A. Except as noted, all certificates are
subject to the general certification provisions in R7-2-607 and the renewal
requirements in
R7-2-619. An
Early Childhood Special Education certificate as described in this Section is
not required for individuals who hold the Early Childhood endorsement as
described in
R7-2-615 in
combination with an Arizona cross-categorical, specialized special education,
or moderate/severe disabilities teaching certificate as described in this
Section. An Early Childhood Special Education certificate as described in this
Section is not required for individuals who hold the Early Childhood Teaching
Certificate as described in
R7-2-608
in combination with an Arizona cross-categorical, specialized special
education, or moderate/severe disabilities teaching certificate as described in
this Section.
B. Terms used in this
Section are defined in A.R.S. § 15-761.
C. Standard Professional Mild/Moderate
Disabilities Certificate - grades K through 12 .
1.
The certificate
is valid for three years and is not renewable but may be extended as set forth
in
R7-2-606(H) or
(I).
2. The holder is
qualified to teach students with mild/moderate disabilities as documented by
student needs in the individualized education program and the following
categories, including: autism, mild/moderate intellectual disabilities,
traumatic brain injury, emotional disability, specific learning disability,
orthopedic impairments, developmental delay and/or other health
impairments.
3.
2. The requirements are:
a. A bachelor's degree,
b. One of the following:
i. Completion of a teacher preparation
program in special education from an accredited institution which included
courses in the instruction and behavior management of students with
mild/moderate disabilities; or
ii.
A valid mild-moderate special education certificate
from another state; or
iii. Semester hours of education
courses as follows:
(1)
For applications received through December 31, 2015:
Forty-five semester hours of education courses which teach the standards
described in
R7-2-602,
including 21 semester hours of special education courses and eight semester
hours of practicum with students representing at least three of the five
disability areas. Special education courses shall include survey of exceptional
students; teaching methodologies and strategies for students with disabilities;
foundations course in mild to moderate mental retardation intellectual
disabilities, learning disability, emotional disabilities, and physical/health
impairment; and diagnosis and assessment of mild disabilities. Two years of
verified teaching experience in special education in grades K through 12 may
substitute for the eight semester hours of practicum; or
(2) Forty-five semester
hours of education courses which teach the standards described in
R7-2-602,
including a minimum of 37 semester hours of special education courses and eight
semester hours of practicum with students with mild/moderate disabilities.
Special education courses shall include foundations of special education, legal
aspects, effective collaboration and communication practices, research-based
instruction in mathematics, research-based instruction in English language
arts, classroom management and behavior analysis, assessment and eligibility,
language development and disorders, and electives. Two years of verified
teaching experience in mild/moderate special education, grades K through 12 may
substitute for the eight semester hours of practicum.
(a) Foundations of special
education;
(b)
Legal aspects;
(c)
Effective collaboration and communication
practices;
(d)
Research-based instruction in math;
(e)
Research-based instruction in English language
arts;
(f)
Classroom management and behavior
analysis;
(g)
Assessment and eligibility;
(h) Language development and
disorders;
(i) Electives; and a minimum of
eight semester hours of practicum with students with mild-moderate
disabilities. Two years of verified teaching experience in mild-moderate
special education in grades K through 12 may substitute for the eight semester
hours of practicum.
c. A passing score on the professional
knowledge portion of the Arizona Teacher Proficiency Assessment,
d. A passing score on the subject knowledge
portion of the Arizona Teacher Proficiency Assessment, unless the applicant has
a bachelor's, master's or doctoral degree in mild/moderate special education or
otherwise qualifies for a waiver of the subject knowledge examination,
and
e. A valid fingerprint
clearance card issued by the Arizona Department of Public Safety.
D. Standard
Professional Mild/Moderate Disabilities Certificate - grades kindergarten
through twelve for applications received on or after August 1, 2018.
