepresentative to NCATE. This process, which in-cluded significant collaboration efforts with theTeacher Education Division and the Higher EducationConsortium for Special Education, led to the devel-opment of proposed CEC standards for NCATE adop-tion. These standards were approved by the CECgovernance in 1980 and then by NCATE.

In 1981, the Virginia Federation of CEC proposeda resolution that was adopted by the CEC DelegateAssembly requiring CEC to develop, promote, and im-plement standards for preparing special educators, acode of ethics, standards of practice, and appropriatecertification and licensure standards for the field.

After extensive member and CEC unit input, theCEC Delegate Assembly adopted a Code of Ethics andStandards for Professional Practice in 1983. Duringthis same period, NCATE began to adopt what is com-monly referred to as "redesign." Redesign not onlychanged the way the NCATE accreditation processworks, but also significantly changed CEC's role. Inthis process, NCATE no longer reviews specific pro-grams at an IHE, but rather focuses on the unit, thatis, the overall operation of the school of education.NCATE then requires IHEs to submit their specialtyprograms to approved professional organizations,such as CEC. Thus, for special education, CEC is therecognized authority for standards. These specialityreviews are paper (folio) reviews, and no site visit isconducted.

In 1986, CEC began to review folios submitted fromIHEs. The Professional Standards and Practices Stand-ing Committee (PSPSC) soon realized that insufficientguidance was being provided to IHEs to know how torespond to a paper review. The committee developedmore detailed guidelines, which NCATE adopted withan effective date of spring 1988.

In the late 1980s, CEC undertook the developmentof standards for the certification of entry-level specialeducators, to complete the mandate set by the CEC

193

Delegate Assembly in 1983. The CEC ProfessionalStandards and Practice Standing Committee estab-lished a Certification Subcommittee under Bill Swanof the University of Georgia to develop the standards.Their first proposal, that entry into the professionbased on a Master's degree in Special Education, wasrejected by the Delegate Assembly. Based on the sub-committee's second recommendation, the DelegateAssembly adopted the following standard in 1989:I. To be qualified to enter into practice as a specialeducation teacher, an individual must possess no lessthan a bachelor's degree that encompasses the knowl-edge and skills consistent with the entry level intospecial education practice.

II. To be qualified to enter into practice as a specialeducation teacher, an individual must possess theknowledge and skills set forth in the CEC CommonCore of Knowledge and Skills Essential for All Begin-ning Special Education Teachers.

III. To be qualified to enter into practice as a specialeducation teacher, an individual must possess theknowledge and skills set forth in at least one of theCEC Specialized Knowledge and Skills Essential for Be-ginning Special Education Teachers.

IV. Each new professional in special education shouldreceive a minimum of a 1-year mentorship during thefirst year of his or her professional special educationpractice in a new role. The mentor should be an ex-perienced professional in the same or a similar role,who can provide expertise and support on a contin-uing basis.

V. Approval of individuals for professional practice inthe field of special education should be for a limitedperiod of time with periodic renewal.VI. Each professional in the field of educating indi-viduals with exceptionalities (e.g., teachers, supervi-sors, administrators, college/university faculty) shouldparticipate in a minimum of 25 clock hours each yearof planned, preapproved, organized, and recognizedprofessional development activities related to his orher field of professional practice. Such activities mayinclude a combination of professional developmentunits, continuing education units, college/universitycourse work, professional organization service (e.g.,in CEC federations and chapters, divisions, subdivi-sions, and caucuses), professional workshops, spe-cial projects, or reading professional literature.Employing agencies should provide resources to en-able each professional's continuing development.

Now CEC faced its biggest challenge: identify-ing the minimum knowledge and skills that entry levelprofessionals require for practice in our field. The CECProfessional Standards and Practice Study Commit-tee under the leadership of its chair Frances Connor,

194

established a Knowledge and Skills Subcommitteecomposed of representatives from each of CEC's Di-visions and winners of the CEC Teacher of the YearAward. Under the co-chairmanship of Barbara Sirvisand Bill Swan, the subcommittee set out to accom-plish two major tasks:

Identify a common core of knowledge and skills forall beginning special education teachers.Create specialty sets of knowledge and skills thatare necessary to teach in a particular area of ex-ceptionality or age group.

The subcommittee gathered materials from re-search literature; state, provincial, and local govern-ments; IHEs; and elsewhere. The subcommittee thenidentified and organized thousands of competenciesinto major categories, culled them down to 195 state-ments, and determined the importance of each bysurveying a 1,000-person sample of CEC's member-ship. Based on the response (54 %), the subcommit-tee reduced the number of statements to 107.

CEC adopted these validated statements, which be-came The CEC Common Core of Knowledge and SkillsEssential for All Beginning Special Education Teach-ers, published in the Fall 1992 issue of TEACHING Ex-ceptional Children.

Alan Koenig, of Texas, assumed the chairmanshipof the Subcommittee on Knowledge and Skills in 1993and began developing specialty sets of knowledge andskills to supplement the Common Core. The excep-tionality and age-specific CEC divisions took the lead,developing sets of knowledge and skills necessary toteach in their areas of specialization. The subcom-mittee worked with the divisions to ensure that thespecialty sets were formatted properly and that thestatements supplemented the Common Core.

The subcommittee also developed a survey, whichwas sent to a random sample of each division's mem-bership. Each survey was composed of at least halfteachers and other direct service providers. Modifi-cations were made in consultation with the division.Generally, there was a high level of concurrence withthe work the division produced.

