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CEC Standards for Professional Practice in SpecialEducation.Council for Exceptional Children, Reston, Va.1 Apr 9434p.

Council for Exceptional Children, 1920 AssociationDr., Reston, VA 22091-1589 ($14.30 non-members, $10members; Stock No. R5041).Viewpoints (Opinion/Position Papers, Essays, etc.)(120) Collected Works General (020)

MF01/PCO2 Plus Postage.*Academic Standards; Accreditation (Institutions);Beginning Teachers; *Behavior Standards; *Codes ofEthics; Disabilities; Educational Practices;Elementary Secondary Education; Ethics; Gifted;Higher Education; Preschool Education; PreserviceTeacher Education; Professional Development; *SpecialEducation; *Special Education Teachers; *SpecialNeeds Students; Teacher Behavior

IDENTIFIERS *Council for Exceptional Children; National Councilfor Accreditation of Teacher Educ

ABSTRACTThis document brings together professional standards

of the special education profession adopted by the Council forExceptional Children (CEC). The standards represent the efforts ofspecial educators to govern their own practice, guide agencies thatcertify or license special educators, and improve programs thatprepare special educators. The publication includes the followingprofessional standards and guidelines: (1) "CEC Code of Ethics forEducators of Persons with Exceptionalities," (2) "CEC Standards forProfessional Practice," (3) "CEC Standards for Entry intoProfessional Practice," (4) "CEC Common Core of Knowledge and SkillsEssential for All Beginning Special Education Teachers," (5) "CECStandards for the Preparation of Special Education Personnel," (6)"CEC/NCATE (National Council for Accreditation of Teacher Education)Guidelines for CEC Program Approval of Undergraduate or BasicPrograms," (7) "CEC/NCATE Guidelines for CEC Program Approval ofGraduate or Advanced Programs," and (8) "Non-NCATE Guidelines forProgram Approval." (JDD)

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Gefriis document has been reproduced asreceived from the person or organizationoriginating it

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'

April 1 1994

The Council for Exceptional Children

ST COPY AVAILABLE

Alp

The Council for Exceptional Children

CEC: Leading the WayThe Council for Exceptional Children (CEC) is the largest professional organization inter-nationally committed to improving educational outcomes for individuals with ex-ceptionalities. CEC accomplishes its worldwide mission on behalf of educators and othersworking with children with exceptionalities by advocating for appropriate governmentpolicies; setting professional standards; providing continuing professional development;and assisting professionals to obtain conditions and resources necessary for effective pro-fessional practice.

CEC: The Unifying Force ofa Diverse FieldThe Council for Exceptional Children, a private nonprofit membership organization, wasestablished in 1922. CEC is an active network of 59 State/Provincial Federations, 900Chapters, 17 Specialized Divisions, and 275 Subdivisions with reach in over 40 countries.

The CEC Information Center: InternationalResource for Topics in Special and GiftedEducationThe Council for Exceptional Children is a major publisher of special education literatureand produces a comprehensive catalog semiannually. Journals such as TEACHING Ex-ceptional Children (published quarterly) and Exceptional Children (published 6 timesper year) reach over 100,000 readers and provide a wealth of information on the latestteaching strategies, research, resources, and special education news.

CEC is pleased to provide these Standards for Professional Practice in Special Educationto help guide professional etiquette, interpersonal behaviors, resolution of ethical issues,and evaluation of competent practice.

The Council for Exceptional Children1920 Association Drive Reston, Virginia 22091

703/620-3660 (Voice/TDD)703/264-9494 (FAX)

3

*

CEC Standards forProfessional Practicein Special Education

April 1,1994

Published by The Council for Exceptional Children

4

ForewordThe Council for Exceptional Children (CEC), the association repre-senting the special education profession worldwide, is pleased to pro-vide you with the professional standards of the special educationprofession. These standards, developed over a 10-year period, repre-sent the efforts of special educators to:

govern their own practice;guide agencies that certify or license special educators;improve programs that prepare special educators.

It is through such high standards that CEC believes that it can fulfillits mission of achieving better outcomes for students with ex-ceptionalities. For it is only through highly qualified professionals,practicing under appropriate conditions, that we can provide studentswith the quality education they need and deserve.

This publication includes thefollowing CEC professional standardsand guidelines:

CEC Code of Ethics for Educators of Persons with Exceptionali-ties.CEC Standards for Professional Practice.CEC Standards for Entry Into Professional Practice.

CEC Common Core of Knowledge and Skills Essential forAll Beginning Special Education Teachers.

CEC Standards for the Preparation of Special Education Per-sonnel.CEC/NCATE Guidelines for CEC Program Approval ofUndergraduate or Basic Programs.CEC/NCATE Guidelines for CEC Program Approval ofGraduate or Advanced Programs.CEC Non-NCATE Guidelines for CEC Program Approval.

CEC's Professional Standards are in a continual state of develop-ment, reflecting the latest knowledge regarding practice in the field.Each of the standards contained in this packet cite the date of publi-cation. The reader is encouraged to obtain updates available fromCEC.

George E. Ayers

Executive Director

Table of ContentsForeword ii

CEC Code of Ethics for Educators of Persons with Exceptionalities 1

CEC Standards for Professional Practice 2

CEC Standards for Entry Into Professional Practice 6

CEC Common Core of Knowledge and Skills Essentialfor All Beginning Special Education Teachers 7

CEC Standards for the Preparation of Special Education Personnel 13

CEC/NCATE Guidelines for CEC Program Approval of Undergraduateor Basic Programs 19

CEC/NCATE Guidelines for CEC Program Approval of Graduateor Advanced Programs 22

Non-NCATE Guidelines for Program Approval 25

CEC Code of Ethicsfor Educators of

Persons with Exceptionalities

We &Clare the following principles to be the Codeof Ethics for educators of persons with ex-ceptionalities. Members of the special educationprofession are responsible for upholding and ad-vancing these principles. Members of The Coun-cil for Exceptional Children agree to judge and bejudged by them in accordance with the spirit andprovisions of this Code.

A. Special education professionals are commit-ted to developing the highest educationaland quality of life potential of individualswith exceptionalities.

B. Special education professionals prcmoteand maintain a high level of competence andintegrity in practicing their profession.

C. Special education professionals engage inprofessional activities which benefit indi-viduals with exceptionalities, their families,other colleagues, students, or research sub-jects.

CEC Professional Standards 1994

D. Special education professionals exercise ob-jective professional judgment in the prac-tice of their profession.

E. Special education professionals strive to ad-vance their knowledge an ;I skills regardingthe education of individuals with ex-ceptionalities.

F. Special education professionals work withinthe standards and policies of their profes-sion.

G. Special education professionals seek to up-hold and improve where necessary the laws,regulations, and policies governing the de-livery of special education and related ser-vices and the practice of their profession.

H. Special education professionals do not con-done or participate in unethical or illegalacts, nor violate professional standardsadopted by the Delegate Assembly of CEC.

The Council for Exceptional Children. (1993).CEC Policy Manual, Section Three, part 2(p. 4). Reston, VA: Author.

Originally adopted by the Delegate Assemblyof The Council for Exceptional Children inApril 1983.

71

CEC Standards for ProfessionalPractice

Professionals in Relation to Persons withExeeptionalities and Their FamiliesInstructional ResponsibilitiesSpecial education personnel are committed to theapplication of professional expertise to ensure theprovision of quality education for all individualswith exceptionalities. Professionals strive to:(1) Identify and use instructional methods and

curricula that are appropriate to their areaof professional practice and effective inmeeting the individual needs of personswith exceptionalities.

(2) Participate in the selection and use of ap-propriate instructional materials, equip-ment, supplies, and other resources neededin the effective practice of their profession.

(3) Create safe and effective learning environ-ments which contribute to fulfillment ofneeds, stimulation oflearning, and self-con-cept.

(4) Maintain class size and case loads whichareconducive to meeting the individual instruc-ti on al needs of individuals with ex-ceptionalities.

(5) Use assessment instruments and proceduresthat do not discriminate againstpersons withexceptionalities on the basis of race, color,creed, sex, national origin, age, political prac-tices, family or social background, sexual ori-entation, or exceptionality.

(6) Base grading, promotion, graduation,and/or movement out of the program on theindividual goals and objectives for individu-als with exceptionalities.

(7) Provide accurate program data to adminis-trators, colleagues and parents, based onefficient and objective record keeping prac-tices, for the purpose of decision making.

(8) Maintain confidentiality of information ex-cept when information is released underspecific conditions of written consent andstatutory confidentiality requirements.