1. The holder is qualified to teach students
with mild/moderate disabilities as documented by student needs in the
individualized education program and the following categories, including:
autism, mild/moderate intellectual disabilities, traumatic brain injury,
emotional disability, specific learning disability, orthopedic impairments,
developmental delay and/or other health impairments.
2. The requirements include all of the
following:
a. A bachelor's degree;
b. Completion of a teacher preparation
program in mild/moderate disabilities special education from a Board-approved
educator preparation program or from an accredited institution offering
substantially similar training addressing the following topics and any others
as required by law:
i. Research-based
systematic phonics;
ii.
Research-based instructional strategies for delivering differentiated reading
instruction, assessment, intervention and remediation to support readers of
varying ages and ability levels, including students with dyslexia;
iii. Instructional design and lesson
planning, including specially designed instruction;
iv. The learning environment, including
classroom and behavioral management;
v. Instructional delivery, facilitation and
methodologies;
vi. Legal aspects of
special education, including individualized education programs and transition
planning;
vii. Effective
collaboration and communication practices, including modifications and
accommodations;
viii.
Research-based instruction in math;
ix. Research-based instruction in English
language arts;
x. Assessment and
eligibility, including monitoring and reporting requirements;
xi. Language development and
disorders;
xii. Professional
responsibility and ethical conduct;
xiii. Twelve weeks of capstone experience as
described in
R7-2-604 in
mild/moderate special education in grades kindergarten through twelve, which
may be completed during the valid period of a teaching intern certificate. One
year of verified teaching experience in mild/moderate special education in
grades kindergarten through twelve may substitute for the capstone experience
requirement. For individuals seeking dual certification, any capstone
experience requirements may be met through separate eight-week capstone
experiences in each of the certification areas sought.
c. A passing score on the professional
knowledge portion of the Arizona Teacher Proficiency Assessment;
d.
A passing score
on the special education subject knowledge portion of the Arizona Teacher
Proficiency Assessment, unless the applicant has a bachelor's, master's or
doctoral degree in mild to moderate special education or otherwise qualifies
for a waiver of the subject knowledge examination; and
e. A valid fingerprint
clearance card issued by the Arizona Department of Public Safety.
3. Applicants may meet
the requirements in subsection (D)(2)(b) with the submission of an application
for the Standard Professional Mild/Moderate Disabilities Certificate grades
kindergarten through twelve that includes evidence of two years of verified
full-time teaching experience in mild/moderate disabilities special education
in grades kindergarten through twelve and Board-approved or accredited training
or coursework which teaches the knowledge and skills described in
R7-2-602
and subsections (D)(2)(b)(i)-(xii).
4. Board approved educator preparation
programs leading to dual certification in mild/moderate disabilities and
elementary, middle school, or secondary education may exempt a student from the
mild/moderate special education capstone experience upon the completion of the
following:
a. Verification from the
applicable district or charter school administrator that the student was
employed continuously as a paraprofessional whose primary responsibility was
working with students in mild/moderate special education classrooms for the two
years preceding commencement of the capstone experience in elementary, middle
school, or secondary education;
b.
Verification from the applicable district or charter school administrator that
the student received evaluations, in each of the preceding two years of
employment as a paraprofessional, indicating effectiveness in performance;
and
c. Completion of the capstone
experience in elementary, middle school or secondary education and
demonstration of all of the following competencies during the dual
certification educator preparation program:
i. Participation on a multi-disciplinary
evaluation team;
ii. Participation
in and drafting of an acceptable individualized education program;
and
iii. Planning and delivery of
specially designed instruction for a class of students.
E. Provisional
Specialized Special Education Certificate - grades K through 12.
1. The certificate is valid for three years
and is not renewable.
2. No new
applications for a Provisional Specialized Education Certificate will be
accepted after December 31, 2015.
3. The holder is qualified to teach students
with intellectual disabilities, emotional disability, specific learning
disability, orthopedic impairments or other health impairments, as specified on
the certificate.
4.
The requirements are:
a.
