Alabama Administrative Code
Title 290 - ALABAMA STATE BOARD OF EDUCATION
Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES
Section 290-3-3-.37 - Special Education
Universal Citation: AL Admin Code R 290-3-3-.37
Current through Register Vol. 42, No. 5, February 29, 2024
(1) Rationale. These rules are designed to ensure quality educator preparation programs that lead to improved outcomes for students with exceptionalities. The rules have been aligned with the teacher preparation standards of the Council for Exceptional Children (CEC) and build upon the Alabama Core Teaching Standards. In addition to including standards applicable to all areas of special education, except gifted (see Rule 290-3-3-.44) and speech-language pathology (see Rule 290-3-3-.51) , this rule includes standards unique to collaborative special education (K-6 and 6-12), early childhood special education (P-3), deaf and hard of hearing (P-12), and visual impairment (P-12).
(2) Program Curriculum. In addition to meeting Rules 290-3-3-.03(6)(a)1.-4., 290-3-3-.03(6)(e)1.(i)-(iii) and 2.(i), (iii)-(iv) and (vi)-(vii), 290-3-3-.04 and 290-3-3-.05, programs to prepare the prospective special education teacher shall require an academic major with at least 30 semester hours of credit with at least 18 semester hours of upper-division credit. Candidates unconditionally admitted to a Collaborative Special Education (K-6) program December 15, 2020, and thereafter, or to a Collaborative Special Education (6-12) program spring semester 2022 and thereafter must earn credit for no less than nine semester hours of reading or literacy coursework, or both, based on the science of learning to read, including multisensory strategies in foundational reading skills.
(a)
Learner Development and
Individual Learning Differences. 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. Prior to program completion:
1.
All candidates
will:
(i) Understand how
language, culture, and family background influence the learning of individuals
with exceptionalities.
(ii) Use
understanding of development and individual differences to respond to the needs
of individuals with exceptionalities.
2. In addition to meeting Rule
290-3-3.-.37(2)(a)1.(i)-(ii), candidates in early childhood special
education (Grades P-3) will also:
(i) Support and facilitate families' and
caregivers' roles in providing developmentally appropriate learning experiences
addressing all areas of development.
(ii) Support and develop interventions to
address individual needs in the developmental domains: social; emotional;
cognitive; communication skills; adaptive (self-help)
skills, and gross and fine motor skills.
3. In addition to meeting Rule
290-3-3.-.37(2)(a)1.(i)-(ii), candidates in deaf and hard of
hearing (Grades P-12) will also have and apply knowledge of:
(i) Cognitive and language development of
individuals who are deaf or hard of hearing.
(ii) Effects of the relationship among onset
of hearing loss, age of identification, and provision of services on the
development of individuals who are deaf or hard of hearing.
(iii) Influence of experience and educational
placement on all developmental domains.
(iv) Influence of cultural identity and
language on all developmental domains.
(v) Components of linguistic and
non-linguistic communication.
(vi)
Importance of early intervention on language development.
(vii) Effects of sensory input on the
development of language and learning.
(viii) Spoken and visual communication
models.
(ix) Current theories of
the development of spoken language and signed languages.
4. In addition to meeting Rule
290-3-3.-.37(2)(a)1.(i)-(ii), candidates in visual impairment
(Grades P-12) will also:
(i) Have
and apply knowledge of:
(I) The human visual
system.
(II) Development of
secondary senses when vision is impaired.
(III) Effects of visual impairment on
development.
(IV) Impact of visual
impairment on learning and experience.
(V) Psychosocial aspects of visual impairment
and learning methods.
(VI) Effects
of visual impairment on receptive and expressive literacy and
communication.
(ii)
Select and develop teaching strategies addressing age, visual impairment and
visual prognosis.
(iii) Use
strategies to address the effects of visual impairment on the family and the
reciprocal impact on the individuals' self-esteem.
(iv) Select, adapt, and use instructional
strategies to address the impact of additional exceptionalities.
(b)
Learning
Environments. 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. Prior to
program completion:
1.
All
candidates will:
(i) Collaborate
with general educators and other colleagues to create safe, inclusive,
culturally responsive learning environments to engage individuals with
exceptionalities in meaningful learning activities and social
interactions.
