New work and Discussions
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 1
Initial Preparation Standard 1: Learner Development and Individual Learning Differences
Knowledge ICSI.1.K1 Typical and atypical human growth and development ICSI.1.K2 Similarities and differences among individuals with exceptionalities ICSI.1.K3 Educational implications of characteristics of various exceptionalities ICSI.1.K4 Family systems and the role of families in supporting development ICSI.1.K5 Cultural perspectives influencing the relationships among families, schools, and
communities as related to instruction ICSI.1.K6 Variations in beliefs, traditions, and values across and within cultures and their effects on
relationships among individuals with exceptionalities, family, and schooling ICSI.1.K7 Characteristics and effects of the cultural and environmental milieu of the individual with
exceptionalities and the family ICSI.1.K8 Similarities and differences of individuals with and without exceptionalities ICSI.1.K9 Effects of various medications on individuals with exceptionalities ICSI.1.K10 Effects an exceptional condition or conditions can have on an individual’s life ICSI.1.K11 Effect of learners’ academic and social abilities, attitudes, interests, and values on
instruction and career development ICSI.1.K12 Differing ways of learning of individuals with exceptionalities, including those from
culturally diverse backgrounds, and strategies for addressing these differences ICSI.1.K13 Effects of cultural and linguistic differences on growth and development ICSI.1.K14 Characteristics of one’s own culture and use of language and the ways in which these can
differ from other cultures and uses of languages ICSI.1.K15 Ways of behaving and communicating among cultures that can lead to misinterpretation
and misunderstanding Skills None specified
Initial Common Specialty Items
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 2
Initial Preparation Standard 2: Learning Environments
Knowledge ICSI.2.K1 Demands of learning environments ICSI.2.K2 Basic classroom management theories and strategies for individuals with exceptionalities ICSI.2.K3 Effective management of teaching and learning ICSI.2.K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptionalities ICSI.2.K5 Social skills needed for educational and other environments ICSI.2.K6 Strategies for crisis prevention and intervention ICSI.2.K7 Strategies for preparing individuals to live harmoniously and productively in a culturally
diverse world ICSI.2.K8 Ways to create learning environments that allow individuals to retain and appreciate their
own and each other’s respective language and cultural heritage ICSI.2.K9 Ways cultures are negatively stereotyped ICSI.2.K10 Strategies used by diverse populations to cope with a legacy of former and continuing
racism
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 3
Initial Preparation Standard 2: Learning Environments (cont’d)
Skills ICSI.2.S1 Create a safe, equitable, positive, and supportive learning environment in which diversities
are valued ICSI.2.S2 Identify realistic expectations for personal and social behavior in various settings ICSI.2.S3 Identify supports needed for integration into various program placements ICSI.2.S4 Design learning environments that encourage active participation in individual and group
activities ICSI.2.S5 Modify the learning environment to manage behaviors ICSI.2.S6 Use performance data and information from all stakeholders to make or suggest
modifications in learning environments ICSI.2.S7 Establish and maintain rapport with individuals with and without exceptionalities ICSI.2.S8 Teach self-advocacy ICSI.2.S9 Create an environment that encourages self-advocacy and increased independence ICSI.2.S10 Use effective and varied behavior management strategies ICSI.2.S11 Use the least intensive behavior management strategy consistent with the needs of the
individual with exceptionalities ICSI.2.S12 Design and manage daily routines ICSI.2.S13 Organize, develop, and sustain learning environments that support positive intra- and
intercultural experiences ICSI.2.S14 Mediate controversial intercultural issues among individuals with exceptionalities within
the learning environment in ways that enhance any culture, group, or person ICSI.2.S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors ICSI.2.S16 Use universal precautions
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 4
Initial Preparation Standard 3: Curricular Content Knowledge
Knowledge ICSI.3.K1 Theories and research that form the basis of curriculum development and instructional
practice ICSI.3.K2 Scope and sequences of general and special curricula ICSI.3.K3 National, state or provincial, and local curricula standards ICSI.3.K4 Technology for planning and managing the teaching and learning environment Skills ICSI.3.S1 Identify and prioritize areas of the general education curriculum and accommodations for
individuals with exceptionalities ICSI.3.S2 Integrate affective, social, and life skills with academic curricula
Initial Preparation Standard 4: Assessment
Knowledge ICSI.4.K1 Basic terminology used in assessment ICSI.4.K2 Legal provisions and ethical principles regarding assessment of individuals ICSI.4.K3 Screening, prereferral, referral, and classification procedures ICSI.4.K4 Use and limitations of assessment instruments ICSI.4.K5 National, state or provincial, and local accommodations and modifications Skills ICSI.4.S1 Gather relevant background information ICSI.4.S2 Administer nonbiased formal and informal assessments ICSI.4.S3 Use technology to conduct assessments ICSI.4.S4 Develop or modify individualized assessment strategies ICSI.4.S5 Interpret information from formal and informal assessments ICSI.4.S6 Use assessment information in making eligibility, program, and placement decisions
for individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds
ICSI.4.S7 Report assessment results to all stakeholders using effective communication skills ICSI.4.S8 Evaluate instruction and monitor progress of individuals with exceptionalities ICSI.4.S9 Create and maintain records
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 5
Initial Preparation Standard 5: Instructional Planning and Strategies
Knowledge ICSI.5.K1 Roles and responsibilities of the paraeducator related to instruction, intervention, and
direct service ICSI.5.K2 Evidence-based practices validated for specific characteristics of learners and settings ICSI.5.K3 Augmentative and assistive communication strategies
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 6
Initial Preparation Standard 5: Instructional Planning and Strategies (cont’d)
