reglab/statecodes huggingface dataset:
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1742 - Programs for students who are deaf or hard of hearing

Current through Vol. 24-12, July 15, 2024
Rule 42. If a public agency operates programs and services
					 for students who are deaf or hard of hearing, it shall operate those programs
					 and services as follows:
(a) A special
				  class with 1 teacher shall have an enrollment of not more than 7
				  students.
(b)The public agency
				  shall provide group amplification devices deemed necessary for instruction by
				  the individualized education program team. The public agency shall ensure that
				  the amplification devices worn by students who are deaf or hard of hearing in
				  school are functioning properly.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1743 - Programs for students with visual impairment

Current through Vol. 24-12, July 15, 2024
Rule 43. Programs and services for students with visual
					 impairment shall be determined by the severity and multiplicity of the
					 impairments. A special class with 1 teacher shall have an enrollment of not
					 more than the equivalent of 8 full-time students, and the teacher shall be
					 responsible for the educational programming for not more than 10 different
					 students. The public agency shall ensure that low vision aids, excluding
					 prescription eye glasses, are available and functioning
					 properly.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1744 - Programs for students with physical impairment or other health impairment

Current through Vol. 24-12, July 15, 2024
Rule 44.
(1)
				  Programs for students with physical impairment or other health impairment shall
				  have not more than 10 students in the classroom at any one time, and the
				  teacher shall be responsible for the educational programming for not more than
				  15 different students.
(2) Special
				  classroom units serving students with physical or other health impairment shall
				  provide not less than 60 square feet of floor space per person.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1745 - Services for students with speech and language impairment

Current through Vol. 24-12, July 15, 2024
Rule 45. All of the following provisions are specific
					 requirements for speech and language services:
(a) The speech and language services provided
				  by an authorized provider of speech and language services shall be based on the
				  needs of a student with a disability as determined by the individualized
				  education program team after reviewing a diagnostic report provided by an
				  authorized provider of speech and language services.
(b) The determination of caseload size for an
				  authorized provider of speech and language services shall be made by the
				  authorized provider of speech and language services in cooperation with the
				  district director of special education, or his or her designee, and the
				  building principal or principals of the school or schools in which the students
				  are enrolled. Caseload size shall be based upon the severity and multiplicity
				  of the disabilities and the extent of the service defined in the collective
				  individualized education programs of the students to be served, allowing time
				  for all of the following:
(i)
				  Diagnostics.
(ii) Report
				  writing.
(iii) Consulting with
				  parents and teachers.
(iv)
				  Individualized education program team meetings.
(v) Travel.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1746 - Homebound and hospitalized services

Current through Vol. 24-12, July 15, 2024
Rule 46.
(1) A
				  district or intermediate district shall provide homebound and hospitalized
				  services to a student with a disability in accordance with section 109 of the
				  state school aid act of 1979, 1979 PA 94, MCL 388.1709, and the individuals
				  with disabilities education act,
				  20 USC
				  1400 to
				  1482.
(2) A district or intermediate district shall
				  not assign more than 12 students at any 1 time to a special education teacher
				  employed for homebound or hospitalized services, or for a combination of these
				  services.
(3) A student with a
				  disability receiving homebound or hospitalized services shall receive a minimum
				  of 2 nonconsecutive hours of instruction per week. Related services may
				  supplement, but not substitute for, the teacher's instruction.
(4) Homebound and hospitalized services are
				  not a substitute for special education programs and services. The provider of
				  homebound and hospitalized services shall, to the extent appropriate, provide
				  curricular experiences that the district or intermediate district provides in
				  the program where the student is enrolled.
(5) For purposes of this rule, "district" and
				  "intermediate district" mean those terms as defined in sections 3 and 5 of the
				  state school aid act of 1979, 1979 PA 94, MCL 388.1603 and 388.1605.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1747 - Programs for students with specific learning disabilities

Current through Vol. 24-12, July 15, 2024
Rule 47. Programs for students with specific learning
					 disabilities shall have not more than 10 students in the classroom at any one
					 time, and the teacher shall be responsible for the educational programming for
					 not more than 15 different students.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1748 - Severe multiple impairments program

