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Student Outcomes

SPECIAL EDUCATION

Spring 2007

College of Education Special Education ProgramSeattle University Student Outcomes

Knowledge Base: Special Education Program

Organizing ThemeConsistent with the mission, vision, and goals of Seattle University and the College of Education, the Special Education program prepares knowledgeable, ethical and reflective special educators for quality service in diverse communities. The knowledge base of the program is organized around the following key elements of the organizing theme:

A. Knowledgeable (Professional) Service

The Special Education program is designed to prepare highly-skilled, highly qualified special educators for service in an array of professional roles, including as special education teachers and general education classroom teachers with a specialized knowledge of research based instruction and assessment for children with disabilities.

The Special Education program is closely aligned with the CEC Performance Based Standards of the Council of Exceptional Children (CEC) including coursework and field experiences that addresses: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, language, instructional planning, assessment, professional and ethical practice, and collaboration. In addition the program is also aligned with the State of Washington endorsement competencies as specified in the Washington Administrative Code (WAC). The Washington State Endorsement Competencies are based upon the Knowledge and Skill Standards of CEC. Activities within each course in the Special Education program have been closely tied to specific performance based requirements. These standards and competencies are aligned with program outcomes in Appendix A.

The knowledgeable special educator has highly developed skills in instruction and assessment, the ability to create an environment for learning, and a commitment to and capacity for ongoing professional development. Professionals who assist children in becoming competent, confident, young adults understand and enact strategies that draw on these complex elements. Each of the required courses and experiences of the Special Education Program is grounded in the theoretical, historical and research base to develop special education professionals to meet the requirements of the field (Baca & Cervantes, 2004: Castro & Mastropiere, 1985: Greeenspan & Wieder, 1998; Mastropiere, & Scruggs, 2002; Mercer & Mercer, 2003; Peck, et al, 2004; & Shinn, 2002). The integrated curriculum draws on the fields of literacy, special education, and general education.

Students benefit from diverse perspectives on learning needs and solutions and are guided to synthesize their knowledge and skills in direct application through the capstone course, SPED 549 Practicum, in which they assume the role of special educators with students with a variety of learning needs including literacy, math, writing and social skills. The students are supervised by

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an experienced team of special education professionals and faculty. Through the practicum, students demonstrate and are evaluated on all of the skill competencies of the program.

B. Ethical Service

The Special Education program is based upon a set of core values consistent with the Catholic Jesuit character of Seattle University: Collaboration and collegiality, shared decision-making, servant leadership, and empowerment of others through knowledge and skills. These values permeate the entire program.

Special educators must provide ethical leadership in their positions in the schools and in the communities as providers of direct service to children; in collaboration with other professionals; and in advocacy for students, families, and teacher colleagues. The ethical expectations of the program are specified in the standards of the Council for Exceptional Children as well as in the Personal and Professional Dispositions of the program. Students in, and graduates of, the Special Education program are expected to demonstrate the highest levels of ethical care and stewardship. Students are evaluated on these key dispositions at key points during the program, including prior to being admitted to SPED 549 Practicum.

C. Reflective Service

Through reflection, special educators continually reassess and refine their professional practice. Throughout the program, course assignments integrate theory, practice, and reflection as students are guided to understand the foundations of research based practices, implement effective instruction and assessment, and then examine that practice and their own developing knowledge and skills. The reflective component is essential to the program’s organizing theme, and assignments requiring reflection are integrated throughout students' coursework. For example, reflection is built into the practicum (SPED 549) and students are asked to write a philosophy statement, as well as a self analysis of their teaching. The focus of EDUC 530 (Philosophy of Education) is also reflective in nature.

D. Service for Diverse Communities

Special educators have a particular obligation to understand the impact of ethnic, cultural, socioeconomic, and linguistic diversity on learning and to respect individual needs and backgrounds and to provide effective service to all students. They must develop and select learning experiences and strategies that affirm and respect, family, cultural, and societal diversity, including language differences.

SPED 540 (Introduction to Special Education and Learning Disorders and LITC 525 (Seminar in Literacy Instruction), both required course, provide an overview of the diverse backgrounds, needs, and strengths of students in the K-12 classroom. SPED 541 (Multicultural/Bilingual Issues in Learning) specifically explores the impact of culture and multilingualism on learning. LITC 524 addresses issues of assessing students’ literacy learning with respect for students’ varying cultural and linguistic backgrounds; LITC 527 examines specialized literacy techniques

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related to K-12 students’ cultural and language backgrounds (LITC 524 or LITC 527 is required). In addition, diversity issues are infused in coursework throughout the College of Education curriculum. For example, EDUC 522 and EDUC 523, (Child and Adolescent Psychology and Learning), include a focus on understanding family and cultural contexts which impact development. Finally, the practicum (SPED 549) requires demonstration of competent assessment of students with a variety of learning needs and from varied ethnic and cultural backgrounds.

Alignment with Professional Standards

The curriculum of the Special Education program is guided by scientifically-based research and theories of assessment, methodology and services for children and young adults with disabilities Bender, 2004; Baca & Cervantes, 2004; Beninger & Abbott, 2002; Greenspan & Wieder, 1998; Kauffman, et al. 2005; Shinn, et al, 2002). The Special Education program is closely aligned with the CEC Performance Based Standards of the Council of Exceptional Children (CEC) including coursework and field experiences that addresses: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, language, instructional planning, assessment, professional and ethical practice, and collaboration. In addition the program is also aligned with the State of Washington endorsement competencies as specified in the Washington Administrative Code (WAC). The Washington State Endorsement Competencies are based upon the Knowledge and Skill Standards of CEC. Activities within each course in the Special Education program have been closely tied to specific performance based requirements.