Management of Behavior

Special education professionals participate withother professionals and with parents in an inter-disciplinary effort in the management of behav-ior. Professionals:(1) Apply only those disciplinary methods and

behavioral procedures which they havebeen instructed to use and which do notundermine the dignity of the individual or thebasic human rights of persons with ex-ceptionalities, such as corporal punishment.

(2) Clearly specify the goals and objectives forbehavior management practices in thepersons' with exceptionalities Individual-ized Education Program.

(3) Conform to policies, statutes, and rules es-tablished by state/ provincial and localagencies relating to judicious application ofdisciplinary methods and behavioral proce-dures.

(4) Take adequate measures to discourage,pre-vent, and intervene when a colleague's be-havior is perceived as being detrimental toexceptional students.

(5) Refrain from aversive techniques unless re-peated trials of other methods have failedand only after consultation with parentsand appropriate agency officials.

Support Procedures(1) Adequate instruction and supervision shall

be provided to professionals before they arerequired to perform support services forwhich they have not been prepared pre-viously.

2CEC Professional Standards 1994

8

(2) Professionals may administer medication,where state/provincial policies do not pre-clude such action, if qualified to do so or ifwritten instructions are on file which statethe purpose of the medication, the condi-tions under which it may be administered,possible side effects, the physician's nameand phone number, and the professionalliability if a mistake is made. The profes-sional will not be required to administermedication.

(3) Professionals note and report to those con-cerned whenever changes in behavior occurin conjunction with the administration ofmedication or at any other time.

Parent RelationshipsProfessionals seek to develop relationships withparents based on mutual respect for their roles inachieving benefits for the exceptional person.Special education professionals:(1) Develop effective communication with par-

ents, avoiding technical terminology, usingthe primary language of the home, andother modes of communication when appro-priate.

(2) Seek and use parents' knowledge and exper-tise in planning, conducting, and evaluatingspecial education and related services forpersons with exceptionalities.

(3) Maintain communications between parentsand professionals with appropriate respectfor privacy and confidentiality.

(4) Extend opportunities for parent educationutilizing accurate information and profes-sional methods.

(5) Inform parents of the educational rights oftheir children and of any proposed or actualpractices which violate those rights.

(6) Recognize and respect cultural diversitieswhich exist in some families with personswith exceptionalities.

(7) Recognize that relationship of home andcommunity environmental conditions af-fects the behavior and outlook of the excep-tional person.


AdvocacySpecial education professionals serve as advo-cates for exceptional students by speaking, writ-ing, and acting in a variety of situations on theirbehalf. They:(1) Continually seek to improve government

provisions for the education of persons withexceptionalities while ensuring that publicstatements by professionals as individualsare not construed to represent official policystatements of the agency that employsthem.

(2) Work cooperatively with and encourageother professionals to improve the provisionof special education and related services topersons with exceptionalities.

(3) Document and objectively report to one'ssupervisors or administrators inadequaciesin resources and promote appropriate cor-rective action.

(4) Monitor for inappropriate placements inspecial education and intervene at appro-priate levels to correct the condition whensuch inappropriate placements exist.

(5) Follow local, state/provincial and federallaws and regulations which mandate a freeappropriate public education to exceptionalstudents and the protection of the rights ofpersons with exceptionalities to equal op-portunities in our society.

Professional Employment

Certification and QualificationProfessionals ensure that only persms deemedqualified by having met state/provincial mini-mum standards are employed as teachers, ad-ministrators, and related service providers forindividuals with exceptionalities.

Employment

(1) Professionals do not discriminate in hiringon the basis of race, color, creed, sex, na-tional origin, age, political practices, familyor social background, sexual orientation, orexceptionality.

(2) Professionals represent themselves in anethical and legal manner in regard to their

93

training and experience when seeking newemployment.

(3) Professionals give notice consistent withlocal education agency policies when intend-ing to leave employment.

(4) Professionals adhere to the conditions of acontract or terms of an appointment in thesetting where they practice.

(5) Professionals released from employmentare entitled to a written explanation of thereasons for termination and to fair and im-partial due process procedures.

(6) Special education professionals share equi-tably the opportunities and benefits (salary,working conditions, facilities, and other re-sources) of other professionals in the schoolsystem.

(7) Professionals seek assistance, including theservices of other professionals, in instanceswhere personal problems threaten to inter-fere with their job performance.

(8) Professionals respond objectively when re-quested to evaluate applicants seeking em-ployment.

(9) 2rofessionals have the right and responsi-bility to resolve professional problems byutilizing established procedures, includinggrievance procedures, when appropriate.

Assignment and Role

;1) Professionals should receive clear writtencommunication of all duties and responsi-bilities, including those which are pre-scribed as conditions of their employment.

(2) Professionals promote educational quality,and intra- and interprofessional coopera-tion through active participation in theplanning, policy development, managementand evaluation of the special education pro-gram and the education program at large sothat programs remain responsive to thechanging needs of persons with ex-ceptionaliti ez .

(3) Professionals practice only in areas of ex-ceptionality, at age levels, and in programmodels for which they are prepared by theirtraining andlor experience.

4

(4) Adequate supervision of and support forspecial education professionals is providedby other professionals qualified by theirtraining and experience in the area of con-cern.

(5) The administration and supervision of spe-cial education professionals provides forclear lines of accountability.

(6) The unavailability of substitute teachers orsupport personnel, including aides, does notresult in the denial of special education ser-vices to a greater degree than to that ofother educational programs.

Professional Development(1) Special education professionals systemati-

cally advance their knowledge and skills inorder to maintain a high level of competenceand response to the changing needs of per-sons with exceptionalities by pursuing aprogram of continuing education includingbut not limited to participation in such ac-tivities as inservice training, professionalconferences/workshops, professional meet-ings, continuing education courses, and thereading of professional literature.

(2) Professionals participate in the objectiveand systematic evaluation of themselves,colleagues, services, and programs for thepurpose of continuous improvement of pro-fessional performance.

(3) Professionals in administrative positionssupport and facilitate professional develop-ment.

Professionals in Relation to theProfession and to Other ProfessionalsTo the Profession

(1) Special education professionals assume re-sponsibility for participating in professionalorganizations and adherence to the stan-dards and codes of ethics of those organiza-tions.

(2) Special education professionals have a re-sponsibility to provide varied and exem-plary supervised field experiences forpersons in undergraduate and graduatepreparation programs.

1 0CEC Professional Standards 1994

(3) Special education professionals refrain fromusing professional relationships with stu-dents and parents for personal advantage.

(4) Special education professionals take an ac-tive position in the regulation of the profes-sion through use of appropriate proceduresfor bringing about changes.

(5) Special education professionals initiate,support and/or participate in research re-lated to the education of persons with ex-cepti onalities with the aim of improving thequality of educational services, increasingthe accountability of programs, and gener-ally benefiting persons with exceptionalit-ies. They:(a) Adopt procedures that protect the

rights and welfare of subjects partici-pating in the research.

(b) Interpret and publish research resultswith accuracy and a high quality ofscholarship.

(c) Support a cessation of the use of anyresearch procedure which may resultin undesirable consequences for theparticipant.

(d) Exercise all possible precautions to pre-vent misapplication or misutilization ofa research effort, by self or others.

To Other ProfessionalsSpecial education professionals function as mem-bers of interdisciplinary teams and the reputa-tion of the profession resides with them. They:(1) Recognize and acknowledge the competen-

cies and expertise of members representingother disciplines as well as those of mem-bers in their own disciplines.

(2) Strive to develop positive attitudes amongother professionals toward persons with ex-ceptionalities, representing them with anobjective regard for their possibilities andtheir limitations as persons in a democraticsociety.

3) Cooperate with other agencies involved inserving persons with exceptionalitiesthr.nigh such activities as the planning andcoordination of information exchanges, ser-vice delivery, evaluation and training, se


that no duplication or loss in quality of ser-vices may occur.

(4) Provide consultation and assistance, whereappropriate, to both regular and special ed-ucation as well as other school personnelserving persons with exceptionalities.

(5) Provide consultation and assistance, whereappropriate, to professionals in nonschoolsettings serving persons with exceptionalit-ies.

(6) Maintain effective interpersonal relationswith colleagues and other professionals,helping them to Oevelop and maintain pos-itive and accurate perceptions about thespecial education profession.

The Council for Exceptional Children. (1993).CEC Policy Manual, Section Three, part 2(pp. 4-7). Reston, VA: Author.


1 1 5

CEC Standards for Entry IntoProfessional Practice

A. Requirements for professional practiceshould be sufficiently flexible to provide forthe newly emerging and changing roles ofspecial education professionals and to en-courage experimentation and innovation inth.lir preparation.

