CEC+standard++5

=CEC Standard 5=

My thoughts and reflections on standard 5

Artifacts

Special educators actively create learning environments for individuals with exceptional learning needs that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with exceptional learning needs. 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 exceptional learning needs. Special educators help their general education colleagues integrate individuals with exceptional learning needs in general education environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with exceptional learning needs to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with exceptional learning needs in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors. ** Standard 5 Learning Environments/Social Interactions (IIC) **
 * Knowledge ||
 * ICC5K1 || Demands of learning environments ||
 * ICC5K2 || Basic classroom management theories and strategies for individuals with exceptional learning needs ||
 * ICC5K3 || Effective management of teaching and learning ||
 * ICC5K4 || Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs ||
 * ICC5K5 || Social skills needed for educational and other environments ||
 * ICC5K6 || Strategies for crisis prevention and intervention ||
 * ICC5K7 || Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world ||
 * ICC5K8 || Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage ||
 * ICC5K9 || Ways specific cultures are negatively stereotyped ||
 * ICC5K10 || Strategies used by diverse populations to cope with a legacy of former and continuing racism ||
 * IIC5K1 || Specialized health care interventions for individuals with physical and health exceptional learning needs I educational settings ||
 * IIC5K2 || Barriers to accessibility and acceptance of individuals with exceptional learning needs ||
 * IIC5K3 || Adaptation of the physical environment to provide optimal learning opportunities for individuals with exceptional learning needs ||
 * IIC5K4 || Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings ||
 * IIC5K5 || Advantages and disadvantages of placement options and programs on the continuum of services for individuals with exceptional learning needs ||
 * Skills ||
 * ICC5S1 || Create a safe, equitable, positive, and supportive learning environment in which diversities are valued ||
 * ICC5S2 || Identify realistic expectations for personal and social behavior in various settings ||
 * ICC5S3 || Identify supports needed for integration into various program placements ||
 * ICC5S4 || Design learning environments that encourage active participation in individual and group activities ||
 * ICC5S5 || Modify the learning environment to manage behaviors ||
 * ICC5S6 || Use performance data and information from all stakeholders to make or suggest modifications in learning environments ||
 * ICC5S7 || Establish and maintain rapport with individuals with and without exceptional learning needs ||
 * ICC5S8 || Teach self-advocacy ||
 * ICC5S9 || Create an environment that encourages self-advocacy and increased independence ||
 * ICC5S10 || Use effective and varied behavior management strategies ||
 * ICC5S11 || Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs ||
 * ICC5S12 || Design and manage daily routines ||
 * ICC5S13 || Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences ||
 * ICC5S14 || Mediate controversial intercultural issues among individuals with exceptional learning needs within the learning environment in ways that enhance any culture, group, or person ||
 * ICC5S15 || Structure, direct, and support the activities of paraeducators, volunteers, and tutors ||
 * ICC5S16 || Use universal precautions ||
 * IIC5S1 || Provide instruction in community-based settings ||
 * IIC5S2 || Use and maintain assistive technologies ||
 * IIC5S3 || Structure the educational environment to provide optimal learning opportunities for individuals with exceptional learning needs ||
 * IIC5S4 || Plan instruction in a variety of educational settings ||
 * IIC5S5 || Teach individuals with exceptional learning needs to give and receive meaningful feedback from peers and adults ||
 * IIC5S6 || Design learning environments that are Multisensory and that facilitate active participation self-advocacy, and independence of individuals with exceptional learning needs in a variety of group and individual learning activities ||
 * IIC5S7 || Use techniques of physical positioning and management of individuals with exceptional learning needs to ensure participation in academic and social environments ||
 * IIC5S8 || Demonstrate appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning, and seating ||
 * IIC5S9 || Use positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation ||
 * IIC5S10 || Use skills in problem solving and conflict resolution ||
 * IIC5S11 || Design and implement sensory stimulation programs ||
 * IIC5S12 || Plan instruction for independent functional life skills relevant to the community, personal living, sexuality, and employment ||