CEC+standard+10

=CEC Standard 10=

My thoughts and reflections on standard 10

Artifacts

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 exceptional learning needs are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with exceptional learning needs. Special educators promote and advocate the learning and well-being of individuals with exceptional learning needs 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 exceptional learning needs. Special educators are a resource to their colleagues in understanding the laws and policies relevant to individuals with exceptional learning needs. Special educators use collaboration to facilitate the successful transitions of individuals with exceptional learning needs across settings and services.
 * Standard 10 Collaboration (IIC)**
 * Knowledge ||
 * ICC10K1 || Models and strategies of consultation and collaboration ||
 * ICC10K2 || Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program ||
 * ICC10K3 || Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns ||
 * ICC10K4 || Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members ||
 * IIC10K1 || Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with exceptional learning needs ||
 * IIC10K2 || Collaborative and/or consultative role of the special education teacher in the reintegration of individuals with exceptional learning needs ||
 * IIC10K3 || Roles of professional groups and referral agencies in identifying, assessing, and providing services to individuals with exceptional learning needs ||
 * Skills ||
 * ICC10S1 || Maintain confidential communication about individuals with exceptional learning needs ||
 * ICC10S2 || Collaborate with families and others in assessment of individuals with exceptional learning needs ||
 * ICC10S3 || Foster respectful and beneficial relationships between families and professionals ||
 * ICC10S4 || Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team ||
 * ICC10S5 || Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families ||
 * ICC10S6 || Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings ||
 * ICC10S7 || Use group problem-solving skills to develop, implement, and evaluate collaborative activities ||
 * ICC10S8 || Model techniques and coach others in the use of instructional methods and accommodations ||
 * ICC10S9 || Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs ||
 * ICC10S10 || Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds ||
 * ICC10S11 || Observe, evaluate, and provide feedback to paraeducators ||
 * IIC10S1 || Participate in the selection and implementation of augmentative or alternative communication systems ||
 * IIC10S2 || Use local community, and state and provincial resources to assist in programming with individuals with exceptional learning needs ||
 * IIC10S3 || Select, plan, and coordinate activities of related services personnel to maximize direct instruction for individuals with exceptional learning needs ||
 * IIC10S4 || Collaborate with team members to plan transition t adulthood that encourages full community participation ||
 * IIC10S5 || Collaborate with families of and service providers to individuals who are chronically or terminally ill ||