Information For

Special Education Program - Master in Special Education

Master of Science in Education (M.S.Ed.) in Special Education

The major purpose of the Special Education Program is to prepare master teachers capable of meeting the educational needs of students with mild and moderate disabilities in all types of educational environments in both public and private school settings. The prerequisites, credits, and practica experiences required vary depending on the candidate's prior education. A candidate must hold initial teaching certification in order to apply.

Program Requirements

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Admission Requirements

The application deadline for fall matriculation is February 15th and for spring admission, October 15th. Admission to Plattsburgh State University of New York is granted without regard to race, creed, color, sex, age, national origin, sexual orientation or disability.

Admission requirements include:

Additional Requirements

Candidates must complete a capstone folio in taskstream, this experiences begins in your first course and is completed before you exit the program. Full time candidates will receive feedback once a semester on the progress of their capstone folio and part-time candidate once every two semesters. Capstone Project Proposal/Outcomes

Our challenge is to give our teacher candidates the opportunity to give meaning to isolated facts and put them into a personal perspective. We strive to make a connective link across the disciplines, placing specialties in a larger context, and highlighting the candidates' scholastic efforts in a revealing and meaningful way. Ideally, the capstone project will provide our candidates with the following:

in” rubric

learning (i.e. treatment validity and professional integrity)

practice

Special Education Advanced Program Electronic Portfolio Process

Each candidate would be assigned a portfolio committee

Develop the Portfolio

Initial Portfolio Review

Portfolio Defense/Presentation (Time frame: 45 minute presentation, 15 minutes Q& A)

Post Presentation

Scoring



Special Education Advanced Degree Capstone Project Rubrics

DRAFT DRAFT

CEC Standard # 1: Foundations Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories , relevant laws and policies , diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. **

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues

No evidence of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Minimal evidence of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Well-developed of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Exemplary evidence of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Influence professional practice

No evidence of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Minimal evidence of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Well-developed of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Exemplary evidence of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Understand relationships of organizations of special education

No evidence of understanding the relationship of special education to the organization and function of educational agencies.

Minimal evidence of understanding the relationship of special education to the organization and function of educational agencies.

Well-developed of understanding the relationship of special education to the organization and function of educational agencies.

Exemplary evidence of understanding the relationship of special education to the organization and function of educational agencies.

Issues of human diversity

No evid ence of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them or the potential impact of differences in values, languages, and customs that can exist between the home and school.

Minimal evidence of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them the potential impact of differences in values, languages, and customs that can exist between the home and school.

Well-developed of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them the potential impact of differences in values, languages, and customs that can exist between the home and school.

Exemplary evidence of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them the potential impact of differences in values, languages, and customs that can exist between the home and school.

CEC Standard # 2: Development and Characteristics of Learners Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN ). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual's with ELN . Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual's ability to learn, interact socially, and live as fulfilled contributing members of the community.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Similarities and differences in human development

No evidence of how knowledge of similarities and differences in human development impact instruction.

Minimal evidence of how knowledge of similarities and differences in human development impact instruction.

Well-developed of how knowledge of similarities and differences in human development impact instruction.

Exemplary evidence of how knowledge of similarities and differences in human development impact instruction.

Use this knowledge to respond to the varying abilities and behaviors of individual's with exceptional learning needs (ELN)

No evidence of understanding of how similarities and differences in human development impact families, an individual's ability to learn, interact socially, and live as fulfilled contributing members of the community.

Minimal evidence of understanding of how similarities and differences in human development impact families, an individual's ability to learn, interact socially, and live as fulfilled contributing members of the community.

Well-developed of understanding of how similarities and differences in human development impact families, an individual's ability to learn, interact socially, and live as fulfilled contributing members of the community.

Exemplary evidence of understanding of how similarities and differences in human development impact families, an individual's ability to learn, interact socially, and live as fulfilled contributing members of the community.

CEC Standard # 3: Individual Learning Differences Special educators understand the effects that an exceptional condition can have on an individual's learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual's exceptional condition to impact the individual's academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provide s the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Effects of an exceptional attributes

No evidence of knowledge of impact of learners' academic and social abilities, attitudes, interests, and values on instruction, career development, and achievement.

