Home » NCATE & CORE Assessment » Early Childhood Requirements - On Campus Courses
| Standard | Description | Courses |
|---|---|---|
| CC1:K1 | Models, theories, and philosophies that form the basis for special education practice. |
SPED 5010
SPED 5040 SPED 5070 SPED 5200 |
| CC1:K2 | Laws, policies, and ethical principles regarding behavior management planning and implementation. |
SPED 5010
SPED 5060 SPED 5070 SPED 5200 SPED 5530 |
| CC1:K3 | Relationship of special education to the organization and function of educational agencies. |
SPED 4000
SPED 5070 SPED 5200 |
| CC1:K4 | Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. |
SPED 4000
SPED 5010 SPED 5070 SPED 5200 SPED 5530 |
| CC1:K5 | Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. |
SPED 4000
SPED 5040 SPED 5060 SPED 5070 SPED 5200 |
| CC1:K6 | Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services. |
SPED 4000
SPED 5010 SPED 5070 SPED 5200 |
| CC1:K7 | Family systems and the role of families in the educational process. |
SPED 4000
SPED 5060 SPED 5070 SPED 5200 |
| CC1:K8 | Historical points of view and contribution of culturally diverse groups. |
SPED 4000
SPED 5070 |
| CC1:K9 | Impact of the dominant culture on shaping schools and the individuals who study and work in them. |
SPED 5010
|
| CC1:K10 | Potential impact of differences in values, languages, and customs that can exist between the home and school. |
SPED 4000
SPED 5010 SPED 5200 |
| CC1:S1 | Articulate personal philosophy of special education. |
SPED 5200
|
| CC2:K1 | Typical and atypical human growth and development. |
FCHD 1500 SPED 5710 |
| CC2:K2 | Educational implications of characteristics of various exceptionalities. |
SPED 4000
SPED 5040 SPED 5200 SPED 5530 SPED 5710 |
| CC2:K3 | Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. |
SPED 5060
SPED 5070 SPED 5200 |
| CC2:K4 | Family systems and the role of families in supporting development. |
SPED 4000
SPED 5060 |
| CC2:K5 | Similarities and differences of individuals with and without exceptional learning needs. |
SPED 4000
SPED 5060 SPED 5710 |
| CC2:K6 | Similarities and differences among individuals with exceptional learning needs. |
SPED 4000
SPED 5200 SPED 5530 SPED 5710 |
| CC2:K7 | Effects of various medications on individuals with exceptional learning needs. |
SPED 5810
|
| CC3:K1 | Effects an exceptional condition(s) can have on an individual's life. |
SPED 4000
SPED 5200 SPED 5530 |
| CC3:K2 | Impact of learners' academic and social abilities, attitudes, interests, and values on instruction and career development. |
SPED 5010
SPED 5200 SPED 5530 |
| CC3:K3 | Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. |
SPED 5060
SPED 5070 SPED 5200 |
| CC3:K4 | Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. |
SPED 5040
SPED 5060 SPED 5070 SPED 5200 |
| CC3:K5 | Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences. |
SPED 4000
SPED 5200 SPED 5530 |
| CC4:S1 | Use strategies to facilitate integration into various settings. |
SPED 5010
SPED 5200 SPED 5530 SPED 5730 |
| CC4:S2 | Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs. |
SPED 5200
|
| CC4:S3 | Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. |
SPED 5010
SPED 5200 SPED 5530 |
| CC4:S4 | Use strategies to facilitate maintenance and generalization of skills across learning environments. |
SPED 5010
SPED 5050 |
| CC4:S5 | Use procedures to increase the individual's self-awareness, self-management, self-control, self-reliance, and self-esteem. |
SPED 5010
SPED 5200 |
| CC4:S6 | Use strategies that promote successful transitions for individuals with exceptional learning needs. |
SPED 5060
SPED 5070 SPED 5200 |
| CC5:K1 | Demands of learning environments. |
SPED 5040
SPED 5070 SPED 5200 |
| CC5:K2 | Basic classroom management theories and strategies for individuals with exceptional learning needs. |
SPED 4000
SPED 5010 SPED 5040 SPED 5200 |
| CC5:K3 | Effective management of teaching and learning. |
SPED 4000