CEC adopted specialization standards in 1995 andamended them in 1996. They were adopted by NCATEin 1996 and are now being used widely in the field.Work is now underway to develop knowledge- andskills-based standards for entry-level nonteaching spe-cial education professionals, such as administrators,technology specialists, educational diagnosticians,and career/transition specialists. The subcommitteeis also developing standards for paraprofessionals.

CEC has now clearly established itself in the lead-ership role envisioned by its founders 75 years ago asthe standard setter for the special education profes-sion.


PERSPECTIVES ON THE ROAD TO EXCELLENCE

The story of special education has been one of socialrevolution. It reflects a powerful national move to in-clude all children in an appropriate educational pro-gram. But the field continues to adjust and readjustits priorities, particularly its obligations to childrenand youth often excluded from education or dimin-ished because of teacher attitudes or lack of compe-tence.

Exceptional children have gained the right to aneducation. Its effectiveness depends on the knowl-edge, skill, and commitment of their teachers who, inturn, require teacher educators who are critical schol-ars with a broad understanding of and skill in the ed-ucation of exceptional children, as well as in-depthcommand of a specialization. The curriculum for thepreparation of special educators as reflected in CEC'sStandards for the Preparation and Certification ofTeachers is a clear indicator of the development of aprofession. Basic to the standards for entry into thefield is the Code of Ethics, originally adopted by theCouncil's Delegate Assembly in 1983. Adopted alsowere the standards of professional practice, specify-ing areas of responsibility and professional behaviorto ensure quality education for all people with ex-ceptionalities. These areas of commitment are as fol-lows:

Instructional responsibilities.Management of behavior.Support procedures.Parental relationships.Professional employment.Professionals in relation to other professionals.

The CEC standards are designed for entry level intothe profession. We now need to put them into thecontext of a total program for the preparation andpractice of the profession at all levels including ca-reer teachers, experienced senior teachers who alsorequires renewal prior to assuming the highly re-sponsible role of mentoring, and college personnelresponsible for building competence in working in-terns. The apparent isolation or autonomy of collegeinstructors or professors urgently needs revision. Theirentry into the profession and experience in teachingexceptional children may be decades removed fromtheir present responsibilities in IHE classrooms or insupervision of the practice of prospective or noviceteachers. Who will certify them? Who will supervisethem?

As the field emerges more fully as a profession, itsteachers must be broadly educated in the arts and sci-ences, preferably prior to entering professional prepa-ration. With the changing child populations, theyrequire a strong knowledge and practicum base acrossthe specializations. But a cross-categorical prepara-


tion for a "special educator" or for the general class-room teacher to instruct any and all highly excep-tional children seems doomed to instructionalmediocrity. Do not parents of children with uniqueproblems merit teachers with deep understanding andspecialized information based on academic researchand clinical studies of practice? Is it not possible tohave teams of special education teachers with in-depth knowledge of various specializations work to-gether to provide the content, technical competence,and demonstration of instructional modifications topermit the child to reach his or her potential? Whyshould we be satisfied when students meet only min-imum requirements for graduation (or "completion")and have access only to sheltered or minimum-wagejobs?

We have made outstanding progress in includingall children. But accumulation of college credits, stu-dent theses/dissertations, and a record of practicumclassroom teaching do not a competent teacher edu-cator make.

Becoming a profession is not enough. The stan-dards development must continue, and teacher edu-cation institutions must change. Each exceptionalchild and each teacher is entitled to an education forexcellence.

Frances P. Connor (CEC New Jersey Federation), Retired Profes-sor and Chair Department of Special Education, Columbia Uni-versity, New York, New York. She served as Chair of CEC'sProfessional Standards and Practice Study Committee.

Copyright CEC 1997.

Resources

For further discussion on the development of a pro-fession and on teacher education, see the followingpublications.The Council for Exceptional Children. (1966). Pmfessional stan-

dards for personnel in the education of exceptional children. Re-ston, VA: Author. (ERIC Document Reproduction Service No.ED 017 085)

The Council for Exceptional Children. (1976). Guidelines for per-sonnel in the education of exceptional children. Reston, VA: Au-thor. (ERIC Document Reproduction Service No. ED 121 018)

The Council for Exceptional Children. (1983). Standards for thepreparation of special education personnel. Reston, VA: Author.

The Council for Exceptional Children. (1995, 1996). What everyspecial educator must know: The international standards for thepreparation and certification of special education teachers. Re-ston, VA: Author.

Cremin, L. A. (1970-1988). American education (3 vols, coveringthe years 1607 to 1980). New York: Harper & Row.

Fearn, K. M. (1987). Report on the status of certification of specialeducators in the United States and territories. Reston, VA: CEC.

Guskey,.T. R., & Huberman, M. (Eds.). (1995). Professional devel-opment in education: New paradigms and practices. New York:Teachers College Press, Teachers College, Columbia University.

The Holmes Group. (1986). Tomorrow's teachers: A report of theHolmes Group. East Lansing, MI: Author. (Available through theHolmes Group Inc., 501 Erikson Hall, East Lansing, MI 48824-1034.)

195

Jordan, J. (Ed.). (1977). Exceptional child education at the bicen-tennial: A parade of progress. Reston, VA: CEC. (ERIC Docu-ment Reproduction Service No. ED 172 500)

Journal of the Teacher Education Division of the Council for Excep-tional Children. (1995, Summer). (Issue on doctoral and post-doctoral preparation.)

Mackie, R. (1953-1958). Professional preparation of teachers of ex-ceptional children (13 reports from the study Qualifications andPreparation of Teachers of Exceptional Children). Washington,DC: U.S. Office of Education.

Reforming teacher education: A symposium on the Holmes GroupReport. (1987, Spring). Teachers College Record, 88(3).

