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Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 1

Initial Preparation Standard 1: Learner Development and Individual Learning Differences

KnowledgeICSI.1.K1 Typical and atypical human growth and developmentICSI.1.K2 Similarities and differences among individuals with exceptionalitiesICSI.1.K3 Educational implications of characteristics of various exceptionalitiesICSI.1.K4 Family systems and the role of families in supporting developmentICSI.1.K5 Cultural perspectives influencing the relationships among families, schools, and

communities as related to instructionICSI.1.K6 Variations in beliefs, traditions, and values across and within cultures and their effects on

relationships among individuals with exceptionalities, family, and schoolingICSI.1.K7 Characteristics and effects of the cultural and environmental milieu of the individual with

exceptionalities and the familyICSI.1.K8 Similarities and differences of individuals with and without exceptionalitiesICSI.1.K9 Effects of various medications on individuals with exceptionalitiesICSI.1.K10 Effects an exceptional condition or conditions can have on an individual’s lifeICSI.1.K11 Effect of learners’ academic and social abilities, attitudes, interests, and values on

instruction and career developmentICSI.1.K12 Differing ways of learning of individuals with exceptionalities, including those from

culturally diverse backgrounds, and strategies for addressing these differencesICSI.1.K13 Effects of cultural and linguistic differences on growth and developmentICSI.1.K14 Characteristics of one’s own culture and use of language and the ways in which these can

differ from other cultures and uses of languagesICSI.1.K15 Ways of behaving and communicating among cultures that can lead to misinterpretation

and misunderstandingSkills None specified

Initial Common Specialty Items


Initial Preparation Standard 2: Learning Environments

KnowledgeICSI.2.K1 Demands of learning environmentsICSI.2.K2 Basic classroom management theories and strategies for individuals with exceptionalitiesICSI.2.K3 Effective management of teaching and learningICSI.2.K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptionalitiesICSI.2.K5 Social skills needed for educational and other environmentsICSI.2.K6 Strategies for crisis prevention and interventionICSI.2.K7 Strategies for preparing individuals to live harmoniously and productively in a culturally

diverse worldICSI.2.K8 Ways to create learning environments that allow individuals to retain and appreciate their

own and each other’s respective language and cultural heritageICSI.2.K9 Ways cultures are negatively stereotypedICSI.2.K10 Strategies used by diverse populations to cope with a legacy of former and continuing

racism


Initial Preparation Standard 2: Learning Environments (cont’d)

SkillsICSI.2.S1 Create a safe, equitable, positive, and supportive learning environment in which diversities

are valuedICSI.2.S2 Identify realistic expectations for personal and social behavior in various settingsICSI.2.S3 Identify supports needed for integration into various program placementsICSI.2.S4 Design learning environments that encourage active participation in individual and group

activitiesICSI.2.S5 Modify the learning environment to manage behaviorsICSI.2.S6 Use performance data and information from all stakeholders to make or suggest

modifications in learning environmentsICSI.2.S7 Establish and maintain rapport with individuals with and without exceptionalitiesICSI.2.S8 Teach self-advocacyICSI.2.S9 Create an environment that encourages self-advocacy and increased independenceICSI.2.S10 Use effective and varied behavior management strategiesICSI.2.S11 Use the least intensive behavior management strategy consistent with the needs of the

individual with exceptionalitiesICSI.2.S12 Design and manage daily routinesICSI.2.S13 Organize, develop, and sustain learning environments that support positive intra- and

intercultural experiencesICSI.2.S14 Mediate controversial intercultural issues among individuals with exceptionalities within

the learning environment in ways that enhance any culture, group, or personICSI.2.S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutorsICSI.2.S16 Use universal precautions


Initial Preparation Standard 3: Curricular Content Knowledge

KnowledgeICSI.3.K1 Theories and research that form the basis of curriculum development and instructional

practiceICSI.3.K2 Scope and sequences of general and special curriculaICSI.3.K3 National, state or provincial, and local curricula standardsICSI.3.K4 Technology for planning and managing the teaching and learning environmentSkillsICSI.3.S1 Identify and prioritize areas of the general education curriculum and accommodations for

individuals with exceptionalitiesICSI.3.S2 Integrate affective, social, and life skills with academic curricula

Initial Preparation Standard 4: Assessment

KnowledgeICSI.4.K1 Basic terminology used in assessmentICSI.4.K2 Legal provisions and ethical principles regarding assessment of individualsICSI.4.K3 Screening, prereferral, referral, and classification proceduresICSI.4.K4 Use and limitations of assessment instrumentsICSI.4.K5 National, state or provincial, and local accommodations and modifications SkillsICSI.4.S1 Gather relevant background informationICSI.4.S2 Administer nonbiased formal and informal assessmentsICSI.4.S3 Use technology to conduct assessmentsICSI.4.S4 Develop or modify individualized assessment strategiesICSI.4.S5 Interpret information from formal and informal assessmentsICSI.4.S6 Use assessment information in making eligibility, program, and placement decisions

for individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds

ICSI.4.S7 Report assessment results to all stakeholders using effective communication skillsICSI.4.S8 Evaluate instruction and monitor progress of individuals with exceptionalitiesICSI.4.S9 Create and maintain records


Initial Preparation Standard 5: Instructional Planning and Strategies

KnowledgeICSI.5.K1 Roles and responsibilities of the paraeducator related to instruction, intervention, and

direct serviceICSI.5.K2 Evidence-based practices validated for specific characteristics of learners and settingsICSI.5.K3 Augmentative and assistive communication strategies


Initial Preparation Standard 5: Instructional Planning and Strategies (cont’d)

SkillsICSI.5.S1 Develop and implement comprehensive, longitudinal individualized programs in

collaboration with team membersICSI.5.S2 Involve the individual and family in setting instructional goals and monitoring progressICSI.5.S3 Use functional assessments to develop intervention plansICSI.5.S4 Use task analysisICSI.5.S5 Sequence, implement, and evaluate individualized learning objectivesICSI.5.S6 Develop and select instructional content, resources, and strategies that respond to cultural,

linguistic, and gender differencesICSI.5.S7 Incorporate and implement instructional and assistive technology into the educational

programICSI.5.S8 Prepare lesson plansICSI.5.S9 Prepare and organize materials to implement daily lesson plansICSI.5.S10 Use instructional time effectivelyICSI.5.S11 Make responsive adjustments to instruction based on continual observationsICSI.5.S12 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and

actionsICSI.5.S13 Use strategies to facilitate integration into various settingsICSI.5.S14 Teach individuals to use self-assessment, problem solving, and other cognitive strategies

to meet their needsICSI.5.S15 Select, adapt, and use instructional strategies and materials according to characteristics of

the individual with exceptionalitiesICSI.5.S16 Use strategies to facilitate maintenance and generalization of skills across learning

environmentsICSI.5.S17 Use procedures to increase the individual’s self-awareness, self-management, self-control,

self-reliance, and self-esteemICSI.5.S18 Use strategies that promote successful transitions for individuals with exceptionalitiesICSI.5.S19 Use strategies to support and enhance communication skills of individuals with

exceptionalitiesICSI.5.S20 Use communication strategies and resources to facilitate understanding of subject

matter for individuals with exceptionalities whose primary language is not the dominant language

ICSI.5.S21 Modify instructional practices in response to ongoing assessment data


Initial Preparation Standard 6: Professional Learning and Ethical Practice

KnowledgeICSI.6.K1 Models, theories, philosophies, and research methods that form the basis for special

education practiceICSI.6.K2 Laws, policies, and ethical principles regarding behavior management planning and

implementation ICSI.6.K3 Relationship of special education to the organization and function of educational agencies ICSI.6.K4 Rights and responsibilities of individuals with exceptionalities, their families, teachers,

and other professionals, and schools related to exceptionalitiesICSI.6.K5 Issues in definition and identification of individuals with exceptionalities, including those

from culturally and linguistically diverse backgrounds ICSI.6.K6 Issues, assurances and due process rights related to assessment, eligibility, and placement

within a continuum of servicesICSI.6.K7 Family systems and the role of families in the educational processICSI.6.K8 Historical points of view and contribution of culturally diverse groupsICSI.6.K9 Impact of the dominant culture on shaping schools and the individuals who study and work

in themICSI.6.K10 Potential impact of differences in values, languages, and customs that can exist between

the home and schoolICSI.6.K11 Personal cultural biases and differences that affect one’s teachingICSI.6.K12 Importance of the teacher serving as a model for individuals with exceptionalitiesICSI.6.K13 Continuum of lifelong professional developmentICSI.6.K14 Methods to remain current regarding research-validated practice


Initial Preparation Standard 6: Professional Learning and Ethical Practice (cont’d)

SkillsICSI.6.S1 Practice within the CEC Code of Ethics and other standards of the professionICSI.6.S2 Uphold high standards of competence and integrity and exercise sound judgment in the

practice of the professionICSI.6.S3 Act ethically in advocating for appropriate servicesICSI.6.S4 Conduct professional activities in compliance with applicable laws and policiesICSI.6.S5 Demonstrate commitment to developing the highest education and quality-of-life potential

of individuals with exceptionalitiesICSI.6.S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic

status, and sexual orientation of individualsICSI.6.S7 Practice within one’s skill limits and obtain assistance as neededICSI.6.S8 Use verbal, nonverbal, and written language effectivelyICSI.6.S9 Conduct self-evaluation of instructionICSI.6.S10 Access information on exceptionalitiesICSI.6.S11 Reflect on one’s practice to improve instruction and guide professional growthICSI.6.S12 Engage in professional activities that benefit individuals with exceptionalities, their

families, and one’s colleaguesICSI.6.S13 Demonstrate commitment to engage in evidence-based practicesICSI.6.S14 Articulate personal philosophy of special education


