Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the standard UPCC or
GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1.
Describe how this program reflects the unit’s conceptual framework.
The Master of Arts in Teaching in Special Education Individualized General Curriculum (IGC) program offered
by the Department of Inclusive Education within the Bagwell College of Education at Kennesaw State University
(KSU). The Bagwell College of Education (BCOE) is one of eight colleges at KSU. Of these eight colleges, five
belong to the Professional Teacher Education Unit (PTEU) – an umbrella organization representing 14
departments that collaborate on the design, delivery, approval, and accreditation of all teacher preparation
programs. The PTEU is accredited by NCATE and the Georgia Professional Standards Commission (GaPSC),
with the majority of programs having earned national recognition by various Specialty Professional Associations
(SPA).
The Master of Arts in Teaching in Special Education IGC aligns with and supports the following conceptual
framework:
The PTEU is committed to developing expertise among candidates in initial and advanced programs as teachers,
teacher leaders and school leaders who possess the capability, intent and expertise to facilitate high levels of
learning in all of their students through effective, research-based practices in classroom instruction, and to
enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as
they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU
conceptual framework, expertise is viewed as a process of continued development, not an end state. To be
effective, teachers and educational leaders must embrace the notion that teaching and learning are intertwined and
that only through the implementation of validated practices can all students construct meaning and reach high
levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, local
communities, public and private schools and school districts, parents and other professional partners, the PTEU
meets the ultimate goal of bringing all of Georgia’s students to high levels of learning.
The Department of Inclusive Education is a unit of the BCOE. The Department has established a strong
foundation through its programs for preparing teachers as leaders for school reform. All of the programs,
concentrations and endorsements offered in the department share a philosophy of differentiated instruction that is
embedded throughout the common core of courses focused on culturally and linguistically responsive teaching,
collaboration, and student-centered learning. In addition to the common core, discipline specific courses focus on
the preparation of expert teachers and leaders, thus assuring that all standards for each discipline are met. The
Department values excellence in education by preparing teachers with the knowledge, skills and dispositions to
effectively enhance the education of English learners (ELs) and students with disabilities.
The Master of Arts in Teaching in Special Education IGC Program supports the Bagwell College of Education’s
commitment to preparing accomplished teachers and leaders through the collaborative development of expertise
in teaching and learning. This commitment is consistent with the conceptual framework of the Professional
Teacher Education Unit (PTEU), which outlines a vision for developing educators from novice to proficient to
expert and leader. By developing experts in special education, the Inclusive Education Department aims to foster
the development of knowledge, skills, and dispositions required to be an effective user and facilitator of special
education research-based techniques to improve teaching and learning. In concert with the PTEU vision, the goal
of the MAT in Special Education IGC is to prepare special education teachers who establish themselves as experts
in their field, facilitators of specially designed learning, and collaborative professionals who are active leaders
who contextualize high-quality learning experiences for P-12 education.
1
Thus, the program furthers the mission of the institution in that it will advance Kennesaw State University’s
commitment to be a responsive resource to the needs of the state. Georgia, not unlike the nation, is continuing to
experience a critical special education teacher shortage. Kennesaw State University can respond to this need by
implementing the proposed standards-based program to produce a larger number of highly qualified special
education teachers. As the largest producer of teachers in the state of Georgia, KSU is a primary institution of
choice and a leader among the state’s remaining institutions. The proposed Master of Arts in Teaching in Special
Education IGC degree will be grounded in the mission of the institution and the already established excellent
reputation and practices of the Professional Teacher Education Unit and Bagwell College of Education.
2.
(National/State Standards) Specify applicable national and/or state standards to which this program will
demonstrate compliance. Please attach a copy of the applicable standards. (Attachment A – CEC Standards and
Attachment B – GaPSC Rules). Note: CEC and PSC Rules are aligned.
3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during the program.
(Same as GaPSC Rules – See Attachment C – PTEU Initial Proficiencies - CPI)
4.
(Assessment System) Using the curriculum matrix (next page), indicate where the subject area standards are
addressed in the proposed curriculum. Then identify in the next chart (Assessment System) the unit and program
assessments that will be used to determine if candidates meet proficiencies and standards. The three items to follow
should be addressed as well in narrative form:
a)
Transition Points
Describe how this program meets the applicable portions of Standard 2, element a. Your program may include
some or all of the following transition points: Program Entry, Student Teaching Entry, Student Teaching Exit,
Program Exit, and Employment (or Induction after Hire). In this part of the report, describe the transition points
used in your program, and relate or align them with the requirements your candidates have to satisfy to
accomplish each of the transitions. Also summarize deliberative processes used by your faculty to determine
which candidates are able to transition successfully at each point. (If the preparation program includes different
options, please include descriptions of transition points for each option.
The MAT in Special Education program has a series of transition points:
 Program Entry
 Admission to Practicum I (not applicable – Program Entry sufficient -- Practicum I occurs in first
semester of program as part of EDUC 6120 coursework)
 Completion of 15 credit hours (end of Fall I)
 Admission to Practicum II (end of Summer II)
 Admission to Practicum III (end of Fall II)
 Program Exit
A detailed chart of the transition points is provided. Program entry policies are also listed in the SPED
Transition Point Chart. These policies do not require additional explanation.
Two candidate interim reviews are conducted by all Special Education faculty with feedback from both
course instructors and field supervisors. Each review is conducted utilizing the same rubric (SPED
Candidate Interim Review Rubric). The purpose of the reviews is to inform candidates of faculty’s
perceptions of their overall progress in the program with regard to the candidate’s attainment of
knowledge, skills and dispositions in the teacher education and P-12 classrooms. Candidates are
evaluated according to evidence that they are exceeding expectations (L4), meeting expectations (L3), or
currently not meeting expectations (L1-2). The reviews may be used as one source of data to inform
decisions to determine if a candidate will or will not remain in the program or if candidates requires
more intensive support. Also, faculty have the expectation that candidates will actively work at
addressing concerns raised in the first review at the end of Fall I (after 15 credit hours in the program) so
that growth can be evaluated in the second review (end of Fall II – after 33 credit hours).
2
All MAT Special Education candidates must pass the GACE Special Education exams (# 081 and # 082)
(Key Program Assessment #1) prior to enrolling in INED 7970 (SPED Practicum III), a full-time
clinical field experience that occurs in the final semester of the program. Candidates who do not pass the
GACE exams (# 081 and # 082) cannot register for INED 7970. Candidates who do not pass the GACE
exams (# 081 and # 082) on their first attempt (during or immediately after Spring I) are offered
remedial tutoring and test taking strategies with Special Education faculty. This approach has proven
successful in another INED MAT program at Kennesaw State University. The six Special Education
content courses (INED 7705 – Legal and Educational Foundations of Diverse Learners, INED 7715 –
Characteristics of Diverse Learners, INED 7730 – Assessment of Diverse Learners, INED 7720 Positive Behavior Management Strategies, INED 7760 – Curriculum Development for Diverse Learners,
and INED 7780 –Collaborative Practices) are considered to contain foundational knowledge required by
MAT Special Education candidates that is to be applied in the two clinical field experiences INED 7965
(MAT SPED Practicum II) and INED 7970 (SPED Practicum III). MAT Special Education candidates
must also maintain a cumlulative 3.0 G.P.A. in these content courses (Key Program Assessment #2) in
order to register for the final semester of the program. Further, MAT Special Education candidates must
also successfully complete the Multi-Level Unit Plan (Key Program Assessment #3) and the Behavior
Application Project (Key Program Assessment #8) to be admitted to the final semester.
The final transition point, Program Exit, occurs after 42 credit hours. In INED 7970, candidates are
evaluated using the Special Education Candidate Performance Instrument (SEPO) (Key Program
Assessment #4), Special Education Disposition Assessment (SEDA) (Key Program Assessment #6), and
the Portfolio Narrative (PNR) (Key Program Assessment #7). Candidates must complete and present
their professional portfolios (PNR) in INED 7970. Work on the portfolio begins upon entry into the
MAT in Special Education Program. The portfolio development process is dynamic and ongoing as
candidates complete assessments related to the PTEU initial proficiencies and subsequently create
narratives to describe how a particular assessment provides evidence of meeting criterion. The portfolio
also serves as a summative evaluation tool. Additionally, candidates will complete an Impact on Student
Learning (ISLA) (Key Program Assessment #5), and an exit survey that evaluates the candidates’
perceptions of the MAT in Special Education program. All Key Program Assessments utilized during
transition points must be successfully completed in order to transition.
Additionally, the university requires that all master’s candidates maintain a 3.0 GPA. If a candidate
does not have a 3.0 GPA at the 42 credit hour mark, they are not able to graduate or be recommended
for a clear renewable teaching certificate by the Georgia Professional Standards Commission.
Transition Points Chart – MAT SPED
Course/Transition
Point
Program Entry





Graduate Application
Baccalaureate or Graduate degree GPA of 2.75;
Professional resume;
Two recommendations on letterhead;
Personal statement expressing why interested in
teaching Students with Disabilities;
 GRE score or MAT score (no minimum required)
 Passing scores on GACE Basic Skills Assessment
Tests
 Criminal Background check
3
Admission to
Practicum I
Transition Point –
15 credit hours
Admission to
Practicum II
Admission to
Practicum III
Program Exit –
42 hours
 Interview with SPED faculty
Not applicable -- Practicum I occurs in first semester of
program as part of EDUC 6120 coursework
Candidate Interim Review I

Successful completion of all program coursework
with a minimum GPA of 3.0 (30 credit hours)
Successful completion of:
 Key Program Assessment #1 (GACE 081, 082)
 Key Program Assessment #2 (INED 7705,
7715, 7720, 7730, 7760, 7780 -- GPA)
 Key Program Assessment #3 (INED 7760 -Multi-Level Unit.
 Key Program Assessment #8 (INED 7720—
Behavior Application Project)
 Candidate Interim Review II
Successful completion of:
 Key Program Assessment #4 (INED 7970 -SEPO)
 Key Program Assessment #5 (INED 7970 -ISLA)
 Key Program Assessment #6 (INED 7970 –
SEDA/Special Education Disposition
Assessment)
 Key Program Assessment #7 (INED 7970—
Portfolio Narrative (PNR)
 Candidate Performance Instrument (CPI)
Embedded in SEPO in INED 7970
 Final GPA – minimum of 3.0 (not a Unit
Assessment)
b) Data Collection, Analysis and Evaluation
Describe how this program meets the applicable portions of Standard 2, element b. Describe the processes and
procedures used to regularly and systematically collect, compile, aggregate, summarize, and analyze candidate and
program performance data.