Rosenberg, M. S., & Rock, E. E. (1994). Alternate certification inspecial education: Efficacy of a field-based teacher preparationprogram. Journal of the Teacher Education Division of the Coun-cil for Exceptional Children, 17(3), 141-153.

Schofer, R. C., & McGough, R. L. (1977). Manpower planning forspecial education: Planning model and alternatives. Columbia:University of Missouri-Columbia. (ERIC Document Reproduc-tion Service No. ED 228 805)

Southern Regional Educational Board. (1950s-1960s). [Reports onreciprocal certification of teachers and the improvement ofteacher education]. Atlanta, GA: Author.

Weintraub, F. J., Abeson, A., Ballard, J., & LaVor, M. L. (1977).Public policy and the education of exceptional children. Reston,VA: CEC. [ERIC Document Reproduction Service No. ED 116403]

*Adapted from Connor, F. P. (1997). Setting and MeetingStandards in Special Education. TEACHING Exceptional Chil-dren, 29(5), 27-33.

I 9 6WHAT EVERY SPECIAL EDUCATOR MUST KNOW 107

Appendix 4Self-Evaluation for Students Preparing to

Become Special Education Teachers

Appendix 4 is a self-evaluation instrument designed to be used by students of special education to evaluate theirprogress in learning the knowledge and skills they will need upon graduation from the preparation program.Students can use it in a variety of ways. Students can check off each knowledge and skill competency as theyare acquired; they can also include the course number, as well as the specific activity that they completed.

Several colleges and universities have used a similar instrument for their students to self-evaluate theirmastery of the CC standards periodically throughout their preparation program, including during their first yearof teaching. This has provided data for the preparation program that can be used to improve the program.

The only matrices included in this Appendix are the CEC Common Core, and the Individualized GeneralCurriculum and Individualized Independence Curriculum Referenced Standards. These were included as mod-els because page limitations have prevented us from including all the Area of Specialization matrices. Similarmatrices for each Area of Specialization could easily be prepared using the same format.


GuidelinesCite the course number and /or course lecture oractivity in wich each standards was mastered.

CC: Common Core1. Foundations of

Special Education

,

, .

CC1:. Knowledge: ,.

K1 Models, theories, and philosophies thatform the basis for special educationpractice.

K2 Variations in beliefs, traditions, andvalues across and within cultures andtheir effects on relationships amongchild, family, and schooling.

K3 Issues in definition and identification ofindividuals with exceptional learningneeds, including those fromculturally and linguistically diversebackgrounds.

K4 Issues, assurances and due process rightsrelated to assessment, eligibility, andplacement within a continuum of services.

K5 Rights and responsibilities related toexceptional learning needs.

K6 Strategies used by diverse populations tocope with a legacy of former andcontinuing racism.

K7 Ways specific cultures are negativelystereotyped.

K8 Impact of the dominant culture on shap-ing schools and the individuals who studyand work in them.

K9 Potential impact of differences in values,languages, and customs that can existbetween the home and school.

CC:1. Skills:

Si Articulate personal philosophy of specialeducation.


Guidelines Cite the course number and /or course lecture oractivity in wich each standards was mastered.

CC: Common Core2. Characteristics of Learners

, ...

,,

CC:2. Knowledge: ,

K1 Similarities and differences of individualswith and without exceptional learningneeds.

K2 Similarities and differences among indi-viduals with exceptional learning needs.

K3 Educational implications of characteris-tics of various exceptionalities.

K4 Effects an exceptional condition(s) canhave on an individual s life.

K5 Characteristics and effects of the culturaland environmental milieu of the childand the family.

K6 Effects of various medications on individ-uals with exceptional learning needs.

K7 Effects of cultural and linguistic differ-ences on growth and development.

CC:2. Skills: .

Si Access information on exceptionalconditions.

CC: Common Core3. Assessment, Diagnosis, and

Evaluation,

CC3:. Knowledge:

K1 Basic terminology used in assessment.

K2 Legal provisions and ethical principlesregarding assessment of individuals.

K3 Screening, prereferral, referral, andclassification procedures.



IC4 Use and limitations of assessmentinstruments.

CC:3. Skills:.. .. ,

Si Collaborate with families and others inassessment of individuals withexceptional learning needs.

S2 Create and maintain records.

S3 Gather relevant background information.

S4 Develop and administer nonbiased,informal assessment procedures.

S5 Use formal and informal assessments.

S6 Interpret information from formal andinformal assessments.

S7 Report assessment results to all stake-holders using effective communicationskills.

S8 Use performance data and informationfrom all stakeholders to make or suggestmodifications in learning environments.

S9 Develop or modify individualizedassessment strategies.

S10 Use assessment information in makingeligibility, program, and placementdecisions for individuals with exceptionallearning needs, including those fromculturally and/or linguistically diversebackgrounds.

Sll Evaluate instruction and monitorprogress of individuals with exceptionallearning needs.

S12 Identify supports needed for integrationinto various program placements.

200

BEST COPY AVAILABLE



CC: Common Core4. Instructional Content and

Practice, ,

CC4:. Knowledge: ,

,,

K1 Differing learning styles of individualswith exceptional learning needs includingthose from culturally diverse backgroundsand strategies for addressing these styles.

K2 Demands of various learningenvironments.

K3 General and special curricula for individ-uals with exceptional learning needs.

K4 Cultural perspectives influencing therelationship among families, schools, andcommunities as related to effectiveinstruction.

K5 Impact of learners academic and socialabilities, attitudes, interests, and valueson instruction and career development.