Initial Preparation Standard 7: Collaboration

KnowledgeICSI.7.K1 Models and strategies of consultation and collaborationICSI.7.K2 Roles of individuals with exceptionalities, families, and school and community personnel

in planning of an individualized programICSI.7.K3 Concerns of families of individuals with exceptionalities and strategies to help address

these concernsICSI.7.K4 Culturally responsive factors that promote effective communication and collaboration with

individuals with exceptionalities, families, school personnel, and community membersSkillsICSI.7.S1 Maintain confidential communication about individuals with exceptionalitiesICSI.7.S2 Collaborate with families and others in assessment of individuals with exceptionalitiesICSI.7.S3 Foster respectful and beneficial relationships between families and professionalsICSI.7.S4 Assist individuals with exceptionalities and their families in becoming active

participants in the educational teamICSI.7.S5 Plan and conduct collaborative conferences with individuals with exceptionalities and

their familiesICSI.7.S6 Collaborate with school personnel and community members in integrating individuals

with exceptionalities into various settingsICSI.7.S7 Use group problem-solving skills to develop, implement, and evaluate collaborative

activitiesICSI.7.S8 Model techniques and coach others in the use of instructional methods and

accommodationsICSI.7.S9 Communicate with school personnel about the characteristics and needs of individuals

with exceptionalitiesICSI.7.S10 Communicate effectively with families of individuals with exceptionalities from diverse

backgroundsICSI.7.S11 Observe, evaluate, and provide feedback to paraeducators



KnowledgeBVI.1.K1 Development of the human visual systemBVI.1.K2 Development of secondary senses when vision is impaired

BVI.1.K3 Effects of visual impairment on developmentBVI.1.K4 Effects of visual impairment on learning and experienceBVI.1.K5 Psychosocial aspects of visual impairment and cultural identityBVI.1.K6 Effects of visual impairment on receptive and expressive literacy and communicationSkillsBVI.1.S1 Select and develop teaching strategies addressing age, visual impairment, and visual

prognosisBVI.1.S2 Use strategies to address the effects of visual impairment on the family and the reciprocal

effect on the individual’s self-esteemBVI.1.S3 Select, adapt, and use instructional strategies to address the effect of additional

exceptionalities


KnowledgeBVI.2.K1 Classroom organization to accommodate materials, equipment, and technology for vision

loss and other disabilitiesBVI.2.K2 Importance of role models with visual impairmentsSkillsBVI.2.S1 Design multisensory learning environments that encourage active participation in group

and individual activitiesBVI.2.S2 Provide access to incidental learning experience

Initial Specialty Set: Blind and Visual Impairments



KnowledgeBVI.3.K1 Relationship among assessment, development of individualized education program, and

placement as they affect vision-related servicesSkillsBVI.3.S1 Sequence, implement, and evaluate learning objectives based on the expanded core

curriculum for individuals with visual impairmentsBVI.3.S2 Obtain and organize specialized materials to implement instructional goals


KnowledgeBVI.4.K1 Specialized terminology used in assessing individuals with visual impairmentsBVI.4.K2 Alternative assessment techniques for individuals with visual impairmentsBVI.4.K3 Basic terminology related to the function of the human visual systemSkillsBVI.4.S1 Administer and interpret vision-related assessments BVI.4.S2 Use functional evaluations related to the expanded core curriculumBVI.4.S3 Select, adapt, and use assessment information when tests are not validated on individuals

with visual impairmentsBVI.4.S4 Participate in the standardization process for local and state assessmentsBVI.4.S5 Interpret and apply background information and family history related to the individual’s

visual status



KnowledgeBVI.5.K1 Strategies for teaching new conceptsBVI.5.K2 Strategies for teaching visual efficiency skills and use of print adaptations, optical devices,

and non-optical devicesBVI.5.K3 Strategies for teaching organization and study skills BVI.5.K4 Strategies for teaching tactile-perceptual skillsBVI.5.K5 Strategies for teaching adapted physical and recreational skillsBVI.5.K6 Strategies for teaching social, daily living, and functional life skillsBVI.5.K7 Strategies for teaching career-vocational skills and providing vocational counselingBVI.5.K8 Strategies to prepare individuals with progressive eye conditions to achieve a positive

transition to alternative skillsBVI.5.K9 Techniques for teaching human sexualityBVI.5.K10 Strategies for responding and understanding the implications of nonverbal communication

as a substructure of languageBVI.5.K11 Strategies for teaching listening and compensatory auditory skillsSkillsBVI.5.S1 Select and use technologies to accomplish instructional objectivesBVI.5.S2 Integrate the individualized health care plan into daily programming BVI.5.S3 Teach communication through technology and adaptations specific to visual impairmentsBVI.5.S4 Select and adapt materials in Braille, accessible print, and other formatsBVI.5.S5 Teach the use of Braille writer, slate and stylus, and computer technology to produce

Braille materialsBVI.5.S6 Teach the use of the abacus, talking calculator, tactile graphics, and adapted science

equipmentBVI.5.S7 Prepare individuals for sighted guide and pre-cane orientation and mobility instructionBVI.5.S8 Teach literacy skills to individuals who have vision loss as well as other disabilities



KnowledgeBVI.6.K1 Access rights to specialized equipment and materials for individuals with visual

impairmentsBVI.6.K2 Historical foundations of education of individuals with visual impairments as related to

traditional roles of specialized and public schools around the worldBVI.6.K3 Incidence and prevalence for individuals with visual impairmentsBVI.6.K4 Basic terminology related to the function of the human visual systemSkillsBVI.6.S1 Use strategies to address the effects of visual impairment on the family and the reciprocal

impact on the individuals’ self-esteemBVI.6.S2 Select, adapt, and use instructional strategies to address the effect of additional

exceptionalitiesBVI.6.S3 Articulate an instructional philosophy that responds to the specific implications of visual

impairment within the general education curriculumBVI.6.S4 Articulate a professional philosophy that draws on specialized knowledge of visual

impairment within the continuum of instructional optionsBVI.6.S5 Participate in the activities of professional organizations in the field of visual

impairmentBVI.6.S6 Advocate for educational policy related to visual impairment


KnowledgeBVI.7.K1 Strategies for assisting families and other team members in transition planningBVI.7.K2 Services, networks, publications for and organizations of individuals with visual

impairmentsSkillsBVI.7.S1 Structure and supervise the activities of paraeducators and others who work with individuals

with visual impairmentsBVI.7.S2 Plan and implement literacy and communication and consultative support within the

general education curriculum and the expanded core curriculum



KnowledgeDHH.1.K1 Cognitive and language development of individuals who are deaf or hard of hearingDHH.1.K2 Effects of the interrelationship among onset of hearing loss, age of identification,

and provision of services on the development of the individuals who are deaf or hard of hearing

DHH.1.K3 Influence of experience and educational placement on all developmental domainsDHH.1.K4 Influence of cultural identity and language on all developmental domainsDHH.1.K5 Components of linguistic and nonlinguistic communicationDHH.1.K6 Importance of early intervention to language developmentDHH.1.K7 Effects of sensory input on the development of language and learningDHH.1.K8 Spoken and visual communication modesDHH.1.K9 Current theories of the development of spoken language and signed languagesSkills None specified


KnowledgeDHH.2.K1 Influence of family communication and culture on all developmental domainsSkillsDHH.2.S1 Provide ongoing opportunities for interactions between individuals who are deaf or hard

of hearing and peers and role models who are deaf or hard of hearingDHH.2.S2 Provide access to incidental language experiencesDHH.2.S3 Prepare individuals who are deaf or hard of hearing to use interpretersDHH.2.S4 Manage assistive technology for individuals who are deaf or hard of hearingDHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory

learning and meets developmental and learning needs

Initial Specialty Set: Deaf and Hard of Hearing



KnowledgeNone in addition to the ICSISkillsDHH.3.S1 Plan and implement transitions across service continuumsDHH.3.S2 Integrate language instruction into academic areas


KnowledgeDHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingSkillsDHH.4.S1 Administer assessment tools using the individual’s preferred mode and language of

communicationDHH.4.S2 Develop specialized assessment procedures that allow for alternate forms of expressionDHH.4.S3 Collect and analyze spoken, signed, or written communication samples



KnowledgeDHH.5.K1 Visual tools and organizers that support content mastery and retention by individuals who

are deaf or hard of hearingSkillsDHH.5.S1 Apply strategies to facilitate cognitive and communicative developmentDHH.5.S2 Implement strategies for stimulating and using residual hearingDHH.5.S3 Facilitate independent communication in all contextsDHH.5.S4 Implement strategies for developing spoken language in orally communicating individuals

and sign-language proficiency in signing individualsDHH.5.S5 Use specialized technologies, resources, and instructional strategies unique to individuals

who are deaf or hard of hearingDHH.5.S6 Develop successful inclusion experiences DHH.5.S7 Develop proficiency in the languages used to teach individuals who are deaf or hard of

hearingDHH.5.S8 Provide activities to promote print literacy and content-area reading and writing through

instruction via spoken language or the signed language indigenous to the Deaf communityDHH.5.S9 Apply first- and second-language-teaching strategies to the instruction of the individualDHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and

reflection



KnowledgeDHH.6.K1 Model programs for individuals who are deaf or hard of hearingDHH.6.K2 Roles and responsibilities of teachers and support personnel in educational practice for

individuals who are deaf or hard of hearingDHH.6.K3 Professional resources relevant to the field of education of individuals who are deaf or hard

of hearingDHH.6.K4 Knowledge of professional organizations in the field of deaf educationDHH.6.K5 Incidence and prevalence figures for individuals who are deaf or hard of hearingDHH.6.K6 Sociocultural, historical, and political forces unique to deaf educationDHH.6.K7 Etiologies of hearing loss that can result in additional learning challenges SkillsDHH.6.S1 Communicate proficiently in spoken language or the sign language indigenous to the Deaf

communityDHH.6.S2 Increase proficiency and sustain a life-long commitment to maintaining instructional

language competenceDHH.6.S3 Explain historical foundations and research evidence upon which educational practice is

basedDHH.6.S4 Develop and enrich cultural competence relative to the Deaf community