(ii) Use motivational
and instructional interventions to teach individuals with exceptionalities how
to adapt to different environments.
(iii) Know how to intervene safely and
appropriately with individuals with exceptionalities who are in
crisis.
2. In addition
to meeting Rule 290-3-3.-.37(2)(b)1.(i)-(iii), candidates in early
childhood special education (Grades P-3) will also:
(i) Structure the education environment to
provide optimal learning opportunities across all domains for children with
various exceptionalities.
(ii)
Implement basic health, nutrition, and safety management procedures for all
children.
(iii) Plan instruction
for individual functional life skills, adaptive behavior, and enhanced social
participation across environments.
(iv) Demonstrate appropriate body mechanics
to promote student and teacher safety in transfer, lifting, positioning, and
seating and use proper positioning techniques and equipment to promote
participation in academic and social environments.
3. In addition to meeting Rule
290-3-3.-.37(2)(b)1.(i)-(iii), candidates in collaborative special
education (Grades K-6) will also:
(i) Plan instruction for individual
functional life skills, adaptive behavior, and enhanced social participation
across environments.
(ii)
Demonstrate appropriate body mechanics to promote student and teacher safety in
transfer, lifting, positioning, and seating and use proper positioning
techniques and equipment to promote participation in academic and social
environments.
4. In
addition to meeting Rule 290-3-3.-.37(2)(b)1.(i)-(iii), candidates
in collaborative special education (Grades 6-12) will also:
(i) Plan instruction for individual
functional life skills, adaptive behavior, and enhanced social participation
across environments.
(ii)
Demonstrate appropriate body mechanics to promote student and teacher safety in
transfer, lifting, positioning, and seating and use proper positioning
techniques and equipment to promote participation in academic and social
environments.
5. In
addition to meeting Rule 290-3-3.-.37(2)(b)1.(i)-(iii), candidates
in deaf and hard of hearing (Grades P-12) will also:
(i) Have and apply knowledge of the influence
of family communication and culture on all developmental domains.
(ii) Provide ongoing opportunities for
interactions between individuals who are deaf or hard of hearing with peers and
role models who are deaf or hard of hearing.
(iii) Provide access to incidental language
experiences.
(iv) Prepare
individuals who are deaf or hard of hearing to use interpreters, as
appropriate.
(v) Manage assistive
technology for individuals who are deaf or hard of hearing.
(vi) Design a classroom environment that
maximizes opportunities for visual learning and meets developmental and
learning needs.
6. In
addition to meeting Rule 290-3-3.-.37(2)(b)1.(i)-(iii), candidates
in visual impairment (Grades P-12) will also:
(i) Have and apply knowledge of:
(I) Braille.
(II) Classroom organization to accommodate
materials, equipment, and technology for vision loss and other
disabilities.
(III) The importance
of role models with visual impairments.
(ii) Design multi-sensory learning
environments that encourage active participation in group and individual
activities.
(iii) Provide access to
incidental learning experience.
(iv) Facilitate orientation and
mobility.
(c)
Curricular Content Knowledge. Beginning special education
professionals use knowledge of general and specialized curricula to
individualize learning for individuals with exceptionalities. Prior to program
completion:
1.
All candidates
will:
(i) Understand the central
concepts, structures of the discipline, and tools of inquiry of the content
areas they teach, and organize this knowledge, integrate cross-disciplinary
skills, and develop meaningful learning progressions for individuals with
exceptionalities. ["General curricula" means the academic content of the
general curricula including math, reading, English language arts, science,
social studies, and the arts. "Specialized curricula" means the content of
specialized interventions or sets of interventions including, but not limited
to academic, strategic, communicative, social, emotional, and independence
curricula.]
(ii) Understand and use
general and specialized content knowledge for teaching across curricular
content areas to individualize learning for individuals with
exceptionalities.
(iii) Modify
general and specialized curricula to make them accessible to individuals with
exceptionalities.
2. In
addition to meeting Rule 290-3-3-.37(2)(c)1.(i)-(iii), candidates
in early childhood special education (Grades P-3) will also
determine the appropriateness of and implement curricula to meet the needs of
children with various exceptionalities across a variety of settings.
