Common Core
CEC Knowledge and Skill Base for All Beginning Special
Education Teachers
COMMON CORE
Special Education Standard #1:
Knowledge:
CC1K1
CC1K2
CC1K3
CC1K4
CC1K5
CC1K6
CC1K7
CC1K8
CC1K9
CC1K10
Skill:
CC1S1
Common Core-2001
Foundations
Models, theories, and philosophies that
form the basis for special education
practice.
Laws, policies, and ethical principles
regarding behavior management
planning and implementation.
Relationship of special education to the
organization and function of educational
agencies.
Rights and responsibilities of students,
parents, teachers, and other
professionals, and schools related to
exceptional learning needs.
Issues in definition and identification of
individuals with exceptional learning
needs, including those from culturally
and linguistically diverse backgrounds.
Issues, assurances and due process
rights related to assessment, eligibility,
and placement within a continuum of
services.)
Family systems and the role of families
in the educational process.
Historical points of view and contribution
of culturally diverse groups.
Impact of the dominant culture on
shaping schools and the individuals who
study and work in them.
Potential impact of differences in values,
languages, and customs that can exist
between the home and school.
Articulate personal philosophy of special
education.
Page 1 of 9
INTASC
1.01, 2.04
1.04, 1.13
1.04, 1.13
1.04, 1.11, 1.13, 8.08, 10.07
1.04, 1.13, 3.04, 8.07, 8.09
1.04, 8.07
1.11, 3.07, 10.10
10.04
3.04, 10.04
3.03, 3.04, 6.03, 10.02, 10.04
Common Core
Special Education Standard #2:
Knowledge:
CC2K1
CC2K2
CC2K3
CC2K4
CC2K5
CC2K6
CC2K7
INTASC
Typical and atypical human growth and
development.
Educational implications of characteristics
of various exceptionalities.
Characteristics and effects of the cultural
and environmental milieu of the
individual with exceptional learning
needs and the family.
Family systems and the role of families in
supporting development.
Similarities and differences of individuals
with and without exceptional learning
needs.
Similarities and differences among
individuals with exceptional learning
needs.
Effects of various medications on
individuals with exceptional learning
needs.
Special Education Standard #3:
Knowledge:
CC3K1
CC3K2
CC3K3
CC3K4
CC3K5
Common Core-2001
Development and
Characteristics of
Learners
Effects an exceptional condition(s) can
have on an individual’s life.
Impact of learners’ academic and social
abilities, attitudes, interests, and values
on instruction and career development.
Variations in beliefs, traditions, and
values across and within cultures and
their effects on relationships among
individuals with exceptional learning
needs. Family, and schooling.
Cultural perspectives influencing the
relationships among families, schools
and communities as related to
instruction.
Differing ways of learning of individuals
with exceptional learning needs
including those from culturally diverse
backgrounds and strategies for
addressing these differences.
Page 2 of 9
1.07, 2.01
1.08, 3.05, 2.01,7.06
2.07, 3.03, 3.06, 6.01, 8.09
2.07, 3.07, 10.03
2.01
2.05
Individual Learning
Differences
INTASC
1.08, 2.01, 2.05, 3.02,3.06,
10.10
1.07, 2.05, 3.02, 10.10
3.03, 3.09, 8.09, 9.04, 10.02,
10.04, 10.10
3.03, 3.04, 3.06, 3.07, 3.09,
9.04, 10.02, 10.04
1.08, 2.01, 2.06, 3.04, 3.09,
9.04
Common Core
Special Education Standard #4:
Skill:
CC4S1
CC4S2
CC4S3
CC4S4
CC4S5
CC4S6
Instructional Strategies
Use strategies to facilitate integration into
various settings.
Teach individuals to use self-assessment,
problem solving, and other cognitive
strategies to meet their needs. (Replaces
CC4.S12)
Select, adapt, and use instructional
strategies and materials according to
characteristics of the individual with
exceptional learning needs.
Use strategies to facilitate maintenance
and generalization of skills across learning
environments.
Use procedures to increase the
individual’s self-awareness, selfmanagement, self-control, self-reliance,
and self-esteem.