Data Collection, Analysis and Evaluation
Data is collected systematically each semester and entered into the web-based “Chalk and Wire”
assessment system. It is the Program Coordinator’s responsibility to ensure program assessments are
completed by SPED faculty members. The Program Coordinator discusses which assessments are
required in each course at the beginning of the semester in a SPED faculty meeting. An assessment
schedule is given to each faculty member and reminders are sent throughout the semester. If any faculty
member does not complete a required assessment, the Program Coordinator sends this information to the
Department Chair. Faculty member are trained on the use of Chalk and Wire to ensure that they
understand how to enter the assessment results into C&W.
Within the MAT SPED program, the 6-8 key program assessments will be consistently evaluated using
analytic rubrics that are reviewed, revised and approved by program faculty and the departmental
curriculum committee. The major projects that comprise the end of course grade for courses identified
4
as part of the INED SPED MAT GPA Assessment (Section 4, Assessment 2) will also use standardized
analytic rubrics that are collaboratively developed by program faculty to increase the consistent
measurement of student learning. All program and unit assessment data will be entered into Chalk and
Wire at the end of each semester. All aggregated data and data reflections are stored on a secure website
accessible only to PTEU faculty.
c) Use of Data for Program Improvement
Describe how this program meets the applicable portions of Standard 2, element c. Describe the processes and
procedures used to evaluate the efficacy of this program, the processes and procedures used to make candidate
performance data available to candidates and faculty, and how candidate and program performance data are used to
initiate changes in the program.
Use of Data for Program Improvement
The MAT in Special Education has not commenced yet. As a result, we do not have any data to
evaluate. However, data reflections will be a standing item on our future Special Education Faculty
meeting agendas. Specifically, we will use ongoing data from recently administered course assessments
as well as specific program assessments to make changes to our instruction, as well as to our
assessments. We may also find that changes are needed to our program sequence. The data will
determine what types of changes we make to our overall curriculum. The Program Coordinator will
organize and present the data to faculty, as well as lead all data discussions. Faculty will engage in the
data analysis process to ensure continuous improvement of the program.
The Department of Inclusive Education also participates in the annual data reflections that take place at
the college level in October of each year. During this time, SPED faculty will meet to review and reflect
on assessment data collected during the previous academic year. These reflections will be utilized for
two purposes. First, to provide graduate performance information related to knowledge, skills, and
dispositions as delineated in standards related to the content of particular courses. Second, they provide
SPED faculty an opportunity to consider course and program revisions in order to ensure cohesion and
coherence in individual courses and across the program.
Beyond utilizing program and unit data for program enhancement, SPED faculty will meet with the
SPED and INED Advisory Board and solicit information from alumni. Officially the SPED faculty
meet once per year with the INED Advisory Board to discuss how the program can continue to meet the
needs of our P-12 partners.
5.
(Field Experiences) Describe required field experiences and clinical practice that help candidates develop
knowledge and skills in helping all students learn. Include:
After completion of the program, candidates are eligible for a clear renewable P-12 teaching certificate.
Candidates complete approximately 800 field experiences hours in classrooms within all four grade
clusters (i.e., P-2, 3-5, 6-8, and 9-12) as per Georgia Board of Regents requirements. Candidates
experience a variety of delivery models (push-in, pull-out, inclusion, coteaching, resource room). In
addition to the descriptions below, a detailed chart of the field and clinical experiences are provided
below.
Field Experiences Prior to Clinical Practice
Candidates complete four field experiences prior to their first clinical experience in INED 7965 (MAT
SPED Practicum II), which occurs in Fall II. The pre-Practicum II field experience hours total 150.
Candidates also complete one field experience that is not considered clinical during the program (EDRD
7717). The total hours for all five non-clinical field experiences are 165 hours.
5
EDUC 6110 (Adolescent Development and Learning) -- Candidates have 30 hours in a community
or school venue focused on grade levels 6-8 or 9-12.
INED 7760 (Curriculum Development for Diverse Learners) – Candidates spend 50 hours (5 weeks at
10 hours per week) in a P-12 classroom at the P-2 OR 3-5 grade level that includes students with
disabilities. In this field experience, candidates conduct focused observations/reflections; sit in on lesson
planning sessions; tutor or work in small groups with student with disabilities; plan and implement one
differentiated lesson plan from the multi-level unit plan designed for a small group that is observed by a
field supervisor; complete progress monitoring case study assignment (INED 7730) and assist the
cooperating teacher as requested.
INED 7780 (Collaborative Practices) Candidates spend 40 hours (4 weeks at 10 hours per week) in a
coteaching classroom at the 6-8 or 9-12 grade level cluster. During this field experience, candidates
conduct focused observations/reflections, sit in on lesson planning; co-plan and co-teach a lesson that is
observed by a field supervisor; complete a family needs assessment; and assist the cooperating teacher
as requested.
INED 7720 (Positive Behavior Management Strategies) – Candidates spend 30 hours (3 weeks at 10
hours per week) in a P-2 OR 3-5 classroom that includes students with disabilities. In this field
experience, candidates conduct focused observations/reflections; complete the Behavior Application
project; tutor or work in small groups with students with disabilities; and assist the cooperating teacher
as requested.
EDRD 7717 (Reading Assessment and Instruction)—Candidates will provide 15 hours of 1:1 tutoring to
a struggling reader in the BCOE’s Center for Literacy and Learning. During this experience, candidates
will complete the Analysis of Reading Process, Assessment, and Instruction Project. This hands-on
project requires candidates to implement and analyze pre-assessments to determine the reader’s needs,
formative assessments to adjust instruction accordingly, and summative assessments to measure growth.
This field experience takes place during the clinical experiences, but is not considered to be an intensive
clinical field experience.
Candidates are placed in prior to clinical practice field experience settings in collaboration with KSU’s
Center for Education Placements and Partnerships. One of these five informal field experiences must be
completed with students who are culturally and linguistically diverse. Candidates must provide
documentation of the successful completion of the experience (e.g., focused observation reflections,
completion of course projects, tracking form) to their course instructors. Candidates are encouraged to
complete an additional informal observation as an extension activity for their final portfolio.
Clinical Practice
During the final year of course work, candidates take the first of two clinical practice courses during Fall
II where they complete a total of 210 clinical hours -- INED 7965 (MAT Special Education Practicum
II). During Spring II candidates complete 480 clinical hours—INED 7970 (Special Education Practicum
III)
During the MAT Special Education Practicum II, candidates spend 210 clinical hours in two different
grade level clusters (P-2 OR 3-5 and 6-8 OR 9-12; 7 weeks in the first level and 7 weeks in the second
for a total of 14 weeks at 15 hours per week = 210 hours) in a special education classroom or general
education co-taught classroom that includes students with disabilities. Candidates tutor or work with
small groups; assist the cooperating teacher; shadow teach, collaboratively teach or teach parts of
periods; assess academic achievement; assess behavior; co-plan with cooperating teacher; collaborate
with cooperating teacher on grading; participate in parent conferences and development of IEPs (as
6
appropriate); teach – 2-3 weeks (40 hrs); develop and implement lesson plans; and experience 2 SEPO
observations of teaching: one observation by a field supervisor (one at each placement) and one
observation by the cooperating teacher at the second placement. The Special Education Disposition
Assessment (SEDA) will also be completed concurrently with each SEPO assessment.
In Spring II, candidates take the second clinical practice course: INED 7970 (SPED Practicum III).
Note: candidates must pass the GACE SPED exams (# 081 and # 082) for admission to SPED Practicum
III.
INED 7970 (Special Education Practicum III)– Candidates spend 480 clinical hours (15 weeks at 32
hours per week) in a special education or general education co-taught classroom (grade level as needed
to fulfill requirements--TBD) that includes students with disabilities. Candidates tutor or work within
small groups; cooperatively plan and/or teach with a cooperating teaching or other faculty; assess
academic achievement; assess behavior; collaborate with a cooperating teacher with grading; participate
in parent conferences and IEP meetings (as appropriate); teach – full days for six to eight weeks;
develop and implement lesson plans; complete the ISLA and experience 2 SEPO observations of
teaching by the field supervisor and one observation by the cooperating teacher as well as concurrent
SEDA assessments.
FIELD AND CLINICAL EXPERIENCES
Course Title/Semester
Field Experience Activities
Prior to Clinical/Informal FE
Observation
EDUC 6110: Adolescent
Development and Learning
(Practicum I)
# of Hours/
Grade Level
30 /
6-8
9-12
INED 7760: Curriculum
Development for Diverse
Learners/First Fall
Plan and implement Multi-level Unit
Differentiated Lesson Plan (observed by university
supervisor); complete Progress Monitoring Project
50/
P-2 OR 3-5
INED 7780: Collaborative
Practices/First Spring
Plan and implement a Co-teaching Lesson
(observed by university supervisor); complete
Family Needs Assessment;
40/
6-8 OR 9-12
INED 7720: Positive
Behavior Management/First
Summer
Plan and implement Behavior Application Project
30/
P-2 OR 3-5
EDRD 7717: Reading
Instruction &
Assessment/Second Spring
*During Clinical Experiences
Clinical Experiences
Complete Analysis of Reading Process,
Assessment, and Intervention Project
INED 7965: MAT Special
Education Practicum
II/Second Fall
SEPO, SEDA (Dispositions)
Clinical Experience Activities
7
15/
TBD
# of Hours/
Grade Level
15/14 wks (210)/
P-2 OR 3-5
&
6-8 OR 9-12
INED 7970: Special
Education Practicum
III/Second Spring
Complete ISLA, SEPO, SEDA
Total
a)
32/15 wks (480)/
TBD
(as needed to
fulfill
requirements)
825 hours
How members of the professional community work with the program to design, deliver and evaluate field
experiences
MAT in Special Education candidates will spend a considerable amount of time participating in
classroom environments. As a result, school personnel will play a vital role in designing, delivering, and
evaluating all field experiences. Specifically, cooperating teachers will collaborate with candidates to
facilitate the completion of field experience activities as well as evaluate candidates’ performance and
dispositions during the clinical experiences. SPED faculty will prepare and support cooperating teachers
by establishing positive relationships and through mentoring and delivering clear expectations for the
field experience. Additionally, SPED faculty will seek out suggestions and feedback from school-based
personnel regarding program implementation and requirements.
b) Required qualifications for school-based faculty who supervise candidates in clinical practice (i.e. cooperating
teachers, coaches, mentors, etc.)
