Domain I — Understanding Individuals with Disabilities and Evaluating Their Needs
Competency #1
The special education teacher understands and applies knowledge of the characteristics and needs of students with disabilities.
A. Knows characteristics of individuals with different types of disabilities, including individuals with different levels of severity and multiple disabilities across eligibility categories, and analyzes the impact of various disabilities on learning and experience.
Partners Resource Network, Inc. "Categories of Disability under IDEA" - Outlines individual disabilities and descriptions under the framework of IDEA and contains an embedded link in each category to a more in-depth resource that includes early intervention information, FAQ sheets, personal insights, state service links, national services links, examples and strategies for school personnel, transition toolkits, and resources in Spanish.
Texas SPED Support, "Disability Condition Eligibility Definitions" - The IDEA and Texas Administrative Code (TAC) Provide Explanations of the criteria for disability condition determination and characteristics.
B. Knows characteristics of individuals with different types of disabilities, including individuals with different levels of severity and multiple disabilities across eligibility categories, and analyzes the impact of various disabilities on learning and experience.
University of Florida, CEEDAR Center "High-Level Practices" - The High-Leverage Practices (HLPs) video series and related resources are a free resource that is easy to incorporate into a wide range of professional learning formats collaboratively developed by the CEEDAR Center and the Council for Exceptional Children. These document files, assessment tools, practice videos and guidance document outline, "a set of practices that are fundamental to support student learning that can be taught, learned and implemented by those entering the profession".
University of Texas, The Meadows Center "Top 10 Key Policies for All Schools" - MCPER has distilled the latest research findings for various content areas into top 10 lists, which describe the most important practices and policies, according to high-quality research, that should be in place in every school. Documents for TOP 10 include: Basic Practices, Assessment, Behavioral Supports, Mathematics, Reading, ELL, Explicit Instruction, Bilingual Programs, SEL and Intervention.
C. Knows how the developmental, academic, social, career and functional characteristics of individuals with disabilities relate to levels of support needed and applies knowledge of human development and disabilities to plan and implement appropriate curriculum. Knows theoretical explanations for behavioral disorders and analyzes the varied characteristics of behavioral disorders and their effect on learning.
D. Knows the different ways that students with and without disabilities learn
E. Applies knowledge of human development and the effects of various types of disabilities on developmental processes in order to identify the needs of individuals with and without disabilities.
Center for Disease Control and Prevention "Child Development" - References multiple articles devoted to child development including specific conditions, child development basics, developmental screening, free materials, articles, positive parenting tips, and research studies. Each section contains in-depth knowledge with additional hyperlinks for further research.
F. Understands the effects of cultural and environmental influences (e.g., linguistic characteristics, socioeconomic issues, abuse/neglect, substance abuse) on the child and family.
American Psychological Association "Children, Youth, Families and Socioeconomic Status" - This article contains information and resources regarding how socioeconomic status (SES) is relevant to all realms of behavioral and social science, including research, practice, education and advocacy.
G. Understands normal, delayed and disordered communication patterns, including non-symbolic communication, and the impact of language development on the academic and social skills of individuals with disabilities.
H. Knows aspects of medical conditions affecting individuals with disabilities, including the effects of various medications on behavior and functioning and the implications of medical complications for student support needs (e.g., seizure management, tube feeding, catheterization, cardiopulmonary resuscitation [CPR]).
Center for Disease Control and Prevention "Living with Spina Bifida: School-Aged Children" - Articles devoted to Spina Bifida in school-aged children, including educational issues, academic and mobility, as well as 504 plans and IEP implications
Epilepsy Foundation "Seizure Training for School Nurses: Caring for Students On Demand Training 2.0" - Seizure training for school staff provides information, strategies and resources that will enable him/her to better manage students with seizures. (3 hour course). Free, sign up required.
I. Understands ways in which physical disabilities and health impairments relate to development and behavior, and knows the etiologies and effects of sensory disabilities and other conditions affecting individuals with disabilities.