CC4:. Skills:

S1 Develop and select instructional content,resources, and strategies that respondto cultural, linguistic, and genderdifferences.

S2 Develop and implement comprehensive,longitudinal individualized programs incollaboration with team members.

S3 Choose and use technologies in theinstructional process.

S4 Prepare lesson plans.

S5 Involve the individual and family insetting instructional goals and monitor-ing progress.

S6 Use task analysis.

1 1 2 WHAT EVERY SPECIAL EDUCATOR MUST KNOW 201


S7 Select, adapt, and use instructionalstrategies and materials according tocharacteristics of the learner.

S8 Sequence, implement, and evaluateindividual learning objectives.

S9 Integrate affective, social, and life skillswith academic curricula.

S10 Use strategies for facilitating mainte-nance and generalization of skills acrosslearning environments.

Sll Use instructional time effectively.

S12 Teach individuals to use problem-solvingand other cognitive strategies to meettheir needs.

S13 Use strategies that promote successfultransitions for individuals withexceptional learning needs.

S14 Establish and maintain rapport withlearners.

S15 Conduct self-evaluation of instruction.

S16 Make responsive adjustments to instruc-tion based on continual observations.

CC: Common Core5. Planning and Managing the

Teaching and LearningEnvironment

,

CC:5. Knowledge:II iiim, , Ill ffiliffinlinnini imini 1111111111 Ill WI 1111 III 1111111111111.111111 I'll 1 I 111111

K1 Basic classroom management theoriesand strategies for individuals withexceptional learning needs.

K2 Research-based best practices for effectivemanagement of teaching and learning.

202

9



K3 Ways to use technology in planning andmanaging the teaching and learningenvironment.

K4 Ways to create learning environmentsthat allow students to retain and appre-ciate their own and each other s respec-tive language and cultural heritage.

CC:5. Shills:. . . ..,.. ,

Si Create a safe, equitable, positive, andsupportive learning environment inwhich diversities are valued.

S2 Use strategies to facilitate effectiveintegration into various settings.

S3 Prepare and organize materials toimplement daily lesson plans.

S4 Design learning environments thatencourage active participation inindividual and group activities.

S5 Design and manage effective dailyroutines.

S6 Direct activities of classroom volunteersand peer tutors.

S7 Direct, observe, evaluate, and providefeedback to paraeducators.

S8 Create an environment that encouragesself-advocacy and increasedindependence.

S9 Use universal precautions.

CC: Common Core6. Managing Student Behavior

and Social Interaction Skills

.....

, ,

4111111111111111111T1111111111111111111111J11111111.11111111111.11.111111111111111 1111111111

....

1111111111111111.1111.111111111

CC:6. Knowledge:

K1 Laws, policies, and ethical principles°regarding behavior managementplanning and implementation.

1 14 WHAT EVERY SPECIAL EDUCATOR MUST KNOW

203


K2 Teacher attitudes and behaviors thatinfluence behavior of individuals withexceptional learning needs.

K3 Social skills needed for educational andother environments.

K4 Strategies for crisis prevention andintervention.

K5 Strategies for preparing individuals tolive harmoniously and productively in aculturally diverse world.

CC:6. Skills:

Si Use a variety of effective behaviormanagement strategies.

S2 Use the least intensive behavior manage-ment strategy consistent with the needsof the individual learner.

S3 Modify the learning environment tomanage behaviors.

S4 Identify realistic expectations forpersonal and social behavior invarious settings.

S5 Integrate social skills into the curriculum.

S6 Use procedures to increase the individ-ual s self-awareness, self-management,self-control, self-reliance, and self-esteem.

S7 Prepare individuals to exhibit self-enhancing behavior in response tosocietal attitudes and actions.

S8 Organize, develop, and sustain learningenvironments that support positiveintercultural experiences.

S9 Mediate controversial intercultural issuesamong students within the learningenvironment in ways that enhance anyculture, group or person.


2,04


CC: Common Core7. Communication and

Collaborative Partnerships,

,;

,,

,

, ,' '

CC:7. Knowledge: ' ,, ,,

, , ,:`

K1 Culturally responsive factors thatpromote effective communication andcollaboration with individuals, families,school personnel, and communitymembers.

K2 Concerns of families of individuals withexceptional learning needs and strategiesto help address these concerns.

K3 Roles of individuals with exceptionallearning needs, families, and school andcommunity personnel in planning andindividualized program.

K4 Roles and responsibilities of the paraedu-cator related to instruction, intervention,and direct service.

K5 Family systems and the role of families insupporting development and educationalprogress.

CC:7. Skills: ,

Si Maintain confidential communicationwith others about individuals withexceptional learning needs.

S2 Foster respectful and beneficial relation-ships between families and professionals.

S3 Assist individuals with exceptionallearning needs and their families inbecoming active participants in theeducational team.

S4 Plan and conduct collaborative confer-ences with individuals with exceptionallearning needs and their families.



S5 Collaborate with school personnel andcommunity members in integratingindividuals with exceptional learningneeds into various settings.

S6 Communicate with school personnelabout the characteristics and needs ofindividuals with exceptional learningneeds.

S7 Communicate effectively with families ofstudents from diverse backgrounds.

S8 Use verbal, nonverbal, and writtenlanguage effectively.

CC: Common Core8. Professionalism and Ethical

Practices

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CC:8. Knowledge:,

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K1 Characteristics of one s own culture anduse of language and the ways in whichthese can differ from other cultures anduses of language.

K2 Personal cultural biases and differencesthat affect one s teaching.

K3 Importance of the teacher serving as amodel for individuals with exceptionallearning needs.