A bachelor's degree,
b.
One of the following:
i. Completion of a teacher
preparation program in the specified area of special education from an
accredited institution; or
ii. Forty-five semester hours of
education courses which teach the knowledge and skills described in
R7-2-602,
including 21 semester hours of special education courses and eight semester
hours of practicum in the designated area of disability. Special education
courses shall include survey of exceptional students, teaching methodologies
for students with disabilities, foundations of instruction in the designated
area of disability, and diagnosis and assessment of disabilities. Two years of
verified teaching experience in the area of disability in grades K through 12
may be substituted for the eight semester hours of practicum;
or
iii. A valid special education
certificate in the specified area from another state.
c.
A passing score on the professional knowledge
portion of the Arizona Teacher Proficiency Assessment,
d.
A passing score on the specified disability special
education portion of the Arizona Teacher Proficiency Assessment,
and
e.
A valid fingerprint clearance card issued by the
Arizona Department of Public Safety.
F. Standard Professional Specialized Special
Education Certificate - grades K through 12.
1. The certificate is valid for twelve years
and may be renewed.
2. The holder
is qualified to teach students with intellectual disabilities, emotional
disability, specific learning disability, orthopedic impairments or other
health impairments, as specified on the certificate.
3. The requirements are:
a. A valid Arizona Provisional Specialized
Special Education certificate, or a Provisional Specialized Special Education
certificate which has not expired for more than one year;
b.
A passing score
on the performance portion of the Arizona Teacher Proficiency Assessment;
and
c. A valid fingerprint
clearance card issued by the Arizona Department of Public Safety.
G. Standard
Professional Moderate/Severe Disabilities Certificate - grades K through 12.
1. The holder is qualified to teach students
with moderate/severe disabilities as documented by student needs in the
individualized education program and the following categories, including:
autism, moderate/severe intellectual disabilities, traumatic brain injury,
emotional disability, orthopedic impairments, and/or other health
impairments.
2. The requirements
are:
a. A bachelor's degree,
b. One of the following:
i. Completion of a teacher preparation
program in moderate/severe disabilities education from an accredited
institution; or
ii.
A valid severe and profound special education
certificate from another state; or
iii. Semester hours of education
courses as follows:
(1)
For applications received through December 31, 2015:
Forty-five semester hours of education courses which teach the knowledge and
skills described in
R7-2-602,
including 21 semester hours of special education courses and eight semester
hours of practicum. Special education courses shall include survey of
exceptional students, teaching methodologies for students with severe and
profound disabilities, foundations of instruction of students with severe and
profound disabilities, and diagnostic and assessment procedures for students
with severe and profound disabilities. Two years of verified teaching
experience with students in grades PreK-12 who are severely and profoundly
disabled may be substituted for the eight semester hours of practicum;
or
(2) Forty-five semester
hours of education courses which teach the standards described in
R7-2-602,
including a minimum of 37 semester hours of special education courses and eight
semester hours of practicum with students with moderate/severe disabilities.
Special education courses shall include foundations of low incidence
disabilities, legal aspects, effective collaboration and communication
practices, adaptive communication, instructional strategies across the
curriculum, classroom management and behavior analysis, assessment and
eligibility, and electives. Two years of verified special education teaching
experience in with students with moderate/severe disabilities, grades K through
12 may substitute for the eight semester hours of practicum.
(a)
Foundations low incidence
disabilities;
(b)
Legal aspects;
(c)
Effective collaboration and communication
practices;
(d)
Adaptive communication;
(e)
Instructional strategies across the
curriculum;
(f)
Classroom management and behavior
analysis;
(g) Assessment and
eligibility;
(h) Electives; and a minimum of
eight semester hours of practicum with students with severe and profound
disabilities. Two years of verified teaching experience in special education in
grades K through 12 with students who have severe and profound disabilities may
substitute for the eight semester hours of practicum.
c. A passing score on
the professional knowledge portion of the Arizona Teacher Proficiency
Assessment,
d. A passing score on
the subject knowledge portion of the Arizona Teacher Proficiency Assessment,
unless the applicant has a bachelor's, master's or doctoral degree in
moderate/severe special education or otherwise qualifies for a waiver of the
subject knowledge examination, and
e. A valid fingerprint card issued by the
Arizona Department of Public Safety.
