St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
8710.5400 TEACHERS OF SPECIAL EDUCATION
Professional Education Program Evaluation Report
FORM I-C MATRIX
(PEPER II)
8710.5400 Teachers of Special Education
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed) / K = knowledge, U = understanding,, Skills
Insert COURSE NUMBER & ID below
SPED 200
SPED 2_503 SPED 2_504
Subp. 3. Subject matter standard. A candidate for
licensure as a teacher of special education: developmental
disabilities must complete a preparation program under subpart 2, item C,
that must include the candidate's demonstration of the knowledge and skills
in items A to E.
A. A teacher of special education: developmental disabilities understands
the central concepts, tools of inquiry, and history and context of
developmental disabilities as a foundation on which to base practice. The
teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental
disabilities
(3) current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with
developmental disabilities;
(4) general developmental, academic, social, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) research-based theories of behavior problems exhibited by individuals
with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including
adaptive behavior, social competence, social isolation, and learned
helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities,
and their implications for learning.
K
SPED 338
SPED 339
SPED 4_505
K
K
K
K
K
K
U
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 200
B. A teacher of special education: developmental disabilities understands
referral, assessment, planning, and placement procedures specific to
teaching students with developmental disabilities. The teacher must
understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of
formal and informal assessments for students with developmental
disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
developmental disabilities;
(4) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with developmental
disabilities;
(5) how to interview, gather, and maintain information from parents,
families, teachers, and other professionals for the purpose of assessment
and planning, developing, implementing, and evaluating individual
education programs;
(6) how to assess and accommodate for architectural barriers in the
educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive
equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive,
augmentative, and assistive technologies to meet the needs of children and
youth with developmental disabilities;
(9) how to manage student support needs including the medical
complications and implications of tube feeding, catheterization, seizure
management, and CPR;
(10) various educational models and setting options and the selection of
appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family
priorities, resources, and concerns and that incorporate, when appropriate,
nonacademic and academic goals and the appropriate use of adaptive
augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands
how to use individual education program plans to design and implement
developmentally appropriate instruction for students with developmental
disabilities. The teacher must understand how to:
SPED 2_503
SPED 2_504
SPED 338
SPED 339
SPED 4_505
K
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 200
(1) apply research-supported instructional strategies and practices,
including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative
techniques;
(2) select, adapt, and implement developmentally appropriate classroom
management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive,
cultural, and communication needs of children and youth with
developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs,
processes, and materials to enhance student participation in domestic and
family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of
specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative
communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy
skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes
stated in the individual plans.
D. A teacher of special education: developmental disabilities
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their parents in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to
implement, monitor, and evaluate interagency agreements and transition
plans;
(4) the educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with developmental
disabilities;
(5) school, community, and social services appropriate to individuals with
developmental disabilities and how to identify and access services that will
enhance instruction and programming; and
SPED 2_503
SPED 2_504
SPED 338
SPED 339
SPED 4_505
K
K
K
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 200
(6) how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional
organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the
standards of effective practice in teaching students with developmental
disabilities through a variety of early and ongoing clinical experiences with
kindergarten or primary, intermediate or middle level, and high
school students across a range of service delivery models.
SPED 411-418 to follow
SPED 2_503
K
SPED 2_504
SPED 338
SPED 339
SPED 4_505
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
8710.5400 TEACHERS OF SPECIAL EDUCATION: DEVELOPMENTAL DISABILIITIES
Professional Education Program Evaluation Report
(PEPER II)
8710.5400 Teachers of Special Education:
Developmental Disabilities
Subp. 3. Subject matter standard. A candidate for
licensure as a teacher of special education: developmental
disabilities must complete a preparation program under subpart 2, item C,
that must include the candidate's demonstration of the knowledge and skills
in items A to E.
