Home » NCATE & CORE Assessment » Severe 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 |
| CC2:K2 | Educational implications of characteristics of various exceptionalities. |
SPED 4000
SPED 5040 SPED 5200 SPED 5310 SPED 5530 |
| 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 5310 |
| CC2:K6 | Similarities and differences among individuals with exceptional learning needs. |
SPED 4000
SPED 5200 SPED 5310 SPED 5530 |
| CC2:K7 | Effects of various medications on individuals with exceptional learning needs. |
SPED 5520
|
| 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 5070 SPED 5200 SPED 5530 |
| CC4:S1 | Use strategies to facilitate integration into various settings. |
SPED 5010
SPED 5200 SPED 5530 |
| 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 5310 SPED 5530 |
| CC4:S4 | Use strategies to facilitate maintenance and generalization of skills across learning environments. |
SPED 5010
SPED 5050 SPED 5200 SPED 5310 |
| 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 5310 SPED 5530 |
| CC5:K4 | Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. |
SPED 5010
|
| CC5:K5 | Social skills needed for educational and other environments. |
SPED 5010
SPED 5200 |
| 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
SPED 5040 SPED 5200 |
| 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
|
| CC5:K9 | Ways specific cultures are negatively stereotyped. |
SPED 5540
|
| CC5:K10 | Strategies used by diverse populations to cope with a legacy of former and continuing racism. |
SPED 5540
|
| 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 5310 SPED 5530 |
| CC5:S5 | Modify the learning environment to manage behaviors. |
SPED 5200
SPED 5310 |
| 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 5060
SPED 5200 |
| CC5:S9 | Create an environment that encourages self-advocacy and increased independence. |
SPED 5520
|
| CC5:S10 | Use effective and varied behavior management strategies. |
SPED 5010
SPED 5050 SPED 5200 SPED 5310 |
| 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. |
SPED 5010
|
| CC5:S15 | Structure, direct, and support the activities of paraeducators, volunteers, and tutors. |
SPED 5010
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. |
SPED 5510
|
| 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 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 5200
|
| CC7:S9 | Incorporate and implement instructional and assistive technology into the educational program. |
SPED 5010
SPED 5200 SPED 5530 |
| CC7:S10 | Prepare lesson plans. |
SPED 5040
SPED 5200 SPED 5310 SPED 5530 |
| CC7:S11 | Prepare and organize materials to implement daily lesson plans. |
SPED 5040
SPED 5200 SPED 5310 |
| CC7:S12 | Use instructional time effectively. |
SPED 5040
SPED 5200 SPED 5310 |
| CC7:S13 | Make responsive adjustments to instruction based on continual observations. |
SPED 5010
SPED 5200 SPED 5310 SPED 5530 |
| CC7:S14 | Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. |
SPED 5510
|
| 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 |
| 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 |
| CC8:K5 | National, state or provincial, and local accommodations and modifications. |
SPED 5040
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 5060 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 SPED 5310 |
| CC8:S9 | Develop or modify individualized assessment strategies. |
SPED 5070
SPED 5200 SPED 5310 SPED 5530 |
| CC8:S10 | Create and maintain records. |
SPED 5010
SPED 5200 SPED 5310 |
| 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. |
Orientation |
| CC9:K3 | Continuum of lifelong professional development. |
Professional Development Requirement SPED 5060 |
| CC9:K4 | Methods to remain current regarding research-validated practice. |
SPED 5050
SPED 5060 |
| CC9:S1 | Practice within the CEC Code of Ethics and other standards of the profession. |
SPED 5060
SPED 5070 |
| CC9:S2 | Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession. |
SPED 5060
|
| CC9:S3 | Act ethically in advocating for appropriate services. |
SPED 5060
|
| 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 SPED 5310 |
| 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 SPED 5310 |
| 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 5040
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 5060 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 5200
|
| CC10:S3 | Foster respectful and beneficial relationships between families and professionals. |
SPED 5060
SPED 5200 SPED 5530 |
| CC10:S4 | Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. |
SPED 5200
SPED 5530 |
| CC10:S5 | Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. |
SPED 5060
SPED 5200 |
| CC10:S6 | Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. |
SPED 5060
SPED 5200 |
| CC10:S7 | Use group problem-solving skills to develop, implement, and evaluate collaborative activities. |
SPED 5060
|
| 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 |
| IC1:K1 | Definitions and issues related to the identification of individuals with disabilities. |
SPED 5010
SPED 5070 SPED 5200 |