With the overall goal of preparing knowledgeable, ethical and reflective special educators for quality service in diverse communities, the following broad program competencies guide the preparation of all students:

A. Knowledge and Skills Competencies

Knowledge and skills competencies are measured by performance in course, the practicum (SPED 549), and on the comprehensive examination aligned to the following standards and elements:

1. Foundational Knowledge: Special education professionals have knowledge of the foundations of special education law, characteristics of learners and disability, and individual learning differences.

Special education professionals must be well-grounded in current research and established theories of disability. Such foundational knowledge should be based on a comprehensive model of legal aspects of disability and special education, research-based learning processes and impact of disability on learning differences taking into account cultural, linguistic and socio-economic diversity.

2. Instructional strategies and curriculum materials: Special education professionals use a wide range of instructional practices, approaches, methods and curricula materials to support learning by students with disabilities. These strategies and curriculum must be research-

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based, involve a thorough knowledge of the learner’s individual differences, and various teaching approaches, materials and organizational models. Special education professionals must understand and actively address the moral, ethical and values dimensions of disability that affect instruction and students equitable access to effective materials and instruction.

3. Assessment, Diagnosis, and Evaluation: Special education professionals use a variety of assessment tools and practices to plan and evaluate effective instruction. Research-based practices include administering a wide range of assessment tools and practices to identify proficiencies and difficulties to plan, evaluate and revise effective instruction that meets the individual needs of the students, including those from different cultural and linguistic backgrounds.

4. Creating a Learning Environment: special education professionals create and support an environment that fosters learning through careful planning, content and practice and managing the teaching and learning environment. Communication and collaborative partnership with other professionals, families and the students are critical to the work of the special education professional.

5. Professional and Ethical Practices: Special education professionals commit to knowing, understanding, and applying the highest professional standards which include developing and demonstrating positive relationships with students, colleagues, program faculty, and educational professionals.

Knowledge and skills competencies are measured by the performance and summative evaluations in course work and the formative evaluation of the practicum (SPED 549), the comprehensive examination aligned to the standards and elements as specified in the Washington Administrative Code (WAC) and the Special Education PRAXIS. The CEC and WAC standards, knowledge and skill competencies are aligned with the Special Education courses in Appendix A.

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College of Education Special Education ProgramSeattle University Program Description

Appendix A

Alignment of Course Content with Professional Standards

SPED Program Outcomes:Knowledge and Skills

(Council for Exceptional Children Competencies)

WA StateSpecial Education Endorsement

Competencies

SPED ProgramCourse

Requirements

Performance Evidence

1. Foundational Knowledge: Special Educators have knowledge of the foundations of special education. As a result, graduates can:

Note:CC indicates common coreGC indicates general coreK indicates knowledgeS indicates skillsCC1K1 Models, theories, and philosophies that form the basis for special education practice.CC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation.CC1K3 Relationship of special education to the organization and function of educational agencies.CC1K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs.CC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.CC1K6 Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services.CC1K7 Family systems and the role of families in the educational process.CC1K8 Historical points of view and contribution of culturally diverse groups.

KnowledgeK1.1 Models, theories, philosophies, and

regulatory history that form the basis for special education practice. • Continuum of placement and services available for individuals with disabilities • Principles of normalization and concept of least restrictive environment • Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. • Historical, philosophical, and legal basis of services for young children with and without disabilities.

K1.2 Washington Administrative Code for Special Education.

K1.3 Variations in beliefs, traditions, and values across and within cultures and their effects of the relationships among child, family, and schooling.

K1.4 Issues in definition and identification of individuals with disabilities, including those from culturally and linguistically diverse backgrounds.

SPED 540

SPED 541

SPED 542

SPED 543

SPED 545

Formative

Critical Issues and Reflection Papers(CC1K1-K8)Research Papers (CC1K1-K8, GC1K1)Final Project (GC1K3-K7)

Critical Issues and Reflection Papers(CC1K5, CC1K8 - CC1K10, GC1K7)

Research Review (CC1K1, CC1K4, GC1K2, GC1K5, GC1K8-K9)Strategy Project (CC1K1, CC1K4, GC1K2, GC1K5, GC1K8-K9)Philosophy Paper (CC1S1)

Classroom Management Plan(CC1 K2 – K6) Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives (CCK1 – K5, GC1K2, K7, K9)

Intervention Project (GC1K7)

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CC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them.CC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school.GC1K1 Definitions and issues related to the identification of individuals with disabilities.GC1K2 Models and theories of deviance and behavior problems.GC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.GC1K4 The legal, judicial, and educational systems to assist individuals with disabilities.GC1K5 Continuum of placement and services available for individuals with disabilities.GC1K6 Laws and policies related to provision of specialized health care in educational settings.GC1K7 Factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with disabilities.GC1K8 Principles of normalization and concept of least restrictive environment.GC1K9 Theory of reinforcement techniques in serving individuals with disabilities.CC1S1 Articulate personal philosophy of special education.

K1.5 Issues, assurances, case law, and due process rights related to assessment, eligibility, and placement within a continuum of services.

K1.6 Rights and responsibilities related to disabilities.

K1.7 Variety of ways different cultures understand disabilities and illness.

K1.8 Potential impact of differences in values, languages, and customs that can exist between the home and school.

K1.9 Laws, policies, and ethical principles regarding individual and group behavior management planning and implementation.

K1.10 Definitions and issues related to the identification of individuals with disabilities.

K1.11 The legal, judicial, and educational systems to assist individuals with disabilities.

K1.12 Laws and policies related to provision of specialized health care in educational settings.

K1.13 Factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with disabilities.

K1.14 Current trends and issues in early intervention (Birth to three), early childhood education, early childhood special education, and special education

K1.15 Federal and state legislation that affects children, families, and programs for young children (IDEA

SPED 546

SPED 547

SPSY 562

SPED 549

Full FBA and BIPIEP Present Levels of Performance(CC1K2 – CC1K5, GC1K2, K7, K9)

Research Article Review & Special Topics Paper(CC1K1- CC1K7, GC1K1, GC1K8)

Research Topic & Presentation(CC1K7, K10)

Personal Philosophy Paper (CC1S1)Case Study and IEP (CC1K4 – K5)

SummativePracticum Evaluation (CC1K2 – K6)

Comprehensive Examination ( CC1K1, CC1K3, CC1K4-K8, GC1K1, GC1K3-K6))

Special Education PRAXIS

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Part B, C, 619, ADA, ESA) SkillS1.1 Articulate personal philosophy of

special education. S1.2 Use WAC as source document for

design and implementation of special education and related services.

