CEC International Standards for Entry into Professional Practice

CEC International Standards for Entry into Professional Practice

To be qualified to enter into practice as a special education teacher, an individual must possess no less than a bachelor's degree that encompasses the knowledge and skills consistent with the entry level into special education practice.

To be qualified to enter into practice as a special education teacher, an individual must possess the knowledge and skills set forth in the CEC Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers.

To be qualified to enter into practice as a special education teacher, an individual must possess the knowledge and skills set forth in at least one of the CEC Specialized Knowledge and Skills Essential for Beginning Special Education Teachers.

Each new professional in special education should receive a minimum of a 1-year mentorship during the first year of his or her professional special education practice in a new role. The mentor should be an experienced professional in the same or a similar role, who can provide expertise and support on a continuing basis.

Approval of individuals for professional practice in the field of special education should be for a limited period of time with periodic renewal.

Each professional in the field of educating individuals with exceptionalities (e.g., teachers, supervisors, administrators, college/university faculty) should participate in a minimum of 25 clock hours each year of planned, preapproved, organized, and recognized professional development activities related to his or her field of professional practice. Such activities may include a combination of professional development units, continuing education units, college/university coursework, professional organization service (e.g., in CEC federations and chapters, divisions, subdivisions, and caucuses), professional workshops, special projects, or reading professional literature. Employing agencies should provide resources to enable each professional's continuing development.

CEC Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers

Preamble

The standards of the profession of special education are a formally codified set of beliefs. These belief statements represent the special educator's principles of appropriate ethical behavior and are based on several assumptions.

One assumption is that special education has within its heritage the perspectives of advocacy for persons with disabilities and of embracing individual differences. These differences include the traditional consideration of the nature and effect of exceptionalities. As the community of exceptional children, youth, and adults has become increasingly diverse, these perspectives have been broadened to include other characteristics that significantly influence their quality of life. To maintain their ability to successfully function as advocates for their multicultural clients, special educators must broaden their perspectives to ensure vigilant attention to the issues of diversity. Current demographic trends clearly indicate that:

The numbers of children and youth from culturally and linguistically diverse backgrounds served in public schools are growing rapidly.

Cultural and linguistic diversity is expected to continue as well as to increase.

The number of professionals who are culturally and linguistically diverse entering the special education profession has been declining even as the numbers of students who are culturally and linguistically diverse are rising.

Given the pervasive nature of diversity, professional standards are needed that guide professional practice in ways that are relevant to the multicultural populations served in special education. Specifically, these standards reflect the premise that, to design effective interventions, special educators must understand the characteristics of their learners, including factors such as culture, language, gender, and religion. This premise has been addressed in two ways. First, most statements are inclusive in nature; that is, they identify knowledge and skills essential to effectively serve all exceptional learners, including those from culturally and linguistically diverse backgrounds. Second, selected items address the most critical aspects of diversity and are infused throughout the model.

Another assumption is that the sustained involvement of families and the larger community is fundamental to delivering high-quality educational services to individuals with exceptional learning needs. The knowledge and skills contained in this document should be interpreted broadly to include learners of all ages, beginning with infants and preschoolers and extending to young adults who are exiting the school program. Similarly, the term families should be interpreted broadly to include, as appropriate to given situations, biological mothers and fathers, adoptive parents, legal guardians, foster parents or primary caregivers, siblings, and extended family members. Finally, while not specifically stated, it is assumed that special educators may provide learning opportunities in a variety of learning environments, including the home, preschool, school, and community settings, as well as in both specialized and integrated environments.

This document focuses on the unique set of knowledge and skills needed to practice in special education, not on specific areas of exceptionality or age groupings, general educational methods, or subject matter content. Special educators who practice in a specific area (or areas) of exceptionality or age grouping must possess the exceptionality-specific knowledge and skills adopted by CEC in addition to the Common Core. Also, it is assumed that a special educator who is required to teach specific subjects or content areas (such as science, social studies, foreign languages, vocational education) has additional preparation, practicum experiences, and expertise in those areas.

An additional assumption is that this Common Core of Knowledge and Skills will change over time. As with the adoption of the CEC Code of Ethics, time should be provided for continuing examination, debate, and further articulation of the knowledge and skills for entry-level special educators.