KnowledgeDHH.7.K1 Services, organizations, and networks that support individuals who are deaf or hard of

hearingSkillsDHH.7.S1 Provide families with support to make informed choices regarding communication modes,

philosophies, and educational options



KnowledgeDB.1.K1 Effect of deafblindness on sensory integration and the implications for teaching and

learningDB.1.K2 Effect of deafblindness on receptive and expressive communication and language

developmentDB.1.K3 Effect of deafblindness on development of self and social-emotional developmentDB.1.K4 Effect of deafblindness on development and learningDB.1.K5 Effect of deafblindness on bonding and attachmentDB.1.K6 Effect of medical conditions and additional impairments on the individual with

deafblindnessDB.1.K7 Relevance of brain development and neurological implications of deafblindness to

teaching and learningDB.1.K8 Role of the intact and residual sensory systems on development and learning for individuals

with deafblindnessDB.1.K9 Effect of deafblindness on access to and processing of informationDB.1.K10 Effect of deafblindness on access to and interaction with others Skills None specified


KnowledgeNone in addition to the ICSISkillsDB.2.S1 Design the learning environment to promote active engagement and the development of

social networks for individuals with deafblindnessDB.2.S2 Facilitate participation across functional activities for individuals with deafblindnessDB.2.S3 Use strategies to encourage the active engagement of individuals with deafblindness in

age appropriate activitiesDB.2.S4 Provide order and organization to learning environments to maximize participation and

communication

Initial Specialty Set: Deafblindness



KnowledgeNone in addition to the ICSISkillsDB.3.S1 Foster self-determination and advocacy in individuals with deafblindness and their

familiesDB.3.S2 Use active empowerment techniques in age-appropriate physical, recreation, and leisure

activitiesDB.3.S3 Use universal design for learning which incorporates sensory management and

maximizes effective use of senses DB.3.S4 Integrate student-initiated learning experiences into ongoing instruction DB.3.S5 Integrate communication and literacy development and learning for individuals with

deafblindness


KnowledgeDB.4.K1 Assessment approaches and accommodations for individuals with deafblindnessSkillsDB.4.S1 Apply person-centered assessment and planning processes to determine instruction and

program planningDB.4.S2 Conduct functional vision and hearing assessments of individuals withDB.4.S3 Assess communication along a continuum from pre-intentional and pre-symbolic to full

communicative competenciesDB.4.S4 Observe behaviors to determine communicative intent in order to plan interventions


KnowledgeDB.5.K1 Role of multiple communication partners in everyday life, the learning process, and

development of friendships DB.5.K2 Research on the impact of deafblindness on communication developmentDB.5.K3 Responsibilities and roles of communication support personnel DB.5.K4 Significance of a variety of experiences and relationships to foster communication

developmentDB.5.K5 Active and passive elements of communication



SkillsDB.5.S1 Provide effective personal management, community, and independent living skills

instruction for individuals with deafblindnessDB.5.S2 Adapt intervention and instructional strategies to facilitate and encourage movementDB.5.S3 Assist the individual with deafblindness to organize sensory information and orient to

space and objects across environmentsDB.5.S4 Model and promote the use of mobility techniques and devicesDB.5.S5 Use strategies to regulate behavior states of individuals with deafblindness DB.5.S6 Use literacy instruction to foster acquisition of cognitive, social, and linguistic skillsDB.5.S7 Implement assistive technology with individuals with deafblindnessDB.5.S8 Use effective interventions and management techniques for positioning, sensory

management, movement, balance, and hand useDB.5.S9 Use instructional modifications to accommodate functional vision and hearing, and

maximize use of other sensory systemsDB.5.S10 Provide augmentative and alternative communication systems individualized for

individuals with deafblindnessDB.5.S11 Respond to nonlinguistic forms of communicationDB.5.S12 Provide strategies to increase vocabulary and the use of multiple modes of communication

across environments and peopleDB.5.S13 Foster understanding and use of multiple nonlinguistic and emergent forms of

communicationDB.5.S14 Create and promote opportunities for the individual with deafblindness to communicate

with peers, family members, and staffDB.5.S15 Design and implement communication systems for all stages of communication

development for individuals with deafblindnessDB.5.S16 Integrate communication in all contexts and daily activitiesDB.5.S17 Teach communication partners to communicate and interact with individuals with

deafblindnessDB.5.S18 Shape challenging behaviors into effective communication



KnowledgeDB.6.K1 History, etiologies, incidence, and prevalence of deafblindnessDB.6.K2 Definition and issues related to individuals with deafblindnessDB.6.K3 Key characteristics and components of programs for individuals with deafblindness across

the lifespan DB.6.K4 Concepts of self-determination, self-advocacy, and community and family support and

their influence in the lives of individuals with deafblindness DB.6.K5 Access rights that provide for specialized services, equipment, and materials for individuals

with deafblindnessDB.6.K6 Anatomy and physiology of the visual and auditory systems DB.6.K7 Resources for specialized services, materials, and technology for individuals with

deafblindnessDB.6.K8 Differences and implications of congenital and acquired deafblindnessDB.6.K9 Communication rights of individuals with deafblindness DB.6.K10 Principles of least-intrusive instructional support and interaction for individuals with

deafblindnessSkillsDB.6.S1 Teach interveners and other paraeducators to support engagement of the individual with

deafblindness in learning and social interactions DB.6.S2 Teach and supervise interveners and paraeducators in the use of targeted instruction and

progress monitoring for selected individuals with deafblindnessDB.6.S3 Teach and supervise interveners and paraeducators in the implementation of age-

appropriate personal management routines


KnowledgeNone in addition to the ICSISkillsDB.7.S1 Collaborate to integrate related services and support services into the instructional

settings of individuals with deafblindnessDB.7.S2 Build partnerships with family and community members to facilitate person-centered

planning



KnowledgeDDA.1.K1 Medical aspects and implications for learning for individuals with developmental

disabilities and autism spectrum disorderDDA.1.K2 Core and associated characteristics of individuals with developmental disabilities and

autism spectrum disorderDDA.1.K3 Co-existing conditions and ranges that exist at a higher rate than in the general populationDDA.1.K4 Sensory challenges of individuals with developmental disabilities and autism spectrum

disorder DDA.1.K5 Speech, language, and communication of individuals with developmental disabilities and

autism spectrum disorderDDA.1.K6 Adaptive behavior needs of individuals with developmental disabilities and autism

spectrum disorderDDA.1.K7 Effect of theory of mind, central coherence, and executive function on learning and

behaviorDDA.1.K8 Effect of neurological differences on learning and behaviorDDA.1.K9 Effect of self-regulation on learning and behaviorSkills None specified


KnowledgeNone in addition to the ICSISkillsDDA.2.S1 Plan and implement instruction for independent functional life skills and adaptive

behaviorDDA.2.S2 Plan and implement instruction and related services in environments that are both age

appropriate and ability appropriateDDA.2.S3 Use specialized instruction to enhance social participation across environmentsDDA.2.S4 Plan systematic instruction based on learner characteristics, interests, and ongoing

assessment

Initial Specialty Set: Developmental Disabilities and Autism Spectrum Disorder



KnowledgeDDA.3.K1 Evidence-based career and vocational transition programs for individuals with

developmental disabilities and autism spectrum disorderSkillsDDA.3.S1 Provide pragmatic language instruction that facilitates social skills DDA.3.S2 Provide individuals with strategies to avoid and repair miscommunications DDA.3.S3 Plan and implement instruction for independent functional life skills and adaptive

behaviorDDA.3.S4 Plan and implement instruction and related services that are both age appropriate and

ability appropriateDDA.3.S5 Use specialized instruction to enhance social participation across environments DDA.3.S6 Plan systematic instruction based on learner characteristics, interests, and ongoing

assessment


KnowledgeDDA.4.K1 Specialized terminology used in the assessment of individuals with developmental

disabilities and autism spectrum disorderDDA.4.K2 Assessments of environmental conditions that promote maximum performance of

individuals with developmental disabilities and autism spectrum disorderDDA.4.K3 Components of assessment for the core areas for individuals with developmental disabil-

ities and autism spectrum disorderDDA.4.K4 Individual strengths, skills, and learning stylesSkillsDDA.4.S1 Select, adapt, and use assessment tools and methods to accommodate the abilities and

needs of individuals with developmental disabilities and autism spectrum disorderDDA.4.S2 Develop strategies for monitoring and analyzing challenging behavior and its communi-

cative intentDDA.4.S3 Conduct functional behavior assessments that lead to development of behavior support

plans



KnowledgeDDA.5.K1 Specialized curriculum designed to meet the needs of individuals with developmental

disabilities and autism spectrum disorderDDA.5.K2 Evidence-based career and vocational transition programs for individuals with

developmental disabilities and autism spectrum disorderSkillsDDA.5.S1 Match levels of support to changing needs of the individualDDA.5.S2 Implement instructional programs that promote effective communication skills using

