(a) A GAPSC-approved educator preparation
provider may seek state approval to offer this field as either a stand-alone
endorsement program or as an endorsement program embedded in a GaPSC approved
initial preparation program or an advanced (degree-only) preparation program.
In addition to meeting all applicable approval requirements and standards,
embedded endorsement programs must meet requirements specified in paragraph (e)
4.(ix) of GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
PROGRAMS.
(b) To receive approval,
a GaPSC-approved educator preparation provider shall offer a preparation
program described in program planning forms, catalogs, and syllabi addressing
the following standards adapted from the standards published by the Council for
Exceptional Children (2020):
1.
Engaging in Professional Learning and Practice within Ethical
Guidelines. Candidates practice within ethical and legal
guidelines; advocate for improved outcomes for individuals with
exceptionalities and their families while considering their social, cultural,
and linguistic differences; and engage in ongoing self-reflection to design and
implement professional learning activities.
(i) Candidates practice within ethical
guidelines and legal policies and procedures;
(ii) Candidates advocate for improved
outcomes for individuals with exceptionalities and their families while
addressing the unique needs of those with various social, cultural, and
linguistic backgrounds; and
(iii)
Candidates design and implement professional learning activities based on
ongoing analysis of student learning; self-reflection; and professional
standards, research, and contemporary practices.
2.
Understanding and Addressing
Each Individual's Developmental and Learning Needs. Candidates use
their understanding of human growth and development, the multiple influences on
development, individual differences, unique characteristics, including
exceptionalities, and families and communities to plan and implement supportive
and welcoming learning environments and experiences that provide individuals
with exceptionalities high quality learning experiences reflective of each
individual's strengths and needs.
(i)
Candidates apply understanding of human growth and development to create
developmentally appropriate and meaningful learning experiences that address
individualized strengths and needs of students with exceptionalities;
and
(ii) Candidates use their
knowledge and understanding of various factors that influence development and
learning, including differences related to families, languages, cultures, and
communities, and individual differences, including exceptionalities, to plan
and implement learning experiences and environments.
3.
Demonstrating Subject Matter
Content and Specialized Curricular Knowledge. Candidates apply
their understanding of the academic subject matter content of the general
curriculum and specialized curricula to inform their programmatic and
instructional decisions for learners with exceptionalities.
(i) Candidates apply their understanding of
academic subject matter content of the general curriculum to inform their
programmatic and instructional decisions for individuals with exceptionalities;
and
(ii) Candidates augment the
general education curriculum to address skills and strategies that students
with disabilities need to access the core curriculum and function successfully
within a variety of contexts as well as the continuum of placement options to
assure specially designed instruction is developed and implemented to achieve
mastery of curricular standards and individualized goals and
objectives.
4.
Using Assessment to Understand the Learner and the Learning
Environment for Databased Decision Making. Candidates assess
students' learning, behavior, and the classroom environment in order to
evaluate and support classroom and school-based problem-solving systems of
intervention and instruction. Candidates evaluate students to determine their
strengths and needs, contribute to students' eligibility determination,
communicate students' progress, inform short and long-term instructional
planning, and make ongoing adjustments to instruction using technology as
appropriate.
(i) Candidates collaboratively
develop, select, administer, analyze, and interpret multiple measures of
student learning, behavior, and the classroom environment to evaluate and
support classroom and school-based systems of intervention for students with
and without exceptionalities;
(ii)
Candidates develop, select, administer, and interpret multiple, formal and
informal, culturally and linguistically appropriate measures and procedures
that are valid and reliable to contribute to eligibility determination for
special education services; and
(iii) Candidates assess, collaboratively
analyze, interpret, and communicate students' progress toward measurable
outcomes using technology as appropriate, to inform both short- and long-term
planning, and make ongoing adjustments to instruction.
5.
Supporting Learning Using
Effective Instruction. Candidates use knowledge of individuals'
development, learning needs, and assessment data to inform decisions about
effective instruction. Candidates use explicit instructional strategies and
employ strategies to promote active engagement and increased motivation to
individualize instruction to support each individual. Candidates use whole
group instruction, flexible grouping, small group instruction, and individual
instruction. Candidates teach individuals to use meta-/cognitive strategies to
support and self-regulate learning.
(i)
Candidates use findings from multiple assessments, including student
self-assessment, that are responsive to cultural and linguistic differences and
specialized as needed, to identify what students know and are able to do. They
then interpret the assessment data to appropriately plan and guide instruction
to meet rigorous academic and non-academic content and goals for each
individual;
(ii) Candidates use
effective strategies to promote active student engagement, increase student
motivation, increase opportunities to respond, and enhance self-regulation of
student learning;
(iii) Candidates
use explicit, systematic instruction to teach content, strategies, and skills
to make clear what a learner needs to do or think about while learning.
Candidates use flexible grouping to support the use of instruction that is
adapted to meet the needs of each individual and group; and
(iv) Candidates organize and manage focused,
intensive small group instruction to meet the learning needs of each
individual. Candidates plan and deliver specialized, individualized instruction
that is used to meet the learning needs of each individual.