Current through Vol. 24-12, July 15, 2024
Rule 48.
(1) A
				  severe multiple impairment program shall consist of at least 1 teacher and 2
				  instructional aides for a maximum of 9 students. At least 1 full-time teacher
				  and 1 full-time aide shall be employed in every severe multiple impairments
				  program.
(2) A severe multiple
				  impairments program shall consist of either of the following:
(a) A minimum of 200 days and 1,150 clock
				  hours of instruction.
(b) A minimum
				  of 1,150 hours of instruction with no breaks greater than 10 consecutive days
				  of pupil instruction.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1748a - Teacher consultant without a student caseload assignment; evaluation and consultation assignment; responsibilities

Current through Vol. 24-12, July 15, 2024
Rule 48a.
(1) The
				  teacher consultant for special education with an evaluation and consultation
				  assignment shall do either or both of the following:
(a) Provide consultation to education
				  personnel on behalf of students with disabilities.
(b) Evaluate students.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1749 - Teacher consultant with a student caseload; responsibilities

Current through Vol. 24-12, July 15, 2024
Rule 49.
(1) The
				  teacher consultant for special education with a student caseload shall do 1 or
				  more of the following:
(a) Provide
				  instructional services to students receiving instruction in special education
				  programs. Instructional services are supportive of the special education
				  teacher. A teacher consultant shall not grade, give credit for, or teach a
				  general education or a special education subject, class, or course.
(b) Provide instructional services to a
				  student with a disability in a general education classroom. Instructional
				  services are supportive of the general education teacher. The teacher
				  consultant shall not grade, give credit for, or teach a general education
				  subject, class, or course.
(c)
				  Provide consultation to education personnel on behalf of students with
				  disabilities on the consultant's caseload.
(d) Evaluate students suspected of being a
				  student with a disability.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1749a - Elementary level resource program

Current through Vol. 24-12, July 15, 2024
Rule 49a.
(1) A
				  district that provides a special education elementary level resource program
				  shall be provided by a special education teacher.
(2) The elementary resource teacher shall
				  serve not more than 10 students at any 1 time and not more than 18 different
				  students and shall do either or both of the following:
(a) Provide direct instruction to students on
				  the resource teachers caseload and may assign grades or other evaluative
				  measures for this instruction.
(b)
				  Provide support to the general education classroom teachers to whom special
				  education students on the resource teachers caseload have been assigned. Time
				  shall be allocated to the resource teacher to carry out this
				  responsibility.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1749b - Secondary level resource program

Current through Vol. 24-12, July 15, 2024
Rule 49b.
(1) A
				  district that provides a special education secondary level resource program
				  shall be provided by a special education teacher.
(2) A secondary resource teacher shall serve
				  not more than 10 students at any 1 time and have a caseload of not more than 20
				  different students and shall do either or both of the following:
(a) Provide direct instruction for special
				  education courses approved for graduation by the local educational agency. The
				  teacher may assign grades or other evaluative measures for this
				  instruction.
(b) Provide support to
				  the general education classroom teachers to whom special education students on
				  the resource program teacher's caseload have been assigned. Time shall be
				  allocated to the resource teacher to carry out this responsibility.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1749c - Departmentalization of special education programs

Current through Vol. 24-12, July 15, 2024
Rule 49c.
(1) A
				  school with more than 1 special education teacher may
				  departmentalize.
(2) Each teacher
				  shall teach only 1 local education agency approved special education course per
				  period.
(3) Each teacher may serve
				  more than the students assigned to his or her caseload; however, the total
				  number of students served cannot exceed the combined caseloads of the
				  participating teachers.
(4) Each
				  teacher shall serve not more than an average of 10 students per class period
				  per instructional day.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1750 - Director of special education

Current through Vol. 24-12, July 15, 2024
Rule 50.
(1) Local
				  school districts or public school academies may employ, or contract for the
				  services of, a not less than half-time director of special education under the
				  intermediate school district plan.
(2) Each intermediate school district shall
				  employ, or contract for the services of, a full-time director of special
				  education.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1751 - Supervisor of special education