Minimal evidence of knowledge of impact of learners' academic and social abilities, attitudes, interests, and values on instruction career development, and achievement..

Well-developed of knowledge of impact of learners' academic and social abilities, attitudes, interests, and values on instruction career development, and achievement.

Exemplary evidence of knowledge of impact of learners' academic and social abilities, attitudes, interests, and values on instruction career development, and achievement.

Cultural diversity

No evidence of an understanding of how cultural perspectives influence the relationships among families, schools and communities as related to instruction.

Minimal evidence of an understanding of how cultural perspectives influence the relationships among families, schools and communities as related to instruction.

Well-developed of an understanding of how cultural perspectives influence the relationships among families, schools and communities as related to instruction.

Exemplary evidence of an understanding of how cultural perspectives influence the relationships among families, schools and communities as related to instruction.

Individualized instruction

No evidence of the application of instructional strategies for addressing the differing needs of individuals with exceptional learning needs including those from culturally diverse backgrounds.

Minimal evidence of the application of instructional strategies for addressing the differing needs of individuals with exceptional learning needs including those from culturally diverse backgrounds.

Well-developed of the application of instructional strategies for addressing the differing needs of individuals with exceptional learning needs including those from culturally diverse backgrounds.

Exemplary evidence of the application of instructional strategies for addressing the differing needs of individuals with exceptional learning needs including those from culturally diverse backgrounds.

CEC Standard # 4: Instructional Strategies Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Integration in various settings

No evidence of how special educators select, adapt, and use instructional strategies to promote challenging learning results in the general and special curricula.

Minimal evidence of how special educators select, adapt, and use instructional strategies to promote challenging learning results in the general and special curricula.

Well-developed of how special educators select, adapt, and use instructional strategies to promote challenging learning results in the general and special curricula.

Exemplary evidence of how special educators select, adapt, and use instructional strategies to promote challenging learning results in the general and special curricula.

Evidence-based strategies to individualize instruction

No evidence of evidence-based instructional strategies to individualize instruction for individuals.

Minimal evidence of evidence-based instructional strategies to individualize instruction for individuals.

Well-developed of evidence-based instructional strategies to individualize instruction for individuals.

Exemplary evidence of evidence-based instructional strategies to individualize instruction for individuals.

Enhance the learning of critical thinking, problem, solving, and performance skills of individuals

No evidence of how to teach the learning of critical thinking, problem-solving, and performance skills of individuals with exceptional learning needs.

Minimal evidence of how to teach the learning of critical thinking, problem-solving, and performance skills of individuals with exceptional learning needs.

Well-developed of how to teach the learning of critical thinking, problem-solving, and performance skills of individuals with exceptional learning needs.

Exemplary evidence of how to teach the learning of critical thinking, problem-solving, and performance skills of individuals with exceptional learning needs.

CEC Standard # 5: Learning Environments and Social Interactions Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence , self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis . Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others , such as classroom volunteers and tutors.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Learning environment

No evidence of knowledge of how to create learning environments for individuals with exceptional learning needs (ELN) that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN.

Minimal evidence of knowledge of how to create learning environments for individuals with exceptional learning needs (ELN) that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN.

Well-developed of knowledge of how to create learning environments for individuals with exceptional learning needs (ELN) that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN.

Exemplary evidence of knowledge of how to create learning environments for individuals with exceptional learning needs (ELN) that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN.

Learning involvement

No evidence of design and application of motivational techniques, efficient use of engaged time, and teaching self-directiveness and risk-taking.

Minimal evidence of design and application of motivational techniques, efficient use of engaged time, and teaching self-directiveness and risk-taking.

Well-developed of design and application of motivational techniques, efficient use of engaged time, and teaching self-directiveness and risk-taking.

Exemplary evidence of design and application of motivational techniques, efficient use of engaged time, and teaching self-directiveness and risk-taking.

Self-advocacy

No evidence of the application of strategies to create an environment that encourages self-advocacy and increased independence.

Minimal evidence of the application of strategies to create an environment that encourages self-advocacy and increased independence.

Well-developed of the application of strategies to create an environment that encourages self-advocacy and increased independence.

Exemplary evidence of the application of strategies to create an environment that encourages self-advocacy and increased independence.

Behavior management

No evidence of the use of effective and varied behavior management strategies consistent with the needs of the individual with exceptional learning needs.

