SUBAREA I—FOUNDATIONS AND PROFESSIONAL PRACTICE

Objective 1: Understand the historical, philosophical, and legal foundations of special education and the professional and ethical roles of the special education teacher.

In this section, we’ll delve into the foundational knowledge and professional practices essential for your role as a special education teacher. Let’s break it down step by step:

1. Historical Foundations of Special Education:

• To truly understand the field of special education, you must delve into its historical roots. This includes exploring classic research studies and acknowledging major contributors to the field. For instance, consider the groundbreaking work of Jean-Marc Gaspard Itard in the 18th century. His efforts in educating Victor, the “Wild Boy of Aveyron,” represent a significant milestone in the history of special education.

2. Legal Foundations and Ethical Roles:

• Special education operates within a framework of laws and ethics. You need to be well-versed in major federal legislation, such as the Individuals with Disabilities Education Improvement Act (IDEA), Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA), and the Elementary and Secondary Education Act (ESEA). These laws have a direct impact on how you support students with disabilities.

3. Current Issues and Trends:

• Staying informed about current issues and trends in special education is crucial. This knowledge includes understanding factors contributing to the overrepresentation of students from diverse backgrounds in special education programs, processes for avoiding inappropriate placement, strategies for early intervention, Response to Instruction and Intervention (RtII), specially designed instruction (SDI), and principles of universal design.

4. Organizational Structure of Special Education:

• The organizational structure of special education is intimately connected to schools, school systems, and various agencies. You should comprehend how special education fits into the broader educational landscape. This involves recognizing the continuum of special education placement and services and strategies for effective service implementation at each level. Additionally, understanding how to determine the least restrictive environment (LRE) for individual students is pivotal.

5. Integrity, Ethics, and Advocacy:

• As a special education teacher, integrity, ethical behavior, and advocacy are paramount. Familiarize yourself with Pennsylvania’s Code of Professional Practice and Conduct for Educators. Learn the procedures for advocating effectively on behalf of students with disabilities, their families/caregivers, and the special education program as a whole.

6. Professional Development and Self-Assessment:

• Your journey as a special education teacher involves continuous growth. Identify methods for expanding your knowledge and honing evidence-based pedagogical skills. Active participation in professional development, like joining relevant professional affiliations or organizations, is a key strategy. Additionally, engage in reflective self-assessment to recognize cultural biases, instructional biases, and improve your teaching methods.

7. Legal and Ethical Guidelines:

• A solid grasp of legal and ethical guidelines is imperative. This includes knowledge of the Family Educational Rights and Privacy Act (FERPA), Health Insurance Portability and Accountability Act (HIPAA) Privacy and Security Rules. You should be well-versed in maintaining confidentiality, safeguarding student health and welfare, and understanding the rights and procedural safeguards guaranteed to students and their parents/guardians during the special education referral and evaluation process.

OBJECTIVE 2: Understand how to communicate and collaborate effectively with all team members, including students with disabilities and their families/caregivers, to help students achieve desired learning outcomes.

In this objective, we’ll explore the essential skills and strategies for effective communication and collaboration within the special education team. Here’s a breakdown of what you need to know:

1. Culturally Responsive Communication and Collaboration:

• To foster positive relationships and effective collaboration, you must apply knowledge of culturally responsive strategies. These strategies promote meaningful communication and collaboration with a diverse range of individuals, including students with disabilities, their families/caregivers, school staff, agency personnel, and community members.

2. Addressing Concerns and Interaction:

• Effective communication involves addressing concerns empathetically. You should apply knowledge of culturally responsive strategies to interact positively with students and families/caregivers from various backgrounds, including economically, culturally, and linguistically diverse ones. This ensures that everyone feels respected and heard.

3. Collaborative Planning and Implementation:

• Collaboration is at the heart of special education. You should be well-versed in strategies for promoting collaborative partnerships that support the planning and implementation of essential documents like Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), Section 504 Plans, and transition plans for students at designated times throughout their education. This includes understanding mandated transitions at ages three and fourteen.

4. Consultation and Collaboration with General Education Teachers:

• Students with disabilities often participate in the general education curriculum. You need to know evidence-based methods for effective consultation and collaboration with general education teachers. This might involve co-planning, co-teaching, or team teaching to ensure that students receive the support they need within the general education setting. Additionally, strategies for working collaboratively with paraeducators are essential.

5. Coordinating Activities of Related Services Personnel:

• Special education often involves multiple professionals. You should have the knowledge and skills to select, plan, and coordinate activities of related services personnel. This coordination is crucial to maximize direct instruction and support for students with disabilities.