A. A teacher of special education: developmental disabilities understands
the central concepts, tools of inquiry, and history and context of
developmental disabilities as a foundation on which to base practice. The
teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental
disabilities
(3) current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with
developmental disabilities;
(4) general developmental, academic, social, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) research-based theories of behavior problems exhibited by individuals
with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including
adaptive behavior, social competence, social isolation, and learned
helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities,
and their implications for learning.
FORM I-C MATRIX
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4_511 SPED 4_513 SPED 4_514
SPED 4_515
SPED 4_516
SPED 4_518
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4_511
B. A teacher of special education: developmental disabilities understands
referral, assessment, planning, and placement procedures specific to
teaching students with developmental disabilities. The teacher must
understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of
formal and informal assessments for students with developmental
disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
developmental
disabilities;
(4) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with developmental
disabilities;
(5) how to interview, gather, and maintain information from parents,
families, teachers, and other professionals for the purpose of assessment
and planning, developing, implementing, and evaluating individual
education programs;
(6) how to assess and accommodate for architectural barriers in the
educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive
equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive,
augmentative, and assistive technologies to meet the needs of children and
youth with developmental disabilities;
(9) how to manage student support needs including the medical
complications and implications of tube feeding, catheterization, seizure
management, and CPR;
(10) various educational models and setting options and the selection of
appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family
priorities, resources, and concerns and that incorporate, when appropriate,
nonacademic and academic goals and the appropriate use of adaptive
augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands
how to use individual education program plans to design and implement
developmentally appropriate instruction for students with developmental
disabilities. The teacher must understand how to:
SPED 4_513
SPED 4_514
SPED 4_515
SPED 4_516
K
K
K
U
K
U
K
K
K
K
K
K
SPED 4_518
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4_511
(1) apply research-supported instructional strategies and practices,
including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative
techniques;
(2) select, adapt, and implement developmentally appropriate classroom
management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive,
cultural, and communication needs of children and youth with
developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs,
processes, and materials to enhance student participation in domestic and
family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of
specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative
communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy
skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes
stated in the individual plans.
D. A teacher of special education: developmental disabilities
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their parents in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to
implement, monitor, and evaluate interagency agreements and transition
plans;
(4) the educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with developmental
disabilities;
(5) school, community, and social services appropriate to individuals with
developmental disabilities and how to identify and access services that will
enhance instruction and programming; and
SPED 4_513
SPED 4_514
SPED 4_515
K
K
K
K
K
K
SPED 4_516
SPED 4_518
K
K
K
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4_511
SPED 4_513
SPED 4_514
(6) how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional
organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the
standards of effective practice in teaching students with developmental
disabilities through a variety of early and ongoing clinical experiences with
kindergarten or primary, intermediate or middle level, and high
school students across a range of service delivery models.
SPED 4_519, SPED 4_520, SPED 4_521, SPED 4_622, SPED 4_531, and SPED 440 to follow
SPED 4_515
SPED 4_516
SPED 4_518
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
8710.5400 TEACHERS OF SPECIAL EDUCATION: DEVELOPMENTAL DISABILIITIES
Professional Education Program Evaluation Report
(PEPER II)
8710.5400 Teachers of Special Education:
Developmental Disabilities
Subp. 3. Subject matter standard. A candidate for
licensure as a teacher of special education: developmental
disabilities must complete a preparation program under subpart 2, item C,
that must include the candidate's demonstration of the knowledge and skills
in items A to E.
A. A teacher of special education: developmental disabilities understands
the central concepts, tools of inquiry, and history and context of
developmental disabilities as a foundation on which to base practice. The
teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental
disabilities
(3) current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with
developmental disabilities;
(4) general developmental, academic, social, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) research-based theories of behavior problems exhibited by individuals
with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including
adaptive behavior, social competence, social isolation, and learned
helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities,
and their implications for learning.