H. Standard Professional Moderate/Severe
Disabilities Certificate - grades kindergarten through twelve for applications
received on or after August 1, 2018.
1. The
holder is qualified to teach students with moderate/severe disabilities as
documented by student needs in the individualized education program and the
following categories, including: autism, moderate/severe intellectual
disabilities, traumatic brain injury, emotional disability, orthopedic
impairments, and/or other health impairments.
2. The requirements include all of the
following:
a. A bachelor's degree;
b. Completion of a teacher preparation
program in moderate/severe disabilities education from a Board-approved
educator preparation program or from an accredited institution offering
substantially similar training addressing the following topics and any others
as required by law:
i. Research-based
systematic phonics;
ii.
Research-based instructional strategies for delivering differentiated reading
instruction, assessment, intervention and remediation to support readers of
varying ages and ability levels, including students with dyslexia;
iii. Instructional design and lesson
planning, including specially designed instruction;
iv. The learning environment, including
classroom and individual behavioral management;
v. Instructional delivery, facilitation and
methodologies for teaching research-based instruction in math and English
language arts;
vi. Legal aspects
of special education, including individualized education programs and
transition planning;
vii. Effective
collaboration and communication practices, including modifications and
accommodations;
viii. Adaptive
communication, including language development and disorders;
ix. Assessment and eligibility, including
monitoring and reporting requirements;
x. Professional responsibility and ethical
conduct;
xi. Twelve weeks of
capstone experience as described in
R7-2-604 in special
education in moderate/ severe disabilities grades K through 12, which may be
completed during the valid period of a teaching intern certificate. One year of
verified full-time teaching experience in special education in moderate/severe
disabilities grades kindergarten through twelve may substitute for the capstone
experience requirement. For individuals seeking dual certification, any
capstone experience requirements may be met through separate eight-week
capstone experiences in each of the certification areas
sought.
c. A passing
score on the professional knowledge portion of the Arizona Teacher Proficiency
Assessment,
d. A passing score on
the subject knowledge portion of the Arizona Teacher Proficiency Assessment
unless the applicant has a bachelor's, master's or doctoral degree in
moderate/severe special education or otherwise qualifies for a waiver of the
subject knowledge examination, and
e. A valid fingerprint card issued by the
Arizona Department of Public Safety.
3. Applicants may meet the requirements in
subsection (H)(2)(b) with the submission of an application for the Standard
Professional Moderate/Severe Disabilities Certificate grades kindergarten
through twelve that includes evidence of two years of verified full-time
teaching experience in moderate/severe disabilities special education in grades
kindergarten through twelve and Board-approved or accredited training or
coursework which teaches the knowledge and skills described in
R7-2-602
and subsections (H)(2)(b)(i)-(x).
I. Standard Professional Hearing Impaired
Certificate - birth through grade 12. The requirements are:
1. A bachelor's degree,
2. One of the following:
a. Completion of a teacher preparation
program in hearing impaired education from an accredited institution;
or
b. Forty-five semester hours of
education courses which teach the knowledge and skills described in
R7-2-602,
including 21 semester hours of special education courses for the hearing
impaired and eight semester hours of practicum. Special education courses shall
include survey of exceptional students, teaching methodologies for students
with hearing impairment, foundations of instruction of students with hearing
impairment, and diagnostic and assessment procedures for the hearing impaired.
Two years of verified teaching experience in the area of hearing impaired in
grades PreK-12 may be substituted for the eight semester hours of practicum
c.
A valid hearing impaired certificate from another
state.