Current through Vol. 24-12, July 15, 2024
Rule 51.
(1) A
				  local school district, public school academy, or intermediate school district
				  may employ a supervisor of special education instructional programs. The person
				  shall be employed not less than half-time.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1754 - Early childhood special education programs; 2 years 6 months through 5 years of age

Current through Vol. 24-12, July 15, 2024
Rule 54.
(1) Early
				  childhood special education programs for students with disabilities may be
				  provided to students with disabilities who are 2 years 6 months through 5 years
				  of age.
(2) Early childhood special
				  education programs for students with disabilities shall do all of the
				  following:
(a) Be provided by an approved or
				  endorsed early childhood special education teacher.
(b) Be based upon the students individual
				  needs as determined through an age appropriate developmental assessment and
				  specified in an individualized education program.
(c) Be based on the approved state board of
				  education early childhood standards.
(d) Have a parent participation and education
				  component.
(e) Be available for a
				  minimum of 360 clock hours and 144 days of instruction.
(f) Have not more than 12 students for 1
				  teacher and 1 aide at any one time, and the teacher shall have responsibility
				  for the educational programming for not more than 24 different
				  students.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1755 - Early childhood special education services; 2 years 6 months through 5 years of age

Current through Vol. 24-12, July 15, 2024
Rule 55.
(1) Early
				  childhood special education services for students with disabilities may be
				  provided to students with disabilities who are 2 years 6 months through 5 years
				  of age.
(2) Early childhood special
				  education services for students with disabilities shall do all of the
				  following:
(a) Be provided by an approved or
				  endorsed early childhood special education teacher or approved related service
				  provider.
(b) Be provided by an
				  approved related services staff working under the educational direction of an
				  approved or endorsed early childhood special education teacher.
(c) Be provided for not less than 72 clock
				  hours over 1 school year. Services may be provided in appropriate early
				  childhood, school, community, or family settings.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1756 - Programs for students with severe language impairment

Current through Vol. 24-12, July 15, 2024
Rule 56.
(1) A
				  public agency may establish programs for students with severe language
				  impairment. Specific requirements for these programs are as follows:
(a) A program for students with severe
				  language impairment conducted by a teacher of programs for students with speech
				  and language impairment shall serve only young children with disabilities or
				  developmental delay or elementary students with severe language
				  impairment.
(b) The program shall
				  have not more than 10 students or young children with speech and language
				  impairment in the classroom at any 1 time, and the teacher shall have
				  responsibility for the educational programming for not more than 15 different
				  children.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1757 - Students placed in juvenile detention facilities; other educational services

Current through Vol. 24-12, July 15, 2024
Rule 57. All of the following provisions are specific
					 requirements for educational services conducted for students placed in juvenile
					 detention facilities:
(a) Programs
				  shall be initiated within 5 calendar days after admission. If a student placed
				  in a juvenile detention facility is suspected of having a disability, then the
				  procedure outlined in part 2 of these rules shall be immediately
				  followed.
(b) Notification of
				  educational placement shall be sent to the superintendent of the district of
				  residence within 5 school days after the date of entry of a student into the
				  educational program in a juvenile detention facility.
(c) Subject to applicable federal privacy
				  protections, education reports for each student educated in a juvenile
				  detention facility shall be sent by certified mail to the superintendent of the
				  district of residence within 5 school days from the date of release from the
				  facility.
(d) Special education
				  reimbursed personnel may provide educational services for students who do not
				  have disabilities and who are placed in the facility, if the programs comply
				  with both of the following provisions:
(i)
				  They are under the supervision of a teacher approved in the area of emotional
				  impairment.
(ii) They have not more
				  than 10 students in a class at any 1 time.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 3 - ADMINISTRATION OF PROGRAMS AND SERVICES › Section R. 340.1758 - Programs for students with autism spectrum disorder