SPED 5010 SPED 5040 SPED 5200 SPED 5530 |
| CC5:K4 | Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. |
SPED 5010
SPED 5040 SPED 5200 |
| CC5:K5 | Social skills needed for educational and other environments. |
SPED 5010
|
| CC5:K6 | Strategies for crisis prevention and intervention. |
SPED 5010
SPED 5050 |
| CC5:K7 | Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. |
SPED 5010
|
| CC5:K8 | Ways to create learning environments that allow individuals to retain and appreciate their own and each others' respective language and cultural heritage. |
SPED 5040
SPED 5810 |
| CC5:K9 | Ways specific cultures are negatively stereotyped. | |
| CC5:K10 | Strategies used by diverse populations to cope with a legacy of former and continuing racism. | |
| CC5:S1 | Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. |
SPED 5010
SPED 5040 SPED 5200 |
| CC5:S2 | Identify realistic expectations for personal and social behavior in various settings. |
SPED 5010
SPED 5200 |
| CC5:S3 | Identify supports needed for integration into various program placements. |
SPED 5200
|
| CC5:S4 | Design learning environments that encourage active participation in individual and group activities. |
SPED 5040
SPED 5200 SPED 5530 |
| CC5:S5 | Modify the learning environment to manage behaviors. |
SPED 5200
|
| CC5:S6 | Use performance data and information from all stakeholders to make or suggest modifications in learning environments. |
SPED 5010
SPED 5050 SPED 5060 SPED 5200 SPED 5530 |
| CC5:S7 | Establish and maintain rapport with individuals with and without exceptional learning needs. |
SPED 5060
SPED 5200 |
| CC5:S8 | Teach self-advocacy. |
SPED 5200
|
| CC5:S9 | Create an environment that encourages self-advocacy and increased independence. | |
| CC5:S10 | Use effective and varied behavior management strategies. |
SPED 5010
SPED 5050 SPED 5200 |
| CC5:S11 | Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. |
SPED 5010
SPED 5050 SPED 5200 |
| CC5:S12 | Design and manage daily routines. |
SPED 5040
SPED 5200 |
| CC5:S13 | Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. |
SPED 5200
|
| CC5:S14 | Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person. | |
| CC5:S15 | Structure, direct, and support the activities of paraeducators, volunteers, and tutors. |
SPED 5010
SPED 5060 SPED 5200 |
| CC5:S16 | Use universal precautions. |
Orientation |
| CC6:K1 | Effects of cultural and linguistic differences on growth and development. |
SPED 5070
|
| CC6:K2 | Characteristics of one's own culture and use of language and the ways in which these can differ from other cultures and uses of languages. |
SPED 5060
|
| CC6:K3 | Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. |
SPED 5060
|
| CC6:K4 | Augmentative and assistive communication strategies. |
SPED 4000
SPED 5200 SPED 5530 |
| CC6:S1 | Use strategies to support and enhance communication skills of individuals with exceptional learning needs. |
SPED 5200
SPED 5530 |
| CC6:S2 | Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. | |
| CC7:K1 | Theories and research that form the basis of curriculum development and instructional practice. |
SPED 5010
SPED 5040 SPED 5060 |
| CC7:K2 | Scope and sequences of general and special curricula. |
SPED 5060
SPED 5200 |
| CC7:K3 | National, state or provincial, and local curricula standards. |
SPED 5060
SPED 5070 SPED 5200 |
| CC7:K4 | Technology for planning and managing the teaching and learning environment. |
SPED 5040
SPED 5060 SPED 5070 SPED 5200 SPED 5530 |
| CC7:K5 | Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service. |
SPED 5040
SPED 5060 SPED 5070 SPED 5200 |
| CC7:S1 | Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs. |
SPED 5040
SPED 5060 SPED 5200 |
| CC7:S2 | Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. |
SPED 5060
SPED 5200 SPED 5530 |
| CC7:S3 | Involve the individual and family in setting instructional goals and monitoring progress. |
SPED 5040
SPED 5060 SPED 5200 SPED 5530 |
