282 – 15.1 (272) Special
Education Teaching Endorsements
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INSTITUTION: |
DATE OF PROGRAM: |
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15.1(1) PROGRAM REQUIREMENTS |
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I.
a.
Baccalaureate
or master’s degree from a regionally accredited institution
b.
Completion
of an approved human relations component
c.
Completion
of the exceptional learner program, which must include preparation that
contributes to the education of the handicapped and the gifted and talented.
STATE
REQUIREMENTS
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INSTITUTIONAL
REQUIREMENTS:
Course(s) for
Demonstrating Competencies
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d. Professional Education Core:
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(a) Student learning
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(b) Diverse learners
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(c)
Instructional Planning |
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(d)
Instructional strategies
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(e)
Learning environment/ classroom management
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(f)
Communication
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(g)
Assessment
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(h)
Foundations, reflection and professional
development
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(i)
Collaboration, ethics and relationships
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(j)
Computer technology related to instruction
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e. Prestudent
teaching field-based experiences in special education
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f. Approved
student teaching program in special education.
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INSTITUTION ENDORSEMENT N0. 15.2(15) Instructional Strategist I: mild and moderate |
PAGE NO. DATE OF PROGRAM: |
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GRADE LEVEL: K-6 |
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I.
Option 1 –
K-6 mild and moderate. This endorsement
authorizes instruction in all K-6 mild and moderate instructional special education
programs without regard to the instructional model. An applicant for this option must complete the following
requirement and must hold a regular education endorsement.
II.
The application must present
evidence of having completed the following program requirements:
Content Categories |
Course(s) for
Demonstrating Competencies
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(1)
Foundations of special education. |
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(2) Characteristics of learners.
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(3) Assessment, diagnosis and evaluation.
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(4) Methods and strategies.
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(5) Managing student behavior
and social interaction skills.
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(6) Communication and
collaborative partnerships.
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(7) Student Teaching.
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ENDORSEMENT N0. 15.2(15) Instructional Strategist I: mild and moderate |
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GRADE LEVEL: K-6 |
NOTE: THESE PAGES ARE NOT TO BE SUBMITTED WITH THE CURRICULUM EXHIBIT FOR THIS ENDORSEMENT. RATHER, SUBMIT ONLY THE PAGE(S) THAT INCLUDE THE INSTITUTION’S REQUIREMENTS ACCOMPANYING THIS CITATION OF STATE REQUIREMENTS.
a.
Option 1—K–6 mild and moderate. This endorsement authorizes instruction in all
K–6 mild and moderate instructional special education programs without regard
to the instructional model. An applicant for this option must complete the
following requirement and must hold a regular education endorsement. See rule 282—14.18(272).
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 various etiologies of
mild and moderate disabilities, an overview of current trends in educational
programming for mild and moderate disabilities, educational alternatives and
related services, and the importance of the multidisciplinary team in providing
more appropriate educational programming, and includes the general
developmental, academic, social, career and functional characteristics of
individuals with mild and moderate disabilities as the characteristics relate
to levels of instructional support required, and the psychological and
social–emotional characteristics of individuals with mild and moderate
disabilities.
(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.
(4)
Methods and strategies. Methods and strategies which include numerous models
for providing curricular and instructional methodologies utilized in the
education of the mildly and moderately disabled, and sources of curriculum
materials for individuals with disabilities. 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.
The focus of these experiences is for students at the K–6 level. 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 K–6 mild and moderate special education
program.
ENDORSEMENT N0. 15.2(15) Instructional Strategist I: mild and moderate |
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GRADE LEVEL: 7-12 |
I.
Option 1 –
7-12 mild and moderate. This
endorsement authorizes instruction in all 7-12 mild and moderate instructional
special education programs without regard to the instructional model. An applicant for this option must complete
the following requirement and must hold a regular education endorsement.
II.
The application must present
evidence of having completed the following program requirements:
Content Categories |
Course(s) for
Demonstrating Competencies
|
|
(1)
Foundations of special education. |
|
(2) Characteristics of
learners.
|
|
(3) Assessment, diagnosis and
evaluation.
|
|
(4) Methods and strategies.
|
|
(5) Managing student behavior
and social interaction skills.
|
|
(6) Communication and
collaborative partnerships.
|
|
(7) Transitional collaboration.
|
|
(8) Student teaching.
|
|
ENDORSEMENT N0. 15.2(15) Instructional Strategist I: mild and moderate |
|
GRADE LEVEL: 7-12 |
NOTE: THESE PAGES ARE NOT TO BE SUBMITTED WITH THE CURRICULUM EXHIBIT FOR THIS ENDORSEMENT. RATHER, SUBMIT ONLY THE PAGE(S) THAT INCLUDE THE INSTITUTION’S REQUIREMENTS ACCOMPANYING THIS CITATION OF STATE REQUIREMENTS.
b.