Minimal evidence of the application of strategies to create an environment that encourages self-advocacy and increased independence.

Well-developed of the application of strategies to create an environment that encourages self-advocacy and increased independence.

Exemplary evidence of the application of strategies to create an environment that encourages self-advocacy and increased independence.

CEC Standard # 6: Language Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual's experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual's language proficiency and cultural and linguistic differences. Special educators provide effective language models , and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Language development

No evidence of knowledge of typical and atypical language development and how it impacts student ability to interact and use language.

Minimal evidence of knowledge of typical and atypical language development and how it impacts student ability to interact and use language.

Well-developed of knowledge of typical and atypical language development and how it impacts student ability to interact and use language.

Exemplary evidence of knowledge of typical and atypical language development and how it impacts student ability to interact and use language.

Teach language development and teach communication skills

No evidence of an understanding of how to support and enhance language development and communication skills and methods (including augmentative, alternative, and assistive technologies).

Minimal evidence of an understanding of how to support and enhance language development and communication skills and methods (including augmentative, alternative, and assistive technologies).

Well-developed of an understanding of how to support and enhance language development and communication skills and methods (including augmentative, alternative, and assistive technologies).

Exemplary evidence of an understanding of how to support and enhance language development and communication skills and methods (including augmentative, alternative, and assistive technologies).

Diversity

No evidence of understanding of the characteristics of one's own culture and use of language and the ways in which these can differ from individuals with exceptional learning needs including those from culturally diverse backgrounds.

Minimal evidence of understanding of the characteristics of one's own culture and use of language and the ways in which these can differ from individuals with exceptional learning needs including those from culturally diverse backgrounds.

Well-developed of understanding of the characteristics of one's own culture and use of language and the ways in which these can differ from individuals with exceptional learning needs including those from culturally diverse backgrounds.

Exemplary evidence of understanding of the characteristics of one's own culture and use of language and the ways in which these can differ from individuals with exceptional learning needs including those from culturally diverse backgrounds.

CEC Standard # 7: Instructional Planning Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual's abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual's exceptional condition, guides the special educator's selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual's learning progress . Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans , such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Scope and sequence of general and special curricula

No evidence of the identification and prioritization of the areas of the general curriculum and accommodations for individuals with exceptional learning needs.

Minimal evidence of the identification and prioritization of the areas of the general curriculum and accommodations for individuals with exceptional learning needs.

Well-developed of the identification and prioritization of the areas of the general curriculum and accommodations for individuals with exceptional learning needs.

Exemplary evidence of the identification and prioritization of the areas of the general curriculum and accommodations for individuals with exceptional learning needs.

Individual decision-making and instruction

No evidence of knowledge of the development of long-range individualized instructional plans and shorter-range goals and objectives.

Minimal evidence of knowledge of the development of long-range individualized instructional plans and shorter-range goals and objectives.

Well-developed of knowledge of the development of long-range individualized instructional plans and shorter-range goals and objectives.

Exemplary evidence of knowledge of the development of long-range individualized instructional plans and shorter-range goals and objectives.

Daily instruction

No evidence of preparation and organization of materials to implement daily lesson plans.

Minimal evidence of preparation and organization of materials to implement daily lesson plans.

Well-developed of preparation and organization of materials to implement daily lesson plans.

Exemplary evidence of preparation and organization of materials to implement daily lesson plans.

Reflection

No evidence of responsive adjustments to instruction based on continual observations.

Minimal evidence of responsive adjustments to instruction based on continual observations.

Well-developed of responsive adjustments to instruction based on continual observations.

Exemplary evidence of responsive adjustments to instruction based on continual observations.

CEC Standard # 8: Assessment Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making . Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Policy

No evidence of knowledge of legal provisions and ethical principles regarding assessment of individuals.

Minimal evidence of knowledge of legal provisions and ethical principles regarding assessment of individuals.

Well-developed of knowledge of legal provisions and ethical principles regarding assessment of individuals.

Exemplary evidence of knowledge of legal provisions and ethical principles regarding assessment of individuals.

Measurement and analysis

No evidence of interpretation of assessment results.

Minimal evidence of interpretation of assessment results.

Well-developed of interpretation of assessment results.