3. In addition to meeting Rule
290-3-3-.37(2)(c)1.(i)-(iii), candidates in collaborative special
education (Grades K-6) will also demonstrate the ability to use a
variety of strategies (to include explicit and systematic instruction, guided
practice, error correction and corrective feedback, and multisensory language
instruction) to teach foundational reading skills based on the science of
learning to read, to include oral language development, phonological awareness,
phonics instruction, writing, vocabulary, and comprehension, in accordance with
the Alabama Course of Study: English Language Arts.
4. In addition to meeting Rule
290-3-3-.37(2)(c)1.(i)-(iii), candidates in collaborative special
education teacher (Grades 6-12) will also provide transition
planning to address academic planning; personal and social development;
occupations and careers; and daily living.
5. In addition to meeting Rule
.34(2)(c)1.(i)-(iii), candidates in deaf and hard of hearing (P-12)
will also:
(i) Plan and
implement transitions across service continua.
(ii) Integrate language instruction into
academic areas.
6. In
addition to meeting Rule 290-3-3-.37(2)(c)1.(i)-(iii), candidates
in visual impairment (Grades P-12) will also:
(i) Have and apply knowledge of the
relationship among assessment; development of an individualized education
program; and placement as they affect vision-related services.
(ii) Sequence, implement, and evaluate
learning objectives based on the expanded core curriculum for individuals with
visual impairments.
(iii) Obtain
and organize specialized materials to implement instructional goals.
(d)
Assessment. Beginning special education professionals use multiple
methods of assessment and data-resources in making educational decisions. Prior
to program completion:
1.
All
candidates will:
(i) Select and
use technically sound formal and informal assessments that minimize
bias.
(ii) Use knowledge of
measurement principles and practices to interpret assessment results and guide
educational decisions for individuals with exceptionalities.
(iii) Collaborate with colleagues and
families to use multiple types of assessment information in making decisions
about individuals with exceptionalities.
(iv) Engage individuals with exceptionalities
to work toward quality learning and performance and provide feedback to guide
them.
2. In addition to
meeting Rule 290-3-3-.37(2)(d)1.(i) -(iv), candidates in
collaborative special education (Grades 6-12) will also select and
use appropriate assessments for transition planning in the areas of academic
needs, personal and social development, occupations and careers; and daily
living.
3. In addition to meeting
Rule 290-3-3-.37(2)(d)1.(i)-(iv), candidates in deaf and hard of
hearing (Grades P-12) will also:
(i) Have and apply knowledge of specialized
terminology used in assessing individuals who are deaf or hard of
hearing.
(ii) Administer assessment
tools using the individual's preferred mode and language of
communication.
(iii) Develop
specialized assessment procedures that allow for alternative forms of
expression.
(iv) Collect and
analyze spoken, signed, or written communication examples.
4. In addition to meeting Rule
290-3-3-.37(2)(d)1.(i)-(iv), candidates in visual impairment Grades
(P-12) will also:
(i) Have and
apply knowledge of:
(I) Specialized
terminology used in assessing individuals with visual impairments.
(II) Alternative assessment techniques for
individuals with visual impairments.
(III) Basic terminology related to the
function of the human visual system.
(ii) Administer and interpret vision-related
assessments.
(iii) Use functional
evaluations related to the expanded core curriculum.
(iv) Interpret and apply background
information and family history related to the individual's visual
status.
(e)
Instructional Planning and Strategies. Beginning special education
professionals select, adapt, and use a repertoire of evidence-based
instructional strategies to advance learning of individuals with
exceptionalities. Prior to program completion:
1.
All candidates
will:
(i) Consider an
individual's abilities, interests, learning environments, and cultural and
linguistic factors in the selection, development, and adaptation of learning
experiences for individuals with exceptionalities. (Instructional strategies
include intervention used in academic and specialized curricula.)
(ii) Use technologies to support
instructional assessment, planning, and delivery for individuals with
exceptionalities.
(iii) Use
augmentative and alternative communication systems and a variety of assistive
technologies to support the communication and learning of individuals with
exceptionalities.
(iv) Use
strategies to enhance language development and communications skills of
individuals with exceptionalities.