K4 Ways of behaving and communicatingamong cultures that can lend themselvesto misinterpretation and misunder-standing.

CC:8. Skills:

Si Demonstrate commitment to developingthe highest educational and quality-of-lifepotential of individuals with exceptionallearning needs.

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WHAT EVERY SPECIAL EDUCATOR MUST KNOW 1 1 7


S2 Demonstrate sensitivity for the culture,language, religion, gender, disability,socio-economic status, and sexualorientation of individual students.

S3 Uphold high standards of competence andintegrity and exercise sound judgment inthe practice of the profession.

S4 Engage in professional activities thatbenefit individuals with exceptionallearning needs, their families, andcolleagues.

S5 Conduct professional activities in compli-ance with applicable laws and policies.

S6 Practice within the CEC Code of Ethicsand other standards and policies of theprofession.

2071 1 8 WHAT EVERY SPECIAL EDUCATOR MUST KNOW

GuidelinesCite the course number and/or course lecture oractivity in which each standard was mastered.

GC: Individualized General CurriculumReferenced Standards ,

GC: General Curriculum1. Foundations

Knowledge:

K1 Current educational terminology and definitionsof individuals with disabilities* including theidentification criteria and labeling controversies,using professionally accepted classificationsystems, and current incidence and prevalencefigures.

K2 Evolution and major perspectives from medicine,psychology, behavior, and education on thedefinitions and etiologies of individuals withdisabilities*.

K3 Differing perceptions of deviance, includingthose from mental health, religion, legal-corrections, education, and social welfare.

K4 The historical foundations, philosophies, theoriesand classic studies including the majorcontributors, and major legislation that undergirdthe growth and improvement of knowledge andpractice in the field of special education.

K5 The legal system to assist individuals withdisabilities*.

K6 Continuum of placement and services, includingalternative programs available for individualswith disabilities*.

K7 Laws, regulations, and policies related to theprovision of specialized health care in theeducational setting.

Skills:

Si Articulate the pros and cons of current issues andtrends in the education of individuals withdisabilities*.

S2 Articulate the factors that influence theoverrepresentation of culturally/linguisticallydiverse students in programs for individuals withdisabilities*.

S3 Delineate the principles of normalization versusthe educational concept of "least restrictiveenvironment" in designing educational programsfor individuals with disabilities*.

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GC: General Curriculum2. Characteristics of Learners

Knowledge:

K1 Physical development, physical disabilities, andhealth impairments as they relate to thedevelopment and behavior of individuals withdisabilities*.

K2 Effects of dysfunctional behavior on learning, andthe differences between behavioral and emotionaldisorders and other disabling conditions.

K3 Various etiologies and medical aspects ofconditions affecting individuals with disabilities*.

K4 Psychological and social-emotionalcharacteristics of individuals with disabilities*.

K5 Common etiologies and the impact of sensorydisabilities on learning and experience.

Skills:

Si Describe and define general developmental,academic, social, career, and functionalcharacteristics of individuals with disabilities* asthey relate to levels of support needed.

GC: General Curriculum3. Assessment, Diagnosis, & Evaluation

Knowledge:

K1 Specialized terminology used in the assessmentof individuals with disabilities*.

K2 Legal provisions, regulations, and guidelinesregarding unbiased assessment and use ofpsychometric instruments and instructionalassessment measures with individuals withdisabilities*.

K3 Specialized policies regarding screening, referral,and placement procedures for individuals withdisabilities*.

Skills:

Si Implement procedures for assessing and reportingboth appropriate and problematic social behaviorsof individuals with disabilities*.

S2 Use exceptionality-specific assessmentinstruments with-individuals with disabilities*.

S3 Adapt and modify ecological inventories,_



portfolio assessments, functional assessments,and future-based assessments to accommodate theunique abilities and needs of individuals withdisabilities*.

S4 Develop and use a technology plan based onassistive technology assessment.

S5 Assess reliable method(s) of response ofindividuals who lack typical communication andperformance abilities.

GC: General Curriculum4. Instructional Content & PracticeKnowledge:

K1 Sources of specialized materials for individualswith disabilities*.

K2 Impact of listening skills on the development ofcritical thinking, reading comprehension, and oraland written language.

K3 Impact of language development on the academicand social skills of individuals with disabilities*.

K4 Impact of disabilities on auditory skills.

K5 Relationship between disabilities and readinginstruction.

K6 Impact of social skills on the lives of individualswith disabilities*.

K7 Varied test-taking strategies.

K8 Alternatives for teaching skills and strategies toindividuals with learning disabilities who differ indegree and kind of disability.

K9 Approaches to create positive learningenvironments for individuals with disabilities*.

Skills:

S 1 Use effective, research-based instructionalstrategies and practices to meet the needs ofindividuals with disabilities*.

S2 acilitate use of prevention and interventionstrategies in educational settings.

S3 Delineate and apply the goals, interventionstrategies, and procedures related topsychodynamic, behavioral, biophysical, andecological approaches to individuals withdisabilities*.


210


S4 Plan, organize, and implement educationalprograms appropriate to the cognitive andaffective needs of individuals with disabilities*.

S5 Evaluate, select, develop, and adopt curriculummaterials and technology appropriate forindividuals with disabilities*.

S6 Integrate academic instruction, affectiveeducation, and behavior management forindividual learners and groups of learners.

S7 Evaluate strengths and limitations of alternativeinstructional strategies for individuals withdisabilities*.

S8 Integrate student-initiated learning experiencesinto ongoing instruction.

S9 Use skills to enhance thinking processes.

S 10 Use effective instructional strategies to assistindividuals with disabilities* to detect and correcterrors in oral and written language.

