Overview Associate in Arts in Teaching Special Education ......intending to pursue an AAT in Special...

Overview Associate in Arts in Teaching Special Education Degree Model

I. The Associate in Arts in Teaching (AAT) Special Education degree program should include the following components:

• General Education coursework that addresses the development of written and oral communication skills and general knowledge acquisition.

• Professional Education and Major Sequence coursework to introduce, at a knowledge level, the following standards as appropriate:

Illinois Professional Teaching Standards Illinois Core Language Arts Standards Illinois Core Technology Standards Illinois Common Core Standards for Special Educators Council for Exceptional Children Common Core Standards for Special Educators

• Required artifacts as follows: Passing score on the Enhanced Test of Basic Skills Initiation of (electronic) standards-based portfolio Evidence of successful early clinical experience in schools reflected in a completed standards-based checklist or rubric. (See provided example.) Evidence of demonstrated disposition for the profession reflected in a completed checklist or rubric. (See provided example.) Personal philosophy of teaching

• Examples of additional acceptable artifacts include, but are not limited to, case studies, technology pieces, writing samples, cultural autobiographies, reflective pieces, directed observation, and interviews.

II. Recommended Curriculum Model for the AAT in Special Education General Education Component* (40-44 semester credits)

• Communication: 9 semester credits (two-course writing sequence and one course in oral communications)

• Mathematics: 6-9 semester credits (mathematics for Elementary Teaching (M1 903) and one other course required)

• Physical and Life Sciences: 7-8 semester credits (one course from the life sciences and one course from the physical sciences, and at least one laboratory course)

• Humanities and Fine Arts: 9 semester credits** (at least one course selected from humanities and at least one course from the fine arts)

• Social and Behavioral Sciences: 9 semester credits** (courses selected from at least two disciplines – Introduction to Psychology and American Government are recommended)

*A college may require a greater number of general education credits than the model suggests, but consideration should be given to the total number of hours in the degree and the possibility that additional hours may not be accepted in transfer. ** A non-Western course should be selected from humanities or social sciences. Note: Foreign language is a graduation requirement at some institutions. Consult your advisor. Professional and Special Education Component (18 – 21 credits) Required: Introduction to Education (with a clinical component*) Educational Technology Students with Disabilities in School Educational Psychology

Development (Colleges may use existing courses such as Child Development, Life Span Development, or Child or Adolescent Psychology, so long as the course includes the standards identified in the AAT Super Matrix and the model syllabus.) One or two of the following courses may be selected: Diversity in Schools Language Development Introduction to the Foundations of Reading *The clinical component should include field experiences in a variety of school settings. For students intending to pursue an AAT in Special Education degree, it would be appropriate for half the number of hours to be spent in a special education environment. A variety of assignments and activities should be included, with artifacts and assessments documented. A minimum of 15 contact hours of field experience is required. The required contact hours of field experience may be embedded in the Introduction to Education course, or may be part of a separate one credit hour field experience course. If the required contact hours of field experience are part of a separate field experience course, the student must be required to take the two courses concurrently and to document the assignments and activities with artifacts and assessments. Students should be aware that a one credit hour field experience course may not be transferable. Please Note: Additional field experience hours may be incorporated into other professional edication coursework. Total for the degree: 61 – 62 semester credits

III. The final 60 semester credits of a teacher preparation program in Special Education should include:

• Further development and evaluation of the following knowledge standards, as well as introduction, development and evaluation of performance standards:

Illinois Professional Teaching Standards Illinois Core Language Arts Standards Illinois Core Technology Standards Illinois Common Core Standards for Special Educators Council for Exceptional Children Common Core Standards for Special Educators

• Introduction, development and evaluation of the following knowledge and performance specialty standards:

Learning Behavior Specialist I Council for Exceptional Children Individualized Independence Curriculum Council for Exceptional Children Individualized General Curriculum Early Childhood Special Education Vision Hearing Impairments Council for Exceptional Children Common Core Standards specific to language (differences/alternative models)

• Required Artifact: Passing score on Content Area Test

SAMPLE CLINICAL EXPERIENCE EVALUATION ASSESSING DISPOSITION

Teacher Candidate: School:______________________

Cooperating Teacher Signature:___________________________Date:____ ________

*Please place a check in the most appropriate column for each competency. Comments are also

appreciated!

Professional Development and Disposition for Teaching

Competency Always Usually Rarely Comments Personal and Professional Responsibility

• Dependable, punctual attendance at site

• Appropriate dress and behavior

• Demonstrates initiative; recognizes what needs to be

done

• Displays high regard for own and student learning

To be completed by University Supervisor:

• Plans & materials available for observation

• Dependable, punctual attendance at seminar

• All assignments submitted on time

Confidentiality and Ethics

• Uses appropriate confidentiality

• Respects diversity in all aspects

• Communicates honestly

• Chooses appropriate topics & times for discussions

with others

Seeks & Applies Knowledge of Content & Resources

• Seeks information regarding curriculum

• Incorporates available or suggested resources and

strategies

Reflects on Experiences & Teaching to Enhance Growth

• Seeks input to improve performance

• Accurately evaluates own teaching

• Formulates ideas to improve

• Collaborates to determine possible instructional

alternatives considering student’s needs

Communicates Effectively Throughout the School Community

• Interacts with respect and rapport in an age-

appropriate manner

• Participates successfully in collaborative relationships

• Displays enthusiasm for students and teaching

Classroom Environment Competency Always Usually Rarely Comments Promotes and Environment of Respect and Rapport

• Facilitates emotionally safe, positive environment

• Fosters and models genuine caring, respect and value

for all individuals

Manages Classroom Procedures Efficiently

• Respects classroom routines and management

techniques

• Participates in transitioning students using established

classroom procedures

Creates a Culture of Learning

• Displays a positive attitude and high expectations for

learning

• Responds proactively to students

• Consistently interacts with students

• Uses language and humor appropriately

RECOMMENDED DISPOSITION ASSESSMENT Adapted from materials created by faculty in the Department of Special Education at

Illinois State University

Summary of Disposition Indicators Candidates must display the disposition required of the profession in order to successfully complete the Associate’s of Arts in Teaching for Special Education. All teacher candidates will be evaluated using the following disposition indicators. The results of this evaluation will be used in determining whether or not each candidate is awarded the A.A. in Teaching.

Collaboration Issues: The ability to work together, especially in a joint intellectual effort. Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and trustworthiness. Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others. Reverence for Learning: Respect and seriousness of intent to acquire knowledge. Emotional Maturity: The ability to adjust one’s emotional state to suitable level of intensity in order to remain engaged with one’s surroundings. Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future. Flexibility: The willingness to accept and adapt to change. Responsibility: The ability to act independently, demonstrating accountability, reliability and sound judgment. _________________________________ __________________ ____________________ Candidate’s Name (please print) Social Security Number Major ________________________________________________ _______________________________________________ Faculty/Staff Signature Student Signature __________________________________________ __________________ ___________________________________ Faculty/Staff Name (please print) Department Date

Disposition Indicators Created by faculty in the Department of Special Education

Illinois State University

Collaboration: The ability to work together, especially in a joint intellectual effort Cooperates with others Makes contribution to group effort Shares information and materials with others Actively assists peers Willingly supports decisions of group, even if different from own Volunteers to participate in group effort Supports work of others Plans and sets goals and priorities with others Establishes professional goals that are aligned with those of the organization

Honesty/Integrity: The ability to demonstrate truthfulness and sincerity to oneself and to others; demonstrate moral excellence and trustworthiness

Maintains confidentiality of students/colleagues Provides credit for work produced by others Communicates honestly Demonstrates ethical behavior Makes decisions based on honesty and integrity Gives credit to others when using their work

Respect: The ability to demonstrate consideration, honor, worth, and regard for oneself and others

Considers opinions of others with an open mind Demonstrates consideration for others Demonstrates general warmth, caring, and respect for others Takes care of property of others Interacts in a generally friendly, polite and respectful manner Uses appropriate language Listens attentively to others in a variety of contexts Demonstrates empathy for others Responds courteously to others Displays equitable treatment of others Acknowledges perspectives of individuals from diverse cultural and experiential backgrounds Demonstrates concern for others Appreciates and embraces individual differences Demonstrates positive attitudes toward diverse cultures and learners

Reverence for Learning: Feeling for, profound awe, respect for learning

Values knowledge, content, and experiences presented in preservice academic programs Takes initiative to expand knowledge base Values instructional time Seeks opportunities to learn new skills Uses credible and data-based sources Demonstrates enthusiasm for the subject being taught

Demonstrates positive attitude toward learning Demonstrates intellectual and academic curiosity

Emotional Maturity: The ability to adjust one's emotional state to a suitable level of intensity in order to remain engaged with one's surroundings

Uses appropriate strategies to respond to emotional and emergency situations Uses appropriate tone of voice Initiates communication to resolve conflict Maintains emotional control Uses self-disclosure appropriately Uses appropriate non-verbal expressions Responds to situations professionally Responds appropriately to actions and reactions of others Acts from a positive frame of reference most of the time Accepts feedback from others Identifies personal responsibility in conflict/problem situations

Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future

Accepts and incorporates suggestions in subsequent practice Identifies own biases and prejudices Demonstrates accurate self-analysis regarding one's own strengths and weaknesses Recognizes situations that call for a problem-solving approach

Flexibility: The willingness to accept and adapt to change

Adapts to unexpected or new situations Generalizes knowledge and skills in a variety of situations (skill?) Demonstrates willingness to apply a problem-solving approach Accepts less than ideal situations when necessary Maintains positive attitude when necessary changes occur Implements ideas suggested by others

Responsibility: The ability to act without guidance or superior authority and to demonstrate accountability and reliability

Accepts consequences for personal actions or decisions Submits assignments on time or follows procedures for extensions Uses sound judgment in decision making Takes action to solve problems Prepares for classes, meetings, and group work Manages time effectively Completes assigned tasks from group activities within an acceptable time frame Seeks clarification and/or assistance as needed Prioritizes work based upon established goals Returns borrowed materials in a timely manner Takes initiative to get materials and notes when absent from meetings or classes Seeks/locates needed resources

Ensures accuracy of information for which he/she is responsible

AAT Sample Course Syllabus – January 2005 Course Title: Development (EDU 902) Course Description: Study of human development from conception through

adolescence(or beyond). Includes research methods and developmental theories. Addresses all the major areas of development (physical, social, emotional and cognitive) and the interaction among these areas.

