| 0001: Understand the historical, philosophical, professional, and legal foundations of special education.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 1.1: Candidates practice within ethical guidelines and legal policies and procedures.
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| 0002: Understand human development and the diverse implications of the characteristics associated with disability on students and their families.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 2.1: Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities.
- Component 2.2: Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.
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| 0003: Understand the role of assessment in identification, evaluation, program planning, and progress monitoring to meet the diverse needs of all students with disabilities. |
- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 4.1: Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
- Component 4.2: Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
- Component 4.3: Candidates assess, collaboratively analyze, interpret, and communicate students' progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
- Component 5.1: Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual.
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| 0004: Understand strategies and methods for establishing a positive and productive learning environment across instructional settings for all students with disabilities.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 6.1: Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities.
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| 0005: Understand strategies and methods of individualized programming and planning to facilitate learning and independence for all students with disabilities.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 3.1: Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities.
- Component 3.2: Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
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| 0006: Understand evidence-based instructional practices for providing specialized instruction to advance the learning of all students with disabilities.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 5.2: Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
- Component 5.3: Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.
- Component 5.4: Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.
- Component 5.5: Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual.
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| 0007: Understand strategies for developing the social-emotional learning needs of all
students with disabilities.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 6.2: Candidates use a range of preventive and responsive practices documented as effective to support individuals' social, emotional, and educational well-being.
- Component 6.3: Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.
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| 0008: Understand strategies and methods for developing language skills and enhancing the communication of all students with disabilities.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 5.2: Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
- Component 5.6: Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual.
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| 0009: Understand how to establish and engage in collaborative partnerships with stakeholders to enhance learning opportunities for all students with disabilities.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 7.1: Candidates utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students' instructional and behavioral needs.
- Component 7.2: Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.
- Component 7.3: Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families.
- Component 7.4: Candidates work with and mentor paraprofessionals in the paraprofessionals' role of supporting the education of individuals with exceptionalities and their families.
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| 0010: Understand the professional and ethical roles and responsibilities of the special education teacher.
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- Council for Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators
- Component 1.1: Candidates practice within ethical guidelines and legal policies and procedures.
- Component 1.2: Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds.
- Component 1.3: Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices.
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