S1.3 Use strategies from multiple theoretical approaches for individuals with disabilities.

S1.4 Identify similarities and differences of major provisions of Part B and Part C of IDEA.

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Competencies

SPED ProgramCourse

Requirements


2. Development and Characteristics of Learners: Special Educators have knowledge of the development and characteristics of exceptional and typically developing learners. As a result, graduates can:CC2K1 Typical and atypical human growth and development.CC2K2 Educational implications of characteristics of various exceptionalities.CC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family.CC2K4 Family systems and the role of families in supporting development.CC2K5 Similarities and differences of individuals with and without exceptional learning needs.CC2K6 Similarities and differences among individuals with exceptional learning needs.CC2K7 Effects of various medications on individuals with exceptional learning needs.GC2K1 Etiology and diagnosis related to various theoretical approaches.GC2K2 Impact of sensory impairments, physical and health disabilities on individuals, families, and society.GC2K3 Etiologies and medical aspects of conditions affecting individuals with disabilities.GC2K4 Psychological and social-emotional characteristics of individuals with disabilities.GC2K5 Common etiologies and the impact of sensory disabilities on learning and experience.GC2K6 Types and transmission routes of

K2.1 Typical and atypical human growth and development.

K2.2 Similarities and differences of individuals with and without disabilities.

K2.3 Similarities and differences among individuals with disabilities.

K2.4 Educational implications of characteristics of various disabilities.

K2.5 Effects a disability(ies) can have on an individual’s life.

K2.6 Characteristics and effects of the cultural and environmental milieu on the child and the family.

K2.7 Effects of cultural, socio-economic, and linguistic differences on growth and development.

K2.8 Effects of various medications on individuals with disabilities.

K2.9 Current and historical theories of diagnosis and etiology.

K2.10 Impact of sensory impairments, physical and health disabilities on individuals, families and society.

K2.11 Etiologies and medical aspects of conditions affecting individuals with disabilities

K2.12 Impact of a delay or disability on psychological and social-emotional

SPED 540

SPED 541

SPED 542

SPED 543

SPED 546

SPED 547

Formative

Critical Issues and Reflection Papers(CC2K1-K6))Research Papers (CC2K6-K6)Final Project (CC2K6-K6)

Critical Issues and Reflection Papers(CC2K2)

Research Review (CC2K2, CC2K3)Strategy Project (CC2K7-K2)

Classroom Management Plan(CC2K2 – K3, GC2K4 - K5) Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives (CC2K2 – K3, GC2K4 - K5)

Full FBA and BIPIEP Present Levels of Performance (CC2K2 – K3, GC2K4 - K5)

Research Article Review & Special Topics Paper(CC2K1- GC2K6)

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infectious disease. development. K2.13 Common etiologies and the impact

of sensory disabilities on learning and experience.

K2.14 Types and transmission routes of infectious diseases associated with disabilities.

K2.15 Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development.

Skill S2.1 Access information on disabilities. S2.2 Monitor and communicate the

effects of various medications on individuals with disabilities.

S2.3 Use current information on etiology and diagnosis to inform instructional practice.

S2.4 Apply theories of child development, both typical and atypical and apply current research with emphasis on cognitive, motor, social-emotional, behavioral, communication including second language acquisition, adaptive, and aesthetic, development in learning situations, family, and community contexts.

S2.5 Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society.

SPSY 562 Research Topic & Presentation(CCK4)

SummativePracticum Evaluation (GC2K1 – CC2K5)

Comprehensive Examination (CC2K6)


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Competencies

SPED ProgramCourse

Requirements


3: Individual Learning Differences: Special Educators have knowledge of the individual learning differences of exceptional and typically developing learners. As a result, graduates can:CC3K1 Effects an exceptional condition(s) can have on an individual’s life.CC3K2 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.CC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.CC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction.CC3K5 Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences.GC3K1 Impact of disabilities on auditory and information processing skills.

GC3S1 Relate levels of support to the needs of the individual.

K3.1 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.

K3.2 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with disabilities, family, and schooling.

K3.3 Cultural perspectives influencing the relationships among families, schools, and communities as related to specially designed instruction.

K3.4 Differing ways of learning of individuals with disabilities and strategies for addressing these differences.

K3.5 Impact of multiple disabilities on behavior.

Skill S3.1 Select, adapt, and use instructional

strategies and materials according to characteristics of the learner.

S3.2 Develop and select learning experiences and strategies that affirm and respect, family, cultural, and societal diversity, including language differences.

SPED 540

SPED 541

SPED 542

SPED 543

SPED 545

SPED 546

SPED 547

Critical Issues and Reflection Papers CC3K1, GC3K1, GC3S1)Research Papers (CC3K2, CC3K3)Final Project (CC3K1-K4

Critical Issues and Reflection Papers(CC3K3 – CC3K5)

Research Review (CC3K, CC3K5, GC3K1)Strategy Project (GC3K1, GC3S1)

Classroom Management Plan(CC3K2, GC3K5, GCK1, GCS1,) Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives (CC3K2, GC3K5, GCK1, GCS1)

Intervention Project(CC3K4 – K5, GCS1)

Full FBA and BIPIEP Present Levels of Performance (CC3K2, GC3K5, GCK1, GCS1, GC 4K7 - S10)

Research Article Review & Special

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SPED 549

Topics Paper(CC3K1- CC3K3, GC3K5 – GC3S1)

