Professional Standards: CEC Performance-Based Standards
The National Council for the Accreditation of Teacher Education (NCATE)
recently approved CEC performance-based standards for the preparation
and licensure of special educators. The new CEC standards are divided
into three parts: Field Experiences and Clinical Practice Standards (Special
education candidates progress through a series of developmentally sequenced
field experiences for the full range of ages, types and levels
of abilities, and collaborative opportunities that are appropriate to
the license or roles for which they are preparing. These field and clinical
experiences are supervised by qualified professionals.), Assessment
System Standards , and Special Education Content
Standards.
How are the 2001 Performance Based
standards different from the 1996 Knowledge & Skill standards?
Will the review procedures be different?
What guidance does CEC provide to
help us prepare a program report (folio)?
For the most current information contact the NCATE Website at www.ncate.org
When does CEC expect programs to have
a fully implemented assessment system and aggregate data?
What options does CEC provide for different
state licensure frameworks (e.g. multi categorical frameworks)?
How are the new standards different from the current standards?
The 2001 CEC standards are divided into three parts: Field Experiences
and Clinical Practice Stands, Assessment System Standards, and Special
Education Content Standards.
In the past, CEC had 15 practicum standards. The new Field Experiences
and Clinical Practice Standards are much briefer, focus on the kinds
of experiences provided, and no longer have a requirement for a specific
number of hours or weeks.
The Assessment System Standards provide guidance to programs on the
key components of their assessment systems.
The CEC Special Education Content Standards are made up of ten narrative
standards. The Content standards have been reorganized from eight domain
areas into ten domain areas. These domain areas parallel those of the
ten Interstate New Teacher and Assessment Consortium (INTASC) principles.
The narrative Content Standards were written to reflect the content of
the validated knowledge and skills. Program reviews will be done at the
Content Standard level, not at the knowledge and skill level.
Although reviews will be done at the Content Standard level, it will
be critical for faculty to use the knowledge and skill items in the Common
Core and the appropriate Area of Specialization to inform their curriculum
development and to develop assessments. this will be necessary to ensure
that the program's evaluation system comprehensively addresses each of
the ten standards.
All of the knowledge and skills in the Common Core and the Areas of
Specialization have been edited to eliminate redundancy and to increase
the precision of the precision of the language. In addition, several
new items have been validated and added.
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Will the review procedures be different?
The 2001 standards and review procedures reflect a major change in the
approval process. In the past, programs provided evidence (primarily
by syllabi) that the standards were taught. Under the new system, programs
must provide evidence that the standards are assessed and that their
candidates perform appropriately on those assessments. Therefore, program
faculty should develop a comprehensive assessment system that addresses
each of the ten Content Standards and collect and aggregate candidate
performance on those assessments.
In the past, the primary forms of documentation for the program reports
were syllabi. These syllabi demonstrated that the standards were taught.
Under the new system, syllabi are not required. Instead, the program
report will contain documentation about the program's assessment system
and report candidate data.
Please note that CEC will not expect to see assessments for
each of the Knowledge and Skill items. The assessments must
address the ten Content Standards, not each of the Knowledge and Skills.
These standards are the same for all programs. However, it is expected
that faculty will use the knowledge and skill items in the Common Core
and the appropriate Area of Specialization to inform their curriculum
development to ensure that the standards are met. The comprehensively
addresses each of the ten standards
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When does CEC expect programs to have a fully implemented
assessment system and aggregate data?
NCATE has established a timeline for transition to the
new performance-based accreditation procedures. This is intended to provide
a four-year period allowing institutions to plan, develop, pilot, and
fully implement assessment systems that generate candidate proficiency
information. CEC is developing its own capability to use candidate proficiency
information in program review decisions, and it assumes that institutions
will provide such information according to the following NCATE schedule
or sooner:
- academic year 2001-2002—plan, currently available data
- academic year 2002-2003—plan, pilot data, currently available
data
- academic year 2003-2004—plan, more pilot data, currently available
data
- academic year 2004-2005—institutions are to have fully functioning
assessment systems that produce data on candidate proficiencies
Further details on the transition timeline are available at the NCATE
web site, www.ncate.org.
By 2004-2005, all NCATE institutions are to have fully functioning assessment
systems. By that year, CEC expects all special education programs to
provide full candidate performance evidence to demonstrate that standards
are met and that programs merit national recognition.
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What options does CEC provide for different state licensure
frameworks (e.g. multi categorical frameworks)?
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How to Use the Content Standards
The CEC Special Education Content Standards are made up of ten narrative standards. These identical standards are used across all programs. Prior to moving to performance-based reviews, CEC historically used the knowledge and skills items to assure that each were taught. Typically, reviewers would check syllabi to verify where items were taught. Under the new performance-based review procedures, the knowledge and skill items will not be used in this way. Under the performance-based review procedures, it is expected that faculty will use the knowledge and skill base in the appropriate
Area(s) of Specialization to inform their curriculum development to ensure that the Content standards are met. Please note that programs will not be expected to include a response to each of the knowledge and skills. Programs must respond to the ten Special Education Content Standards, not to each of the knowledge and skills. The program’s evaluation system should ensure that the program’s assessment system comprehensively addresses each of the ten standards.
Reflecting the diversity of programs in the field, CEC continues to provide options to preparation programs. CEC has disability specific knowledge and skill bases (e.g., Learning Disabilities, Emotionally and Behavioral Disorders, Visually Impaired), multicategorical knowledge and skill bases (Individualized General Curriculum and Individualized Independence Curriculum), and age-specific knowledge and skill bases (Early Childhood). These options provide programs the flexibility to select the set of standards that most closely aligns with their program.