B. CEC and its divisions should be the leadorganizations in establishing minimumstandards for entry into the profession ofspecial education. CEC should develop andpromote a model that requires no less thana bachelor's degree which encompasses theknowledge and skills consistent with entrylevel into special education teaching.

C. Each new professional in special educationshould receive a minimum of a 1-year men-torship, during the first year of his/her pro-fessional special education practice in a newrole. The mentor should be an experiencedprofessional in the same or a similar role,who can provide expertise and support on acontinuing basis.

D. State and provincial education agenciesshould adopt common knowledge and skillsas a basis for providing reciprocity for ap-proval of professional practice across stateand provincial lines.

E. Approval of individuals for professionalpractice in the field of special educationshould be for a limited period of time withperiodic renewal.

F. There should be a continuum of professionaldevelopment for special educators. The con-tinuum for special education teachersshould include at a minimum:

(1) Knowledge and skills required to practice asa teacher in a particular area of exceptional-ity/age grouping (infancy through secondary).*

6

(2) Knowledge and skills required to excel inthe instruction of a particular area of exception-ality/age group (infancy through secondary).**

G. Each professional in the field of educatingexceptional students (e.g., teachers, super-visors, administrators, college/universityfaculty) should participate in a minimum of25 clock hours each year of planned, "pre-approved," organized, and recognized pro-fessional development activities related tehis/her field of professional practice. Suchactivities may include a comb:mation ofpro-fessional development units, i:ontinuing ed-ucation units, college/universitycoursework, professional organization (e.g.,CEC federations and chapters, divisions,subdivisions, and caucuses) service, profes-sional workshops, special projects, or read-ing professional literature. Employingagencies should provide resources to enableeach professional's continuing develop-ment.

**

See CEC Common Core of Knowledge andSkills Essential for All Beginning Special Ed-ucation Teachers. Additional entry-levelknowledge and skills into a particulararea ofexceptionality are currently under develop-ment.

Currently under development.

The Council for Exceptional Children. (1993).CEC Policy Manual, Section Three, part 2(p. 12). Reston, VA: Author.



CEC Standards for Entry IntoProfessional Practice

CEC Common Core of Knowledge and SkillsEssential for All Beginning Special Education

Teachers

PreambleThe standards of the profession of special educa-tion are a formally codified set of beliefs. Thesebelief statements represent the special educatorsprinciples of appropriate ethical behavior and arebased on several assumptions. One assumptionof this common core of knowledge and skills isthat the professional conduct of entry level spe-cial educators is foremost governed by the CECCode of Ethics:

Special education professionals:

Are committed to developing the highest ed-ucational and quality of life potential of indi-viduals with exceptionalities;

Promote and maintain a high level of compe-tence and integrity in practicing their profes-sion;

Engage in professional activities which ben-efit individuals with exceptionalities, theirfamilies, other colleagues, students, or re-search subjects;

Exercise objective professional judgment inthe practice of their profession;

Strive to advance their knowledge and skillsregarding the education of individuals withexceptionalities;

Work within the standards and policies oftheir profession;

Seek to uphold and improve where necessarythe laws, regulations, and policies governingthe delivery of spacial education and relatedservices and the practice of their profession;

Do not condone or participate in unethical orillegal acts, nor violate professional stan-dards adopted by the Delegate Assembly ofCEC.

Second, special education has within its heritagethe perspective of embracing individual differ-ences. These differences include the traditionalconsideration of the nature and effect of ex-ceptionalities. Special education professionalsmust c- Itinue to broaden their perspective toensure vigilant attention to the issues of diversitysuch as culture, language, gender, religion, andsexuality. Diversity is such a pervasive concernthat statements involving diversity were infusedthroughout the model (see Knowledge and SkillsStatements #2, 4, 8, 12, 15, 22, 42, 44, 76, 97, and100).

Third, this common core of knowledge andskills may change over time. As with the adoptionof the CEC Code of Ethics, time should providefor continuing examination, debate, and furtherarticulation of these knowledge and skills forentry-level special educators.

The CEC Common Core of Knowledge andSkills Essential for All Beginning Special Educa-tion Teachers was the culmination of a three-yeareffort which included reviews and discuecions ofthe available knowledge and skills, ERICsearches and reviews of the literature, discussionof procedures, selection of 195 knowledge andskills statements in nine areas for obtaining per-

1 3CEC Professional Standards 1994 7

ceptions from CEC members, development andpilot testing of the Survey, distribution of theSurvey to a random stratified sample (teacher vs.non-teacher; division; state/province) of 1072CEC members, and review and in-depth discus-sion of the Survey results.

Several results concerning the Survey are im-portant. The response rate was 54%, extremelyhigh and representative of CEC members. Thiswas especially significant considering the lengthof the Survey (195 statements). There were fewstatistically significant differences for the 195statements considering role of responder or yearsof experience; the number of significant differ-ences was not significantly greater than chance.There was significant variation among the rat-ings across statements, indicating that the re-spondents were critical in their ratings. Mostrespondents perceived most knowledge and skillstatements to be in the array of knowledge andskills which should be considered for all entry-level special educators as most were rated as"essential" or "desirable but not essential." Thefinal document is the CEC Common Core ofKnowledge and Skills Essential for All BeginningSpecial Education Teachers composed of 107statements in eight categories.

It was through significant professional andpersonal commitment that the members of theSubcommittee on Knowledge and Skills finishedthis product in a high quality and timely manner.This resulted in a mutual respect among themembers of the Subcommittee with whom welearned not only about knowledge and skills butabout each other. May those who use this com-mon core of knowledge and skills experience thatsame mutual respect among all those who servestudents and their families.

Knowledge and Skills Statements

I. Philosophical, Historical, and LegalFoundations of Special Education

Knowledge:

1. Models, theories, and philosophies thatpro-vide the basis for special education practice.

2. Variations in beliefs, traditions, and valuesacross cultures within society and the effect

of the relationships among child, family,and schooling.

3. Issues in definition and identification proce-dures for individuals with exceptionallearning needs.

4. Assurances and due process rights relatedto assessment, eligibility, and placement forstudents who are culturally and/or linguis-tically diverse.

5. "Rights and responsibilities" of parents, stu-dents, teachers, and schools as they relateto individuals with exceptional learningneeds.

Skills:6. Articulate personal philosophy of special ed-

ucation including its relationship to/withregular education.

7. Conduct instruction and other professionalactivities consistent with the requirementsof law, rules and regulations, and local dis-trict policies and procedures.

H. Characteristics of LearnersKnowledge:

8. Similarities and differences among the cog-nitive, physical, cultural, social, and emo-tional needs of typical and exceptionalindividuals.

9. Differential characteristics of children andyouth with exceptionalities (including lev-els of severity where applicable).

10. Characteristics of normal, delayed, and dis-ordered communication patterns of excep-tional individuals.

11. Effects an exceptional condition may haveon an individual's life.

12. Characteristics and effects of the culturaland environmental milieu of the child andthe family (e.g., cultural diversity, socioeco-nomic level, abuse/neglect, substanceabuse, etc.).

13. Effects of various medications on the educa-tional, cognitive, physical, social, and emo-

8 CEC Professional Standards 1994

tional behavior of individuals with ex-ceptionalities.

14. Educational implications of characteristicsof various exceptionalities.

Skill:15. Access information on various cognitive,

physical, cultural, social, and emotionalconditions of in dividuais with exceptionalit-ies.

Assessment,Diagnosis, and Evaluation

Knowledge:

16. Basic terminology used in assessment.

17. Ethical concerns related to assessment.

18. Legal provisions, regulations, and guide-lines regarding student assessment.

19. Typical procedures used for screening, pre-referral, referral, classification.

20. Appropriate application and interpretationof scores, (e.g., grade score vs. standardscore, percentile ranks, age/grade equiva-lents, and stanines).

21. Appropriate use and limitations of eachtype of assessment instrument.

22. Influence of diversity on assessment, eligi-bility, programming, and placement of ex-ceptional learners.

23. The relationship between assessment andplacement decisions.

24. Methods for monitoring student progress.

Skills:25. Collaborate with parents and other profes-

sionals involved in the assessment of stu-dents with individual learning needs.

26. Create and maintain student records.

27. Gather background information regardingacademic, medical, and family history.

28. Use various types of assessment procedures(e.g., norm-referenced, curriculum-based,work samples, observations, task analysis)appropriately.


29. Interpret formal and informal assessmentinstruments and precedures.

30. Report assessment results to students, par-ents, administrators, and other profession-als using appropriate communication skills.

31. Use performance data and teacher/stu-dent/parent input to make or suggest appro-priate modification in learningenvironments.