| CC7:S4 | Use functional assessments to develop intervention plans. |
SPED 5050
SPED 5060 SPED 5200 |
| CC7:S5 | Use task analysis. |
SPED 4000
SPED 5040 SPED 5060 SPED 5070 SPED 5200 |
| CC7:S6 | Sequence, implement, and evaluate individualized learning objectives. |
SPED 5040
SPED 5060 SPED 5200 SPED 5530 |
| CC7:S7 | Integrate affective, social, and life skills with academic curricula. |
SPED 5060
SPED 5200 |
| CC7:S8 | Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. |
SPED 5010
SPED 5200 |
| CC7:S9 | Incorporate and implement instructional and assistive technology into the educational program. |
SPED 5200
SPED 5530 |
| CC7:S10 | Prepare lesson plans. |
SPED 5040
SPED 5200 SPED 5530 |
| CC7:S11 | Prepare and organize materials to implement daily lesson plans. |
SPED 5040
SPED 5200 |
| CC7:S12 | Use instructional time effectively. |
SPED 5040
SPED 5200 |
| CC7:S13 | Make responsive adjustments to instruction based on continual observations. |
SPED 5010
SPED 5200 SPED 5530 |
| CC7:S14 | Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. |
SPED 5200
|
| CC8:K1 | Basic terminology used in assessment. |
SPED 5040
SPED 5060 SPED 5070 SPED 5200 |
| CC8:K2 | Legal provisions and ethical principles regarding assessment of individuals. |
SPED 4000
SPED 5040 SPED 5070 SPED 5200 |
| CC8:K3 | Screening, prereferral, referral, and classification procedures. |
SPED 4000
SPED 5040 SPED 5070 SPED 5200 |
| CC8:K4 | Use and limitations of assessment instruments. |
SPED 5040
SPED 5070 SPED 5200 |
| CC8:K5 | National, state or provincial, and local accommodations and modifications. |
SPED 5040
SPED 5060 SPED 5070 SPED 5200 |
| CC8:S1 | Gather relevant background information. |
SPED 5200
|
| CC8:S2 | Administer nonbiased formal and informal assessments. |
SPED 5060
SPED 5200 |
| CC8:S3 | Use technology to conduct assessments. |
SPED 5060
SPED 5070 SPED 5530 |
| CC8:S4 | Develop or modify individualized assessment strategies. |
SPED 5010
SPED 5050 SPED 5200 |
| CC8:S5 | Interpret information from formal and informal assessments. |
SPED 5040
SPED 5070 SPED 5200 |
| CC8:S6 | Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. |
SPED 5040
SPED 5070 SPED 5200 |
| CC8:S7 | Report assessment results to all stakeholders using effective communication skills. |
SPED 5070
SPED 5200 |
| CC8:S8 | Evaluate instruction and monitor progress of individuals with exceptional learning needs. |
SPED 5010
SPED 5040 SPED 5060 SPED 5200 |
| CC8:S9 | Develop or modify individualized assessment strategies. |
SPED 5840 |
| CC8:S10 | Create and maintain records. |
SPED 5070
SPED 5200 SPED 5530 |
| CC9:K1 | Personal cultural biases and differences that affect one's teaching. |
SPED 5060
SPED 5200 |
| CC9:K2 | Importance of the teacher serving as a model for individuals with exceptional learning needs. |
SPED 5710
|
| CC9:K3 | Continuum of lifelong professional development. |
Professional Development Requirement SPED 5060 SPED 5710 |
| CC9:K4 | Methods to remain current regarding research-validated practice. |
SPED 5050
SPED 5060 SPED 5710 |
| CC9:S1 | Practice within the CEC Code of Ethics and other standards of the profession. |
SPED 5060
SPED 5070 SPED 5710 |
| CC9:S2 | Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession. |
SPED 5060
SPED 5710 |
| CC9:S3 | Act ethically in advocating for appropriate services. |
SPED 5060
SPED 5710 |
| CC9:S4 | Conduct professional activities in compliance with applicable laws and policies. |
SPED 5060
SPED 5070 |
| CC9:S5 | Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. |
SPED 5070
|
| CC9:S6 | Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals. |
SPED 5070
SPED 5200 |
| CC9:S7 | Practice within one's skill limits and obtain assistance as needed. |
SPED 5060
|
| CC9:S8 | Use verbal, nonverbal, and written language effectively. |
SPED 5010
SPED 5050 SPED 5070 SPED 5200 |
| CC9:S9 | Conduct self-evaluation of instruction. |
SPED 5060
SPED 5200 |
| CC9:S10 | Access information on exceptionalities. |
