New work and Discussions

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 34

Initial Preparation Standard 1: Learner Development and Individual Learning Differences

Knowledge IGC.1.K1 Etiology and diagnosis related to various theoretical approaches IGC.1.K2 Effect of sensory impairments and physical and health exceptionalities on individuals,

families, and society IGC.1.K3 Etiologies and medical aspects of conditions affecting individuals with exceptionalities IGC.1.K4 Psychological and social-emotional characteristics of individuals with exceptionalities IGC.1.K5 Common etiologies and the effect of sensory exceptionalities on learning and experience IGC.1.K6 Types and transmission routes of infectious disease IGC.1.K7 Complications and implications of medical support services IGC.1.K8 Effect of exceptionalities on auditory and information processing skills IGC.1.K9 Effect of multiple disabilities on behavior IGC.1.K10 Effect of language development and listening comprehension on academic and non-

academic learning of individuals with exceptionalities IGC.1.K11 Communication and social interaction alternatives for individuals who are nonspeaking IGC.1.K12 Typical language development and how that may differ for individuals with exceptionalities Skills IGC.1.S1 Relate levels of support to the needs of the individual

Initial Specialty Set: Individualized General Curriculum

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 35

Initial Preparation Standard 2: Learning Environments

Knowledge IGC.2.K1 Barriers to accessibility and acceptance of individuals with exceptionalities IGC.2.K2 Adaptation of the physical environment to provide optimal learning opportunities for

individuals with exceptionalities IGC.2.K3 Methods for ensuring individual academic success in one-to-one, small-group, and large-

group settings Skills IGC.2.S1 Provide instruction in community-based settings IGC.2.S2 Use and maintain assistive technologies IGC.2.S3 Plan instruction in a variety of educational settings IGC.2.S4 Teach individuals with exceptionalities to give and receive meaningful feedback from

peers and adults IGC.2.S5 Use skills in problem solving and conflict resolution IGC.2.S6 Establish a consistent classroom routine for individuals with exceptionalities

Initial Preparation Standard 3: Curricular Content Knowledge

None in addition to the ICSI

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 36

Initial Preparation Standard 4: Assessment

Knowledge IGC.4.K1 Specialized terminology used in the assessment of individuals with exceptionalities IGC.4.K2 Laws and policies regarding referral and placement procedures for individuals with

exceptionalities IGC.4.K3 Types and importance of information concerning individuals with exceptionalities available

from families and public agencies IGC.4.K4 Procedures for early identification of young individuals who may be at risk for

exceptionalities Skills IGC.4.S1 Implement procedures for assessing and reporting both appropriate and problematic social

behaviors of individuals with exceptionalities IGC.4.S2 Use exceptionality-specific assessment instruments with individuals with exceptionalities IGC.4.S3 Select, adapt, and modify assessments to accommodate the unique abilities and needs of

individuals with exceptionalities IGC.4.S4 Assess reliable method(s) of response of individuals who lack typical communication and

performance abilities IGC.4.S5 Monitor intragroup behavior changes across subjects and activities

Initial Preparation Standard 5: Instructional Planning and Strategies

Knowledge IGC.5.K1 Sources of specialized materials, curricula, and resources for individuals with

exceptionalities IGC.5.K2 Strategies to prepare for and take tests IGC.5.K3 Advantages and limitations of instructional strategies and practices for teaching individuals

with exceptionalities IGC.5.K4 Prevention and intervention strategies for individuals at risk for a disability IGC.5.K5 Strategies for integrating student-initiated learning experiences into ongoing instruction IGC.5.K6 Methods for increasing accuracy and proficiency in math calculations and applications IGC.5.K7 Methods for guiding individuals in identifying and organizing critical content IGC.5.K8 Integrating academic instruction and behavior management for individuals and groups

with exceptionalities IGC.5.K9 Model career, vocational, and transition programs for individuals with exceptionalities IGC.5.K10 Interventions and services for individuals who may be at risk for exceptionalities IGC.5.K11 Relationships between specific exceptionalities and reading instruction

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 37

Initial Preparation Standard 5: Instructional Planning and Strategies (cont’d)

