In advocating on behalf of children with exceptionalities, CEC examines policy issues, develops appropriate responses to those issues and influences local, state, provincial and federal legislation. CEC also monitors and makes recommendations for program regulations and funding. In addition, CEC maintains a network among its state units and special interest divisions for influencing policy.
As the recognized leader for special education professional standards, CEC develops standards, ethics and practices and guidelines to ensure that individuals with exceptionalities have access to well-prepared, career-oriented special educators.
Through the vision and dedication of more than 22,000 members, CEC sets the standard for high quality education for children and youth with exceptionalities. And, CEC is known as THE source for information, resources and professional development for special educators.
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University and College Professors - Faculty members who plan to use CEC materials in their classroom (journal articles, resources, recorded webinars, etc.) can request a heavily reduced membership rate for students in their classes so they can have access to those materials. Learn more.
You’ll find professional development offerings to meet the needs of all special educators – including those of you who are time-crunched, cost-conscious or in need of CEUs in order to meet state obligations. Please join us and invite others to engage the potential!
CEC publishes and distributes products designed to help practitioners work more effectively in the classroom. Learn more about CEC's publications and journals.
Special Education Topics includes information about the different exceptionality areas; international special education; hot topics in special education; and professional practice topics such as assessment, evidence-based practices and inclusion.
There are an estimated three million children with gifts and talents in the United States whose unique educational needs go largely unaddressed. By neglecting the educational needs of these students, we put our country at a disadvantage to effectively compete in the global marketplace and deprive them of an appropriate, challenging education. Dubbed the “quiet crisis” by former U.S. Secretary of Education Richard Riley in 1993, the availability of gifted education still varies dramatically between and within states, leaving many of our nation’s schools under-prepared to meet the learning needs of students with gifts and talents. CEC has these resources available to help you learn more about gifted education, connect you with other gifted education professionals, and better understand the issue of underrepresentation of minority and low-income students.
Publications, journal articles, reports and products that will expand your understanding of underrepresentation.
CEC's Special Interest Division, The Association for the Gifted (TAG), promotes the welfare and education of children and youth with gifts, talents, high potential and those who are twice-exceptional.
Together we can make national change in the support for gifted funding and the fight against underrepresentation.