Current through Vol. 24-12, July 15, 2024
Rule 58. Specific requirements for programs for students
					 with autism spectrum disorder shall be provided using either of the following
					 alternatives:
(a) Programs that
				  consist of 1 classroom program for students with autism spectrum disorder shall
				  not have more than 5 students and shall be served by a teacher of students with
				  autism spectrum disorder. However, programs that consist of more than 1
				  classroom may have more than 5 students in a classroom, if the average
				  student-to-teacher-and-aide ratio does not exceed 5 students to 1 teacher and 1
				  aide. A classroom with 3 or more students shall have 1 aide.
(b) A special education program described in
				  an approved intermediate school district plan under
				  R
				  340.1832(d) that assures the
				  provision of educational programming for students with autism spectrum
				  disorder.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 4 - QUALIFICATIONS OF DIRECTORS AND SUPERVISORS › Section R. 340.1771 - Director of special education; education and experience

Current through Vol. 24-12, July 15, 2024
Rule 71.
(1) For
				  full approval, a director of special education shall possess all of the
				  following minimum qualifications:
(a) A
				  master's degree or higher.
(b) Full
				  approval in at least 1 area of special education.
(c) Three years of successful professional
				  practice or administrative experience in special education, or a combination of
				  practice and experience.
(d) Thirty
				  semester or equivalent hours of graduate credit and a successful 200-clock-hour
				  practicum in special education administration. Graduate credit shall be earned
				  in a college or university whose program has been approved by the state board
				  of education and shall be distributed appropriately to assure knowledge and
				  competency as related to special education in all of the following areas:
(i) Program development and
				  evaluation.
(ii) Personnel
				  staffing, supervision, and evaluation.
(iii) Verbal and written
				  communication.
(iv) Leadership of
				  professional development.
(v)
				  Budget development and fiscal reporting.
(vi) Fostering parental, family, and
				  community involvement.
(vii)
				  Consultation and collaboration.
(viii) Dispute resolution.
(ix) Data-based decision-making.
(x) Conflict management.
(xi) Legal and ethical issues.
(e) Verification from a college or
				  university approved for the preparation of special education
				  directors.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 4 - QUALIFICATIONS OF DIRECTORS AND SUPERVISORS › Section R. 340.1772 - Supervisor of special education; education and experience requirements

Current through Vol. 24-12, July 15, 2024
Rule 72.
(1) For
				  full approval, a supervisor of special education shall possess all of the
				  following minimum qualifications:
(a) A
				  master's degree or higher.
(b) Full
				  approval in at least 1 area of special education.
(c) Three years of successful experience in
				  special education.
(d) Twelve
				  semester or equivalent hours of graduate credit in a college or university
				  whose program has been approved by the state board of education. Graduate
				  credit shall be distributed appropriately to assure knowledge and competency as
				  related to special education in all of the following areas:
(i) Curriculum and instruction.
(ii) Administrative procedures.
(iii) Personnel supervision and
				  evaluation.
(iv) Communication
				  skills.
(v) Leadership of
				  professional development.
(vi)
				  Facilitation of effective instruction.
(vii) Data-based program
				  improvement.
(viii) School law and
				  policy.
(ix) Parental and family
				  collaboration.
(e)
				  Verification from a college or university approved for the preparation of
				  special education supervisors.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 4 - QUALIFICATIONS OF DIRECTORS AND SUPERVISORS › Section R. 340.1774 - Out-of-state applicants for supervisor or director; temporary approval

Current through Vol. 24-12, July 15, 2024
Rule 74. An applicant for temporary approval as a
					 supervisor or director of special education who has been educated in another
					 state shall present evidence of fulfilling all of the requirements established
					 for applicants who have been educated in approved Michigan colleges and
					 universities. The department shall establish procedures for the temporary
					 approval of out-of-state applicants as supervisors or directors of special
					 education.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1781 - Teachers of students with disabilities; endorsement requirements

