CONTENT STANDARDS FOR ALL BEGINNING SPECIAL EDUCATION TEACHERS

CEC Initial Preparation Standards Chapters
STANDARD 1: Learner Development and Individual Learning Differences
Beginning special education professionals understand how exceptionalities may interact with development and learning and use
this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
1.1 Beginning special education professionals understand how language, culture, and family background influence the
learning of individuals with exceptionalities.
1, 3, 4
1.2 Beginning special education professionals use understanding of development and individual differences to respond to
the needs of individuals with exceptionalities.
1, 2
STANDARD 3: Curricular Content Knowledge
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for
individuals with exceptionalities.
3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools
of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and
develop meaningful learning progressions for individuals with exceptionalities.
9, 10, 11
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching
across curricular content areas to individualize learning for individuals with exceptionalities.
9, 10
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to
individuals with exceptionalities.
2, 9, 10, 11
STANDARD 4: Assessment
Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that
minimize bias.
11
4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret
assessment results and guide educational decisions for individuals with exceptionalities.
11
4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of
assessment information in making decisions about individuals with exceptionalities.
2, 3
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and
performance and provide feedback to guide them.