Use strategies that promote successful
transitions for individuals with exceptional
learning needs.
Special Education Standard #5:
Knowledge:
CC5K1
CC5K2
CC5K3
CC5K4
CC5K5
CC5K6
CC5K7
CC5K8
Common Core-2001
Demands of learning environments.
Basic classroom management theories
and strategies for individuals with
exceptional learning needs.
Effective management of teaching and
learning.
Teacher attitudes and behaviors that
influence behavior of individuals with
exceptional learning needs.
Social skills needed for educational and
other environments.
Strategies for crisis prevention and
intervention.
Strategies for preparing individuals to
live harmoniously and productively in a
culturally diverse world.
Ways to create learning environments
that allow individuals to retain and
appreciate their own and each other’s
respective language and cultural
heritage.
Page 3 of 9
INTASC
1.08, 2.06, 3.05, 4.04, 4.10, 4.13,
6.02, 6.04, 7.02
4.07
1.03, 2.06, 4.01, 4.04, 4.05, 4.10,
4.13
4.01, 4.03, 4.10, 4.13
4.01, 4.10
1.09, 4.01, 4.10, 7.06
Learning Environments
and Social Interactions
INTASC
1.08, 4.13, 5.02, 5.06, 7.07
5.06
2.04, 4.02, 5.04, 5.06
6.05
5.02, 5.03, 7.07
5.07
5.03
5.01
Common Core
CC5K9
CC5K10
Skill:
CC5S1
CC5S2
CC5S3
CC5S4
CC5S5
CC5S6
CC5S7
CC5S8
CC5S9
CC5S10
CC5S11
CC5S12
CC5S13
CC5S14
CC5S15
CC5S16
Common Core-2001
Ways specific cultures are negatively
stereotyped.
Strategies used by diverse populations
to cope with a legacy of former and
continuing racism
Create a safe, equitable, positive, and
supportive learning environment in
which diversities are valued.
Identify realistic expectations for
personal and social behavior in various
settings.
Identify supports needed for integration
into various program placements.
Design learning environments that
encourage active participation in
individual and group activities.
Modify the learning environment to
manage behaviors.
Use performance data and information
from all stakeholders to make or suggest
modifications in learning environments.
Establish and maintain rapport with
individuals with and without exceptional
learning needs.
Teach self-advocacy.
Create an environment that encourages
self-advocacy and increased
independence.
Use effective and varied behavior
management strategies.
Use the least intensive behavior
management strategy consistent with
the needs of the individual with
exceptional learning needs.
Design and manage daily routines.
Organize, develop, and sustain learning
environments that support positive
intracultural and intercultural
experiences.
Mediate controversial intercultural issues
among students within the learning
environment in ways that enhance any
culture, group, or person.
Structure, direct, and support the
activities of paraeducators, volunteers,
and tutors.
Use universal precautions.
Page 4 of 9
2.02, 4.11, 5.01, 5.04, 10.03
2.02, 4.11, 7.01, 7.07
1.08,
6.08,
2.03,
5.05,
2.06, 4.05, 4.07, 4.11,
7.07
4.04, 4.11, 5.01, 5.04,
7.04
2.08, 7.04
1.08, 7.01, 7.04, 7.05, 7.08,
8.03, 8.07, 8.08, 9.05
3.01
1.07, 5.02, 5.08
2.08, 4.07, 5.04, 5.08, 7.04
2.04, 4.02, 5.05, 5.06
5.05
5.07
5.01, 5.03, 5.06
5.06
5.06, 10.03
Common Core
Special Education Standard #6:
Knowledge:
CC6K1
CC6K2
CC6K3
CC6K4
Skills:
CC6S1
CC6S2
Communication
Effects of cultural and linguistic
differences on growth and development.
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.
Ways of behaving and communicating
among cultures that can lead to
misinterpretation and misunderstanding.
Augmentative and assistive
communication strategies.
Use strategies to support and enhance
communication skills of individuals with
exceptional learning needs.
Use communication strategies and
resources to facilitate understanding of
subject matter for students whose
primary language is not the dominant
language.