Standard 1: Foundations
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.
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first
as unique human beings. Special educators understand the similarities
and differences in human development and the characteristics between and
among individuals with and without exceptional learning needs (ELN)1.
Moreover, special educators understand how exceptional conditions can
interact with the domains of human development and they use this knowledge
to respond to the varying abilities and behaviors of individual’s
with ELN. Special educators understand how the experiences of individuals
with ELN can impact families, as well as the individual’s ability
to learn, interact socially, and live as fulfilled contributing members
of the community.
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.
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition2
can have on an individual’s learning in school and throughout life.
Special educators understand that the beliefs, traditions, and values
across and within cultures can affect relationships among and between
students, their families, and the school community. Moreover, special
educators are active and resourceful in seeking to understand how primary
language, culture, and familial backgrounds interact with the individual’s
exceptional condition to impact the individual’s academic and social
abilities, attitudes, values, interests, and career options. The understanding
of these learning differences and their possible interactions provide
the foundation upon which special educators individualize instruction
to provide meaningful and challenging learning for individuals with ELN.
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.
Standard 4: Instructional Strategies
Special educators posses a repertoire of evidence-based instructional
strategies to individualize instruction for individuals with ELN. Special
educators select, adapt, and use these instructional strategies to promote
challenging learning results in general and special curricula3 and to
appropriately modify learning environments for individuals with ELN. They
enhance the learning of critical thinking, problem solving, and performance
skills of individuals with ELN, and increase their self-awareness, self-management,
self-control, self-reliance, and self-esteem. Moreover, special educators
emphasize the development, maintenance, and generalization of knowledge
and skills across environments, settings, and the lifespan.
Beginning special educators demonstrate their mastery 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.
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals
with ELN that foster cultural understanding, safety and emotional well
being, positive social interactions, and active engagement of individuals
with ELN. In addition, special educators foster environments in which
diversity is valued and individuals are taught to live harmoniously and
productively in a culturally diverse world. Special educators shape environments
to encourage the independence, self-motivation, self-direction, personal
empowerment, and self-advocacy of individuals with ELN. Special educators
help their general education colleagues integrate individuals with ELN
in regular environments and engage them in meaningful learning activities
and interactions. Special educators use direct motivational and instructional
interventions with individuals with ELN to teach them to respond effectively
to current expectations. When necessary, special educators can safely
intervene with individuals with ELN in crisis. Special educators coordinate
all these efforts and provide guidance and direction to paraeducators
and others, such as classroom volunteers and tutors.
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.
Standard 6: Language
Special educators understand typical and atypical language development
and the ways in which exceptional conditions can interact with an individual’s
experience with and use of language. Special educators use individualized
strategies to enhance language development and teach communication skills
to individuals with ELN. Special educators are familiar with augmentative,
alternative, and assistive technologies to support and enhance communication
of individuals with exceptional needs. Special educators match their communication
methods to an individual’s language proficiency and cultural and
linguistic differences. Special educators provide effective language models,
and they use communication strategies and resources to facilitate understanding
of subject matter for individuals with ELN whose primary language is not
English.
Beginning special educators demonstrate their mastery of language for
and with individuals with ELN 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.
Standard 7: Instructional Planning
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.
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of special
educators and special educators use multiple types of assessment information
for a variety of educational decisions. Special educators use the results
of assessments to help identify exceptional learning needs and to develop
and implement individualized instructional programs, as well as to adjust
instruction in response to ongoing learning progress. Special educators
understand the legal policies and ethical principles of measurement and
assessment related to referral, eligibility, program planning, instruction,
and placement for individuals with ELN, including those from culturally
and linguistically diverse backgrounds. Special educators understand measurement
theory and practices for addressing issues of validity, reliability, norms,
bias, and interpretation of assessment results. In addition, special educators
understand the appropriate use and limitations of various types of assessments.
Special educators collaborate with families and other colleagues to assure
non-biased, meaningful assessments and decision-making. Special educators
conduct formal and informal assessments of behavior, learning, achievement,
and environments to design learning experiences that support the growth
and development of individuals with ELN. Special educators use assessment
information to identify supports and adaptations required for individuals
with ELN to access the general curriculum and to participate in school,
system, and statewide assessment programs. Special educators regularly
monitor the progress of individuals with ELN in general and special curricula.
Special educators use appropriate technologies to support their assessments.
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.
Standard 9: Professional and Ethical Practice
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.
Standard 10: Collaboration
Special educators routinely and effectively collaborate with families,
other educators, related service providers, and personnel from community
agencies in culturally responsive ways. This collaboration assures that
the needs of individuals with ELN are addressed throughout schooling.
Moreover, special educators embrace their special role as advocate for
individuals with ELN. Special educators promote and advocate the learning
and well being of individuals with ELN across a wide range of settings
and a range of different learning experiences. Special educators are viewed
as specialists by a myriad of people who actively seek their collaboration
to effectively include and teach individuals with ELN. Special educators
are a resource to their colleagues in understanding the laws and policies
relevant to Individuals with ELN. Special educators use collaboration
to facilitate the successful transitions of individuals with ELN across
settings and services.
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.
- "Individual with exceptional learning needs"
is used throughout to include individuals with disabilities and individuals
with exceptional gifts and talents.
- "Exceptional Condition" is used throughout
to include both single and co-existing conditions. These may be two or
more disabling conditions or exceptional gifts or talents coexisting with
one or more disabling condition.
- "Special Curricula" is used throughout to
denote curricular areas not routinely emphasized or addressed in general
curricula, e.g., social, communication, motor, independence, self-advocacy.
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