FORM I-C MATRIX
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4_519 SPED 4_520 SPED 4_521
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
SPED 4_622
SPED 4_531
SPED 440
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4_519
B. A teacher of special education: developmental disabilities understands
referral, assessment, planning, and placement procedures specific to
teaching students with developmental disabilities. The teacher must
understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of
formal and informal assessments for students with developmental
disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
developmental disabilities;
(4) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with developmental
disabilities;
(5) how to interview, gather, and maintain information from parents,
families, teachers, and other professionals for the purpose of assessment
and planning,
developing, implementing, and evaluating individual education programs;
(6) how to assess and accommodate for architectural barriers in the
educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive
equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive,
augmentative, and assistive technologies to meet the needs of children and
youth with developmental disabilities;
(9) how to manage student support needs including the medical
complications and implications of tube feeding, catheterization, seizure
management, and CPR;
(10) various educational models and setting options and the selection of
appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family
priorities, resources, and concerns and that incorporate, when appropriate,
nonacademic and academic goals and the appropriate use of adaptive
augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands
how to use individual education program plans to design and implement
developmentally appropriate instruction for students with developmental
disabilities. The teacher must understand how to:
SPED 4_520
SPED 4_521
U
U
U
U
U
U
U
U
U
U
SPED 4_622
SPED 4_531
SPED 440
K
K
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4_519
(1) apply research-supported instructional strategies and practices,
including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative
techniques;
(2) select, adapt, and implement developmentally appropriate classroom
management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive,
cultural, and communication needs of children and youth with
developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs,
processes, and materials to enhance student participation in domestic and
family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of
specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative
communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy
skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes
stated in the individual plans.
D. A teacher of special education: developmental disabilities
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their parents in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to
implement, monitor, and evaluate interagency agreements and transition
plans;
(4) the educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with developmental
disabilities;
(5) school, community, and social services appropriate to individuals with
developmental disabilities and how to identify and access services that will
enhance instruction and programming; and
SPED 4_520
SPED 4_521
SPED 4_622
SPED 4_531
S
U
U
S
U
U
U
U
K
U
U
S
U
U
S
S
S
S
SPED 440
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4_519
(6) how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional
organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the
standards of effective practice in teaching students with developmental
disabilities through a variety of early and ongoing clinical experiences with
kindergarten or primary, intermediate or middle level, and high
school students across a range of service delivery models.
SPED 4_520
SPED 4_521
U
U
U
U
SPED 4_545, SPED 4_646, SPED 4_647, SPED 455, SPED 4_660, SPED 4_661 to follow
SPED 4_622
SPED 4_531
SPED 440
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
8710.5400 TEACHERS OF SPECIAL EDUCATION: DEVELOPMENTAL DISABILIITIES
Professional Education Program Evaluation Report
(PEPER II)
8710.5400 Teachers of Special Education:
Developmental Disabilities
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4-545
Subp. 3. Subject matter standard. A candidate for
licensure as a teacher of special education: developmental
disabilities must complete a preparation program under subpart 2, item C,
that must include the candidate's demonstration of the knowledge and skills
in items A to E.
A. A teacher of special education: developmental disabilities understands
the central concepts, tools of inquiry, and history and context of
developmental disabilities as a foundation on which to base practice. The
teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental
disabilities
(3) current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with
developmental disabilities;
(4) general developmental, academic, social, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) research-based theories of behavior problems exhibited by individuals
with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including
adaptive behavior, social competence, social isolation, and learned
helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities,
and their implications for learning.
