Domain II — Promoting Student Learning and Development

A. Knows how to select, develop and apply instructional content, materials, resources and strategies that are responsive to cultural and other factors (e.g., language, religion, gender, personal beliefs, nature and severity of disability).

B. Knows curricula for developing cognitive, academic, social, language, affective, motor, functional, transition and career life skills for individuals with disabilities.

D. Applies procedures for developing and using Individual Education Program (IEP) objectives to plan instruction for individuals with disabilities.

E. Prepares, adapts and organizes materials to implement developmentally appropriate and age-appropriate lesson plans based on Individual Education Program (IEP) objectives for individuals with disabilities.

F. Applies knowledge of issues, resources and appropriate strategies for teaching students with disabilities in specialized settings (e.g., alternative schools, special centers, hospitals, residential facilities), including transitions to and from school- and community-based settings.

G. Knows how to collaborate with other professionals to interpret and use sensory, mobility, reflex and perceptual information to create appropriate learning plans (e.g., sensory stimulation, physical positioning, lifting).

H. Knows how to collaborate with other professionals to plan, adapt and implement effective instruction in the least restrictive setting for individuals with disabilities.

I. Knows how the general or special classroom and other learning environments (e.g., home, job site, cafeteria, transportation, community) impact student learning and behavior and applies strategies for planning educational environments that promote students’ learning, active participation, communication, self-advocacy, increased independence and generalization of skills.

J. Identifies ways in which technology can assist in planning and managing instruction for individuals with disabilities.

K. Knows how to use local, state and federal resources to assist in programming for individuals with disabilities.

A. Applies procedures for ensuring a safe, positive and supportive learning environment in which diversities are valued and knows how to address common environmental and personal barriers that hinder accessibility for and acceptance of individuals with disabilities.

B. Knows how to use instructional time efficiently and effectively for individuals with disabilities.

C. Knows how to design, structure and manage daily routines, including transition time, for students in a variety of educational settings and applies procedures for monitoring behavior changes across activities and settings.

D. Applies knowledge of basic classroom management theories, methods and techniques for individuals with disabilities, research-based best practices for effective management of teaching and learning and management procedures that are appropriate to individual needs.

E. Identifies ways in which technology can assist in managing the teaching and learning environment to meet the needs of individual students.

F. Knows various types of assistive technologies, devices, services and resources and their role in facilitating students’ educational achievement, communication, positioning, mobility and active participation in educational activities and routines.

G. Knows how to make informed decisions about types and levels of assistive technologies, devices and services for students with various needs, collect and analyze information about a student’s environment and curriculum to identify and monitor assistive technology needs and support the use of assistive technologies, devices and services.

H. Applies procedures for participating in the selection and implementation of assistive technologies, devices and services for students with various needs.

I. Applies procedures for coordinating activities of related services personnel and directing the activities of paraprofessionals, aides, volunteers and peer tutors.

J. Under the direction of related services personnel, applies knowledge of appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning and seating.

A. Analyzes cultural factors and perspectives that affect relationships among students, parents/guardians, schools and communities with regard to providing instruction for individuals with disabilities.

B. Knows how to serve as a resource person for families, general education teachers, administrators and other personnel in recognizing the characteristics of and meeting the needs of individuals with learning differences in the general education classroom.

C. Knows how to use assessment results to design, monitor and adapt instruction to enhance student learning and applies skills for selecting, adapting and using effective, research-based instructional strategies, practices and materials that are developmentally appropriate and age appropriate and that meet individual needs.

D. Knows instructional, compensatory, enrichment and remedial methods, techniques and curriculum materials and applies strategies for modifying instruction based on the differing learning styles and needs of students.

E. Applies knowledge of techniques for motivating students, including the effects of high teacher expectations on student motivation.

F. Knows life-skills and self-help curricula and strategies for providing students with life-skills instruction relevant to independent or assisted living and employment.

G. Knows how to select and use appropriate technologies to accomplish instructional objectives and applies skills for appropriately integrating technology into the instructional process.

H. Applies strategies for integrating affective, social and career/vocational skills with academic curricula, teaching students with disabilities to solve problems and use other cognitive strategies to meet their individual needs and facilitating maintenance and generalization of skills across learning environments.

I. Knows how to adapt lessons to maximize the physical abilities of individuals with specialized needs.

J. Knows how to integrate related services into all types of educational settings.

K. Knows how to provide community-referenced and community-based instruction as appropriate.

L. Knows how to design and implement instruction in independent living skills, vocational skills and career education for students with physical and health disabilities and how to promote the use of medical self-management procedures for students with specialized health care needs.

A. Applies knowledge of how culturally and/or linguistically diverse backgrounds of students impact behavior management and social skills instruction.

B. Recognizes ways in which teacher attitudes and behaviors and personal cultural biases influence the behavior of students.

C. Applies knowledge of ethics, laws, rules and procedural safeguards related to planning and implementing behavior management and discipline for individuals with and without disabilities.

D. Knows theories relating to student problem behavior (e.g., noncompliance, self-stimulation, self-injury, withdrawal, aggression, defiance) and the theoretical basis of behavior management techniques (e.g., positive behavioral support, reinforcement, proactive strategies, reductive strategies that decrease negative behaviors).

E. Develops and/or selects social skills and behavioral curricula and strategies that promote socially appropriate behavior and prepares individuals to live cooperatively and productively in society.

F. Incorporates social skills instruction across settings and curricula and knows how to design, implement and evaluate instructional programs that enhance an individual’s social participation in family, school and community activities.

G. Identifies realistic expectations for personal and social behavior in various settings and applies procedures for increasing an individual’s self-awareness, self-control, self-management, self-reliance and self-confidence.

H. Knows strategies for modifying learning environments (e.g., schedule, physical and instructional arrangements) to promote appropriate behaviors.

I. Knows the impact of language on an individual’s behavior and learning and knows how the communication skills of nonspeaking/nonverbal individuals affect their behavior.

J. Understands functional behavior assessments and evaluations and their role in developing behavior intervention plans.

K. Knows strategies for crisis prevention, intervention and postvention; applies procedures for developing, implementing and evaluating individual behavior crisis-management plans in educational settings; and implements the least intensive intervention consistent with individual needs.

A. Knows how to plan, facilitate and implement transition activities as documented in Individualized Family Services Plans (IFSPs) and Individualized Education Programs (IEPs).

B. Knows how to plan for and link students’ current and previous developmental and learning experiences, including teaching strategies, with those of subsequent settings.

C. Knows programs and services available at various levels and how to assist students and families in planning for transition.

D. Knows how to teach students skills for coping with and managing transitions.

E. Knows sources of unique services, networks and organizations for individuals with disabilities, including career, vocational and transition support.

G. Knows how to collaborate with the student, the family and others to design and implement transition plans that meet identified student needs and ensure successful transitions.

H. Applies skills for communicating with families about issues related to transition and strategies for helping their children make successful transitions.