Semester Credit Hours: 3 Prerequisites: None Course Objectives/Standards:

Standards and indicators listed below are addressed at an introductory knowledge level.

A. Illinois Professional Teaching Standards (IPTS) Knowledge Objectives

• Understand how children/adolescents construct knowledge, acquire skills, and develop habits of mind (IPTS: 2A)

• Understand that children’s physical, social, emotional, ethical, cognitive and language

• development influences learning (IPTS: 2B) • Understand human development, learning theory, neural science, and the ranges

of individual variation within each domain (IPTS: 2C) • Understand that differences in approaches to learning and performance interact

with development (IPTS: 2D) • Know the impact of cognitive, emotional, physical, and sensory disabilities on

learning and communication processes (IPTS: 2F) • Understand the areas of exceptionality in learning as defined in the Individual

with Disabilities Act (IDEA) (IPTS: 3A) • Understand how cultural and gender differences can affect communication in the

classroom (IPTS: 7B) • Understand the benefits, barriers, and techniques involved in parent/family

relationships (IPTS: 9B)

B. Illinois Common Core (CC) Standards for Special Educators Knowledge - The competent special education teacher understands:

• the cognitive processes associated with various kinds of learning and how these processes can be stimulated and developed. (CC2A)

• the similarities and differences among the cognitive, physical, sensory, cultural, social and emotional development and needs of individuals with and without disabilities. (CC2B)

• communication theory, language development, and the role of language in learning as well as communication modes and patterns of individuals with and without disabilities. (CC2)

• typical and atypical motor development. (CC2E) • differential characteristics of individuals with disabilities across the age range,

including levels of severity and multiple disabilities and their influence on development, behavior and learning. (CC2J)

• effects of the cultural and environmental milieu of the child and the family on behavior and learning. (CC2L)

• ethical practices for confidential communication to others about individuals with disabilities. (CC7C)

• the effects of family and community on development, behavior and learning. (CC7E)

C. Council for Exceptional Children (CEC) Common Core Standards for Special Educators Knowledge:

• Typical and atypical human growth and development. (CEC2K1) • Family systems and the role of families in supporting development. (CEC2K4) • Similarities and differences of individuals with and without exceptional learning

needs. (CEC2K5) • Effects of cultural and linguistic differences on growth and development.

(CEC6K1)

Course Content/Topics Course topics should minimally include: I. Approaches to the Study of Development

A. History B. Theories C. Research

II. Prenatal Development and Birth III. Physical Development (Typical and Atypical) in Infancy, Early Childhood,

Middle Childhood and Adolescence A. Physical Growth B. Sexual Maturation C. Sensory Functioning

IV. Cognitive Development (Typical and Atypical) in Infancy, Early Childhood,

Middle Childhood and Adolescence A. Information Processing Theories B. Cognitive-Developmental Theories C. Intelligence and Assessment D. Social-Emotional Development (Typical and Atypical) in Infancy, Early Childhood, Middle Childhood and Adolescence 1. Temperament

2. Attachment 3. Identity Formation 4. Self Esteem 5. Moral Reasoning 6. Parent and Family Relationships VI. Influence of Peers, School and Culture on the Developing Child Examples of Acceptable Assignments/Assessments and Artifacts: • Multiple choice, short answer, and essay examinations • Individual and group writing assignments requiring the analysis and application of developmental principles • Analysis of case studies and/or classroom observation experiences • Creation of developmentally appropriate games/activities for a target age group

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AAT Sample Course Syllabus – January 2005 Course Title: Diversity of Schools and Society Course Descriptions: Diversity of Schools and Society: Social and Global Perspectives. How schooling is shaped by the social contexts in which it occurs, particularly in

multicultural and global contexts. Semester Credit Hours: 3 Prerequisites: None Course Objectives/Standards:

Standards and indicators listed below are addressed at an introductory knowledge level.


• Understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. (IPTS: 3C)

• Understands personal cultural perspectives and biases and their effects on one’s teaching. (IPTS: 3F)

• Understands how cultural and gender differences can affect communication in the classroom. (IPTS: 7B)

Performance

• Demonstrates positive regard for the culture, religion, gender, sexual orientation, varying abilities of individual students and their families. (IPTS: 3N)

• Demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families. (IPTS: 11P)

B. Illinois Common Core (CC) Standards for All Special Educators Knowledge: The competent special education teacher understands:

• variations in beliefs, traditions, and values across cultures within society and the effects of the relationship among child, family and schooling. (CC1C)


• strategies for preparing individuals to live harmoniously and productively in a multi-class, multiethnic, multicultural, and multinational world. (CC5A)

• how cultural and gender differences affect communication. (CC6B)


• factors that promote effective communication and collaboration with individuals, parents, families, and school and community personnel in a culturally responsive program. (CC7A)

• personal and cultural biases and differences that affect one's teaching and interactions with others. (CC8A)

• demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families. (CC8G)

C. Council for Exceptional Children (CEC) Common Core Knowledge and Skills Knowledge:

• Historical points of view and contribution of culturally diverse groups. (CEC1K8)

• Impact of the dominant culture on shaping schools and the individuals who study and work in them. (CEC1K9)

• Potential impact of differences in values, languages, and customs that can exist between the home and school. (CEC1K10)

• Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. (CEC3K3)

• Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. (CEC3K4)

• Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. (CEC5K7)

• Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage. (CEC5K8)

• Ways specific cultures are negatively stereotyped. (CEC5K9) • Strategies used by diverse populations to cope with a legacy of former and

continuing racism. (CEC5K10) • 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. (CEC6K2) • Ways of behaving and communicating among cultures that can lead to

misinterpretation and misunderstanding. (CEC6K3) • Personal cultural biases and differences that affect one’s teaching. (CEC9K1)

Skill:

• Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. (CEC7S14)

• Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals. (CEC9S6)


Course Outline/Topics: Course topics should minimally include: I. Diversity in the Classroom

A. Culture 1. Characteristics of Culture 2. Manifestations of Culture 3. Ethnocentrism 4. Cultural Relativism

B. Pluralism in Society 1. The Dominant Culture 2. Cultural Pluralism 3. Cultural Borders 4. Biculturalism and Multiculturalism 5. Microcultural Groups

II. Socio-economic Diversity A. Socio-economic Status

1. Income 2. Occupation 3. Education 4. Geographic Location

B. Interaction of Socio-economic Status with Race and Ethnicity, Gender, and Age

1. Race and Ethnic Inequality 2. Gender Inequality 3. Age Inequality

C. Educational Implications 1. Teacher Expectations and Tracking 2. Curriculum for Equality 3. Financial Support for Schools

III. Ethnicity and Race A. Ethnic and Racial Diversity B. Ethnic and Racial Groups

1. Ethnic Groups 2. Racial Groups

C. Intergroup Relations 1. Prejudice and Discrimination 2. Racism

D. Educational Implications 1. Ethnic Differences 2. Curriculum Approaches 3. Student Achievement and Assessment


IV. Gender

A. Gender and Society/Culture B. Gender Identity

1. Impact of Perceived Differences 2. Stereotyping of Gender Roles

C. Sexism and Gender Discrimination 1. Jobs and Wages 2. Sexual Orientation 3. Sexual Harassment

D. Interaction of Gender with Ethnicity, Class, and Religion E. Educational Implications

1. Learning Styles and Gender 2. Participation in Science, Mathematics, and Technology 3. Nondiscrimination and Title IX

V. Religion A. Religion and Culture B. Religious Pluralism in the United States C. Educational Implications

1. Censorship 2. Classroom Implications

VI. Language A. Language and Culture B. Language Differences

1. Sign Language 2. Bilingualism

C. Dialect Differences 1. Dialects 2. Bi-dialecticism 3. Standard English 4. Perspectives on Black English 5. Dialects and Education

D. Second Language Acquisition 1. Role of First Language in Second Language 2. Acquisition 3. Language Proficiency

E. Educational Implications 1. Language and Educational Assessment 2. Bilingual Education 3. English as a Second Language 4. Nonverbal Communications in the Classroom


VII. Age

A. Age and Culture B. Educational Implications

1. Critical Issues in Childhood 2. Critical Issues in Adolescence 3. Adulthood

VIII. Exceptionality A. Exceptionality and Society B. Educational Implications

1. Disproportionate Placements in Special Education 2. Normalization 3. Achievement and Assessment

IX. Characteristics of Culturally Responsive Teaching A. High Teacher Expectations B. Reflecting Culture in Academic Subjects C. Student and Teacher Interactions and Communications D. Parent and Teacher Interactions and Communications

X. Education in a Changing World: Current Issues and the Future

A. Current Issues B. Looking to the Future

Examples of Assignments/Assessments/Artifacts: Cultural Biography/Discussion: Each candidate will write a 3-5 page cultural biography that includes family values/language patterns/behaviors of his/her own culture. The biography must also include the candidate’s perceptions as to how his/her cultural values and behaviors can impact student learning and the provision of instruction (include biases). Multicultural Project: Candidates will be required to construct a project that demonstrates initiative and creativity in incorporating multiculturalism in teaching. For example, may prepare the assignment with a group of peers (2-3 people): a demonstration of multicultural cooperative lesson; a demonstration of a multicultural learning center, or a demonstration of instruction or assessment that is flexible to different learning styles. The demonstration should involve the teachers’ attempt and practice enlightening the mind of learners regarding cultural issues. A carefully planned and teacher directed discussion at the end of the demonstration is necessary.


