Program Standards

Cite courses by number; cite specific section of syllabus (e.g., objective number, page number). Cite other documentation by page number. Provide descriptions and examples as needed.

CC: Common Core

1.Philosophical, Historical, and LegalFoundations of Special Education

Knowledge:

K1 Models, theories, and philosophies that provide the basis for special education practice.

EDS 655

EDS 651

K2 Variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling.

EDS 655

EDS 651

K3 Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds.

EDS 654

K4 Assurances and due process rights related to assessment, eligibility, and placement.

EDS 654

K5 Rights and responsibilities of parents, students, teachers and other professionals, and schools as they relate to individual learning needs.

EDS 655

EDS 654

Skills

S1 Articulate personal philosophy of special education including its relationship to/with regular education.

EDS 655

S2 Conduct instructional and other professional activities consistent with the requirements of law, rules and regulations, and local district policies and procedures.

EDS 655

CC: Common Core

2.Characteristics of Learners

Knowledge:

K1 Similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs.

EDS 655

EDS 651

K2 Differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities.

EDS 655

EDS 651

K3 Characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning needs.

ES 655

EDS 651

K4 Effects an exceptional condition(s) may have on an individual's life.

ES 655

EDS 651

K5 Characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse.

ES 655

EDS 651

K6 Effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with exceptionalities.

ES 655

EDS 651

K7 Educational implications of characteristics of various exceptionalities.

ES 655

EDS 651

Skills:

S1 Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of individuals with exceptional learning needs.

EDS 654

Program Standards

Cite courses by number; cite specific section of syllabus (e.g., objective number, page number). Cite other documentation by page number. Provide descriptions and examples as needed.

CC: Common Core

3.Assessment, Diagnosis, and Evaluation

Knowledge:

K1 Basic terminology used in assessment.

EDS 654

K2 Ethical concerns related to assessment.

EDS 654

K3 Legal provisions, regulations, and program standards regarding assessment of individuals.

EDS 654

K4 Typical procedures used for screening, prereferral, referral, and classification.

EDS 654

K5 Appropriate application and interpretation of scores, including grade score versus standard score, percentile ranks, age/grade equivalents, and standings.

EDS 654

K6 Appropriate use and limitations of each type of assessment instrument.

EDS 654

K7 Incorporation of strategies that consider the influence of diversity on assessment, eligibility, programming, and placement of individuals with exceptional learning needs.

EDS 654

K8 The relationship between assessment and placement decisions.

EDS 654

K9 Methods for monitoring progress of individuals with exceptional learning needs.

EDS 654

Skills

S1 Collaborate with families and other professionals involved in the assessment of individuals with exceptional learning needs.

EDS 654

S2 Create and maintain records.

EDS 654

EDS 656

S3 Gather background information regarding academic, medical, and family history.

EDS 654

EDS 656

S4 Use various types of assessment procedures appropriately.

EDS 654

EDS 656

S5 Interpret information from formal and informal assessment instruments and procedures.

EDS 654

EDS 656

S6 Report assessment results to individuals with exceptional learning needs, parents, administrators, and other professionals using appropriate communication skills.

EDS 654

EDS 656

S7 Use performance data and information from teachers, other professionals, individuals with exceptionalities, and parents to make or suggest appropriate modification in learning environments.

EDS 654

EDS 656

S8 Develop individualized assessment strategies for instruction.

EDS 656

EDS 658 or

ED 661

S9 Use assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds.

EDS 656

EDS 658 or

ED 661

S10 Evaluate the results of instruction.

EDS 656

EDS 658 or

ED 661

S11 Evaluate supports needed for integration into various program placements.

EDS 656

EDS 658 or

ED 661

CC: Common Core

4.Instructional Content and Practice

Knowledge:

K1 Differing learning styles of individuals with exceptional learning needs and how to adapt teaching to these styles.

EDS 642

K2 Demands of various learning environments such as individualized instruction in general education classes.