verbal and augmentative and alternative communication systems DDA.5.S3 Provide specialized instruction for spoken language, reading, and writing DDA.5.S4 Use instructional strategies that fall on a continuum of child-directed to adult-directed in

natural and structured contextDDA.5.S5 Consistently use proactive strategies and positive behavioral supports DDA.5.S6 Involve individuals with developmental disabilities and autism spectrum disorder in the

transition planning processDDA.5.S7 Plan for transition needs including linkages to supports and agencies focusing on life-long

needsDDA.5.S8 Provide instruction in community-based settingsDDA.5.S9 Demonstrate transfer, lifting, and positioning techniquesDDA.5.S10 Structure the physical environment to provide optimal learning DDA.5.S11 Provide instruction in self-regulationDDA.5.S12 Utilize student strengths to reinforce and maintain social skillsDDA.5.S13 Plan instruction for independent functional life skills and adaptive behaviorDDA.5.S14 Plan and implement instruction and related services that are both age appropriate and

ability appropriateDDA.5.S15 Use specialized instruction to enhance social participation across environmentsDDA.5.S16 Plan systematic instruction based on learner characteristics, interests, and ongoing

assessment



KnowledgeDDA.6.K1 Definitions and issues related to the identification of individuals with developmental

disabilities and autism spectrum disorderDDA.6.K2 Continuum of placement and services available for individuals with developmental

disabilities and autism spectrum disorder DDA.6.K3 Historical foundations and classic studies of developmental disabilities and autism

spectrum disorderDDA.6.K4 Trends and practices in the field of developmental disabilities and autism spectrum

disorderDDA.6.K5 Theories of behavior problems of individuals with developmental disabilities and autism

spectrum disorderDDA.6.K6 Perspectives held by individuals with developmental disabilities and autism spectrum

disorderDDA.6.K7 Concepts of self-determination, self-advocacy, and community and family support, and

impact in the lives of individuals with developmental disabilities and autism spectrum disorder

Skills None in addition to the ICSI


Knowledge DDA.7.K1 Services, networks, and organizations for individuals, professionals, and families with

developmental disabilities and autism spectrum disorderSkillsDDA.7.S1 Collaborate with team members to plan transition to adulthood that encourages full

community participation



KnowledgeECSE.1.K1 Theories of typical and atypical early childhood developmentECSE.1.K2 Biological and environmental factors that affect pre-, peri-, and postnatal development

and learningECSE.1.K3 Specific disabilities, including the etiology, characteristics, and classification of common

disabilities in infants and young children, and specific implications for development and learning in the first years of life

ECSE.1.K4 Effect of medical conditions and related care on development and learningECSE.1.K5 Effect of medical conditions on family concerns, resources, and prioritiesECSE.1.K6 Factors that affect the mental health and social-emotional development of infants and

young childrenECSE.1.K7 Infants and young children develop and learn at varying ratesECSE.1.K8 Effect of the individual child’s abilities, needs, and characteristics on development and

learningECSE.1.K9 Effect of language delays on cognitive, social-emotional, adaptive, play, temperament

and motor developmentECSE.1.K10 Effect of language delays on behaviorSkills ECSE.1.S1 Develop, implement, and evaluate learning experiences and strategies that respect the

diversity of infants and young children, and their familiesECSE.1.S2 Develop and match learning experiences and strategies to characteristics of infants and

young childrenECSE.1.S3 Support and facilitate family and child interactions as primary contexts for development

and learningECSE.1.S4 Support caregivers to respond to child’s cues and preferences, establish predictable

routines and turn taking, and facilitate communicative initiationsECSE.1.S5 Establish communication systems for young children that support self-advocacy

Initial Specialty Set: Early Childhood Special Education/Early Intervention



KnowledgeECSE.2.K1 Effect of social and physical environments on development and learningSkillsECSE.2.S1 Select, develop, and evaluate developmentally and functionally appropriate materials,

equipment, and environmentsECSE.2.S2 Organize space, time, materials, peers, and adults to maximize progress in natural and

structured environmentsECSE.2.S3 Embed learning opportunities in everyday routines, relationships, activities, and placesECSE.2.S4 Structure social environments, using peer models and proximity, and responsive adults, to

promote interactions among peers, parents, and caregiversECSE.2.S5 Provide a stimulus-rich indoor and outdoor environment that employs materials, media,

and adaptive and assistive technology, responsive to individual differencesECSE.2.S6 Implement basic health, nutrition, and safety management procedures for infants and

young childrenECSE.2.S7 Use evaluation procedures and recommend referral with ongoing follow-up to community

health and social services


KnowledgeECSE.3.K1 Concept of universal design for learning ECSE.3.K2 Theories and research that form the basis of developmental and academic curricula and

instructional strategies for infants and young childrenECSE.3.K3 Developmental and academic contentSkillsECSE.3.S1 Apply current research to the five developmental domains, play, and temperament in

learning situationsECSE.3.S2 Plan, implement, and evaluate developmentally appropriate curricula, instruction, and

adaptations based on knowledge of the individual child, the family, and the communityECSE.3.S3 Implement and evaluate preventative and reductive strategies to address challenging

behaviorsECSE.3.S4 Plan and implement developmentally and individually appropriate curriculum



KnowledgeECSE.4.K1 Role of the family in the assessment processECSE.4.K2 Legal requirements that distinguish among at-risk, developmental delay, and disabilityECSE.4.K3 Alignment of assessment with curriculum; content standards; and local, state, and federal

regulationsECSE.4.K4 Connection of curriculum to assessment and progress monitoring activitiesSkillsECSE.4.S1 Assist families in identifying their concerns, resources, and prioritiesECSE.4.S2 Integrate family priorities and concerns in the assessment processECSE.4.S3 Assess progress in the five developmental domains, play, and temperamentECSE.4.S4 Select and administer assessment instruments in compliance with established criteriaECSE.4.S5 Use informal and formal assessment to make decisions about infants and young children’s

development and learningECSE.4.S6 Gather information from multiple sources and environmentsECSE.4.S7 Use a variety of materials and contexts to maintain the interest of infants and young

children in the assessment processECSE.4.S8 Participate as a team member to integrate assessment results in the development and

implementation of individualized plansECSE.4.S9 Emphasize child’s strengths and needs in assessment reportsECSE.4.S10 Produce reports that focus on developmental domains and functional concernsECSE.4.S11 Conduct ongoing formative child, family, and setting assessments to monitor instructional

effectiveness



KnowledgeNone in addition to the ICSISkillsECSE.5.S1 Facilitate child-initiated development and learningECSE.5.S2 Use teacher-scaffolded and -initiated instruction to complement child-initiated learningECSE.5.S3 Link development, learning experiences, and instruction to promote educational transitionsECSE.5.S4 Use individual and group guidance and problem-solving techniques to develop supportive

relationships with and among childrenECSE.5.S5 Use strategies to teach social skills and conflict resolutionECSE.5.S6 Use a continuum of intervention strategies to support access of young children in the

general education curriculum and daily routinesECSE.5.S7 Develop, implement, and evaluate individualized plans, with family members and other

professionals, as a member of a teamECSE.5.S8 Design intervention strategies incorporating information from multiple disciplinesECSE.5.S9 Implement developmentally and functionally appropriate activities, using a variety of

formats, based on systematic instructionECSE.5.S10 Align individualized goals with developmental and academic contentECSE.5.S11 Develop individualized plans that support development and learning as well as caregiver

responsivenessECSE.5.S12 Develop an individualized plan that supports the child’s independent functioning in the

child’s natural environmentsECSE.5.S13 Make adaptations for the unique developmental and learning needs of children, including

those from diverse backgrounds



KnowledgeECSE.6.K1 Historical, philosophical foundations, and legal basis of services for infants and young

children both with and without exceptional needsECSE.6.K2 Trends and issues in early childhood education, early childhood special education, and

early interventionECSE.6.K3 Legal, ethical, and policy issues related to educational, developmental, and medical

services for infants and young children, and their familiesECSE.6.K4 Advocacy for professional status and working conditions for those who serve infants and

young children, and their familiesSkillsECSE.6.S1 Recognize signs of emotional distress, neglect, and abuse, and follow reporting

proceduresECSE.6.S2 Integrate family systems theories and principles into professional practiceECSE.6.S3 Respect family choices and goalsECSE.6.S4 Participate in activities of professional organizations relevant to early childhood special

education and early interventionECSE.6.S5 Apply evidence-based and recommended practices for infants and young children,

including those from diverse backgroundsECSE.6.S6 Advocate on behalf of infants and young children and their familiesECSE.6.S7 Implement family services consistent with due process safeguards



KnowledgeECSE.7.K1 Structures supporting interagency collaboration, including interagency agreements,

referral, and consultationSkillsECSE.7.S1 Apply models of team process in early childhoodECSE.7.S2 Collaborate with caregivers, professionals, and agencies to support children’s development

and learningECSE.7.S3 Support families’ choices and priorities in the development of goals and intervention

strategiesECSE.7.S4 Implement family-oriented services based on the family’s identified resources, priorities,

and concernsECSE.7.S5 Provide consultation in settings serving infants and young childrenECSE.7.S6 Involve families in evaluation of servicesECSE.7.S7 Participate as a team member to identify and enhance team roles, communication, and

problem solvingECSE.7.S8 Employ adult learning principles in consulting and training family members and service

providers ECSE.7.S9 Assist the family in planning for transitionECSE.7.S10 Implement processes and strategies that support transitions among settings for infants and

young children



KnowledgeEBD.1.K1 Range of characteristics within and among individuals with emotional and behavioral

disordersEBD.1.K2 Co-occurrence of emotional and behavioral disorders with other exceptionalitiesEBD.1.K3 Performance issues in the core academic content for individuals with emotional and

behavior disordersEBD.1.K4 Effect of emotional factors on the learning processSkillsNone specified