The MAT in Special Education program provides candidates with authentic, field-based learning
experiences. Completion of these experiences requires the facilitation of a cooperating teacher who
agrees to mentor the candidate during their experience in their classroom. The cooperating teacher
operates as part of a learning team with the candidate and university faculty (i.e., course instructors) as
well as clinical supervisors and the program coordinator. Cooperating teachers must have at least three
years of teaching experience, hold a clear renewable certificate in special education. A master’s degree
in the field (Special Education: General Curriculum) is preferred, but not required. Documented
effective teaching, recommendations by district personnel, followed by observations completed by
SPED faculty are required in order to be eligible for the position. Ultimately, SPED faculty and field
supervisors collaborate on determining appropriate placements with cooperating teachers from a pool of
highly respected local teachers, including KSU M.Ed. and future MAT SPED graduates.
Roles of the collaborating teachers:
 Facilitate, as necessary, the candidate’s access to school and/or district resources necessary to complete
his or her field experiences (such as providing the candidate with access to appropriate student
performance data).
 Provide time for meaningful reflection on field experiences with the candidate.
 Provide, as necessary, feedback to the candidate and/or university faculty on the cooperating teacher’s
perceptions of the candidate’s growth as a special education teacher.
 Complete university-required assessments of the candidate’s progress (i.e., SEPO/Dispositions).
 Provide access to a wide range of experiences required by the candidate’s degree program (such as
participating on school data teams, observing an IEP meeting, and conducting assessments).
8
Each KSU field supervisor should hold at least a master’s degree in Special Education or a closely
related field AND have extensive P-12 special education experience. They are required to have an
understanding of differentiated instruction, positive behavior support, Georgia Department of Education
SPED requirements, and CEC standards. Moreover, they must have taught and/or supervised in a variety
of Special Education contexts and have a documented ability to work across institutional contexts with
pre- and in-service teachers.
c)
Methods used to ensure that candidates have field experiences in all required grade levels:
Early Childhood: grades PK-K, 1-3, and 4-5;
Middle Grades: grades 4-5 and 6-8;
P-12: grades PK-2, 3-5, 6-8, and 9-12;
Secondary fields: grades 6-8 and 9-12
Candidates are informed of the requirement to complete field experiences in all required grade levels.
The following paragraphs are included in every syllabus:
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of special education field-based experiences directed at the improvement of teaching,
learning, and school leadership. You are encouraged to explore every opportunity to complete field
experiences that require you to apply course work, analyze P-12 student learning, and reflect on your
practice in the context of special education theories on teaching and learning.
You are also required to complete your field experiences in diverse settings with diverse populations. In
addition, you are required to complete your field experiences at all P-12 school levels (P-2, 3-5, 6-8, and
9-12). In order to meet these requirements, you should complete several of your field experiences in
diverse settings. You are required to document in your field-experience log the diverse settings and
various P-12 school levels in which you complete your field experiences. You are required to work with
male and female P-12 students from different socioeconomic groups and at least two ethnic/racial
groups. You should work with English learners in addition to students with disabilities during at least
one of your field experiences. You are required to log your hours and reflect on what you have learned.
The field-based documentation may serve as artifacts in your professional portfolio.
The MAT in Special Education IGC program will ensure that candidates complete field experiences in
grades P-2, 3-5, 6-8, and 9-12 by keeping a running log of field placements that begins with the first
field placement in EDUC 6110, which occurs during the candidates’ first semester in the program. This
attempts to ensure that: 1) candidates will not be placed twice in a grade cluster until all four clusters
have been experienced, and 2) faculty and field supervisors are continuously connecting with teachers
and principals to ensure that the program has an expanding pool of qualified cooperating teachers.
To track the records of candidates’ field and clinical experiences in grades PK-2, 3-5, 6-8, and 9-12, the
following forms will be used: Each candidate will submit Form A upon completion of the program to
the INED 7970 (Special Education Practicum III) instructor and Form B to each corresponding course
instructor and ultimately the INED 7970 instructor. The completed forms will be stored in the
candidate’s file in the INED department office.
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Candidate Field and Clinical Experience Tracking Forms
Form A: Formal Clinical Supervision Observations (SEPO/CPI and SEDA)
Semester
First Fall
First Spring
Second Fall
Second Spring
Course
INED 7760
INED 7780
INED 7765
INED 7970
Curriculum
Collaborative
MAT SPED
SPED
Development
Practices
Practicum II
Practicum III
for Diverse
Learners
Required hours
50 hours
40 hours
210 hours
480 hours
Observation by
Date:
Date:
Date:
Date:
the university
supervisor/SPED Initials:_______ Initials:_______ Initials:_______ Initials:_______
Faculty
Observation by
Cooperating
Teacher

Date:
Date:
Initials:______
Initials:_______
Date:
Date:
Initials:_______ Initials:_______
Students are required to collect copies of SEPO documents and SEDA documents
Form B: Course Related Field Experience by Grade Levels
Semester
First
First
First Spring Second
Second
Summer
Fall
Summer
Fall
Related
EDUC6110 INED
INED 7780 INED
INED 7965
Course
7760
7720
Required
6-8
P-2 OR 6-8 OR 9-12 P-2 Or 3-5 P-2 or 3-5
Grade
9-12
3-5
&
Level
6-8 or 9-12
Reflection
Completed
Course
Observation
MLU
Coteach
Behavior
SEPO/
Assignment
Lesson
Plan
Project
SEDA
Plan/
PM
Project
Cooperatin 1:
1:
1:
1:
2:
g teacher(s)
Total
Hours:
10
Second
Spring
EDRD
7717
TBD
Second
Spring
INED 7970
Reading
Project
SEPO/
TBD
SEDA
ISLA
1:
1:
(See log)
1:
University
Faculty/
AND
2:
Cooperatin
g
Teacher(s)
1: Date:
Date:
Date:
Date:
Date:
Initials:____ Initials:_ Initials:____ Initials:__
Initials:__
Initials:__
Initials:___
2: Date:
Date:
Date:
Date:
Initials:___
Initials:___
Initials:___
Date:
Initials:____ Initials:
Date:
Date:
Date:
Date:
Initials:____ Initials:__
Date:
Initials:__

Students must also attach (1) separate log sheets for each course as necessary to document hours
and activities completed, and (2) reflections as necessary
d) How field experiences will be assessed and be intensive and extensive enough to demonstrate that candidates:
1) demonstrate the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student
learning.
The MAT in Special Education IGC program requires the completion of extensive and intensive clinical
experiences during INED 7965 and INED 7970. INED 7785 requires candidates to complete 15 hours
per week for a total of 14 weeks. Seven weeks are devoted to developing skills in an elementary level
classroom and another seven weeks focuses on either a middle or high school level setting. Candidates
will be evaluated utilizing the SEPO/CPI observation assessment, Special Education Dispositions
Assessment (SEDA) twice during the semester (i.e., once at each grade level). Candidates are required
to conduct assessments, interpret assessments, and plan and implement lesson plans to meet the needs of
diverse learners. Further, candidates are required to complete reflective analyses of these classroom
practices.
INED 7970 is a semester long internship within a P-12 public classroom. The grade level will be
determined by the level needed to complete requirements (i.e., P-2, 3-5, 6-8, 9-12). Candidates will be
evaluated utilizing the SEPO/CPI observation assessment tool and the SEDA three times during the
semester (twice by field supervisors). During these clinical experiences, candidates serve as the lead
special education teacher, and are responsible for all aspects of the classroom environment. Candidates
are required to complete reflective analyses of their classroom experiences. Candidates also complete an
Impact on Student Learning Analysis (ISLA) to document the effect of intervention on student learning.
This internship experience requires students to spend at least 480 hours in a P-12 classroom
environment, not including extracurricular activities or other school responsibilities that candidates are
encouraged to participate in during the Practicum III experience. Placements are arranged in
collaboration with the Center for Education Placement and Partnerships.
6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates have opportunities to
work with P-12 students with exceptionalities and from diverse populations. Include:
11
Candidates are required to complete a diversity log for each field or clinical experience to document
their opportunities to work with P-12 students with exceptionalities and those from diverse
populations. These documents will be given to the INED 7970 instructor.
Field Experience Diversity Log
MAT in Special Education
DIVERSITY TABLE
Place an X in the box representing the ethnic population(s) or subgroup(s) involved in the completion of this field/clinical
experience
School:
Grade:
Cooperating Teacher:
Cooperating Teacher Signature:
Ethnicity
P-12 Faculty/Cooperating
Teachers
P-2
3-5
6-8
9-12
P-12 Students
P-2
3-5
6-8
9-12
Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native
White
Multiethnic
Subgroups:
Students with Disabilities
English Learners
Eligible for Free/Reduced
Meals
a.
Curriculum that supports knowledge about diverse populations; ensuring diverse placements
The vision of the Department of Inclusive Education, in which the MAT in Special Education IGC
program resides, encompasses education as a vehicle of social change and equity. In partnership with
local, regional, national, and international stakeholders, the Department of Inclusive Education
promotes the improvement of society through the synergy of research and transformative educational
practice. By virtue of our innovative evidence-based curriculum our candidates acquire and develop
new knowledge in order to be educational experts and social change agents.
The MAT in Special Education IGC Program inherently consists of content that addresses the diverse
needs of students with disabilities. Further, the program integrates content strands throughout all special
education courses. One strand focuses on integrating culturally responsive pedagogy into course content.
Therefore, culturally responsive practices and strategies are included in each course’s curriculum in
order to prepare candidates to successfully implement culturally responsive pedagogy into their practice
(see course syllabi). Further, the CEC and PSC standards include an emphasis on diversity and working
with students with disabilities (see national and state standards). Course specific integration of culturally
responsive pedagogy:
12
INED 7705: Laws and policies that relate to identification of English Learners for special education
services; disproportionate representation
INED 7715: Cultural considerations during eligibility; cultural contexts of disabilities; behavioral,
language and cognitive style differences related to different cultural and socioeconomic backgrounds;
disproportionate representation of students who are culturally and/or linguistically diverse in special
education
INED 7720: Culturally responsive interventions; communication; cultural influences on student
behavior
INED 7730: Culturally responsive assessments and interventions
INED 7760: Curriculum and assessment that is culturally responsive; integrate culturally responsive
instructional and assessment strategies into differentiated lesson plans
INED 7780: Effects of cultural identity and assumptions/biases on interpersonal communication and
forming and sustaining relationships; building culturally responsive partnerships to support positive
outcomes for diverse students
INED 7965: Application of multicultural issues; differentiate culturally responsive strategies, curricula,
and assessment within diverse classroom; build effective intercultural communication skills and
relationships
INED 7970: Application of multicultural issues; differentiate culturally responsive strategies, curricula,
and assessment within diverse classroom; build effective intercultural communication skills and
relationships
b.