A final assumption of this Common Core of Knowledge and Skills is that the professional conduct of entry-level special educators is governed foremost by the CEC Code of Ethics. Special education professionals

Are committed to developing the highest educational and quality of life potential of exceptional individuals.

Promote and maintain a high level of competence and integrity in practicing their profession.

Engage in professional activities that benefit exceptional individuals, their families, other colleagues, students or research subjects.

Exercise objective professional judgment in the practice of their profession.

Strive to advance their knowledge and skills regarding the education of exceptional individuals.

Work within the standards and policies of their profession.

Seek to uphold and improve, where necessary, the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.

Do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.

It was through significant professional and personal commitment that the members of CEC crafted this product. In the process we learned not only about knowledge and skills but also about each other and developed a deep mutual respect. May those who use this Common Core of Knowledge and Skills experience that same mutual respect from all who serve children and their families.

Knowledge and Skills Statements

CC: Common Core
1. Philosophical, Historical, and Legal Foundations of Special Education

Knowledge:

K1	Models, theories, and philosophies that provide the basis for special education practice.
K2	Variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling.
K3	Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds.
K4	Assurances and due process rights related to assessment, eligibility, and placement.
K5	Rights and responsibilities of parents, students, teachers and other professionals, and schools as they relate to individuals with learning needs.

Skills:

S1	Articulate personal philosophy of special education including its relationship to/with regular education.
S2	Conduct instructional and other professional activities consistent with the requirements of law, rules and regulations, and local district policies and procedures.

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.
K2	Differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities.
K3	Characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning needs.
K4	Effects an exceptional condition(s) may have on an individual's life.
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.
K6	Effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with exceptionalities.
K7	Educational implications of characteristics of various exceptionalities.

Skills:

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

CC: Common Core
3. Assessment, Diagnosis, and Evaluation

Knowledge:

K1	Basic terminology used in assessment.
K2	Ethical concerns related to assessment.
K3	Legal provisions, regulations, and guidelines regarding assessment of individuals.
K4	Typical procedures used for screening, prereferral, referral, and classification.
K5	Appropriate application and interpretation of scores, including grade score versus standard score, percentile ranks, age/grade equivalents, and stanines.
K6	Appropriate use and limitations of each type of assessment instrument.
K7	Incorporation of strategies that consider the influence of diversity on assessment, eligibility, programming, and placement of individuals with exceptional learning needs.
K8	The relationship between assessment and placement decisions.
K9	Methods for monitoring progress of individuals with exceptional learning needs.

Skills:

S1	Collaborate with families and other professionals involved in the assessment of individuals with exceptional learning needs.
S2	Create and maintain records.
S3	Gather background information regarding academic, medical, and family history.
S4	Use various types of assessment procedures appropriately.
S5	Interpret information from formal and informal assessment instruments and procedures.
S6	Report assessment results to individuals with exceptional learning needs, parents, administrators, and other professionals using appropriate communication skills.
S7	Use performance data and information from teachers, other professionals, individuals with exceptionalities, and parents to make or suggest appropriate modification in learning environments.
S8	Develop individualized assessment strategies for instruction.
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.
S10	Evaluate the results of instruction.
S11	Evaluate supports needed for integration into various program placements.

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.
K2	Demands of various learning environments such as individualized instruction in general education classes.
K3	Curricula for the development of motor, cognitive, academic, social, language, affective, and functional life skills for individuals with exceptional learning needs.
K4	Instructional and remedial methods, techniques, and curriculum materials.
K5	Techniques for modifying instructional methods and materials.
K6	Life skills instruction relevant to independent, community, and personal living and employment.
K7	Cultural perspectives influencing the relationship among families, schools, and communities as related to effective instruction for individuals with exceptional learning needs.