KnowledgeEBD.2.K1 Advantages and disadvantages of placement options for individuals with emotional or

behavior disordersSkillsNone in addition to the ICSI


None in addition to the ICSI


KnowledgeNone in addition to the ICSISkillsEBD.4.S1 Conduct functional behavior assessmentsEBD.4.S2 Assess social behaviors of individuals with emotional and behavioral disordersEBD.4.S3 Prepare functional behavior assessment reports on individuals with emotional and

behavioral disorders

Initial Specialty Set: Emotional and Behavioral Disorders



KnowledgeNone in addition to the ICSISkillsEBD.5.S1 Use non-aversive techniques to support targeted behavior and maintain attention of

individuals with emotional and behavioral disordersEBD.5.S2 Use evidence-based practices to enhance academic and social competenceEBD.5.S3 Use prevention and intervention strategies for individuals at risk for emotional and

behavioral disordersEBD.5.S4 Use strategies to teach alternative behaviorsEBD.5.S5 Plan and implement individualized reinforcement systems and environmental

modifications at levels equal to the intensity of the behaviorEBD.5.S6 Integrate academic and affective instruction with behavior management for individuals

and groups with emotional and behavioral disorders


KnowledgeEBD.6.K1 Specialized terminology in the area of emotional and behavioral disordersEBD.6.K2 Effects of the legal, judicial, and educational systems serving individuals with emotional

and behavioral disordersEBD.6.K3 Principles of reinforcement theory in serving individuals with emotional and behavioral

disordersEBD.6.K4 Principle of least restrictive environment for individuals with emotional and behavioral

disorders SkillsNone in addition to the ICSI


KnowledgeNone in addition to the ICSISkillsEBD.7.S1 Share effective behavior management techniques with families



KnowledgeIGC.1.K1 Etiology and diagnosis related to various theoretical approachesIGC.1.K2 Effect of sensory impairments and physical and health exceptionalities on individuals,

families, and societyIGC.1.K3 Etiologies and medical aspects of conditions affecting individuals with exceptionalitiesIGC.1.K4 Psychological and social-emotional characteristics of individuals with exceptionalitiesIGC.1.K5 Common etiologies and the effect of sensory exceptionalities on learning and experienceIGC.1.K6 Types and transmission routes of infectious diseaseIGC.1.K7 Complications and implications of medical support services IGC.1.K8 Effect of exceptionalities on auditory and information processing skillsIGC.1.K9 Effect of multiple disabilities on behaviorIGC.1.K10 Effect of language development and listening comprehension on academic and non-

academic learning of individuals with exceptionalitiesIGC.1.K11 Communication and social interaction alternatives for individuals who are nonspeakingIGC.1.K12 Typical language development and how that may differ for individuals with exceptionalitiesSkills IGC.1.S1 Relate levels of support to the needs of the individual

Initial Specialty Set: Individualized General Curriculum



KnowledgeIGC.2.K1 Barriers to accessibility and acceptance of individuals with exceptionalitiesIGC.2.K2 Adaptation of the physical environment to provide optimal learning opportunities for

individuals with exceptionalitiesIGC.2.K3 Methods for ensuring individual academic success in one-to-one, small-group, and large-

group settingsSkillsIGC.2.S1 Provide instruction in community-based settingsIGC.2.S2 Use and maintain assistive technologiesIGC.2.S3 Plan instruction in a variety of educational settingsIGC.2.S4 Teach individuals with exceptionalities to give and receive meaningful feedback from

peers and adultsIGC.2.S5 Use skills in problem solving and conflict resolutionIGC.2.S6 Establish a consistent classroom routine for individuals with exceptionalities





KnowledgeIGC.4.K1 Specialized terminology used in the assessment of individuals with exceptionalitiesIGC.4.K2 Laws and policies regarding referral and placement procedures for individuals with

exceptionalitiesIGC.4.K3 Types and importance of information concerning individuals with exceptionalities available

from families and public agenciesIGC.4.K4 Procedures for early identification of young individuals who may be at risk for

exceptionalitiesSkillsIGC.4.S1 Implement procedures for assessing and reporting both appropriate and problematic social

behaviors of individuals with exceptionalitiesIGC.4.S2 Use exceptionality-specific assessment instruments with individuals with exceptionalitiesIGC.4.S3 Select, adapt, and modify assessments to accommodate the unique abilities and needs of

individuals with exceptionalitiesIGC.4.S4 Assess reliable method(s) of response of individuals who lack typical communication and

performance abilitiesIGC.4.S5 Monitor intragroup behavior changes across subjects and activities


KnowledgeIGC.5.K1 Sources of specialized materials, curricula, and resources for individuals with

exceptionalitiesIGC.5.K2 Strategies to prepare for and take testsIGC.5.K3 Advantages and limitations of instructional strategies and practices for teaching individuals

with exceptionalitiesIGC.5.K4 Prevention and intervention strategies for individuals at risk for a disabilityIGC.5.K5 Strategies for integrating student-initiated learning experiences into ongoing instructionIGC.5.K6 Methods for increasing accuracy and proficiency in math calculations and applicationsIGC.5.K7 Methods for guiding individuals in identifying and organizing critical contentIGC.5.K8 Integrating academic instruction and behavior management for individuals and groups

with exceptionalitiesIGC.5.K9 Model career, vocational, and transition programs for individuals with exceptionalitiesIGC.5.K10 Interventions and services for individuals who may be at risk for exceptionalitiesIGC.5.K11 Relationships between specific exceptionalities and reading instruction



SkillsIGC.5.S1 Use research-supported methods for academic and non-academic instruction of individuals

with exceptionalitiesIGC.5.S2 Use strategies from multiple theoretical approaches for individuals with exceptionalitiesIGC.5.S3 Teach learning strategies and study skills to enhance acquisition of academic contentIGC.5.S4 Use reading methods appropriate to individuals with exceptionalitiesIGC.5.S5 Use methods to teach mathematics appropriate to the individuals with exceptionalitiesIGC.5.S6 Modify pace of instruction and provide organizational cuesIGC.5.S7 Use appropriate adaptations and technology for all individuals with exceptionalitiesIGC.5.S8 Resources and techniques used to transition individuals with exceptionalities into and out

of school and in postschool environmentsIGC.5.S9 Use a variety of non-aversive techniques to control targeted behavior and maintain

attention of individuals with exceptionalitiesIGC.5.S10 Identify and teach basic structures and relationships within and across curriculaIGC.5.S11 Use instructional methods to strengthen and compensate for deficits in perception,

comprehension, memory, and retrievalIGC.5.S12 Use responses and errors to guide instructional decisions and provide feedback to learnersIGC.5.S13 Identify and teach essential concepts, vocabulary, and content across the general education

curriculumIGC.5.S14 Implement systematic instruction in teaching reading comprehension and monitoring

strategiesIGC.5.S15 Teach strategies for organizing and composing written productsIGC.5.S16 Implement systematic instruction to teach accuracy, fluency, and comprehension in content

area reading and written languageIGC.5.S17 Enhance vocabulary developmentIGC.5.S18 Teach strategies for spelling accuracy and generalizationIGC.5.S19 Teach individuals with exceptionalities to monitor for errors in oral and written languageIGC.5.S20 Teach methods and strategies for producing legible documentsIGC.5.S21 Plan instruction on the use of alternative and augmentative communication systemsIGC.5.S22 Plan and implement individualized reinforcement systems and environmental modifications

at levels equal to the intensity of the behaviorIGC.5.S23 Select and use specialized instructional strategies appropriate to the abilities and needs of

the individualIGC.5.S24 Plan and implement age- and ability-appropriate instruction for individuals with

exceptionalities



SkillsIGC.5.S25 Select, design, and use technology, materials, and resources required to educate individuals

whose exceptionalities interfere with communicationIGC.5.S26 Interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate

learning plansIGC.5.S27 Design and implement instructional programs that address independent living and career

education for individualsIGC.5.S28 Design and implement curriculum and instructional strategies for medical self-management

proceduresIGC.5.S29 Design, implement, and evaluate instructional programs that enhance social participation

across environments


KnowledgeIGC.6.K1 Definitions and issues related to the identification of individuals with exceptionalitiesIGC.6.K2 Models and theories of deviance and behavior problemsIGC.6.K3 Historical foundations, classic studies, major contributors, major legislation, and current

issues related to knowledge and practiceIGC.6.K4 Legal, judicial, and educational systems to assist individuals with exceptionalitiesIGC.6.K5 Continuum of placement and services available for individuals with exceptionalitiesIGC.6.K6 Laws and policies related to provision of specialized health care in educational settings.IGC.6.K7 Factors that influence the overrepresentation of culturally and linguistically diverse

individuals with exceptionalities in programs for individuals with exceptionalitiesIGC.6.K8 Principles of normalization and concept of least restrictive environmentIGC.6.K9 Theory of reinforcement techniques in serving individuals with exceptionalitiesIGC.6.K10 Sources of unique services, networks, and organizations for individuals with exceptionalitiesIGC.6.K11 Organizations and publications relevant to individuals with exceptionalitiesSkillsIGC.6.S1 Participate in the activities of professional organizations relevant to individuals with

exceptionalitiesIGC.6.S2 Ethical responsibility to advocate for appropriate services for individuals with

exceptionalities



KnowledgeIGC.7.K1 Parent education programs and behavior management guides that address severe

behavior problems and facilitated communication for individuals with exceptionalities IGC.7.K2 Collaborative and consultative roles of the special education teacher in the reintegration

of individuals with exceptionalities IGC.7.K3 Roles of professional groups and referral agencies in identifying, assessing, and

providing services to individuals with exceptionalitiesIGC.7.K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals

with learning exceptionalitiesSkillsIGC.7.S1 Use local community and state and provincial resources to assist in programming with

individuals with exceptionalitiesIGC.7.S2 Select, plan, and coordinate activities of related services personnel to maximize direct

instruction for individuals with exceptionalitiesIGC.7.S3 Teach families to use appropriate behavior management and counseling techniquesIGC.7.S4 Collaborate with team members to plan transition to adulthood that encourages full

community participation



KnowledgeIIC.1.K1 Etiology and diagnosis related to various theoretical approachesIIC.1.K2 Effect of sensory impairments and physical and health exceptionalities on individuals,

families, and societyIIC.1.K3 Etiologies and medical aspects of conditions affecting individuals with exceptionalitiesIIC.1.K4 Psychological and social-emotional characteristics of individuals with exceptionalitiesIIC.1.K5 Types and transmission routes of infectious diseaseIIC.1.K6 Complications and implications of medical support servicesIIC.1.K7 Effect exceptionalities may have on auditory and information processing skillsIIC.1.K8 Effect of multiple disabilities on behaviorIIC.1.K9 Effect of language development and listening comprehension on academic and non-

academic learning of individuals with exceptionalitiesIIC.1.K10 Communication and social interaction alternatives for individuals who are nonspeakingSkills None specified

