Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services.
Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Common Core
Knowledge: |
| CC10K1 | Models and strategies of consultation and collaboration. |
| CC10K2 | Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. |
| CC10K3 | Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. |
| CC10K4 | Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. |
Skill: |
| CC10S1 | Maintain confidential communication about individuals with exceptional learning needs. |
| CC10S2 | Collaborate with families and others in assessment of individuals with exceptional learning needs. |
| CC10S3 | Foster respectful and beneficial relationships between families and professionals. |
| CC10S4 | Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. |
| CC10S5 | Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. |
| CC10S6 | Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. |
| CC10S7 | Use group problem solving skills to develop, implement and evaluate collaborative activities. |
| CC10S8 | Model techniques and coach others in the use of instructional methods and accommodations. |
| CC10S9 | Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. |
| CC10S10 | Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. |
| CC10S11 | Observe, evaluate and provide feedback to paraeducators. |
Early Childhood
Knowledge: |
| EC10K1 | Dynamics of team-building, problem-solving, and conflict resolution. |
Skill: |
| EC10S1 | Assist the family in planning for transitions. |
| EC10S2 | Communicate effectively with families about curriculum and their child’s progress. |
| EC10S3 | Apply models of team process in early childhood settings. |
| EC10S4 | Apply various models of consultation in early childhood settings. |
| EC10S5 | Establish and maintain positive collaborative relationships with families. |
| EC10S6 | Provide consultation and instruction specific to services for children and families. |