S11 Use appropriate instructional strategies to teachmath skills and concepts according to thecharacteristics of the learner and patterns of error.

S12 Modify pace of instruction and use organizationcues.

S13 Integrate appropriate teaching strategies andinstructional approaches to provide effectiveinstruction in academic and nonacademic areasfor individuals with disabilities*.

S14 Utilize research-supported instructional strategiesand practices, including the functional embeddedskills approach, community-based instruction,task analysis, multisensory, andconcrete/manipulative techniques.

S15 Design age-appropriate instruction based on theadaptive skills of learners.

S16 Integrate related services into the instructionalsettings of learners.

S17 Provide community referenced instruction.

S18 Assist students in the use of alternative andaugmentative communication systems.

S19 Support the use of media, materials, alternativecommunication styles and resources required forlearners whose disabilities interfere with


211


communications.

S20 Interpret sensory, mobility, reflex, and perceptualinformation to create appropriate learning plans.

S21 Use appropriate adaptations and technology forall individuals with disabilities*.

S22 Adapt lessons that minimize the physical exertionof individuals with specialized health care needs.

S23 Design and implement an instructional programthat addresses instruction in independent livingskills, vocational skills, and career education forstudents with physical and health disabilitiesemphasizing positive self-concepts and realisticgoals.

S24 Design and implement curriculum andinstructional strategies for medical self-management procedures for students withspecialized health care needs.

S25 Participate in the selection and implementation ofaugmentative or alternative communicationdevices and systems for use with students withphysical and health disabilities.

S26 Use strategies for facilitating the maintenance andgeneralization of skills across learningenvironments.

GC: General Curriculum5. Planning and Managing the Teaching and

Learning Environment

Knowledge:

KI Model career, vocational, and transition programsfor individuals with disabilities*.

K2 Issues, resources, and techniques used to integratestudents with disabilities into and out of specialcenters, psychiatric hospitals, and residentialtreatment centers.

K3 Appropriate use of assistive devices to meet theneeds of individuals with disabilities*.

K4 Common environmental and personal barriersthat hinder accessibility and acceptance ofindividuals with disabilities*.

Skills:

S1 Monitor intragroup behavior changes across

ata WHAT EVERY SPECIAL EDUCATOR MUST KNOW 123


subjects and activities.

S2 Structure the educational environment to provideoptimal learning opportunities for individualswith disabilities*.

S3 Teach individuals with disabilities* in a variety ofeducational settings.

S4 Design learning environments for individualswith disabilities* that provide feedback frompeers and adults.

S5 Design learning environments that aremultisensory and that facilitate activeparticipation, self-advocacy, and independence ofindividuals with disabilities* in a variety of groupand individual learning activities.

S6 Use local, community, state, and provincialresources to assist in programming withindividuals who are likely to make progress in thegeneral curriculum.

S7 Coordinate activities of related services personnelto maximize direct instruction time forindividuals with disabilities*.

GC: General Curriculum6. Managing Student Behavior and Social

Interaction Skills

Knowledge:

K1 Rationale for selecting specific managementtechniques for individuals with disabilities*.

K2 Theories behind reinforcement techniques andtheir application to teaching individuals withdisabilities*.

K3 Theories of behavior problems in individuals withdisabilities*, including self-stimulation and self-abuse.

K4 Communication and social interactionalternatives for individuals who are nonspeaking.

Skills:

S 1 Use a variety of nonaversive techniques for thepurpose of controlling targeted behavior andmaintaining attention of individuals withdisabilities*.

S2 Develop and implement a systematic behaviormanagement plan using observation, recording,

124 WHAT EVERY SPECIAL EDUCATOR MUST KNOW0

.1Q

A.

I

GuidelinesCite the course number and/or course lecture oractivity in which each standard was mastered.ty

charting, establishment of timelines, hierarchiesof interventions, and schedules of reinforcement.

S3 Select target behaviors to be changed and identifythe critical variables affecting the target behavior.

S4 Define and use skills in problem-solving andconflict resolution.

S5 Design, implement, and evaluate instructionalprograms that enhance an individual's socialparticipation in family, school, and communityactivities.

S6 Establish a consistent classroom routine forindividuals with disabilities*.

S7 Delineate and apply appropriate managementprocedures when presented with spontaneousmanagement problems.

S8 Facilitate development and implementation ofrules and appropriate consequences in theeducational environment.

GC: General Curriculum7. Communication and Collaborative

Partnerships

Knowledge:

K1 Sources of unique services, networks, andorganizations for individuals with disabilities*,including career, vocational, and transitionsupport.

K2 Parent education programs and behaviormanagement guides, including thosecommercially available, that address themanagement of severe behavioral problems andfacilitate communication links applicable toindividuals with disabilities*.

K3 Collaborative and consultative roles of specialeducation teachers in the integration ofindividuals with disabilities* into the generalcurriculum and classroom.

K4 Types and importance of information generallyavailable from family, school officials, legalsystem, community service agencies.

K5 Roles and responsibilities of school-basedmedical and related services personnel,professional groups, and communityorganizations in identifying, assessing, and

2a14WHAT EVERY SPECIAL EDUCATOR MUST KNOW 125


providing services to individuals withdisabilities*.

Skills:

Si Use specific behavioral management andcounseling techniques in managing students andproviding training for their parents.

S2 Assist students, in collaboration with parents andother professionals, in planning for transition topost-school settings with maximum opportunitiesfor decision making and full participation in thecommunity.

GC: General Curriculum8. Professionalism and Ethical Practices

Knowledge:

K1 Consumer and professional organizations,publications, and journals relevant to individualswith disabilities*.