Case Study and IEPLesson Planning and Implementation (CC3K1 – GC3S1)

SummativePracticum Evaluation (GC3K1 – GC3S1)

Comprehensive Examination (GC3S1)


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Competencies

SPED ProgramCourse

Requirements


4. Instructional Strategies: Special Educators have knowledge of the instructional strategies for exceptional and typically developing learners. As a result, graduates can:GC4K1 Sources of specialized materials, curricula, and resources for individuals with disabilities.GC4K2 Strategies to prepare for and take tests.GC4K3 Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities.GC4K4 Prevention and intervention strategies for individuals at risk for a disability.GC4K5 Strategies for integrating student-initiated learning experiences into ongoing instruction.GC4K6 Methods for increasing accuracy and proficiency in math calculations and applications.GC4K7 Methods for guiding individuals in identifying and organizing critical content.CC4S1 Use strategies to facilitate integration into various settings.CC4S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs.CC4S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.CC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments.CC4S5 Use procedures to increase the

KnowledgeK4.1 Basic terminology used in

assessment of individuals with disabilities.

K4.2 Legal provisions and ethical principles regarding assessment of individuals.

K4.3 Childfind screening, pre-referral, referral, and eligibility procedures.

K4.4 Use and limitations of instruments and procedures for assessing individuals with disabilities including young children.

K4.5 Assessment accommodations, modifications, and alternatives and when to apply each.

K4.6 Use of technology to conduct individualized assessment.

K4.7 Knowledge of reliable methods of response of individuals who lack typical communication and performance abilities.

SkillS4.1 Collaborate with families, related

service personnel and others in assessment of individuals with disabilities.

S4.2 Create and maintain records. S4.3 Gather relevant background

information including families

SPED 540

SPED 542

SPED 543

SPED 545

SPED 546

SPED 547

FormativeResearch Papers and Final Project (GC4K3, CC4S5, GC4S1, GC4S9)

Research Review and Strategy Project (GC4K1-K7, CC4S1-16)

Classroom Management Plan (GC4K1, K3 - 5, GC4K7 – GC4S9)Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives (GC4K1, K3 - 5, GC4K7 – GC4S9)

Intervention Project(GC4K1, GC4K3, GC4K7 – GC4S8, GC4S11)

Full FBA and BIPIEP Present Levels of Performance (GC4K1, K3 - 5, GC4K7 – GC4S9)

Research Article Review & Special Topics Paper(GC4K1, GC4S1, GC4S3 – GC4S2,GC4S7 – GC4S11)

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individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.CC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs.GC4S1 Use research-supported methods for academic and nonacademic instruction of individuals with disabilities.GC4S2 Use strategies from multiple theoretical approaches for individuals with disabilities.GC4S3 Teach learning strategies and study skills to acquire academic content.GC4S4 Use reading methods appropriate to individuals with disabilities.GC4S5 Use methods to teach mathematics appropriate to the individuals with disabilities.GC4S6 Modify pace of instruction and provide organizational cures.GC4S7 Use appropriate adaptations and technology for all individuals with disabilities.GC4S8 Resources and techniques used to transition individuals with disabilities into and out of school and post-school environments.GC4S9 Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities.GC4S10 Identify and teach basic structures and relationships within and across curricula.GC4S11 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval.GC4S12 Use responses and errors to guide instructional decisions and provide feedback to learners.GC4S13 Identify and teach essential concepts, vocabulary, and content across the general curriculum.GC4S14 Implement systematic instruction in teaching reading comprehension and

S4.4 Develop and administer nonbiased, informal assessments.

S4.5 Use formal and informal assessments including observation methods.

S4.6 Interpret information from formal and informal assessments.

S4.7 Utilize ongoing evaluation/assessment data to determine the effectiveness of specially designed instruction and related services.

S4.8 Use performance data and information from all stakeholders to make or suggest modifications in learning environments.

S4.9 Select, adapt and modify individualized assessment strategies including accommodations and alternative assessment.

S4.10 Use assessment information in making eligibility, program, and placement decisions for individuals with disabilities, including those from culturally and/or linguistically diverse backgrounds.

S4.11 Evaluate instruction and monitor progress of individuals with disabilities at least as often as prescribed by LEA policy.

S4.12 Identify supports needed for inclusion.

S4.13 Use technology to conduct assessment.

S4.14 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities.

S4.15 Monitor behavior changes across

LIT 546

SPED 549

Case Study (GC4S14 – GC4S16)

Case Study and IEPLesson Planning and Implementation (GC4K1 – GC4S16)

SummativePracticum Evaluation (GC4K1 – GC4S16)

Comprehensive Examination (GC4K5, CC4S3, GC4S1)


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monitoring strategies.GC4S15 Teach strategies for organizing and composing written products.GC4S16 Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language.

subjects and activities. S4.16 Use assessment results to develop

instructional plans. S4.17 Plan for and link current

developmental and learning experiences and teaching strategies with those of the next educational setting, including knowledge of resources specifically designed to articulate early childhood curriculum to the state learning goals.

S4.18 Communicate and integrate assessment results from others as an active team participant in the development and implementation the Individual Educational Program (IEP) and Individual Family Service Plan (IFSP).

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Competencies

SPED ProgramCourse

Requirements


5. Learning Environments and Social Interactions: Special Educators have knowledge of the learning environments needed by and the social interactions of exceptional and typically developing learners. As a result, graduates can:CC5K1 Demands of learning environments.CC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs.CC5K3 Effective management of teaching and learning.CC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.CC5K5 Social skills needed for educational and other environments.CC5K6 Strategies for crisis prevention and intervention.CC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world.CC5K8 Ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage.CC5K9 Ways specific cultures are negatively stereotyped.

CC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism.GC5K1 Barriers to accessibility and acceptance of individuals with disabilities.GC5K2 Adaptation of the physical environment to provide optimal learning

Knowledge K5.1 Characteristics and demands of the

continuum of service options. K5.2 Scope and sequence of general and

special curricula, and materials, including the EALRs.