Skills ICSI.5.S1 Develop and implement comprehensive, longitudinal individualized programs in
collaboration with team members ICSI.5.S2 Involve the individual and family in setting instructional goals and monitoring progress ICSI.5.S3 Use functional assessments to develop intervention plans ICSI.5.S4 Use task analysis ICSI.5.S5 Sequence, implement, and evaluate individualized learning objectives ICSI.5.S6 Develop and select instructional content, resources, and strategies that respond to cultural,
linguistic, and gender differences ICSI.5.S7 Incorporate and implement instructional and assistive technology into the educational
program ICSI.5.S8 Prepare lesson plans ICSI.5.S9 Prepare and organize materials to implement daily lesson plans ICSI.5.S10 Use instructional time effectively ICSI.5.S11 Make responsive adjustments to instruction based on continual observations ICSI.5.S12 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and
actions ICSI.5.S13 Use strategies to facilitate integration into various settings ICSI.5.S14 Teach individuals to use self-assessment, problem solving, and other cognitive strategies
to meet their needs ICSI.5.S15 Select, adapt, and use instructional strategies and materials according to characteristics of
the individual with exceptionalities ICSI.5.S16 Use strategies to facilitate maintenance and generalization of skills across learning
environments ICSI.5.S17 Use procedures to increase the individual’s self-awareness, self-management, self-control,
self-reliance, and self-esteem ICSI.5.S18 Use strategies that promote successful transitions for individuals with exceptionalities ICSI.5.S19 Use strategies to support and enhance communication skills of individuals with
exceptionalities ICSI.5.S20 Use communication strategies and resources to facilitate understanding of subject
matter for individuals with exceptionalities whose primary language is not the dominant language
ICSI.5.S21 Modify instructional practices in response to ongoing assessment data
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 7
Initial Preparation Standard 6: Professional Learning and Ethical Practice
Knowledge ICSI.6.K1 Models, theories, philosophies, and research methods that form the basis for special
education practice ICSI.6.K2 Laws, policies, and ethical principles regarding behavior management planning and
implementation ICSI.6.K3 Relationship of special education to the organization and function of educational agencies ICSI.6.K4 Rights and responsibilities of individuals with exceptionalities, their families, teachers,
and other professionals, and schools related to exceptionalities ICSI.6.K5 Issues in definition and identification of individuals with exceptionalities, including those
from culturally and linguistically diverse backgrounds ICSI.6.K6 Issues, assurances and due process rights related to assessment, eligibility, and placement
within a continuum of services ICSI.6.K7 Family systems and the role of families in the educational process ICSI.6.K8 Historical points of view and contribution of culturally diverse groups ICSI.6.K9 Impact of the dominant culture on shaping schools and the individuals who study and work
in them ICSI.6.K10 Potential impact of differences in values, languages, and customs that can exist between
the home and school ICSI.6.K11 Personal cultural biases and differences that affect one’s teaching ICSI.6.K12 Importance of the teacher serving as a model for individuals with exceptionalities ICSI.6.K13 Continuum of lifelong professional development ICSI.6.K14 Methods to remain current regarding research-validated practice
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 8
Initial Preparation Standard 6: Professional Learning and Ethical Practice (cont’d)
Skills ICSI.6.S1 Practice within the CEC Code of Ethics and other standards of the profession ICSI.6.S2 Uphold high standards of competence and integrity and exercise sound judgment in the
practice of the profession ICSI.6.S3 Act ethically in advocating for appropriate services ICSI.6.S4 Conduct professional activities in compliance with applicable laws and policies ICSI.6.S5 Demonstrate commitment to developing the highest education and quality-of-life potential
of individuals with exceptionalities ICSI.6.S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic
status, and sexual orientation of individuals ICSI.6.S7 Practice within one’s skill limits and obtain assistance as needed ICSI.6.S8 Use verbal, nonverbal, and written language effectively ICSI.6.S9 Conduct self-evaluation of instruction ICSI.6.S10 Access information on exceptionalities ICSI.6.S11 Reflect on one’s practice to improve instruction and guide professional growth ICSI.6.S12 Engage in professional activities that benefit individuals with exceptionalities, their
families, and one’s colleagues ICSI.6.S13 Demonstrate commitment to engage in evidence-based practices ICSI.6.S14 Articulate personal philosophy of special education
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 9
Initial Preparation Standard 7: Collaboration
Knowledge ICSI.7.K1 Models and strategies of consultation and collaboration ICSI.7.K2 Roles of individuals with exceptionalities, families, and school and community personnel
in planning of an individualized program ICSI.7.K3 Concerns of families of individuals with exceptionalities and strategies to help address
these concerns ICSI.7.K4 Culturally responsive factors that promote effective communication and collaboration with
individuals with exceptionalities, families, school personnel, and community members Skills ICSI.7.S1 Maintain confidential communication about individuals with exceptionalities ICSI.7.S2 Collaborate with families and others in assessment of individuals with exceptionalities ICSI.7.S3 Foster respectful and beneficial relationships between families and professionals ICSI.7.S4 Assist individuals with exceptionalities and their families in becoming active
participants in the educational team ICSI.7.S5 Plan and conduct collaborative conferences with individuals with exceptionalities and
their families ICSI.7.S6 Collaborate with school personnel and community members in integrating individuals
with exceptionalities into various settings ICSI.7.S7 Use group problem-solving skills to develop, implement, and evaluate collaborative
activities ICSI.7.S8 Model techniques and coach others in the use of instructional methods and
accommodations ICSI.7.S9 Communicate with school personnel about the characteristics and needs of individuals
with exceptionalities ICSI.7.S10 Communicate effectively with families of individuals with exceptionalities from diverse
backgrounds ICSI.7.S11 Observe, evaluate, and provide feedback to paraeducators