6. Roles of Professional Groups and Referral Agencies:

• Special education doesn’t exist in isolation. You should understand the roles of various professional groups and referral agencies in identifying, assessing, and providing services to students with disabilities. This understanding is especially important when planning an IFSP and transitions, particularly at age three.

7. Accessing Information for Support:

• As a special education teacher, you must be resourceful. This involves knowing how to access information related to legal, judicial, and educational systems. This information can assist you in supporting students with disabilities and their families/caregivers effectively.

SUBAREA II—UNDERSTANDING STUDENTS WITH DISABILITIES

Objective 3: Understand typical and atypical human growth and development and the characteristics and needs of students with disabilities.

In this objective, we delve into the essential knowledge related to understanding human development and the unique characteristics of students with disabilities. Let’s break it down:

1. Human Growth and Development:

• You should be well-versed in typical and atypical human growth and development across various domains. These domains encompass cognitive, physical, social-emotional, behavioral, language, and communication areas. Understanding the developmental milestones and patterns in these domains will enable you to effectively assess and support your students.

2. Behavior Analysis:

• Recognizing and analyzing behavior is a crucial skill for a special education teacher. You must be able to identify various ways of understanding behavior in young children. This includes considering factors such as individual appropriateness, age appropriateness, temperament, gender differences, and the pace of learning. Importantly, you should recognize that some behaviors may be rooted in cultural and linguistic differences rather than indicating learning problems.

3. Understanding Disability Categories:

• Special education encompasses a range of disability categories. You must have a deep understanding of these categories, including their types, characteristics, etiologies (causes), identification criteria, the continuum of severity, and prevalence. Being able to differentiate between these categories is vital for providing tailored support to your students.

4. Comparing Students with and without Disabilities:

• To be effective in your role, you need to recognize both the similarities and differences between students with disabilities and those without. Understanding commonalities can help create inclusive environments, while recognizing differences enables you to provide individualized support.

5. Psychological and Social-Emotional Needs:

• Every student, including those with disabilities, has psychological and social-emotional needs. Recognizing these needs and how they may vary among students with different disabilities is essential. You should be prepared to address these needs appropriately to create a supportive and nurturing learning environment.

Objective 4: Understand factors affecting the learning, development, and daily living of students with disabilities.

In this objective, we’ll explore various factors that significantly impact students with disabilities and their educational journey. Let’s dive into the key concepts:

1. Educational Implications of Disabilities:

• As a special education teacher, you need to be able to apply your knowledge about how different types of disabilities affect a student’s education. This includes understanding how disabilities may impact a student’s ability to access and engage with the curriculum and any potential accommodations or modifications needed.

2. Medical Aspects and Treatments:

• Demonstrating knowledge of the medical aspects of various diagnoses and treatments is crucial. This knowledge allows you to comprehend the specific health conditions that students with disabilities may have, their treatment protocols, and how these medical factors can affect a student’s learning and daily life.

3. Lifelong Impact of Disabilities:

• Consider the lifelong consequences of sensory impairments, physical and health disabilities, and cognitive disabilities not only on individuals but also on their families and society as a whole. Recognizing the long-term effects is essential for providing holistic support and understanding the broader societal implications.

4. Family Support and Cultural Sensitivity:

• Families and caregivers play a vital role in a student’s development and learning journey. Understanding how to work collaboratively with families, respecting their cultural values, and recognizing how socioeconomic factors like poverty may impact their involvement is key.

5. Teacher Attitudes and Cultural Competence:

• Recognize that your attitudes, behaviors, and cultural competence as a teacher can significantly impact students with disabilities. Being aware of your biases, fostering a welcoming and inclusive classroom culture, and continuously developing your cultural competence are essential for effective teaching.

6. Early Childhood Preparation:

• Recognize the importance of early childhood experiences in preparing children for school. This includes understanding the significance of early interactions with adults and peers, early childhood education teaching methods and curricula, and comprehensive interventions that support learning and development.

7. Lifelong Implications of Early Support:

• Acknowledge the potential lifelong consequences if children do not receive the necessary support and interventions during their early years to prepare them for learning and success in school. Early interventions can have a lasting impact on a student’s educational journey and future opportunities.

SUBAREA III—ASSESSMENT AND PROGRAM PLANNING AND IMPLEMENTATION

Objective 5: Understand types and characteristics of assessments used with students with disabilities; strategies and procedures for selecting, designing, and administering assessments to students with disabilities; and strategies and procedures for interpreting and communicating assessment results.