Current through Vol. 24-12, July 15, 2024
Rule 81.
(1) A
				  teacher seeking an endorsement or full approval by the department shall meet
				  all of the following requirements, in conjunction with those of
				  R 340.1782,
				  R 340.1786 to
				  R 340.1788,
				  R 340.1790,
				  R 340.1795 to
				  R 340.1797, and
				  R 340.1799 to
				  R 340.1799c, before being employed
				  by an intermediate school district, local school district, public school
				  academy, or other agency operating special education programs and services:
(a) The requisite knowledge, understanding,
				  skills, and dispositions for effective practice related to all of the
				  following:
(i) Utilizing research-based
				  models, theories, and philosophies for teaching students with an array of
				  disabilities within different placements.
(ii) Assessing students with disabilities for
				  identification and teaching.
(iii)
				  Implementing accommodations and modifications for classroom, district, and
				  statewide assessments.
(iv) Using
				  assistive technology devices to increase, maintain, or improve the capabilities
				  of students with impairments.
(v)
				  Communicating, consulting, and collaborating with parents/guardians,
				  paraprofessionals, general educators, administrators, and human services
				  personnel.
(vi) Developing,
				  implementing, and evaluating individualized education programs.
(vii) Planning, organizing, scheduling, and
				  conducting individualized education program team meetings, including parental
				  and student participation.
(viii)
				  Preparing students with disabilities for transitions consisting of preschool to
				  elementary through post-secondary environments and employment.
(ix) Maintaining, releasing, and transferring
				  student records according to district, state, and federal rules and
				  policies.
(x) Articulating the
				  historical and legal bases regarding special education, such as the concept of
				  free appropriate public education, general least restrictive environment
				  requirements, and family education and privacy rights.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1782 - Endorsed teachers of students with disabilities; additional requirements

Current through Vol. 24-12, July 15, 2024
Rule 82. An endorsed teacher of students with disabilities,
					 in addition to meeting the specific requirements in
					 R 340.1786 to
					 R 340.1788,
					 R 340.1795 to
					 R 340.1797, and
					 R 340.1799 to
					 R 340.1799c, shall comply with all
					 of the following requirements:
(a)
				  Possess a valid Michigan teacher's certificate.
(b) Possess a baccalaureate degree with a
				  major in a specific special education area or have earned credit in course work
				  equivalent to that required for a major.
(c) Possess an endorsement in special
				  education that is valid in grades kindergarten through 12. Elementary or
				  secondary endorsements in special education, earned after September 1, 1990,
				  shall be valid in grades kindergarten through 12.
(d) Have completed not less than 8 weeks of
				  directed student teaching in the specific area of impairment. Not less than a
				  180-hour practicum in the specific area of impairment is required for each
				  additional endorsement.
(e) Be
				  recommended for a certificate or endorsement, or both, in a specific special
				  education area by an institution of higher education or the department
				  signifying verification of completion of a teacher education program for the
				  specific special education area, as approved by the state board of
				  education.
(f) On the effective
				  date of these rules, persons approved as special education teachers under this
				  rule, teacher consultants under
				  R 340.1790, and teachers of
				  preprimary-aged students under
				  R 340.1795 shall maintain and
				  continue to have their full approval status.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1783 - Temporarily approved teachers of students with disabilities

Current through Vol. 24-12, July 15, 2024
Rule 83. Under procedures established by the department,
					 the department may grant temporary approval as a teacher of students with
					 disabilities to persons who hold a valid Michigan teaching certificate. The
					 employing superintendent shall certify that the district conducted a search for
					 fully qualified personnel and that no certified teacher who holds full approval
					 or endorsement for the position was available at the time of the assignment.
					 Continuation of temporary approval shall be dependent upon the satisfactory
					 completion of not less than 6 semester or equivalent hours of required credit
					 toward full approval between August 31 of the current school year and September
					 1 of the next school year that the teacher is employed. The school district is
					 not required to conduct a search for a fully qualified teacher in successive
					 school years if the candidate meets these requirements. The school district is
					 not required to remove a teacher under temporary or continuing approval when a
					 fully approved or endorsed teacher becomes available.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1783a - Early childhood special education teacher; full-year permit