K5.3 Methods for increasing positive impact on student learning in reading.

K5.4 Methods for increasing positive impact on student learning in mathematics.

K5.5 Methods for increasing positive impact on student learning in written expression.

K5.6 Learning strategies and study skills to acquire and demonstrate academic content.

K5.7 Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities.

K5.8 Pre-referral prevention and intervention strategies.

K5.9 Strategies for integrating student initiated learning experiences into ongoing instruction.

K5.10 Theories and research that form the basis of curriculum development and instructional practice.

SPED 540

SPED 541

SPED 542

SPED 543

SPED 545

SPED 546

Formative

Research Papers and Final Project (CC5K1, CC5K4,GC5K1, CC5S8, CC5S9)

Critical Issues and Reflection Papers(CC5K2-K4, GC5K2—3, CC5S1-S4, CC5S9, CC5S12, S13, S16, GC5S4)

Research Review and Strategy Project (GC4K1-K7, CC4S1-16)

Classroom Management Plan (CCK5K1 K3, GC5K3 – CC5S6, S10 - S11, CC5S12)Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives (CCK5K1 K3, GC5K3 – CC5S6, S10 -S11)

Intervention Project(CCK3, GCK5, CC5S6, S10,

Full FBA and BIPIEP Present Levels of Performance (CCK5K1 K3, GC5K3 – CC5S6)

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opportunities for individuals with disabilities.GC5K3 Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings.CC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued.CC5S2 Identify realistic expectations for personal and social behavior in various settings.CC5S3 Identify supports needed for integration into various program placements.CC5S4 Design learning environments that encourage active participation in individual and group activities.CC5S5 Modify the learning environment to manage behaviors.CC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments.CC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs.CC5S8 Teach self-advocacy.CC5S9 Create an environment that encourages self-advocacy and increased independence.CC5S10 Use effective and varied behavior management strategies.CC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs.CC5S12 Design and manage daily routines.CC5S13 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences.CC5S14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person.

K5.11 Technology for planning and managing the teaching and learning environment.

K5.12 Roles and responsibilities of the para-educator.

K5.13 Model career, vocational, and transition programs for individuals with disabilities.

Skill S5.1 Develop and select instructional

content, resources, and strategies that respond to the state learning goals and to cultural, linguistic, and gender differences.

S5.2 Implement instruction that is explicitly connected to assessment results.

S5.3 Develop and implement comprehensive, longitudinal IEPs in collaboration with team members.

S5.4 Choose and use technologies in the instructional process incorporating assistive technologies into the educational program.

S5.5 Develop plans which align with general curriculum including state learning goals, EALRs and benchmarks.

• modifications • accommodations

S5.6 Use strategies to facilitate integration into various settings.

S5.7 Use methods to teach reading that are appropriate.

S5.8 Use methods to teach mathematics that are appropriate.

S5.9 Use methods to teach written expression that are appropriate.

S5.10 Involve the individual and family in

SPED 547

SPED 549

Research Article Review & Special Topics Paper(CC5K1- CC5K7, CC5K2 – CC5S12, CC5S15 – GC5S3)

Case Study and IEPLesson Planning and Implementation (CC5K1 – GC5S1)

SummativePracticum Evaluation (CC5K1 – GC5S1)

Comprehensive Examination (CC5S6, CC5S11)


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CC5S15 Structure, direct, and support the activities of para-educators, volunteers, and tutors.CC5S16 Use universal precautions.GC5S1 Provide instruction in community-based settings.GC5S2 Use and maintain assistive technologies.GC5S3 Plan instruction in a variety of educational settings.GC5S4 Teach individuals with disabilities to give and receive meaningful feedback from peers and adults.GC5S5 Use skills in problem-solving and conflict resolution.GC5S6 Establish a consistent classroom routine for individuals with disabilities.

setting instructional goals and monitoring progress.

S5.11 Use task analysis to prepare lesson plans based on unique educational needs that are directly connected to the goals and objectives of the IEP.

S5.12 Sequence, implement, and evaluate individual learning objectives, including the appropriate use of the EALRs.

S5.13 Integrate affective, social, and life skills with academic curricula, including the appropriate use of the state learning goals.

S5.14 Use strategies for facilitating maintenance and generalization of skills across learning environments.

S5.15 Use instructional time to positively impact student learning.

S5.16 Teach individuals to use problem solving and other cognitive strategies to meet their needs.

S5.17 Use strategies that facilitate all transitions for individuals with disabilities. • early intervention to preschool

• preschool to elementary • elementary to middle level • middle level to high school • high school to beyond • individualized alternative settings to school

S5.18 Conduct self-evaluation of instruction.

S5.19 Make responsive adjustments to instruction based on ongoing assessment of student learning and document appropriately.

S5.20 Develop and select instructional 36


content, resources, and strategies that respond to the cultural, linguistic, and gender differences of the individual.

S5.21 Prepare lesson plans and organize materials for self and others

• para-educators• general educators• early childhood education providers

S5.22 Integrate academic instruction and behavior management.

S5.23 Plan for the integration of related services’ goals and objectives into the educational programs.

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Competencies

SPED ProgramCourse

Requirements


6. Language: Special Educators have knowledge of language and language development for exceptional and typically developing learners. As a result, graduates can:CC6K1 Effects of cultural and linguistic differences on growth and development.CC6K2 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.CC6K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.CC6K4 Augmentative and assistive communication strategies.GC6K1 Impact of language development and listening comprehension on academic and nonacademic learning of individuals with disabilities.GC6K2 Communication and social interaction alternatives for individuals who are nonspeaking.GC6K3 Typical language development and how that may differ for individuals with learning disabilities.CC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs.CC6S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.GC6S1 Enhance vocabulary development.GC6S2 Teach strategies for spelling accuracy

Knowledge K6.1 Basic classroom management

theories and strategies for individuals with disabilities.