32. Develop individualized assessment strate-gies for instruction.

33. Use assessment information in making in-structional decisions and planning individ-ual student programs.

34. Evaluate the results of instruction.

35. Evaluate readiness for integration into var-ious program placements.

IV. Instructional Content and Practice

Knowledge:

36. Differing learning styles of students andhow to adapt teaching to these styles.

37. Demands of various learning environments(e.g., individualized instruction in generaleducation classes).

38. Curricula for the development of motor, cog-nitive, academic, social, language, affective,and functional life skills for individualswith exceptional learning needs.

39. Instructional and remedial methods, tech-niques, and curriculum materials.

40. Techniques for modifying instructionalmethods and materials.

41. Life skills instruction relevant to indepen-dent, community, and personal living andemployment.

42. Diversity and dynamics of families, schools,and communities as related to effective in-struction for individuals with exceptionallearning needs.

5 9

Skills:43. Interpret and use assessment data for in-

structional planning.

44. Develop and/or select assessment measuresand instructional programs and practiceswhich respond to cultural, linguistic, andgender differences.

45. Develop comprehensive, longitudinal indi-vidualized student programs.

46. Choose and use appropriate technologies toaccomplish instructional objectives and tointegrate them appropriately into the in-structional process.

47. Prepare appropriate lesson plans.48. Involve the student in setting instructional

goals and charting progress.49. Conduct and use task analysis.

50. Select, adapt, and use instructional strate-gies and materials accordingto characteris-tics of learner.

51. Sequence, implement, and evaluate individ-ual student learning objectives.

52. Integrate affective, social, and career/voca-tional skills with academic curricula.

53. Use strategies for facilitating maintenanceand generalization of skills across learningenvironments.

54. Use instructional time properly.

55. Teach students to use thinking, problem-solving, and other cognitive strategies tomeet their individual needs.

56. Choose and implement instructional tech-niques and strategies thatpromote success-ful transitions for persons with exceptionallearning needs.

57. Establish and maintain rapport withlearner.

58. Use verbal and nonverbal communicationtechniques.

59. Conduct self-evaluation of instruction.

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V. Planning and Managing the Teachingand Learning Environment

Knowledge:60. Basic classroom management theories,

methods, and techniques for students withexceptional learning needs.

61. Research based best practices for effectivemanagement of teaching and learning.

62. Ways in which technology can assist withplanning and managing the teaching andlearning environment.

Skills:63. Create a saf3, positive, and supporting

learning environment in which diversitiesare valued.

64. Use strategies and techniques for facilitat-ing the functional integration ofexceptionalindividuals in various settings.

65. Prepare and organize materials in order toimplement daily lesson plans.

66. Incorporate evaluation, planning, andman-agement procedures which match learnerneeds with the instructional environment.

67. Design a learning environment thatencour-ages active participation by learners in avariety of individual and group learningactivities.

68. Desigm, structure, and manage daily class-room routines effectively, including transi-tion time, for students, other staff, and thegeneral classroom.

69. Direct the activities ofa classroom parapro-fessional, aide, volunteer, or peer tutor.

70. Create an environment that encouragesself-advocacy and increased independence.

VI. Managing StudentBehavior and SocialInteraction Skills

Knowledge:

71. Applicable laws, rules and regulations, andprocedural safeguards regarding the plan-ning and implementation of management ofstudent behaviors.

1 6 CEC Professional Standards 1994

72. Ethical considerations inherent in class-room behavior management.

73. Teacher attitudes and behaviors that posi-tively or negatively influence student be-havior.

74. Social skills needed for educational andfunctional living environments and effec-tive instruction in the development of socialskills.

75. Strategies for crisis prevention/interven-tion.

76. Strategies for preparing students to liveharmoniously and productively in a multi-clasb, multiethnic, multicultural, and mul-tinational world.

Skills:77. Demonstrate a variety of effective behavior

management techniques appropriate to theneeds of individuals with exceptionalities.

78. Implement the least intensive interventionconsistent with the needs of the individualwith exceptionalities.

79. Modify the learning environment (scheduleand physical arrangement) to manage inap-propriate behaviors.

80. Identify realistic expectations for personaland social behavior in various settings.

81. Integrate social skills into the curriculum.

82. Use effective teaching procedures in socialskills instruction.

83. Demonstrate procedures to increase stu-dent self-awareness, self-control, self-reli-ance, and self-esteem.

84. Prepare students to exhibit self-enhancingbehavior in response to societal attitudesand actions.

VII. Communication and CollaborativePartnerships

Knowledge:

85. Importance and benefits of communicationand collaboration which promotes interac-

tion with students, parents, and school andcommunity personnel.

86. Typical concerns of parents of individualswith exceptional learning needs and appro-priate strategies to help parents deal withthese concerns.

87. Developing individual student programsworking in collaboration with team mem-bers.

88. Roles of students, parents, teachers, otherschool and community personnel in plan-ning a student's individualized program.

89. Ethical practices for confidential communi-cation to others about individuals with ex-ceptional learning needs.

Skills:90. Use collaborative strategies in working

with students, parents, and school and com-munity personnel in various learning envi-ronments.

91. Communicate and consult with students,parents, teachers, and other school andcommunity personnel.

92. Foster respectful and beneficial relation-ships between families and professionals.

93. Encourage and assist families to becomeactive participants in the educational team.

94. Plan and conduct collaborative conferenceswith parents or primary caregivers.

95. Collaborate with regular classroom teach-ers and other school and community person-nel in integrating students into variouslearning environments.

96. Communicate with regular teachers, ad-ministrators, and other school personnelabout characteristics and needs of studentswith specific exceptional learning needs.

VIII. Professionalism and Ethical Practices

Knowledge:

97. One's own cultural biases and differencesthat affect one's teaching.

CEC Professional Standards 1994 11

98. Importance of the teacher serving as amodel for students.

Skills:99. Demonstrate commitment to developing the

highest educational and quality of life po-tential of individuals with exceptionallearning needs.

100. Demonstrate positive regard for the cul-tures, religion, gender, and sexuality of stu-dents.

101. Promote and maintain a high level of com-petence and integrity in the practice of theprofession.

102. Exercise objective professional judgment inthe practice of the profession.

103. Demonstrate proficiency in oral and writtencommunication.

104. Engage in professional activities which maybenefit individuals with exceptionalities,their families, and/or colleagues.

105. Comply with local, state, provincial, andfederal monitoring and evaluation require-ments.

106. Use of copyrighted educational materials inan ethical manner.

107. Practice within the CEC Code of Ethics andother standards and policies of the profes-sion.

Swan, W. W., & Sirvis, B. (1992). TEACHINGExceptional Children, 25(1), 16-20.

Adopted by The Council for Exceptional Chil-dren in June 1992.

12

1 8CEC Professional Standards 1994

CEC Standards for the Preparationof Special Education Personnel

1. Governance of Basic ProgramsMembership of the Governing UnitStandard: The faculty and staff of the governingunit for basic programs possess scholarly prepa-ration and professional experience appropriate totheir assignments. They maintain an involve-ment in, and are well informed about, educa-tional issues and are committed to thepreparation of teachers to provide instruction ina multicultural society.

Functions of the Governing UnitStandard: The governing unit is responsible forsetting and achieving teacher education goals,establishing policies, fixing re sponsibility for pro-gram decision-making, identifying and utilizingresources, and facilitating continuous develop-ment and improvement of basic teacher educa-tion programs.

Relationship to Other AdministrativeUnitsStandard: Policies are published that clearlydelineate responsibility of th e governing unit andthe interdependent responsibilities of other pol-icy-making groups and administrative officeswithin the institution for the overall administra-tion and coordination of basic programs.

Official RepresentativeStandard: One person is officially designated torepresent the teacher education unit. The author-ity and responsibility of this individual for theoverall administration and coordination of basicteacher education programs are indicated in pub-lished policies.

Commitment to Individuals withExceptionalitiesStandard: Members of the governing unit re-sponsible for basic programs understand and arecommitted to the preparation of teachers capable


of providing an appropriate educational programfor individuals with exceptionalities.

Representation by Special EducationAdministrative UnitsStandard: Special education programs whereestablished as administrative units shall be rep-resented on the teacher education governingunit.

2. Curricula for Basic ProgramsDesign of CurriculaStandard: Special education curricula are basedon explicit objectives that reflect the institution'sconception of the teacher's role. There is a directand obvious relationship between these objec-tives and the components of the curriculum.

(1) Multicultural Education

Standard: The institution provides for multi-cultural education throughout the curriculum.