Current through Vol. 24-12, July 15, 2024
Rule 83a.
(1) The
				  department may issue a permit when a properly certificated teacher, under
				  R 340.1795, is unavailable for a
				  regular teaching assignment for children with disabilities or developmental
				  delay, as defined in
				  R 340.1711.
(2) An application for a permit shall contain
				  evidence that the candidate has a baccalaureate degree or higher, including 15
				  semester or equivalent hours of appropriate professional education
				  credit.
(3) The permit is effective
				  through June 30 of the school year for which the permit is issued and may not
				  be renewed for the same individual.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1786 - Teachers of students with cognitive impairment; special requirements

Current through Vol. 24-12, July 15, 2024
Rule 86.
(1) The
				  teacher education program for teachers of students with cognitive impairment
				  shall include a minimum of 30 semester or equivalent hours pursuant to
				  R 340.1781,
				  R 340.1782, and all of the
				  following:
(a) The identification,
				  classification, legislation and policies, historical perspectives, and levels
				  of support for students with cognitive impairment.
(b) The nature and character of cognitive
				  impairment and its unique impact on the following areas of human development:
(i) Social.
(ii) Emotional.
(iii) Language/communication.
(iv) Physical.
(v) Motor.
(vi) Sensory.
(vii) Learning, behavior, and health related
				  problems.
(c) The
				  promotion of individualized participation in age appropriate environments
				  within the school and community.
(d) Assessing, teaching, and modifying
				  instruction and curricula for students with cognitive impairment related to all
				  of the following:
(i) Using research-based
				  strategies and techniques for developing language and communication abilities
				  and skills of students with cognitive impairment to promote the development of
				  language, reading, writing, spelling, calculating, and thinking.
(ii) Selecting, adapting, and developing
				  specialized or general education curricula, assessments, accommodations, and
				  instructional materials for students with cognitive impairment that is aligned
				  with the general curriculum.
(iii)
				  Planning and implementing instruction in settings across domains, including
				  community, personal/social, sexuality, career/employment, and
				  leisure/recreation.
(iv) Assessing,
				  implementing, and supporting all levels of assistive technology for individual
				  students.
(v) Developing and
				  maintaining collaborative relationships and partnerships with parents/families,
				  educators, administrators, consultants, and community service
				  providers.
(vi) Developing
				  individualized goals for students with cognitive impairment related to social
				  relationships, cultural competence, self-determination, and transitions to
				  postsecondary training, career/employment, and community integration.
(e) Issues related to cognitive
				  impairment theory, research, and policy, including definition and
				  identification; legislation and regulations; pre-referral, referral and
				  placement; instruction and assessment of educational progress for students with
				  cognitive impairment; and, collaboration with general education teachers,
				  families, and allied service providers.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1787 - Teachers of students with emotional impairment; special requirements

Current through Vol. 24-12, July 15, 2024
Rule 87.
(1) The
				  teacher education program for teachers of students with emotional impairment
				  shall include 30 semester or equivalent hours pursuant to
				  R 340.1781,
				  R 340.1782, and all of the
				  following:
(a) The identification, etiology,
				  diagnosis, characteristics, classifications of emotional impairment, including
				  psychiatric terminology and research-based models.
(b) The impact of various factors upon the
				  lives and behavior of students with emotional impairment and their families,
				  such as the legal system, socioeconomic factors, abuse and dependency, and
				  mental health disorders.
(c)
				  Assessing, teaching, and modifying instruction and curricula for students with
				  emotional impairment related to all of the following:
(i) Developing, implementing, and evaluating
				  individualized behavior management strategies and plans.
(ii) Adapting, accommodating, and modifying
				  the general education curricula, pedagogy, and learning environments for
				  students with emotional impairment.
(iii) Integrating academic instruction and
				  curriculum with affective educational strategies for students with emotional
				  impairment.
(iv) Collaborating with
				  parents and service providers in educational, public, and private agencies to
				  support students with emotional impairment.
(v) Assessing students with emotional
				  impairment related to collecting indirect and direct data on academic, social,
				  and emotional functioning of students in order to develop reports and design,
				  manage, and monitor interventions.
(d) Research and understand policy issues
				  regarding emotional impairment and behavioral disorders that impact
				  identification, service delivery, outcomes, placement, academic, affective, and
				  behavioral interventions.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1788 - Teachers of students with learning disabilities; special requirements