Skills IGC.5.S1 Use research-supported methods for academic and non-academic instruction of individuals

with exceptionalities IGC.5.S2 Use strategies from multiple theoretical approaches for individuals with exceptionalities IGC.5.S3 Teach learning strategies and study skills to enhance acquisition of academic content IGC.5.S4 Use reading methods appropriate to individuals with exceptionalities IGC.5.S5 Use methods to teach mathematics appropriate to the individuals with exceptionalities IGC.5.S6 Modify pace of instruction and provide organizational cues IGC.5.S7 Use appropriate adaptations and technology for all individuals with exceptionalities IGC.5.S8 Resources and techniques used to transition individuals with exceptionalities into and out

of school and in postschool environments IGC.5.S9 Use a variety of non-aversive techniques to control targeted behavior and maintain

attention of individuals with exceptionalities IGC.5.S10 Identify and teach basic structures and relationships within and across curricula IGC.5.S11 Use instructional methods to strengthen and compensate for deficits in perception,

comprehension, memory, and retrieval IGC.5.S12 Use responses and errors to guide instructional decisions and provide feedback to learners IGC.5.S13 Identify and teach essential concepts, vocabulary, and content across the general education

curriculum IGC.5.S14 Implement systematic instruction in teaching reading comprehension and monitoring

strategies IGC.5.S15 Teach strategies for organizing and composing written products IGC.5.S16 Implement systematic instruction to teach accuracy, fluency, and comprehension in content

area reading and written language IGC.5.S17 Enhance vocabulary development IGC.5.S18 Teach strategies for spelling accuracy and generalization IGC.5.S19 Teach individuals with exceptionalities to monitor for errors in oral and written language IGC.5.S20 Teach methods and strategies for producing legible documents IGC.5.S21 Plan instruction on the use of alternative and augmentative communication systems IGC.5.S22 Plan and implement individualized reinforcement systems and environmental modifications

at levels equal to the intensity of the behavior IGC.5.S23 Select and use specialized instructional strategies appropriate to the abilities and needs of

the individual IGC.5.S24 Plan and implement age- and ability-appropriate instruction for individuals with

exceptionalities

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 38

Initial Preparation Standard 5: Instructional Planning and Strategies (cont’d)

Skills IGC.5.S25 Select, design, and use technology, materials, and resources required to educate individuals

whose exceptionalities interfere with communication IGC.5.S26 Interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate

learning plans IGC.5.S27 Design and implement instructional programs that address independent living and career

education for individuals IGC.5.S28 Design and implement curriculum and instructional strategies for medical self-management

procedures IGC.5.S29 Design, implement, and evaluate instructional programs that enhance social participation

across environments

Initial Preparation Standard 6: Professional Learning and Ethical Practice

Knowledge IGC.6.K1 Definitions and issues related to the identification of individuals with exceptionalities IGC.6.K2 Models and theories of deviance and behavior problems IGC.6.K3 Historical foundations, classic studies, major contributors, major legislation, and current

issues related to knowledge and practice IGC.6.K4 Legal, judicial, and educational systems to assist individuals with exceptionalities IGC.6.K5 Continuum of placement and services available for individuals with exceptionalities IGC.6.K6 Laws and policies related to provision of specialized health care in educational settings. IGC.6.K7 Factors that influence the overrepresentation of culturally and linguistically diverse

individuals with exceptionalities in programs for individuals with exceptionalities IGC.6.K8 Principles of normalization and concept of least restrictive environment IGC.6.K9 Theory of reinforcement techniques in serving individuals with exceptionalities IGC.6.K10 Sources of unique services, networks, and organizations for individuals with exceptionalities IGC.6.K11 Organizations and publications relevant to individuals with exceptionalities Skills IGC.6.S1 Participate in the activities of professional organizations relevant to individuals with

exceptionalities IGC.6.S2 Ethical responsibility to advocate for appropriate services for individuals with

exceptionalities

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 39

Initial Preparation Standard 7: Collaboration

Knowledge IGC.7.K1 Parent education programs and behavior management guides that address severe

behavior problems and facilitated communication for individuals with exceptionalities IGC.7.K2 Collaborative and consultative roles of the special education teacher in the reintegration

of individuals with exceptionalities IGC.7.K3 Roles of professional groups and referral agencies in identifying, assessing, and

providing services to individuals with exceptionalities IGC.7.K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals

with learning exceptionalities Skills IGC.7.S1 Use local community and state and provincial resources to assist in programming with

individuals with exceptionalities IGC.7.S2 Select, plan, and coordinate activities of related services personnel to maximize direct

instruction for individuals with exceptionalities IGC.7.S3 Teach families to use appropriate behavior management and counseling techniques IGC.7.S4 Collaborate with team members to plan transition to adulthood that encourages full

community participation