This document presents revised comprehensive standards and guidelines for the preparation and certification of special educators and for practice as special educators, developed by the Council for Exceptional Children (CEC). Part 1 provides the CEC's Code of Ethics for Professional Practice for Educators of Persons with Exceptionalities and CEC's Standards for Professional Practice. Part 2 presents the CEC's International Standards for Entry into Professional Practice. Standards for knowledge and skills essential for all beginning special education teachers are outlined first, followed by knowledge and skills for special education teachers working with students with hearing impairments, emotional and behavior disorders, gifts or talents, learning disabilities, mental retardation and developmental disabilities, visual impairments, and physical and health disabilities. The knowledge and skills needed for early childhood programs are also outlined. Part 3 provides guidelines for CEC approval of special education professional preparation programs in the same areas. The items in Parts 2 and 3 are coded by area, topic, and knowledge or skill in order to provide a framework for creating a searchable database of knowledge and skills items. Space is provided next to each item for citing course numbers or other descriptions of where the knowledge or skill is covered in a curriculum or continuing education program. (CR)
This document presents revised comprehensive standards and guidelines for the preparation and certification of special educators and for practice as special educators, developed by the Council for Exceptional Children (CEC).
The new Practice-Based Standards for the Preparation of Special Educators is a complete update to the earlier "Red Book," What Every Special Educator Must Know: Professional Ethics & Standards, 7th Edition.
Columbus, OH: Pearson Merrill Prentice Hall. 5. Carnahan, C., Hume, K., Clarke, L., & Borders, C. (2009). ... In H. Fograsz & F. Rivera (Eds.), Towards equity in mathematics education: Gender, culture, & diversity (pp. 481–502).
High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One.
For introductory course in Special Education. This brief, core, or supplementary text discusses the basic categorical information about the most prevalant disabilities teachers will encounter in the classroom and the...
The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the ...
This book offers practical guidance on such topics as roles and responsibilities, school environment and culture, classroom organization and management, collaboration with other professionals, and individual professional development.
Topics covered include The pre-referral, referral, and evaluation processes Individualized education programs (IEPs) and the parties involved Accommodations for students who do not quality for special education, including those covered by ...
... or universal screening at the beginning of the school year in math, reading fluency, and reading comprehension. ... Not all schools implement MTSS, which is more prevalent in elementary and middle schools than in high schools.
As states adopt more rigorous academic standards, schools must define how special education fits into standards-aligned curricula, instruction, and assessment.