Objective 5 delves into the world of assessments in special education. Let’s break down the key concepts and skills you need to grasp:

1. Specialized Assessment Terminology:

• It’s crucial to apply your knowledge of specialized terminology used in the assessment of students with disabilities. This includes understanding the specific terms and concepts relevant to assessments in the special education context.

2. Types and Limitations of Assessments:

• Recognize the various types of assessments, both formal and informal, and their uses and limitations. This encompasses assessments like authentic, screening, diagnostic, formative, benchmark, and summative assessments. Understanding when and how to employ these assessments is essential for effective teaching.

3. Data Collection and Differentiation:

• Demonstrate the ability to design and implement data collection systems and tools. These tools should support differentiated instruction and interventions, monitor student progress, measure Response to Instruction and Intervention (RtII), and evaluate the effectiveness of your teaching methods. Adaptation is key to meet the unique needs of students, especially in literacy and academic content areas.

4. Assessing Social and Emotional Behaviors:

• Understand strategies and procedures for assessing and reporting both appropriate and inappropriate social and emotional behaviors of students with disabilities. Additionally, be proficient in monitoring behavior changes within student groups across various subjects and activities.

5. Universal Design and Accommodations:

• Apply the principles of universal design to select, adapt, and modify assessments to accommodate the unique abilities and needs of students with disabilities. Know what accommodations and modifications are permissible on Pennsylvania statewide and districtwide assessments to ensure equitable evaluation.

6. Effective Assessment Administration:

• Demonstrate knowledge of strategies and procedures for using and administering both formal and informal assessment tools. This includes leveraging technology and adopting procedures that mitigate potential biases during the assessment process.

7. Interpreting and Communicating Results:

• Master the art of interpreting and displaying assessment data, whether it’s related to academics or behaviors. Effectively communicate these assessment results to students, parents/guardians, and other stakeholders. Additionally, create a comprehensive summary of a student’s strengths and areas of improvement based on input from relevant stakeholders.

Objective 6: Understand strategies and procedures for developing, implementing, and monitoring individualized learning and behavior plans for students with disabilities and research-based strategies for planning specially designed curricula and instruction.

Objective 6 focuses on the critical aspects of developing individualized plans for students with disabilities. Let’s explore the key ideas and skills required:

1. Screening, Pre-Referral, and Classification:

• Demonstrate your knowledge of screening, pre-referral, and classification processes, along with placement procedures. These processes are essential for identifying students who may need special education services.

2. Individualized Plans (IFSPs and IEPs):

• Recognize the components of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs). Understand the roles played by various stakeholders, including special education teachers, general education teachers, students with disabilities, parents/guardians, related services providers, and others in planning and implementing these individualized plans. This includes behavioral intervention plans and other customized plans tailored to the student’s needs.

3. Developing, Monitoring, and Amending Plans:

• Demonstrate proficiency in developing, monitoring, and amending IFSPs and IEPs in collaboration with all team members. This process should be driven by assessment data from multiple sources and the identified needs of the student. Additionally, understand how to interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans.

4. Continuum of Placement and Services:

• Apply your knowledge of the continuum of placement and services available for students with disabilities. This includes understanding the necessary supports for successful inclusion in various educational settings, ensuring that each student’s unique needs are met.

5. Specially Designed Instruction (SDI):

• Demonstrate an understanding of specially designed instruction (SDI) and how to identify and incorporate SDI, program modifications, and accommodations into the IEPs of students with disabilities. These elements are crucial for tailoring education to meet the student’s individual requirements.

6. Integration of Skills and Curriculum:

• Apply strategies for integrating affective, social, and life skills with academic curricula. Understand how to incorporate and implement instructional and assistive technology into students’ educational programs to enhance their learning experience. Align instructional programming and outcomes with the standards of the general education curriculum.

7. Relationship Between IEPs and General Education Curriculum:

• Recognize the direct relationship between IEP development, implementation, and progress monitoring, and the general education curriculum. Understand how present levels of performance, IEP goals, specially designed instruction, and progress monitoring all link together. Utilize the Pennsylvania Academic Standards and Alternate Academic Standards as the foundation for IEP development, using the grade-level standard as a benchmark. Recognize that the IEP provides a detailed outline of what a student needs to access and benefit from the general education curriculum. This includes specially designed instruction, program modifications, accommodations, and assistive technology.

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