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This book offers practical guidance on such topics as roles and responsibilities, school environment and culture, classroom organization and management, collaboration with other professionals, and individual professional development.
For some time, leaders in special education have expressed the desire for a national overview of State certification requirements for teachers of exceptional children who, because of their limitations and their particular needs, require special help. This bulletin, prepared as a part of an Office of Education Study, "Qualification and Preparation of Teachers of Exceptional Children," is an attempt to supply the necessary information. The purpose of this bulletin is: (1) to present a summary of the present status of State certification requirements for teachers of exceptional children; and (2) to report opinions expressed by some special education personnel on certain aspects of certification. It reflects some trends in certifying procedures, but, in general, is confined to a reporting of status information. The information presented in these page affords opportunity to make comparisons from State to State and from one area of exceptionality to another. It is hoped that the availability of such information will form a basis not only for such comparisons, but also for improved planning of the professional requirements for the teachers of the Nation's handicapped and gifted children. Topics covered in this bulletin include: (1) The need for professional standards for teachers; (2) A national picture of State certification; (3) Overview of current certification requirements; (4) Some specific in State requirements; and (5) Some opinions concerning State standards. Appended are: (1) The Office of Education Study: "Qualification and Preparation of Teachers of Exceptional Children"; and (2) Minimum Requirements by States, for Regular Elementary Teaching Certificates. (Contains 19 tables and 24 footnotes.) [Best copy available has been provided.].
CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.
This document presents revised comprehensive standards and guidelines for the preparation and certification of special educators and for practice as special educators, developed by the Council for Exceptional Children (CEC). Part 1 provides the CEC's Code of Ethics for Professional Practice for Educators of Persons with Exceptionalities and CEC's Standards for Professional Practice. Part 2 presents the CEC's International Standards for Entry into Professional Practice. Standards for knowledge and skills essential for all beginning special education teachers are outlined first, followed by knowledge and skills for special education teachers working with students with hearing impairments, emotional and behavior disorders, gifts or talents, learning disabilities, mental retardation and developmental disabilities, visual impairments, and physical and health disabilities. The knowledge and skills needed for early childhood programs are also outlined. Part 3 provides guidelines for CEC approval of special education professional preparation programs in the same areas. The items in Parts 2 and 3 are coded by area, topic, and knowledge or skill in order to provide a framework for creating a searchable database of knowledge and skills items. Space is provided next to each item for citing course numbers or other descriptions of where the knowledge or skill is covered in a curriculum or continuing education program. (CR)
An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.