Standard 1: Foundations
Special educators understand the field as an evolving and changing
discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical
points of view, and human issues that have historically influenced and continue to influence the field of special education
and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand
how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation.
Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex
human issues can interact with issues in the delivery of special education services. They understand the relationships of
organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special
educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special
education.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the program is preparing candidates.
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students
first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics
between and among individuals with and without exceptional learning needs (ELN)1. Moreover, special educators understand how exceptional conditions can interact with the domains of human development
and they use this knowledge to respond to the varying abilities and behaviors of individual’s with ELN. Special educators
understand how the experiences of individuals with ELN can impact families, as well as the individual’s ability to learn,
interact socially, and live as fulfilled contributing members of the community.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional
condition2 can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs,
traditions, and values across and within cultures can affect relationships among and between students, their families, and
the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language,
culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s
academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences
and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful
and challenging learning for individuals with ELN.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the program is preparing candidates.
Standard 4: Instructional Strategies
Special educators posses a repertoire of evidence-based instructional
strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional
strategies to promote challenging learning results in general and special curricula3 and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking,
problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control,
self-reliance, and self-esteem. Moreover, special educators emphasize the development,
maintenance, and generalization
of knowledge and skills across environments, settings, and the lifespan.
Beginning special educators demonstrate their mastery this standard
through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s)
Knowledge and Skills for which the program is preparing candidates.
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for
individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and
active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued
and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments
to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with
ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and
engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional
interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special
educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide
guidance and direction to paraeducators and others, such as classroom volunteers and tutors.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 6: Language
Special educators understand typical and atypical language development
and the ways in which exceptional conditions can interact with an individual’s experience with and use of language.
Special educators use individualized strategies to enhance language development and teach communication skills to individuals
with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance
communication of individuals with exceptional needs. Special educators match their communication methods to an individual’s
language proficiency and cultural and linguistic differences. Special educators provide effective language models, and they
use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary
language is not English.
Beginning special educators demonstrate their mastery of language
for and with individuals with ELN through the mastery of the CEC Common Core Knowledge and Skills, as well as through the
appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center
of special education practice. Special educators develop long-range individualized instructional plans anchored in both general
and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected
shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment,
and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient
guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as
well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation,
and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing
analysis of the individual’s learning progress. Moreover, special educators facilitate this instructional planning in
a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel
from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions
from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts.
Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of
special educators and special educators use multiple types of assessment information for a variety of educational decisions.
Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement
individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special
educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility,
program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically
diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability,
norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations
of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful
assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement,
and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators
use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum
and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress
of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their
assessments.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 9: Professional and Ethical Practice
Special educators are guided by the profession’s ethical
and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and
developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical
considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals
with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners
and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors,
and ways of communicating can influence their practice. Special educators understand that culture and language can interact
with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special
educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based
best practices.
Special educators know their own limits of practice and practice within them.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 10: Collaboration
Special educators routinely and effectively collaborate with
families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.
This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators
embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well
being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators
are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals
with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals
with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings
and services.
Beginning special educators demonstrate their mastery of this
standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
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