CEC - CED Standards

The Council of Exceptional Children and the Council on the Education of the Deaf have established a sequence of standards that all CED endorsed Deaf Education Teacher Preparation Programs will soon be expected to meet. In an effort to assist programs in their standards revision work, I have analyzed the revised CEC and CED standards into a common format (see below). Within that format, the standards major (e.g., "I. Philosophical, Historical & Legal Foundations of SPED) and minor (e.g., "Knowledge" & "Skills") categorical organization have been maintained, while rephrasing was used to capture the essence of the revised standards. Hyperlinks were established to link the rephrased standard to their original wording (Note: Rephrased standards that begin with a "C/" denote a "CEC" standard. Standards that begin with a "/D" denote a "CED" standard and that that begin with "C/D" denote combined "CEC" and "CED" standards).

I hope that the following information increases the ease and efficiency with which Deaf Education Teacher Preparation Programs both prepare for and carry out the CED review process. I would also hope that my colleagues will help me further refine my analysis of the standards through their suggestions and comments. Together we can do this much better, alone, we can only repeat the frustrations of the past.

I. Philosophical, Historical & Legal Foundations of SPED

A. Knowledge
1. C/D - definitions, identification, incidence & identification of atypical children [3/1, 4]
2. C/D - models, theories & philosophies for providing educational services to atypical children [2/2]
3. C/D - cross cultural perspectives & their impact upon atypical children, their families & schools [2/]
4. C/D - legal rights & responsibilities of atypical children, their families & schools [4,5/5]
5. /D - cultural, linguistic, academic & social-emotional impact of educational placement options for d/hh children [ /3,6]
B. Skills
1. C/D - articulate personal understanding/application of the theories, philosophies & models of education [ /7]
2. C/ - carry out professional activities that are consistent with laws and policies [7/]
3. /D - articulate pros/cons of current issues/trends in SPED & Deaf Ed. [6/8]
4. /D - identify the major contributors to past-present Deaf Ed. knowledge base [ /9]

II. Characteristics of Learners

A. Knowledge
1. C/D - similarities/differences in the cognitive, communicative, academic, physical, cultural, social and emotional needs & abilities of typical and atypical children & adults [8,10,11/10,11]
2. C/ - use and impact of medications on the cognitive, communicative, academic, physical, social and emotional needs & abilities of typical and atypical children & adults [13/ ]
3. C/D - effects of family characteristics upon the development of atypical children [12/ 14]
4. C/ - educational implications of atypical children needs & abilities [14/ ]
5. /D - cultural dimensions of Deafness and Deaf Ed. [ /12]
6. /D - etiologies that can cause additional sensory, motor and/or learning difficulties for d/hh children [ /13]
7. /D - impact of comprehensible communication, onset of hearing loss, age of identification, provision of services and incidental learning upon the development of d/hh children [ /15,16,18,19]
B. Skills
1. C/ - access information on the cognitive, physical, cultural, social, academic and emotional characteristics of atypical children [15/ ]

III. Assessment, Diagnosis & Evaluation

A. Knowledge
1. C/D - terminology, ethical concerns, legal provisions and protocols used in the effective application and interpretation of the screening, pre-referral, referral, classification, educational programing and monitoring of atypical children [16,17,18,19,20,21,24/20,21,22,23]
2. C/ - influence of diversity on assessment, eligibility, programming and educational placement of atypical children [22/ ]
3. C/ - relationship between assessment and educational placement decisions for atypical children [23/ ]
B. Skills
1. C/D - collaborate with parents and other professional in the effective implementation, interpretation and use of initial and ongoing educational assessment procedures that use the atypical child's preferred language, and which: [25,29,33/24]
   a. gathering background information [27/ ]
   b. use of various assessment protocols, e.g.,
   