3. A passing score on the professional
knowledge portion of the Arizona Teacher Proficiency Assessment,
4. A passing score on the subject knowledge
portion of the Arizona Teacher Proficiency Assessment unless the applicant has
a bachelor's, master's or doctoral degree in hearing impaired special education
or otherwise qualifies for a waiver of the subject knowledge examination,
and
5. A valid fingerprint
clearance card issued by the Arizona Department of Public Safety.
J. Standard Professional Hearing
Impaired Certificate - birth through grade twelve for applications received on
or after August 1, 2018.
1. The requirements
include all of the following:
a. A bachelor's
degree;
b. Completion of a teacher
preparation program in hearing impaired education from a Board-approved
educator preparation program or from an accredited institution offering
substantially similar training addressing the following topics and any others
as required by law:
i. Research-based
systematic phonics;
ii.
Research-based instructional strategies for delivering differentiated reading
instruction, assessment, intervention and remediation to support readers of
varying ages and ability levels, including students with dyslexia;
iii. Survey of exceptional
students;
iv. Teaching
methodologies for students with hearing impairment;
v. Foundations of instruction of students
with hearing impairment;
vi.
Diagnostic and assessment procedures for the hearing impaired;
vii. Professional responsibility and ethical
conduct;
viii. Twelve weeks of
capstone experience as described in
R7-2-604 in hearing
impaired special education birth through grade twelve, which may be completed
during the valid period of a teaching intern certificate. One year of verified
full-time teaching experience in the area of hearing impaired in birth through
grade twelve may be substituted for the capstone experience requirement. For
individuals seeking dual certification, any capstone experience requirements
may be met through separate eight-week capstone experiences in each of the
certification areas sought.
c. A passing score on the professional
knowledge portion of the Arizona Teacher Proficiency Assessment;
d. A passing score on the subject knowledge
portion of the Arizona Teacher Proficiency Assessment unless the applicant has
a bachelor's, master's or doctoral degree in hearing impaired special education
or otherwise qualifies for a waiver of the subject knowledge examination;
and
e. A valid fingerprint
clearance card issued by the Arizona Department of Public Safety.
2. Applicants may meet the
requirements in subsection (J)(1)(b) with the submission of an application for
the Standard Professional Hearing Impaired Certificate - birth through grade
twelve that includes evidence of receipt of two years of verified fulltime
teaching experience in hearing impaired special education birth through grade
twelve and training or coursework which teaches the knowledge and skills
described in
R7-2-602
and subsections (J)(1)(b)(i)-(vii).
K. Standard Professional Visually Impaired
Certificate - birth through grade 12.
1. The certificate is valid for
three years and is not renewable but may be extended as set forth in
R7-2-606(H) or
(I).
2. The requirements are:
a.
1. A bachelor's degree,
b.
2. One of the
following:
i.
a. Completion of a teacher preparation program in
visual impairment from an accredited institution; or
ii.
b.
Forty-five semester hours of education courses which teach the knowledge and
skills described in
R7-2-602,
including 21 semester hours of special education courses for the visually
impaired and eight semester hours of practicum. Special education courses shall
include survey of exceptional students, teaching methodologies for students
with visual impairment, foundations of instruction of students with visual
impairment, and diagnostic and assessment procedures for the visually impaired.
Two years of verified teaching experience in the area of visually impaired in
grades PreK-12 may be substituted for the eight semester hours of
practicum
; or
iii. A valid visually impaired
special education certificate from another state.
c.
3. A passing score on the professional knowledge
portion of the Arizona Teacher Proficiency Assessment,
d.
4. A
passing score on the subject knowledge portion of the Arizona Teacher
Proficiency Assessment, and
e.
5. Demonstration of
competency in Braille through one of the following:
i.
a. A passing score on
the original version of the National Library of Congress certification exam, or
ii.
b. A valid certificate for a literary Braille
transcriber issued by the National Library of Congress, or
iii.
c. A
passing score on a Braille exam administered by another state, or
iv.
d. A
passing score on the Braille exam developed and administered by the University
of Arizona. Individuals who take this test and are not students at the
University of Arizona may be assessed a fee.
f.
