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CEC Standards for All Beginning Special Education Teachers of
Early Childhood Students
Standard 1: Foundations
Knowledge:
- Historical and philosophical foundations of services for young
children both with and without exceptional learning needs.
- Trends and issues in early childhood education and early childhood
special education.
- Law and policies that affect young children, families, and programs
for young children.
Skills: None in addition to Common Core
Standard 2: Development and characteristics of learners
Knowledge:
- Theories of typical and atypical early childhood development.
- Effect of biological and environmental factors on pre-, peri-, and
post-natal development.
- Influence of stress and trauma, protective factors and resilience,
and supportive relationships on the social and emotional development of
young children.
- Significance of sociocultural and political contexts for the
development and learning of young children who are culturally and
linguistically diverse.
- Impact of medical conditions on family concerns, resources, and
priorities.
- Childhood illnesses and communicable diseases
Skills: None in addition to Common Core
Standard 3: Individual learning differences
Knowledge: None in addition to Common Core
Skills: Use intervention strategies with young children
and their families that affirm and respect family, cultural, and
linguistic diversity.
Standard 4: Instructional strategies
Knowledge: None in addition to Common Core
Skills:
- Use instructional practices based on knowledge of the child,
family, community, and the curriculum.
- Use knowledge of future educational settings to develop learning
experiences and select instructional strategies for young children.
- Prepare young children for successful transitions.
Standard 5: Learning environments/social interactions
Knowledge:
- Medical care considerations for premature, low-birth-weight,
and other young children with medical and health conditions.
Skills:
- Implement nutrition plans and feeding strategies.
- Use health appraisal procedures and make referrals as needed.
- Design, implement, and evaluate environments to assure
developmental and functional appropriateness.
- Provide a stimuli-rich indoor and outdoor environment that employs
materials, media, and technology, including adaptive and assistive
technology.
- Maximize young children's progress in group and home settings
through organization of the physical, temporal, and social environments.
Standard 6: Language
Knowledge: None in addition to Common Core
Skills:
- Support and facilitate family and child interactions as primary
contexts for learning and development.
Standard 7: Instructional planning
Knowledge: None in addition to Common Core
Skills:
- Implement, monitor and evaluate individualized family
service plans and individualized education plans.
- Plan and implement developmentally and individually appropriate
curriculum.
- Design intervention strategies incorporating information from
multiple disciplines.
- 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.
Standard 8: Assessment
Knowledge: None in addition to Common Core.Skills:
- Assess the development and learning of young children.
- Select, adapt and use specialized formal and informal assessments
for infants, young children and their families.
- Participate as a team member to integrate assessment results in the
development and implementation of individualized family service plans
and individualized education plans.
- Assist families in identifying their concerns, resources, and
priorities.
- Participate and collaborate as a team member with other
professionals in conducting family-centered assessments.
- Evaluate services with families.
Standard 9: Professional and ethical practice
Knowledge:
- Organizations and publications relevant to the field of early
childhood special education.
Skills:
- Recognize signs of child abuse and neglect in young children
and follow reporting procedures.
- Use family theories and principles to guide professional practice.
- Respect family choices and goals.
- Apply models of team process in early childhood.
- Advocate for enhanced professional status and working conditions
for early childhood service providers.
- Participate in activities of professional organizations relevant to
the field of early childhood special education.
- Apply research and effective practices critically in early
childhood settings.
- Develop, implement and evaluate a professional development plan
relevant to one's work with young children.
Standard 10: Collaboration
Knowledge:
- Dynamics of team-building, problem-solving, and conflict
resolution.
Skills:
- Assist the family in planning for transitions.
- Communicate effectively with families about curriculum and their
child's progress.
- Apply models of team process in early childhood settings.
- Apply various models of consultation in early childhood settings.
- Establish and maintain positive collaborative relationships with
families.
- Provide consultation and instruction specific to services for
children and families.
| Professional Standards, Professional, Standards, PS, CEC Standards, CEC Standards for Special Education, CEC Standards for Teachers, Special Education Teacher Standards, Special Education Standards |
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