CEC+standard++7

=CEC Standard 7=

My thoughts and reflections on Standard 7

Artifacts

 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 education 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.
 * Standard 7 Instructional Planning (IIC)**
 * Knowledge ||
 * ICC7K1 || Theories and research that form the basis of curriculum development and instructional practice ||
 * ICC7K2 || Scope and sequences of general and special curricula ||
 * ICC7K3 || National, state or provincial, and local curricula standards ||
 * ICC7K4 || Technology for planning and managing the teaching and learning environment ||
 * ICC7K5 || Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service ||
 * IIC7K1 || Model career, vocational, and transition programs for individuals with exceptional learning needs ||
 * Skills ||
 * ICC7S1 || Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs ||
 * ICC7S2 || Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members ||
 * ICC7S3 || Involve the individual and family in setting instructional goals and monitoring progress ||
 * ICC7S4 || Use functional assessments to develop intervention plans ||
 * ICC7S5 || Use task analysis ||
 * ICC7S6 || Sequence, implement, and evaluate individualized learning objectives ||
 * ICC7S7 || Integrate affective, social, and life skills with academic curricula ||
 * ICC7S8 || Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences ||
 * ICC7S9 || Incorporate and implement instructional and assistive technology into the educational program ||
 * ICC7S10 || Prepare lesson plans ||
 * ICC7S11 || Prepare and organize materials to implement daily lesson plans ||
 * ICC7S12 || Use instructional time effectively ||
 * ICC7S13 || Make responsive adjustments to instruction based on continual observations ||
 * ICC7S14 || Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions ||
 * ICC7S15 || Evaluate and modify instructional practices in response to ongoing assessment data ||
 * IIC7S1 || Plan and implement individualized reinforcement systems and environmental modifications ||
 * IIC7S2 || Plan and implement age- and ability-appropriate instruction for individuals with exceptional learning needs ||
 * IIC7S3 || Select and plan for integration of related services into the instructional program ||
 * IIC7S4 || Select, design, and use medical materials, and resources required to educate individuals whose exceptional learning needs interfere with communications ||
 * IIC7S5 || Interpret sensory and physical information to create or adapt appropriate learning plans ||
 * IIC7S6 || Design and implement instructional programs that address independent living and career education ||
 * IIC7S7 || Design and implement curriculum strategies for medical self-management procedures ||
 * IIC7S8 || Design, implement, and evaluate instructional programs that enhance social participation across environments ||