K6.2 Research-based best practices for effective management of teaching and learning in individual, small group and large group settings.

K6.3 Ways to use technology in planning and managing the teaching and learning environment.

K6.4 Positive impact on student learning from the involvement of classroom volunteers, peer tutors, and para-educators.

K6.5 Para-educator recommended core competencies.

K6.6 Understand the need for general education and special education staff to coordinate learning programs to meet students’ needs.

K6.7 Strategies related to accessibility and acceptance of individuals with disabilities.

K6.8 Specialized health care interventions for individuals with physical and health disabilities in educational settings.

SPED 540

SPED 541

SPED 542

SPED 547

LIT 546

SPED 549

Research Papers and Final Project (CC6K1))

Critical Issues and Reflection Papers(CC6K1 – CC6K3)

Research Review and Strategy Project (CC6K4, GC6K1-K3, CC6S1-S5)

Research Article Review & Special Topics Paper(CC6K4, CC6K2, CC6S1, GC1K8, GC6S5)

Case Study (CC6S2 – GC6S3)

Case Study and IEPLesson Planning and Implementation(GC6S1 – GC6S4)

SummativePracticum Evaluation (GC6S1 – GC6S4)


38


and generalization.

GC6S3 Teach individuals with disabilities to monitor for errors in oral and written language.GC6S4 Teach methods and strategies for producing legible documents.GC6S5 Plan instruction on the use of alternative and augmentative communication systems.

Skill S6.1 Create a safe, equitable, positive,

and supportive learning environment in which diversities are valued.

S6.2 Use strategies to facilitate effective integration of students into their least restrictive environments.

S6.3 Prepare and organize materials to implement special education/related services, goals, and objectives of the IEP, and daily lesson plans.

S6.4 Design a learning environment that encourages active participation in individual and group activities.

S6.5 Design and manage effective daily routines.

S6.6 Direct, observe, evaluate, and provide feedback to classroom volunteers and peer tutors.

S6.7 Create an environment that encourages self-advocacy, increased independence, accessibility, and acceptance.

S6.8 Use universal precautions related to health issues.

S6.9 Use reasonable precautions related to safety issues (e.g., lifting mobility).

S6.10 Teach strategies to support students in developing skills in self advocacy.

S6.11 Design, implement, and evaluate instructional strategies for medical self-management procedures.

S6.12 Design an/or provide instruction in a variety of educational settings including community based settings.

39


S6.13 Implement nutrition and feeding strategies.

S6.14 Use appropriate health appraisal procedures and recommend referral to appropriate community health and social services.

40





Competencies

SPED ProgramCourse

Requirements


7. Instructional Planning: Special Educators have knowledge of effective instructional planning for exceptional and typically developing learners. As a result, graduates can:CC7K1 Theories and research that form the basis of curriculum development and instructional practice.CC7K2 Scope and sequences of general and special curricula.CC7K3 National, state or provincial, and local curricula standards.CC7K4 Technology for planning and managing the teaching and learning environment.CC7K5 Roles and responsibilities of the para-educator related to instruction, intervention, and direct service.GC7K1 Integrate academic instruction and behavior management for individuals and groups with disabilities.GC7K2 Model career, vocational, and transition programs for individuals with disabilities.GC7K3 Interventions and services for children who may be at risk for learning disabilities.GC7K4 Relationships among disabilities and reading instruction.CC7S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs.

CC7S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.

Knowledge K7.1 Laws, policies/regulations, and

ethical principles regarding positive behavior management planning and implementation, and aversive therapy.

K7.2 Teacher and institutional attitudes and behaviors that influence behavior of individuals with disabilities.

K7.3 Social skills needed for education, community living, and other environments.

K7.4 Strategies for crisis prevention and intervention.

Skill S7.1 Use a variety of effective behavior

management strategies, including, but not limited to, functional behavioral analysis and behavior intervention plans.

S7.2 Use the least intrusive behavior management strategy consistent with the needs of the individual learner.

S7.3 Modify the learning environment to manage behaviors.

S7.4 Use individual and group management and problem solving

SPED 540

SPED 542

SPED 543

SPED 545

Formative

Research Papers and Final Project (OC7S1)

Research Review and Strategy Project (CC7K2-K4, GC7K2-K3, CC7S4-S11, GC7S2-S8)

Classroom Management Plan(CC7K1, CC7K4, GC7S1, GC7K1,) Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives (CC7K1, CC7K4, GC7S1, CC7K1, CC7K4, GC7S1, CC7S5, CC7S8, CC7S1 – CC7S2, CC7S7 – CC7S8, GC7S1 – GC7S5, GC7S7 – GC7S8)

Intervention Project (GC7K1, CC7S1 – CC7S2, CC7S7 – CC7S8, GC7S1 – GC7S5, GC7S7 – GC7S8)

41


CC7S3 Involve the individual and family in setting instructional goals and monitoring progress.CC7S4 Use functional assessments to develop intervention plans.CC7S5 Use task analysis.CC7S6 Sequence, implement, and evaluate individualized learning objectives.CC7S7 Integrate affective, social, and life skills with academic curricula.CC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences.CC7S9 Incorporate and implement instructional and assistive technology into the educational program.CC7S10 Prepare lesson plans.CC7S11 Prepare and organize materials to implement daily lesson plans.CC7S12 Use instructional time effectively.CC7S13 Make responsive adjustments to instruction based on continual observations.CC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions.GC7S1 Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior.GC7S2 Select and use specialized instructional strategies appropriate to the abilities and needs of the individual.GC7S3 Plan and implement age- and ability-appropriate instruction for individuals with disabilities.

GC7S4 Select, design, and use technology, materials, and resources required to educate individuals whose disabilities interfere with communication.

techniques to develop positive and supportive relationships with children, to encourage and teach positive social skills and interaction among children, to promote positive strategies of conflict resolution, and to develop personal self control, self motivation, and self esteem.