(2) Special Education

Standard: The institution provides its gradu-ates with the knowledge and skills necessary toprovide an appropriate education for learnerswith exceptionalities.

The General Studies ComponentStandard: There is a planned general studiescomponent requiring that at least one-third ofeach curriculum for prospective teachers consistof studie s in the symbolics of information, naturaland behavioral sciences, and humanities.

The Professional Studies ComponentStandard: The professional studies componentshall be sufficient to provide a preparation pro-gram requisite to the development of a competentprofessional and shall not constitute less thanone-half of a student's total undergraduate pro-gram of study.

19 13

(1) Content for the Teaching Specialty

Standard: The pr 3fessional studies componentof each curriculum for prospective special educa-tion teachers includes: (1) the study of the contentto be taught to pupils; and, (2) the supplementaryknowledge, from the subject matter of the area ofemphasis and from allied fields, that is needed bythe teacher for perspective and flexibility inteaching.

(2) Humanistic andBehavioral Studies

Standard: The professional and specialty stud-ies component of each curriculum fer prospectivespecial education teachers includes instruction inthe humanistic studies and the behavioral stud-ies.

Distribution of Humanistic andBehavioral Studies

Standard: The humanistic and behavioral stud-ies shall be determined by the specialty area andmay be achieved as part of, or separate from, thegeneral component.

(3) Teaching and Learning Theory withLaboratory and Clinical Experience

Standard: The professional and specialty stud-ies component of each curriculum includes thesystematic study of teaching and learning theorywith appropriate laboratory and clinical experi-ences.

(4) Practicum

Standard: The professional studies componentfor each specialty area curriculum offered shallprovide prospective special education teacherswith direct, qualitative, and intensive supervisedteaching experience. Prospective special educa-tion teachers seeking multiple specializationshall be required to complete a practicum in eachspecialization area (as defined by individualteacher preparation programs and state educa-tion agencies).

(5) Supervision of Practicum

Standard: Each Area of Emphasis provides su-pervision to teacher candidates by university/col-lege faculty qualified and experienced in teachingin the Area of Emphasis.

(6) Practicum Selection and Placement

Standard: Each area of emphasis has vnsponsi-bility for assigning teacher candidates to ap-proach placements. This responsibility includesthe approval of cooperating teachers and super-visors. Criteria for the selection and retention ofsuch persons are in writing and subject to ongo-ing evaluation.

Use of Guidelines Developed by NationalLearned Societies and ProfessionalAssociations

StAndard: The institution's process for develop-ing curriculum for the preparation of special ed-ucation personnel includes procedures for thestudy of the recommendations of national profes-sional organizations (e.g., CEC divisions, Ameri-can Speech-Language-Hearing Association,American Nursing Association), as they may af-fect special education programs.

Student Participation in ProgramEvaluation and Development

Standard: The institution makes provisions forrepresentative student participation in the deci-sion-making phases related to the design, ap-proval, evaluation, and modification of its teachereducation programs.

3. Faculty for Basic ProgramsCompetence and Utilization of Faculty

Standard: An institution engaged in preparingteachers has full-time faculty members inteacher education whose preparation reflects richand varied backgrounds appropriate to the pro-grams offered. Each has post-master's degreepreparation and/or demonstrated scholarly com-petence and appropriate specializations. Suchspecializations make possible competent instruc-tion in the humanistic and behavioral studies, inteaching and learning theory, and in the methodsof teaching in each of the specialties for which theinstitution prepares teachers. There are appro-priate specializations to ensure competent super-vision of laboratory, clinical, and practicumexperiences. Institutional policy will reflect acommitment to multicultural education in therecruitment of full-time faculty members.


Faculty Involvement with Schools andOther Educational AgenciesStandard: The teacher education faculty mem-bers maintain a continuing interaction with edu-cational programs and personnel working in bothpublic and private schools, institutions, and stateand local agencies in their specialty areas.

Conditions for Faculty ServiceStandard: The institution enforces a policywhich limits faculty teaching load and relatedresponsibilities to make possible effective perfor-mance.

Conditions for Faculty DevelopmentStandard: The institution provides conditionsand services essential to continuous developmentand effective performance of the faculty.

Part-Time FacultyStandard: Part-time faculty who meet all ap-pointment requirements applicable to full-timefaculty are employed when necessary to augmentand/or enrich existing course or program offer-ings. No more than one-fourth or 25% of anyspecialty area should be delivered via the utiliza-tion of part-time faculty.

4. Students in Basic ProgramsAdmission to Basic Programs

Standard: Th., institution applies specific, pub-lished criteria for admission to teacher educationprograms.

Retention of Students in Basic ProgramsStandard: The institution applies clearly statedevaluative criteria and establishes time framesfor the retention of candidates in basic programs.These criteria are reviewed and revised periodi-cally, in the light of data on the teaching perfor-mance o: graduates, to increase the probabilitythat candidates will become successful teachers.

Counseling and Advising for Students inBasic Programs

Standard: Counseling and advising provided toteacher education programs should be providedby persons qualified in and knowledgeable aboutthe specialty area being pursued by the student.Advisement should provide for a total career un-derstanding encompassing both preparation andpractice.

5. Resources and Facilities forBasic ProgramsLibraryStandard: The library quantitatively and quali-tatively supports the instruction, research, andservices pertinent to the needs of each teachereducation program.

Materials and Instructional Media CenterStandard:An accessible instructional materialsand media center shall be maintained to supportall teacher education programs offered. The 1.e-sponsibility for the content, materials acquisi-tion, and operation of the center shall be that ofthe teacher education program or shared with thelibrary, depending upon its location.

Physical Facilities and Other Resources

Standard: The institution provides accessiblephysical facilities and instructional resources aswell as other appropriate adaptations of them toassure maximal utilization by all students en-rolled in teacher education programs.

6. Evaluation, Program Review,and PlanningEvaluation of GraduatesStandard: The institution keeps abreast ofemerging evaluation techniques and engages insystematic efforts to evaluate the quality of itsgraduates upon completion of their programs ofstudy and after they enter the teaching profes-sion. This evaluation includes evidence of theirperformance in relation to program objectives.

Evaluation of Results to Improve BasicProgramsStandard: The basic teacher education pro-grams preparing persons to perform as teachersin public and private schools, institutions, andagencies offering educational programs shall beregularly and systematically evaluated in an ef-fort to improve these programs and maximizetheir quality.

Long-Range Planning

Standard: The institution has plans for the long-range development of teacher education; theseplans are part of a design for total institutionaldevelopment.


G-I. Governance of AdvancedProgramsMembership of the Governing UnitStandard: The faculty and staff of the governingunit for basic programs possess scholarly prepa-ration and professional experience appropriate totheir assignments. They maintain an involve-ment in, and are well informed about, educa-tional issues and are committed to thepreparation of teachers to provide instruction ina multicultural society.

Functions of the Governing UnitStandard: Primary responsibility for initiation,development, and implementation of advancedprograms lies with the education faculty. Thegoverning unit is responsible for setting andachieving advanced program goals, establishingpolicies, fixing responsibility for program deci-sion-making, identifying and utilizing resources,and facilitating continuous development and im-provement of advanced programs.

Relationship to Other AdministrativeUnitsStandard: Where special education is identifi-able as an organizational unit or program entityit shall be entitled to representation on the deci-sion-making unit responsible for advanced pro-gram.

G-2. Curricula for AdvancedProgramsDesign of Curricula

Standard: Curricula for advanced special educa-tion programs are based on explicit objectivesthat reflect the institution's conception of theprofessional roles for which the preparation isdesigned. There is a direct and obvious relation-ship between these objectives and the compo-nents of the respective curricula.

Multicultural EducationStandard: The institution provides for multi-cultural education in its advanced curriculainthe content for the specialty, the humanistic andbehavioral studies, the theory relevant to thespecialty, and with direct and simulated experi-ences in professional practices.

16

Content of CurriculaStandard: The curriculum for each advancedprogram incluees (a) content for the specialty, (b)humanistic and behavioral studies, (c) theory rel-evant to the Area of Emphasis with direct andsimulated experiences in professional practice,all appropriate to the professional roles for whichcandidates are being prepared and all differenti-ated by degree or certificate level.

Research in Advanced CurriculaStandard: Each advanced curriculum includesthe study of research methods and findings; eachdoctoral curriculum includes study in thedesigning and conducting of research.

Use of Guidelines Developed by NationalLearned Societies and ProfessionalAssociations

Standard: The institution's process for develop-ing curriculum for the preparation of special ed-ucation personnel includes procedures for thestudy of the recommendations of national profes-sional organizations.(e.g., CEC divisions, Ameri-can Speech-Language-Hearing Association,American Nursing Association), as they may af-fect special education programs.

