Proficiency Level
Skills IGC10S1
Use local community, and state and provincial resources to assist in programming with individuals with exceptional learning needs
IGC10S2
Select, plan, and coordinate activities of related services personnel to maximize direct instruction for individuals with exceptional learning needs
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
Comments
Proficiency Levels: N=Novice, B=Beginning User, P=Proficient, A=Accomplished
Preparation Program Developers: CEC Program Recognition In 2002, CEC made it policy that all special education preparation programs, whether traditional or alternative, should demonstrate their alignment with CEC standards through CEC performance-based review. There are currently two pathways to apply for CEC Program recognition, through NCATE and directly to CEC. In the United States, there are currently two government-recognized agencies to accredit teacher education programs: National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). Both of these agencies base their accreditation approaches on the importance of establishing teaching as a full and mature profession. However, the two are built on different concepts to achieve professionalism. From the NCATE perspective, the foundation of a strong profession is a shared body of specialized knowledge and skill based on research, and public confidence that professionals are fit to practice. Speaking for NCATE, Art Wise states that only a strong degree of consensus among practitioners and practitioner educators can build that confidence. NCATE is built on the premise that strong professions depend upon “collective organization,” and that accrediting bodies
in the “mature professions” have played a catalytic role as the repositories of the consensus about the professions’ specialized knowledge and skill. Since 1977, NCATE has been accrediting teacher education programs using an inclusive model of collaborating with the respective professional associations representing the various professional disciplines (i.e., English, Social Studies, Math, School Psychology) For almost 20 years, CEC has been the partner of NCATE representing the disciplines within the special education profession. Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. NCATE Unit Standard 1 In addition to requiring preparation programs to demonstrate that their candidates have a positive influence
44 What Every Special Educator Must Know
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