6. A
valid fingerprint clearance card issued by the Arizona Department of Public
Safety.
L. Standard
Professional Visually Impaired Certificate - birth through grade 12 for
applications received on or after August 1, 2018.
1. The requirements include all of the
following:
a. A bachelor's degree;
b. Completion of a teacher preparation
program in visual impairment from a Board-approved educator preparation program
or from an accredited institution offering substantially similar training
addressing the following topics and any others as required by law:
i. Research-based systematic
phonics;
ii. Research-based
instructional strategies for delivering differentiated reading instruction,
assessment, intervention and remediation to support readers of varying ages and
ability levels, including students with dyslexia;
iii. Survey of exceptional students;
iv. Teaching methodologies for
students with visual impairment;
v.
Foundations of instruction of students with visual impairment;
vi. Diagnostic and assessment procedures for
the visually impaired;
vii.
Professional responsibility and ethical conduct;
viii. Twelve weeks of capstone experience as
described in
R7-2-604 in visually
impaired special education birth through grade twelve, which may be completed
during the valid period of a teaching intern certificate. One year of verified
full-time teaching experience in the area of visually impaired in birth through
grade twelve may be substituted for the capstone experience requirement. For
individuals seeking dual certification, any capstone experience requirements
may be met through separate eight-week capstone experiences in each of the
certification areas sought.
c. A passing score on the professional
knowledge portion of the Arizona Teacher Proficiency Assessment,
d. A passing score on the subject knowledge
portion of the Arizona Teacher Proficiency Assessment,
e. Demonstration of competency in Braille
through one of the following:
i. A passing
score on the original version of the National Library of Congress certification
exam, or
ii. A valid certificate
for a literary Braille transcriber issued by the National Library of Congress,
or
iii. A passing score on a Braille
exam administered by another state, or
iv. A passing score on the Braille exam
developed and administered by the University of Arizona. Individuals who take
this test and are not students at the University of Arizona may be assessed a
fee.
f. A valid
fingerprint clearance card issued by the Arizona Department of Public
Safety.
2. Applicants
may meet the requirements in subsection (L)(1)(b) with the submission of an
application for the Standard Professional Visually Impaired Certificate - birth
through grade twelve that includes evidence of two years of verified full-time
teaching experience in visually impaired special education birth through grade
twelve and Board-approved or accredited training or coursework which teaches
the knowledge and skills described in
R7-2-602
and subsections (L)(1)(b)(i)-(vii).
M. Standard Professional Early Childhood
Special Education Certificate Birth through age 8 or grade 3 .
1. The requirements are:
a. A bachelor's degree,
b.
One of the
following:
i. Completion of a
teacher preparation program in early childhood special education from an
accredited institution; or,
ii. A valid early childhood
special education certificate from another state; or
iii. Early childhood education
coursework and practicum experience which teaches the knowledge and skills
described in
R7-2-602
and includes the following:
(1)
For applications received through December 31, 2015:
Forty-five semester hours of education courses which teach the standards
described in
R7-2-602,
including child development and learning, language development, social and
emotional development, curriculum development and implementation, and
assessment and evaluation, early childhood special education, and eight
semester hours of practicum in early childhood special education. Two years of
verified teaching experience in the area of early childhood special education
may be substituted for the eight semester hours of practicum;
or
(2)
For applications received on and after January 1,
2016:
1.
Thirty-seven semester hours of early childhood
education courses which teach the standards described in
R7-2-602,
to include all of the following areas of study:
a.
Foundations early childhood education and special
education;
b.
Behavioral interventions for children with an
without disabilities;
c.
Characteristics and quality practices for typical
and atypical behaviors of young children;
d.