Student Participation in ProgramEvaluation and DevelopmentStandard: The institution makes provisions forrepresentative student participation in the deci-sion-making phases, related to the design, ap-proval, evaluation, and modification of itsadvanced programs.

Individualization of Programs of StudyStandard: Each advanced curriculum providesfor the individualization of teacher candidate'sprograms of study.

Quality Controls

Standard: Institutional policies preclude thegranting of graduate credit for study which isremedial or which is designed to remove deficien-cies in meeting the requirements for admissionto advanced programs.

(1) Graduate Level Courses

Standard: Not more than one-third of the curric-ula requirements for the masters' degree andsixth-year certificate or degree may be met by theutilization of courses, experiences, and seminars


open both to graduate and advanced undergrad-uate students. The institution has policies whichstipulate that all courses granting credit towardthe doctoral degree must be graduate level offer-ings.

(2) Residence Study

Standard: A full-time continuous residency oncampus which consists of any two contiguoussemesters or three contiguous quarters (or alter-native pattern defined by the institution) shall berequired for the doctoral degree.

G-3. Faculty for AdvancedProgramsPreparation of FacultyStandard: Faculty members teaching at themaster's level in advanced programs hold thedoctorate with advanced study in each field ofspecialization in which they are teaching, or havedemonstrated competence in such fields; thoseteaching at the sixth-year and doctoral levelshold the doctorate with study in each field ofspecialization in which they are teaching andconducting research. Faculty are teaching andconducting research. Faculty members who con-duct the advanced programs at all degree levelsare engaged in scholarly activity that supportstheir fields of specialization and have experiencewhich relates directly to their respective fields.

Composition of Faculty for DoctoralDegree ProgramsStandard: No less than one full-time qualifieddoctoral faculty member shall be provided foreach specialty area (as defined by the institution)offered in special education. In addition, suffi-cient faculty shall be provided in those areas thatdirectly relate to, or serve to augment, the spe-cialty area programs.

Conditions for Faculty ServiceStandard: The institution enforces a policywhich limits faculty teaching load and relatedassignments to make possible effective perfor-mance and time for scholarly development andcommunity service.

Conditions for Faculty DevelopmentStandard: The institution provides conditionsand services essential to the effective perfor-mance by the faculty in the advanced programs.

Part-Time FacultyStandard: The number of part-time faculty uti-lized in the support of any one given doctoralspecialty area shall not exceed one-fourth or 25%of the total curricula delivered.

Faculty Involvement with EducationalPrograms in Public and Private Schools,Institutions, and Local and State AgenciesStandard: Faculty who are assigned coursesand/or who are required to supervise practicumshall have demonstrated past, present, andplanned involvement with public and privateschools, agencies, and other institutions provid-ing educational programs and/or services in theirspecialization area.

G-4. Students in AdvancedProgramsAdmission to Advanced ProgramsStandard: The institution applies publishedspecific criteria for admission to each advancedprogram at each level.

Retention of Students in AdvancedProgramsStandard: The institution applies clearly statedevaluative criteria and establishes time framesfor the retention of candidates in advanced pro-grams. These criteria are reviewed and revisedperiodically in the light of data on the perfor-mance of graduates, to increase the probabilitythat candidates will be successful in the profes-sional roles for which they are being prepared.

Planning and Supervision of Students'Programs of StudyStandard: The program of study for each stu-dent in the advanced programs is jointly plannedby the student and a member of the faculty; theprogram of study for each doctoral candidate isapproved by a faculty committee; the sponsorshipof each thesis, dissertation, or field study is theresponsibility of a member of the faculty withspecialization in the area of the thesis, disserta-tion, or field study.

Admission PoliciesStandard: Students considered for admission toadvanced programs shall not be discriminatedagainst because of ethnicity, race, sex, creed,

CEC Professional Standards 1994 23 17

socioeconomic status, age, disability, sexual ori-entation, or exceptionality.

G-5. Resources and Facilities forAdvanced ProgramsLibraryStandard: The library provides resources thatquantitatively and qualitatively support instruc-tion, independent study, and research requiredfor each advanced program.

Materials and Instructional MediaStandard: Accessible materials and instruc-tional media resources are provided to advancedprograms by the teacher education program di-rectly or on a shared basis by the library in bothquantity and quality sufficient to support eachspecialty area.

Physical Facilities and Other ResourcesStandard: The physical facilities, instructionalresources, and other related services which areintegral to the delivery of instructional and re-search activities related to advanced programsshall be fully accessible to all students. Appropri-ate adaptations necessary to maximize instruc-tional opportunity for all students shall also beprovided.

G-6. Evaluation, Program Review,and PlanningEvaluation of Graduates

Standard: The institution keeps abreast ofemerging evaluation techniques and engages insystematic efforts to evaluate the quality of itsgraduates upon completion of their programs ofstudy and after they enter their professionalroles. This evaluation includes evidence of theirperformance in relation to program objectives.

Evaluation Results to Improve AdvancedPrograms

Standard: The advanced preparation programsfor practitioners in public and private schools,agencies, institutions, and higher education in-stitutions shall be regularly and systematicallyevaluated in an effort to improve and/or modifythese programs to assure maximum quality.

Long-Range Planning

Standard: The institution has plans for the long-range development of its advanced programs;these plans are part of a design for total institu-tional development.

For guidelines implementing the CEC Stan-dards for the Preparation of Special EducationPersonnel, please refer to: CEC I NCATE Guide-lines for CEC Program Approval of Unckrgradu-ate or Basic Programs, CEC 1NCATE Guidelinesfor CEC Program Approval of Graduate or Ad-vanced Programs, and CEC Non-NCATE Guide-lines for CEC Program Approval.

The Council for Exceptional Children. (1993).CEC Policy Manual, Section Three, part 2(pp. 9-12). Reston, VA: Author.


18


CEC Standards for the Preparation ofSpecial Education Personnel

CEC/NCATE Guidelines for CEC ProgramApproval of Undergraduate or Basic Programs

CEC is an active constituent member of the National Council for Accreditationof Teacher Education (NCATE). These guidelines are one of 18 sets ofspecialty guidelines for specific areas of education (such as math, English,social studies, and special education) adopted by NCATE to assure thatspecialty content curriculum in colleges of education meet national profes-sional standards as part of the overall education unit accreditation process.Only NCATE "accredits" education units; specialty constituent organizationsgive program "approval" or "program recognition" for those that meet theguidelines. CEC and NCATE publish annual lists of those programs that meetnational standards.

BP. Special education curricula are basedon explicit objectives that reflect theinstitution's conception of the special edu-cation teacher's role. There is a direct andobvious relationship between these objec-tives and the components of the curriculum.

1.1 Written objectives specify the knowledgeand skills to be acquired as a result of thepersonnel preparation program for specialeducation teachers.

1.2 The written objectives are based on a clearconcept of what constitutes an effective spe-cial education teacher, in the Area of Em-phasis.

1.3 There is a direct relationship between thewritten objectives and the curriculum forthe Area of Emphasis.

1.4 Objectives and other components of the cur-riculum relate to the state's certificationrequirements.

1.5 The institution's process for developing cur-riculum for the preparation of special edu-cation personnel includes procedures for the


study of the recommendations of nationalprofessional organizations (e.g., CEC divi-sions, American Speech-Language-HearingAssociation, American Nursing Associa-tion), as they may affect special educationprograms.

B2: The professional and specialty studiescomponents of each curriculum for pro-spective special education teachers in-clude: 1) the study of the content to betaught to pupils, and 2) the supplementaryknowledge, from the subject matter of theArea of Emphasis and from allied fields,that is needed by the teacher for perspec-tive and flexibility in teaching.The professional studies curriculum:

2.1 Contains elements that emphasize knowl-edge bases needed to teach the student.

2.2 Contains knowledge bases needed by theteacher as background for the teaching spe-cialty.

25 19

2.3 Will adequately prepare the student toteach effectively in his/her Area of Empha-sis.

2.4 Reflects the use ofappropriate instructionalapproaches, including various teachingmodels, materials, media and technologies.

2.5 Promotes critical teaching skills; a problem-solving orientation is evident.

2.6 Prepares trainees to use current and emerg-ing technologies (educational, informationand adaptive) in the candidate's area ofspecialization.

2.7 Emphasizes professionalism.

2.8 Emphasizes knowledge and strategiesneeded to plan instruction effectively.

2.9 Emphasizes the development of skillsneeded for the effective implementation ofinstruction.

2.10 Emphasizes the development of knowledgeand skills needed to effectively managegroups of students in classroom settings.