Adopt-A-Nation: Candidates will study another nation in terms of how its educational systems have handled or are handling diversity. Candidates will write a paper which includes:

• A profile of the nation in terms of the diversity of its peoples. • A description of what its educational system does about the diversity both

implicitly and explicitly. • A comparison or contrast of the adopted nation and the USA in terms of diversity

and the educational approaches to diversity. • What it would be like to be a teacher in this country. • What it would be like to be a student in this country. • A discussion of what the USA could learn from that nation and why.

AAT Sample Course Syllabus – January 2005 Course Title: Educational Psychology (EDU 903) Course Description: This course concerns psychological principles underlying educational

practice. Theories concerning cognitive and psychological development, human learning, and motivation are studied with emphasis on application for instruction, including assessment. Emphasis will also be placed on learner-centered instruction and diversity.

Semester Credit Hours: 3 Prerequisites: Introduction to Psychology and/or Students With Disabilities in Schools Course Objectives/Standards:

Standards and indicators listed below are addressed at an introductory knowledge level, unless otherwise indicated.

A. Illinois Professional Teaching Standards (IPTS) Knowledge Objectives:

• Understand how students construct knowledge, acquire skills, and develop habits of mind (IPTS: 2A)

• Understand that students’ physical, social, emotional, ethical, and cognitive development influences learning (IPTS: 2B)

• Understand human development, learning theory neural science, and the ranges of individual variation within each domain (IPTS: 2C)

• Understand that differences in approaches to learning and performance interact with development (IPTS: 2D)

• Understand how to include student development factors when making instructional decisions (IPTS: 2E)

• Understand the areas of exceptionality in learning as defined in the Individuals with Disabilities Act (IDEA) and the Illinois Administrative Code (IPTS: 3A)

• Understand the process of second language acquisition and strategies to support the learning of students whose first language is not English (IPTS: 3B)

• Understand how students’ learning is influenced by individual experiences, talents, and prior learning as well as language, culture, family, and community values.(IPTS: 3C)

• Understand and identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes (IPTS: 3D)

• Understand cultural and community diversity through a well-grounded framework and understand how to learn about and incorporate students’ experiences, cultures, and community resources into instruction (IPTS: 3E)

• Understand personal cultural perspectives and biases and their effects on one’s teaching (IPTS: 3F)

• Understand principles of and strategies for effective classroom management (IPTS: 5A)

• Understand how individuals influence groups and how groups function in society (IPTS: 5B)

• Understand how to help students work cooperatively and productively in groups (IPTS: 5C)

• Understand factors that influence motivation and engagement and how to help students become self-motivated (IPTS: 5D)

• Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated (IPTS: 6A)

• Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies (IPTS: 6B)

• Understand how cultural and gender differences can affect communication in the classroom (IPTS: 7B)

• Understand the purposes, characteristics and limitations of different kinds of assessments (IPTS: 8B)

• Understand measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring (IPTS: 8C )

• Understand how to use the results of assessment to reflect on and modify teaching (IPTS: 8D)

• Understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction (IPTS: 8E)

• Understand the benefits, barriers and techniques involved in parent/family relationships (IPTS: 9B)

• Understand the collaborative process (IPTS: 9D – Partially Introduced) • Understand collaborative skills, which are necessary to carry out the collaborative

process (IPTS: 9E) • Understand that reflection is an integral part of professional growth and improvement

of instruction (IPTS: 10A) • Understand methods of inquiry that provide for a variety of self-assessment and

problem solving strategies for reflecting on practice (IPTS: 10B) • Understand major areas of research on the learning process and resources that are

available for professional development (IPTS: 10C) • Understand teachers’ attitudes and behaviors that positively or negatively influence

behavior of individuals with disabilities (IPTS: 10D). • Know and understand the rules of English grammar, spelling, punctuation,

capitalization, and syntax for both written and oral contexts (Core Language Arts: 2A) • Understand how to communicate ideas in writing to accomplish a variety of purposes

(Core Language Arts: 2B) Performance Objectives

• Read, understand, and clearly convey ideas from texts or other supplementary materials (Core Language Arts: 2D)

B. Illinois Common Core (CC) Standards for All Special Educators Knowledge – The competent special education understands:

• the cognitive processes associated with various kinds of learning and how these processes can be stimulated and developed.(CC2A)


• communication theory, language development, and the role of language in learning as well as communication modes and patterns of individuals with and without disabilities. (CC2C)

• typical and atypical motor development (CC2E) • differential characteristics of individuals with disabilities across the age range, including levels

of severity and multiple disabilities and their influence on development, behavior and learning. (CC2J)


• effects of family and community on development, behavior and learning. (CC7E) C. Council for Exceptional Children (CEC) Common Core Standards for Special Educators Knowledge:

• Understand the rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. (CEC1K4)

• Understand family systems and the role of families in the educational process. (CEC1K7) • Understand historical points of view and contribution of culturally diverse groups. (CEC1K8) • Understand the impact of the dominant culture on shaping schools and the individuals who

study and work in them. (CEC1K9) • Understand typical and atypical human growth and development. (CEC2K1) • Understand family systems and the role of families in supporting development. (CEC2K4) • Understand similarities and differences of individuals with and without exceptional learning

needs. (CEC2K5) • Effects of cultural and linguistic differences on growth and development. (CEC6K1) • Understand 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. (CEC6K2) • Understand ways of behaving and communicating among cultures that can lead to

misinterpretation and misunderstanding. (CEC6K3) Educational Psychology Suggested Course Content/Topics: Course topics should minimally include: I. Role of Educational Research II. Cognitive Development III. Learner Differences IV. Assessment

V. Ecology of the Classroom VI. Complex Cognitive Process VII. Behavioral Views of Learning VIII. Social Cognitive Views on Learning IX. Theories of Motivation X. Instructional Strategies XI. Personal/Social/Emotional Development XII. Diversity Examples of Acceptable Course Assignments/Assessments/Artifacts: • Class presentations • Class projects • Exams/quizzes • Case studies • Lesson plans • Observational analysis • Reflective writing assignments • Micro-teaching • Frame/matrices • Concept maps • Videotaped or analysis of role playing • Research paper/project • Article reviews • Analysis of lesson plans on web • Webquest, or other web activities • Interview teacher and written analysis

AAT Sample Course Syllabus – January 2005 Course Title: Introduction to Education (EDU 901) Course Description: Provides an introduction to teaching as a profession in the American

education system. Offers a variety of perspectives on education including historical, philosophical, social, legal, and ethical issues in a diverse society. Includes organizational structure and school governance. A clinical component is required.

Semester Credit Hour 3 Prerequisites: None Course Objectives/Standards:

Standards and indicators listed below are addressed at an introductory knowledge level, unless otherwise specified.


• Understand how students’ learning is influenced by individual experiences, talents, and prior learning as well as language, culture, family, and community values (IPTS: 3C)

• Understand personal cultural perspectives and biases and their effects on one’s teaching • (IPTS: 3F) • Understand how to use various technological tools to access and manage information

(IPTS:4G) • Understand how cultural and gender differences can affect communication in the classroom

(IPTS: 7B) • Understand the social, intellectual, and political implications of language use and how they

influence meaning (IPTS: 7C) • Understand schools as organizations within the larger community context (IPTS:9A) • Understand that reflection is an integral part of professional growth and improvement of • instruction (IPTS: 10A) • Understand methods of inquiry that provide for a variety of self assessment and problem

solving strategies for reflecting on practice (IPTS: 10B) • Understand the unique characteristics of education as a profession and a professional code of

conduct as defined by the Illinois School Code (IPTS: 11A – Met) • Understand how school systems are organized and operate (IPTS: 11B) • Understand school policies and procedures (IPTS: 11C) • Understand legal issues in education (IPTS: 11D) • Understand the importance of active participation and leadership in professional education

organizations (IPTS: 11E) • Be familiar with the rights of students with disabilities (IPTS: 11F)

B. Illinois Common Core (CC) Standards for all Special Educators Knowledge - The competent special education teacher understands:

• the rights and responsibilities of parents, students, teachers, and other professionals and schools as they relate to an individual’s learning needs and educational programs. (CC1F)


• schools as organizations within the larger community context. (CC8C) • central concepts and methods of inquiry for reflecting on practice and problem-solving.

(CC9C) C. Council for Exceptional (CEC) Common Core Standards for Special Educators Knowledge:

• Relationship of special education to the organization and function of educational agencies. (CEC1K3)

• Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. (CEC1K4)

• Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. (CC2K3)

• Personal cultural biases and differences that affect one’s teaching. (CC9K1) Course Content/Topics: Course topics should minimally include: I. Social Context II. Diversity III. Communication in the Classroom IV. Organization and Operation Procedures V. Legal Issues VI. School Policies and Governance VII. Professionalism VIII. School Programs and Practices IX. Historical Foundations X. Ethical Issues XI. Standards, Basic Skills, Portfolios

Examples of Acceptable Course Assignments/Assessments/Artifacts: • Exams • Quizzes • Group presentations • Panel discussions • Class discussions • Personal educational autobiography • Pre- and post-philosophy paper • Case studies • Article analysis • Current events • Observation and reflection papers • Interviews • Pre- and post-attitudinal surveys

Course Title: Language Development Course Description: A study of normal language development from birth

through school age and an understanding of how children may progress through language development stages at differing rates. This course will also develop an understanding of the effects of diversity, including cultural and linguistic diversity on language development.

