Professional Education Program Evaluation Report (PEPER II) MATRIX Form I-C
Subp. 3. Subject matter standard.
A candidate for licensure as a teacher of special education: developmental disabilities must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: developmental disabilities understands the central concepts, tools of inquiry, and history and context of developmental disabilities as a foundation on which to base practice. The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary issues pertaining to services to and the education of children and youth with a broad range of cognitive impairments and deficits in adaptive behavior
(2) the etiology, characteristics, and classifications of developmental disabilities
(3) current educational definitions, identification criteria and labeling issues, and entrance and exit criteria for services pertaining to students with developmental disabilities;
(4) general developmental, academic, social, and functional characteristics of individuals with developmental disabilities as they relate to levels of support needed;
(5) research-based theories of behavior problems exhibited by individuals with developmental disabilities;
(6) social-emotional aspects of developmental disabilities, including adaptive behavior, social competence, social isolation, and learned helplessness and the impact on family and community relationships;
(7) impact of multiple disabilities on learning and behavior; and
(8) medical aspects and terminology of cognitive impairments, disabilities, and their implications for learning.
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed) / K = knowledge, U = understanding,, Skills
Insert COURSE NUMBER & ID below
SPED 200 SPED 2_503 SPED 2_504 SPED 338 SPED 339 SPED 4_505
K K
K
K
K
K
K
U

B. A teacher of special education: developmental disabilities understands referral, assessment, planning, and placement procedures specific to teaching students with developmental disabilities. The teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration, and interpretation of formal and informal assessments for students with developmental disabilities and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) factors that may influence the over- and under-representation of culturally or linguistically diverse students in programs for students with developmental disabilities;
(4) how to adapt and modify existing assessment tools and methods to accommodate the unique abilities and needs of students with developmental disabilities;
(5) how to interview, gather, and maintain information from parents, families, teachers, and other professionals for the purpose of assessment and planning, developing, implementing, and evaluating individual education programs;
(6) how to assess and accommodate for architectural barriers in the educational setting;
(7) how to use and maintain orthotic, prosthetic, assistive, and adaptive equipment effectively;
(8) uses and sources of appropriate materials, equipment, and adaptive, augmentative, and assistive technologies to meet the needs of children and youth with developmental disabilities;
(9) how to manage student support needs including the medical complications and implications of tube feeding, catheterization, seizure management, and CPR;
(10) various educational models and setting options and the selection of appropriate options based on the needs of the student; and
(11) how to design individual plans that integrate assessment results, family priorities, resources, and concerns and that incorporate, when appropriate, nonacademic and academic goals and the appropriate use of adaptive augmentative, and assistive technologies.
C. A teacher of special education: developmental disabilities understands how to use individual education program plans to design and implement developmentally appropriate instruction for students with developmental disabilities. The teacher must understand how to:
SPED 200 SPED 2_503 SPED 2_504 SPED 338 SPED 339 SPED 4_505
K

(1) apply research-supported instructional strategies and practices, including functional developmental disabilities skills approach, communitybased instruction, task analysis, multisensory, and concrete or manipulative techniques;
(2) select, adapt, and implement developmentally appropriate classroom management strategies for students with developmental disabilities;
(3) establish classroom environments to meet the physical, cognitive, cultural, and communication needs of children and youth with developmental disabilities;
(4) design, adapt, modify, implement, and evaluate instructional programs, processes, and materials to enhance student participation in domestic and family, school, recreation or leisure, community, and work life;
(5) use instructional strategies, adaptive technologies, and sources of specialized materials for students with developmental disabilities;
(6) assist students in using and maintaining alternative and augmentative communication systems
(7) implement recommended mobility techniques;
(8) stimulate language development, teach basic academic and literacy skills, and integrate art, music, and body movement into the instruction;
(9) manage student self-care, health, and safety needs;
(10) construct instructional sequences to teach transition skills based on cognitive, affective, and academic strengths of each student and plans for transition from school to postsecondary training and employment; and
(11) monitor, summarize, and evaluate the acquisition of the outcomes stated in the individual plans.
D. A teacher of special education: developmental disabilities communicates and interacts with students, families, other teachers, and the community to support student learning and well-being. The teacher must understand:
(1) how to assist students and their parents in making choices that impact academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for individuals with developmental disabilities;
(3) the structures supporting interagency collaboration and how to implement, monitor, and evaluate interagency agreements and transition plans;
(4) the educational roles and responsibilities of other teachers and support personnel in providing educational services to students with developmental disabilities;
(5) school, community, and social services appropriate to individuals with developmental disabilities and how to identify and access services that will enhance instruction and programming; and
SPED 200 SPED 2_503 SPED 2_504 SPED 338
K
K
SPED 339 SPED 4_505
K

(6) how to access and evaluate information relevant to the field of developmental disabilities through consumer and professional organizations, publications, and journals.
E. A teacher of special education: developmental disabilities applies the standards of effective practice in teaching students with developmental disabilities through a variety of early and ongoing clinical experiences with kindergarten or primary, intermediate or middle level, and high school students across a range of service delivery models.
SPED 200 SPED 2_503 SPED 2_504 SPED 338
K
SPED 339 SPED 4_505