Utah Admin. Code R277-304-7 - Special Education and Preschool Special Education Programs
(1) Before approval by the Board, a special
education or preschool special education preparation program shall demonstrate
that:
(a) the program is operated by or
partnered with a Utah institution of higher education or the Board;
(b) it requires competency in Board approved
special education teacher preparation competencies in one or more of the
following special education areas:
(i)
Mild/Moderate Support Needs;
(ii)
Complex Support Needs;
(iii) Deaf
and Hard of Hearing;
(iv) Blind and
Visually Impaired;
(v) Deafblind;
or
(vi) Preschool Special Education
(Birth-Age 5);
(c) the
program requires the passage of a Braille assessment approved by the
Superintendent for a program in the Blind and Visually Impaired area;
(d) For a candidate enrolled in a special
education preparation program before September 1, 2027 or enrolled in a
preschool special education preparation program, the program requires
competency in:
(i) all areas detailed in
Subsections R277-304-4(4) through (7);
(ii) legal and ethical issues surrounding
special education, including:
(A) the
IDEA;
(B) the Special Education
Rules Manual incorporated by reference in Section R277-750-2; and
(C) all other applicable statutes and Board
rules;
(iii) working
with other school personnel to implement and evaluate academic, behavioral, and
developmental supports and interventions for students with disabilities within
a multi-tiered system of supports as appropriate for the area of
licensure;
(iv) training in and
supervising the services and supports provided to students with disabilities by
general education teachers, related service providers, and paraprofessionals;
and
(v) providing specially
designed instruction, including content-specific pedagogy, as per IEPs, to
students with disabilities, including:
(A) the
Utah Core Standards; and
(B) the
Essential Elements as appropriate to a candidate's prospective area of
licensure as established by the Board;
(C) skills in assessing and addressing the
educational, developmental, and functional needs and progress of students with
disabilities;
(D) skills in
implementing and assessing the results of research and evidence-based
interventions for students with disabilities; and
(E) skills in implementing an educational
program with accommodations, modifications, services, and supports established
by an IEP for students with disabilities.
(2) For a program candidate
accepted after January 1, 2020, a special education or preschool special
education preparation program shall require multiple opportunities for a
program candidate to successfully demonstrate application of knowledge and
skills gained through the program in a school-based setting in each of the
following:
(a) all requirements outlined in
Subsections R277-304-4(4) through (7);
(b) creating learning goals and objectives
for a student with disabilities that are specific, measurable, time-bound, and
aligned to identified student needs and the Utah Core Standards;
(c) designing or adapting learning
environments for diverse student populations that encourage active
participation in individual and group activities;
(d) monitoring school compliance with
multiple student IEP and Section 504 plans;
(e) conducting a student IEP meeting under
the supervision of a licensed special education teacher;
(f) using knowledge of measurement principles
and practices to interpret assessment information in making instructional,
eligibility, program, and placement decisions for students with disabilities,
including those from culturally or linguistically diverse
backgrounds;
(g) communicating with
parents of students with disabilities to ensure they are informed regarding the
progress of their student and their right to due process; and
(h) if the program is designed to prepare an
individual for a special education license area, developing and implementing a
secondary transition plan as it relates to post-secondary education and
training, competitive employment, and independent living.
(3) For a program candidate accepted on or
after September 1, 2027, a special education preparation program shall require
demonstration of:
(a) the Special Education
Preparation Foundational Competencies; and
(b) the competencies for at least one special
education endorsement.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
(1) Before approval by the Board, a special education or preschool special education preparation program shall demonstrate that:
(a) the program is operated by or partnered with a Utah institution of higher education or the Utah State Board of Education;
(b) it requires competency in Board approved special education teacher preparation competencies in one or more of the following special education areas:
(i) Mild/Moderate Disabilities;
(ii) Severe Disabilities;
(iii) Deaf and Hard of Hearing;
(iv) Blind and Visually Impaired;
(v) Deafblind; or
(vi) Preschool Special Education (Birth-Age 5);
(c) the program requires the passage of a special education content knowledge assessment approved by the Superintendent;
(d) the program requires the passage of a Braille assessment approved by the Superintendent for a program in the Blind and Visually Impaired area;
(e) the program requires competency in:
(i) all areas detailed in Subsections R277-304-4(4) through (7);
(ii) legal and ethical issues surrounding special education, including:
(A) the IDEA;
(B) the Special Education Rules Manual incorporated by reference in Section R277-750-2; and
(C) all other applicable statutes and Board rules;
(iii) working with other school personnel to implement and evaluate academic, behavioral, and developmental supports and interventions for students with disabilities within a multi-tiered system of supports as appropriate for the area of licensure;
(iv) training in and supervising the services and supports provided to students with disabilities by general education teachers, related service providers, and paraprofessionals; and
(v) providing specially designed instruction, including content-specific pedagogy, as per IEPs, to students with disabilities, including:
(A) the Utah Core Standards ; and
(B) the Essential Elements as appropriate to a candidate's prospective area of licensure as established by the Board;
(C) skills in assessing and addressing the educational, developmental, and functional needs and progress of students with disabilities;
(D) skills in implementing and assessing the results of research and evidence-based interventions for students with disabilities; and
(E) skills in implementing an educational program with accommodations, modifications, services, and supports established by an IEP for students with disabilities.
(2) For a program candidate accepted after January 1, 2020, a special education or preschool special education preparation program shall require multiple opportunities for a program candidate to successfully demonstrate application of knowledge and skills gained through the program in a school-based setting in each of the following:
(a) all requirements outlined in Subsections R277-304-4(4) through (7);
(b) creating learning goals and objectives for a student with disabilities that are specific, measurable, time-bound, and aligned to identified student needs and the Utah Core Standards ;
(c) designing or adapting learning environments for diverse student populations that encourage active participation in individual and group activities;
(d) monitoring school compliance with multiple student's IEP and Section 504 plans;
(e) conducting a student IEP meeting under the supervision of a licensed special education teacher;
(f) using knowledge of measurement principles and practices to interpret assessment information in making instructional, eligibility, program, and placement decisions for students with disabilities, including those from culturally or linguistically diverse backgrounds;
(g) communicating with parents of students with disabilities to ensure they are informed regarding the progress of their student and their right to due process; and
(h) if the program is designed to prepare an individual for a special education license area, developing and implementing a secondary transition plan as it related to post-secondary education and training, competitive employment, and independent living.