Initial Specialty Set: Individualized Independence Curriculum



KnowledgeIIC.2.K1 Specialized health care interventions for individuals with physical and health exceptionalities

in educational settingsIIC.2.K2 Barriers to accessibility and acceptance of individuals with exceptionalitiesIIC.2.K3 Adaptation of the physical environment to provide optimal learning opportunities for

individuals with exceptionalitiesIIC.2.K4 Methods for ensuring individual academic success in one-to-one, small-group, and large-

group settingsIIC.2.K5 Advantages and disadvantages of placement options and programs on the continuum of

services for individuals with exceptionalitiesSkillsIIC.2.S1 Provide instruction in community-based settingsIIC.2.S2 Use and maintain assistive technologiesIIC.2.S3 Structure the educational environment to provide optimal learning opportunities for

individuals with exceptionalitiesIIC.2.S4 Plan instruction in a variety of educational settingsIIC.2.S5 Teach individuals with exceptionalities to give and receive meaningful feedback from

peers and adultsIIC.2.S6 Design learning environments that are multisensory and that facilitate active participation

self-advocacy, and independence of individuals with exceptionalities in a variety of group and individual learning activities

IIC.2.S7 Use techniques of physical positioning and management of individuals with exceptionalities to ensure participation in academic and social environments

IIC.2.S8 Demonstrate appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning, and seating

IIC.2.S9 Use positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation

IIC.2.S10 Use skills in problem solving and conflict resolutionIIC.2.S11 Design and implement sensory stimulation programsIIC.2.S12 Plan instruction for independent functional life skills relevant to the community, personal

living, sexuality, and employment





KnowledgeIIC.4.K1 Specialized terminology used in the assessment of individuals with exceptionalitiesIIC.4.K2 Laws and policies regarding referral and placement procedures for individuals with

exceptionalitiesIIC.4.K3 Types and importance of information concerning individuals with exceptionalities available

from families and public agenciesSkillsIIC.4.S1 Implement procedures for assessing and reporting both appropriate and problematic social

behaviors of individuals with exceptionalitiesIIC.4.S2 Use exceptionality-specific assessment instruments with individuals with exceptionalitiesIIC.4.S3 Select, adapt, and modify assessments to accommodate the unique abilities and needs of

individuals with exceptionalitiesIIC.4.S4 Develop and use a technology plan based on adaptive technology assessmentIIC.4.S5 Assess reliable method(s) of response of individuals who lack typical communication and

performance abilitiesIIC.4.S6 Monitor intragroup behavior changes across subjects and activities


KnowledgeIIC.5.K1 Sources of specialized materials, curricula, and resources for individuals with

exceptionalitiesIIC.5.K2 Prevention and intervention strategies for individuals at risk for a disabilityIIC.5.K3 Strategies for integrating student-initiated learning experiences into ongoing instructionIIC.5.K4 Resources and techniques used to transition individuals with exceptionalities into and out

of school and postschool environmentsIIC.5.K5 Model career, vocational, and transition programs for individuals with exceptionalities



SkillsIIC.5.S1 Relate levels of support to the needs of the individualIIC.5.S2 Use research-supported methods for academic and non-academic instruction of

individuals with exceptionalitiesIIC.5.S3 Use appropriate adaptations and technology for all individuals with exceptionalitiesIIC.5.S4 Use a variety of non-aversive techniques to control targeted behavior and maintain

attention of individuals with exceptionalitiesIIC.5.S5 Identify and teach basic structures and relationships within and across curriculaIIC.5.S6 Use instructional methods to strengthen and compensate for deficits in perception,

comprehension, memory, and retrievalIIC.5.S7 Use responses and errors to guide instructional decisions and provide feedback to

learnersIIC.5.S8 Teach individuals with exceptionalities to monitor for errors in oral and written languageIIC.5.S9 Teach methods and strategies for producing legible documentsIIC.5.S10 Plan instruction on the use of alternative and augmentative communication systemsIIC.5.S11 Plan and implement individualized reinforcement systems and environmental

modificationsIIC.5.S12 Plan and implement age- and ability-appropriate instruction for individuals with

exceptionalitiesIIC.5.S13 Select and plan for integration of related services into the instructional programIIC.5.S14 Select, design, and use medical materials and resources required to educate individuals

whose exceptionalities interfere with communicationIIC.5.S15 Interpret sensory and physical information to create or adapt appropriate learning plansIIC.5.S16 Design and implement instructional programs that address independent living and career

educationIIC.5.S17 Design and implement curriculum strategies for medical self-management proceduresIIC.5.S18 Design, implement, and evaluate instructional programs that enhance social participation

across environments



KnowledgeIIC.6.K1 Definitions and issues related to the identification of individuals with exceptionalitiesIIC.6.K2 Historical foundations, classic studies, major contributors, major legislation, and current

issues related to knowledge and practiceIIC.6.K3 The legal, judicial, and educational systems to assist individuals with exceptionalitiesIIC.6.K4 Continuum of placement and services available for individuals with exceptionalitiesIIC.6.K5 Laws and policies related to provision of specialized health care in educational settingsIIC.6.K6 Principles of normalization and concept of least restrictive environmentIIC.6.K7 Theory of reinforcement techniques in serving individuals with exceptionalitiesIIC.6.K8 Models and theories of deviance and behavior problemsIIC.6.K9 Sources of unique services, networks, and organizations for individuals with exceptionalitiesIIC.6.K10 Organizations and publications relevant to individuals with exceptionalitiesSkillsIIC.6.S1 Participate in the activities of professional organizations relevant to individuals with

exceptionalitiesIIC.6.S2 Advocate for appropriate services for individuals with exceptionalitiesIIC.6.S3 Seek information regarding protocols, procedural guidelines, and policies designed to

assist individuals with exceptionalities as they participate in school- and community-based activities



KnowledgeIIC.7.K1 Parent education programs and behavior management guides that address severe behavior

problems and facilitation communication for individuals with exceptionalitiesIIC.7.K2 Collaborative and consultative roles of the special education teacher in the reintegration of

individuals with exceptionalitiesIIC.7.K3 Roles of professional groups and referral agencies in identifying, assessing, and providing

services to individuals with exceptionalitiesSkillsIIC.7.S1 Participate in the selection and implementation of augmentative or alternative

communication systemsIIC.7.S2 Use local community, and state and provincial resources to assist in programming with

individuals with exceptionalitiesIIC.7.S3 Select, plan, and coordinate activities of related services personnel to maximize direct

instruction for individuals with exceptionalitiesIIC.7.S4 Collaborate with team members to plan transition to adulthood that encourages full

community participationIIC.7.S5 Collaborate with families of and service providers to individuals who are chronically or

terminally ill



KnowledgeIGC-IIC.1.K1 Etiology and diagnosis related to various theoretical approachesIGC-IIC.1.K2 Effects of sensory impairments, physical and health exceptionalities on individuals,

families, and societyIGC-IIC.1.K3 Etiologies and medical aspects of conditions affecting individuals with exceptionalitiesIGC-IIC.1.K4 Psychological and social-emotional characteristics of individuals with exceptionalitiesIGC-IIC.1.K5 Common etiologies and the impact of sensory exceptionalities on learning and

experienceIGC-IIC.1.K6 Types and transmission routes of infectious diseaseIGC-IIC.1.K7 Complications and implications of medical support servicesIGC-IIC.1.K8 Effect disabilities may have on auditory and information processing skillsIGC-IIC.1.K9 Effect of multiple disabilities on behaviorIGC-IIC.1.K10 Effect of exceptionalities on auditory and information processing skillsIGC-IIC.1.K11 Effect of language development and listening comprehension on academic and non-

academic learning of individuals with exceptionalitiesIGC-IIC.1.K12 Communication and social interaction alternatives for individuals who are nonspeakingIGC-IIC.1.K13 Typical language development and how that may differ for individuals with learning

exceptionalitiesSkills IGC-IIC.1.S1 Relate levels of support to the needs of the individual

Initial Specialty Set: Individualized General Curriculum and Individualized Independence Curriculum, Combined