Typical and atypical child growth and development,
including health, safety and nutrition with an emphasis on special health care
needs for children birth through grade 3;
e.
Child, family, cultural and community relationships
including community organizations that support and assist children with
disabilities and their families;
f.
Developmentally appropriate instructional and
inclusive methodologies for teaching social and emotional development, language
arts, math, science, social studies, the arts and diagnosis and remediation of
learning difficulties;
g.
Early language and literacy development including
communication methods in early childhood education/special
education;
h. Assessment and evaluation for
early childhood special education to include observing, assessing, monitoring
and reporting on the progress of young children; and
2.
A minimum of eight semester hours of practicum,
including:
a.
A minimum of four semester hours in a supervised
field experience, practicum, internship or student teaching setting serving
children with identified special needs birth through preschool or one year of
full-time teaching experience with children identified with specials needs
birth through preschool, and
b.
A minimum of four semester hours in a supervised
student teaching setting serving children with identified special needs in
kindergarten through grade 3 or one year of full time teaching experience with
children identified with special needs kindergarten through grade
3.
c. A passing
score on the subject knowledge portion of the Arizona Teacher Proficiency
Assessment, unless the applicant has a bachelor's, master's or doctoral degree
in early childhood special education or otherwise qualifies for a waiver of the
subject knowledge examination,
d. A
passing score on the professional knowledge portion of the Arizona Teacher
Proficiency Assessment,
e. A valid
fingerprint clearance card issued by the Arizona Department of Public
Safety.
2. Applicants
may meet the requirements in subsection (M)(1)(b) with completion of the
following:
a. Thirty-seven semester hours of
early childhood education which teach the standards described in
R7-2-602
which include the following areas of study:
i.
Foundations early childhood education and special education;
ii. Behavioral interventions for children
with and without disabilities;
iii.
Characteristics and quality practices for typical and atypical behaviors of
young children;
iv. Typical and
atypical child growth and development, including health, safety and nutrition
with an emphasis on special health care needs for children birth through grade
3;
v. Child, family, cultural and
community relationships including community organizations that support and
assist children with disabilities and their families;
vi. Developmentally appropriate instructional
and inclusive methodologies for teaching social and emotional development,
language arts, math, science, social studies, and the arts;
vii. Diagnosis and remediation of learning
difficulties;
viii. Early language
and literacy development including communication methods in early childhood
education/special education;
ix.
Assessment and evaluation for early childhood special education to include
observing, assessing, monitoring and reporting on the progress of young
children;
x. A minimum of four
semester hours in a supervised field experience, practicum, internship or
student teaching setting serving children with identified special needs birth
through preschool or one year of full-time teaching experience with children
identified with specials needs birth through preschool; and
xi. A minimum of four semester hours in a
supervised student teaching setting serving children with identified special
needs in kindergarten through grade 3 or one year of full time teaching
experience with children identified with special needs kindergarten through
grade 3.
N. Standard Professional Early Childhood
Special Education Certificate - birth through age eight or grade three for
applications received on or after August 1, 2018.
1. The requirements include all of the
following:
a. A bachelor's degree;
b. Completion of a teacher preparation
program in early childhood special education from a Board-approved educator
preparation program or from an accredited institution offering substantially
similar training addressing the following topics and any others as required by
law:
i. Research-based systematic
phonics;
ii. Research-based
instructional strategies for delivering differentiated reading instruction,
assessment, intervention and remediation to support readers of varying ages and
ability levels, including students with dyslexia;
iii. Teaching students with
exceptionalities;
iv.