2.11 Emphasizes the knowledge and skillsneeded to evaluate instruction effectively.

2.12 Emphasizes cooperative working relation-ships and teamwork with other disciplines,agencies, colleagues, and parents.

2.13 Constitutes one-half or more of acandidate's total undergraduate program ofstudy.

2.14 Provides for multicultural educationthroughout the curriculum.

B3: The professional and specialty studiescomponents of each curriculum for pro-spective special education teachers in-cludes instruction in the humanisticstudies and the behavioral studies. (If hu-manities and behavioral studies are not ad-dressed in the professional studiescomponent of the program, provide evi-dence of how guidelines 3.1, 3.2, and 3.3 areaddressed in other components of the cur-riculum.)

3.1 The professional studies component in-cludes instruction humanistic studies, i.e.,

an examination of the nature and aims ofeducation, the curriculum, the organizationand administration of school systems, andthe process of teaching and learning as re-lated to historical development and philo-sophical issues.

3.2 The professional studies component in-cludes instruction in the behavioral studies,e.g., the problems of education studies withrespect to psychology, sociology, anthropol-ogy, economics, nr political science.

3.3 The humanistic and behavioral studiescomponents of the curriculum are relevantto the Area of Emphasis and are sufficientto satisfy the needs of the Area of Emphasis.

B4: The professional and specialty studiescomponents of each curriculum include thesystematic study of teaching and learningtheory with appropriate laboratory andclinical experiences.4.1 The curriculum provides students with

early and frequent laboratory and clinicalexperiences.

4.2 The curriculum clearly integrates teachingand learning theories with laboratory andclinical experiences and applies them exten-sively in practicum throughout the curricu-lum.

B5: The professional and specialty studiescomponent of each specialty area curricu-lum offered shall provide prospective spe-cial education teachers with direct,qualitative, and intensive supervised teach-ing experiences. Prospective special educa-ti on teachers seeking multiplespecializations shall be required to com-plete a practicum in each Area of Emphasis(as defined by individual teacher prepara-tion programs and state education agen-cies).

5.1 Field experiences are sequential in diffi-culty.

5.2 Each field experience has clearly statedmeasurable objectives which relate to theoverall goals and objectives of the program.

5.3 Teacher candidates participate in field experiences which require interactions with

20 p CEC Professional Standards 19940 u

parents and/or other persons who are signi-ficant in the lives of students.

5.4 Cooperating teachers are provided guide-lines which structure field experiences.

5.5 Cooperating teachers are provided criteriaand guidelines for evaluating the perfor-mance of students in field experiences.

5.6 The student teaching experience is in thesame type of classroom setting as that forwhich the teacher candidate is seeking li-censure/certification.

5.7 The student teaching experience is with thesame type of students (disability and levelof severity) as those with whom the teachercandidate is preparing to work.

5.8 Teacher candidates are placed only withcooperating teachers who are appropriatelylicensed/certified in toe Areas of Emphasisin which candidates are seeking certifica-tion.

5.9 Each Area of Emphasis provides supervi-sion to teacher candidates by university/col-lege faculty qualified and experienced inteaching in the Area of Emphasis.

5.10 During student teaching, the supervisorfrom the university/college observes theteacher candidate at least five times.

5.11 Student teaching and field experiences af-ford teacher candidates opportunities toteach children and youth of various back-ground and of ages that are appropriate forthe Area of Emphasis.

5.12 Student teaching and field experiences in-clude applied work in informational, educa-tional, or adaptive technologies.

5.13 Explicit performance criteria are estab-lished for student teaching and each fieldexperience.

5.14 Terminal outcomes for students in studentteaching and field experiences are evalu-ated in applied settings through the use ofreliable measures and instruments.


5.15 Students have a minimum of ten (10) full-time weeks of supervised practicum/stu-dent teaching in each Area of Emphasis.

5.16 Knowledge and Skills required for eachpracticum experience reflect "best teachingpractices."

5.17 Practicum experiences are supervisedunder a structured program of advisement.

B6: Each Area of Emphasis has responsi-bility for assigning teacher candidates toapproved placements. This responsibilityincludes the approval of cooperating teach-ers and supervisors. Criteria for the selec-tion and retention of such persons are inwriting and subject to ongoing evaluation.

6.1 Each Area of Emphasis is authorized toapprove cooperating teachers and supervi-sors.

6.2 Each Area of Emphasis has written criteriafor the selection and retention of cooperat-ing teachers and supervisors.

B7: The institution makes provisions forrepresentative participation of teachercandidates in the decision-making phasesrelated to the design, approval, evaluation,and modification of its special educationprogram.7.1 Students ore involved in the deslgn, ap-

proval, evaluation, and modification of thetotal program as well as individual Areas ofEmphasis.

National Council for Accreditation of TeacherEducation. (1993). NCATE Approved Curricu-lum Guidelines (pp. 129-135). Washington, DC:Author.

Originally adopted by The Council for Excep-tional Children in 1985, revised 1991.

27 21


CEC/NCATE Guidelines for CEC ProgramApproval of Graduate or Advanced ProgramsCEC is an active constituent member of the National Council for Accreditationof Teacher Education (NCATE). These guidelines are one of 18 sets ofspecialty guidelines for specific areas of education (such as math, English,social studies and special education) adcpted by NCATE to assure thatspecialty content curriculum in colleges of education meet national profes-sional standards as part of the overall education unit accreditation process.Only NCATE "accredits" education units; specialty constituent organizationsgive program "approval" or "program recognition" for those that meet theguidelines. CEC and NCATE publish annual lists of those programs that meetnational standards.

Al: Curricula for advanced special educa-tion programs are based on explicit objec-tives that reflect the institution'sconception of the professional roles forwhich the preparation is designed. There isa direct and obvious relationship betweenthese objectives and the components of therespective curricula.1.1 Written objectives specify the knowledge

and skills to be acquired through completionof the special education program.

1.2 The written objectives are based on a clearconcept of the roles for which the programprepares graduates.

1.3 There is a direct relationship between thewritten objectives and the curriculum forthe program.

1.4 The institution's process for developing cur-riculum for the preparation of special edu-cation personnel includes procedures for thestudy of the recommendations of nationalprofessional organizations (e.g., CEC divi-sions, American Speech-Language-HearingAssociation, American Nursing Associa-

22

tion), as they may affect special educationprograms.

A2: The curriculum of each advanced spe-cial education program includes (a) contentfor the specialty. 93) humanistic and behav-ioral studies, (c) theory relevant to the Areaof Empi-asis with direct and simulated ex-periences in professional practice, all ap-propriate to the professional roles forwhich candidates are being prepared andall differentiated by degree or certificatelevel.

2.1 The curriculum promotes critical thinkingskills; a problem-solving orientation is evi-dent.

2.2 The curriculum prepares students to useemerging technologies (educational, infor-mational, and adaptive).

2.3 The curriculum emphasizes professional-ism.

2.4 The curriculum emphasizes cooperativeworking relationships and teamwork with


other disciplines, agencies, colleagues andparents.

2.5 The specialty studies component includesinstruction on the historical development ofThe Individuals with Disabilities EducationAct (PL 101-476) formerly known as TheEducation of the Handicapped Act (PL 94-142), IEPs, due process and other currentissues in special education.

2.6 The professional and specialty studies com-ponent includes instruction in the behav-ioral studies, e.g., the problems of educationand studies with respect to psychology, an-thropology, economics, or political science.

2.7 The instructional strategies used by facultyin Special Education to deliver the curricu-lum are appropriate and include a varietyof teaching modes, materials, media, andtechnologies.

2.8 The procedures used to evaluate the attain-ment of competencies are appropriate.

2.9 The curriculum clearly integrates teachingand learning theories with laboratory andclinical experiences.

2.10 The institution provides for multiculturaleducation in its advanced curricula in thecontent for the specialty, the humanisticand behavioral studies, the theory relevantto the specialty, and with direct and simu-lated experiences in professional practices.

2.11 Explicit performance criteria are estab-lished for each field experience.

2.12 The field experiences involve model teach-ers who use practices congruent with thecurriculum for the Area of Emphasis.

2.13 Field experiences are supervised under astructured program of advisement.

2.14 Teacher candidates obtaining licensure/cer-tification have a minimum of ten weeks offull-time, supervised student teaching inthe Area of Emphasis.

2.15 The advanced curriculum is differentiatedfrom the basic/undergraduate curriculumfor the Area of Emphasis.

2.16 The curriculum for a graduate programwhich leads to initial licensure/certificationin special education is differentiated fromthat for a program that requires certifica-tion in the Area of Emphasis for admission.

