CEC Professional Standards
In 1922 the founders of CEC embraced professional standards and ethics for the field of special education. As the recognized leader for special education professional standards, CEC develops standards, ethics and practices and guidelines to assure that individuals with exceptionalities have well-prepared, career-oriented special educators. CEC collaborates with other professional organizations to ensure that all educators have a robust professional working environment and are well-prepared to support the learning of individuals with exceptionalities.
What Every Special Educator Must Know
Sixth Edition, Revised, 2009
News and Notices
Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center
CEEDAR Center, a new national center funded by the U.S. Department of Education Office of Special Education Programs, is announcing a national call seeking state partners, including state departments of education and teacher and leader preparation programs to work collaboratively to promote, support, and reinforce teacher and leader effectiveness across the career continuum and thereby ensure that students with disabilities achieve college and career readiness in inclusive settings. For additional information regarding this opportunity and the state application process, please visit http://ceedar.education.ufl.edu/national-call/
New MetLife Survey of the American Teacher
- Teacher satisfaction continues to decline.
- Biggest challenges for leaders are beyond the capacity of schools alone to address.
CEC Initial and Advanced Preparation Standards
The CEC Special Education Preparation Standards are the specialized knowledge and skills that provide the foundation of professional preparation and that influence licensure. The standards provide benchmarks to states, provinces, and nations for program accreditation, entry-level licensure, professional practice, and continuing professional growth.
As professionals serving individuals with exceptionalities, special educators have a special purpose endowed by the community and recognized by a professional credential. As such, special educators have a responsibility to be guided by their Ethical Principles and Professional Practice Standards.
Special education paraeducators have become an essential member of the special education team. The CEC Paraeducator Development Standards ensure paraeducator programs address validated knowledge and skills.
CEC Evidence-based Practice Studies are systematic analyses of the research on a practice to determine the quality of the evidence so that practicing special educators have a trusted source of reliable information.