   (1) norm-referenced
   
   (2) curriculum-based
   
   (3) work samples
   
   (4) observations
   
   (5) task analysis [28/ ]
2. C/ - create and maintain children records [26/ ]
3. C/ - use effective communication skills to report assessment results to children, parents, colleagues and administrators [30/ ]
4. C/ - use of performance data and informal input (i.e., from children, parents, colleagues and administrators) to:
   a. identify appropriate modifications in the learning environment [31/ ]
   b. develop instructional assessment strategies [32/ ]
   c. evaluate results of instruction and readiness for program options [34,35/ ]
5. /D - gather and analyze verbal and nonverbal language samples from d/hh children [/25]
6. /D - use exceptionality-specific assessment instruments (e.g., SAT-HI, TERA-DHH, FSST) that are appropriate for d/hh children [ /26]

IV. Instructional Content & Practice

A. Knowledge
1. C/ - differing learning styles of children and how to adept instruction to fit these styles within various learning environments [36,37/ ]
2. C/D - curricula and instructional strategies for the development of motor, cognitive, social, communication/language, affective, functional skills, life skills and employment [38,39,41/ ]
3. C/ - techniques for modifying instructional methods and techniques that reflect learner needs, diversity, and family dynamics [40,42/ ]
4. /D - sources of specialized materials for d/hh children [ /27]
5. /D - curricula and instructional strategies used in general and deaf education [ /32,35]
6. /D - language development, use, assessment and intervention for both English and ASL [ /28,30,31]
7. /D - educational design and practices of Comprehensive, Oral/Aural and Bi/Bi programming (introduce all, focus on at least one) [ /29]
8. /D - techniques of stimulation and utilization of residual hearing for d/hh children [ /34]
B. Skills
1. C/ - develop/select assessment tools, interpret and use assessment data to design instructional programming (including appropriate technologies) that meet individual learning needs, cultural, linguistic and gender differences and to monitor children progress [43,44,45,46,51/ ]
2. C/ - use task analysis to develop lesson plans that sequence instructional activities and involve children in setting instructional goals and charting progress [49,47,48,51/ ]
3. C/ - select, adapt and use instructional strategies and materials that meet individual children needs and that assist student's generalization of target abilities across learning environments [50,53/ ]
4. C/ - use instructional time properly, maintain rapport with children, use effective verbal and nonverbal communication strategies and conduct self-evaluation of instruction [54,57,58,59/ ]
5. C/ - choose and implement instructional strategies and curricula materials that encourage children to use problem solving to meet their individual needs, that integrate social and career/vocational skills with academic curricula and that facilitate successful transitions [55,52,56/ ]
6. /D - demonstrate understanding of and proficiency in the language(s) needed to instruct d/hh children [ /36,37]
7. /D - select, design, produce and use media, technologies, materials and resources needed to instruct d/hh children [ /38]
8. /D - infuse speech skills into instruction and academic areas in a manner that is consistent with program design [ /39]
9. /D - design and implement instructional strategies and classroom environment to meet individual d/hh children physical, cognitive, cultural, communicative and academic needs, while facilitating independent communication and using first and second language teaching strategies to encourage literacy in English and/or ASL [ /40,41,42,43,44]

V. Planning & Managing the Teaching & Learning Environment

A. Knowledge
1. C/ - basic classroom management theories, methods and techniques [60/ ]
2. C/D - best practices concerning classroom management and instruction, including career/vocational transition [61/46]
3. C/ - use of technology to assist with planning and managing the teaching and learning environment [62/ ]
4. /D - Deaf cultural factors that may influence classroom management [ /45]
B. Skills
1. C/ - create a safe, positive and supporting learning environment in which diversities are valued, active participation is encouraged and self advocacy and independence is facilitated [63,67,70/ ]
2. C/D - prepare and organize materials needed for daily lessons, design those lessons to include instructional materials, strategies, evaluation protocols, management procedures, classroom routines and transitions to/from major learning environments, [65,66,68/48]
3. C/ - use strategies and techniques for facilitating the functional integration of children into various settings [64/ ]
4. C/ - direct the activities of classroom paraprofessionals, aide, volunteer or peer tutor [69/ ]
5. /D - manage assistive/augmentative devices [ /47]
6. /D - design a classroom environment that maximizes opportunities for visual and/or auditory learning [ /49]
7. /D - plan and implement instruction for children who have multiple disabilities [ /50]