(v) Develop and implement a variety of
education programs, including individualized education programs (IEPs),
individualized family service plans (IFSPs), and/or transition plans for
individuals with exceptionalities across a wide range of settings and different
learning experiences in collaboration with individuals, families, and
teams.
(vi) Teach to mastery and
promote generalization of learning.
(vii) Teach cross-disciplinary knowledge and
skills such as critical thinking and problem solving to individuals with
exceptionalities.
2. In
addition to meeting Rule 290-3-3-.37(2)(e)1.(i)-(vii), candidates
in collaborative special education (Grades 6-12) will also:
(i) Support students in the development of
appropriate skills for independent daily living and social interactions,
including personal relationships and workplace interactions.
(ii) Teach and promote self-determination and
self-advocacy skills.
3.
In addition to meeting Rule 290-3-3-.37(2)(e)1.(i)-(vii),
candidates in deaf and hard of hearing (Grades P-12) will
also:
(i) Have and apply
knowledge of visual tools and organizers that support content mastery and
retention by individuals who are deaf or hard of hearing.
(ii) Apply strategies to facilitate cognitive
and communicative development.
(iii) Implement strategies for stimulating
and using residual hearing.
(iv)
Facilitate independent communication in all contexts.
(v) Implement strategies for developing
spoken language in orally communicating individuals and sign language
proficiency in signing individuals.
(vi) Use specialized technologies, resources,
and instructional strategies unique to individuals who are deaf or hard of
hearing.
(vii) Develop successful
inclusion experiences in which students are actively participating in
activities in inclusive classrooms and receive educational benefits.
(viii) Develop proficiency in the languages
used to teach individuals who are deaf or hard of hearing.
(ix) Provide activities to promote print
literacy and content area reading and writing through instruction via spoken
language and/or the signed language indigenous to the Deaf community.
(x) Apply first and second language teaching
strategies to the instruction of individuals who are deaf or hard of
hearing.
(xi) Provide balance among
explicit instruction, guided instruction, peer learning, and
reflection.
4. In
addition to meeting Rule 290-3-3-.37(2)(e)1.(i)-(vii), candidates
in visual impairment (Grades P-12) will also:
(i) Have and apply knowledge of:
(I) Strategies for teaching visual efficiency
skills and use of print adaptations, optical devices, and non-optical
devices.
(II) Strategies for
teaching tactual perceptual skills.
(III) Strategies for teaching adapted
physical and recreational skills.
(IV) Strategies for teaching social, daily
living, and functional life skills.
(V) Strategies for teaching career-vocational
skills and providing vocational counseling.
(VI) Strategies to prepare individuals with
progressive eye conditions to achieve a positive transition to alternative
skills.
(VII) Strategies for
responding and understanding the implications of non-verbal communication as a
substructure of language.
(VIII)
Strategies for teaching listening and compensatory auditory skills.
(ii) Teach communication through
technology and adaptations specific to visual impairments.
(iii) Select and adapt materials in Braille,
accessible print, and other formats.
(iv) Teach the use of the braillewriter,
slate and stylus, and computer technology to produce Braille
materials.
(v) Teach the use of the
abacus, talking calculator, tactile graphic, and adapted science
equipment.
(vi) Prepare individuals
for sighted guide and pre-cane orientation and mobility instruction.
(f)
Professional
Learning and Ethical Practice. Beginning special education professionals
use foundational knowledge of the field and the Professional Ethical Principles
and Professional Practice Standards of the Council for Exceptional Children to
inform special education practice, to engage in lifelong learning, and to
advance the profession. Prior to program completion:
1.
All candidates
will:
(i) Use Professional
Ethical Principles and Professional Practice Standards to guide their
practice.
(ii) Understand how
foundational knowledge and current issues influence professional
practice.
(iii) 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.
(iv) Understand the significance of lifelong
learning and participate in professional activities and learning
communities.
(v) Advance the
profession by engaging in activities such as advocacy and mentoring.
(vi) Provide guidance and direction to
paraeducators, tutors, and volunteers.