Semester Credit Hours: 3 Prerequisites: Development Course Objectives/Standards Standards and indicators are addressed at an introductory knowledge level. A. Illinois Professional Teaching Standards (IPTS) Knowledge Objectives:

• Know the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication processes. (IPTS 2F)

• Understand how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. (IPTS 3C)

• Understand communication theory, language development, and the role of language in learning. (IPTS 7A)

• Understand how cultural and gender differences can affect communication in the classroom. (IPTS 7B)

• Understand the social, intellectual, and political implications of language use and how they influence meaning. (IPTS 7C)

B. Illinois Common Core (CC) Standards for All Special Educators Knowledge: The competent special education teacher understands:

• communication theory, language development, and the role of language in learning as well as communication modes and patterns of individuals with and without disabilities. (CC2C)

• the social, intellectual, and political influences on language. (CC2D) • the effects of second language acquisition on communication patterns. (CC2M) • how cultural and gender differences affect communication. (CC6B)


• Effects of cultural and linguistic differences on growth and development. (CEC6K1) Course Content/Topics Course topics should minimally include: I. Definitions & Theories

A. Language-related terms and definitions B. Communication, language, and speech C. Expressive language D. Receptive language

II. Brain Development and the Relationships to Language Development

A. Parts of the brain related to language development B. Theories of language development

III. Language Development: Birth through Age Two

A. Related areas of development: cognitive, motor, social, and emotional B. Infant speech production C. Stages of language development, birth through age two D. Early language E. First language F. Relationship of hearing and speech production to language development G. Delayed language development

IV. Language Development: Preschool, Ages 3-5

A. Stages of language development, ages 3-5 B. Pre-reading and phonological awareness skills

V. Language Development of School Age Learners

A. Language development across the school age years B. Written language development – receptive and expressive

1. Reading 2. Writing

C. Relationship of language development to school success VI. Diversity and Language Development

A. Cultural and linguistic diversity and the effects on language development B. Socio-economic diversity and parental influences on language development C. Disabilities and the effects on language development D. Introduction to language disorders and related terminology

Suggested Assessment Activity: Language Observation: Each candidate would be required to do a simplistic language assessment. This would require that each candidate observe a minimum of three learners in each of the age ranges noted above and then the candidate would evaluate the language skills exhibited by the child and compare the child’s language development to expected normal language development for the given age range.

AAT Sample Course Syllabus – January 2005 Course Title: Introduction to the Foundations of Reading Course Description: Introduction to theory and practice in teaching reading and

related language arts areas. Includes information on basic components of reading instruction and language arts instruction, and the importance of literacy learning. Includes an introduction to Illinois Learning Standards in the areas of reading and language arts.

Semester Credit Hours: 3 Prerequisites: Development and Introduction to Education Course Objectives/Standards:

Standards and indicators are addressed at an introductory knowledge level as they relate to Reading/Language Arts.


• Understand major concepts, assumptions, debates, principles, and theories that are central to the discipline. (IPTS:1A)

• Understand how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. (IPTS:3C)

• Understand assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Academic Standards, and what kinds of experiences will support their further growth and development. (IPTS:8A)

Illinois Core Language Arts Standards (CLAS) for All Teachers Knowledge Objectives:

• Understand and articulate the needs for literacy development in general and in specific disciplines or at specific grade levels. (CLAS:1A)

• Know and understand the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts. (CLAS:2A)

• Understand how to communicate ideas in writing to accomplish a variety of purposes. (CLAS:2B)

Performance Objectives: • Model the rules of English grammar, spelling, punctuation, capitalization, and

syntax in both written and oral contexts. (CLAS:2C) • Read, understand, and clearly convey ideas from texts or other supplementary

materials. (CLAS:2D) • Write and speak in a well-organized and coherent manner that adapts to the

individual needs of readers/listeners. (CLAS:2E) • Express ideas orally with explanations, examples, and support in a clear, succinct

style. (CLAS:2F) • Listen well. (CLAS:2H)


• 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. (CEC6K2)

• National, state or provincial, and local curricula standards. (CEC7K3) General Curricular Standards for Special Education Teachers - Reading The competent special education teacher has a general understanding of reading and reading instruction and knows how to assess, teach, and support the education of students with disabilities. Knowledge Indicators – The competent special education teacher:

• knows theoretical models and philosophies of reading education and their relevance to instruction.

• understands, respects, and values cultural, linguistic, and ethnic diversity and knows how these differences can influence learning to read.

• understands the differences between reading skills and strategies and the role each plays in reading development.

• knows a wide range of high-quality literature for students. • is aware of a variety of individualized and group instructional interventions or

programs for students with reading problems. • plans and models the use of comprehension strategies across content areas.

Course Content/Topics Course topics should minimally include: A. Research About Reading Competency: Who Reads and Who Doesn’t?

• What is reading? • What is literacy? • What is reading competency? • Purposes of reading • Influence of diversity: cultural, linguistic, and ethnic

• Family structure • Poverty

B. Examining Our Own Literacy Experiences, Knowledge and Beliefs C. Reading Instruction

• Theoretical Models and Philosophies • What works for whom?

D. Assessment of Literacy

• Illinois Learning Standards: scope and sequence • Reading skills: word recognition, vocabulary, fluency, comprehension, self-

monitoring, motivation • Models of reading assessment: formal and informal

E. Basic Components of Reading Instruction

• Phonemic Awareness • Phonics • Vocabulary • Fluency • Comprehension • Individual and Group Instruction Models

F. General Strategies

• Vocabulary Development • Word Identification • Fluency • Comprehension

G. A Literacy Framework: Reading & Writing To, With, and By Learners

• Quality literature for all learners • Reading and writing aloud with learners • Reading and writing with learners • Independent reading and writing

H. Basic Components of Language Arts Instruction

• Vocabulary Development • Oral Language • Written Expression

Spelling Grammar Writing Processes

I. Importance of Encouraging Literacy J. Encouraging Literacy Across the Curriculum

Examples of Acceptable Assignments/Assessments and Artifacts:

• Oral and written grammar assessments • Assessment of phonemic knowledge • Abstracts and cooperative learning study of pertinent research • Individual and group writing assignments requiring the analysis and application of

developmental principles • Analysis of case studies and/or classroom observation experiences • Case record reviews and interviews with teachers • Analysis of instructional materials and assessments • Analysis of student oral reading, written expression and other work samples • Creation of developmentally appropriate learning activities for a target individual

or age group, based on Illinois Learning Standards • Analysis of running records maintained by the student

AAT Sample Course Syllabus – January 2005 Course Title: Students with Disabilities in School (EDU 905) Course Description: A survey course that presents the historical, philosophical

and legal foundations of special education, as well as an overview of the characteristics of individuals with disabilities, the programs that serve them under the Individuals with Disabilities Education Act, and the diversity of the populations of individuals with disabilities.

Semester Credit Hours: 3 Prerequisite/Co-requisite: Development Course Objectives/Standards

Standards and indicators are addressed at an introductory knowledge level unless otherwise specified.


• Understand how a student’s disability affects processes of inquiry and influences patterns of learning (IPTS 1E)

• Know the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication processes (IPTS 2F)

• Understand the areas of exceptionality in learning as defined in the Individuals with Disabilities Act (IDEA) and the State Board’s rules for Special Education (23III. Adm. Code 226) (IPTS 3A)

• Understand how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values (IPTS 3C)

• Understand personal cultural perspectives and biases and their effects on one’s teaching (IPTS 3F)

• Understand concerns of parents of individuals with disabilities and know appropriate strategies to collaborate with parents in addressing these concerns (IPTS 9F)

• Understand roles of individuals with disabilities, parents, teachers, and other school and community personnel in planning individualized education programs for students with disabilities (IPTS 9G)

• Understand that reflection is an integral part of professional growth and improvement of instruction (IPTS 10A)

• Understand teachers’ attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities (IPTS 10D)

• Understand legal issues in education (IPTS 11D) • Be familiar with the rights of students with disabilities (IPTS 11F – Met) • Know the roles and responsibilities of teachers, parents, students, and other

professionals related to special education (IPTS 11G) • Know identification and referral procedures for students with disabilities (IPTS

11H) Performance Objectives

• Demonstrate positive regard for individual students and their families regardless of culture, religion, gender, sexual orientation, and varying abilities (IPTS 3N)

• Assess his or her own needs for knowledge and skills related to teaching students with disabilities and seek assistance and resources (IPTS 10I)

B. Illinois Common Core (CC) Standards for All Special Educators Knowledge - The competent special education teacher understands:

• current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range. (CC1B)

• variations in beliefs, traditions, and values across cultures within society and the effects of the relationship among child, family and schooling. (CC1C)

• issues in definition and identification procedures for individuals with disabilities, including those associated with individuals from culturally and/or linguistically diverse backgrounds. (CC1E)

• the rights and responsibilities of parents, students, teachers, and other professionals and schools as they relate to an individual’s learning needs and educational programs. (CC1F)


• differential characteristics of individuals with disabilities across the age range, including levels of severity and multiple disabilities and their influence on development, behavior and learning. (CC2J)


• the impact of sensory disabilities on development, learning and behavior. (CC2N) • roles of individuals with disabilities, parents, teachers, and other school and

community personnel in planning an individualized program. (CC7B) • personal and cultural biases and differences that affect one's teaching and

interactions with others. (CC8A)

Performance - The competent special education teacher: • demonstrates positive regard for the culture, religion, gender, and sexual

orientation of individual students and their families. (CC8G)

C. Council for Exceptional Children (CEC) Common Standards for Special Educators Knowledge:

• Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. (CEC1K4)

• Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. (CEC1K5)

• Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services.(CEC1K6)

• Potential impact of differences in values, languages, and customs that can exist between the home and school. (CEC1K10)

• Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. (CEC2K3)

• Similarities and differences among individuals with exceptional learning needs. (CEC2K6)

• Personal cultural biases and differences that affect one’s teaching. (CEC9K1) • Roles of individuals with exceptional learning needs, families, and school and

community personnel in planning of an individualized program. (CEC10K2) Course Content/Topics: Course topics should minimally include: I. What is a Disability?

A. Classification and Labeling II. Perspectives

A. History B. Philosophy C. Families D. Cultural Diversity

III. Litigation and Legislation

A. IDEA B. Legal Terms

IV. Characteristics and Impact of Disabilities in Learning, Communication, and Behavior within the Following Categories:

• Learning Disability • Autism • Traumatic Brain Injury • Speech Communication • Deaf/Blind • Physical Disability • Mental Retardation • Blind and Visually Impaired • Deaf and Hard of Hearing • Emotional Disturbance • Other Health Impaired • Multiple Disability • Severe Disability

V. Students with Disabilities in a General Education Class VI. Eligibility, Referral and Continuum of Services VII. Roles and Responsibilities Examples of Acceptable Course Assignments/Assessments/Artifacts: Required** (one or both required) • Early observation/experience with students with disabilities (30-50 hours) • Service learning project(s) with individuals with disabilities.

