Specialized curriculum Team: Affirmation Classifications Spring 2003 (Introductory Meeting Feb 27).

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Rae Ann Gerhardt Special Education Director, Fulton County Schools. Phil Gunter Task Force Chair, College of Education Valdosta State University ...
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Custom curriculum Task Force: Certification Categories Spring 2003 (Initial Meeting Feb 27) Phil Gunter Task Force Chairperson

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Task Force Members Susan Brown Dept. Seat, Special Education – Kennesaw State University Marlene Bryar Assistant Director, Exceptional Children – GA DOE Kittie Everitt Coordinator of Undergraduate Student Teaching Experience, University of Georgia Rae Ann Gerhardt Special Education Director, Fulton County Schools Phil Gunter – Task Force Chair, College of Education – Valdosta State University Pamela Harwood Dept. Head, Special Education – Armstrong Atlantic University Veda Jairrels Professor, Exceptional Education – Clarke Atlanta University Julie Lee Professor, Special Education, Low Incidence – Valdosta State University Phyllis Levert HR Supervisor, Special Education Positions – Cobb County Schools Andy Matthews Human Resources Director, Spalding County Schools Denise Oravec Secondary Special Education Teacher, Rockdale High School Judy Perry Special Education Director, Dawson County Schools Phil Pickens Director, Exceptional Children – GA DOE Cheryl Rice Spec. Ed. NBCT, second grade Teacher – S.L. Bricklayer Elem. School, Valdosta City Schools

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Charge Make suggestions to the Professional Standards Commission for an order framework, fitting national readiness models to be received, conveyance frameworks, and affirmation rules for a custom curriculum educators to address the issues of all understudies in Georgia.

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CEC Standards Knowledge and Skill Base For Beginning Teachers: Area of Specialization Standards Deaf Visually Impaired Early Childhood Emotional and Behavioral Disorders Gifts Learning Disabilities Mental Retardation Physical and Health Disabilities Multicategorical: General Curriculum Independence Curriculum Beyond the Beginning Teacher: Educational Diagnostician Administrators Technology Specialists Transition Specialist Other Paraeducator

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Special Education Standard #1 : Foundations Common Core Knowledge: CC1K1Models, speculations, and methods of insight … premise for a specialized curriculum rehearse. CC1K2Laws, strategies, and moral standards with respect to conduct administration … CC1K3Relationship of a specialized curriculum to … instructive organizations. CC1K4Rights and duties of understudies, guardians, educators, and different experts, and schools identified with excellent adapting needs. CC1K5Issues in definition and distinguishing proof of people with excellent adapting needs, including those from socially and semantically various foundations. CC1K6Issues, confirmations and due procedure rights identified with evaluation, qualification, and position inside a continuum of administrations. CC1K7Family frameworks … . CC1K8Historical perspectives and commitment of socially various gatherings. CC1K9Impact of the predominant society on molding schools and the people … CC1K10Potential effect of contrasts in qualities, dialects, and traditions … Individualized General Curriculum Knowledge : GC1K1Definitions and issues identified with the distinguishing proof of people with handicaps 1/. GC1K2Models and hypotheses of abnormality and conduct issues. GC1K3Historical establishments, exemplary studies, significant supporters, real enactment, and current issues identified with learning and practice. GC1K4The legitimate, legal, and instructive frameworks to help people with inabilities 1/. GC1K5Continuum of position and administrations accessible … GC1K6Laws and strategies identified with arrangement of particular medicinal services in instructive settings. GC1K7Factors that impact the over-representation of socially/etymologically different understudies … GC1K8Principles of standardization and idea of slightest prohibitive environment. GC1K9Theory of fortification systems in serving people with inabilities 1/.

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Special Education Standard #2 : Development and Characteristics of Learners Special Education Standard #3 : Individual Learning Differences