Option 1—7–12 mild and moderate. This endorsement authorizes instruction in all
7–12 mild and moderate instructional special education programs without regard
to the instructional model. An applicant for this option must complete the
following requirements and must hold a regular education endorsement. See rule
282—14.18(272).
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 various etiologies of mild and moderate disabilities, an overview of current trends in educational programming for mild and moderate disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming, and includes the general developmental, academic, social, career and functional characteristics of individuals with mild and moderate disabilities as the characteristics relate to levels of instructional support required, and the psychological and social–emotional characteristics of individuals with mild and moderate disabilities.
(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.
(4)
Methods and strategies. Methods and strategies which include numerous models
for providing curricular and instructional methodologies utilized in the
education of the mildly and moderately disabled, and sources of curriculum
materials for individuals with disabilities. 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. The focus of these
experiences is for students at the 7–12 level. 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)
Transitional collaboration. Sources of services, organizations, and networks
for individuals with mild and moderate disabilities, including career,
vocational and transitional support to postschool settings with maximum
opportunities for decision making and full participation in the community.
(8)
Student teaching. Student teaching in a 7–12 mild and moderate special
education program.
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INSTITUTION |
PAGE NO. |
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ENDORSEMENT N0. 15.2(16) Instructional
Strategist II: behavior disorders/learning disabilities |
DATE OF PROGRAM: |
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GRADE LEVEL: age 5 to 21 |
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The holder of this endorsement must complete the education core. Refer to 292 – paragraph 14.123 (4) “a” through “j”.
The application must present evidence of having completed the following program requirements:
Content Categories |
Course(s) for
Demonstrating Competencies
|
|
(a)
Foundations of special education. |
|
(b) Characteristics of
learners.
|
|
(c) Assessment, diagnosis and
evaluation.
|
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(d) Methods
and strategies: BD/LD
|
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(e) Managing student behavior
and social interaction skills.
|
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(f) Communication and
collaborative partnerships.
|
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(g) Transitional collaboration.
|
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(h) Student teaching.
|
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ENDORSEMENT N0. 15.2(16) Instructional Strategist II: behavior disorders/learning disabilities |
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GRADE LEVEL: age 5 to 21 |
NOTE: THESE PAGES ARE NOT TO BE SUBMITTED WITH THE CURRICULUM EXHIBIT FOR THIS ENDORSEMENT. RATHER, SUBMIT ONLY THE PAGE(S) THAT INCLUDE THE INSTITUTION’S REQUIREMENTS ACCOMPANYING THIS CITATION OF STATE REQUIREMENTS.
The
applicant must present evidence of having completed the following program
requirements.
a.
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.
b. Characteristics of learners. Preparation which includes various etiologies of behavior disorders and learning disabilities, an overview of current trends in educational programming for students with behavior disorders and learning disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from age 5 to age 21. Preparation in the social, emotional and behavioral characteristics of individuals with behavior disorders and learning disabilities including the impact of such characteristics on classroom learning as well as associated domains such as social functioning and at–risk behaviors which may lead to involvement with the juvenile justice or mental health system. Preparation in the psychological and social–emotional characteristics of individuals with behavior disorders and learning disabilities must include the major social characteristics of individuals with behavior disorders and the effects of dysfunctional behavior on learning, and the social and emotional aspects of individuals with learning disabilities including social imperceptiveness and juvenile delinquency.
Physical
development, physical disability and health impairments as they relate to the
development and behavior of students with behavior disorders and the medical
factors influencing individuals with learning disabilities, including
intelligence, perception, memory and language development.
c.
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.
d.
Methods and strategies. Methods and strategies which include numerous models
for providing curricular and instructional methodologies utilized in the
education of behavior and learning disabled students, and sources of curriculum
materials for individuals with disabilities. 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.
The focus of these experiences is for students at all levels from age 5 to age
21. 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.
e.
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.
f.
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.
g.
Transitional collaboration. Sources of services, organizations, and networks
for individuals with behavior and learning disabilities, including career,
vocational and transitional support to postschool settings with maximum
opportunities for decision making and full participation in the community.
h.
Student teaching. Student teaching in programs across the age levels of this
endorsement. If the student teaching program has a unique age–level emphasis
(e.g., K–6 or 7–12), there must be planned activities which incorporate
interactive experiences at the other age level.
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INSTITUTION |
PAGE NO. |
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ENDORSEMENT N0. 15.2(17) Instructional Strategist II: mental disabilities |
DATE OF PROGRAM: |
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GRADE LEVEL: age 5 to 21 |
|
The holder of this endorsement must complete the education core. Refer to 292 – paragraph 14.123 (4) “a” through “j”.
