Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction.
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 preparation program is preparing candidates.
Common Core
| Knowledge: |
| CC7K1 | Models, theories, and philosophies that form the basis for special education practice. |
| CC7K2 | Laws, policies, and ethical principles regarding behavior management planning and implementation. |
| CC7K3 | Relationship of special education to the organization and function of educational agencies. |
| CC7K4 | Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. |
| CC7K5 | Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. |
| Skill: |
| 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. |
| 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. |
Early Childhood
| Knowledge: None in addition to Common Core |
| Skill: |
| EC7S1 | Implement, monitor and evaluate individualized family service plans and individualized education plans. |
| EC7S2 | Plan and implement developmentally and individually appropriate curriculum. |
| EC7S3 | Design intervention strategies incorporating information from multiple disciplines. |
| EC7S4 | Implement developmentally and functionally appropriate individual and group activities including play, environmental routines, parent-mediated activities, group projects, cooperative learning, inquiry experiences, and systematic instruction. |
8. Assessment
