Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them.
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: |
| 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. |
| Skill: |
| 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, socio-economic 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. |
Early Childhood
| Knowledge: |
| EC9K1 | Organizations and publications relevant to the field of early childhood special education. |
| Skill: |
| EC9S1 | Recognize signs of child abuse and neglect in young children and follow reporting procedures. |
| EC9S2 | Use family theories and principles to guide professional practice. |
| EC9S3 | Respect family choices and goals. |
| EC9S4 | Apply models of team process in early childhood. |
| EC9S5 | Advocate for enhanced professional status and working conditions for early childhood service providers. |
| EC9S6 | Participate in activities of professional organizations relevant to the field of early childhood special education. |
| EC9S7 | Apply research and effective practices critically in early childhood settings. |
| EC9S8 | Develop, implement and evaluate a professional development plan relevant to one’s work with young children. |
10. Collaboration