EDS 642

K3 Curricula for the development of motor, cognitive, academic, social, language, affective, career, and functional life skills for individuals with exceptional learning needs.

EDS 642

EDS 644

EDS 645

K4 Instructional and remedial methods, techniques, and curriculum materials.

EDS 642

K5 Techniques for modifying instructional methods and materials.

EDS 642

K6 Life skills instruction relevant to independent, community, and personal living and employment.

EDS 642

EDS 645

K7 Cultural perspectives influencing the relationship among families, schools, and communities as related to effective instruction for individuals with exceptional learning needs.

EDS 642

EDS 645

Skills:

S1 Interpret and use assessment data for instruction.

EDS 654

EDS 642

S2 Develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences.

EDS 642

S3 Develop comprehensive, longitudinal individualized programs.

EDS 642

EDS 654

EDS 645

S4 Choose and use appropriate technologies to accomplish instructional objectives and to integrate them appropriately into the instructional process.

EDS 642

S5 Prepare appropriate lesson plans.

EDS 642

S6 Involve the individual and family in setting instructional goals and charting progress.

ED 658 or EDS 661

S7 Use task analysis.

EDS 644

EDS 645

S8 Select, adapt, and use instructional strategies and materials according to characteristics of the learner.

EDS 658 or EDS 661

S9 Sequence, implement, and evaluate individual learning objectives.

EDS 658 or EDS 661

S10 Integrate affective, social, and career/vocational skills with academic curricula.

EDS 658 or EDS 661

S11 Use strategies for facilitating maintenance and generalization of skills across learning environments.

EDS 658 or EDS 661

S12 Use instructional time properly.

EDS 658 or EDS 661

S13 Teach individuals with exceptional learning needs to use thinking, problem-solving, and other cognitive strategies to meet their individual needs.

EDS 658 or EDS 661

S14 Choose and implement instructional techniques and strategies that promote successful transitions for individuals with exceptional learning needs.

EDS 658 or EDS 661

S15 Establish and maintain rapport with learners.

ED 658 or EDS 661

S16 Use verbal and nonverbal communication techniques.

ED 658 or EDS 661

S17 Conduct self-evaluation of instruction.

ED 658 or EDS 661

CC: Common Core

5.Planning and Managing the Teaching and Learning Environment

Knowledge:

K1 Basic classroom management theories, methods, and techniques for individuals with exceptional learning needs.

EDS 644

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

EDS 644

K3 Ways in which technology can assist with planning and managing the teaching and learning environment.

EDS 642

Skills:

S1 Create a safe, positive, and supportive learning environment in which diversities are valued.

ED 658 or

EDS 661

S2 Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings.

ED 658 or

EDS 661

S3 Prepare and organize materials to implement daily lesson plans.

ED 658 or

EDS 661

S4 Incorporate evaluation, planning, and management procedures that match learner needs with the instructional environment.

ED 658 or

EDS 661

S5 Design a learning environment that encourages active participation by learners in a variety of individual and group learning activities.

ED 658 or

EDS 661

S6 Design, structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional setting.

ED 658 or

EDS 661

S7 Direct the activities of a classroom para-professional, aide, volunteer, or peer tutor.

ED 658 or

EDS 661

S8 Create an environment that encourages self-advocacy and increased independence.

ED 658 or

EDS 661

Program Standards

Cite courses by number; cite specific section of syllabus (e.g., objective number, page number). Cite other documentation by page number. Provide descriptions and examples as needed.

CC: Common Core

6.Managing Student Behavior and Social Interaction Skills

Knowledge

K1 Applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementation of management of behaviors of individuals with exceptional learning needs.

EDS 644

K2 Ethical considerations inherent in behavior management.

EDS 644

K3 Teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs.

EDS 644

K4 Social skills needed for educational and functional living environments and effective instruction in the development of social skills.

EDS 644

K5 Strategies for crisis prevention/intervention.

EDS 644

K6 Strategies for preparing individuals to live harmoniously and productively in a multiclass, multiethnic, multicultural, and multinational world.

EDS 644

EDS 642

Skills:

S1 Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs.