Experiences working with diverse faculty
See Field Experience Diversity Log above. Further, the following table reflects the Fall 2010 diversity
data of faculty at KSU, in the Professional Teacher Education Unit (PTEU), in the Inclusive Education
Department (INED), and in the Special Education programs. Although the majority of faculty in the
Inclusive Education Department identifies as White (non-Hispanic), the faculty diversity is greater than
that of the university or the PTEU. Thirty-two percent identify themselves as Asian/Pacific Islander or
Black (non-Hispanic). Fifty percent of SPED faculty is non-white. All SPED faculty have experience
working in schools with diverse student populations and some have spent periods of time living and
working outside the United States.
Faculty Diversity
Unit
F
M
Am. Indian
or Alaskan
Native
Asian or
Pacific
Islander
KSU
PTEU
708
200
594
65
2
2
(1%)
INED
19
3
79
6
(2%)
2
(8%)
Black
(NonHispanic
Origin)
140
31
(12%)
5
(24%)
13
Hispanic
Multi
racial
26
3
(1%)
2
White
(NonHispanic
Origin)
1034
171
(64.4%)
13
(62%)
Unknown
19
52
(19.6%)
1
(5%)
SPED
7.
5
1
1
(17%)
2
(33%)
3
(50%)
(Technology) Describe how the program ensures candidates can integrate technology in their practice.
The MAT in Special Education Program integrates specific content strands throughout all courses. One
such strand focuses on technology. Therefore, technology-related skills and assessments are integrated
into each course so MAT candidates are prepared to implement technology into their practice (see
course syllabi). ). Course specific integration of technology:
INED 7705: Hybrid delivery of the course will require a variety of on-line activities that include: online modules, discussion response boards, etc.
INED 7715: Competency in the basic technologies required at KSU including how to access your KSU
Student Email, Owl Express, library services, etc.; on-line modules; analyze on-line websites; internet
research activities; examine emerging technologies; utilize software applications and operate hardware
INED 7720: Electronic spreadsheets; electronic progress monitoring software; technology tools used to
gather intervention data
INED 7730: Electronic spreadsheets; electronic progress monitoring software
INED 7760: Technology-based assessment resources (i.e., AIMSweb); web applications for creating
lesson plans and graphic organizers; design web page to disseminate differentiated multi-unit plan
INED 7780: Post responses and journal entries; create a PowerPoint to present their family engagement
and needs project; utilize on-line learning modules to gather information
INED 7965: Use of electronic course management/communication tools for asynchronous assignments
and activities; Chalk & Wire’s etools for ePortfolio, electronic assessment and data analysis; integration
of in-field Instructional technology for lesson planning and implementation
INED 7970: Use of electronic course management/communication tools for asynchronous assignments
and activities; Chalk & Wire’s etools for ePortfolio, electronic assessment and data analysis; integration
of in-field Instructional technology for lesson planning and implementation
8.
(Capacity) How does the program ensure that its resources are adequate to prepare candidates to
meet professional, state, and institutional standards?
The Department of Inclusive Education’s Special Education faculty ensures that its resources are
adequate to prepare candidates to meet professional, state, and institutional standards by:

Providing a Department to house and serve as a steward of the special education programs.

Partnering with the local educational agencies to provide quality field experiences.

Advocating for resources to be spent on special education programs.
14

Advocating for a new faculty line to hire a faculty member to teach within the MAT in Special
Education Program effective August 2013.

Managing cohort numbers so that enrollment never exceeds capacity.
15
Master’s of Arts in Teaching in Special Education
Standards/Curriculum Matrix
Standards Based On: CEC Initial General Curriculum and PSC (Aligned)
Directions: In the far left column, use numbers corresponding to the specific standards in the set or use 1-2 word descriptors
(preferred) so as to identify the specific standard. Replace the generic prefix and course number in the columns with the actual prefix
and number of each course. Then determine where the standard is addressed in the curriculum by using a “” or “X” in the
intersecting cell. If additional columns are needed for courses, develop a second table. You may also wish to develop this chart in
EXCEL and download into this document. We will accept whatever works best for you.
Subject Area
Standards
CEC 1:
Foundations
CEC 2:
Characteristics
of Learners
CEC 3:
Learning
Differences
CEC 4:
Instructional
Strategies
CEC 5:
Learning
Environments
CEC 6:
Language
CEC 7:
Instructional
Planning
CEC 8:
Assessment
CEC 9:
Professional
INED
7715
INED
7705
X
X
INED
7780
Required Course Work That Addresses Subject Area Standards
INED
INED
INED
EDRD
INED
7720
7730
7760
7717
7965
X
INED 7970
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
16
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Practice
CEC 10:
Collaboration
X
X
X
17
X
Assessment System
MAT in Special Education Individualized General Curriculum
In this chart, list the 6-8 (if applicable) assessments that will be used to verify how your candidates meet national/state/institutional standards.
If a state licensure exam in the content area is not required, you should substitute an assessment that verifies candidate attainment of content
knowledge. This table is set up for “initial” programs and parallels the Faculty Assessor and Assessment Form (FAAR). Contact Beverly
Mitchell for new advanced, cert-only, endorsement, and EdL program charts.
Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
1 - [licensure
assessment, or other
content-based
assessment] –
Required
PAAR: GACE II
(Georgia Content
Assessment)
NCATE Std 1a
NCATE Standard
1a: Content
Knowledge for
Teacher
Candidates
1
2
a) Georgia Assessment for
the Certification of
Educators Exam: Special
Education General
Curriculum, GACE Exams #
# 081 & # 082
- WHEN –
- WHERE -
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
ADMISSION to
Practicum III:
Candidates must pass
GACE Exams # 081 & #
082 prior to enrolling in
INED 7970
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office
of Associate Dean,
Assessment and
Accreditation
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office
of Associate Dean,
Assessment and
Accreditation
N/A
- Alignment N/S/I Standards Addressed by This
Assessment
CEC 1-10
PSC 1-10
N/A
N/A
Examples: CPI, ISLA, PNR, Major Project, Lesson Plan – TOSS, etc
Indicate the point in the program when assessment is administered (e.g. course, decision point (eg, admission to TOSS, midpoint, end of program, etc)
18
Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
2 - [content based
assessment] –
Required
a) INED SPED MAT GPA
Assessment
b) INED SPED MAT GPA
Assessment Rubric
PAAR/PSC:
Assessment of
Candidates’
Content Knowledge
(Content
Knowledge)
NCATE Std 1a
NCATE Standard
1a: Content
Knowledge for
Teacher
Candidates
- WHEN –
- WHERE -
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
ADMISSION to
Practicum III:
Candidates must have
cumulative GPA of 3.0
prior to enrolling in
INED 7970
INED 7715
Characteristics of
Diverse Learners
N/S/I Standards Addressed by This
Assessment
CEC 1-10
PSC 1-10
Summer I
INED 7760 Curriculum
Development for Diverse
Learners
Fall I
INED 7730 Assessment
for Diverse Learners
Fall I
INED 7780 Collaborative
Spring I
Practices
INED 7705 Legal and
Educational Foundations
for Diverse Learners
Spring I
INED 7720 Positive
Behavior Management
Summer II
19
- Alignment -
Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
- WHEN –
- WHERE -
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
- Alignment N/S/I Standards Addressed by This
Assessment
Strategies
(Course Instructor(s) will
calculate grade(s) and
input into C&W)
3 - [Assessment of
candidate ability to
plan and implement
appropriate teaching
and learning
experiences] –
Required
PAAR/PSC:
Assessment
Candidates’
Professional &
Pedagogical
Knowledge & Skills
(Planning)
a) INED SPED MAT
Multi-Level Unit
Plan
b) INED SPED MAT
Multi-level Unit Plan
Rubric
INED 7760 Curriculum
Development for Diverse
Learners/
ADMISSION to
Practicum III:
Candidates must
complete prior to
enrolling in INED 7970
(Course Instructor will
collect documents and
input into C&W)
NCATE Standard
1b:
Pedagogical
Content Knowledge
and Skills for
Teacher
Candidates
20
Fall I
CEC 2-4, 6-8
PSC 2-4, 6-8
Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
NCATE Standard
1c: Professional
and Pedagogical
Knowledge and
Skills for Teacher
Candidates
4 – [assessment of
internship,
practicum, or other
clinical experience]
– Required
PAAR/PSC:
Assessment of
Candidates’ Skills
in Providing
Instruction
(Clinical Practice)
- WHEN –
- WHERE -
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
a) INED SPED MAT
SEPO
INED 7970: Special
Education Practicum III
b) INED SPED MAT
SEPO Rubric
PROGRAM Exit:
Candidates must
complete prior to
graduation
(Collected by course
instructor and input into
C&W)
NCATE Standard
1b:
Pedagogical
Content Knowledge
and Skills for
Teacher
Candidates
NCATE Standard
1c: Professional
and Pedagogical
21
Spring II
Although
SEPO is
administered
a minimum of
5 times
throughout
the program,
only data
from final
administration
is uploaded
into C&W.