FORM I-C MATRIX
SPED4-646
SPED 4-647
LD METH
DD METH
U/S
U/S
U
U
U
SPED 455
SPED 4-660
SPED 4-661
DD STUD
DD STUD
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4-545
B. A teacher of special education: developmental disabilities understands
referral, assessment, planning, and placement procedures specific to
teaching students with developmental disabilities. The teacher must
understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of
formal and informal assessments for students with developmental
disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
developmental
disabilities;
(4) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with developmental
disabilities;
(5) how to interview, gather, and maintain information from parents,
families, teachers, and other professionals for the purpose of assessment
and planning,
developing, implementing, and evaluating individual education programs;
(6) how to assess and accommodate for architectural barriers in the
educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive
equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive,
augmentative, and assistive technologies to meet the needs of children and
youth with developmental disabilities;
(9) how to manage student support needs including the medical
complications and implications of tube feeding, catheterization, seizure
management, and CPR;
(10) various educational models and setting options and the selection of
appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family
priorities, resources, and concerns and that incorporate, when appropriate,
nonacademic and academic goals and the appropriate use of adaptive
augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands
how to use individual education program plans to design and implement
developmentally appropriate instruction for students with developmental
disabilities. The teacher must understand how to:
K
SPED4-646
SPED 4-647
SPED 455
SPED 4-660
SPED 4-661
U
S
S
U
S
S
S
S
U
U
U
U
S
U
U
U
U
S
S
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4-545
(1) apply research-supported instructional strategies and practices,
including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative
techniques;
(2) select, adapt, and implement developmentally appropriate classroom
management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive,
cultural, and communication needs of children and youth with
developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs,
processes, and materials to enhance student participation in domestic and
family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of
specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative
communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy
skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes
stated in the individual plans.
D. A teacher of special education: developmental disabilities
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their parents in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to
implement, monitor, and evaluate interagency agreements and transition
plans;
(4) the educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with developmental
disabilities;
(5) school, community, and social services appropriate to individuals with
developmental disabilities and how to identify and access services that will
enhance instruction and programming; and
SPED4-646
SPED 4-647
SPED 455
SPED 4-660
SPED 4-661
U
S
S
U
S
S
U
U
S
U
S
S
S
S
S
U
U
S
S
U
S
U
S
U
U
S
S
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4-545
(6) how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional
organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the
standards of effective practice in teaching students with developmental
disabilities through a variety of early and ongoing clinical experiences with
kindergarten or primary, intermediate or middle level, and high
school students across a range of service delivery models.
SPED 4_670. SPED 4_671, SPED 4_680, SPED 4_681, SPED 490 to follow
SPED4-646
SPED 4-647
SPED 455
SPED 4-660
SPED 4-661
S
S
U
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
8710.5400 TEACHERS OF SPECIAL EDUCATION: DEVELOPMENTAL DISABILIITIES
Professional Education Program Evaluation Report
(PEPER II)
8710.5400 Teachers of Special Education:
Developmental Disabilities
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4-670
Subp. 3. Subject matter standard. A candidate for
licensure as a teacher of special education: developmental
disabilities must complete a preparation program under subpart 2, item C,
that must include the candidate's demonstration of the knowledge and skills
in items A to E.
A. A teacher of special education: developmental disabilities understands
the central concepts, tools of inquiry, and history and context of
developmental disabilities as a foundation on which to base practice. The
teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental
disabilities
(3) current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with
developmental disabilities;
(4) general developmental, academic, social, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) research-based theories of behavior problems exhibited by individuals
with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including
adaptive behavior, social competence, social isolation, and learned
helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities,
and their implications for learning.
FORM I-C MATRIX
SPED 4-671
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4-670
B. A teacher of special education: developmental disabilities understands
referral, assessment, planning, and placement procedures specific to
teaching students with developmental disabilities. The teacher must
understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of
formal and informal assessments for students with developmental
disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
developmental
disabilities;
(4) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with developmental
disabilities;
(5) how to interview, gather, and maintain information from parents,
families, teachers, and other professionals for the purpose of assessment
and planning,
developing, implementing, and evaluating individual education programs;
(6) how to assess and accommodate for architectural barriers in the
educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive
equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive,
augmentative, and assistive technologies to meet the needs of children and
youth with developmental disabilities;
(9) how to manage student support needs including the medical
complications and implications of tube feeding, catheterization, seizure
management, and CPR;
(10) various educational models and setting options and the selection of
appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family
priorities, resources, and concerns and that incorporate, when appropriate,
nonacademic and academic goals and the appropriate use of adaptive
augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands
how to use individual education program plans to design and implement
developmentally appropriate instruction for students with developmental
disabilities. The teacher must understand how to:
SPED 4-671
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4-670
(1) apply research-supported instructional strategies and practices,
including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative
techniques;
(2) select, adapt, and implement developmentally appropriate classroom
management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive,
cultural, and communication needs of children and youth with
developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs,
processes, and materials to enhance student participation in domestic and
family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of
specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative
communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy
skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes
stated in the individual plans.