Current through Vol. 24-12, July 15, 2024
Rule 88.
(1) The
				  teacher education program for teachers of students with learning disabilities
				  shall include a minimum of 30 semester or equivalent hours pursuant to
				  R 340.1781,
				  R 340.1782, and all of the
				  following:
(a) The identification of learning
				  disabilities including diagnostic principles and practices; the etiology and
				  characteristics of learning disabilities; sociocultural, linguistic, and
				  environmental factors influencing identification; and the relationship between
				  learning disabilities and other commonly associated conditions.
(b) The common manifestations of learning
				  disabilities across the age span, including challenges in meeting developmental
				  milestones in the preschool years, problems with academic performance in
				  literacy, math, and content areas across the K-12 spectrum, issues of strategic
				  performance and self-determination in older students, and the interplay between
				  cognition and psychosocial functioning.
(c) Assessing, teaching, and modifying
				  instruction and curricula for students with learning disabilities across the
				  K-12 continuum related to all of the following:
(i) Administering and adapting formal and
				  informal assessment methods for the purposes of instructional planning, and
				  communicating assessment results to students, their families, and other
				  professionals.
(ii) Developing and
				  implementing instructional and curricular goals; monitoring and reporting the
				  progress related to the unique needs of students with learning disabilities,
				  including career/transition programs and access to adult role models, and use
				  of assistive technology.
(iii)
				  Fostering competency in the areas of reading (word recognition and
				  comprehension), writing (text composition and revision, grammar, spelling, and
				  legibility), mathematical reasoning and calculation, listening, and
				  speaking.
(iv) Fostering study
				  skills and test-taking skills, self-management, problem solving, reasoning,
				  coping skills, and self-determination.
(v) Adapting and modifying general education
				  curricula, pedagogical approaches, and learning environments for students with
				  learning disabilities.
(vi)
				  Managing and monitoring the social, emotional, and behavioral needs of students
				  with learning disabilities in a variety of group settings.
(d) Issues related to learning disabilities
				  theory, research, and policy, including definition and identification;
				  legislation and regulations; pre-referral, referral and placement; instruction
				  and assessment of educational progress for students with learning disabilities;
				  and, collaboration with general education teachers, families, and allied
				  service providers.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1790 - Teacher consultants for students with disabilities

Current through Vol. 24-12, July 15, 2024
Rule 90. In addition to meeting all of the requirements of
					 R 340.1782, a teacher consultant
					 shall meet both of the following requirements for full approval by the
					 department:
(a) Possess a master's
				  degree in education or a field of study related to special education.
(b) Show evidence of a minimum of 3 years of
				  satisfactory teaching experience, not less than 2 years of which shall be
				  teaching in a special education program.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1792 - Licensure, certification, or approval of professional personnel

Current through Vol. 24-12, July 15, 2024
Rule 92. Professional personnel employed or contracted with
					 to provide related services to students with disabilities shall be licensed,
					 certificated, or registered by a governmental agency or a legally recognized
					 professional board or association as an indication of adequate preparation and
					 training, or be recommended by a college or university offering an appropriate
					 training program as approved by the state board of education.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1793 - Paraprofessional personnel; qualifications

Current through Vol. 24-12, July 15, 2024
Rule 93. Paraprofessional personnel employed in special
					 education programs shall be qualified under requirements established by their
					 respective intermediate school district plan. Paraprofessional personnel
					 include, but are not limited to, teacher aides, health care aides, bilingual
					 aides, instructional aides, and program assistants in programs for students
					 with cognitive impairment or severe multiple impairments.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1793a - Interpreters for the deaf

Current through Vol. 24-12, July 15, 2024
Rule 93a.
An interpreter for the deaf who provides services for
					 students with disabilities in a local school district, an intermediate school
					 district, the Michigan school for the deaf, or a public school academy as an
					 employee or contractor shall satisfy the applicable credential requirements set
					 forth in rules promulgated under the deaf persons interpreters act, 1982 PA
					 204, MCL 393.501 to 393.509.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1795 - Early childhood special education teachers; special requirements