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Special Education Standard #4 : Instructional Strategies Common Core Skill: CC4S1Use methodologies to encourage mix into different settings. CC4S2Teach self-evaluation, critical thinking, and other intellectual methodologies … CC4S3Select, adjust, and utilize instructional procedures and materials as per qualities … CC4S4Use techniques to encourage support and speculation … crosswise over … situations. CC4S5Use strategies to expand mindfulness, - administration, - control, - dependence, - regard. CC4S6Use systems that advance fruitful moves … Individualized General Curriculum Knowledge: GC4K1Sources of particular materials, educational module, and assets … GC4K2Strategies to get ready for and take tests. GC4K3Advantages and impediments of instructional techniques and practices … GC4K4Prevention and intercession procedures for people at-danger for an incapacity. GC4K5Strategies for incorporating understudy started learning encounters into progressing guideline. GC4K6Methods for expanding exactness and capability in math counts and applications. GC4K7Methods for managing people in distinguishing and sorting out basic substance. Abilities: GC4S1Use research-upheld techniques for scholastic and non-scholarly guideline .. GC4S2Use systems from numerous hypothetical methodologies … GC4S3Teach learning techniques and study abilities to procure scholastic substance. GC4S4Use perusing techniques fitting to people with incapacities 1/. GC4S5Use strategies to show arithmetic fitting to the people with inabilities 1/. GC4S6Modify pace of guideline and give authoritative cures. GC4S7Use suitable adjustments and innovation … GC4S8Resources and procedures to move … into and out of school and post-school … GC4S9Use an assortment of nonaversive systems to control focused on conduct … GC4S10Identify and show essential structures and connections inside and crosswise over educational program. GC4S11Use strategies to … make up for shortfalls in recognition, perception, memory, and recovery. GC4S12Use reactions and blunders to manage instructional choices and give input GC4S13Identify and show key ideas, vocabulary, and substance over the general educational programs. GC4S14Implement orderly direction in showing perusing understanding and checking techniques. GC4S15Teach systems for sorting out and making composed items. GC4S16Implement orderly guideline to show exactness, familiarity, and perception in substance region

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Special Education Standard #5 : Learning Environments and Social Interactions Special Education Standard #6 : Communication Special Education Standard #7 : Instructional Planning

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Special Education Standard #8 : Assessment Common Core Knowledge: CC8K1Basic phrasing utilized as a part of appraisal. CC8K2Legal arrangements and moral standards with respect to appraisal of people. CC8K3Screening, pre-referral, referral, and characterization methods. CC8K4Use and confinements of evaluation instruments. CC8K5National, state or commonplace, and neighborhood lodging and adjustments. Aptitudes : CC8S1Gather applicable foundation data. CC8S2Administer nonbiased formal and casual appraisals. CC8S3Use innovation to direct appraisals. CC8S4Develop or alter individualized appraisal techniques. CC8S5Interpret data from formal and casual appraisals. CC8S6Use appraisal data in making qualification, system, and position CC8S7Report evaluation results to all partners utilizing powerful correspondence CC8S8Evaluate guideline and screen advancement of people CC8S9Develop or alter individualized evaluation procedures. CC8S10Create and look after records. Individualized General Curriculum Knowledge: GC8K1Specialized wording utilized as a part of the appraisal GC8K2Laws and strategies with respect to referral and position systems GC8K3Types and significance of data accessible from families and open operator. GC8K4Procedures for early recognizable proof of youthful youngsters who might be at danger Skills: GC8S1Implement methods for evaluating and reporting both proper and risky social practices.. GC8S2Use exceptionality-particular appraisal instruments with people with incapacities 1/. GC8S3Select, adjust and alter appraisals to suit the remarkable capacities and necessities … GC8S4Assess solid methods(s) of reaction of people who need average correspondence and execution capacities. GC8S5Monitor intragroup conduct changes crosswise over subjects and exercises.

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Special Education Standard #9 : Professional and Ethical Practice Special Education Standard #10 : Collaboration

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Current Interpretation of the Requirements of NCLB "… all specialized curriculum instructors educating no less than one of the center branches of knowledge (i.e., English, perusing or dialect expressions, arithmetic, science, outside dialects, civics and government, financial aspects, expressions, history, and geology) must hold double accreditation in a custom curriculum and the center subject area(s) they instruct" (Council for Exceptional Children, 2003a, p. 9). Committee for Exceptional Children. (2003a). No Child Left Behind Act of 2001:Reauthorization of the Elementary and Secondary Education Act (A Technical Assistance Resource) April 2003. "Custom curriculum educators who give guideline in center scholastic subjects must meet the exceedingly qualified instructor necessities for those center scholarly subjects that they educate. These necessities apply whether a specialized curriculum educator gives center scholarly direction in a customary classroom, an asset room, or some other setting" (U.S. Branch of Education, 2003, p. 24). U.S. Branch of Education. (September 12, 2003a). Enhancing educator quality: Non-administrative direction (reexamined draft). Scholastic Improvement and Teacher Quality Programs, Office of Elementary and Secondary Education. .:tsl

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