- Alignment N/S/I Standards Addressed by This
Assessment
CEC 3, 4, 5, 7, 8, 9, 10
PSC 3, 4, 5, 7, 8, 9, 10
Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
Knowledge and
Skills for Teacher
Candidates
5 - [assessment of
candidate effect on
student learning] –
Required
PAAR/PSC:
Assessment of
Candidates’ Effects
on Student
Learning (Effects
on Student
Learning)
NCATE Standard
1d:
Student Learning
for Teacher
Candidates
6 - [dispositions’
assessment that
addresses N/S/I
standards] –
Required
PAAR/PSC:
Assessment of
Candidates’
a) INED SPED MAT Impact
on Student Learning
Analysis (ISLA)
b) INED SPED MAT ISLA
Rubric
- WHEN –
- WHERE -
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
INED 7970: Special
Education Practicum III
- Alignment N/S/I Standards Addressed by This
Assessment
Spring II
CEC 4, 5, 8, 9, 10
PSC 4, 5, 8, 9, 10
Spring II
CEC 4, 5, 9, 10
PSC 4, 5, 9, 10
PROGRAM Exit:
Candidates must
complete prior to
graduation
(Collected by course
instructor and input into
C&W)
a) INED SPED MAT Special
Education Dispositions
Assessment
b) INED SPED MAT SEDA
Rubric
INED 7970: Special
Education Practicum III
PROGRAM Exit:
Candidates must
complete prior to
graduation
22
Although
SEDA is
administered
a minimum of
5 times
throughout
the program,
only data
Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
N/S/I Standards Addressed by This
Assessment
from final
administration
is uploaded
into C&W.
a) INED SPED
MAT PNR
INED 7970: Special
Education Practicum III
b) INED SPED
MAT PNR
Rubric
PROGRAM Exit:
Candidates must
complete prior to
graduation
Spring II CEC 1-10
Although PSC 1-10
students
will upload
artifacts and
narratives
into their
portfolio
throughout
the
program,
data will be
examined at
the program
exit
PAAR/PSC:
Optional
Institutional
Assessment #1
8 - [additional
assessment that
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
- Alignment -
(Collected by course
instructor and input into
C&W)
Dispositions
(Dispositions)
NCATE Standard
1g:
Professional
Dispositions for All
Candidates
7 - [additional
assessment that
addresses SPA/PSC
standards] –
Optional
- WHEN –
- WHERE -
(Collected by course
instructor and input into
C&W)
a) Behavior Application
Project
INED 7720: Positive
Behavior Management
23
Summer II
CEC 1, 5, 8
PSC 1, 5, 8
Type of Assessment
WHAT –
addresses SPA/PSC
standards] –
Optional
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
b) MAT SPED 7720 –
Behavior Application
Project Rubric
PAAR/PSC:
Optional
Institutional
Assessment #2
- WHEN –
- WHERE -
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
Strategies
ADMISSION to
Practicum III:
Candidates must
complete prior to
enrolling in INED 7970
(Documents collected by
course instructor and
input into C&W)
9 – [Unit
Assessment if not
included above]
Summer 13
N/A
Fall 13
N/A
Spring 14
N/A
24
- Alignment N/S/I Standards Addressed by This
Assessment
Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
- WHEN –
- WHERE -
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
10– [Unit
Assessment if not
included above]
Summer 13
Fall 13
Spring 14
25
- Alignment N/S/I Standards Addressed by This
Assessment
Attachment A
NATIONAL Standards
Council for Exceptional Children (CEC) Initial Individualized General Curriculum Standards
Standard 1: Foundations
Knowledge
ICC1K1 Models, theories, and philosophies that form the basis for
special education practice.
ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation.
ICC1K3 Relationship of special education to the organization and
function of educational agencies.
ICC1K4 Rights and responsibilities of students, parents, teachers, and
other professionals, and schools related to exceptional learning
needs.
ICC1K5 Issues in definition and identification of individuals with
exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
ICC1K6 Issues, assurances and due process rights related to assessment,
eligibility, and placement within a continuum of services.
ICC1K7 Family systems and the role of families in the educational
process.
ICC1K8 Historical points of view and contribution of culturally diverse groups.
ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them.
ICC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school.
IGC1K1
Laws, policies, and ethical principles regarding behavior management planning and implementation
IGC1K5
Continuum of placement and services available for individuals with exceptional learning needs
IGC1K6
IGC1K7
Laws and policies related to provision of specialized health care in educational settings.
Factors that influence the over-representation of culturally/linguistically diverse individuals with exceptional learning needs in programs for individuals
with exceptional learning needs
IGC1K8 Principles of normalization and concept of least restrictive environment
IGC1K9 Theory of reinforcement techniques in serving individuals with exceptional learning needs
Skills
ICC1S1 Articulate personal philosophy of special education
Standard #2: Development and Characteristics of Learners
Knowledge
ICC2K1 Typical and atypical human growth and development.
ICC2K2 Educational implications of characteristics of various exceptionalities.
ICC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with
exceptional learning needs and the family.
26
ICC2K4 Family systems and the role of families in supporting development.
ICC2K5 Similarities and differences of individuals with and without exceptional learning needs.
ICC2K6 Similarities and differences among individuals with exceptional learning needs.
ICC2K7 Effects of various medications on individuals with exceptional learning needs.
IGC2K1 Etiology and diagnosis related to various theoretical approaches.
IGC2K2 Impact of sensory impairments, physical and health disabilities on individuals, families, and society.
IGC2K3 Etiologies and medical aspects of conditions affecting individuals with disabilities.
IGC2K4 Psychological and social-emotional characteristics of individuals with disabilities.
IGC2K5 Common etiologies and the impact of sensory disabilities on learning and experience.
IGC2K6 Types and transmission routes of infectious disease.
Skills
None in addition to common core
Standard #3: Individual Learning Differences
Knowledge
ICC3K1 Effects an exceptional condition(s) can have on an individual’s life.
ICC3K2 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.
ICC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs,
family, and schooling.
ICC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction.
ICC3K5 Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing
these differences.
IGC3K1 Impact of disabilities on auditory and information processing skills.
Skills
GC3S1 Relate levels of support to the needs of the individual.
Standard #4: Instructional Strategies
Knowledge
ICC4K1 Evidence-based practices validated for specific characteristics of learners and settings
ICC4K1 Sources of specialized materials, curricula, and resources for individuals with disabilities.
ICC4K2 Strategies to prepare for and take tests.
ICC4K3 Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities.
ICC4K4 Prevention and intervention strategies for individuals at risk for a disability.
ICC4K5 Strategies for integrating student-initiated learning experiences into ongoing instruction.
ICC4K6 Methods for increasing accuracy and proficiency in math calculations and applications.
ICC4K7 Methods for guiding individuals in identifying and organizing critical content.
Skills
ICC4S1 Use strategies to facilitate integration into various settings.
ICC4S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs.
ICC4S3 Select, adapt, and use instructional strategies and materials according to characteristics of the
individual with exceptional learning needs.
ICC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments.
CC4S5 Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance,
27
and self-esteem.
ICC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs.
IGC4S1 Use research-supported methods for academic and nonacademic instruction of individuals with
disabilities.
IGC4S2 Use strategies from multiple theoretical approaches for individuals with disabilities.
IGC4S3 Teach learning strategies and study skills to acquire academic content.
IGC4S4 Use reading methods appropriate to individuals with disabilities.
IGC4S5 Use methods to teach mathematics appropriate to the individuals with disabilities.
IGC4S6 Modify pace of instruction and provide organizational cues.
IGC4S7 Use appropriate adaptations and technology for all individuals with disabilities.
IGC4S8 Resources and techniques used to transition individuals with disabilities into and out of school and postschool environments.
IGC4S9 Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities.
IGC4S10 Identify and teach basic structures and relationships within and across curricula.
IGC4S11 Use instructional methods to strengthen and compensate for deficits in perception, comprehension,
memory, and retrieval.
IGC4S12 Use responses and errors to guide instructional decisions and provide feedback to learners.
IGC4S13 Identify and teach essential concepts, vocabulary, and content across the general curriculum.
IGC4S14 Implement systematic instruction in teaching reading comprehension and monitoring strategies.
IGC4S15 Teach strategies for organizing and composing written products.
IGC4S16 Implement systematic instruction to teach accuracy, fluency, and comprehension in content area
reading and written language.
Standard #5: Learning Environments and Social Interactions
Knowledge
ICC5K1 Demands of learning environments.
ICC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs.
ICC5K3 Effective management of teaching and learning.
ICC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learningneeds.
ICC5K5 Social skills needed for educational and other environments.
ICC5K6 Strategies for crisis prevention and intervention.
ICC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world.
ICC5K8 Ways to create learning environments that allow individuals to retain and appreciate their own and
each others’ respective language and cultural heritage.
ICC5K9 Ways specific cultures are negatively stereotyped.
ICC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism.
IGC5K1 Barriers to accessibility and acceptance of individuals with disabilities.
IGC5K2 Adaptation of the physical environment to provide optimal learning opportunities for individuals
with disabilities.
IGC5K3 Methods for ensuring individual academic success in one-to-one, small-group, and large-group
settings.
Skills
ICC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued.
ICC5S2 Identify realistic expectations for personal and social behavior in various settings.
ICC5S3 Identify supports needed for integration into various program placements.
ICC5S4 Design learning environments that encourage active participation in individual and group activities.
28
ICC5S5 Modify the learning environment to manage behaviors.
ICC5S6 Use performance data and information from all stakeholders to make or suggest modifications in
learning environments.
ICC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs.
ICC5S8 Teach self-advocacy.
ICC5S9 Create an environment that encourages self-advocacy and increased independence.
ICC5S10 Use effective and varied behavior management strategies.
ICC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual
with exceptional learning needs.
ICC5S12 Design and manage daily routines.
ICC5S13 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences.
ICC5S14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person.
ICC5S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors.
ICC5S16 Use universal precautions.
IGC5S1 Provide instruction in community-based settings.
IGC5S2 Use and maintain assistive technologies.
IGC5S3 Plan instruction in a variety of educational settings.
IGC5S4 Teach individuals with disabilities to give and receive meaningful feedback from peers and adults.
IGC5S5 Use skills in problem-solving and conflict resolution.
IGC5S6 Establish a consistent classroom routine for individuals with disabilities.
Standard #6: Language
Knowledge
ICC6K1 Effects of cultural and linguistic differences on growth and development.
ICC6K2 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.
ICC6K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.
ICC6K4 Augmentative and assistive communication strategies.
IGC6K1 Impact of language development and listening comprehension on academic and nonacademic learning of individuals with disabilities.
IGC6K2 Communication and social interaction alternatives for individuals who are nonspeaking.
IGC6K3 Typical language development and how that may differ for individuals with learning disabilities.
Skills
ICC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning
Needs.
ICC6S2 Use communication strategies and resources to facilitate understanding of subject matter for students
whose primary language is not the dominant language.
IGC6S1 Enhance vocabulary development.
IGC6S2 Teach strategies for spelling accuracy and generalization.
IGC6S3 Teach individuals with disabilities to monitor for errors in oral and written language.
IGC6S4 Teach methods and strategies for producing legible documents.
IGC6S5 Plan instruction on the use of alternative and augmentative communication systems.
Standard #7: Instructional Planning
Knowledge
ICC7K1 Theories and research that form the basis of curriculum development and instructional practice.
29
ICC7K2 Scope and sequences of general and special curricula.
ICC7K3 National, state or provincial, and local curricula standards.