S7.5 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group or individual.

S7.6 Select and implement methods of behavioral support and management for young children with disabilities, including a range of strategies from the less directive, less structured methods (e.g., verbal support and modeling) to more directive, more structured methods (e.g., applied behavior analysis).

SPED 546

SPED 547

SPED 549

Full FBA and BIPIEP Present Levels of Performance (CC7K1, CC7K4, GC7S1, CC7K1, CC7K4, GC7S1, CC7S5, CC7S8, CC7S1 – CC7S2, CC7S7 – CC7S8, GC7S1 – GC7S5, GC7S7 – GC7S8)

Research Article Review & Special Topics Paper(CC7K1- GC7K2, CC7S1 – CC7S13, GC7S1 – GC7S8)

Case Study and IEPLesson Planning and Implementation(CC7K1 – GC7S8)


Comprehensive Examination (CC7K1, CC7K3)


42


GC7S5 Interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans.GC7S6 Design and implement instructional programs that address independent living and career education for individuals.GC7S7 Design and implement curriculum and instructional strategies for medical self-management procedures.GC7S8 Design, implement, and evaluate instructional programs that enhance social participation across environments.

43





Competencies

SPED ProgramCourse

Requirements


8. Assessment: Special Educators have knowledge of effective and meaningful assessment of exceptional and typically developing learners. As a result, graduates can:CC8K1 Basic terminology used in assessment.CC8K2 Legal provisions and ethical principles regarding assessment of individuals.CC8K3 Screening, prereferral, referral, and classification procedures.CC8K4 Use and limitations of assessment instruments.CC8K5 National, state or provincial, and local accommodations and modifications.

GC8K1 Specialized terminology used in the assessment of individuals with disabilities.GC8K2 Laws and policies regarding referral and placement procedures for individuals with disabilities.GC8K3 Types and importance of information concerning individuals with disabilities available from families and public agencies.GC8K4 Procedures for early identification of young children who may be at risk for disabilities.CC8S1 Gather relevant background information.CC8S2 Administer nonbiased formal and informal assessments.CC8S3 Use technology to conduct assessments.CC8S4 Develop or modify individualized assessment strategies.CC8S5 Interpret information from formal and informal assessments.

Knowledge K8.1 Culturally and socio-economically

responsive factors that promote effective communication and collaboration with individuals, families, school personnel, and community members.

K8.2 Concerns of families of individuals with disabilities and strategies to help address these concerns.

K8.3 Roles of families, school and community personnel, and individuals with disabilities, in identifying, assessing, and providing services to individuals with disabilities.

K8.4 Apply family systems theory and knowledge of dynamics, roles, and relationships within families and communities.

K8.5 Laws, policies/regulations, and ethical principles related to confidentiality.

K8.6 Models and strategies of consultation and collaboration.

K8.7 Family/community education programs that provide information and resources concerning individuals with disabilities.

K8.8 Co-planning and co-teaching

SPED 540

SPED 541

SPED 542

SPED 543

SPED 545

SPED 546

Formative

Research Papers and Final Project (CC8K2-K5, GC8K2-K4)

Research Review and Strategy Project (CC8K1, CC8K5, GC8K3-K4, CC8S5-S6, CC8S8)

Critical Issues and Reflection Papers(GC8S6)

Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives (CC8K2 – GC8S6, GC8S1, GC8S5)

Intervention Project (CC8S6, CC8S7, CC8S8 – GCS8S3)

Full FBA and BIPIEP Present Levels of Performance (CC8K2 – GC8S6, GC8S1, GC8S5)

44


CC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds.CC8S7 Report assessment results to all stakeholders using effective communication skills.CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs.CC8S9 Develop or modify individualized assessment strategies.CC8S10 Create and maintain records.GC8S1 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities.GC8S2 Use exceptionality-specific assessment instruments with individuals with disabilities.

GC8S3 Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities.GC8S4 Assess reliable methods of response of individuals who lack typical communication and performance abilities.GC8S5 Monitor intragroup behavior changes across subjects and activities.

methods to strengthen content acquisition.

K8.9 Strategies for collaborating with families of and service providers to individuals who are chronically or terminally ill.

Skill S8.1 Maintain confidential

communication/documentation with others about individuals with disabilities.

S8.2 Use strategies to create positive connections between families and professionals.

S8.3 Assist individuals with disabilities and their families in becoming active participants in the educational team.

S8.4 Plan and conduct collaborative conferences with individuals with disabilities and their families.

S8.5 Collaborate with school personnel and community members to integrate and accommodate individuals with disabilities into various settings.

S8.6 Communicate with school personnel about the characteristics and needs of individuals with disabilities.

S8.7 Communicate effectively with families of students from all backgrounds.

S8.8 Use verbal, nonverbal, and written language effectively.

S8.9 Use problem solving and conflict resolution skills to develop, implement and evaluate collaborative activities.

SPED 547

SPSY 554

SPSY 562

SPED 549

Research Article Review & Special Topics Paper(CC8K1- CC8S5)

Basic Measurement Concepts Quiz; Test Review; Evaluation Reports; Alternative Methods Investigation(CC8K1 - GC8S5)

Research Topic & Presentation(GC8K3, CC8S7)


SummativePracticum Evaluation* (CC8K1 – GC8S5)

Comprehensive Examination (CC8K3, CC8K5, GC8K1, GC8K2, CC8S5,CC8S6)


45


S8.10 Model techniques and coach others in the use of instructional methods and accommodations.

S8.11 Use local, community, and state and federal resources to assist in programming with individuals with disabilities.

S8.12 Coordinate activities of school personnel to maximize the benefits of specially designed instruction.

S8.13 Collaborate with team members to assess and plan transitions.

S8.14 Participate in the assessment, selection, and implementation of assistive technologies.

S8.15 Establish and maintain rapport with students, parents, and colleagues.