Exemplary evidence of interpretation of assessment results.

Translation and application of data in classroom practice

No evidence of application of assessment results into classroom practice.

Minimal evidence of application of assessment results into classroom practice.

Well-developed of application of assessment results into classroom practice.

Exemplary evidence of application of assessment results into classroom practice.

CEC Standard # 9: Professional and Ethical Practice Special educators are guided by the profession's ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations . Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices . Special educators know their own limits of practice and practice within them.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Individual dignity and human rights issues

No evidence of knowledge of how personal cultural biases differences that affect one's teaching.

Minimal evidence of knowledge of how personal cultural biases differences that affect one's teaching.

Well-developed of knowledge of how personal cultural biases differences that affect one's teaching.

Exemplary evidence of knowledge of how personal cultural biases differences that affect one's teaching.

Professional activities

No evidence of engagement and participation in communities that benefit learners, families, colleagues, and self.

Minimal evidence of engagement and participation in communities that benefit learners, families, colleagues, and self.

Well-developed of engagement and participation in a communities that benefit learners, families, colleagues, and self.

Exemplary evidence of engagement and participation in communities that benefit learners, families, colleagues, and self.

Ethical considerations

No evidence of practice within the CEC Code of Ethics.

Minimal evidence of practice within the CEC Code of Ethics.

Well-developed of practice within the CEC Code of Ethics.

Exemplary evidence of practice within the CEC Code of Ethics.

CEC Standard # 10: Collaboration Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways . This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Professional partnerships and collaboration

No evidence of knowledge of strategies for establishing and sustaining effective collaborative groups and consultative models with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.

Minimal evidence of knowledge of strategies for establishing and sustaining effective collaborative groups and consultative models with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.

Well-developed of knowledge of strategies for establishing and sustaining effective collaborative groups and consultative models with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.

Exemplary evidence of knowledge of strategies for establishing and sustaining effective collaborative groups and consultative models with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.

Teaming and mutual empowerment

No evidence of the application of effective strategies for decision-making, conflict resolution, and negotiation.

Minimal evidence of the application of effective strategies for decision-making, conflict resolution, and negotiation.

Well-developed of the application of effective strategies for decision-making, conflict resolution, and negotiation.

Exemplary evidence of the application of effective strategies for decision-making, conflict resolution, and negotiation.

Instructional leadership

No evidence of application of modeling techniques and coach others in the use of instructional methods and accommodations.

Minimal evidence of application of modeling techniques and coach others in the use of instructional methods and accommodations.

Well-developed of application of modeling techniques and coach others in the use of instructional methods and accommodations.

Exemplary evidence of application of modeling techniques and coach others in the use of instructional methods and accommodations.

12

Special Education Advanced Degree Capstone Project Rubrics

DRAFT DRAFT

CEC Standard # 1: Foundations Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score

Evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues

No evidence of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Minimal evidence of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Well-developed of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Exemplary evidence of the knowledge of specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues for the area of Special Education.

Influence professional practice

No evidence of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Minimal evidence of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Well-developed of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Exemplary evidence of understanding how specific principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence professional practice in Special Education.

Understand relationships of organizations of special education

No evidence of understanding the relationship of special education to the organization and function of educational agencies.

Minimal evidence of understanding the relationship of special education to the organization and function of educational agencies.

Well-developed of understanding the relationship of special education to the organization and function of educational agencies.

Exemplary evidence of understanding the relationship of special education to the organization and function of educational agencies.

Issues of human diversity

No evidence of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them or the potential impact of differences in values, languages, and customs that can exist between the home and school.

Minimal evidence of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them the potential impact of differences in values, languages, and customs that can exist between the home and school.

Well-developed of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them the potential impact of differences in values, languages, and customs that can exist between the home and school.

Exemplary evidence of knowledge of how dominant culture impacts the shaping of schools and the individuals who study and work in them the potential impact of differences in values, languages, and customs that can exist between the home and school.

CEC Standard # 2: Development and Characteristics of Learners Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs ( ELN ). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual's with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual's ability to learn, interact socially, and live as fulfilled contributing members of the community.

Required Elements

0 - Insufficient

1- Emergent

2 - Proficient

3 - Distinguished

Your Score