ICC7K4 Technology for planning and managing the teaching and learning environment.
ICC7K5 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service.
IGC7K1 Integrate academic instruction and behavior management for individuals and groups with disabilities.
IGC7K2 Model career, vocational, and transition programs for individuals with disabilities.
IGC7K3 Interventions and services for children who may be at risk for learning disabilities.
IGC7K4 Relationships among disabilities and reading instruction.
Skills
ICC7S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with
exceptional learning needs.
ICC7S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with
team members.
ICC7S3 Involve the individual and family in setting instructional goals and monitoring progress.
ICC7S4 Use functional assessments to develop intervention plans.
ICC7S5 Use task analysis.
ICC7S6 Sequence, implement, and evaluate individualized learning objectives.
ICC7S7 Integrate affective, social, and life skills with academic curricula.
ICC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic,
and gender differences.
ICC7S9 Incorporate and implement instructional and assistive technology into the educational program.
ICC7S10 Prepare lesson plans.
ICC7S11 Prepare and organize materials to implement daily lesson plans.
ICC7S12 Use instructional time effectively.
ICC7S13 Make responsive adjustments to instruction based on continual observations.
ICC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions.
IGC7S1 Plan and implement individualized reinforcement systems and environmental modifications at levels
equal to the intensity of the behavior.
IGC7S2 Select and use specialized instructional strategies appropriate to the abilities and needs of the
individual.
IGC7S3 Plan and implement age- and ability-appropriate instruction for individuals with disabilities.
IGC7S4 Select, design, and use technology, materials, and resources required to educate individuals whose
disabilities interfere with communication.
IGC7S5 Interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning
plans.
IGC7S6 Design and implement instructional programs that address independent living and career education
for individuals.
IGC7S7 Design and implement curriculum and instructional strategies for medical self-management
procedures.
IGC7S8 Design, implement, and evaluate instructional programs that enhance social participation across
environments.
30
Standard #8: Assessment
Knowledge
ICC8K1 Basic terminology used in assessment.
ICC8K2 Legal provisions and ethical principles regarding assessment of individuals.
ICC8K3 Screening, prereferral, referral, and classification procedures.
ICC8K4 Use and limitations of assessment instruments.
ICC8K5 National, state or provincial, and local accommodations and modifications.
IGC8K1 Specialized terminology used in the assessment of individuals with disabilities.
IGC8K2 Laws and policies regarding referral and placement procedures for individuals with disabilities.
IGC8K3 Types and importance of information concerning individuals with disabilities available from families
and public agencies.
IGC8K4 Procedures for early identification of young children who may be at risk for disabilities.
Skills
ICC8S1 Gather relevant background information.
ICC8S2 Administer nonbiased formal and informal assessments.
ICC8S3 Use technology to conduct assessments.
ICC8S4 Develop or modify individualized assessment strategies.
ICC8S5 Interpret information from formal and informal assessments.
ICC8S6 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.
ICC8S7 Report assessment results to all stakeholders using effective communication skills.
ICC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs.
ICC8S9 Develop or modify individualized assessment strategies.
ICC8S10 Create and maintain records.
IGC8S1 Implement procedures for assessing and reporting both appropriate and problematic social behaviors
of individuals with disabilities.
IGC8S2 Use exceptionality-specific assessment instruments with individuals with disabilities.
IGC8S3 Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals
with disabilities.
IGC8S4 Assess reliable methods of response of individuals who lack typical communication and performance
abilities.
IGC8S5 Monitor intragroup behavior changes across subjects and activities.
Standard #9: Professional and Ethical Practice
Knowledge
ICC9K1 Personal cultural biases and differences that affect one’s teaching.
ICC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs.
ICC9K3 Continuum of lifelong professional development.
ICC9K4 Methods to remain current regarding research-validated practice.
IGC9K1 Sources of unique services, networks, and organizations for individuals with disabilities.
IGC9K2 Organizations and publications relevant to individuals with disabilities.
31
Skills
ICC9S1 Practice within the CEC Code of Ethics and other standards of the profession.
ICC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional.
ICC9S3 Act ethically in advocating for appropriate services.
ICC9S4 Conduct professional activities in compliance with applicable laws and policies.
ICC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs.
ICC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals.
ICC9S7 Practice within one’s skill limit and obtain assistance as needed.
ICC9S8 Use verbal, nonverbal, and written language effectively.
ICC9S9 Conduct self-evaluation of instruction.
ICC9S10 Access information on exceptionalities.
ICC9S11 Reflect on one’s practice to improve instruction and guide professional growth.
ICC9S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues.
IGC9S1 Participate in the activities of professional organizations relevant to individuals with disabilities.
IGC9S2 Ethical responsibility to advocate for appropriate services for individuals with disabilities.
Standard #10: Collaboration
Knowledge
ICC10K1 Models and strategies of consultation and collaboration.
ICC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel
in planning of an individualized program.
ICC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address
these concerns.
ICC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school
personnel, and community members.
IGC10K1 Parent education programs and behavior management guides that address severe behavior problems
and facilitation communication for individuals with disabilities.
IGC10K2 Collaborative and/or consultative role of the special education teacher in the reintegration of individuals with disabilities.
IGC10K3 Roles of professional groups and referral agencies in identifying, assessing, and providing services to
individuals with disabilities.
IGC10K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities.
Skills
ICC10S1 Maintain confidential communication about individuals with exceptional learning needs.
ICC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs.
ICC10S3 Foster respectful and beneficial relationships between families and professionals.
ICC10S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.
ICC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families.
ICC10S6 Collaborate with school personnel and community members in integrating individuals with
exceptional learning needs into various settings.
ICC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities.
ICC10S8 Model techniques and coach others in the use of instructional methods and accommodations.
ICC10S9 Communicate with school personnel about the characteristics and needs of individuals with
exceptional learning needs.
32
ICC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse
backgrounds.
ICC10S11 Observe, evaluate, and provide feedback to paraeducators.
IGC10S1 Use local community, and state and provincial resources to assist in programming with individuals
with disabilities.
IGC10S2 Select, plan, and coordinate activities of related services personnel to maximize direct instruction for
individuals with disabilities.
IGC10S3 Teach parents to use appropriate behavior management and counseling techniques.
IGC10S4 Collaborate with team members to plan transition to adulthood that encourages full community
participation.
33
34
Attachment B
STATE Standards
PSC Special Education General Curriculum Standards
505-3-.30 SPECIAL EDUCATION GENERAL CURRICULUM PROGRAM
(1)
Purpose. This rule states field-specific content standards for approving programs that prepare teachers to teach all students P-12 with disabilities
whose individual education program indicates instruction using the general education curriculum and participation in the general statewide assessment.
This rule supplements requirements in Rule 505-3-.01, Requirements and Standards for Approving Professional Education Units and Educator Preparation
Programs.
(2)
Requirements.
(a)
To receive approval for a Special Education General Curriculum Program, a state-approved professional education unit shall offer a preparation
program described in program planning forms, catalogs, and syllabi addressing the following standards:
1.
The program shall conform to the following Common Core standards for the preparation of all beginning special education teachers published by the
Council for Exceptional Children:
(i)
Foundations
(I)
The program shall prepare candidates who know the models, theories, and philosophies that form the basis for special education practice.
(II)
The program shall prepare candidates who know and apply the laws, policies, and ethical principles regarding behavior management.
(III) The program shall prepare candidates who understand the relationship of special education to the organization and function of educational
agencies.
(IV) The program shall prepare candidates who know the rights and responsibilities of students, parents, teachers, and other professionals, and schools
related to exceptional learning needs.
(V) The program shall prepare candidates who are familiar with the issues in definition and identification of individuals with exceptional learning needs,
including those from culturally and linguistically diverse backgrounds.
(VI) The program shall prepare candidates who are knowledgeable about the issues, assurances, and due process rights related to assessment,
eligibility, and placement within a continuum of services.
(VII) The program shall prepare candidates who understand family systems and the role of families in the educational process.
(VIII) The program shall prepare candidates who understand historical points of view and the contribution of culturally diverse groups.
(IX) The program shall prepare candidates who understand the impact of the dominant culture on shaping schools and the individuals who study and
work in them.
(X) The program shall prepare candidates who understand the potential impact of differences in values, languages, and customs that can exist between
the home and school.505-3-.30 Page 2
(XI) The program shall prepare candidates who can articulate a personal philosophy of special education.
(ii)
Development and Characteristics of Learners
(I)
The program shall prepare candidates who understand typical and atypical human growth and development.
(II)
The program shall prepare candidates who are cognizant of the educational implications of characteristics of various exceptionalities.
(III) The program shall prepare candidates who understand the characteristics and effects of the cultural and environmental milieu of the individual with
exceptional learning needs and the family.
(IV) The program shall prepare candidates who understand family systems and the role of families in supporting development.
(V) The program shall prepare candidates who are aware of similarities and differences among individuals with and without exceptional learning needs.
(VI) The program shall prepare candidates who are aware of similarities and differences among individuals with exceptional learning needs.
(VII) The program shall prepare candidates who understand the effects of various medications on individuals with exceptional learning needs.
(iii) Individual Learning Differences
(I)
The program shall prepare candidates who understand the effects an exceptional condition(s) can have on an individual’s life.
35
(II)
The program shall prepare candidates who understand the impact of learners’ academic and social abilities, attitudes, interests, and values on
instruction and career development.
(III) The program shall prepare candidates who appreciate variations in beliefs, traditions, and values across and within cultures and their effects on
relationships among individuals with exceptional learning needs, family, and schooling.
(IV) The program shall prepare candidates who understand cultural perspectives influencing the relationships among families, schools, and communities
as related to instruction.
(V) The program shall prepare candidates who understand differing ways of learning of individuals with exceptional learning needs including those from
culturally diverse backgrounds and strategies for addressing these differences.
(iv) Instructional Strategies
(I)
The program shall prepare candidates who can use strategies to facilitate integration into various settings.
505-3-.30 Page 3
(II)
The program shall prepare candidates who can teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet
their needs.
(III) The program shall prepare candidates who select, adapt, and use instructional strategies and materials according to the characteristics of the
individual with exceptional learning needs.
(IV) The program shall prepare candidates who use strategies to facilitate maintenance and generalization of skills across learning environments.
(V) The program shall prepare candidates who use procedures to increase the individual’s self- awareness, self-management, self-control, self-reliance,
and self-esteem.
(VI) The program shall prepare candidates who use strategies that promote successful transitions for individuals with exceptional learning needs.