| IC1:K2 | Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. |
SPED 5010
SPED 5070 |
| IC1:K3 | The legal, judicial, and educational systems to assist individuals with disabilities. |
SPED 5070
|
| IC1:K4 | Continuum of placement and services available for individuals with disabilities. |
SPED 5070
SPED 5200 |
| IC1:K5 | Laws and policies related to provision of specialized health care in educational settings. |
SPED 5070
|
| IC1:K6 | Principles of normalization and concept of least restrictive environment. |
SPED 5070
SPED 5200 |
| IC1:K7 | Theory of reinforcement techniques in serving individuals with disabilities. |
SPED 5010
SPED 5050 SPED 5200 |
| IC1:K8 | Theories of behavior problems of individuals with disabilities. |
SPED 5010
SPED 5050 SPED 5200 |
| IC2:K1 | Etiology and diagnosis related to various theoretical approaches. |
SPED 5010
SPED 5050 |
| IC2:K2 | Impact of sensory impairments, physical and health disabilities on individuals, families, and society. |
SPED 5010
SPED 5200 |
| IC2:K3 | Etiologies and medical aspects of conditions affecting individuals with disabilities. |
SPED 5520
|
| IC2:K4 | Psychological and social-emotional characteristics of individuals with disabilities. |
SPED 5010
SPED 5050 SPED 5200 |
| IC2:K5 | Types and transmission routes of infectious disease. |
Orientation |
| IC3:K1 | Complications and implications of medical support services. |
SPED 5070
|
| IC3:K2 | Impact disabilities may have on auditory and information processing skills. |
SPED 5200
|
| IC3:K3 | Impact of multiple disabilities on behavior. |
SPED 5010
SPED 5050 SPED 5200 |
| IC3:S1 | Relate levels of support to the needs of the individual. |
SPED 5010
SPED 5050 SPED 5060 SPED 5070 SPED 5200 SPED 5530 |
| IC4:K1 | Specialized materials for individuals with disabilities. |
SPED 5040
SPED 5200 SPED 5530 |
| IC4:K2 | Prevention and intervention strategies for individuals with disabilities. |
SPED 5010
SPED 5050 SPED 5200 SPED 5310 |
| IC4:K3 | Strategies for integrating student-initiated learning experiences into ongoing instruction. |
SPED 5040
SPED 5200 SPED 5530 |
| IC4:K4 | Resources, and techniques used to transition individuals with disabilities into and out of school and postschool environments. |
SPED 5010
|
| IC4:S1 | Use research-supported instructional strategies and practices. |
SPED 5010
SPED 5200 SPED 5310 SPED 5530 |
| IC4:S2 | Use appropriate adaptations and assistive technology for all individuals with disabilities. |
SPED 5010
SPED 5200 SPED 5530 |
| IC4:S3 | Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities. |
SPED 5010
SPED 5050 SPED 5200 SPED 5310 |
| IC4:S4 | Identify and teach basic structures and relationships within and across curricula. |
SPED 5200
|
| IC4:S5 | Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. |
SPED 5200
SPED 5530 |
| IC4:S6 | Use responses and errors to guide instructional decisions and provide feedback to learners. |
SPED 5200
SPED 5310 SPED 5530 |
| IC5:K1 | Specialized health care interventions for individuals with physical and health disabilities in educational settings. |
SPED 5520
|
| IC5:K2 | Barriers to accessibility and acceptance of individuals with disabilities. |
SPED 5530
|
| IC5:K3 | Adaptation of the physical environment to provide optimal learning opportunities for individuals with disabilities. |
SPED 5010
SPED 5040 SPED 5200 SPED 5530 |
| IC5:K4 | Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings. |
SPED 5010
SPED 5200 SPED 5310 SPED 5530 |
| IC5:K5 | Advantages and disadvantages of placement options and programs on the continuum of services for individuals with disabilities. |
SPED 5200
|
| IC5:S1 | Provide instruction in community-based settings. |
SPED 5200
|
| IC5:S2 | Use and maintain assistive technologies. |
SPED 5200
SPED 5530 |
| IC5:S3 | Structure the educational environment to provide optimal learning opportunities for individuals with disabilities. |
SPED 5010
SPED 5200 SPED 5530 |
| IC5:S4 | Plan instruction in a variety of educational settings. |
SPED 5060
SPED 5200 SPED 5310 SPED 5530 |
| IC5:S5 | Teach individuals with disabilities to give and receive meaningful feedback from peers and adults. |
SPED 5200
|
| IC5:S6 | Design learning environments that are multisensory and that facilitate active participation, self- advocacy, and independence of individuals with disabilities in a variety of group and individual learning activities. |
SPED 5200
SPED 5530 |
| IC5:S7 | Use techniques of physical positioning and management of individuals with disabilities to ensure participation in academic and social environments. |
SPED 5200
SPED 5530 |
| IC5:S8 | Demonstrate appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning, and seating. |
SPED 5200
|
| IC5:S9 | Use positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation. |
SPED 5200
SPED 5530 |
| IC5:S10 | Use skills in problem-solving and conflict resolution. |
SPED 5200
|
| IC5:S11 | Design and implement sensory stimulation programs. |
SPED 5200
|
| IC5:S12 | Plan instruction for independent functional life skills relevant to the community, personal living, sexuality, and employment. |