Characteristics and quality practices for typical and atypical behaviors of
young children, including behavioral interventions for children with and
without disabilities;
v. Typical
and atypical child growth and development, including health, safety and
nutrition with an emphasis on special health care needs for children birth
through grade three;
vi. Child,
family, cultural and community relationships including community organizations
that support and assist children with disabilities and their
families;
vii. Developmentally
appropriate instructional and inclusive methodologies for teaching social and
emotional development, language arts, math, science, social studies, the arts
and diagnosis and remediation of learning difficulties;
viii. Early language and literacy development
including communication methods in early childhood education/special
education;
ix. Assessment and
evaluation for early childhood special education to include observing,
assessing, monitoring and reporting on the progress of young
children;
x. Substantial experience
in practicum as described in
R7-2-604 serving
children with exceptionalities birth through preschool and kindergarten through
grade three;
xi. Professional
responsibility and ethical conduct; and
xii. Twelve weeks of capstone experience as
described in
R7-2-604 serving
children with exceptionalities in birth through grade three, which may be
completed during the valid period of a teaching intern certificate. For
individuals seeking dual certification, any capstone experience requirements
may be met through separate eight-week capstone experiences in each of the
certification areas sought.
c. A passing score on the professional
knowledge portion of the Arizona Teacher Proficiency Assessment,
d. A passing score on the subject knowledge
portion of the Arizona Teacher Proficiency Assessment unless the applicant has
a bachelor's, master's or doctoral degree in early childhood special education
or otherwise qualifies for a waiver of the subject knowledge examination,
and
e. A valid fingerprint
clearance card issued by the Arizona Department of Public Safety.
2. Applicants may meet the
requirements in subsection (N)(1)(b) with the submission of an application for
the Standard Professional Early Childhood Special Education Certificate - birth
through age eight or grade three that includes two years of verified full-time
teaching experience in early childhood special education serving children birth
through prekindergarten and kindergarten through grade three and Board-approved
or accredited training or coursework which teaches the knowledge and skills
described in
R7-2-602
and subsections (N)(1)(b)(i)-(xi).
3. Board approved educator preparation
programs leading to dual certification in early childhood special education and
early childhood teaching may exempt a student from the early childhood special
education capstone experience upon completion of the following:
a. Verification from the applicable district
or charter school administrator that the student was employed continuously as a
paraprofessional whose primary responsibility was working with students in
early childhood special education for two years preceding commencement of the
early childhood teaching capstone experience;
b. Verification from the applicable district
or charter school administrator that the student received evaluations, in each
of the preceding two years of employment as a paraprofessional, indicating
effectiveness in performance; and
c. Completion of the capstone experience in
early childhood education and demonstration of all of the following
competencies during the dual certification educator preparation program:
i. Participation on a multi-disciplinary
evaluation team;
ii. Participation
in and drafting of an acceptable individualized education program;
and
iii. Planning and delivery of
specially designed instruction for a class of students.
O. Provisional
Cross-Categorical Special Education Certificate - grades K through 12
1. No new applications for the Provisional
Cross-Categorical Special Education certificate are accepted as of December 31,
2015.
2. Individuals who hold a
valid Provisional Cross-Categorical Special Education certificate are qualified
to teach students with mild to moderate autism, intellectual disabilities,
traumatic brain injury, emotional disability, specific learning disability,
orthopedic impairments, developmental delay and/or other health
impairments.
3. The Provisional
certificate may not be renewed or extended. Individuals who hold a valid
Provisional Cross-Categorical Special Education certificate, or a Provisional
Cross-Categorical certificate which has not expired for more than one year, may
apply for a Standard Professional Cross-Categorical Special Education
certificate.
P. Standard
Professional Cross-Categorical Special Education Certificate - grades K through
12.
1. The Standard Professional
Cross-Categorical is valid for 12 years and may be renewed.
2. Individuals who hold a valid Standard
Professional Cross-Categorical Special Education certificate are qualified to
teach students with autism, intellectual disabilities, traumatic brain injury,
emotional disability, specific learning disability, orthopedic impairments,
developmental delay and/or other health impairments.
3. The requirements are:
a. An Arizona Provisional Cross-Categorical
Special Education Certificate that is either valid or has not expired for more
than one year.
b. A valid
fingerprint clearance card issued by the Arizona Department of Public
Safety.