VI. Managing Student Behavior & Social Interaction Skills

A. Knowledge
1. C/ - applicable laws, rules, regulations and procedural safe-guards regarding the planning, implementation and management of children behaviors and ethical related professional activities [71,72/ ]
2. C/ - impact of teacher attitudes and behaviors on classroom management and outcomes [73/ ]
3. C/ - strategies for crisis prevention/intervention [75/ ]
4. C/ - strategies needed to instruct the development and use of the social skills that are needed for educational and functional living environments and for preparing students to live harmoniously and productively in ethnically diverse settings [76/ ]
5. /D - processes for establishing ongoing interactions with peers, Deaf/Hard-of-Hearing role models and local, state, regional and national Deaf/Hard-of-Hearing communities [ /51,52]
B. Skills
1. C/ - demonstrate a variety of effective behavior management techniques and classroom modifications, that while least intensive, are consistent with the needs of individual children [77,78,79/ ]
2. C/ - integrate social skills into the curriculum and establish realistic expectations for children behavior across a variety of settings [80,81,82/ ]
3. C/ - demonstrate procedures to increase student self-awareness, self-control, self-reliance self-esteem and self-enhancing behavior across a variety of social settings [83,84/ ]
4. /D - prepare d/hh children in the appropriate and effective use of interpreters, note takers, peer tutors, etc. [ /53,58]

VII. Communication & Collaborative Partnerships

A. Knowledge
1. C/ - effective and ethical communication with children, parents, school and community personnel [85,89/ ]
2. C/D - knowledge of the typical concerns expressed by parents and the appropriate strategies/informational resources that can be used to address those concerns [86/54]
3. C/D - understanding and use of the roles and responsibilities that children, parents, school and community personnel play in the design, development and implementation of individual student programs [87,88/55]
4. /D - local, regional and national services provided for d/hh children [ /57]
B. Skills
1. C/ - use communication and collaborative strategies that foster mutual respect and encourage active participation by children, parents, school and community personnel [90,91,92,93/ ]
2. C/ - plan and conduct collaborative conferences with children, parents, school and community personnel that enhance educational opportunities and integration [94,95/ ]
3. C/ - communicate with school personnel regarding the characteristics and needs of atypical children [96/ ]
4. /D - facilitate communication between d/hh children and their families and between d/hh students and the support personnel with whom they interact [ /59,60]

VIII. Professionalism & Ethical Practices

A. Knowledge
1. C/ - one's own cultural biases and differences that affect one's teaching [97/ ]
2. C/ - importance of the teacher serving as a model for children [98/ ]
3. /D - ability to design and implement ongoing professional development that is pertinent to the effective education of d/hh children [ /61]
4. /D - knowledge and use of pertinent consumer and professional organizations, publications, conferences, Web resources, journals and texts relevant to the education of d/hh students [ /62]
B. Skills
1. C/ - demonstrate a commitment to developing the highest educational and quality of life potential of atypical children and a positive regard for the cultures, religion, gender and sexuality of students [99,100/ ]
2. C/ - maintain a high level of competence and exercise objective professional judgement in the practice of the profession [101,102/ ]
3. C/ - demonstrate proficiency in oral and written communication [103/ ]
4. C/ - engage in pertinent professional activities, comply with local, state, provincial and Federal monitoring and evaluation requirements and use copyrighted materials in an ethical manner [104,105,106/ ]
5. C/ - practice within the CED Code of Ethics and other standards and policies of the profession [107/ ]
6. /D - actively seek and demonstrate the ability to interact with adults in the Deaf community to maintain/improve ASL, English signs or cues as consistent with program philosophy [ /63,64]
7. /D - provide families with the knowledge and skills to make informed choices concerning the education of their d/hh children [ /65]
8. /D - participate in the activities of professional organizations relevant to the education of d/hh children [ /66]