2. In addition to meeting Rule
290-3-3-.37(2)(f)1.(i)-(vi), candidates in early childhood special
education (Grades P-3) will also understand and apply Alabama
standards for pre-school education.
3. In addition to meeting Rule
290-3-3-.37(2)(f)1.(i)-(vi), candidates in deaf and hard of hearing
(P-12) will also:
(i) Have and
apply knowledge of:
(I) Model programs for
individuals who are deaf or hard of hearing.
(II) Roles and responsibilities of teachers
and support personnel in educational practice for individuals who are deaf or
hard of hearing.
(III) Professional
resources relevant to the field of education for individuals who are deaf or
hard of hearing.
(IV) Professional
organizations in the field of deaf education.
(V) Incidence and prevalence data about
individuals who are deaf or hard of hearing.
(VI) Sociocultural, historical, and political
forces unique to deaf education.
(VII) Etiologies of hearing loss that can
result in additional learning and related challenges.
(ii) Communicate proficiently in spoken
language and the Sign Language indigenous to the Deaf community.
(iii) Increase proficiency and sustain a
commitment to maintaining instructional language competence.
(iv) Explain historical foundations and
research evidence upon which educational practice is based.
(v) Develop and enrich cultural competence
relative to the Deaf community.
4. In addition to meeting Rule
290-3-3-.37(2)(f)1.(i)-(vi), candidates in visual impairment
(Grades P-12) will also:
(i) Have
and apply knowledge of:
(I) Access rights to
specialized equipment and materials for individuals with visual
impairments.
(II) Historical
foundations of education of individuals with visual impairments as related to
traditional roles of specialized and public schools.
(III) Incidence and prevalence for
individuals with visual impairments.
(ii) Select, adapt, and use instructional
strategies to address the impact on additional exceptionalities.
(iii) Articulate a professional philosophy
that draws on specialized knowledge of visual impairment within the continuum
of instructional options.
(iv)
Participate in the activities of professional organizations in the field of
visual impairment.
(g)
Collaboration. 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. Prior
to program completion:
1.
All
candidates will:
(i) Use theory
and elements of effective collaboration.
(ii) Serve as a collaborative resource to
colleagues.
(iii) Use collaboration
and effective communication to coordinate with families and other professionals
to assess, plan, and implement effective programs, including individualized
education programs (IEPs), individualized family service plans (IFSPs), and/or
transition plans and services that promote progress toward measurable outcomes
for individuals with exceptionalities and their families across a wide range of
settings.
2. In addition
to meeting Rule 290-3-3-.37(2)(g)1.(i)-(iii), candidates in
collaborative special education (Grades 6-12) will also cooperate
with other agencies to address post-school outcomes.
3. In addition to meeting Rule
290-3-3-.37(2)(g)1.(i)-(iii), candidates in deaf and hard of
hearing (Grades P-12) will also:
(i) Have and apply knowledge of services,
organizations, and networks that support individuals who are deaf or hard of
hearing.
(ii) Provide families with
support to make informed choices regarding communication modes, philosophies,
and educational options.
4. In addition to meeting Rule
290-3-3-.37(2)(g)1.(i)-(iii), candidates in visual impairment
(Grades P-12) will also:
(i) Have
and apply knowledge of:
(I) Strategies for
assisting families and other team members in transition planning.
(II) Services, networks, publications for and
organizations of individuals with visual impairments.
(ii) Structure and supervise the activities
of para-educators and others who work with individuals with visual
impairments.
(iii) Plan and
implement literacy and communication and consultative support within the
general curriculum and the expanded core curriculum.
(3) Unique Field Experience and Internship Placement Requirements for Candidates in Early Childhood Special Education.
1. Field experiences shall include placements
in at least two of the three main types of early education settings (early
school grades, childcare centers and homes, and Office of School Readiness
programs.)
2. The internship shall
include a placement with at least two of the following age groups: birth-age 3,
age 3-5, age 5 -8.
Previous Rule.34 was renumbered.37 per certification published August 31, 2021; effective October 15, 2021.
Author: Dr. Eric G. Mackey
Statutory Authority: Code of Ala. 1975, §§ 16-3-16, 16-23-14, 16-39-5.
Disclaimer: These regulations may not be the most recent version. Alabama may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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