K2 Rights to privacy, confidentiality, and respect fordifferences among all persons interacting withindividuals with disabilities*.

K3 Types and transmission routes of infectiousdisease.

K4 Maintain confidentiality of medical and academicrecords and respect for privacy of individualswith disabilities*.

Skills:

Si Participate in the activities of professionalorganizations relevant to individuals withdisabilities*.

S2 Articulate the teacher's ethical responsibility tononidentified individuals who function similarlyto individuals with disabilities*.

*Implicit to all of the knowledge and skills standards in this section is the focus on individualswith disabilities whose education focuses on an individualized general curriculum.



IC: Individualized Independence CurriculumReferenced Standards

IC: Independence Curriculum1. Foundations

Knowledge:

K1 Current educational terminology and definitionsof individuals who would benefit most from anindependence curriculum, including theidentification criteria and labeling controversies,utilizing professional accepted classificationsystems and current incidence and prevalencefigures.

K2 Evolution and major perspectives frommedicine, psychology, behavior, and educationon the definitions and etiologies of individualswith disabilities*.

K3 The historic foundations, classic studiesincluding the major contributors, and majorlegislation that grounds the growth andimprovement of knowledge and practice in thefield of education of individuals withdisabilities*.

K4 Continuum of placement and services availablefor individuals with disabilities*.

K5 Laws, regulations, and policies related to theprovision of specialized health care in theeducational setting.

Skills:

Si Articulate the pros and cons of current issuesand trends in the education of individuals withdisabilities*.

S2 Delineate the principles of normalization versusthe educational concept of "least restrictiveenvironment" in designing educational programsfor individuals with disabilities*.

IC: Independence Curriculum2. Characteristics of Learners , s

Knowledge:

K1 Physical development, physical disabilities,sensory disabilities, and health impairments asthey relate to the development and behavior ofindividuals who would benefit most from afunctional independence curriculum.

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216 WHAT EVERY SPECIAL EDUCATOR MUST KNOW 1 27


K2 The various etiologies and medical aspects ofconditions affecting individuals withdisabilities*.

K3 Psychological and social-emotionalcharacteristics of individuals with disabilities*.

K4 Medical complications and implications forstudent support needs, including seizuremanagement, tube feeding, catheterization, andcardiopulmonary resuscitation (CPR).

Skills:

Si Describe and define general developmental,academic, social, career, and functionalcharacteristics of individuals who would benefitmost from a independent curriculum as theyrelate to levels of support needed.

IC: Independence Curriculum3. Assessment, Diagnosis, and Evaluation

Knowledge:

K1 Specialized terminology used in the assessmentof individuals who would benefit most from afunctional independence curriculum as theyrelate to levels of support needed.

K2 Legal provisions, regulations, and guidelinesregarding unbiased assessment and use ofpsychometric instruments and instructionalassessment measures with individuals withdisabilities* as they relate to levels of supportneeded.

K3 Specialized policies regarding screening,referral, and placement procedures forindividuals who would benefit most from afunctional independence curriculum as theyrelate to levels of support needed.

Skills:

S1 Implement procedures for assessing andreporting both appropriate and problematicsocial behaviors of individuals with disabilities*.

S2 Use exceptionality-specific assessmentinstruments with individuals with disabilities*.

S3 Adapt and modify existing assessment tools andmethods.to accommodate the uhiqUe abilitiesand needs of individuals who would benefitmost from a functional independence



curriculum.

S4 Develop and use a technology plan based onadaptive technology assessment.

S5 Assess reliable method(s) of response ofindividuals who lack typical communication andperformance abilities.

IC: Independence Curriculum4. Instructional Content and Practice

Knowledge:

K1 The sources of specialized materials, equipment,and assistive technology for individuals withdisabilities*.

K2 The impact of language development on theacademic and social skills of individuals withdisabilities*.

K3 The impact of disabilities on auditory skills ofindividuals with disabilities*.

K4 The impact of social skills on the lives ofindividuals with disabilities*.

Skills:

Si Facilitate use of prevention and interventionstrategies in educational settings.

S2 Use technology including assistive devices.

S3 Use reinforcement systems to create effectivelearning environments.

S4 Use student-initiated learning experiences andintegrate them into ongoing instruction.

S5 Use effective instructional strategies to assistindividuals with disabilities* to detect andcorrect errors in oral and written language.

S6 Choose appropriate methods and instructionalstrategies according to the characteristics of thelearner.

S7 Design and implement sensory stimulationprograms.

S8 Teach culturally responsive functional life skills.

S9 Use research-supported instructional strategiesand practices.

S 10 Design age-appropriate instruction based on theadaptive skills of learners.



Sll Integrate related services into the instructionalsettings of learners.

S12 Provide community referenced and communitybased instruction.

S13 Assist students in the use of alternative andaugmentative communication systems.

S14 Use appropriate physical managementtechniques, including positioning, handling,lifting, relaxation, and range of motion.

S15 Facilitate learner's use of orthotic, prosthetic,and adaptive equipment.

S16 Select and use media, materials, and resourcesrequired with learners whose disabilitiesinterfere with communications.

S17 Interpret sensory, mobility, reflex, andperceptual information to create appropriatelearning plans.

S18 Use appropriate adaptations and assistivetechnology.

S19 Adapt lessons that minimize the physicalexertion of individuals with specialized healthcare.

S20 Design and implement instructional programsthat address functional independence skillsemphasizing positive self-concepts and realisticgoals.

S21 Design and implement strategies for medicalself-management procedures.