Special Education Standard #7:
Knowledge:
CC7K1
CC7K2
CC7K3
CC7K4
CC7K5
Skills:
CC7S1
CC7S2
CC7S3
Common Core-2001
3.08, 6.03, 9.02
6.03
4.08, 6.01, 6.04, 6.06, 6.07,
7.09
5.08, 6.01, 6.02, 6.04, 6.06,
6.07, 6.08
3.08
Instructional Planning
Theories and research that form the
basis of curriculum development and
instructional practice.
Scope and sequences of general and
special curricula.
National, state or provincial, and local
curricula standards.
Technology for planning and managing
the teaching and learning environment.
Roles and responsibilities of the
paraeducator related to instruction,
intervention, and direct service.
Identify and prioritize areas of the
general curriculum and accommodations
for individuals with exceptional learning
needs.
Develop and implement comprehensive,
longitudinal individualized programs in
collaboration with team members.
Involve the individual and family in
setting instructional goals and
monitoring progress.
Page 5 of 9
INTASC
3.08, 6.03
INTASC
1.02, 1.06
1.02, 1.06, 7.02, 7.03, 7.06
7.06
4.08, 7.06
7.06, 10.03
1.03, 1.11, 4.09, 4.11, 6.02,
7.02, 7.01, 7.03, 7.06, 7.09,
8.10
1.11, 4.09, 4.11, 6.02, 7.01,
7.03, 7.06, 7.09
1.11, 3.07, 7.05, 7.08, 8/04
Common Core
CC7S4
CC7S5
CC7S6
CC7S7
CC7S8
CC7S9
CC7S10
CC7S11
CC7S12
CC7S13
CC7S14
Use functional assessments to develop
intervention plans.
Use task analysis.
Sequence, implement, and evaluate
individualized learning objectives.
Integrate affective, social, and life skills
with academic curricula.
Develop and select instructional content,
resources, and strategies that respond
to cultural, linguistic, and gender
differences.
Incorporate and implement instructional
and assistive technology into the
educational program.
Prepare lesson plans.
Prepare and organize materials to
implement daily lesson plans.
Use instructional time effectively.
Make responsive adjustments to
instruction based on continual
observations.
Prepare individuals to exhibit selfenhancing behavior in response to
societal attitudes and actions.
Special Education Standard #8:
CC8K3
CC8K4
CC8K5
Skills:
CC8S1
CC8S2
CC8S3
CC8S4
CC8S5
Common Core-2001
8.02, 8.07
1.11, 4.09, 7.01, 7.06
1.03, 1.07, 7.06, 7.09
4.09, 7.03, 7.06
1.03, 1.10, 4.09, 6.01, 6.07,
6.08
4.09
4.09, 7.01
4.09, 7.01
4.06, 7.05, 8.10
4.07, 7.09
Assessment
INTASC
Knowledge:
CC8K1
CC8K2
7.09, 8.02, 8.07
Basic terminology used in assessment.
Legal provisions and ethical principles
regarding assessment of individuals.
Screening, pre-referral, referral, and
classification procedures.
Use and limitations of assessment
instruments.
National, state or provincial, and local
accommodations and modifications.
8.01
1.04, 1.13, 8.01, 8.11
Gather relevant background
information.
Administer nonbiased formal and
informal assessments.
Use technology to conduct
assessments.
Develop or modify individualized
assessment strategies.
Interpret information from formal and
informal assessments.
2.08, 8.07, 8.08
Page 6 of 9
1.04, 1.05, 2.08, 3.04, 3.06,
8.01, 8.07
8.01
1.05, 8.03, 8.05, 8.11
8.02, 8.06
8.03
8.02, 8.03, 8.11
8.06
Common Core
CC8S6
CC8S7
CC8S8
CC8S9
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.
Report assessment results to all
stakeholders using effective
communication skills.
Evaluate instruction and monitor
progress of individuals with
exceptional learning needs.
Create and maintain records.
