West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-117 - Certification Requirements Including Teacher Education Program Objectives For The Inclusion Of Autism within The Behavioral Disorders (5110.20) › Section 126-117-2 - Additional

Current through Register Vol. XLI, No. 28, July 12, 2024
2.1. Copy of
				content specialization program objectives and certification requirements
				attached. Copies may be obtained in the office of the Secretary of State and in
				the West Virginia Department of Education, Bureau of General, Special, and
				Professional Education.
2.2.
				Summary of major content specialization objectives are identified below.
SUMMARY OF PROGRAM OBJECTIVES AND CERTIFICATION
				  REQUIREMENTS
The autism content specialization objectives are in addition
				  to the behavioral disorders program objectives and flow from the special needs
				  of autistic students for structure, individual management plans, communication
				  programs. The certification requirement are outline in terms of required
				  program components and required clinical experience.
School Personnel
Certification and Licensure Standards Educational
				  Personnel
CERTIFICATION REQUIREMENTS INCLUDING TEACHER EDUCATION
PROGRAM OBJECTIVES FOR THE INCLUSION OF AUTISM
WITHIN THE BEHAVIORAL DISORDERS ENDORSEMENT
AUTISM
Introduction
The teacher education program in Behavioral Disorders with
				  additional emphasis on instruction of, the Autistic student provides the
				  prospective teacher with a total educational experience. A multidisciplinary
				  approach based on evolving technologies and current standards of excellence
				  should be used. This approach should include teachers, school support
				  personnel, parents, and persons in the community. "Teachers of Autistic
				  students may instruct students in a variety of settings including the
				  classroom, home, community, and work environment. The overall goal of the
				  autistic students educational experience should be to develop lifetime skills
				  across all appropriate areas of instruction. The following program objectives
				  flow from needs of autistic students for structure, individual management
				  plans, communication systems, assessment, socialization skills, recreational
				  skills, and academic programs.
Program Objectives
The teacher education program shaft provide training and
				  experience which will enable the teacher to:
6.0 Plan and organize the appropriate
				classroom structure which facilitates learning of autistic students.
6.1 Develop a schedule to establish routine.
				(Ap)*
6.2 Prepare data-based lesson
				plans. (Sy)
________________
* Letters in parenthesis indicates level of taxonomy at which
				  the objective is expected to be achieved:
In the Cognitive Domain
:
				  Kn-Knowledge, Cm-Comprehension, Ap-Application, An-Analysis, Sy-Synthesis,
				  Ev-Evaluation (Adapted from Bloom et al.)
in the Affective Domain:
Re-Receiving, Rs-Responding, Va-Valuing, Or-Organization, and
				  Cv-Characterization by a value or value complex (Adapted from Krathwohi et
				  ai.)
In the Psychomotor Domain
: Rm-Reflex
				  Movements, Fm-Fundamental Movement, Pc-Perceptual Ability, Ps-Physical Ability,
				  Sm-Skilied Movement, Ec-Expressive Communication (Adapted from Harrow)
6.3 Emphasize planned
				instructional activities rather than depend on incidental learning.
				(Or)
6.4 Plan for physical
				classroom environment to enhance learning for" autistic students.
				(Ap)
6.5 Demonstrate use of a "high
				degree of teacher-intrusive behaviors in Instructional activities.
				(Ec)
6.8 Describe strategies to
				incorporate flexibility within the routine of the autistic student.
				(Cm)
6.7 Discuss the value of
				repetition, dear expectations, and consistency to the learning environment of
				the autistic student. (Or)
6.8
				Control for extraneous environmental stimuli. (Ap)
7.0 Prepare and implement individual
				management plans for autistic students.
7.1 Describe characteristics of autism and
				their implications for learning. (Cm)
7.2 Implement a behavior modification system.
				(Ap)
7.3 Implement alternative
				management strategies such as assertive discipline, intrusion activities/ and
				modeling. (Ap)
7.4 Demonstrate
				proper procedures for the use of approved restraints. (Sm)
7.5 Use approved procedures and devices for
				aversives. (Ap)
7.6 Comply with
				civil and human rights of individuals in use of restraint techniques and
				aversives. (Rs)
7.7 Use unusual
				reinforcers when specified in the individual Education Program. (Ap)
8.0 Demonstrate a knowledge and application
				of appropriate communication systems for autistic students.
8.1 Design or modify and use nonverbal
				communication systems in instruction for autistic students. Examples include
				picture cards, American sign language, finger spelling, blissymbolics, and
				communication boards. (Sy)
8.2 Use
				direct, concise, clear language in communicating with autistic students.
				(Ap)
8.3 Analyze language
				development, deficits, and acquisition patterns of autistic students.
				(An)
8.4 Describe the
				characteristics of language development of autistic students. (Cm)
9.0 Knowledge and skills related to the use
				of appropriate assessment instruments and their results in the planning for
				instruction of the autistic students.
9.1 Use formal and informal assessment tools
				which are appropriate for" autistic students. (Ap)
9.2 Apply results from appropriate assessment
				instruments to instruction for autistic students. Assessment devices include/
				for example, the Psycho-Educational Profile, Rimland Checklist/ Childhood
				Autism Rating Scale and the Behavior Rating instrument for Autistic and
				Atypical Children. (Ap)
10.0
				Demonstrate instructional skills related to the social development of the
				autistic student.