Current through Vol. 24-12, July 15, 2024
Rule 95.
(1) An
				  early childhood special education teacher for young children with disabilities
				  or developmental delay shall possess 1 or more of the following:
(a) Endorsements in both special education
				  and early childhood education.
(b)
				  A major or minor in early childhood education or child growth and development
				  and a valid Michigan teaching certificate with a special education endorsement
				  with full approval from the department.
(c) An endorsement in early childhood general
				  and special education.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1796 - Teachers of students with speech and language impairment; special requirements

Current through Vol. 24-12, July 15, 2024
Rule 96.
(1) A
				  teacher of students with speech and language impairment shall meet all of the
				  following requirements:
(a) An earned master's
				  degree in speech and language pathology.
(b) A minimum of 60 semester or equivalent
				  hours of academic credit in normal aspects of human communication, development
				  thereof, and clinical techniques for evaluation and management of speech and
				  language disorders distributed as follows:
(i)
				  A minimum of 12 semester or equivalent hours in courses pertaining to normal
				  development of speech, language, and hearing.
(ii) A minimum of 30 semester or equivalent
				  hours in courses on communication disorders and evaluation and management of
				  speech, language, and hearing disorders. Of these 30 semester or equivalent
				  hours, 24 hours shall be in speech and language pathology and 6 shall be in
				  audiology. Not more than 6 of the 30 semester or equivalent hours may be earned
				  for clinical practicum.
(iii) A
				  minimum of 30 semester or equivalent hours that are acceptable on a graduate
				  level, of which 21 hours shall be within the group specified under paragraph
				  (ii) of this subdivision.
(c) A minimum of 300 clock hours of
				  supervised practicum experience with persons who present a variety of
				  communication disorders, to be acquired in conjunction with academic training,
				  150 hours of which shall be obtained at the graduate level.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1798 - Teachers of students requiring adapted physical education; role

Current through Vol. 24-12, July 15, 2024
Rule 98. Teachers of students requiring adapted physical
					 education may do any of the following:
(a) Provide adapted physical education
				  instruction to students with disabilities whose disabilities preclude
				  integration into general physical education classes without supports or
				  modifications.
(b) Assess students
				  for the purpose of providing adapted physical education.
(c) Provide supportive services in general
				  physical education and consultative services to general physical education
				  teachers or special education teachers.
Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1799 - Teachers of students with autism spectrum disorder; special requirements

Current through Vol. 24-12, July 15, 2024
Rule 99. The teacher education program for teachers of
					 students with autism spectrum disorder shall include a minimum of 30 semester
					 or equivalent hours pursuant to
					 R 340.1781,
					 R 340.1782, and all of the
					 following:
(a) The identification,
				  diagnosis criteria and classification, etiology, diagnosis, range, and
				  characteristics of autism spectrum disorder, for example, learning
				  characteristics, sensory integration patterns, and medications commonly used
				  with autism spectrum disorders including effects.
(b) The role of language and communication
				  including traits, characteristics, and interventions related to autism spectrum
				  disorder, for example, pragmatic functions of communications and language such
				  as the relationships of communication, language, behavior, and social skills;
				  expressive and receptive language development and patterns; effects of
				  medication on language; developing communication systems such as alternative
				  and augmentative communication systems and assistive technology across
				  environments.
(c) Using behavioral
				  supports and intervention: behavior as communication; sensory needs and impact
				  on behavior: team-based behavior assessments, intervention, and evaluation;
				  designing environments for preventing sensory overload; and, developmentally
				  appropriate behavior such as coping and self-regulating behavior.
(d) Assessing, teaching, and modifying
				  instruction and curricula for students with autism spectrum disorder related to
				  all of the following:
(i) Aligning and
				  adapting the student's program with the general education curriculum.
(ii) Using a range of curriculum guides to
				  assist with identifying functional goals.
(iii) Employing current assessment
				  instruments and approaches, intervention methodologies, strategies, and
				  techniques that are appropriate for students with autism spectrum disorder, and
				  consistently linking assessment outcomes to curriculum planning.
(iv) Understanding and using various data
				  keeping systems to record progress and evaluate intervention.