Examples: Assisting students with disabilities on campus; developing a circle of friends program for individuals with disabilities (participating in “Best Buddies”); raising money for assistive technology for an individual with a disability

**Assess performance by evaluation of professional behavior such as: promptness, timeliness, communication, interaction, etc. Suggested: • Case studies • Use of videos to exemplify course content and have students evaluate • Role plays in class • Survey/self-assessment of attitudes • Panel of parents, school personnel, consumers, community members

1

Illinois AAT MatrixSpecial Education Model

The AAT Matrix for the Special Education Model is a table containing standards/indicators identified by the AAT Special Education Committee as being appropriate for the freshman/sophomore level.

The matrix lists the Illinois Common Core Standards for Special Educators and the Council for Exceptional Children Common Core Standards for Special Educators. These are foundalong the left side of the table. Across the top of the table are the education courses that are part of the proposed AAT in Special Education model. The first five courses – Introduction to Education,Introduction to Technology in Education, Educational Psychology, Development, and Students with Disabilities in School – are part of other AAT models. Illinois Professional Teaching Standardshave been identified previously for these courses and can be found in the AAT Super Matrix. The Special Education standards identified on this matrix are in addition to the IPTS standards identifiedfor these five courses. The last three courses on the matrix – Language Development, Introduction to the Foundations of Reading, and Diversity in Schools – are specific to the AAT in SpecialEducation Model and are shaded to distinguish them from the courses that are shared with other models. These three courses cover a few of the IPTS and Core Language Standards. Thosestandards are identified on the sample course syllabi.

There are three levels found in the matrix that correspond to the identified standards/indicators:• Partially Introduced: Concepts/materials are partially covered at a beginning level of knowledge and/or skill• Introduced: Concepts/materials are covered at a beginning level of knowledge and/or skill• Met: Concepts/materials are covered at a proficient level of knowledge and/or skill

The appropriate competency/coverage level is listed for each identified standard/indicator, as well as potential assignments/artifacts.

Following are descriptions of the courses listed on the matrix:

Courses shared with other AAT models (See the AAT Super Matrix for IPTS standards identified for these courses.)

< Introduction to Education: Provides an introduction to teaching as a profession in the American education system. Offers a variety of perspectives on education including historical, philosophical, social, legal,and ethical issues in a diverse society. Includes organizational structure and school governance. A clinical component is required.Semester credit hours: 3Prerequisites: None

< Introduction to Technology in Education: This course introduces educators to the knowledge and skills required to demonstrate their proficiency in the current technology standards. The course focuses onboth knowledge and performance, and includes hands-on technology activities.Semester credit hours: 3Prerequisites: Keyboarding; basic skill in word processing, spreadsheet, and database programs; or consent of instructor.

< Education Psychology: This course concerns psychological principles underlying educational practice. Theories concerning cognitive and psychological development, human learning, and motivation are studiedwith emphasis on application for instruction, including assessment. Emphasis will also be placed on learner-centered instruction and diversity.Semester credit hours: 3Prerequisites: Introduction to Psychology

2

< Development: Study of human development from conception through adolescence (or beyond). Includes research methods and developmental theories. Addresses all the major areas of development (physical,social, emotional and cognitive) and the interaction among these areas.Semester credit hours: 3Prerequisites: None

< Students with Disabilities in School: A survey course that presents the historical, philosophical and legal foundations of special education, as well as an overview of the characteristics of individuals withdisabilities, the programs that serve them under the Individuals with Disabilities Act, and the diversity of the populations of individuals with disabilities.Semester credit hours: 3Prerequisite/Co-requisite: Development

AAT in Special Education model only (See sample course syllabi for IPTS and Core Language Arts standards identified for these courses.)

< Language Development: A study of normal language development from birth through school age and an understanding of how children may progress through language development stages at differing rates.This course will also develop an understanding of the effects of diversity on language development.Semester credit hours: 3Prerequisite: Development

< Introduction to the Foundations of Reading: Introduction to the theory and practice in teaching reading and related language arts areas. Includes information on basic components of reading instruction andlanguage arts instruction, and the importance of literacy learning. Includes an introduction to Illinois Learning Standards in the areas of reading and language arts.Semester credit hours: 3Prerequisites: Development and Introduction to Education

< Diversity of Schools and Society: Diversity of Schools and Society: Social and Global Perspectives. How schooling is shaped by the social contexts in which it occurs, particularly in multicultural and globalcontexts.Semester credit hours: 3Prerequisite: None

3

*Darkened cells refer to special education courses only.

Type/Number of StandardIntroductionto Education

Introductionto Technologyin Education

EducationalPsychology

Development(Child Development, Life

Span Development, Child orAdolescent Psychology)

Students withDisabilities in

School

LanguageDevelopment

Introduction tothe Foundations

of Reading

Diversity ofSchools and

Society

Illinois Common Core Standards for all SpecialEducatorsStandard 1 - FoundationsThe competent special education teacherunderstands the philosophical, historical, and legalfoundations of special education (28.100 (a)]

Knowledge - The competent special educationunderstands:CC1A. Historical perspectives, legislative andlitigative history, models, theories, andphilosophies that provide the basis for specialeducation practice.

CC1B. Current legislation, regulations, policies,litigation, and ethical issues related to the provisionof educational services, including least restrictiveenvironment, due process, assessment, discipline,transition, supplemental services and supports,specialized health care and assistive technology, toindividuals with all types of disabilities across theage range.

Introduced• Exams/Quizzes• Case Studies• Presentations

CC1C. Variations in beliefs, traditions, and valuesacross cultures within society and the effects of therelationship among child, family and schooling.

Introduced• Exams/Quizzes• Role Play• Case Studies

Introduced • CulturalBiography• MulticulturalProject• ResearchPaper

CC1D. Issues and trends in special educationacross the life span, early childhood through adultservices.

CC1E. Issues in definition and identificationprocedures for individuals with disabilities,including those associated with individuals fromculturally and/or linguistically diverse backgrounds.

Introduced• Exams/Quizzes• ObservationalAnalysis• Interviews







School

LanguageDevelopment


of Reading


Society

4

CC1F. The rights and responsibilities of parents,students, teachers, and other professionals andschools as they relate to an individual’s learningneeds and educational programs.

Introduced• Exams/Quizzes• Presentations

Introduced• Exams/Quizzes• Presentations

Performance - The competent specialeducation teacher:CC1G. Articulates a personal philosophy of specialeducation including its relationship to the generalcurriculum and the concepts of least restrictiveenvironment.

CC1H. Conducts the professional activities ofassessment, diagnosis, and instruction consistentwith the requirements of law, rules andregulations, and local district polices andprocedures.

CC1I. Considers the continuum of placement andservices within the context of least restrictiveenvironment when making educationalrecommendations for students.

Illinois Common Core Standards for all SpecialEducatorsSTANDARD 2 - Characteristics of LearnersThe competent special education teacherunderstands the impact that disabilities have onthe cognitive, physical, emotional, social andcommunication development of an individual andprovides opportunities that support the intellectual,social, and personal development of all students. [28.100(b)]

Knowledge - The competentspecial educationteacher understands:CC2A. The cognitive processes associated withvarious kinds of learning and how these processescan be stimulated and developed.

Introduced• Exams/Quizzes• ObservationalAnalysis

Introduced• Exams/Quizzes• Observational Analysis

CC2B. The similarities and differences among thecognitive, physical, sensory, cultural, social andemotional development and needs of individualswith and without disabilities.










School

LanguageDevelopment


of Reading


Society

5

CC2C. Communication theory, languagedevelopment, and the role of language in learningas well as communication modes and patterns ofindividuals with and without disabilities.

Introduced• Exams/Quizzes• Presentations• Lesson Plans

Introduced• Exams/Quizzes• Presentations• Lesson Plans

Introduced• LanguageAssessment

CC2D. The social, intellectual, and politicalinfluences on language.

Introduced• LanguageAssessment• Exams/Quizzes•ObservationalAnalysis

CC2E. Typical and atypical motor development. Introduced• Exams/Quizzes• Case Studies• ObservationalAnalysis

Introduced• Exams/Quizzes• Case Studies• Observational Analysis

CC2F. Major genetic and environmental etiologiesof cognitive, sensory, emotional, and physicaldisabilities.

CC2G. Medical conditions affecting individuals withdisabilities and the effects of various medicationson their educational, cognitive, physical, sensory,social, and emotional behaviors.

CC2H. Basic functions of the body’s systems inrelation to common medical conditions and healthimpairments.

CC2I. Specialized health care needs at school(e.g., gastrostomies, colostomies, urinarycatheterization, tracheotomies, ventilator-assistedbreathing, blood glucose testing, seizuremanagement).

CC2J. Differential characteristics of individualswith disabilities across the age range, includinglevels of severity and multiple disabilities and theirinfluence on development, behavior andlearning.

Introduced• Exams/Quizzes• Case Studies• ObservationalAnalysis

Introduced• Exams/Quizzes• Case Studies• Observational Analysis

Introduced• Exams/Quizzes• Case Studies• ObservationalAnalysis

CC2K. The effects of dysfunctional behavior onlearning and the differences between behavioraland emotional disorders.







School

LanguageDevelopment


of Reading


Society

6

CC2L. Effects of the cultural and environmentalmilieu of the child and the family on behavior andlearning.

Introduced• Exams/Quizzes• Case Studies




Introduced• CulturalBiography• MulticulturalProject• ResearchPaper

CC2M. The effects of second language acquisitionon communication patterns.

Introduced• LanguageAssessment• Case Studies• ObservationalAnalysis

CC2N. The impact of sensory disabilities ondevelopment, learning and behavior.

Introduced• Case Studies• ObservationalAnalysis

CC2O. Effects of sensory input on thedevelopment of language and cognition of studentswith sensory impairments, including the impact oncultural development and familial structures.

Performance - The competent specialeducation teacher:CC2P. Accesses information on exceptionalconditions when planning educational ortransitional programs.

