1. Philosophical, Historical, and Legal Foundations of Special Education

Skills:

S1 Articulate the historical, philosophical, and legal basis of services for young children both with and without special needs.

S2 Identify ethical and policy issues related to educational, social, and medical services for young children and their families.

S3 Identify current trends and issues in early childhood education, early childhood special education and special education.

S4 Identify legislation that affects children, families, and programs for children.

2. Characteristics of Learners

Skills:

S1 Apply theories of child development, both typical and atypical, and apply current research with emphasis on cognitive, motor, social-emotional, communication, adaptive, and aesthetic development in learning situations in family and community contexts.

S2 Identify pre-, peri-, and postnatal development and factors such as biological and environmental conditions that affect children's development and learning.

S3 Identify specific disabilities, including the etiology, characteristics, and classification of common disabilities in young children, and describe specific implications for development and learning in the first years of life.

S4 Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society.

S5 Demonstrate understanding of (a) developmental consequences of stress and trauma, (b) protective factors and resilience, (c) the development of mental health, and (d) the importance of supportive relationships.

3. Assessment, Diagnosis, and Evaluation

Skills:

S1 Assess children's cognitive, social-emotional, communication, motor, adaptive, and aesthetic development.

S2 Select and use a variety of informal and formal assessment instruments and procedures, including observational methods, to make decisions about children's learning and development.

S3 Select and administer assessment instruments and procedures based on the purpose of the assessment being conducted and in compliance with established criteria and standards.

S4 Develop and use authentic, performance-based assessments of children's learning to assist in planning, communicate with children and parents, and engage children in self-assessment.

S5 Involve families as active participants in the assessment process.

S6 Participate and collaborate as a team member with other professionals in conducting family-centered assessments.

S7 Communicate assessment results and integrate assessment results from others as an active team participant in the development and implementation of the individualized education program (IEP) and individual family service plan (IFSP).

S8 Monitor, summarize, and evaluate the acquisition of child and family outcomes as outlined on the IFSP or IEP.

S9 Select, adapt, and administer assessment instruments and procedures for specific sensory and motor disabilities.

S10 Communicate options for programs and services at the next level and assist the family in planning for transition.

S11 Implement culturally unbiased assessment instruments and procedures.

S12 Develop and use formative and summative program evaluation to ensure comprehensive quality of the total environment for children, families, and the community.

4. Instructional Content and Practice

Skills:

S1 Plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children, the family, the community, and curricula goals and content.

S2 Develop an IFSP or IEP, incorporating both child and family outcomes in partnership with family members and other professionals.

S3 Incorporate information and strategies from multiple disciplines in the design of intervention strategies.

S4 Develop and select learning experiences and strategies that affirm and respect family, cultural, and societal diversity, including language differences.

S5 Plan for and link current developmental and learning experiences and teaching strategies with those of the next educational setting.

S6 Select intervention curricula and methods for children with specific disabilities including motor, sensory, health, communication, social-emotional, and cognitive disabilities.

S7 Implement developmentally and functionally appropriate individual and group activities using a variety of formats, including play, environmental routines, parent-mediated activities, small-group projects, cooperative learning, inquiry experiences, and systematic instruction.

S8 Develop and implement an integrated curriculum that focuses on children's needs and interests and takes into account culturally valued content and children's home experiences.

S9 Demonstrate appropriate use of technology, including adaptive and assistive technology.

S10 Employ pedagogically sound and legally defensible instructional practices.

S11 Implement nutrition and feeding strategies for children with special needs.

S12 Use appropriate health appraisal procedures and recommend referral and ongoing follow-up to appropriate community health and social services.

S13 Identify aspects of medical care for premature, low birth weight, and other medically fragile babies, including methods of care for young children dependent on technology and implications of medical conditions on child development and family resources, concerns, and priorities.

S14 Recognize signs of emotional distress, child abuse, and neglect in young children and follow procedures for reporting known or suspected abuse or neglect to appropriate authorities.

5. Planning and Managing the Teaching and Learning Environment

Skills:

S1 Make specific adaptations for the special needs of children who have unique talents, learning and developmental needs, or specific disabilities.

S2 Design plans that incorporate the use of technology, including adaptive and assistive technology.

S3 Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments.

S4 Establish and maintain physically and psychologically safe and healthy learning environments that promote development and learning.

S5 Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and technology, including adaptive and assistive technology.

S6 Organize space, time, peers, materials, and adults to maximize child progress in group and home settings.

S7 Implement basic health, nutrition, and safety management practices for young children, including specific procedures for infants and toddlers and procedures regarding childhood illness and communicable diseases.

6. Managing Student Behavior and Social Interaction Skills

Skills:

S1 Use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children; to encourage and teach positive social skills and interaction among children; to promote positive strategies of conflict resolution; and to develop personal self-control, self-motivation, and self-esteem.

S2 Select and implement methods of behavior support and management appropriate for young children with special needs, including a range of strategies from less directive, less structured methods (e.g., verbal support and modeling) to more directive, more structured methods (e.g., applied behavior analysis).

S3 Support and facilitate family and child interactions as primary contexts for learning and development.

7. Communication and Collaborative Partnerships

Skills:

S1 Establish and maintain positive, collaborative relationships with families.

S2 Apply family systems theory and knowledge of the dynamics, roles, and relationships within families and communities.

S3 Demonstrate sensitivity to differences in family structures and social and cultural backgrounds.

S4 Assist families in identifying their resources, priorities, and concerns in relation to their child's development.

S5 Respect parents' choices and goals for children and communicate effectively with parents about curriculum and children's progress.

S6 Involve families in assessing and planning for their children, including children with special needs.

S7 Implement a range of family-oriented services based on the family's identified resources, priorities, and concerns.

S8 Implement family services consistent with due process safeguards.

S9 Evaluate services with families.

S10 Collaborate/consult with other professionals and with agencies in the larger community to support children's development, learning, and well-being.

S11 Apply models of team process in diverse service delivery settings.

S12 Employ various team membership roles.

S13 Identify functions of teams as determined by mandates and service delivery needs of children and families.

S14 Identify structures supporting interagency collaboration, including interagency agreements, referral, and consultation.

S15 Participate as a team member to identify dynamics of team roles, interaction, communication, team building, problem solving, and conflict resolution.

S16 Employ two-way communication skills.

S17 Evaluate and design processes and strategies that support transitions among hospital; home; and infant/toddler, preprimary, and primary programs.

S18 Administer, supervise, and consult with or instruct other adults.

S19 Employ adult learning principles in supervising and training other adults.

S20 Facilitate the identification of staff development needs and strategies for professional growth.

S21 Apply various models of consultation in diverse settings.

S22 Provide consultation and training in content areas specific to services for children and families and organization/development programs.

S23 Provide feedback and evaluate performance in collaboration with other adults.

8. Professionalism and Ethical Practices

Skills:

S1 Adhere to the profession's code of ethical conduct.

S2 Serve as advocates on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood special educators.

S3 Reflect upon one's own professional practice and develop, implement, and evaluate a professional development plan.

S4 Participate actively in professional organizations.

S5 Read and critically apply research and recommended practices.