KnowledgeIGC-IIC.2.K1 Barriers to accessibility and acceptance of individuals with exceptionalitiesIGC-IIC.2.K2 Adaptation of the physical environment to provide optimal learning opportunities for

individuals with exceptionalitiesIGC-IIC.2.K3 Methods for ensuring individual academic success in one-to-one, small-group, and

large-group settingsIGC-IIC.2.K4 Specialized health care interventions for individuals with physical and health

exceptionalities in educational settingsIGC-IIC.2.K5 Advantages and disadvantages of placement options and programs on the continuum of

services for individuals with exceptionalitiesSkillsIGC-IIC.2.S1 Provide instruction in community-based settingsIGC-IIC.2.S2 Use and maintain assistive technologiesIGC-IIC.2.S3 Plan instruction in a variety of educational settingsIGC-IIC.2.S4 Teach individuals with exceptionalities to give and receive meaningful feedback from

peers and adultsIGC-IIC.2.S5 Use skills in problem solving and conflict resolutionIGC-IIC.2.S6 Establish a consistent classroom routine for individuals with exceptionalitiesIGC-IIC.2.S7 Structure the educational environment to provide optimal learning opportunities for

individuals with exceptionalitiesIGC-IIC.2.S8 Design learning environments that are multisensory and that facilitate self-advocacy

and promote independence of individuals with exceptionalities in a variety of group and individual learning activities

IGC-IIC.2.S9 Use techniques of physical positioning and management of individuals with exceptionalities to ensure participation in academic and social environments

IGC-IIC.2.S10 Demonstrate appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning, and seating

IGC-IIC.2.S11 Use positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation

IGC-IIC.2.S12 Design and implement sensory stimulation programsIGC-IIC.2.S13 Plan instruction for independent functional life skills relevant to the community,

personal living, sexuality, and employment





KnowledgeIGC-IIC.4.K1 Specialized terminology used in the assessment of individuals with exceptionalitiesIGC-IIC.4.K2 Laws and policies regarding referral and placement procedures for individuals with

exceptionalitiesIGC-IIC.4.K3 Types and importance of information concerning individuals with exceptionalities

available from families and public agenciesIGC-IIC.4.K4 Procedures for early identification of young individuals who may be at risk for

exceptionalitiesSkillsIGC-IIC.4.S1 Implement procedures for assessing and reporting both appropriate and problematic

social behaviors of individuals with exceptionalitiesIGC-IIC.4.S2 Use exceptionality-specific assessment instruments with individuals with

exceptionalitiesIGC-IIC.4.S3 Select, adapt, and modify assessments to accommodate the unique abilities and needs

of individuals with exceptionalitiesIGC-IIC.4.S4 Assess reliable method(s) of response of individuals who lack typical communication

and performance abilitiesIGC-IIC.4.S5 Monitor intragroup behavior changes across subjects and activitiesIGC-IIC.4.S6 Adapt and modify assessments to accommodate the unique abilities and needs of

individuals with exceptionalitiesIGC-IIC.4.S7 Develop and use a technology plan based on adaptive technology assessment



KnowledgeIGC-IIC.5.K1 Sources of specialized materials, curricula, and resources for individuals with

exceptionalitiesIGC-IIC.5.K2 Strategies to prepare for and take testsIGC-IIC.5.K3 Advantages and limitations of instructional strategies and practices for teaching

individuals with exceptionalitiesIGC-IIC.5.K4 Prevention and intervention strategies for individuals at risk for a disabilityIGC-IIC.5.K5 Strategies for integrating student-initiated learning experiences into ongoing

instructionIGC-IIC.5.K6 Methods for increasing accuracy and proficiency in math calculations and applicationsIGC-IIC.5.K7 Methods for guiding individuals in identifying and organizing critical contentIGC-IIC.5.K8 Integration of academic instruction and behavior management for individuals and

groups with exceptionalitiesIGC-IIC.5.K9 Model career, vocational, and transition programs for individuals with

exceptionalitiesIGC-IIC.5.K10 Interventions and services for individuals who may be at risk for exceptionalitiesIGC-IIC.5.K11 Relationships between exceptionalities and reading instructionIGC-IIC.5.K12 Resources and techniques used to transition individuals with exceptionalities into and

out of school and postschool environmentsSkillsIGC-IIC.5.S1 Use research-supported methods for academic and non-academic instruction of

individuals with exceptionalitiesIGC-IIC.5.S2 Use strategies from multiple theoretical approaches for individuals with

exceptionalitiesIGC-IIC.5.S3 Teach learning strategies and study skills that promote acquisition of academic contentIGC-IIC.5.S4 Use reading instructional methods appropriate to individuals with exceptionalitiesIGC-IIC.5.S5 Use methods to teach mathematics appropriate to individuals with exceptionalitiesIGC-IIC.5.S6 Modify pace of instruction and provide organizational cuesIGC-IIC.5.S7 Use appropriate adaptations and technology for individuals with exceptionalitiesIGC-IIC.5.S8 Use a variety of nonaversive techniques to control targeted behavior and maintain

attention of individuals with exceptionalitiesIGC-IIC.5.S9 Resources and techniques used to transition individuals with exceptionalities into and

out of school and postschool environments



SkillsIGC-IIC.5.S10 Identify and teach basic structures and relationships within and across curriculaIGC-IIC.5.S11 Use instructional methods to strengthen and compensate for deficits in perception,

comprehension, memory, and retrievalIGC-IIC.5.S12 Use responses and errors to guide instructional decisions and provide feedback to

learnersIGC-IIC.5.S13 Identify and teach essential concepts, vocabulary, and content across general and

specialized curriculumIGC-IIC.5.S14 Implement systematic instruction in teaching reading comprehension and monitoring

strategiesIGC-IIC.5.S15 Teach strategies for organizing and composing written productsIGC-IIC.5.S16 Implement systematic instruction to teach accuracy, fluency, and comprehension in

content area reading and written languageIGC-IIC.5.S17 Enhance vocabulary developmentIGC-IIC.5.S18 Teach strategies for spelling accuracy and generalizationIGC-IIC.5.S19 Teach individuals with exceptionalities to monitor for errors in oral and written languageIGC-IIC.5.S20 Teach methods and strategies for producing legible documentsIGC-IIC.5.S21 Plan instruction on the use of alternative and augmentative communication systemsIGC-IIC.5.S22 Plan and implement individualized reinforcement systems and environmental

modifications at levels equal to the intensity of the behaviorIGC-IIC.5.S23 Select and use specialized instructional strategies appropriate to the abilities and needs

of the individualIGC-IIC.5.S24 Plan and implement age and ability appropriate instruction for individuals with

exceptionalitiesIGC-IIC.5.S25 Select, design, and use technology, materials and resources required to educate

individuals whose exceptionalities interfere with communicationIGC-IIC.5.S26 Interpret sensory, mobility, reflex, and perceptual information to create or adapt

appropriate learning plansIGC-IIC.5.S27 Design and implement instructional programs that address independent living and

career education for individualsIGC-IIC.5.S28 Design and implement curriculum and instructional strategies for medical self-

management proceduresIGC-IIC.5.S29 Design, implement, and evaluate instructional programs that enhance social

participation across environmentsIGC-IIC.5.S30 Select and plan for integration of related services into the instructional program



KnowledgeIGC-IIC.6.K1 Definitions and issues related to the identification of individuals with exceptionalitiesIGC-IIC.6.K2 Models and theories of deviance and behavior problemsIGC-IIC.6.K3 Historical foundations, classic studies, major contributors, major legislation, and

current issues related to knowledge and practiceIGC-IIC.6.K4 Legal, judicial, and educational systems to assist individuals with exceptionalitiesIGC-IIC.6.K5 Continuum of placement and services available for individuals with exceptionalitiesIGC-IIC.6.K6 Laws and policies related to provision of specialized health care in educational settings.IGC-IIC.6.K7 Factors that influence the over-representation of culturally and linguistically diverse

individuals with exceptionalities in programs for individuals with exceptionalitiesIGC-IIC.6.K8 Principles of normalization and concept of least restrictive environmentIGC-IIC.6.K9 Theory of reinforcement techniques in serving individuals with exceptionalitiesIGC-IIC.6.K10 Sources of unique services, networks, and organizations for individuals with

exceptionalitiesIGC-IIC.6.K11 Organizations and publications relevant to individuals with exceptionalitiesSkillsIGC-IIC.6.S1 Participate in the activities of professional organizations relevant to individuals with

exceptionalitiesIGC-IIC.6.S2 Advocate for appropriate services for individuals with exceptionalitiesIGC-IIC.6.S3 Seek information regarding protocols, procedural guidelines, and policies designed to

assist individuals with exceptionalities as they participate in school- and community-based activities