SPED 4000
SPED 5070 |
| CC9:S11 | Reflect on one's practice to improve instruction and guide professional growth. |
SPED 5060
SPED 5200 |
| CC9:S12 | Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one's colleagues. |
SPED 5060
|
| CC10:K1 | Models and strategies of consultation and collaboration. |
SPED 5200
|
| CC10:K2 | Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. |
SPED 5060
SPED 5070 SPED 5200 SPED 5530 |
| CC10:K3 | Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. |
SPED 5060
SPED 5070 |
| CC10:K4 | Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. |
SPED 5040
SPED 5070 SPED 5200 |
| CC10:S1 | Maintain confidential communication about individuals with exceptional learning needs. |
SPED 5060
SPED 5200 |
| CC10:S2 | Collaborate with families and others in assessment of individuals with exceptional learning needs. |
SPED 5060
SPED 5070 SPED 5200 |
| CC10:S3 | Foster respectful and beneficial relationships between families and professionals. |
SPED 5060
SPED 5070 SPED 5200 SPED 5530 |
| CC10:S4 | Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. |
SPED 5060
SPED 5070 SPED 5200 SPED 5530 |
| CC10:S5 | Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. |
SPED 5060
SPED 5070 SPED 5200 SPED 5810 |
| CC10:S6 | Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. |
SPED 5060
|
| CC10:S7 | Use group problem-solving skills to develop, implement, and evaluate collaborative activities. |
SPED 5060
SPED 5730 |
| CC10:S8 | Model techniques and coach others in the use of instructional methods and accommodations. |
SPED 5060
SPED 5200 |
| CC10:S9 | Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. |
SPED 5060
SPED 5200 |
| CC10:S10 | Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. |
SPED 5060
SPED 5200 SPED 5530 |
| CC10:S11 | Observe, evaluate, and provide feedback to paraeducators. |
SPED 5060
SPED 5200 SPED 5840 |
| EC1:K1 | Historical and philosophical foundations of services for young children both with and without exceptional learning needs. |
SPED 5070
SPED 5710 |
| EC1:K2 | Trends and issues in early childhood education and early childhood special education. |
SPED 5070
SPED 5710 |
| EC1:K3 | Law and policies that affect young children, families, and programs for young children. |
SPED 5070
SPED 5200 |
| EC2:K1 | Theories of typical and atypical early childhood development. |
FCHD 1500 SPED 2600 SPED 2630 SPED 5710 |
| EC2:K2 | Effect of biological and environmental factors on pre-, peri-, and post-natal development. |
SPED 4000
SPED 5810 |
| EC2:K3 | Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development of young children. |
SPED 5810
|
| EC2:K4 | Significance of sociocultural and political contexts for the development and learning of young children who are culturally and linguistically diverse. |
SPED 5710
|
| EC2:K5 | Impact of medical conditions on family concerns, resources, and priorities. |
SPED 5810
|
| EC2:K6 | Childhood illnesses and communicable diseases |
SPED 5810
|
| EC3:S1 | Use intervention strategies with young children and their families that affirm and respect family, cultural, and linguistic diversity. |
SPED 5200
SPED 5810 |
| EC4:S1 | Use instructional practices based on knowledge of the child, family, community, and the curriculum. |
SPED 5200
SPED 5530 SPED 5810 SPED 5840 |
| EC4:S2 | Use knowledge of future educational settings to develop learning experiences and select instructional strategies for young children. |
SPED 5200
SPED 5530 SPED 5730 |
| EC4:S3 | Prepare young children for successful transitions. |
SPED 5070
SPED 5200 SPED 5730 |
| EC5:K1 | Medical care considerations for premature, low-birth-weight, and other young children with medical and health conditions. |
SPED 5810
|
| EC5:S1 | Implement nutrition plans and feeding strategies. |
SPED 5200
SPED 5810 |
| EC5:S2 | Use health appraisal procedures and make referrals as needed. |
SPED 5810
|