Skills:

S1	Interpret and use assessment data for instructional planning.
S2	Develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences.
S3	Develop comprehensive, longitudinal individualized programs.
S4	Choose and use appropriate technologies to accomplish instructional objectives and to integrate them appropriately into the instructional process.
S5	Prepare appropriate lesson plans.
S6	Involve the individual and family in setting instructional goals and charting progress.
S7	Conduct and use task analysis.
S8	Select, adapt, and use instructional strategies and materials according to characteristics of the learner.
S9	Sequence, implement, and evaluate individual learning objectives.
S10	Integrate affective, social, and career/vocational skills with academic curricula.
S11	Use strategies for facilitating maintenance and generalization of skills across learning environments.
S12	Use instructional time properly.
S13	Teach individuals with exceptional learning needs to use thinking, problem-solving, and other cognitive strategies to meet their individual needs.
S14	Choose and implement instructional techniques and strategies that promote successful transitions for individuals with exceptional learning needs.
S15	Establish and maintain rapport with learners.
S16	Use verbal and nonverbal communication techniques.
S17	Conduct self-evaluation of instruction.

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.
K2	Research-based best practices for effective management of teaching and learning.
K3	Ways in which technology can assist with planning and managing the teaching and learning environment.

Skills:

S1	Create a safe, positive, and supportive learning environment in which diversities are valued.
S2	Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings.
S3	Prepare and organize materials to implement daily lesson plans.
S4	Incorporate evaluation, planning, and management procedures that match learner needs with the instructional environment.
S5	Design a learning environment that encourages active participation by learners in a variety of individual and group learning activities.
S6	Design, structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional setting.
S7	Direct the activities of a classroom paraprofessional, aide, volunteer, or peer tutor.
S8	Create an environment that encourages self-advocacy and increased independence.

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.
K2	Ethical considerations inherent in classroom behavior management.
K3	Teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs.
K4	Social skills needed for educational and functional living environments and effective instruction in the development of social skills.
K5	Strategies for crisis prevention/intervention.
K6	Strategies for preparing individuals to live harmoniously and productively in a multiclass, multiethnic, multicultural, and multinational world.

Skills:

S1	Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs.
S2	Implement the least intensive intervention consistent with the needs of the individuals with exceptionalities.
S3	Modify the learning environment (schedule and physical arrangement) to manage inappropriate behaviors.
S4	Identify realistic expectations for personal and social behavior in various settings.
S5	Integrate social skills into the curriculum.
S6	Use effective teaching procedures in social skills instruction.
S7	Demonstrate procedures to increase the individual's self-awareness, self-control, self-reliance, and self-esteem.
S8	Prepare individuals with exceptional learning needs to exhibit self-enhancing behavior in response to societal attitudes and actions.

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.
K2	Typical concerns of parents of individuals with exceptional learning needs and appropriate strategies to help parents deal with these concerns.
K3	Development of individual student programs working in collaboration with team members.
K4	Roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program.
K5	Ethical practices for confidential communication to others about individuals with exceptional learning needs.

Skills:

S1	Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments.
S2	Communicate and consult with individuals, parents, teachers, and other school and community personnel.
S3	Foster respectful and beneficial relationships between families and professionals.
S4	Encourage and assist families to become active participants in the educational team.
S5	Plan and conduct collaborative conferences with families or primary caregivers.
S6	Collaborate with regular classroom teachers and other school and community personnel in integrating individuals with exceptional learning needs into various learning environments.
S7	Communicate with regular teachers, administrators, and other school personnel about characteristics and needs of individuals with specific exceptional learning needs.

CC: Common Core
8. Professionalism and Ethical Practices

Knowledge:

K1	Personal cultural biases and differences that affect one's teaching.
K2	Importance of the teacher serving as a model for individuals with exceptional learning needs.

Skills:

S1	Demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs.
S2	Demonstrate positive regard for the culture, religion, gender, and sexual orientation of individual students.
S3	Promote and maintain a high level of competence and integrity in the practice of the profession.
S4	Exercise objective professional judgment in the practice of the profession.
S5	Demonstrate proficiency in oral and written communication.
S6	Engage in professional activities that may benefit individuals with exceptional learning needs, their families, and/or colleagues.
S7	Comply with local, state, provincial, and federal monitoring and evaluation requirements.
S8	Use copyrighted educational materials in an ethical manner.
S9	Practice within the CEC Code of Ethics and other standards and policies of the profession.

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