CC2Q. Uses knowledge of a student’s cognitive,communication, physical, cultural, social, andemotional characteristics in planning and deliveringinstruction and in transition planning.

CC2R. Recommends referrals to appropriatespecialists when more in-depth information abouta child’s needs is required for making educationaldecisions.







School

LanguageDevelopment


of Reading


Society

7

Illinois Common Core Standards for all SpecialEducatorsSTANDARD 3 – AssessmentThe competent special education teacherunderstands the educational assessment processand uses various assessment strategies to supportthe continuous development of all students (ages3-21). [28.100(c)]

Knowledge - The competent special educationteacher understands:CC3A. Assessment as an educational process.

CC3B. Terminology used in assessments.

CC3C. Legal provisions, regulations, andguidelines regarding assessment of individuals withdisabilities.

CC3D. How to interpret information obtained fromstandardized tests including age/grade scores,standard scores, percentile ranks, stanines,measures of central tendency, standard deviations,and standard error of measurement.

CC3E. Strategies for modifying and adaptingformal tests.

CC3F. Strengths and limitations of variousassessment tools.

CC3G. Influences of disabilities, culture, andlanguage on the assessment process.

CC3H. A variety of procedures for identifyingstudents’ learning characteristics and needs,monitoring student progress, and evaluatinglearning strategies and instructionalapproaches.

CC3I. Accommodations and modification ofnational, state and local assessments and theIllinois Alternative Assessment.







School

LanguageDevelopment


of Reading


Society

8

Performance - The competent specialeducation teacher:CC3J. Matches appropriate assessment proceduresto purposes of assessment.

CC3K. Gathers background information regardingacademic history.

CC3L. Collaborates with families and otherprofessionals in conducting individual assessmentand reporting of assessment results.

CC3M. Interprets information from formal andinformal assessment instruments and procedures.

CC3N. Develops individualized assessmentstrategies for instruction and uses appropriateprocedures for evaluating results of thatinstruction.

CC3O. Uses performance data and informationfrom teachers, other professionals, individuals withdisabilities, and parents collaboratively to make orsuggest appropriate modification in learningenvironments, curriculum and/or instructionalstrategies.

CC3P. Evaluates learning environments andmatches necessary supports to individual learners'needs.

CC3Q. Creates and maintains accurate records.

Illinois Common Core Standards for all SpecialEducatorsSTANDARD 4 - Planning for InstructionThe competent special education teacherunderstands how students differ in theirapproaches to learning and creates instructionalopportunities that are adapted to diverse learners. The teacher understands instructional planning anddesigns instruction based on knowledge of thediscipline, students, community, and curriculumgoals. [28.100(d)]







School

LanguageDevelopment


of Reading


Society

9

Knowledge - The competent special educationteacher understands:CC4A. The scope and sequence of the generalcurriculum.

CC4B. The concepts of language arts.

CC4C. The concepts of math including numeration,geometry, measurement, statistics/probability, andalgebra.

CC4D. General curriculum practices and materials.

CC4E. The components of an effective social skillscurriculum.

CC4F. The components of an effective transitionaland vocational curriculum.

CC4G. Strategies for facilitating maintenance andgeneralization of skills across learningenvironments.

CC4H. Sources of specialized materials,equipment, and assistive technology forindividuals with disabilities.

CC4I. The principle of partial articipation as itapplies to students with disabilities.

CC4J. The use of adaptive equipment for studentswith disabilities.

CC4K. The concept of longitudinal transition plans.

CC4L. Short- and long-range plans consistent withcurriculum goals, learner diversity, and learningtheory.

CC4M. The process for inventorying instructionalenvironments to meet a student's individual needs.

CC4N. Cultural perspectives related to effectiveinstruction for students with disabilities.







School

LanguageDevelopment


of Reading


Society

10

CC4O. Physical adaptations to the environment tomeet individual needs.

CC4P. Integration of assistive and instructionaltechnology to meet a student’s individual needs.

Performance - The competent specialeducation teacher:CC4Q. Develops and/or selects relevantinstructional content, materials, resources, andstrategies that respond to cultural, linguistic,gender, and learning style differences.

CC4R. Selects and uses appropriate technologiesto accomplish instructional objectives.

CC4S. Develops appropriate lesson plans thatincorporate curriculum and instructional strategieswith individualized education goals andbenchmarks.

CC4T. Utilizes strategies for facilitatingmaintenance and generalization of skills acrosslearning environments.

CC4U. Integrates related services into theinstructional program.

CC4V. Evaluates general curricula and determinesthe scope and sequence of the academic contentareas of language arts and math.

CC4W. Analyzes individual and group performancein order to design instruction that meets learners'current needs in the cognitive, social, emotional,and physical domains at the appropriate level ofdevelopment in the least restrictive environment.

CC4X. Designs learning experiences to promotestudents’ skills in the use of technologies.

CC4Y. Evaluates teaching resources and curricularmaterials for comprehensiveness, accuracy, andusefulness.







School

LanguageDevelopment


of Reading


Society

11

CC4Z. Utilizes resources and materials that aredevelopmentally and functionally valid.

CC4AA. Uses the principle of partial participationin planning for all students.

CC4BB. Develops curricula relevant to life skillsdomains: domestic, recreation/ leisure, vocational,and community.

CC4CC. Plans and implements ransition programsappropriate to the age and skill level of thestudent.

Illinois Common Core Standards for all SpecialEducatorsSTANDARD 5 - Learning EnvironmentThe competent special education teacher uses anunderstanding of individual and group motivationand behavior to create a learning environment thatencourages positive social interaction, activeengagement in learning, and self-motivation. [28.100(e)]

Knowledge - The competent special educationteacher understands:CC5A. Strategies for preparing individuals to liveharmoniously and productively in a multi-class,multiethnic, multicultural, and multinational world.


CC5B. Basic classroom management theories andmethods.

CC5C. Aspects of the physical setting, schedule,routines, and transitions that promote developmentand learning.

CC5D. The effects of teacher attitudes andbehaviors on all students.

CC5E. Laws, rules and regulations, proceduralsafeguards, and ethical considerations regardingmanagement of behaviors of individuals withdisabilities.







School

LanguageDevelopment


of Reading


Society

12

CC5F. Strategies for individual behaviormanagement, crisis prevention, and intervention.

CC5G. Functional assessment of behavior and thecomponents of behavior intervention plans.

CC5H. Approaches to adapting environments tomeet the specific learning and developmentalneeds of individuals.

CC5I. Strategies for conflict resolution.

CC5J. Effective instructional strategies for socialskills development.

CC5K. Issues, resources, and techniques related tothe integration of students with disabilities into andout of special centers, psychiatric hospitals, andresidential treatment centers.

CC5L. How to identify realistic expectations forstudent behavior in various settings.

CC5M. The characteristics of environments,including materials, equipment, and spatialarrangements, that facilitate development, learningand interaction between and among students.

CC5N. Ways in which technology can assist withcreating and managing the learning environment.

CC5O. Common environmental barriers thathinder accessibility.

CC5P. Personal attitudes and biases that affectacceptance of individuals with disabilities.

CC5Q. Supervision of paraeducators.

Performance - The competent specialeducation teacher:CC5R. Identifies, uses and evaluates appropriatereinforcers to enhance learning and motivation.







School

LanguageDevelopment


of Reading


Society

13

CC5S. Uses strategies and techniques to arrangeand modify the learning environment to facilitatelearning according to an individual’s physical,sensory, and/or behavioral needs.

CC5T. Designs, structures, and manages dailyroutines effectively, including transition time forgroups and individuals.

CC5U. Uses assistive technology, when applicable,to create, arrange, and maintain a positiveenvironment that facilitates learning andinteraction.

CC5V. Monitors and analyzes changes in individualand group behavior and performance acrosssettings, curricular areas, and activities.

CC5W. Designs, implements, and evaluatesinstructional programs that enhance an individual'ssocial participation in family, school, andcommunity activities.

CC5X. develops, implements, and evaluates theeffects of positive behavior intervention techniques and individual behavior intervention plans forindividuals with disabilities.

CC5Y. Applies appropriate, non-aversive, leastintrusive management procedures when presentedwith spontaneous behavioral problems.

CC5Z. Elects target behaviors to be changed andconducts a functional assessment of the targetbehavior.

CC5AA. Plans and directs the activities ofclassroom paraeducators, volunteers, and/or peertutors.

CC5BB. Coordinates activities with related servicespersonnel to maximize instruction and time.







School

LanguageDevelopment


of Reading


Society

14

CC5CC. Uses procedures to help individualsdevelop self-awareness, self-control, self-reliance,self-esteem, and self-determination and managetheir own behavior.

CC5DD. Uses transfers (floor to sitting, sitting tofloor, chair to chair) correctly and identifiesincorrect procedures for handling and positioning.

CC5EE. Facilitates mobility including head andtrunk control, sitting, crawling, standing, walking,and wheelchair use.

Illinois Common Core Standards for all Special EducatorsSTANDARD 6 - Instructional DeliveryThe competent special education teacherunderstands the central concepts and methods ofinquiry; uses a variety of instructional strategies toencourage students' development of criticalthinking, problem solving, and performance skills;and creates learning experiences that makecontent meaningful to all student (ages 3 – 21). [28.100(f)]

Knowledge - The competent special educationteacher understands:CC6A. Techniques for modifying instructionalmethods, curricular materials and the environmentto meet learners’ needs that are appropriate tothose learners’ ages and skill levels.

CC6B. How cultural and gender differences affectcommunication.

Introduced• ObservationalAnalysis• Interviews• LanguageAssessment








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Performance - The competent specialeducation teacher CC6C. Uses a variety of explanations and multiplerepresentations of concepts that capture key ideasto help students develop conceptualunderstandings.

CC6D. Stimulates student reflection on priorknowledge and links new ideas to already familiarideas and experiences.

CC6E. Facilitates learning experiences thatdevelop social skills.

CC6F. Uses instructional time effectively andefficiently.