D. A teacher of special education: developmental disabilities
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their parents in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to
implement, monitor, and evaluate interagency agreements and transition
plans;
(4) the educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with developmental
disabilities;
(5) school, community, and social services appropriate to individuals with
developmental disabilities and how to identify and access services that will
enhance instruction and programming; and
SPED 4-671
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 4-670
(6) how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional
organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the
standards of effective practice in teaching students with developmental
disabilities through a variety of early and ongoing clinical experiences with
kindergarten or primary, intermediate or middle level, and high
school students across a range of service delivery models.
SPED 648, SPED 650, SPED 651, CEEP 262, CDIS 466, IM 260 to follow
SPED 4-671
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
8710.5400 TEACHERS OF SPECIAL EDUCATION: DEVELOPMENTAL DISABILIITIES
Professional Education Program Evaluation Report
(PEPER II)
8710.5400 Teachers of Special Education:
Developmental Disabilities
Subp. 3. Subject matter standard. A candidate for
licensure as a teacher of special education: developmental
disabilities must complete a preparation program under subpart 2, item C,
that must include the candidate's demonstration of the knowledge and skills
in items A to E.
A. A teacher of special education: developmental disabilities understands
the central concepts, tools of inquiry, and history and context of
developmental disabilities as a foundation on which to base practice. The
teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental
disabilities
(3) current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with
developmental disabilities;
(4) general developmental, academic, social, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) research-based theories of behavior problems exhibited by individuals
with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including
adaptive behavior, social competence, social isolation, and learned
helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities,
and their implications for learning.
FORM I-C MATRIX
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 648
SPED 650
SPED 651
METH
PHD
PRACT
PHD
PRACT
PHD
CEEP 262
CDIS 468
IM 260
St. Cloud State University
B. A teacher of special education: developmental disabilities understands
referral, assessment, planning, and placement procedures specific to
teaching students with developmental disabilities. The teacher must
understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of
formal and informal assessments for students with developmental
disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
developmental
disabilities;
(4) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with developmental
disabilities;
(5) how to interview, gather, and maintain information from parents,
families, teachers, and other professionals for the purpose of assessment
and planning,
developing, implementing, and evaluating individual education programs;
(6) how to assess and accommodate for architectural barriers in the
educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive
equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive,
augmentative, and assistive technologies to meet the needs of children and
youth with developmental disabilities;
(9) how to manage student support needs including the medical
complications and implications of tube feeding, catheterization, seizure
management, and CPR;
(10) various educational models and setting options and the selection of
appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family
priorities, resources, and concerns and that incorporate, when appropriate,
nonacademic and academic goals and the appropriate use of adaptive
augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands
how to use individual education program plans to design and implement
developmentally appropriate instruction for students with developmental
disabilities. The teacher must understand how to:
8710.5400 Special Education: Developmental Disabilities
SPED 648
SPED 650
SPED 651
METH
PHD
PRACT
PHD
PRACT
PHD
CEEP 262
CDIS 468
IM 260
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 648
(1) apply research-supported instructional strategies and practices,
including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative
techniques;
(2) select, adapt, and implement developmentally appropriate classroom
management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive,
cultural, and communication needs of children and youth with
developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs,
processes, and materials to enhance student participation in domestic and
family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of
specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative
communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy
skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes
stated in the individual plans.
