CEC+standard++1

=CEC Standard 1=

My thoughts and reflections on standard 1

Artifacts

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 in both 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.
 * Standard 1 Foundations (IIC) **
 * Knowledge ||
 * ICC1K1 || Models, theories, philosophies, and research methods that form the basis for special education practice ||
 * ICC1K2 || Laws, policies, and ethical principles regarding behavior management planning and implementation ||
 * ICC1K3 || Relationship of special education to the organization and function of educational agencies ||
 * ICC1K4 || Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs ||
 * ICC1K5 || Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds ||
 * ICC1K6 || Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services ||
 * ICC1K7 || Family systems and the role of families in the educational process ||
 * ICC1K8 || Historical points of view and contribution of culturally diverse groups ||
 * ICC1K9 || Impact of the dominant culture on shaping schools and the individuals who study and work in them ||
 * ICC1K10 || Potential impact of differences in values, languages, and customs that can exist between the home and school ||
 * IIC1K1 || Definitions and issues related to the identification of individuals with exceptional learning needs ||
 * IIC1K2 || Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice ||
 * IIC1K3 || The legal, judicial, and educational systems to assist individuals with exceptional learning needs ||
 * IIC1K4 || Continuum of placement and services available for individuals with exceptional learning needs ||
 * IIC1K5 || Laws and policies related to provision of specialized health care in educational settings ||
 * IIC1K6 || Principles of normalization and concept of least restrictive environment ||
 * IIC1K7 || Theory of reinforcement techniques in serving individuals with exceptional learning needs ||
 * IIC1K8 || Theories of behavior problems of individuals with exceptional learning needs ||
 * Skills ||
 * ICC1S1 || Articulate personal philosophy of special education ||
 * || None in addition to Common Core ||