CC6G. Chooses and implements instructionaltechniques and strategies that promote successfultransitions for individuals with disabilities.

CC6H. Adapts materials according to the needs ofindividuals with disabilities.

CC6I. Facilitates a learning community in whichindividual differences are respected.

CC6J. Creates varied opportunities for all studentsto use effective written, verbal, nonverbal andvisual communication.

CC6K. Uses research-supported instructionalstrategies and practices.

CC6L. Identifies ways to enhance a reinforcer’seffectiveness in instruction

CC6M. Uses chronologically age-appropriateinstruction and materials.

CC6N. Facilitates the integration of relatedservices into the instructional program.







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Illinois Common Core Standards for all SpecialEducatorsSTANDARD 7 - Collaborative Relationships The competent special education teacher usesknowledge of effective written, verbal, and visualcommunication techniques to foster active inquiry,collaboration, and supportive interaction amongprofessionals, parents, paraprofessionals, andstudents. [28.100(g)]

Knowledge - The competent special educationteacher understands:CC7A. Factors that promote effectivecommunication and collaboration with individuals,parents, families, and school and communitypersonnel in a culturally responsive program.


CC7B. Roles of individuals with disabilities,parents, teachers, and other school and communitypersonnel in planning an individualized program.

Introduced• Exams/Quizzes• Case Studies• Interviews

CC7C. Ethical practices for confidentialcommunication to others about individuals withdisabilities.

Introduced• Exams/Quizzes• Observational Analysis• Applied Projects

CC7D. Typical concerns of families of individualswith disabilities and appropriate strategies forcollaborating with families in addressing theseconcerns (including families transitioning into andout of the special education system).

CC7E. The effects of family and community ondevelopment, behavior and learning.

Introduced• Exams/Quizzes• Presentations• Case Studies


CC7F. Family systems theory and dynamics anddifferences in family structures and beliefs.







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CC7G. Roles and responsibilities of school-basedmedical and related services personnel,professional groups, and community organizationsin identifying, assessing, and providing services toindividuals with disabilities.

CC7H. Information generally available from family,school officials, legal system, and communityservice agencies.

CC7I. Early childhood settings and other agenciesrelated to young children and families asorganizations within the larger community context.

CC7J. Resources, strategies, networks,organizations, and unique services that work withindividuals with disabilities and their families(including career, vocational, and transitionsupport), including possible funding agencies andfinancial sources for secondary aged students(local, state, and federal).

Performance - The competent specialeducation teacher:CC7K. Collaborates with a team, includingfamilies, to develop and implement individualstudent programs (Individualized EducationPrograms [IEPs], Individualized Family ServicePlans [IFSPs], transition plans, etc.).

CC7L. Encourages and supports families in theirstudent’s programs and in becoming activeparticipants in the educational team.

CC7M. Plans and conducts collaborativeconferences with families or primary caregivers.

CC7N. Collaborates with parents and educators inthe use of specific academic or behaviormanagement strategies and counseling techniques.

CC7O. Initiates collaboration with others andcreates situations where that collaboration willenhance student learning.







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CC7P. Collaborates with classroom teachers,parents, paraeducators, and other school andcommunity personnel in integrating individuals withdisabilities into various social and learningenvironments.

CC7Q. Communicates with general educators,administrators, paraeducators, and other schoolpersonnel about characteristics and needs ofindividuals with disabilities.

CC7R. Assists students, in collaboration withparents and other professionals, in planning fortransition to adulthood including employment andcommunity and daily life, with maximumopportunities for decision-making and fullparticipation in the community.

CC7S. Demonstrates the ability to train, monitor,evaluate, and provide feedback to paraeducators.

CC7T. Works with colleagues to develop aneffective learning climate within the school.

Illinois Common Core Standards for all SpecialEducatorsSTANDARD 8 - Professional Conduct andLeadershipThe competent special education teacherunderstands teaching as a profession, maintainsstandards of professional conduct, and providesleadership to improve students’ learning and well-being. [28.100(h)]

Knowledge - The competent special educationteacher understands:CC8A. Personal and cultural biases and differencesthat affect one's teaching and interactions withothers.

Introduced• Reflective Writing• ObservationalAnalysis


CC8B. The importance of the teacher serving as arole model and advocate for all students.







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CC8C. Schools as organizations within the largercommunity context.

Introduced• Exams/Quizzes• Article Analysis• Presentations

CC8D. Consumer and professional organizations,publications, and journals relevant to individualswith disabilities.

CC8E. Nights to privacy, confidentiality, andrespect for differences among all personsinteracting with individuals with disabilities.

Performance - The competent specialeducation teacher:CC8F. Demonstrates commitment to developingthe highest educational and quality-of-life potentialof individuals with disabilities.

CC8G. Demonstrates positive regard for theculture, religion, gender, and sexual orientation ofindividual students and their families.

Introduced• Reflective Writing• Presentations• Role Play


CC8H. Promotes and maintains a high level ofintegrity in the practice of the profession inaccordance with the professional ethical standardsset forth in “What Every Special Educator MustKnow: The Standards for the Preparation andLicensure of Special Educators” (2000) publishedby the Council for Exceptional Children, 1920Association Drive, Reston, Virginia 20191. (Nolater amendments to or editions of these standardsare incorporated by this rule.)

CC8I. Exercises objective professional judgment inthe practice of the profession.

CC8J. Engages in professional activities thatbenefit individuals with disabilities, their families,and/or colleagues, including participation in theactivities of professional organizations relevant toindividuals with disabilities.







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CC8K. Recognizes signs of emotional distress,child abuse, and neglect and follows procedures forreporting known or suspected abuse or neglect toappropriate authorities.

CC8L. Maintains confidentiality of medical andacademic records and respect for privacy ofindividuals with disabilities.

CC8M. Maintains ethical responsibility to advocatefor the least restrictive environment andappropriate services.

Illinois Common Core Standards for all Special EducatorsSTANDARD 9 - Reflection and ProfessionalGrowthThe competent special education teacher is areflective practitioner who continually evaluateshow choices and actions affect students, parents,and other professionals in the learning communityand actively seeks opportunities to growprofessionally. [28.100(i)]

Knowledge - The competent special educationteacher understands:CC9A. Benefits and strategies of mentorship.

CC9B. The continuum of lifelong professionaldevelopment.

CC9C. Central concepts and methods of inquiry forreflecting on practice and problem-solving.

Introduced• ReflectiveWriting• ObservationalAnalysis• Case Studies

Performance - The competent specialeducation teacher:CC9D. Reflects on his or her practice to improveinstruction and guide professional growth.

CC9E. Ensures that his or her professionaldevelopment plan includes activities to remaincurrent regarding research-validated practice.







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Council for Exceptional Children Common CoreStandardsStandard 1 - FoundationsCommon CoreKnowledge:CEC1K1. Models, theories, and philosophies thatform the basis for special education practice.

CEC1K2. Laws, policies, and ethical principlesregarding behavior management planning andimplementation.

CEC1K3. Relationship of special education to theorganization and function of educational agencies.


CEC1K4. Rights and responsibilities of students,parents, teachers, and other professionals, andschools related to exceptional learning needs.




CEC1K5. Issues in definition and identification ofindividuals with exceptional learning needs,including those from culturally and linguisticallydiverse backgrounds.

Introduced• Exams/Quizzes• Interviews• Case Studies

CEC1K6. Issues, assurances and due processrights related to assessment, eligibility, andplacement within a continuum of services.

Introduced• Exams/Quizzes• Research Project/ Presentation• Case Studies

CEC1K7. Family systems and the role of families inthe educational process.








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CEC1K8. Historical points of view and contributionof culturally diverse groups.

Introduced• Exams/Quizzes• ResearchPaper


CEC1K9. Impact of the dominant culture onshaping schools and the individuals who study andwork in them.

Introduced• Exams/Quizzes• ResearchPaper• Case Studies


CEC1K10. Potential impact of differences invalues, languages, and customs that can existbetween the home and school.

Introduced• Exams/Quizzes• Interviews• Case Studies


Skill:CEC1S1. Articulate personal philosophy of specialeducation.

Council for Exceptional Children Common CoreStandardsStandard 2 - Development and Characteristicsof LearnersCommon CoreKnowledge:CEC2K1. Typical and atypical human growth anddevelopment.

Introduced• Exams/Quizzes• ObservationalAnalysis• Case Studies

Introduced• Exams/Quizzes• Observational Analysis• Case Studies

CEC2K2. Educational implications of characteristicsof various exceptionalities.

CEC2K3. Characteristics and effects of the culturaland environmental milieu of the individual withexceptional learning needs and the family.









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CEC2K4. Family systems and differences ofindividuals with and without exceptional learningneeds.

Introduced• Exams/Quizzes• Presentations• ResearchPaper

Introduced• Exams/Quizzes• Presentations• Research Paper

CEC2K5. Similarities and differences of individualswith and without exceptional learning needs.

Introduced• Exams/Quizzes• ObservationalAnalysis

Introduced• Exams/Quizzes• Observational Analysis

CEC2K6. Similarities and differences amongindividuals with exceptional learning needs.

Introduced• Exams/Quizzes• ObservationalAnalysis• Case Studies

CEC2K7. Effects of various medications onindividuals with exceptional learning needs.

Council for Exceptional Children Common CoreStandardsStandard 3 - Individual Learning DifferencesCommon CoreKnowledge:CEC3K1. Effects an exceptional condition(s) canhave on an individual’s life.

CEC3K2. Impact of learners’ academic and socialabilities, attitudes, interests, and values oninstruction and career development.

CEC3K3. Variations in beliefs, traditions, andvalues across and within cultures and their effectson relationships among individuals with exceptionallearning needs. Family, and schooling.








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CEC3K4. Cultural perspectives influencing therelationships among families, schools andcommunities as related to instruction.


CEC3K5. Differing ways of learning of individualswith exceptional learning needs including thosefrom culturally diverse backgrounds and strategiesfor addressing these differences.

Council for Exceptional Children Common CoreStandardsStandard 4 - Instructional StrategiesCommon CoreSkill:CEC4S1. Use strategies to facilitate integrationinto various settings.

