Table 2 DRAFT ONLY

Alignment of Advanced CEC and NAEYC Elements and DEC K and S Statements and NAEYC Elements

2012 CEC Advanced Preparation Standards and Key Elements

DEC Advanced Specialty Set:  Early Childhood Special Education/Early Intervention 2010 NAEYC Standards and Key Elements for Advanced Early Childhood Professional Preparation Programs
Standard 1. Assessment
Special education specialists use valid and reliable assessment practices to minimize bias.
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
1.1 Special education specialists minimize bias in assessment.   3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.    
  ECSE.K1.1 Policy and research implications that promote recommended practices in assessment and evaluation 3a: Understanding the goals, benefits, and uses of assessment - including its use in development of appropriate goals, curriculum, and teaching strategies for young children
    3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
  ECSE.S1.1 Provide leadership in the development and implementation of unbiased assessment and evaluation procedures that include family members as an integral part of the process 3d: Demonstrating ability to collaborate effectively to build assessment partnerships with families and with professional colleagues to build effective learning environments
  ECSE.S1.3 Provide leadership when selecting effective formal and informal assessment instruments and strategies 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

 

Standard 2. Curricular Content Knowledge
2.0 Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
Standard 2. Building Family and Community Relationships
Standard 4. Using Developmentally Effective Approaches
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
Standard 6. Becoming a Professional
2.1 Special education specialists align educational standards to provide access to challenging curriculum to meet the needs 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
2.2 Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.   6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
2.3 Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for 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.S2.1 Apply various curriculum theories and early learning standards, and evaluate their impact 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful and challenging curriculum for each child
  ECSE.S2.2 Integrate family and social systems theories to develop, implement, and evaluate family and educational plans 2c: Demonstrating cultural competence and effective collaboration to involve families and communities in their children’s development and learning
  ECSE.S2.3 Incorporate and evaluate the use of universal design and assistive technology in programs and services 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology

 

Standard 3. Programs, Services, and Outcomes
3.0 Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.
Standard 1. Promoting Child Development and Learning
Standard 6. Becoming a Professional
3.1 Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities.    
3.2 Special education specialists use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities.   1b: Knowing and understanding the multiple influences on development and learning
3.3 Special education specialists apply knowledge of theories, evidence-based practices, and
relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.
  6e: Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies
3.4 Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities    
3.5 Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.    

 

Standard 4. Research and Inquiry
4.0 Special education specialists conduct, evaluate, and use inquiry to guide
professional practice.
Standard 6. Becoming a Professional
4.1 Special education specialists evaluate research and inquiry to identify effective practices.   6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research
4.2 Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families   6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research
4.3 Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and mplementation of research and inquiry.    
  ECSE.S4.3 Interpret and apply research to the provision of quality services and program practices to infants and young children, and their families, in a variety of educational and community settings

 

6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource

6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research

 

Standard 5. Leadership and Policy
5.0 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments.
Standard 6. Becoming a Professional
5.1 Special education specialists model respect for and ethical practice for all individuals and
encourage challenging expectations for individuals with exceptionalities.
  6b: In-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role
5.2 Special education specialists support and use linguistically and culturally responsive practices.    
5.3 Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.    
5.4 Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.   6e: Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies
5.5 Special education specialists advocate for the allocation of appropriate resources for the
preparation and professional development of all personnel who serve individuals with
exceptionalities.
  6e: Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies
  ECSE.S5.1 Advocate on behalf of infants and young children with exceptional needs, and their families, at local, state, and national levels. 6e: Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies
  ECSE.S5.2 Provide leadership to help others understand policy and research that guide recommended practices 6a: Demonstrating professional identification with and leadership skills in the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession.
  ECSE.S5.3 Provide leadership in the collaborative development of community-based services and resources. 6a: Demonstrating professional identification with and leadership skills in the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession.

 

Standard 6. Professional and Ethical Practice
6.0 Special education specialists use foundational knowledge of the field and
professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilitites to promote the success of professional colleagues and individuals with exceptionalities.
Standard 4. Using Developmentally Effective Approaches
Standard 6. Becoming a Professional
6.1 A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership.    
6.2 Special education specialists model high professional expectations and ethical practice,
and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families
  6b: In-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role
6.3 Special education specialists model and promote respect for all individuals and facilitate ethical professional practice.   6b: In-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role
6.4 Special education specialists actively participate in professional development and learning communities to increase professional knowledge and expertise.   6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
6.5 Special education specialists plan, present, and evaluate professional development
focusing on effective and ethical practice at all organizational levels.
   
6.6 Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators.    
6.7 Special education specialists actively promote the advancement of the profession.    
  ECSE.S6.1 Engage in reflective inquiry and professional self-assessment

 

4d: Reflecting on own practice to promote positive outcomes for each child

6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource

6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research

  ECSE.S6.2 Participate in professional mentoring and other types of reciprocal professional development activities

 

6a: Demonstrating professional identification with and leadership skills in the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession.

6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource

 

Standard 7. Collaboration
7.0 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.
Standard 6. Becoming a Professional
7.1 Special education specialists use culturally responsive practices to enhance collaboration.    
7.2 Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities    
7.3 Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.   6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
  ECSE.K7.2 Theories, models, and research that support collaborative relationships 6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource