Special Education – Blind and Partially Sighted Subject Specific Matrix
Courses
SPE 605
SPE 606
SPE 607
SPE
SPE
608
709
Competencies for the
Beginning Blind and
Partially Sighted
Educator in Missouri
1. Philosophical, Historical, and Legal Foundations of Special Education
1.1 Historical, social,
and political issues
which impact the field
of Special Education
Y
Y
Y
Y
Y
and their relationship
to developments in
the field
1.2 The roles of
community and
advocacy groups and
their influence on
developments in
Special Education
Y
Y
1.3 Models, theories,
and philosophies that
provide the basis for
Special Education
practice
1.4 The existence of a
disability does not
preclude normal
academic
development, or
communication ability
1.5 Issues in definition,
identification, and
placement procedures
for individuals with
disabilities
Y
Y
Y
Y
Y
Y
Y
Y
SPE 711
SPE 789
1.6 The legal basis and
procedures – including
statutes, regulations,
and case law – which
impact individuals
with disabilities
Courses
Y
SPE 605
SPE 606
2. Characteristics of Learners
2.1 Similarities and
differences in the
development of
individuals with one or
more disability
Y
2.3 Characteristics of
normal, delayed,
different, and
disordered
communication
patterns of individuals
with disabilities
Y
2.4 Various cultural
dimensions that
impact an individual
with a disability
including racial/ethnic
and/or disability
cultures
Y
2.5 The effect of vision
loss on cognitive
processes
Y
SPE
SPE
608
709
Y
2.2 Structure,
function, diseases, and
disorders of the
human visual system
2.6 The effects on
visual impairment on
SPE 607
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
SPE 711
Y
Y
Y
Y
Y
SPE 789
development
2.7 The effects on
visual impairment on
orientation and
mobility
2.8 The effect of one
or more disabilities on
a individual’s learning
Y
Y
2.9 Effects of medical,
psychosocial, genetic,
and/or environmental
conditions on the
educational, cognitive,
physical, social,
behavioral, and
emotional needs of
individuals with
disabilities
Courses
SPE 605
Y
Y
Y
Y
Y
SPE 606
SPE 607
Y
Y
Y
SPE
SPE
608
709
SPE 711
3. Assessment, Diagnosis, Evaluation, and Programming (the Special Education Process)
3.1 Legal and ethical
concerns, regulations,
and guidelines
Y
regarding compliance
with the Special
Education Process
3.2 Appropriate
selection,
administration,
modification, and
interpretation of
informal and formal
assessment
procedures and
instruments
3.3 Formal and
informal assessments,
including functional
vision assessments
Y
Y
Y
Y
Y
SPE 789
and learning media
assessments to comply
with Braille Instruction
RSMo 167.225
3.4 Commonly used
principles and
terminology of
psychometrics
Y
3.5 Strategies that
consider the impact of
diversity on
assessment, eligibility
programming, and
placement of
individuals with
disabilities.
Y
3.6 Continuum of
placement and service
delivery models
available for
individuals with
disabilities,
emphasizing
appropriateness in
meeting individual
needs.
Y
3.7 Methods of
monitoring, recording,
evaluating, and
reporting the
performance of
individuals with
disabilities in the four
domains
(academic/vocational,
domestic/self-help,
recreational/leisure,
and community
functioning)
Y
3.8 Understanding of
the sequence and
interrelationships of
Y
Y
Y
each step of the
Special Education
Process.
3.9 The terminology
and impact of medical,
therapeutic, and
educational
information on
assessment and
programming.
Courses
Y
SPE 605
Y
SPE 606
4. Instructional Content and Practice
4.1 Researchsupported
instructional practices,
strategies, and
materials used across
the continuum of
service delivery
models.
4.2 Proficiency in
reading and writing of
standard English
Braille Grade 2.
Y
4.3 Instructional
practices used in
teaching Braille
reading and writing.
Y
SPE 607
Y
SPE
SPE
608
709
SPE 711
Y
Y
Y
4.4 Curricula for the
instruction of motor
sensory, cognitive,
academic, social,
language, affective,
and functional life
skills for individuals
with disabilities.
Y
4.5 Instructional
practices used in
teaching organization
Y
Y
SPE 789
and study skills.
4.6 Effective practices
in integrate academic
instruction, affective
education, and
behavior management
for individual students
and groups of students
with disabilities.
4.7 Accessing and
acquiring curricular
content knowledge as
needed
Y
Y
4.8 Techniques and
assistive devices and
services for
modification of
educational methods,
materials, curricula,
and physical
environments.