D. A teacher of special education: developmental disabilities
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their parents in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to
implement, monitor, and evaluate interagency agreements and transition
plans;
(4) the educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with developmental
disabilities;
(5) school, community, and social services appropriate to individuals with
developmental disabilities and how to identify and access services that will
enhance instruction and programming; and
SPED 650
SPED 651
CEEP 262
CDIS 468
IM 260
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
SPED 648
SPED 650
(6) how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional
organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the
standards of effective practice in teaching students with developmental
disabilities through a variety of early and ongoing clinical experiences with
kindergarten or primary, intermediate or middle level, and high
school students across a range of service delivery models.
IM 422, HLTH 301, HURL 4_597, HURL 4_598 CDIS 466, and MATH 330 to follow
SPED 651
CEEP 262
CDIS 468
IM 260
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
8710.5400 TEACHERS OF SPECIAL EDUCATION: DEVELOPMENTAL DISABILIITIES
Professional Education Program Evaluation Report
(PEPER II)
8710.5400 Teachers of Special Education:
Developmental Disabilities
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
IM 422
Subp. 3. Subject matter standard. A candidate for
licensure as a teacher of special education: developmental
disabilities must complete a preparation program under subpart 2, item C,
that must include the candidate's demonstration of the knowledge and skills
in items A to E.
A. A teacher of special education: developmental disabilities understands
the central concepts, tools of inquiry, and history and context of
developmental disabilities as a foundation on which to base practice. The
teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental
disabilities
(3) current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with
developmental disabilities;
(4) general developmental, academic, social, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) research-based theories of behavior problems exhibited by individuals
with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including
adaptive behavior, social competence, social isolation, and learned
helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities,
and their implications for learning.
FORM I-C MATRIX
HLTH 301
HURL 4-597
HURL 4-598
CDIS 466
MATH 330
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
IM 422
B. A teacher of special education: developmental disabilities understands
referral, assessment, planning, and placement procedures specific to
teaching students with developmental disabilities. The teacher must
understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of
formal and informal assessments for students with developmental
disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
developmental
disabilities;
(4) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with developmental
disabilities;
(5) how to interview, gather, and maintain information from parents,
families, teachers, and other professionals for the purpose of assessment
and planning,
developing, implementing, and evaluating individual education programs;
(6) how to assess and accommodate for architectural barriers in the
educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive
equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive,
augmentative, and assistive technologies to meet the needs of children and
youth with developmental disabilities;
(9) how to manage student support needs including the medical
complications and implications of tube feeding, catheterization, seizure
management, and CPR;
(10) various educational models and setting options and the selection of
appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family
priorities, resources, and concerns and that incorporate, when appropriate,
nonacademic and academic goals and the appropriate use of adaptive
augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands
how to use individual education program plans to design and implement
developmentally appropriate instruction for students with developmental
disabilities. The teacher must understand how to:
HLTH 301
HURL 4-597
HURL 4-598
CDIS 466
K/U
K/U
MATH 330
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
IM 422
(1) apply research-supported instructional strategies and practices,
including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative
techniques;
(2) select, adapt, and implement developmentally appropriate classroom
management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive,
cultural, and communication needs of children and youth with
developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs,
processes, and materials to enhance student participation in domestic and
family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of
specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative
communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy
skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes
stated in the individual plans.
D. A teacher of special education: developmental disabilities
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their parents in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to
implement, monitor, and evaluate interagency agreements and transition
plans;
(4) the educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with developmental
disabilities;
(5) school, community, and social services appropriate to individuals with
developmental disabilities and how to identify and access services that will
enhance instruction and programming; and
HLTH 301
HURL 4-597
HURL 4-598
CDIS 466
U
U
U
MATH 330
St. Cloud State University
8710.5400 Special Education: Developmental Disabilities
IM 422
(6) how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional
organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the
standards of effective practice in teaching students with developmental
disabilities through a variety of early and ongoing clinical experiences with
kindergarten or primary, intermediate or middle level, and high
school students across a range of service delivery models.
HLTH 301
HURL 4-597
HURL 4-598
CDIS 466
MATH 330