10.1 Conduct
				planned instruction in the home, school, workplace, and community.
				(Ap)
10.2 Use techniques for
				teaching social behaviors and skills necessary for autistic students in home,
				school, work, and community. (Ap)
10.3 State the advantages" of flexible and
				extended school days. (Cm)
10.4
				State the advantages of instruction with families, peers, and adults.
				(Cm)
11.0 Plan and organize
				appropriate recreational skills for the autistic student.
11.1 Adapt basic skills and rules for
				recreational activities for autistic students In order to teach the particular
				activity and develop in the student the appropriate social skills related to
				the activity. (Sy)
12.0 Design and
				implement appropriate academic programs for autistic students.
12.1 Explain the range and variance of
				learning styles (e.g., uneven learning rates, poor generalization, preferred
				modality) which characterize autistic students. (Cm)
12.2 Identify and describe exemplary programs
				for autistic students. (Sy)
12.3
				Explain the Instructional Interventions of educable mentally impaired,
				trainable mentally Impaired, learning disabled, and language delayed programs
				which are beneficial to curriculum for autistic students. (Sy)
12.4 Use techniques for task analysis to
				facilitate instruction for autistic students. (Ap)
12.5 Use. appropriate instructional
				interventions for autistic students. (Ap)
PROFESSIONAL TEACHING CERTIFICATE ISSUED PROVISIONALLY
Behavioral Disorders, Grades K-12 (excluding Autism)
							 Program Objectives 1-5
12
Behavioral Disorders, Grades K-12 (including
							 Autism)
Program Objectives 1-12 Core Component
6
Elementary (53), Early Childhood (39) or
Basic" Skills Component (30) Genera! Studies
40
Professional Education
20
1 instructional role may include
				  self-contained teacher and resource teacher.
Grades 7-12 or K-12 Instructional Specialization to
							 the Behavioral Disordered (excluding Autism) Program Objectives 1-5
12
Grades 7-12 or K-12 instructional Specialization to
							 the
2 Behavioral Disordered (including Autism)
Program Objectives 1-12
Core Component
6
An Instructional Specialization in Grades 7-12
							 or
Grades K-12 General Studies
40
Professional Education
20
2 The teacher's assignment is
				  limited to teaching the content and grade level in his subject specialization
				  to children with Behavioral Disorders or to serving as a consultative teacher
				  in Behavioral Disorders within the grade levels of the instructional
				  specialization. Such individuals may not serve in a resource room which serves
				  more than the subject specialization and/or the handicapping condition endorsed
				  on the certificate.
Middle School Endorsement, Grades
				  4-8
Students shall complete an instructional clinical experience
				  in a middle school in keeping with their anticipated certification.
Grades 7-12
Students shall complete an instructional clinical experience
				  in a junior or senior high school in keeping with their anticipated
				  certification.
Grades K-12
Students shall complete an instructional clinical experience
				  in an academic specialization at two levels: elementary (K-6), secondary (7-9
				  or 7-12).
Non-Instructional Service, Grades
				  K-12
Students shall complete a non-instructional service clinical
				  experience by working with individuals or groups in a school or clinical
				  setting. When possible, the student shall have educational experiences with
				  public school pupils of different ages; however, the emphasis shall be placed
				  on experience with a wide variety of problems encountered in the service area
				  concerned. Diagnostic "and .prescriptive approaches are encouraged.
Special Education - Grades K-12 or Grades
				  7-12
Students shall complete an instructional clinical experience
				  in keeping with their anticipated certification. Students enrolled in a special
				  education program for Grades K-12 should have the opportunity to work with
				  pupils of different ages; however/ emphasis shall be given to roles as a
				  self-contained classroom teacher, resource teacher, and itinerant teacher. A
				  student shall complete an instructional clinical experience In each special
				  education specialization for which certification is desired. *
*
Individuals seeking
a
				  Behavioral Disorders endorsement including Autism must complete separate
				  clinical experiences
in Autism and Behavioral
				  Disorders
.
Students with a specialization in Physical Education, Grades
				  K-12, Home Economics, Grades 7-12, Art, Grades 7-12 or K-12, Music, Grades
				  K-12, or Industrial Arts/Technology, Grades 7-12 who desire a limited
				  assignment with the mentally retarded shall complete a culminating clinical
				  experience which is restricted to teaching the content area named above to the
				  mentally retarded.
Students with a specialization in Physical Education, Grades
				  K-12, who desire a limited assignment with the physically handicapped shall
				  complete a culminating clinical experience which is restricted to teaching
				  physical education to the. physically handicapped.
Students with a secondary specialization, Grades 7-12 or a
				  subject matter specialization for Grades K-12 who desire an assignment in
				  Special Education In Behavioral Disorders, Hearing impaired or Visually
				  impaired shall complete
* Proposed revision for "Culminating Clinical Experience"
				  section of the
Standards for the Approval of Teacher Education
				  Programs in West Virginia
.