Y
4.9 Federal
entitlements (e.g.,
American Printing
House for Blind Quota
Funds) that relate to
the provision of
specialized equipment
and material for
learners with visual
impairments.
Y
-4.10 Traditional
writing tools and
devices (e.g., slate and
stylus, Braillewriter,
and writing guides).
Y
4.11 Use and
instructional
application of Nemeth
Code.
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
4.12 Listening and
recording devices.
Y
4.13 Instructional
practices in
keyboarding,
electronic Braille note
taking, and other
computer-based
applications which
facilitate literacy.
Y
Y
4.14 Use of
computational devices
(e.g., abacus).
Y
Y
4.15 Providing
supports to students
making age and grade
level transitions
including transition to
adult life.
4.16 Techniques to
foster the
development of
auditory, tactile, and
visual skills.
Y
Y
Y
Y
Y
4.17 Use of
compensatory visual
strategies and optical
and nonoptic devices.
Y
Y
4.18 Procedures and
application of basic
orientation and
mobility skills (i.e.,
concepts, trailing,
sighted guide
techniques, room
orientation, sound
localization, protective
techniques, directional
techniques).
Y
4.19 Methods of
Y
Y
Y
travel, including public
transportation and use
of mobility devices
and services provided
by a university-trained
orientation and
mobility instructor.
Courses
SPE 605
SPE 606
SPE 607
SPE
SPE
608
709
SPE 711
5. Planning and Managing the Teaching and Learning Environment
5.1 Effective
classroom
management theories,
methods, and
techniques for
Y
Y
individuals with
disabilities
incorporating
research-supported
practices.
5.2 Universal
precautions to
maintain healthy and
safe environments.
5.3 Understanding
when and how to
access specialized
resources, including
funding sources.
Y
Y
Y
5.4 Strategies for using
technology to enhance
the teaching and
learning environment.
Y
5.5 Strategies for
managing time,
schedules, and other
associated variables
for providing
instruction.
Y
Y
SPE 789
5.6 Strategies for
utilizing mentors and
role models in
programming for
students with
disabilities.
Y
5.7 Strategies for
directing the activities
of a classroom
paraprofessional and
others in an assisting
role.
Y
Y
Y
5.8 Strategies for
supervising Braille
transcribers.
Courses
Y
SPE 605
SPE 606
SPE 607
SPE
SPE
608
709
SPE 711
6. Student Behavior and Social Interaction Skills
6.1 Legal and ethical
standards regarding
behavioral supports
Y
systems for individuals
with disabilities.
6.2 Pragmatic
language skills needed
for social educational
and functional living
environments.
Y
6.3 Community
affiliation and
advocacy issues and
their influence on selfadvocacy.
Y
6.4 Strategies for crisis
prevention/
Y
Y
intervention.
6.5 Analysis of
communicative intent
Y
Y
Y
SPE 789
of behavior (i.e.,
behaviors are
messages).
Courses
SPE 605
SPE 606
SPE 607
7. Communication and Collaborative Partnerships
7.1 Strategies to
promote access to
information and
facilities for
Y
Y
individuals, families,
school, and
community.
7.2 Strategies to
provide the
appropriate
communication access
for individuals,
families, school, and
community.
Y
7.3 Strategies to
address concerns of
families, teachers,
students and
community related to
individuals with
disabilities.
Y
7.4 Collaboration skills
necessary to
participate as an
active and
knowledgeable
member of an
educational team.
7.5 Skills required to
participate as an
active and
knowledgeable
member of a
multidisciplinary team.
Y
Y
SPE
SPE
608
709
SPE 711
SPE 789
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
7.6 Roles,
responsibilities, and
expertise of
individuals with
disabilities, families,
teachers, school
administrators and
ancillary and support
personnel in planning
and delivering an
individualized
program.
7.7 Strategies to
address social and
emotional issues that
impact individuals
with disabilities and
their families.
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
7.8 General classroom
settings, curriculum,
and instructional
strategies.
7.9 Techniques that
can be used to provide
support services in
general education
settings.
Y
7.10 Strategies for
developing effective
behavior support
systems within and
across school and
community settings.
Courses
Y
SPE 605
SPE 606
SPE 607
8. Professional and Ethical Practices and Resources
8.1 Consumer
organizations that can
Y
Y
be accessed by
individuals with
SPE
SPE
608
709
Y
Y
SPE 711
Y
SPE 789
Y
disabilities.
8.2 Ethical practices as
defined by appropriate
professional learned
societies.
Y
Y
Y
8.3 Educational reform
initiatives at the state
and national level.
Y
Y
Y
Y
y