Table 1 DRAFT ONLY

Depicting Alignment of Initial CEC and NAEYC Elements and DEC K and S Statements and NAEYC Elements

CEC Initial Preparation Standards and Key Elements DEC Initial Specialty Set: Early Childhood Special Education/Early Intervention 2010 NAEYC Standards and Key Elements for Initial Early Childhood Professional Preparation Programs
Standard 1. Learner Development and Individual Learning Differences
1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Standard 1. Promoting Child Development and Learning
Standard 2. Building Family and Community Relationships
 
1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.   1b: Knowing and understanding the multiple influences on development and learning
2a: Knowing about and understanding diverse family and community characteristics    
1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.   1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children    
  ECSE.K1.1 Theories of typical and atypical early childhood development 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8
  ECSE.K1.2 Biological and environmental factors that affect pre-, peri-, and postnatal development and learning 1b: Knowing and understanding the multiple influences on development and learning
  ECSE.K1.4 Impact of medical conditions and related care on development and learning  
  ECSE.K1.6 Factors that affect the mental health and social-emotional development of infants and young children  
  ECSE.K1.9 Impact of language delays on cognitive, social-emotional, adaptive, play, temperament and motor development  
  ECSE.K1.7 Infants and young children develop and learn at varying rates 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8
1b: Knowing and understanding the multiple influences on development and learning
  ECSE.K1.8 Impact of child’s abilities, needs, and characteristics on development and learning 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8
1b: Knowing and understanding the multiple influences on development and learning
ECSE.S1.1 Develop, implement, and evaluate learning experiences and strategies that respect the diversity of infants and young children, and their families   1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
ECSE.S1.2 Develop and match learning experiences and strategies to characteristics of infants and young children    
ECSE.S1.3 Support and facilitate family and child interactions as primary contexts for development and learning   2c: Involving families and communities in young children’s development and learning

 

Standard 2. Learning Environments
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
Standard 1. Promoting Child Development and Learning
Standard 4. Using Developmentally Effective Approaches
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.   1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
    5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
  ECSE.K2.1 Theories of typical and atypical early childhood development 1b: Knowing and understanding the multiple influences on development and learning
  ECSE.S2.1 Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
  ECSE.S2.2 Organize space, time, materials, peers, and adults to maximize progress in natural and structured environments 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
  ECSE.S2.4 Structure social environments, using peer models and proximity, and responsive adults, to promote interactions among peers, parents, and caregivers 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
  ECSE.S2.5 Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and adaptive and assistive technology, responsive to individual differences 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
  ECSE.S2.6 Implement basic health, nutrition and safety management procedures for infants and young children  

 

Standard 3. Curricular Content Knowledge
3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
Standard 5. Using Content Knowledge to Build Meaningful Curriculum  
3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.   5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts - music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
    5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
    5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.   5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts - music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
    5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.   5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
  ECSE.K3.2 Theories and research that form the basis of developmental and academic curricula, and embedded and instructional strategies 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
    5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
  ECSE.K3.3 Developmental and academic content 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts - music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
  ECSE.S3.2 Plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based on knowledge of individual children, the family, and the community 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
  ECSE.S3.4 Plan and implement developmentally and individually appropriate curriculum  

 

Standard 4. Assessment
4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.   3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.   3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.   3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
    3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
  ECSE.K4.1 Role of the family in the assessment process 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
  ECSE.K4.3 Alignment of assessment with curriculum, content standards, and local, state, and federal regulations 3a: Understanding the goals, benefits, and uses of assessment - including its use in development of appropriate goals, curriculum, and teaching strategies for young children
  ECSE.K4.4 Connection of curriculum to assessment and progress monitoring activities 3a: Understanding the goals, benefits, and uses of assessment - including its use in development of appropriate goals, curriculum, and teaching strategies for young children
  ECSE.S4.2 Integrate family priorities and concerns in the assessment process 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
  ECSE.S4.3 Assess progress in the five developmental domains, play, and temperament 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
  ECSE.S4.4 Select and administer assessment instruments in compliance with established criteria 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
    3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
  ECSE.S4.5 Use culturally unbiased assessments and procedures 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
  ECSE.S4.6 Use informal and formal assessment to make decisions about infants and young children’s development and learning 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
  ECSE.S4.7 Gather information from multiple sources and environments  
  ECSE.S4.12 Conduct ongoing formative child, family, and setting assessments to monitor instructional effectiveness  

 

Standard 5. Instructional Planning and Strategies
5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6 to advance learning of individuals with exceptionalities.
Standard 2. Building Family and Community Relationships
Standard 4. Using Developmentally Effective Approaches
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.   2a: Knowing about and understanding diverse family and community characteristics
    5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.   4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.   4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning   2b: Supporting and engaging families and communities through respectful, reciprocal relationships
    2c: Involving families and communities in young children’s development and learning
5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.   5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
  ECSE.S5.2 Use teacher-scaffolded and initiated instruction to complement child-initiated learning 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
  ECSE.S5.4 Use individual and group guidance and problem-solving techniques to develop supportive relationships with and among children 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
  ECSE.S5.6 Use a continuum of intervention strategies to support access of young children in the general curriculum and daily routines 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

 

Standard 6. Professional Learning and Ethical Practice
6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Standard 2. Building Family and Community Relationships
Standard 4. Using Developmentally Effective Approaches
Standard 6. Becoming a Professional
6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.   6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.   6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.   2a: Knowing about and understanding diverse family and community characteristics
6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.   6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.   6e: Engaging in informed advocacy for young children and the early childhood profession
  ECSE.K6.2 Trends and issues in early childhood education, early childhood special education, and early intervention 6a: Identifying and involving oneself with the early childhood field
  ECSE.K6.3 Legal, ethical, and policy issues related to educational, developmental, and medical services for infants and young children, and their families 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
  ECSE.K6.4 Advocacy for professional status and working conditions for those who serve infants and young children, and their families 6e: Engaging in informed advocacy for young children and the early childhood profession
  ECSE.S6.3 Respect family choices and goals 2b: Supporting and engaging families and communities through respectful, reciprocal relationships
  ECSE.S6.5 Apply evidence-based and DEC recommended practices for infants and young children including those from diverse backgrounds 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
  ECSE.S6.6 Advocate on behalf of infants and young children and their families 6e: Engaging in informed advocacy for young children and the early childhood profession

 

Standard 7. Collaboration
7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Standard 2. Building Family and Community Relationships
Standard 6. Becoming a Professional
7.1 Beginning special education professionals use the theory and elements of effective collaboration.   6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.   2c: Involving families and communities in young children’s development and learning
  ECSE.S7.1 Apply models of team process in early childhood 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
  ECSE.S7.2 Collaborate with caregivers, professionals, and agencies to support children’s development and learning 2c: Involving families and communities in young children’s development and learning
    6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
  ECSE.S7.3 Support families’ choices and priorities in the development of goals and intervention strategies 2b: Supporting and engaging families and communities through respectful, reciprocal relationships
  ECSE.S7.7 Participate as a team member to identify and enhance team roles, communication, and problem-solving 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
  ECSE.S7.9 Assist the family in planning for transition 2b: Supporting and engaging families and communities through respectful, reciprocal relationships
    2c: Involving families and communities in young children’s development and learning