Center for Disease Control and Prevention "Disability and Health Inclusion Strategies" - Multiple articles devoted to inclusion of people with disabilities into everyday activities including practices and policies designed to identify and remove barriers such as physical, communication, and attitudinal that hamper individuals’ ability to have full participation in society, the same as people without disabilities.
Competency #2
The special education teacher understands formal and informal assessment and evaluation procedures and knows how to evaluate student competencies to make instructional decisions.
A. Applies knowledge of basic terminology used in assessment and evaluation, the uses and limitations of various types of instruments and techniques and methods for monitoring the progress of individuals with disabilities.
B. Understands ethical concerns related to assessment and evaluation, including legal provisions, regulations and guidelines regarding unbiased evaluation and the use of psychometric instruments and instructional assessment measures with individuals with disabilities.
Partners Resource Network Inc. "Evaluating Children for a Disability" - This article explains terms and conditions for evaluations, giving resources and explanations as well as considerations for biases and considerations for language, communication and culture.
Center for Parent Information and Resources "Module 9: Introduction to Evaluation under Part B of IDEA" - This module in English and Spanish includes a slideshow presentation, a Trainers Guide explaining all the content and handouts for participants introduces the basic principals and requirements that schools must follow for evaluating children for the presence of a disability under the process outlined in IDEA. Note: The Slides may not download, however they are included in the PDF free download "complete guide".
Center for Parent Information and Resources "Module 10: Initial Evaluation and Reevaluation under Part B of IDEA" - This module in English and Spanish is a continuation of the content downloaded in part 9 and includes a slideshow presentation, a Trainers Guide explaining all the content and handouts for participants introduces the basic principals and requirements that schools must follow for initial evaluations and reevaluations for students with disabilities. The handouts for Module 10 are included in a packet of handouts designed to cover the entire umbrella topic of Theme C, Evaluating Children for Disability. If you’ve downloaded the handouts for Theme C already (for example, if you’ve already downloaded all the materials for Module 9), you have the handouts you need for Module 10. If you haven’t downloaded any handouts for Theme C yet, here they are in 2 different formats and 2 different languages.
Center for Parent Information and Resources "Evaluating School-Aged Children for Disability" - Resources and links to each phase of the assessment and evaluation process.
Texas Education Agency, Texas Statewide Leadership for Autism Training, ESC 13 "Evaluations" - This website site provides links to 20 types of academic achievement assessments along with a summary of each and gives resources for several evaluation categories with explanations and examples.
National Association of Special Education Teachers "Assessment in Special Education Series" - An educational resource that focuses on the process used to determine a child’s specific learning strengths and needs, and establish whether or not a child is eligible for special education services. It includes previous and current issues of NASET"s articles related to assessment including introductions to assessments, identification of high risk students, referrals, parental consent, requirements of evaluations, comprehensive assessments, scoring terminology, student behaviors during assessments, components of a report, requirements of an IEP, curriculum based measurements, assessments and accommodations, special education acronyms, tests of academic achievement, interpreting special education legal aspects, and sharing information with families.
F. Knows how to interpret and apply information from formal and informal assessment and evaluation instruments and procedures, including interpreting various types of scores (e.g., standard scores, percentile ranks, age/grade equivalents).
G. Knows how to communicate assessment and evaluation results appropriately to individuals with disabilities, parents/guardians, administrators and other professionals.
I. Knows how to design and use ecological assessments, portfolio assessments, task analyses and functional assessments (e.g., behavioral, social, communication) to accommodate the unique abilities and needs of individuals with disabilities.
J. Applies skills for using assessment and evaluation information from various sources (e.g., teachers, other professionals, parents/guardians, individuals with disabilities) to make instructional decisions, plan effective programs for individuals with disabilities, including those from culturally and/or linguistically diverse backgrounds, and identify supports needed for integration into various program placements.