The application must present evidence of having completed the following program requirements:
Content Categories |
Course(s) for
Demonstrating Competencies
|
|
(a)
Foundations of special education. |
|
(b) Characteristics of learners.
|
|
(c) Assessment, diagnosis and
evaluation.
|
|
(d) Methods and strategies: MD
|
|
(e) Managing student behavior
and social interaction skills.
|
|
(f) Communication and
collaborative partnerships.
|
|
(g) Transitional collaboration.
|
|
(h) Student teaching.
|
|
ENDORSEMENT N0. 15.2(17) Instructional Strategist II: mental disabilities |
|
GRADE LEVEL: age 5 to 21 |
NOTE: THESE PAGES ARE NOT TO BE SUBMITTED WITH THE CURRICULUM EXHIBIT FOR THIS ENDORSEMENT. RATHER, SUBMIT ONLY THE PAGE(S) THAT INCLUDE THE INSTITUTION’S REQUIREMENTS ACCOMPANYING THIS CITATION OF STATE REQUIREMENTS.
The
applicant must present evidence of having completed the following program
requirements.
a.
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.
b.
Characteristics of learners. Preparation which includes various etiologies of
mental disabilities, an overview of current trends in educational programming
for students with mental disabilities, educational alternatives and related
services, and the importance of the multidisciplinary team in providing more
appropriate educational programming from age 5 to age 21. Preparation must also
provide for an overview of the general developmental, academic, social, career
and functional characteristics of individuals with mental disabilities as the
characteristics relate to levels of instructional support required. This
preparation must include the causes and theories of intellectual disabilities
and implications and preventions; the psychological characteristics of students
with mental and developmental disabilities, including cognition, perception,
memory, and language development; medical complications and implications for
student support needs, including seizure management, tube feeding,
catheterization and CPR; and the medical aspects of intellectual disabilities
and their implications for learning. The social–emotional aspects of mental
disabilities, including adaptive behavior, social competence, social isolation
and learned helplessness.
c.
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.
d.
Methods and strategies. Methods and strategies which include numerous models
for providing curricular and instructional methodologies utilized in the
education of mentally disabled students, and sources of curriculum materials
for individuals with disabilities. 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. The focus of these experiences is for students at all levels from
age 5 to age 21. 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.
Proficiency
in adapting age–appropriate curriculum to facilitate instruction within the
general education setting, to include partial participation of students in
tasks, skills facilitation, collaboration, and support from peers with and
without disabilities; the ability to select and use augmentative and
alternative communications methods and systems. An understanding of the impact
of speech–language development on behavior and social interactions.
Approaches
to create positive learning environments for individuals with special needs and
approaches to utilize assistive devices for individuals with special needs.
The
design and implementation of age–appropriate instruction based on the adaptive
skills of students with mental disabilities; integrate selected related
services into the instructional day of students with mental disabilities.
Knowledge of culturally responsive functional life skills relevant to
independence in the community, personal living, and employment.
Use
of appropriate physical management techniques including positioning, handling,
lifting, relaxation, and range of motion and the use and maintenance of
orthotic, prosthetic, and adaptive equipment effectively.
e.
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 mental
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.
f.
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.
g.
Transitional collaboration. Sources of services, organizations, and networks
for individuals with mental disabilities, including career, vocational and
transitional support to postschool settings with maximum opportunities for
decision making and full participation in the community.
h.
Student teaching. Student teaching in programs across the age levels of this
endorsement. If the student teaching program has a unique age–level emphasis
(e.g., K–6 or 7–12), there must be planned activities which incorporate
interactive experiences at the other age level.
|
INSTITUTION |
PAGE NO. |
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ENDORSEMENT N0. 15.2(18) Instructional Strategist II: physical disabilities |
DATE OF PROGRAM: |
|
GRADE LEVEL: age 5 to 21 |
|
The holder of this endorsement must complete the education core. Refer to 292 – paragraph 14.123 (4) “a” through “j”.
The application must present evidence of having completed the following program requirements:
Content Categories |
Course(s) for
Demonstrating Competencies
|
|
(a)
Foundations of special education. |
|
(b) Characteristics of
learners.
|
|
(c) Assessment, diagnosis and
evaluation.
|
|
(d) Methods and strategies: PD
|
|
(e) Managing student behavior
and social interaction skills.
|
|
(f) Communication and
collaborative partnerships.
|
|
(g) Transitional collaboration.
|
|
(h) Student teaching.
|
|
ENDORSEMENT N0. 15.2(18) Instructional Strategist II: physical disabilities |
|
GRADE LEVEL: age 5 to 21 |
NOTE: THESE PAGES ARE NOT TO BE SUBM