Special Education Standard #9:
Knowledge:
CC9K1
CC9K2
CC9K3
CC9K4
Skills:
CC9S1
CC9S2
CC9S3
CC9S4
CC9S5
CC9S6
CC9S7
Common Core-2001
2.08, 3.04, 3.06, 8.07
8.04, 8.06, 8.07
4.06
8.10
Professional and Ethical
Practice
Personal cultural biases and differences
that affect one’s teaching.
Importance of the teacher serving as a
model for individuals with exceptional
learning needs.
Continuum of lifelong professional
development.
Methods to remain current regarding
research-validated practice.
Practice within the CEC Code of Ethics
and other standards of the profession.
Uphold high standards of competence
and integrity and exercise sound
judgment in the practice of the
professional.
Act ethically in advocating for
appropriate services.
Conduct professional activities in
compliance with applicable laws and
policies.
Demonstrate commitment to developing
the highest education and quality-of-life
potential of individuals with exceptional
learning needs.
Demonstrate sensitivity for the culture,
language, religion, gender, disability,
socio-economic status, and sexual
orientation of individuals.
Practice within one’s skill limit and obtain
assistance as needed.
Page 7 of 9
INTASC
9.02, 9.07
9.03, 9.06
9.03, 9.06
9.06
9.07
10.06
1.13
9.06, 10.06
9.02, 9.07
9.07, 10.01
Common Core
CC9S8
CC9S9
CC9S10
CC9S11
CC9S12
Use verbal, nonverbal, and written
language effectively.
Conduct self-evaluation of instruction.
Access information on exceptionalities.
Reflect on one’s practice to improve
instruction and guide professional
growth.
Engage in professional activities that
benefit individuals with exceptional
learning needs, their families, and one’s
colleagues.
Special Education Standard #10:
Knowledge:
CC10K1
CC10K2
CC10K3
CC10K4
Skills:
CC10S1
CC10S2
CC10S3
CC10S4
CC10S5
Common Core-2001
9.01, 9.05
1.10, 4.12, 9.03, 9.06
9.01
4.12, 9.03, 9.06, 10.06
Collaboration
Models and strategies of consultation
and collaboration.
Roles of individuals with exceptional
learning needs, families, and school
and community personnel in planning
of an individualized program.
Concerns of families of individuals with
exceptional learning needs and
strategies to help address these
concerns.
Culturally responsive factors that
promote effective communication and
collaboration with individuals with
exceptional learning needs, families,
school personnel, and community
members.
Maintain confidential communication
about individuals with exceptional
learning needs.
Collaborate with families and others in
assessment of individuals with
exceptional learning needs.
Foster respectful and beneficial
relationships between families and
professionals.
Assist individuals with exceptional
learning needs and their families in
becoming active participants in the
educational team.
Plan and conduct collaborative
conferences with individuals with
exceptional learning needs and their
families.
Page 8 of 9
10.05
INTASC
10.05, 10.06
1.11, 6.02, 7.01, 7.03, 10.01,
10.07
3.06, 10.04, 10.08
3.06, 10.04
8.08, 10.05
6.02, 8.07, 8.08, 10.07
2.07, 8.08, 10.01, 10.05, 10.09
1.12, 7.07, 7.08, 10.02, 10.04,
10.08
5.08, 7.07, 7.08, 10.05, 10.07,
10.08
Common Core
CC10S6
CC10S7
CC10S8
CC10S9
CC10S10
CC10S11
Common Core-2001
Collaborate with school personnel and
community members in integrating
individuals with exceptional learning
needs into various settings.
Use group problem solving skills to
develop, implement and evaluate
collaborative activities.
Model techniques and coach others in
the use of instructional methods and
accommodations.
Communicate with school personnel
about the characteristics and needs of
individuals with exceptional learning
needs.
Communicate effectively with families
of individuals with exceptional learning
needs from diverse backgrounds.
Observe, evaluate and provide
feedback to paraeducators.
Page 9 of 9
1.12, 4.11, 7.01, 7.02, 7.03,
7.06, 8.08, 10.02, 10.06, 10.07,
10.09
10.05, 10.07
4.09, 4.03, 10.05, 10.07
2.01, 2.05, 7.01, 7.03, 8.08,
10.05, 10.07
2.07, 7.08, 10.04, 10.08
10.03