| EC5:S3 | Design, implement, and evaluate environments to assure developmental and functional appropriateness. |
SPED 5200
SPED 5530 SPED 5730 |
| EC5:S4 | Provide a stimuli-rich indoor and outdoor environment that employs materials, media, and technology, including adaptive and assistive technology. |
SPED 5200
SPED 5530 SPED 5730 |
| EC5:S5 | Maximize young children's progress in group and home settings through organization of the physical, temporal, and social environments. |
SPED 5200
SPED 5530 SPED 5730 SPED 5810 |
| EC6:S1 | Support and facilitate family and child interactions as primary contexts for learning and development. |
SPED 5200
SPED 5810 |
| EC7:S1 | Implement, monitor, and evaluate individualized family service plans and individualized education programs. |
SPED 5070
SPED 5200 SPED 5530 SPED 5730 SPED 5810 |
| EC7:S2 | Plan and implement developmentally and individually appropriate curriculum. |
SPED 5200
SPED 5530 SPED 5730 SPED 5840 |
| EC7:S3 | Design intervention strategies incorporating information from multiple disciplines. |
SPED 5200
SPED 5810 |
| EC7:S4 | 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. |
SPED 5200
SPED 5530 SPED 5810 SPED 5840 |
| EC8:S1 | Assess the development and learning of young children. |
SPED 5070
SPED 5200 SPED 5530 SPED 5840 |
| EC8:S2 | Select, adapt, and use specialized formal and informal assessments for infants, young children, and their families. |
SPED 5070
SPED 5840 |
| EC8:S3 | Participate as a team member to integrate assessment results in the development and implementation of individualized family service plans and individualized education programs. |
SPED 5070
SPED 5200 SPED 5810 SPED 5840 |
| EC8:S4 | Assist families in identifying their concerns, resources, and priorities. |
SPED 5070
SPED 5200 SPED 5810 |
| EC8:S5 | Participate and collaborate as a team member with other professionals in conducting family-centered assessments. |
SPED 5070
SPED 5200 SPED 5810 |
| EC8:S6 | Evaluate services with families. |
SPED 5200
SPED 5810 |
| EC9:K1 | Organizations and publications relevant to the field of emotional/behavioral disorders. |
SPED 5710
|
| EC9:S1 | Recognize signs of child abuse and neglect in young children and follow reporting procedures. | |
| EC9:S2 | Use family theories and principles to guide professional practice. |
SPED 5710
|
| EC9:S3 | Respect family choices and goals. |
SPED 5070
SPED 5810 |
| EC9:S4 | Apply models of team process in early childhood. |
SPED 5200
SPED 5730 |
| EC9:S5 | Advocate for enhanced professional status and working conditions for early childhood service providers. |
SPED 5710
|
| EC9:S6 | Participate in activities of professional organizations relevant to the field of early childhood special education. |
SPED 5200
SPED 5710 |
| EC9:S7 | Apply research and effective practices critically in early childhood settings. |
SPED 5200
SPED 5730 SPED 5810 |
| EC9:S8 | Develop, implement, and evaluate a professional development plan relevant to one's work with young children. |
SPED 5730
|
| EC10:K1 | Dynamics of team-building, problem-solving, and conflict resolution. |
SPED 5040
SPED 5060 SPED 5730 SPED 5810 |
| EC10:S1 | Assist the family in planning for transitions. |
SPED 5070
SPED 5200 SPED 5810 |
| EC10:S2 | Communicate effectively with families about curriculum and their child's progress. |
SPED 5200
SPED 5530 SPED 5730 SPED 5810 |
| EC10:S3 | Apply models of team process in early childhood settings. |
SPED 5200
SPED 5530 SPED 5730 |
| EC10:S4 | Apply various models of consultation in early childhood settings. |
SPED 5200
SPED 5730 SPED 5840 |
| EC10:S5 | Establish and maintain positive collaborative relationships with families. |
SPED 5070
SPED 5200 SPED 5810 |
| EC10:S6 | Provide consultation and instruction specific to services for children and families. |
SPED 5200
SPED 5810 SPED 5840 |
Site
Department of Special Education and Rehabilitation
2865 Old Main Hill, Logan, UT 84322-2865
Phone: (435) 797-3243 Fax: (435) 797-3572