ED 658 or

EDS 661

S2 Implement the least intensive intervention consistent with the needs of the individuals with exceptionalities.

ED 658 or

EDS 661

S3 Modify the learning environment (schedule and physical arrangement) to manage inappropriate behaviors.

ED 658 or

EDS 661

S4 Identify realistic expectations for personal and social behavior in various settings.

ED 658 or

EDS 661

S5 Integrate social skills into the curriculum.

ED 658 or

EDS 661

S6 Use effective teaching procedures in social skills instruction.

ED 658 or

EDS 661

S7 Demonstrate procedures to increase the individual's self-awareness, self-control, self-reliance, and self-esteem.

ED 658 or

EDS 661

S8 Prepare individuals with exceptional learning needs to exhibit self-enhancing behavior in response to societal attitudes and actions.

ED 658 or

EDS 661

CC: Common Core

7.Communication and Collaborative Partnerships

Knowledge:

K1 Factors that promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program.

EDS 659

K2 Typical concerns of parents of individuals with exceptional learning needs and appropriate strategies to help parents deal with these concerns.

EDS 659

K3 Development of individual student programs working in collaboration with team members.

EDS 659

K4 Roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program.

EDS 659

K5 Ethical practices for confidential communication to others about individuals with exceptional learning needs.

EDS 659

Skills:

S1 Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments.

ED 658 or

EDS 661

S2 Communicate and consult with individuals, parents, teachers, and other school and community personnel.

EDS 658

EDS 661

S3 Foster respectful and beneficial relationships between families and professionals.

EDS 658

EDS 661

S4 Encourage and assist families to become active participants in the educational team.

EDS 658

EDS 661

S5 Plan and conduct collaborative conferences with families or primary caregivers.

EDS 658

EDS 661

S6 Collaborate with regular classroom teachers and other school and community personnel in integrating individuals with exceptional learning needs into various learning environments.

EDS 658

EDS 661

S7 Communicate with regular teachers, administrators, and other school personnel about characteristics and needs of individuals with specific exceptional learning needs.

EDS 658

EDS 661

CC: Common Core

8.Professionalism and Ethical Practices

Knowledge:

K1 Personal cultural biases and differences that affect one's teaching.

EDS 658

EDS 661

K2 Importance of the teacher serving as a model for individuals with exceptional learning needs.

EDS 658

EDS 661

Skills:

S1 Demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs.

EDS 658

EDS 661

S2 Demonstrate positive regard for the culture, religion, gender, and sexual orientation of individual students.

EDS 658

EDS 661

S3 Promote and maintain a high level of competence and integrity in the practice of the profession.

EDS 658

EDS 661

S4 Exercise objective professional judgment in the practice of the profession.

EDS 658

EDS 661

S5 Demonstrate proficiency in oral and written communication.

EDS 658

EDS 661

S6 Engage in professional activities that may benefit individuals with exceptional learning needs, their families, and/or colleagues.

EDS 658

EDS 661

S7 Comply with local, state, provincial, and federal monitoring and evaluation requirements.

EDS 658

EDS 661

S8 Use copyrighted educational materials in an ethical manner.

EDS 658

EDS 661

S9 Practice within the CEC Code of Ethics and other standards and policies of the profession.

EDS 658

EDS 661

Program Standards

Cite courses by number; cite specific section of syllabus (e.g., objective number, page number). Cite other documentation by page number. Provide descriptions and examples as needed.

BD: Emotional/Behavioral Disorders

1.Philosophical, Historical, and Legal Foundations of Special Education

Knowledge:

K1 Current educational terminology and definitions of students with emotional/behavioral disorders (E/BD), including the identification criteria and labeling controversies, utilizing professional accepted classification systems, and current incidence and prevalence figures.

EDS 655

K2 Differing perceptions of deviance, including those from mental health, religion, legal-corrections, education, and social welfare.

EDS 655

K3 Differences between etiology and diagnosis unique to a variety of theoretical approaches (biophysical, psychodynamic, behavioral, ecological) and their application for students with E/BD.

