Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.
Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.
Common Core
| Knowledge: |
| CC1K1 | 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. |
| 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. |
| Skill: |
| CC1S1 | Articulate personal philosophy of special education. |
Early Childhood
| Knowledge: |
| EC1K1 | Historical and philosophical foundations of services for young children both with and without exceptional learning needs. |
| EC1K2 | Trends and issues in early childhood education and early childhood special education. |
| EC1K3 | Law and policies that affect young children, families, and programs for young children. |
| Skill: None in addition to Common Core |
2. Development and Characteristics of Learners