SPED 5200
|
| IC6:K1 | Impact of language development and listening comprehension on academic and nonacademic learning of individuals with disabilities. |
SPED 5200
|
| IC6:K2 | Communication and social interaction alternatives for individuals who are nonspeaking. |
SPED 5200
SPED 5530 |
| IC6:S1 | Teach individuals with disabilities to monitor for errors in oral and written language. |
SPED 5200
SPED 5310 |
| IC6:S2 | Teach methods and strategies for producing legible documents. |
SPED 5200
SPED 5310 SPED 5530 |
| IC6:S3 | Plan instruction on the use of alternative and augmentative communication systems. |
SPED 5200
SPED 5530 |
| IC7:K1 | Model career, vocational, and transition programs for individuals with disabilities. |
SPED 5200
|
| IC7:S1 | Plan and implement individualized reinforcement systems and environmental modifications. |
SPED 5010
SPED 5050 SPED 5200 SPED 5310 SPED 5530 |
| IC7:S2 | Plan and implement age- and ability-appropriate instruction for individuals with disabilities. |
SPED 5200
SPED 5310 SPED 5530 |
| IC7:S3 | Select and plan for integration of related services into the instructional program. |
SPED 5070
SPED 5200 |
| IC7:S4 | Select, design, and use medical materials and resources required to educate individuals whose disabilities interfere with communications. |
SPED 5520
|
| IC7:S5 | Interpret sensory and physical information to create or adapt appropriate learning plans. |
SPED 5200
SPED 5530 |
| IC7:S6 | Design and implement instructional programs that address independent living and career education. |
SPED 5200
|
| IC7:S7 | Design and implement curriculum strategies for medical self-management procedures. |
SPED 5520
|
| IC7:S8 | Design, implement, and evaluate instructional programs that enhance social participation across environments. |
SPED 5010
SPED 5200 SPED 5530 |
| IC8:K1 | Specialized terminology used in the assessment of individuals with disabilities. |
SPED 5040
SPED 5070 SPED 5200 |
| IC8:K2 | Laws and policies regarding referral and placement procedures for individuals with disabilities. |
SPED 5070
SPED 5200 |
| IC8:K3 | Types and importance of information concerning individuals with disabilities available from families and public agencies. |
SPED 5070
SPED 5200 |
| IC8:S1 | Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities. |
SPED 5010
SPED 5040 SPED 5050 SPED 5200 SPED 5310 SPED 5530 |
| IC8:S2 | Use exceptionality-specific assessment instruments with individuals with disabilities. |
SPED 5200
|
| IC8:S3 | Select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilities. |
SPED 5200
|
| IC8:S4 | Adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities. |
SPED 5200
|
| IC8:S5 | Develop and use a technology plan based on adaptive technology assessment. |
SPED 5200
SPED 5530 |
| IC8:S6 | Assess reliable method(s) of response of individuals who lack typical communication and performance abilities. |
SPED 5040
SPED 5530 |
| IC8:S7 | Monitor intragroup behavior changes across subjects and activities. |
SPED 5530
|
| IC9:K1 | Sources of unique services, networks, and organizations for individuals with disabilities. |
SPED 5060
|
| IC9:K2 | Organizations and publications relevant to individuals with disabilities. |
SPED 5060
|
| IC9:S1 | Participate in the activities of professional organizations relevant to individuals with disabilities. |
SPED 5060
SPED 5200 |
| IC9:S2 | Ethical responsibility to advocate for appropriate services for individuals with disabilities. |
SPED 5060
|
| IC9:S3 | Seek information regarding protocols, procedural guidelines, and policies designed to assist individuals with disabilities as they participate in school and community-based activities. |
SPED 5060
SPED 5200 |
| IC10:K1 | Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with disabilities. |
SPED 5010
SPED 5060 |
| IC10:K2 | Collaborative and/or consultative role of the special education teacher in the reintegration of individuals with disabilities. |
SPED 5060
SPED 5200 |
| IC10:K3 | Roles of professional groups and referral agencies in identifying, assessing, and providing services to individuals with disabilities. |
SPED 5060
SPED 5070 |
| IC10:S1 | Participate in the selection and implementation of augmentative or alternative communication systems. |
SPED 5200
SPED 5530 |
| IC10:S2 | Use local community, and state and provincial resources to assist in programming with individuals with disabilities. |
SPED 5060
SPED 5200 |
| IC10:S3 | Select, plan, and coordinate activities of related services personnel to maximize direct instruction for individuals with disabilities. |
SPED 5060
SPED 5200 |
| IC10:S4 | Collaborate with team members to plan transition to adulthood that encourages full community participation. |
SPED 5060
SPED 5070 SPED 5200 |
| IC10:S5 | Collaborate with families of and service providers to individuals who are chronically or terminally ill. |
SPED 5060
|
Site
Department of Special Education and Rehabilitation
2865 Old Main Hill, Logan, UT 84322-2865
Phone: (435) 797-3243 Fax: (435) 797-3572
