Domain I — Understanding Individuals with Disabilities and Evaluating Their Needs

Competency 001: 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 imbedded link in each category to a more in depth resource that include 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.
- ESC-20 Special Education Media Library - This 9 minute video reviews the meaning, process and application of a students impact of disability and its affects on learning and experience.
- ESC-20 Special Education Media Library - This 17 minute video reviews the identification and services for students with dyslexia or related disorders

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

- US Department of Education, Ideas That Work "Tool Kit on Teaching and Assessing Students with Disabilities" - The Tool Kit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a collection of seven papers and a glossary that address key issues related to the participation of students with disabilities in these standards-based assessments. The TA products are divided into four substantive areas: Assessment, Instructional Practices, Behavior, and Accommodations. For each area, users will find a description of each resource, including its citation and target audience.

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.

- National Center on Intensive Intervention "Behavior Support for Intensive Intervention" - NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center and PBIS Center, developed course content focused on enhancing educators’ skills in behavior support for intensive intervention. The course includes eight modules that can support faculty and professional development providers with instructing pre-service and in-service educators’ knowledge of behavioral theory and skills in designing and delivering effective behavioral supports for students with intensive needs.

- Pacer Center Inc "Working with Culturally Diverse Students with Mental Health Needs" - This 90 minute webinar is designed to provide information to educators to increase their effectiveness in working with culturally diverse students with mental health and behavioral needs

D. Knows the different ways that students with and without disabilities learn

- Resources coming soon

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.

- Pacer Center Inc "Executive Function Tools and Strategies for K-12 Students" - This 15 minute video workshop will explore a variety of tools and strategies to support the needs of K-12 students who struggle with executive function skills.

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 nonsymbolic communication, and the impact of language development on the academic and social skills of individuals with disabilities.

- Center for Disease Control and Prevention "Developmental Disabilities - Language and Speech Disorders in Children" - Multiple articles devoted to language and speech disorders including developmental milestones, delayed language, disordered language, treatment and impact as well as imbedded links for further discovery.

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.

- Center for Disease Control and Prevention "The Hero Within: Knowing Hands-Only CPR and How to Use an AED Can Save Lives" - This article gives statistics, resources and actionable steps in the case of a medical emergency.

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 002: 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.

- Texas Education Agency, Child Find Tx, ESC 4 "Evaluations during the 2020-21 School Year: Efficient Multimethod, Multisource Solutions for Completing Comprehensive Evaluations" - The full and individual evaluation (FIE) must be comprehensive and yield decisions that are valid, data-based, and lead to the development of appropriate services. This 90 minute session is designed to address critical issues in completing FIEs during in-school learning and remote learning, whether synchronous or asynchronous. Topics to be discussed include: planning the FIE, using multiple methods and sources of data to inform decisions, collection and interpretation of data given issues related to test administration and observations, and factors influencing decision-making

- Texas Education Agency, Child Find Tx, ESC 4 "Triangulating Data in the Full and Individual Evaluation: Telling the Student's Story" - Webinar: Participants will learn how to triangulate data (from more than two sources) to verify results. Consistency of findings leads to recommendations for evidence-based interventions and how to progress monitor those interventions.

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.

- Resources coming soon

C. Identifies appropriate evaluation strategies for individual students with diverse characteristics and needs (e.g., related to culture, language, personal beliefs, nature, severity of 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.

D. Applies knowledge of procedures for screening, prereferral intervention, referral and determining eligibility, including criteria used to determine eligibility.

- 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".
- ESC-20 Special Education Media Library - This 12 minute video describes the purpose of a Full and Individual Initial Evaluation including timelines, and a general understanding of procedures.
- ESC-20 Special Education Media Library - This 12 minute video describes the purpose of a Reevaluation including timelines, and a general understanding of procedures.

- 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 download 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.

- Texas Education Agency, Texas Statewide Leadership for Autism Training, ESC 13 "Evaluation Categories" - This website gives resources for several evaluation categories with explanations and examples.

E. Knows how to gather background information regarding academic, medical and family history, collaborate with parents/guardians and with other professionals to conduct assessments and evaluations, document ongoing student assessment and maintain accurate records.

- 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).

- Wrights Law "Assessments, Evaluations, Tests" - Multiple sources and information on evaluations, testing administrations, advocacy, IEE's, test measures, test myths, and family perspectives and questions relating to evaluations with hyperlinks included for additional research.

G. Knows how to communicate assessment and evaluation results appropriately to individuals with disabilities, parents/guardians, administrators and other professionals.

Resources coming soon

H. Understands the reciprocal nature of assessment and instruction; applies skills for developing individualized assessment strategies to evaluate the results of instruction; and knows how to use assessment and evaluation results to design, monitor and modify instruction for individuals with disabilities.

- ESC-20 Special Education Media Library - This 15 minute video reviews state assessments and allowable accommodations to support individuals with disabilities.

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.

- Resources coming soon

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.

- Resources coming soon