(v)
Learning Environments and Social Interactions
(I)
The program shall prepare candidates who are aware of the demands of learning environments.
(II)
The program shall prepare candidates who know and apply basic classroom management theories and strategies for individuals with exceptional
learning needs.
(III) The program shall prepare candidates who know principles of effective management of teaching and learning.
(IV) The program shall prepare candidates who are aware of teacher attitudes and behaviors that influence behavior of individuals with exceptional
learning needs.
(V) The program shall prepare candidates who have social skills needed for educational and other environments.
(VI) The program shall prepare candidates who know strategies for crisis prevention and intervention.
(VII) The program shall prepare candidates who know strategies for preparing individuals to live harmoniously and productively in a culturally diverse
world.
(VIII) The program shall prepare candidates who know ways to create learning environments that allow individuals to retain and appreciate their own and
each other’s respective language and cultural heritage.
(IX) The program shall prepare candidates who know ways specific cultures are negatively stereotyped.
(X) The program shall prepare candidates who are aware of strategies used by diverse populations to cope with a legacy of former and continuing
racism.
(XI) The program shall prepare candidates who create a safe, equitable, positive, and supportive learning environment in which diversities are valued.
505-3-.30 Page 4
(XII) The program shall prepare candidates who identify realistic expectations for personal and social behavior in various settings.
(XIII) The program shall prepare candidates who identify supports needed for integration into various program placements.
(XIV) The program shall prepare candidates who design learning environments that encourage active participation in individual and group activities.
(XV) The program shall prepare candidates who modify the learning environment to manage behaviors.
(XVI) The program shall prepare candidates who use performance data and information from all stakeholders to make or suggest modification in learning
environments.
(XVII) Theprogramshallpreparecandidateswhoestablishandmaintainrapportwithindividualswith and without exceptional learning needs.
(XVIII) The program shall prepare candidates who teach self-advocacy.
36
(XIX) The program shall prepare candidates who create an environment that encourages self- advocacy and increased independence.
(XX) The program shall prepare candidates who use effective and varied behavior management strategies.
(XXI) The program shall prepare candidates who use the least intensive behavior management strategy consistent with the needs of the individual with
exceptional learning needs.
(XXII) Theprogramshallprepareindividualswhodesignandmanagedailyroutines.
(XXIII) The program shall prepare candidates who organize, develop, and sustain learning environments that support positive intra-cultural and
intercultural experiences.
(XXIV) The program shall prepare candidates who mediate controversial intercultural issues among students within the learning environment in ways that
enhance any culture, group, or person.
(XXV) The program shall prepare candidates who shall structure, direct, and support the activities of para-educators, volunteers, and tutors.
The program shall prepare candidates who use universal precautions.
Communication
The program shall prepare candidates who understand the effects of cultural and linguistic differences on growth and development.
(II)
The program shall prepare candidates who understand the characteristics of their own culture and use of language and the ways in which these can
differ from other cultures and uses of languages.
(XVI) (vi) (I)
505-3-.30 Page 5
(III) The program shall prepare candidates who understand ways of behaving and communicating among cultures that can lead to misinterpretation and
misunderstanding.
(IV) The program shall prepare candidates who understand the use of augmentative and assistive communication strategies.
(V) The program shall prepare candidates who use strategies to support and enhance the communication skills of individuals with exceptional learning
needs.
(VI) The program shall prepare candidates who use communication strategies and resources to facilitate understanding of subject matter for students
whose primary language is not the dominant language.
(vii) InstructionalPlanning
(I)
The program shall prepare candidates who know theories and research that form the basis of curriculum development and instructional practice.
(II)
The program shall prepare candidates who know the scope and sequences of general and special curricula.
(III) The program shall prepare candidates who know national, state or provincial, and local curricula.
(IV) The program shall prepare candidates who can use technology for planning and managing the teaching and learning environment.
(V) The program shall prepare candidates who understand the roles and responsibilities of the para-educator related to instruction, intervention, and
direct service.
(VI) The program shall prepare candidates who identify and prioritize areas of the general curriculum and accommodations for individuals with
exceptional learning needs.
(VII) The program shall prepare candidates who develop and implement comprehensive, longitudinal individualized programs in collaboration with team
members.
(VIII) The program shall prepare candidates who involve the individual and family in setting instructional goals and monitoring progress.
(IX) The program shall prepare candidates who use functional assessments to develop intervention plans.
(X) The program shall prepare candidates who use task analysis.
(XI) The program shall prepare candidates who sequence, implement, and evaluate individualized learning objectives.
(XII) The program shall prepare candidates who integrate affective, social and life skills with academic curricula.
505-3-.30 Page 6
(XIII) The program shall prepare candidates who develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and
gender differences.
(XIV) The program shall prepare candidates who incorporate and implement instructional and assistive technology into the educational program.
(XV) The program shall prepare candidates who prepare lesson plans.
37
(XVI) The program shall prepare candidates who prepare and organize materials to implement daily lesson plans.
(XVII) Theprogramshallpreparecandidateswhouseinstructionaltimeeffectively.
(XVIII) The program shall prepare candidates who make responsive adjustments to instruction based on continual observations.
(XIX) The program shall prepare candidates who prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions.
(viii) (I) (II)
Assessment
The program shall prepare candidates who know basic terminology used in assessment.
The program shall prepare candidates who know and implement legal provisions and ethical principles regarding assessment of individuals.
(III) The program shall prepare candidates who know screening, pre-referral, referral, and classification procedures.
(IV) The program shall prepare candidates who know the use and limitations of assessment instruments.
(V) The program shall prepare candidates who are aware of national, state or provincial, and local accommodations and modifications.
(VI) The program shall prepare candidates who gather relevant background information.
(XVII) The program shall prepare candidates who administer nonbiased formal and informal assessments.
(XVIII) The program shall prepare candidates who use technology to conduct assessments.
(XIX) The program shall prepare candidates who develop or modify individualized assessment strategies.
(XX) The program shall prepare candidates who interpret information for formal and informal assessments.
(XXI) The program shall prepare candidates who 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.
505-3-.30 Page 7
(XXII) Theprogramshallpreparecandidateswhoreportassessmentresultstoallstakeholdersusing effective communication skills.
(XXIII) The program shall prepare candidates who evaluate instruction and monitor progress of individuals with exceptional learning needs.
(XIV) The program shall prepare candidates who develop or modify individualized assessment strategies.
(XV) The program shall prepare candidates who create and maintain records.
(ix) Professional and Ethical Practice
(I)
The program shall prepare candidates who understand personal and cultural biases and differences that affect one’s teaching.
(II)
The program shall prepare candidates who understand the importance of the teacher serving as a model for individuals with exceptional learning
needs.
(III) The program shall prepare candidates who understand the continuum of lifelong professional development.
(IV) The program shall prepare candidates who are aware of methods to remain current regarding research-validated practice.
(V) The program shall prepare candidates who practice within the CEC Code of Ethics and other standards of the profession.
(VI) The program shall prepare candidates who uphold high standards of competence and integrity and exercise sound judgment in the practice of the
profession.
(VII) The program shall prepare candidates who act ethically in advocating for appropriate services.
(VIII) The program shall conduct professional activities in compliance with applicable laws and policies.
(IX) The program shall prepare candidates who demonstrate commitment to developing the highest education and quality-of-life potential of individuals
with exceptional learning needs.
(X) The program shall prepare candidates who demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and
sexual orientation of individuals.
(XI) The program shall prepare candidates who practice within their skill limit and obtain assistance as needed.
(XII) The program shall prepare candidates who use verbal, nonverbal, and written language effectively.
(XIII) The program shall prepare candidates who conduct self-evaluation of instruction.
505-3-.30 Page 8 (XIV) The program shall prepare candidates who access information on exceptionalities.
(XV) The program shall prepare candidates who reflect on their practice to improve instruction and guide professional growth.
(x)
Collaboration
(I)
The program shall prepare candidates who know models and strategies of consultation and collaboration.
38
(II)
The program shall prepare candidates who know the roles of individuals with exceptional learning needs, families, and school and community
personnel in planning of an individualized program.
(III) The program shall prepare candidates who understand the concerns of families of individuals with exceptional learning needs and strategies to help
address these concerns.
(IV) The program shall prepare candidates who know culturally responsive factors that promote effective communication and collaboration with
individuals with exceptional learning needs, families, school personnel, and community members.
(V) The program shall prepare candidates who maintain confidential communication about individuals with exceptional learning needs.
(VI) The program shall prepare candidates who collaborate with families and others in assessment of individuals with exceptional learning needs.
(VII) The program shall prepare candidates who foster respectful and beneficial relationships between families and professionals.
(VIII) The program shall prepare candidates who assist individuals with exceptional learning needs and their families in becoming active participants in the
educational team.
(IX) The program shall prepare candidates who collaborate with school personnel and community members in integrating individuals with exceptional
learning needs into various settings.
(X) The program shall prepare candidates who use group problem solving skills to develop, implement and evaluate collaborative activities.
(XI) The program shall prepare candidates who model techniques and coach others in the use of instructional methods and accommodations.
(XII) The program shall prepare candidates who communicate with school personnel about the characteristics and needs of individuals with exceptional
learning needs.
(XIII) The program shall prepare candidates who communicate effectively with families of individuals with exceptional learning needs from diverse
backgrounds.
(XIV) The program shall prepare candidates who observe, evaluate and provide feedback to para- educators.
505-3-.30 Page 9
2.
The program shall conform to the following standards for the preparation of all beginning special education teachers of students in Individualized
General Curriculum published by the Council for Exceptional Children.
(i)
Foundations
(I)
The program shall prepare candidates who are familiar with the definitions and issues related to the identification of individuals with disabilities.
(II)
The program shall prepare candidates who are familiar with models and theories of deviance and behavior problems.
(III) The program shall prepare candidates who know the historical foundations, classic studies, major contributors, major legislation, and current issues
related to the knowledge and practice of special education.
(IV) The program shall prepare candidates who can use the legal, judicial, and educational systems to assist individuals with disabilities.
(V) The program shall prepare candidates who are familiar with the continuum of placement and services available for individuals with disabilities.
(VI) The program shall prepare candidates who know the laws and policies related to provision of specialized health care in educational settings.
(VII) The program shall prepare candidates who know the factors that influence the over- representation of culturally/linguistically diverse students in
programs for individuals with disabilities.
(VIII) The program shall prepare candidates who understand and apply the principles of normalization and the concept of least restrictive environment.