EDS 655

K4 The historical foundations and classic studies, including the major contributors, that undergird the growth and improvement of knowledge and practices in the field of E/BD.

EDS 655

K5 The legal system to assist students with E/BD.

EDS 655

Skills:

S1 Analyze and articulate current issues and trends in special education and the field of E/BD.

EDS 655

S2 Articulate the factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with E/BD.

EDS 655

EDS 654

S3 Delineate the principles of normalization versus the educational concept of "least restrictive environment" in designing educational programs for students with E/BD.

EDS 655

BD: Emotional/Behavioral Disorders

2.Characteristics of Learners

Knowledge:

K1 Physical development, physical disability, and health impairments as they relate to the development and behavior of students with E/BD.

EDS 655

EDS 651

K2 Major social characteristics of individuals with E/BD.

EDS 655

K3 The effects of dysfunctional behavior on learning, and the differences between behavioral and emotional disorders and other disabling conditions.

EDS 655

EDS 644

Skills: None in addition to Common Core.

BD: Emotional/Behavioral Disorders

3.Assessment, Diagnosis, and Evaluation

Knowledge:

K1 Essential characteristics of valid behavior ratings scales.

EDS 644

K2 Processes involved in the diagnosis of students with E/BD, including academic and social behaviors in accordance with the current Diagnostic and Statistical Manual of Mental Disorders (DSM).

EDS 644

K3 Specialized terminology used in the assessment of E/BD.

EDS 644

K4 Legal provisions, regulations, and program standards regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with students with E/BD.

EDS 654

K5 Specialized policies regarding screening, referral, and placement procedures for students with E/BD.

EDS 654

Skills:

S1 Prepare accurate formal social assessment reports on students with E/BD based on behavioral-ecological information.

EDS 644

S2 Implement procedures for assessing both appropriate and problematic social behaviors of students with E/BD.

EDS 644

S3 Use exceptionality-specific assessment instruments appropriately for assessing students with E/BD.

EDS 644

BD: Emotional/Behavioral Disorders

4.Instructional Content and Practice

Knowledge:

K1 Appropriate ways to apply research about students with E/BD in the classroom.

EDS 644

K2 Sources of specialized materials for students with E/BD.

EDS 655

K3 Research-supported instructional strategies and practices for teaching students with E/BD.

EDS 642

Skills:

S1 Identify and use prevention and intervention strategies as early as appropriate for use with students with E/BD.

EDS 644

S2 Delineate and apply the goals and intervention strategies and procedures related to a variety of theoretical approaches (including psychodynamic, behavioral, biophysical, and ecological) to students with E/BD.

EDS 644

S3 Use technology applicable to students with E/BD.

EDS 642

S4 Plan, organize, and implement individualized student programs appropriate to the cognitive and affective needs of the student with E/BD with special consideration to use of reinforcement systems and environmental conditions.

EDS 656

ED658 or

EDS 661

S5 Select, develop, adopt, and evaluate curriculum materials and technology applicable to students with E/BD.

EDS 656

ED658 or

EDS 661

S6 Establish a consistent classroom routine for students with E/BD.

EDS 656

ED658 or

EDS 661

S7 Delineate and apply appropriate management procedures when presented with spontaneous management problems applicable to students with E/BD.

EDS 656

ED658 or

EDS 661

S8 Establish classroom rules, as well as a means for enforcing these rules, that are applicable to students with E/BD.

EDS 656

ED658 or

EDS 661

S9 Integrate academic instruction, affective education, and behavior management for individual students and groups of students with E/BD.

EDS 656

ED658 or

EDS 661

S10 Evaluate strengths and limitations of the alternative instructional strategies designed for students with E/BD.

EDS 656

ED658 or

EDS 661

S11 Use student-initiated learning experiences and integrate them into ongoing instruction for students with E/BD.

EDS 656

ED658 or

EDS 661

BD: Emotional/Behavioral Disorders

5.Planning and Managing the Teaching and Learning Environment