Iowa Administrative Code › Agency 282 - Educational Examiners Board › Chapter 14 - Special Education Endorsements › Rule 282-14.2 - Specific Requirements

Current through Register Vol. 47, No. 3, July 24, 2024
For each of the following teaching endorsements in special
				education, the applicant must have completed 24 semester hours in special
				education.
(1)
Early
			 childhood-special education.
a. This
			 endorsement authorizes instruction at the PK-K level only for instructional
			 special education programs without regard to the instructional model.
b. The applicant must present evidence of
			 having completed the following program requirements.
(1) Foundations of special education. The
			 philosophical, historical and legal bases for special education, including the
			 definitions and etiologies of individuals with disabilities, exceptional child,
			 and including individuals from culturally and linguistically diverse
			 backgrounds.
(2) Characteristics of
			 learners. Preparation which includes an overview of current trends in
			 educational programming and theories of child development, both typical and
			 atypical; the identification of pre-, peri-, and postnatal development and
			 factors that affect children's development and learning. Identification of
			 specific disabilities, including the etiology, characteristics, and
			 classification of common disabilities in young children. Application of the
			 knowledge of cultural and linguistic diversity and the significant
			 sociocultural context for the development of and learning in young
			 children.
(3) Assessment, diagnosis
			 and evaluation. Legal provisions, regulations and guidelines regarding unbiased
			 assessment and use of psychometric instruments and instructional assessment
			 measures with individuals with disabilities. Application of assessment results
			 to individualized program development and management, and the relationship
			 between assessment and placement decisions. Knowledge of any specialized
			 strategies such as functional behavioral assessment and any specialized
			 terminology used in the assessment of various disabling conditions. Assess
			 children's cognitive, social-emotional, communication, motor, adaptive, and
			 aesthetic development; and select, adapt, and administer assessment instruments
			 and procedures for specific sensory and motor disabilities.
(4) Methods and strategies. Methods and
			 strategies which include numerous models to plan and implement appropriate
			 curricular and instructional practices based on knowledge of individual
			 children, the family, the community, and curricular goals and content. Select
			 intervention curricula and methods for children with specific disabilities
			 including motor, sensory, health, communication, social-emotional and cognitive
			 disabilities. Implement developmentally and functionally appropriate individual
			 and group activities using a variety of formats; develop and implement an
			 integrated curriculum that focuses on special education children from birth to
			 age six, and incorporate information and strategies from multiple disciplines
			 in the design of intervention strategies. Curricula for the development of
			 cognitive, academic, social, language and functional life skills for
			 individuals with exceptional learning needs, and related instructional and
			 remedial methods and techniques, including appropriate assistive technology.
			 This preparation must include alternatives for teaching skills and strategies
			 to individuals with disabilities who differ in degree and nature of disability,
			 and the integration of appropriate age- and ability-level academic
			 instruction.
(5) Managing student
			 behavior and social interaction skills. Preparation in individual behavioral
			 management, behavioral change strategies, and classroom management theories,
			 methods, and techniques for individuals with exceptional learning needs.
			 Theories of behavior problems in individuals with disabilities and the use of
			 nonaversive techniques for the purpose of controlling targeted behavior and
			 maintaining attention of individuals with disabilities. Design, implement, and
			 evaluate instructional programs that enhance an individual's social
			 participation in family, school, and community activities.
(6) Communication and collaborative
			 partnerships. Awareness of the sources of unique services, networks, and
			 organizations for individuals with disabilities including transitional support.
			 Knowledge of family systems, family dynamics, parent rights, advocacy,
			 multicultural issues, and communication to invite and appreciate many different
			 forms of parent involvement. Strategies for working with regular classroom
			 teachers, support services personnel, paraprofessionals, and other individuals
			 involved in the educational program. Knowledge of the collaborative and
			 consultative roles of special education teachers in the integration of
			 individuals with disabilities into the general curriculum and
			 classroom.
(7) Student teaching.
			 Student teaching in a PK-K special education program.