2.17 The curriculum for a master's program isdifferentiated from that of a specialist ordoctoral program.

A3: Not more than one-third of the curric-ula requirements for the masters degreeand sixth-year certificate or degree may bemet by the utilization of courses, experi-ences, and seminars open both to graduateand advanced undergraduate students.3.1 The institution has written policies which

prevent more than one-third of the courserequirements for master's and sixth-yearcertificates/degrees to be met by courseswhich are open to both graduate and under-graduate students.

3.2 The institution has policies which stipulatethat all credit accepted toward a doctoraldegree must come from graduate levelcourses.

A4: Each advanced curriculum includesthe study of research methods and findings;each doctoral curriculum includes study inthe designing and conducting of research.(For masters programs complete guidelines 4.1through 4.3 only; for sixth-year and doctoral pro-gram, complete 4.1 through 4.4.)

4.1 Students acquire an appreciation of schol-arship and a understanding of the impor-tance of assessing and using the results ofcurrent research, i.e., students are knowl-edgeable consumers of research data.

4.2 The curriculum prepares graduate candi-dates to engage in research activities.

4.3 The curriculum exposes graduate candi-dates to current research in special educa-tion.

4.4 The curriculum prepares doctoral candi-dates who can organize and disseminateinformation that has been collected in asystematic, organized manner.

29CEC Professional Standards 1994 23

A5: Each advanced curriculum providesfor the individualization of teachercandidates' programs of study.5.1 The curriculum is adapted to meet the needs

of individual graduate candidates.

A6: Institutional policies preclude thegranting of graduate credit for study whichis remedial or designed to remove deficien-cies in meeting the requirements for admis-sion to advanced programs.A7: A full-time continuous residency oncampus which consists of any two contigu-ous semesters or three contiguous quarters(or alternative pattern defined by the insti-tution) shall be required for the doctoraldegree. (This guideline should be evaluatedfor doctoral programs only.)

AS: The institution makes provisions forrepresentative teacher candidate's partici-pation in the decision-making phases re-lated to the design, approval, evaluation,and modification of its advanced programs.

National Council for Accreditation of TeacherEducation. (1993). NCATE Approved Curricu-lum Guidelines (pp. 138-142). Washington, DC:Author.

Originally adopted by The Council for Excep-tional Children in 1985, revised 1991.

14116=1=.1


:3 0


Non-NCATE Guidelines for Program ApprovalThe Council for Exceptional Children is an active constituent member of theNational Council for Accreditation of Teacher Education (NCATE) and rec-ommends that all institutions of higher education that prepare professionalpersonnel for the schools seek full NCATE accreditation. While CEC is notan accrediting agency, CEC as an international professional organizationhighly recommends that all institutions preparing professional special edu-cators meet the CEC Standards for the Preparation of Special EducationPersonnel. In order to recognize those institutions which meet CEC stan-dards, CEC entertains applications from those institutions which choose toapply to CEC and are not going through the NCATE process. This is a programapproval or recognition process and is not a meansof accreditation. To assurethat such institutions have met conditions that directly affect the quality ofspecial education programs that were previously attended to in the NCATEprocess, the following 34 items were added to the CEC/NCATE Guidelines toassure quality special education preparation programs.

1. In stetes with a program approval process,the special education programs are ap-proved by the appropriate state agency.

2. The institution in which the special educa-tion program is housed is accredited by theappropriate institutional accrediting agen-cies.

3. The institution in which the special educa-tion program is housed is an equal opportu-nity employer which does not discriminateon the basis of race, sex, color, religion, ageor handicap (consistent with Section 702 ofTitle VII of the 1964 Civil Rights Act, whichdeals with exemptions for religious corpora-tions, with respect to employment of indi-viduals with specific religious convictions).

4. Special education faculty collaborate withfaculty from other academic units in pro-gram planning and evaluation of specialeducation.

5. The special education program has devel-oped arrangements with school districts inits geographical area to, provide assistanceto its graduates who are first-year teachersand/or who are beginning a new role inspecial education as an extension of theirprofessional special education program.

6. Positive working relationships with localschools are developed and maintained toimprove the delivery of quality education inthe schools.

7. The special education program and localschools cooperatively develop researchquestions and inquiry strategies to encour-age the involvement of practicing profes-sionals with special education faculty tofurther develop and refine the professionalknowledge bases.

8. The special education faculty are regularlyinvolved with the professional world of prac-


tice at the appropriate level of instruction(preschool, elementary, and/or secondary).

9. Incentives and affirmative procedures areused to attract quality candidates who rep-resent a culturally diverse population withpotential for professional success as specialeducators in schools.

10. Applicants from diverse economic, racial,and cultural backgrounds are recruited.

11. The special education program's advisorysystem provides special education studentsaccess to academic and professional assis-tance, including information about require-ments needed to complete their specialeducation programs.

12. Special education students have access topublications that describe program require-ments and institutional policies, includingclear statements of due process.

13. Special education students are made awareof th e availability of social andpsychologicalcounseling services within the institution.

14. Special education faculty view themselvesas members of the training and researcharms of the teaching profession.

15. Faculty work load assignments accommo-date faculty involvement in teaching, schol-arship, and service, including curriculumdevelopment, institutional committee work,and other internal service responsibilities.

16. The teaching load of undergraduate specialeducation faculty is no more than the equiv-alent of 12 semester/quarter hours, and theteaching load of graduate special educationfaculty is no more than the equivalent of 9semester/quarter hours.

17. Faculty keep abreast of developing workand debates about research on teaching andspecial education, as well as recent schol-arly work in the areas that they teach.

18. Systematic faculty development activitiesare provided for faculty, cooperating teach-ers, and others who may contribute to spe-cial education programs.

19. Special education faculty are actively in-volved in professional associations, andpro-vide education-related services at the local,state, national, and/or international levelsin their areas of expertise and assignment.

20. Special education faculty are regularly eval-uated in terms of their contributions to theareas of teaching, scholarship, and service.These evaluation data are used in determin-ing salary, promotion, and tenure.

21. Competence in teaching is evaluatedthrough direct measures of teaching effec-tiveness such as student evaluations.

22. Evaluations of special education faculty aresystematically used to improve teaching,scholarly and creative activities, and servicewithin the program.

23. Instructional resources for supervision ofspecial education practicum experiences donot exceed a ratio of 18 full-time equivalentstudents to one full-time equivalent facultymember.

24. Support for special education faculty devel-opment is at least at the level of other unitsin the institution.

25. The use of part-time faculty and graduatestudents who teach in special education pro-grams is limited to prevent the fragmenta-tion of instruction and the erosion of quality,and they are supervised by full-time facultyto ensure program integrity, quality, andcontinuity.

26. The budget trends for the special educationprograms over the past 5 years and futureplanning indicate continued support forspecial education programs.

27. The special education program allocates itsavailable resources to programs in a man-ner that allows each of them to meet itsmission and needs.

28. Financial support provided during the last5 years has been adequate for books in edu-cation, periodicals listed in EducationIndex, films and filmstrips, computer hard-


ware and software and other similar re-sources.

29. Special education facilities are accessible toindividuals with disabilities.

30. Library holdings provide adequate scope,breadth, and currency to support the specialeducation programs.

31. Systematic reviews of library and mediamaterials are conducted periodically andare used to make acquisition decisions bythe special education program.

32. An identifiable and relevant media and ma-terials collection is accessible to special ed-ucation students and faculty.

33. Modern equipment is available to supportadministration, research, service, and in-strnctional needs of the special educationprogram.

34. Necessary supplies are provided to supportspecial education faculty, students, staff,and administration in the operation andimplementation of programs, policies, andprocedures.

In addition, the special education program mustsubmit a chapter for each program it offers at theundergraduate and graduate level. These chap-ters shall be the same as outlined in the Instruc-tional Manual for Preparing Folios to MeetCEC/NCATE Special Education Guidelines ingraduate and undergraduate programs.

An application fee schedule has been estab-lished to cover the cost of the review. The basicfee is $800 for the first program and $200 for eachadditional program (up to 5 programs) for a max-imum application fee of $1800. The special edu-cation program shall pay the cost of a site visitteam of two reviewers for 1-1/2 days.


Originally adopted by The Council for Excep-tional Children in April 1992, revised April1993.

33 27

For further information and updates contact:Professional StandardsThe Council for Exceptional Children1920 Association DriveReston, VA 22091-1589703/264-9408

Additional copies of this publication can be obtained from:The Council for Exceptional Children1920 Association DriveReston, VA 22091-1589Stock No. R5041CEC Member Price $10.00 - Reiular Price $14.30

t \Contents of this product may beduplicated without permission.

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