6.
Supporting Social,
Emotional, and Behavioral Growth. Candidates create and contribute
to safe, respectful, and productive learning environments for individuals with
exceptionalities through the use of effective routines and procedures and use a
range of preventive and responsive practices to support social, emotional and
educational well-being. They follow ethical and legal guidelines and work
collaboratively with families and other professionals to conduct behavioral
assessments for intervention and program development.
(i) Candidates use effective routines and
procedures to create safe, caring, respectful, and productive learning
environments for individuals with exceptionalities;
(ii) Candidates use a range of preventive and
responsive practices documented as effective to support individuals' social,
emotional, and educational well-being; and
(iii) Candidates systematically use data from
a variety of sources to identify the purpose or function served by problem
behavior to plan, implement, and evaluate behavioral interventions and social
skills programs, including generalization to other environments.
7.
Collaborating with
Team Members. Candidates apply team processes and communication
strategies to collaborate in a culturally responsive manner with families,
paraprofessionals, and other professionals within the school, other educational
settings, and the community to plan programs and access services for
individuals with exceptionalities and their families.
(i) Candidates utilize communication, group
facilitation, and problem-solving strategies in a culturally responsive manner
to lead effective meetings and share expertise and knowledge to build team
capacity and jointly address students' instructional and behavioral
needs;
(ii) Candidates collaborate,
communicate, and coordinate with families, paraprofessionals, and other
professionals within the educational setting to assess, plan, and implement
effective programs and services that promote progress toward measurable
outcomes for individuals with and without exceptionalities and their
families;
(iii) Candidates
collaborate, communicate, and coordinate with professionals and agencies within
the community to identify and access services, resources, and supports to meet
the identified needs of individuals with exceptionalities and their families;
and
(iv) Candidates work with and
mentor paraprofessionals in the paraprofessionals' role of supporting the
education of individuals with exceptionalities and their families.
8. Candidates are prepared to
demonstrate understanding of the Specialty Standards for Special Education
Autism adapted from the standards published by the Council for Exception
Children (2012).
(i)
Learner
Development and Individual Learning Differences.
(I) The program shall prepare candidates who
understand theories grounded in current research that prepare candidates to
understand the etiology of Autism and how such theories can be used to develop
differentiated learning and social opportunities.
(II) Candidates are prepared to understand
and demonstrate the following for individuals with autism spectrum disorder:
I. Medical aspects and implications for
learning;
II. Core and associated
characteristics;
III. Co-existing
conditions and ranges that exist at a higher rate than in the general
population;
IV. Sensory
challenges;
V. Speech, language,
and communication challenges;
VI.
Adaptive behavior needs; and
VII.
Effect of self-regulation on learning and behavior.
(ii)
Learning
Environments and Instructional Planning and Strategies.
(I) Candidates are prepared to use
person-centered approaches and collaborate with families, other educators, and
other professionals to plan and implement age and ability appropriate
differentiated instruction that enhance accessibility to the general education
curriculum; and
(II) Candidates are
prepared to use person-centered approaches and collaborate with families, other
educators, and other professionals to plan and implement differentiated
instruction that enhances sense of belonging, peer relationships, and social
communication. (Note: person-centered planning involves instruction based on
learner characteristics, interests, and ongoing assessment, and should be
embedded into all learning environments.)
(iii)
Assessment.
(I) Candidates are prepared to demonstrate a
basic understanding of frequently used procedures to identify eligibility
criteria and monitor progress of learning and other goals of individuals with
autism spectrum disorders;
(II)
Candidates are prepared to describe how Functional Behavior Assessments and
assessments of environmental conditions are used to develop databased
interventions to support learning and communication of individuals with autism
spectrum disorders;
(III)
Candidates are prepared to identify research-based assessment tools and
procedures to describe skills, areas of strength and interest that can be used
to differentiate instruction to support learning and behavior;
(IV) Candidates are prepared to use
preference assessment techniques to identify individual preferences that
enhance learning;
(V) Candidates
are prepared to collaborate with behavior specialists to conduct Functional
Behavior Assessments that lead to the development of behavior support plans;
and
(VI) Candidates are prepared to
demonstrate culturally sensitive practices that include collaboration with
families in assessment of students with autism spectrum disorders.
(iv)
Professional
Learning and Ethical Practice.
(I) Candidates are prepared to understand
definitions and issues related to the identification of individuals with autism
spectrum disorders at different ages across the spectrum;
(II) Candidates are prepared to describe the
history of autism spectrum disorder and how the history may impact the current
understanding of autism and interventions/supports by parents, teachers, and
other community members;
(III)
Candidates are prepared to differentiate between research-based practices and
pseudo-science, and can describe the importance of using effective practices
based on research to those who may advocate for practices lacking empirical
support;
(IV) Candidates are
prepared to understand and can identify different perspectives held by
individuals with developmental disabilities and autism spectrum disorder;
and
(V) Candidates are prepared to
understand and promote the concepts of self-determination, self-advocacy, and
community and family support that impact the lives of individuals with autism
spectrum disorder.