(IX) The program shall prepare candidates who apply reinforcement theory in serving individuals with disabilities.
(ii)
Development and Characteristics of Learners
(I)
The program shall prepare candidates who understand etiology and diagnosis related to various theoretical approaches.
(II)
The program shall prepare candidates who understand the impact of sensory impairments, physical and health disabilities on individuals, families
and society.
(III) The program shall prepare candidates who understand the etiologies and medical aspects of conditions affecting individuals with disabilities.
(IV) The program shall prepare candidates who are aware of the psychological and social- emotional characteristics of individuals with disabilities.
(V) The program shall prepare candidates who know the common etiologies and the impact of sensory disabilities on learning and experience.
505-3-.30 Page 10
(VI) The program shall prepare candidates who know the types and transmission routes of infections diseases.
(iii) Individual Learning Differences
39
(I)
The program shall prepare candidates who understand the impact of disabilities on auditory and information processing skills.
(II) individual.
(iv)
The program shall prepare candidates who relate levels of support to the needs of the
Instructional Strategies
The program shall prepare candidates who identify sources of specialized materials, curricula,
(I) and resources for individuals with disabilities.
(II)
The program shall prepare candidates who know strategies to prepare for and take tests.
(III) The program shall prepare candidates who understand the advantages and limitations of instructional strategies and practices for teaching
individuals with disabilities.
(IV) The program shall prepare candidates who know prevention and intervention strategies for individuals at-risk for a disability.
(V) The program shall prepare candidates who know strategies for integrating student initiated learning experiences into ongoing instruction.
(VI) The program shall prepare candidates who know methods for increasing accuracy and proficiency in math calculations and applications.
(VII) The program shall prepare candidates who know methods for guiding individuals in identifying and organizing critical content.
(VIII) The program shall prepare candidates who use research-supported methods for academic and non-academic instruction of individuals with
disabilities.
(IX) The program shall prepare candidates who use strategies from multiple theoretical approaches for individuals with disabilities.
(X) The program shall prepare candidates who teach learning strategies and study skills to acquire academic content.
(XI) The program shall prepare candidates who use reading methods appropriate to individuals with disabilities.
(XII) The program shall prepare candidates who use methods to teach mathematics appropriate to the individuals with disabilities.
(XIII) The program shall prepare candidates who modify the pace of instruction and provide organizational cues.
505-3-.30 Page 11
(XIV) The program shall prepare candidates who use appropriate adaptations and technology for all individuals with disabilities.
(XV) The program shall prepare candidates who identify resources and techniques used to transition individuals with disabilities into and out of school and
post-school environments.
(XVI) The program shall prepare candidates who use a variety of non-aversive techniques to control targeted behavior and maintain attention of
individuals with disabilities.
(XVII) The program shall prepare candidates who identify and teach basic structures and relationships within and across curricula.
(XVIII) The program shall prepare candidates who use instructional methods to strengthen and compensate for deficits in perception, comprehension,
memory, and retrieval.
(XIX) The program shall prepare candidates who use responses and errors to guide instructional decisions and provide feedback to learners.
(XX) The program shall prepare candidates who identify and teach essential concepts, vocabulary, and content across the general curriculum.
(XXI) The program shall prepare candidates who implement systematic instruction in teaching reading comprehension and monitoring strategies.
(XXII) The program shall prepare candidates who teach strategies for organizing and composing written products.
(XXIII) The program shall prepare candidates who implement systemic instruction to teach accuracy, fluency, and comprehension in content area reading
and written language.
(v)
Learning Environments and Social Interactions
(I)
The program shall prepare candidates who understand barriers to accessibility and acceptance of individuals with disabilities.
(II)
The program shall prepare candidates who know how to adapt the physical environment to provide optimal learning opportunities for individuals with
disabilities.
(III) The program shall prepare candidates who know methods for ensuring individual academic success in one-to-one, small-group, and large-group
settings.
(IV) (V) (VI)
The program shall prepare candidates who provide instruction in community-based settings. The program shall prepare candidates who use and maintain
assistive technologies. The program shall prepare candidates who plan instruction in a variety of educational settings.
40
The program shall prepare candidates who teach individuals with disabilities to give and
(VII) receive meaningful feedback from peers and adults.
505-3-.30 Page 12
(VIII) The program shall prepare candidates who use skills in problem solving and conflict resolution.
(IX) The program shall prepare candidates who establish a consistent classroom routine for individuals with disabilities.
(vi) Communication
(I)
The program shall prepare candidates who understand the impact of language development and listening comprehension on academic and nonacademic learning of individuals with disabilities.
(II)
The program shall prepare candidates who know communication and social interaction alternatives for individuals who are non-speaking.
(III) The program shall prepare candidates who understand typical language development and how that may differ for individuals with learning
disabilities.
(IV) The program shall prepare candidates who enhance vocabulary development.
(V) The program shall prepare candidates who teach strategies for spelling accuracy and generalization.
(VI) The program shall prepare candidates who teach individuals with disabilities to monitor for errors in oral and written language.
(VII) The program shall prepare candidates who teach methods and strategies for producing legible documents.
(VIII) The program shall prepare candidates who plan instruction on the use of alternative and augmentative communication systems.
(vii) InstructionalPlanning
(I)
The program shall prepare candidates who integrate academic instruction and behavior management for individuals and groups with disabilities.
(II)
The program shall prepare candidates who model career, vocational, and transition programs for individuals with disabilities.
(III) The program shall prepare candidates who select interventions and services for children who may be at risk for learning disabilities.
(IV) The program shall prepare candidates who understand the relationships among disabilities and reading instruction.
(V) The program shall prepare candidates who plan and implement individualized reinforcement systems and environmental modifications at levels
equal to the intensity of the behavior.
505-3-.30 Page 13
(VI) The program shall prepare candidates who select and use specialized instruction strategies appropriate to the abilities and needs of the individual.
(VII) The program shall prepare candidates who plan and implement age and ability appropriate instruction for individuals with disabilities.
(VIII) The program shall prepare candidates who select, design, and use technology, materials, and resources required to educate individuals whose
disabilities interfere with communication.
(IX) The program shall prepare candidates who interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning
plans.
(X) The program shall prepare candidates who design and implement instructional programs that address independent living and career education for
individuals.
(XI) The program shall prepare candidates who design, implement, and evaluate instructional programs that enhance social participation across
environments.
(viii) Assessment
(I)
The program shall prepare candidates who understand specialized terminology used in the assessment of individuals with disabilities.
(II)
The program shall prepare candidates who know laws and policies regarding referral and placement procedures for individuals with disabilities.
(III) The program shall prepare candidates who know types and importance of information concerning individuals with disabilities available from families
and public agencies.
(IV) The program shall prepare candidates who know procedures for early identification of young children who may be at risk for disabilities.
(V) The program shall prepare candidates who implement procedures for assessing and reporting both appropriate and problematic social behaviors of
individuals with disabilities.
(VI) The program shall prepare candidates who select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with
disabilities.
(VII) The program shall prepare candidates who assess reliable methods(s) of response of individuals who lack typical communication and performance
41
abilities.
(VIII) The program shall prepare candidates who monitor intra-group behavior changes across subjects and activities.
(ix) Professional and Ethical Practice
(I)
The program shall prepare candidates who know sources of unique services, networks, and organizations for individuals with disabilities.
(II)
The program shall prepare candidates who know organizations and publications relevant to individuals with disabilities.
505-3-.30 Page 14
(III) The program shall prepare candidates who participate in the activities of professional organizations relevant to individuals with disabilities.
(IV) The program shall prepare candidates who act on their ethical responsibility to advocate for appropriate services for individuals with disabilities.
(x)
Collaboration
(I)
The program shall prepare candidates who are familiar with parent education programs and behavior management guides that address severe
behavior problems and facilitate communication for individuals with disabilities.
(II)
The program shall prepare candidates who understand the collaborative and/or consultative role of the special education teacher in the reintegration
of individuals with disabilities.
(III) The program shall prepare candidates who understand the roles of professional groups and referral agencies in identifying, assessing, and providing
services to individuals with disabilities.
(IV) The program shall prepare candidates who use co-planning and co-teaching methods to strengthen content acquisition of individuals with learning
disabilities.
(V) The program shall prepare candidates who use local, community, and state or provincial resources to assist the programming for individuals with
disabilities.
(VI) The program shall prepare candidates who select, plan, and coordinate activities of related services personnel to maximize direct instruction for
individuals with disabilities.
(VII) The program shall prepare candidates who teach parents to use appropriate behavior management and counseling techniques.
(VIII) The program shall prepare candidates who collaborate with team members to plan transition to adulthood that encourages full community
participation.
(b)
The program shall prepare professionals who understand and apply principles of teaching reading and writing and who meet the following elements
of the standards specified by the International Reading Association Standards for Reading Professionals, Classroom Teacher Candidate, 2003. This
requirement may be met in a separate three (3) semester-hour course, or content may be embedded in courses and experiences throughout the
preparation program.
1.
Use knowledge of adolescent literacy development (1.3)
2.
Apply knowledge of the teaching of reading and writing to adolescents (1.1, 1.4)
3.
Use knowledge of formal and informal literacy assessment strategies in the content areas (3.3)
4.2)
4.
Apply knowledge of how to meet the needs of students who read at diverse levels (2.1, 2.4, 5.
Facilitate all students’ learning from content area
texts (2.2, 2.3)
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(c)
The program shall require the completion of a content concentration in social science, science, math, language arts, or reading.
1.
A content concentration shall consist of fifteen (15) semester hours of academic content that conforms with the requirements of the content
concentrations for middle grades. (See Rule 505-3-.26)
2.
A course taken to meet the requirements of (b) (above) may be counted toward the fifteen semester hours required for the reading concentration.
3.
A course taken to meet the requirements of (b) (above) may be counted toward the fifteen semester hours required for the language arts
concentration.
(d)
The program shall meet all requirements specified in Rule 505-3-.01 (4.f.), Special Georgia Requirements.
Authority O.C.G.A. § 20-2-200
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Attachment C
INSTITUTIONAL Standards
PTEU INITIAL TEACHER EDUCATION OUTCOMES
INITIAL TEACHER EDUCATION OUTCOMES AND PROFICIENCIES (REVISED FALL 05)
Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Outcome 2: Facilitators of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse
curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
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2.10: Candidate uses the results of assessments to improve the quality of instruction.
Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students,
parents and community members.
3.4: Candidate displays professional and ethical behavior.
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