Or. Admin. R. 584-065-0035 - Knowledge, Skills and Abilities for Special Education Endorsement

(1) Definitions:
(a) "Individual with exceptional learning needs" means individuals with disabilities and individuals with exceptional gifts and talents.
(b) "Exceptional Condition" means both single and co-existing conditions. These may be two or more disabling conditions or exceptional gifts or talents coexisting with one or more disabling condition.
(c) "Special Curricula" denotes curricular areas not routinely emphasized or addressed in general curricula, e.g., social, communication, motor, independence, self-advocacy.
(2) Authorizations: Candidates for endorsements special education shall qualify for two levels of authorization by:
(a) Completing preparation in developmental psychology and methods appropriate for early childhood and elementary education, OR elementary and middle level, OR middle level and high school authorizations;
(b) Documenting knowledge of the endorsement by passing the commission-approved test for special education;
(A) The Commission-adopted elementary multiple subjects examination is not required to obtain the license;
(B) However, passage of the Commission-adopted elementary multiple subjects examination is required in order for special educators licensed to teach general education content in grades preK through 8 (elementary teachers) and to be meet the federal definition of "highly qualified" teacher under the Education/Secondary Education Act (ESEA);
(c) Candidates completing a practica experience at either the early childhood or elementary authorization levels and at either the middle or high school authorization levels shall qualify for grade authorization for pre-kindergarten through grade twelve.
(3) Field Experience:
(a) Candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities (mild, moderate and severe), and collaborative opportunities that are appropriate to the license or roles for which they are preparing.
(b) These field and clinical experiences are supervised by qualified professionals who are either licensed as special educators or eligible for licensure as special educators.
(4) Candidates for special education endorsements must complete an approved academic program for special education and will demonstrate competency through OAR 584-017-1030 in the following standards:
(a) Standard 1: Foundations: Candidates understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Candidates:
(A) Understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation;
(B) Understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services;
(C) Understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies; and
(D) Use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.
(b) Standard 2: Development and Characteristics of Learners. Candidates know and demonstrate respect for their students first as unique human beings. Candidates:
(A) Understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs;
(B) Understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual's with exceptional learning needs; and
(C) Understand how the experiences of individuals with exceptional learning needs can impact families, as well as the individual's ability to learn, interact socially, and live as fulfilled contributing members of the community.
(c) Standard 3: Individual Learning Differences. Candidates understand the effects that an exceptional condition can have on an individual's learning in school and throughout life. Candidates:
(A) Understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community;
(B) Are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual's exceptional condition to impact the individual's academic and social abilities, attitudes, values, interests, and career options; and
(C) Demonstrate that the understanding of these learning differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with exceptional learning needs.
(d) Standard 4: Instructional Strategies. Candidates posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs. Candidates:
(A) Select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for individuals with exceptional learning needs;
(B) Enhance the learning of critical thinking, problem solving, and performance skills of individuals with exceptional learning needs, and increase students' self-awareness, self-management, self-control, self-reliance, and self-esteem; and
(C) Emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.
(e) Standard 5: Learning Environments and Social Interactions. Candidates actively create learning environments for individuals with exceptional learning needs that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with exceptional learning needs. Candidates:
(A) Foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world;
(B) Shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptional learning needs;
(C) Help their general education colleagues integrate individuals with exceptional learning needs in regular environments and engage them in meaningful learning activities and interactions;
(D) Use direct motivational and instructional interventions with individuals with exceptional learning needs to teach them to respond effectively to current expectations;
(E) Demonstrate the ability to safely intervene with individuals with exceptional learning needs in crisis; and
(F) Demonstrate the ability to coordinate all these efforts and provide guidance and direction to para-professionals and others, such as classroom volunteers and tutors.
(f) Standard 6: Language. Candidates understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual's experience with and use of language. Candidates:
(A) Use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs;
(B) Are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional need;
(C) Match their communication methods to an individual's language proficiency and cultural and linguistic differences; and
(D) Provide effective language models, and they use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not the dominant language.
(g) Standard 7: Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Candidates:
(A) Develop long-range individualized instructional plans anchored in both general and special curricula;
(B) Systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual's abilities and needs, the learning environment, and a myriad of cultural and linguistic factors;
(C) Understand that individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization;
(D) Demonstrate that understanding these factors as well as the implications of an individual's exceptional condition, guides the special educator's selection, adaptation, and creation of materials, and the use of powerful instructional variables;
(E) Demonstrate the ability to modify instructional plans based on ongoing analysis of the individual's learning progress;
(F) Facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate;
(G) Develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts; and
(H) Are comfortable using appropriate technologies to support instructional planning and individualized instruction.
(h) Standard 8: Assessment. Assessment is integral to the decision-making and teaching of special educators and candidates use multiple types of assessment information for a variety of educational decisions. Candidates:
(A) Use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress;
(B) Understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds;
(C) Understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results;
(D) Understand the appropriate use and limitations of various types of assessments;
(E) Collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making;
(F) Conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs;
(G) Use assessment information to identify supports and adaptations required for individuals with exceptional learning needs to access the general curriculum and to participate in school, system, and statewide assessment programs;
(H) Regularly monitor the progress of individuals with exceptional learning needs in general and special curricula; and
(I) Use appropriate technologies to support their assessments.
(i) Standard 9: Professional and Ethical Practice. Candidates are guided by the profession's ethical and professional practice standards. Candidates:
(A) Practice in multiple roles and complex situations across wide age and developmental ranges;
(B) Understand that their practice requires ongoing attention to legal matters along with serious professional and ethical considerations;
(C) Engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth;
(D) View themselves as lifelong learners and regularly reflect on and adjust their practice;
(E) Are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice;
(F) Understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with exceptional learning needs and their families;
(G) Actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices; and
(H) Know their own limits of practice and practice within them.
(j) Standard 10: Collaboration. Candidates routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with exceptional learning needs are addressed throughout schooling. Candidates:
(A) Embrace their special role as advocate for individuals with exceptional learning needs;
(B) Promote and advocate the learning and well being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences;
(C) Are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with exceptional learning needs;
(D) Are a resource to their colleagues in understanding the laws and policies relevant to Individuals with exceptional learning needs; and
(E) Use collaboration to facilitate the successful transitions of individuals with exceptional learning needs across settings and services.
(5) Valid to Teach: This endorsement is valid to teach: Any assignment requiring a special education teacher for students with the full range of disabilities from mild to severe within the grade authorizations held on the educator's license.


Or. Admin. R. 584-065-0035
TSPC 8-2009, f. & cert. ef. 12-15-09; TSPC 9-2012, f. & cert. ef. 9-14-12

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533

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