S22 Participate in the selection and implementationof augmentative or alternative communicationdevices and systems.

IC: Independence Curriculum5. Planning and Managing the Teaching and

Learning Environment

Knowledge:

K1 Model career, vocational, and transitionprograms for individuals with disabilities* whoare most likely to make progress in a functionalindependence curriculum.

K2 Issues, resources, and techniques used tointegrate students in a functional independencecurriculum into and out of alternative



environments, including special centers,psychiatric hospitals, and residential treatmentcenters.

K3 Appropriate use of assistive devices to meet theneeds of individuals with disabilities*.

K4 Specialized health care practices, first-aidtechniques, and other medically relevantinterventions necessary to maintain the healthand safety of individuals with disabilities in avariety of educational settings.

K5 Common environmental and personal barriersthat hinder accessibility and acceptance ofindividuals with disabilities*.

Skills: .

SI Monitor intragroup behavior changes acrosssubjects and activities.

S2 Structure the educational environment foroptimal learning opportunities.

S3 Teach individuals with disabilities who are in afunctional independence curriculum in a varietyof settings.

S4 Design learning environments that providesfeedback from peers and adults.

S5 Design learning environments that aremultisensory and that facilitate activeparticipation, self-advocacy, and independenceof individuals with disabilities* in a variety ofgroup and individual learning activities.

S6 Use local, community, state, and provincialresources to assist in programming.

S7 Coordinate activities of related servicespersonnel to maximize direct instruction time forindividuals with disabilities* who are studyingan individualized independence curriculum.

S8 Use techniques of physical positioning andmanagement of individuals with physical andhealth disabilities to ensure participation inacademic and social environments.

S9 Demonstrate appropriate body mechanics toensure student and teacher safety in transfer,lifting, positioning, and seating.

SIO Use appropriate adaptive equipment such aswedges, seat inserts, and standers to facilitate on c-rrse"N..nv At/All A01 C

220 WHAT EVERY SPECIAL EDUCATOR MUST KNOW 1 31


positioning, mobility, communication, andlearning for individuals with physical and healthdisabilities.

Si! Use positioning techniques that decreaseinappropriate tone and facilitate appropriatepostural reactions to enhance participation.

IC: Independence Curriculum6. Managing Student Behavior and Social

Interaction Skills .

Knowledge:

K1 Rationale for selecting specific managementtechniques for individuals with disabilities*.

K2 Continuum of alternative placements andprograms available to individuals withdisabilities*; state, provincial, and local servicesavailable; and the advantages and disadvantagesof placement options and programs within thecontinuum of services.

K3 Theories behind reinforcement techniques andtheir applications for teaching individuals withdisabilities*.

K4 Theories of behavior problems in individualswith disabilities*, including self-stimulation andself-abuse.

K5 Impact of multiple disabilities on behavior andlearning.

K6 Communication and social interactionalternatives for individuals who arenonspeaking.

Skills:

S I Use a variety of nonaversive techniques for thepurpose of controlling targeted behavior andmaintaining attention of individuals withdisabilities*.

S2 Develop and implement systematic behaviormanagement plans for individuals withdisabilities* using observation, recording,charting, timelines, intervention hierarchies, andschedules of reinforcement.

S3 Select target behaviors to be changed andidentify the critical variables affecting the targetbehavior.

S4 Define and use skills in problem-solving and


221


conflict resolution.

S5 Design, implement, and evaluate instructionalprograms that enhance the individual's socialparticipation in family, school, and communityactivities.

S6 Develop and facilitate use of behavior crisismanagement plans.

S7 Facilitate development and implementation ofrules and appropriate consequences.

IC: Independence Curriculum7. Communication and Collaborative

Partnerships

Knowledge:

K1 Sources of unique services, networks, andorganizations for individuals with disabilities*,including career, vocational, and transitionsupport.

K2 Parent education programs and behaviormanagement guides, including thosecommercially available, that address themanagement of severe behavioral problems andfacilitate communication links applicable toindividuals with disabilities*.

K3 Collaborative and/or consultative roles of thespecial education teachers and paraeducators inthe integration of individuals with disabilities*into general classrooms.

.

K4 Types and importance of information generallyavailable from family, school officials, legalsystem, community service agencies.

K5 Roles and responsibilities of school-basedmedical and related services personnel,professional groups, and communityorganizations in identifying, assessing, andproviding services to individuals withdisabilities*.

Skills:

Si Assist students, in collaboration with parents andother professionals, in planning for transition toadulthood including employment, community,and daily life, with maximum opportunities fordecision making and full participation in thecommunity.


222


S2 Use strategies to work with chronically ill andterminally ill individuals and their families.

IC: Independence Curriculum8. Professionalism and Ethical Practices

Knowledge:

K1 Consumer and professional organizations,publications, and journals relevant to individualswith disabilities*.

K2 Rights to privacy, confidentiality, and respect fordifferences among all persons interacting withindividuals with disabilities*.

K3 Types and transmission routes of infectiousdisease.

Skills:

Si Participate in the activities of professionalorganizations relevant to individuals withdisabilities*.

S2 Articulate the teacher's ethical responsibility toindividuals who function similarly to individualswith disabilities* (e.g., individuals at risk).

S3 Seek information regarding protocols,procedural guidelines, and policies designed toassist individuals with disabilities* as theyparticipate in school and community-basedactivities.

S4 Maintain confidentiality of medical andacademic records and respect for privacy ofindividuals with disabilities*.

*Implicit to all of the knowledge and skills standards in this section is the focus on individualswith disabilities whose education is in an individualized independence curriculum.


BEST COPY AVAILABLE

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