CE4S2. Teach individuals t use self-assessment,problem solving, and other cognitive strategies tomeet their needs (replaces CC4.S12).

CEC4S3. Select, adapt, and use instructionalstrategies and materials according tocharacteristics of the individual with exceptionallearning needs.

CEC4S4. Use strategies to facilitate maintenanceand generalization of skills across learningenvironments.

CEC4S5. Use procedures to increase theindividual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.

CEC4S6. Use strategies that promote successfultransitions for individuals with exceptional learningneeds.







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Council for Exceptional Children Common CoreStandardsStandard 5 - Learning Environments andSocial InteractionsCommon CoreKnowledge:CEC5K1. Demands of learning environments.

CEC5K2. Basic classroom management theoriesand strategies for individuals with exceptionallearning needs.

CEC5K3. Effective management of teaching andlearning.

CEC5K4. Teacher attitudes and behaviors thatinfluence behavior of individuals with exceptionallearning needs.

CEC5K5. Social skills needed for educational andother environments.

CEC5K6. Strategies for crisis prevention andintervention.

CEC5K7. Strategies for preparing individuals tolive harmoniously and productively in a culturallydiverse world.


CEC5K8. Ways to create learning environmentsthat allow individuals to retain and appreciate theirown and each others’ respective language andcultural heritage.








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CEC5K9. Ways specific cultures are negativelystereotyped.


CEC5K10. Strategies used by diverse populationsto cope with a legacy of former and continuingracism.


Skills:CEC5S1. Create a safe, equitable, positive, andsupportive learning environment in whichdiversities are valued.

CEC5S2. Identify realistic expectations forpersonal and social behavior in various settings.

CEC5S3. Identify supports needed for integrationinto various program placements.

CEC5S4. Design learning environments thatencourage active participation in individual andgroup activities.

CEC5S5. Modify the learning environment tomanage behaviors.

CEC5S6. Use performance data and informationfrom all stakeholders to make or suggestmodifications in learning environments.

CEC5S7. Establish and maintain rapport withindividuals with and without exceptional learningneeds.

CEC5S8. Teach self-advocacy.

CEC5S9. Create an environment that encouragesself-advocacy and increased independence.







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CEC5S10. Use effective and varied behaviormanagement strategies.

CEC5S11. Use the least intensive behaviormanagement strategy consistent with the needs ofthe individual with exceptional learning needs.

CEC5S12. Design and manage daily routines.

CEC5S13. Organize, develop, and sustain learningenvironments that support positive intraculturaland intercultural experiences.

CEC5S14. Mediate controversial interculturalissues among students within the learningenvironment in ways that enhance any culture,group, or person.

CEC5S15. Structure, direct, and support theactivities of paraeducators, volunteers, and tutors.

CEC5S16. Use universal precautions.

Council for Exceptional Children Common CoreStandardsStandard 6- CommunicationCommon CoreKnowledge:CEC6K1. Effects of cultural and linguisticdifferences on growth and development.

Introduced• Exams/Quizzes• Case Studies• ResearchProject/Presentation

Introduced• Exams/Quizzes• Case Studies• Research Project/Presentation

Introduced• LanguageAssessment

CEC6K2. Characteristics of one’s own culture anduse of language and the ways in which these candiffer from other cultures and uses of languages.

Introduced• ReflectiveWriting• Case Studies• ObservationalAnalysis

Introduced• Reflective Writing• Case Studies• ObservationalAnalysis


CEC6K3. Ways of behaving and communicatingamong cultures that can lead to misinterpretationand misunderstanding.

Introduced• Exams/Quizzes• Role Play








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CEC6K4. Augmentative and assistivecommunication strategies.

Skills:CEC6S1. Use strategies to support and enhancecommunication skills of individuals with exceptionallearning needs.

CEC6S2. Use communication strategies andresources to facilitate understanding of subjectmatter for students whose primary language is notthe dominant language.

Council for Exceptional Children Common CoreStandardsStandard 7 - Instructional PlanningCommon CoreKnowledge:CEC7K1. Theories and research that form thebasis of curriculum development and instructionalpractice.

CEC7K2. Scope and sequences of general andspecial curricula.

CEC7K3. National, state or provincial, and localcurricula standards.

Introduced• Exams/Quizzes• Analysis of StudentWork• Interviews

CEC7K4. Technology for planning and managingthe teaching and learning environment.

CEC7K5. Roles and responsibilities of theparaeducator related to instruction, intervention,and direct service.

Skills:CEC7S1. Identify and prioritize areas of thegeneral curriculum and accommodations forindividuals with exceptional learning needs.

CEC7S2. Develop and implement comprehensive,longitudinal individualized programs incollaboration with team members.







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CEC7S3. Involve the individual and family insetting instructional goals and monitoring progress.

CEC7S4. Use functional assessments to developintervention plans.

CEC7S5. Use task analysis.

CES7S6. Sequence, implement, and evaluateindividualized learning objectives.

CEC7S7. Integrate affective, social, and life skillswith academic curricula.

CEC7S8. Develop and select instructional content,resources, and strategies that respond to cultural,linguistic, and gender differences.

CEC7S9. Incorporate and implement instructionaland assistive technology into the educationalprogram.

CEC7S10. Prepare lesson plans.

CEC7S11. Prepare and organize materials toimplement daily lesson plans.

CEC7S12. Use instructional time effectively.

CEC7S13. Make responsive adjustments toinstruction based on continual observations.

CEC7S14. Prepare individuals to exhibit self-enhancing behavior in response to societalattitudes and actions.


Council for Exceptional Children Common CoreStandardsStandard 8 - AssessmentCommon CoreKnowledge:CEC8K1. Basic terminology used in assessment.







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CEC8K2. Legal providions and ethical principlesregarding assessment of individuals.

CEC8K3. Screening, pre-referral, referral, andclassification procedures.

CEC8K4. Use and limitations of assessmentinstruments.

CEC8K5. National, state or provincial, and localaccommodations and modifications.

Skills:CEC8S1. Gather relevant background information.

CEC8S2. Administer nonbiased formal andinformal assessments.

CEC8S3. Use technology to conduct assessments.

CEC8S4. Develop or modify individualizedassessment strategies.

CEC8S5. Interpret information from formal andinformal assessments.

CEC8S6. Use assessment information in makingeligibility, program, and placement decisions forindividuals with exceptional learning needs,including those form culturally and/or linguisticallydiverse backgrounds.

CEC8S7. Report assessment results to allstakeholders using effective communication skills.

CEC8S8. Evaluate instruction and monitorprogress of individuals with exceptional learningneeds.

CEC8S9. Develop or modify individualizedassessment strategies.

CEC8S10. Create and maintain records.







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Council for Exceptional Children Common CoreStandardsStandard 9 - Professional and Ethical PracticeCommon CoreKnowledge:CEC9K1. Personal cultural biases and differencesthat affect one’s teaching.

Introduced• Pre/PostPhilosophy Paper• Interviews

Introduced• Pre/Post PhilosophyPaper• Interviews


CEC9K2. Importance of the teacher serving as amodel for individuals with exceptional learningneeds.

CEC9K3. Continuum of lifelong professionaldevelopment.

CEC9K4. Methods to remain current regardingresearch-validated practice.

Skills:CEC9S1. Practice within the CEC Code of Ethicsand other standards of the profession.

CEC9S2. Uphold high standards of competenceand integrity and exercise sound judgment in thepractice of the professional.

CEC9S3. Act ethically in advocating forappropriate services.

CEC9S4. Conduct professional activities incompliance with applicable laws and policies.

CEC9S5. Demonstrate commitment to developingthe highest education and quality-of-life potentialof individuals with exceptional learning needs.

CEC9S6. Demonstrate sensitivity for the culture,language, religion, gender, disability, socio-economic status, and sexual orientation ofindividuals.


CEC9S7. Practice within one’s skill limit and obtainassistance as needed.







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CEC9S8. Use verbal, nonverbal, and writtenlanguage effectively.

CEC9S9. Conduct self-evaluation of instruction.

CEC9S10. Access information on exceptionalities.

CEC9S11. Reflect on one’s practice to improveinstruction and guide professional growth.

CE9S12. Engage in professional activities thatbenefit individuals with exceptional learning needs,their families, and one’s colleagues.

Council for Exceptional Children Common CoreStandardsStandard 10 - CollaborationCommon CoreKnowledge:CEC10K1. Models and strategies of consultationand collaboration.

CEC10K2. Roles of individuals with exceptionallearning needs, families, and school andocmmunity personnel in planning of aindividualized program.

Introduced• Exams /Quizzes• Case Studies• Interviews

CEC10K3. Concerns of families of individuals withexceptional learning needs and strategies to helpaddress these concerns.

CEC10K4. Culturally responsive factors thatpromote effective communication and collaborationwith individuals with exceptional learning needs,families, school personnel, and communitymembers.

Skills:CEC10S1. Maintain confidential communicationabout individuals with exceptional learning needs.

CEC10S2. Collaborate with families and others inassessment of individuals with exceptional learningneeds and their families.







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CEC10S3. Foster respectful and beneficialrelationships between families and professionals.

CEC10S4. Assist individuals with exceptionallearning needs and their families in becomingactive participants in the educational team.

CEC10S5. Plan and conduct collaborativeconferences with individuals with exceptionallearning needs and their families.

CEC10S6. Collaborate with school personnel andcommunity members in integrating individuals withexceptional learning needs into various settings.

CEC10S7. Use group problem solving skills todevelop, implement and evaluate collaborativeactivities.

CEC10S8. Model techniques and coach others inthe use of instructional methods andaccommodations.

CEC10S9. Communicate with school personnelabout the characteristics and needs of individualswith exceptional learning needs.

CEC10S10. Communicate effectively with familiesof individuals with exceptional learning needs fromdiverse backgrounds.

CEC10S11. Observe, evaluate and providefeedback to paraeducators.

Overview Associate in Arts in Teaching Special Education ......intending to pursue an AAT in Special...

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