S8.16 Participate in planning for transitions in collaboration with families and other agencies..

S8.17 Apply various models of consultation in diverse settings such as:

• General educators• Related services personnel• Parents and families• Administrators

46





Competencies

SPED ProgramCourse

Requirements


9. Professional and Ethical Practice: Special Educators have an understanding of professional and ethical practice in special education. As a result, graduates can:CC9K1 Personal cultural biases and differences that affect one’s teaching.CC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs.CC9K3 Continuum of lifelong professional development.CC9K4 Methods to remain current regarding research-validated practice.GC9K1 Sources of unique services, networks, and organizations for individuals with disabilities.GC9K2 Organizations and publications relevant to individuals with disabilities.CC9S1 Practice within the CEC Code of Ethics and other standards of the profession.

CC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional.CC9S3 Act ethically in advocating for appropriate services.CC9S4 Conduct professional activities in compliance with applicable laws and policies.CC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs.CC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability,

Knowledge K9.1 Characteristics of one’s own culture

and socio-economic status and use of language and the ways in which these can differ from other cultures and uses of language.

K9.2 Personal, cultural and socio-economic biases and differences that affect one’s teaching.

K9.3 Importance of the teacher serving as a model for individuals with disabilities.

K9.4 Ways of behaving and communicating among cultures and various socio-economic groups that can lend themselves to misinterpretation and misunderstandings.

K9.5 Professional organizations and publications that provide support for individuals with disabilities, their families, and colleagues.

K9.6 Methods to remain current regarding state and federal policy, professional standards, and

SPED 540

SPED 541

SPED 542

SPED 543

SPED 545

SPED 546

Research Papers and Final Project (CC9K1, GC9K1,GC9K2,CC9S10))

Critical Issues and Reflection Papers(CC9K1, CC9S6)

Research Review and Strategy Project, Commitment Paper (CC9K2-K4, GC9K1-K2, CC9S1-S5)

Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives(CC9K1- GC9S2)

Intervention Project(CC9K3 – CC9K4, CC9S12)

Full FBA and BIPIEP Present Levels of Performance

47


socioeconomic status,and sexual orientation of individuals.CC9S7 Practice within one’s skill limit and obtain assistance as needed.CC9S8 Use verbal, nonverbal, and written language effectively.CC9S9 Conduct self-evaluation of instruction.CC9S10 Access information on exceptionalities.CC9S11 Reflect on one’s practice to improve instruction and guide professional growth.CC9S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues.GC9S1 Participate in the activities of professional organizations relevant to individuals with disabilities.GC9S2 Ethical responsibility to advocate for appropriate services for individuals with disabilities.

research-validated practice. Skill S9. Demonstrate commitment to

developing the highest education and quality-of-life potential of individuals with disabilities.

S9. Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individual students.

S9. Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession.

S9. Access professional organizations and publications (printed/electronic) that support individuals with disabilities, their families, and colleagues.

S9. Conduct professional activities in compliance with applicable laws and policies/regulations.

S9. Reflect upon his/her own professional practice and develop, implement, and evaluate a professional growth plan.

S9. Respect parents’ choices and goals for children/students and communicate effectively with parents about curriculum and children’s progress.

S9. Read and critically apply research and recommended practices.

SPED 547

SPED 549

(CC9K1 - GC9S2)

Research Article Review & Special Topics Paper(CC9K1- GC9S10)

Case Study and IEP(CC9S3 – CC9S12, GC9S2)


Comprehensive Examination (CC9S2, CC0S5, CC9S8)


48





Competencies

SPED ProgramCourse

Requirements


10. Collaboration: Special Educators have knowledge of effective collaboration strategies with families and other professionals. As a result, graduates can:CC10K1 Models and strategies of consultation and collaboration.CC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program.CC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.

CC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members.GC10K1 Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with disabilities.GC10K2 Collaborative and/or consultative role of the special education teacher in the reintegration of individuals with disabilities.GC10K3 Roles of professional groups and referral agencies in identifying, assessing, and providing services to individuals with disabilities.GC10K4 Co-planning and co-teaching methods

No Washington State Endorsement categories exist for this area.

SPED 540

SPED 541

SPED 542

SPED 543

SPED 545

SPED 546

Formative

Research Papers and Final Project (CC1OK2, CC1OS1, CC1OS3,CC1)S8, GC10S4)

Critical Issues and Reflection Papers(CC10K3)

Research Review and Strategy Project (GC1Ok4, CC1OS2,CC1OS7))

Abbreviated Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Individualized Education Plan (IEP) Behavioral Goals and Objectives(CC10K1- GC10S4)

Intervention Project(CC10K1 – GC10S4)

Full FBA and BIPIEP Present Levels of Performance (CC10K1 – GC10S4)

49


to strengthen content acquisition of individuals with learning disabilities.CC10S1 Maintain confidential communication about individuals with exceptional learning needs.CC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs.CC10S3 Foster respectful and beneficial relationships between families and professionals.CC10S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.CC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families.CC10S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings.

CC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities.CC10S8 Model techniques and coach others in the use of instructional methods and accommodations.CC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs.CC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds.CC10S11 Observe, evaluate, and provide feedback to para-educators.GC10S1 Use local community, and state and provincial resources to assist in programming with individuals with disabilities.GC10S2 Select, plan, and coordinate activities

SPED 547

SPSY 562

SPED 549

Research Article Review & Special Topics Paper(CC10K1- CC10K3, GC10K1 - GC10K3, CC10S1 – CC10S6, GC10S4)

Research Topic & Presentation(CC10K1 – GC10S4)


SummativePracticum Evaluation CC10K1 – GC10S2)

Comprehensive Examination (CC10K2, CC10S1, CC10S6)


50


of related services personnel to maximize direct instruction for individuals with disabilities.GC10S3 Teach parents to use appropriate behavior management and counseling techniques.GC10S4 Collaborate with team members to plan transition to adulthood that encourages full community participation.

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