KnowledgeIGC-IIC.7.K1 Parent education programs and behavior management guides that address severe

behavior problems and facilitation communication for individuals with exceptionalitiesIGC-IIC.7.K2 Collaborative and consultative roles of the special education teacher in the reintegration

of individuals with exceptionalitiesIGC-IIC.7.K3 Roles of professional groups and referral agencies in identifying, assessing, and

providing services to individuals with exceptionalitiesIGC-IIC.7.K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals

with learning exceptionalitiesSkillsIGC-IIC.7.S1 Use local community and state and provincial resources to assist in programming with

individuals with exceptionalitiesIGC-IIC.7.S2 Select, plan, and coordinate activities of related services personnel to maximize direct

instruction for individuals with exceptionalitiesIGC-IIC.7.S3 Teach parents to use appropriate behavior management and counseling techniquesIGC-IIC.7.S4 Collaborate with team members to plan transition to adulthood that encourages full

community participationIGC-IIC.7.S5 Participate in the selection and implementation of augmentative or alternative

communication systemsIGC-IIC.7.S6 Collaborate with families of and service providers to individuals who are chronically

or terminally ill



KnowledgeLD.1.K1 Etiologies of learning disabilitiesLD.1.K2 Neurobiological and medical factors that may affect the learning of individuals with

learning disabilitiesLD.1.K3 Psychological, social, and emotional characteristics of individuals with learning

disabilitiesLD.1.K4 Impact of co-existing conditions and exceptionalities on individuals with learning

disabilitiesLD.1.K5 Effects of phonological awareness on the reading abilities of individuals with learning

disabilitiesLD.1.K6 Effect learning disabilities may have on auditory and information processing skillsLD.1.K7 Typical language development and how that may differ for individuals with learning

disabilitiesLD.1.K8 Effect of language development and listening comprehension on academic and non-

academic learning of individuals with learning disabilitiesSkills None specified


KnowledgeNone in addition to the ICSISkillsLD.2.S1 Teach individuals with learning disabilities to give and receive meaningful feedback from

peers and adults



Initial Specialty Set: Learning Disabilities



KnowledgeLD.5.K1 Strategies to prepare for and take testsLD.5.K2 Methods for ensuring individual academic success in one-to-one, small-group, and large-

group settingsLD.5.K3 Methods for increasing accuracy and proficiency in math calculations and applicationsLD.5.K4 Methods for teaching individuals to independently use cognitive processing to solve

problemsLD.5.K5 Methods for guiding individuals in identifying and organizing critical contentLD.5.K6 Relationships between reading instruction methods and learning disabilitiesLD.5.K7 Sources of specialized curricula, materials, and resources for individuals with learning

disabilitiesLD.5.K8 Interventions and services for children who may be at risk for learning disabilities


KnowledgeLD.4.K1 Terminology and procedures used in the assessment of individuals with learning

disabilitiesLD.4.K2 Factors that could lead to misidentification of individuals as having learning disabilitiesLD.4.K3 Procedures to identify young children who may be at risk for learning disabilitiesSkillsLD.4.S1 Choose and administer assessment instruments appropriate to the individual with learning

disabilities



SkillsLD.5.S1 Use research-supported methods for academic and nonacademic instruction of individuals

with learning disabilitiesLD.5.S2 Use specialized methods for teaching basic skillsLD.5.S3 Modify the pace of instruction and provide organizational cuesLD.5.S4 Identify and teach basic structures and relationships within and across curriculaLD.5.S5 Use instructional methods to strengthen and compensate for deficits in perception,

comprehension, memory, and retrievalLD.5.S6 Use responses and errors to guide instructional decisions and provide feedback to learnersLD.5.S7 Identify and teach essential concepts, vocabulary, and content across the general

curriculumLD.5.S8 Use reading methods appropriate to the individual with learning disabilitiesLD.5.S9 Implement systematic instruction in teaching reading comprehension and monitoring

strategiesLD.5.S10 Teach strategies for organizing and composing written productsLD.5.S11 Implement systematic instruction to teach accuracy, fluency, and comprehension in

content area reading and written languageLD.5.S12 Use methods to teach mathematics appropriate to the individual with learning disabilitiesLD.5.S13 Teach learning strategies and study skills to acquire academic contentLD.5.S14 Enhance vocabulary developmentLD.5.S15 Teach strategies for spelling accuracy and generalizationLD.5.S16 Teach methods and strategies for producing legible documentsLD.5.S17 Teach individuals with learning disabilities to monitor for errors in oral and written

communications



KnowledgeLD.6.K1 Historical foundations, classic studies, and major contributors in the field of learning

disabilitiesLD.6.K2 Philosophies, theories, models, and issues related to individuals with learning disabilitiesLD.6.K3 Effect of legislation on the education of individuals with learning disabilitiesLD.6.K4 Laws and policies regarding prereferral, referral, and placement procedures for individuals

who may have learning disabilitiesLD.6.K5 Current definitions and issues related to the identification of individuals with learning

disabilities.LD.6.K6 Ethical responsibility to advocate for appropriate services for individuals with learning

disabilitiesLD.6.K7 Professional organizations and sources of information relevant to the field of learning

disabilitiesSkillsLD.6.S1 Participate in activities of professional organizations relevant to the field of learning

disabilitiesLD.6.S2 Use research findings and theories to guide practice


KnowledgeLD.7.K1 Co-planning and co-teaching methods to strengthen content acquisition of individuals

with learning disabilitiesLD.7.K2 Services, networks, and organizations that provide support across the life span for

individuals with learning disabilitiesSkillsNone in addition to the ICSI



KnowledgePHMD.1.K1 Characteristics, treatment, and course of physical and health disabilitiesPHMD.1.K2 Secondary conditions and treatment options that accompany physical and health disabilitiesPHMD.1.K3 Implications of physical and health disabilities on development and learningPHMD.1.K4 Progression of degenerative diseases and the effect on educational performancePHMD.1.K5 Issues related to children’s perceptions of death and dyingPHMD.1.K6 Effects of physical disabilities on the way information is processed PHMD.1.K7 Functional effects of the type and severity of physical and health disabilities on individual

performancePHMD.1.K8 Psychosocial effects of physical and health disabilitiesSkills PHMD.1.S1 Apply knowledge of characteristics of individual’s physical and health disabilities to their

treatment interventions PHMD.1.S2 Monitor the effects of medication on individual performancePHMD.1.S3 Address learned helplessness in individuals with physical and health disabilities


KnowledgePHMD.2.K1 Adaptations of educational environments to enhance the potential of individuals with

physical and health disabilitiesPHMD.2.K2 Barriers to accessibility by individuals with physical and health disabilitiesPHMD.2.K3 Evacuation plans and emergency plans for individuals with physical and health disabilitiesSkillsPHMD.2.S1 Use proper positioning techniques and equipment to promote participation in academic

and social environments PHMD.2.S2 Demonstrate proper body mechanics to promote individual and teacher safety in transfer,

lifting, positioning, and seatingPHMD.2.S3 Arrange equipment and materials to provide a safe and healthy environmentPHMD.2.S4 Provide information that promotes sensitivity toward and acceptance of those who have

physical and health disabilities including communicable diseases PHMD.2.S5 Create learning environments to develop self-advocacy and independence when working

with personal assistants

Initial Specialty Set: Physical, Health, and Multiple Disabilities



KnowledgePHMD.3.K1 Continuum of non-symbolic to symbolic forms of communication PHMD.3.K2 Medical terminology related to physical and health disabilities PHMD.3.K3 Types and transmission routes of infectious and communicable diseases SkillsPHMD.3.S1 Identify sources of specialized materials, equipment, and assistive technology for

individuals with physical and health disabilities


KnowledgePHMD.4.K1 Valid and reliable assessment instruments for individuals who have poor motor skills and

for those who are nonverbalSkillsPHMD.4.S1 Teach response modes to establish accuracy in the assessment of individuals with physical

and health disabilitiesPHMD.4.S2 Select, adapt, and use assessment information when tests are not validated on individuals

with physical and health disabilitiesPHMD.4.S3 Modify and adapt tools and procedures within the confines of the standardization process



KnowledgePHMD.5.K1 Adaptations and assistive technology necessary to accommodate the unique characteristics

of individuals with physical and health disabilities PHMD.5.K2 Strategies for teaching organization and study skillsPHMD.5.K3 Strategies for teaching adapted physical education and recreational skills PHMD.5.K4 Techniques for teaching human sexualityPHMD.5.K5 Incorporation of augmentative and assistive communication into instruction and daily

living activitiesSkillsPHMD.5.S1 Use specialized instructional strategies for academic and functional tasks for individuals

with physical and health disabilitiesPHMD.5.S2 Use adaptations and assistive technology to provide access to and participation in the

general education curriculum PHMD.5.S3 Individualize instructional strategies to minimize the functional effects of the disability PHMD.5.S4 Teach how to manage and document personal health care procedures in a safe, healthy

environmentPHMD.5.S5 Teach use and management of technologyPHMD.5.S6 Demonstrate techniques for teaching literacy skills to individuals who are nonverbalPHMD.5.S7 Support the use of primary and secondary forms of communication across environmentsPHMD.5.S8 Suggest data-driven adjustments to communication systemsPHMD.5.S9 Use assistive technology assessment to plan adaptationsPHMD.5.S10 Integrate individualized health care plan into daily programming PHMD.5.S11 Pace instruction based on individual characteristics and health factors PHMD.5.S12 Implement data-driven progress monitoring to document and guide instructionPHMD.5.S13 Include independent living and postsecondary needs in instructional programming and

transitional planning



KnowledgePHMD.6.K1 Issues and educational definitions of individuals with physical and health disabilitiesPHMD.6.K2 Historical foundations of knowledge and practices in physical and health disabilitiesPHMD.6.K3 Laws and policies related to providing specialized health care in the educational settingSkillsPHMD.6.S1 Articulate key elements of service delivery for individuals with physical and health

disabilitiesPHMD.6.S2 Participate in the activities of professional organizations in the field of physical and

health disabilities


KnowledgePHMD.7.K1 Roles and responsibilities of school and community-based medical and related services

personnelSkillsPHMD.7.S1 Collaborate in the selection and implementation of augmentative and alternative

communication ad assistive technologyPHMD.7.S2 Use available resources to assist with planning and design of programs for individuals

with physical and health disabilitiesPHMD.7.S3 Support individuals with exceptional learning needs as members of augmentative and

assistive communication and assistive technology selection teamsPHMD.7.S4 Coordinate with related service personnel to maximize direct instruction time for

individuals with physical and health disabilities PHMD.7.S5 Collaborate with service providers, general education teachers, and families to provide

integrated servicesPHMD.7.S6 Participate in transdisciplinary teams

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