Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2025, all candidates for an endorsement in an LBS
II/Technology Specialist endorsement area will be required to complete a
program aligned to the Advanced Specialty Set for Special Education Technology
Specialist (2015) published by the Council for Exceptional Children, 2900
Crystal Drive, Suite 1000, Arlington VA 22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas.
(No later amendments to or editions of these guidelines are incorporated.) The
standards effective until September 30, 2025 are as follows:
a) Foundations - The competent technology
specialist understands the philosophical, historical, and legal foundations of
special education.
1) Knowledge - The
competent technology specialist understands:
A) concepts and issues related to the use of
technology in education and other aspects of our society; and
B) issues in diversity and assistive
technology.
2)
Performance - The competent technology specialist:
A) articulates a personal philosophy and
goals for using technology in special education;
B) uses technology-related terminology
appropriately in written and oral communication; and
C) describes legislative mandates and
governmental regulations and their implications for technology in special
education.
b)
Characteristics of Learners - The competent technology specialist understands
the impact that disabilities have on the cognitive, physical, emotional,
social, and communication development of an individual and provides
opportunities that support the intellectual, social, and personal development
of all students (ages 3-22).
1) Knowledge -
The competent technology specialist understands the impact of technology at all
stages of development on individuals with exceptional learning needs.
2) Performance - The competent technology
specialist:
A) matches characteristics of
individuals with exceptional learning needs with technology product or software
features; and
B) identifies the
demands placed on the user by computers, software, and related technology
materials.
c)
Assessment - The competent technology specialist understands the educational
assessment process and uses various assessment strategies to support the
continuous development of all students.
1)
Knowledge - The competent technology specialist understands the use of
technology in the assessment, diagnosis, and evaluation of individuals with
disabilities.
2) Performance - The
competent technology specialist:
A) uses
technology to collect, analyze, summarize, and report student performance data
to aid instructional decision-making;
B) identifies functional needs, screens for
functional limitations, and determines if the need for a comprehensive
assistive or instructional technology evaluation exists;
C) monitors outcomes of technology-based
interventions and re-evaluates and adjusts the system as needed;
D) assists individuals with disabilities in
clarifying and prioritizing functional intervention goals regarding
technology-based evaluation results;
E) works with team members to identify
assistive and instructional technologies that can help individuals meet the
demands placed upon them in their environments;
F) identifies placement of devices and
positioning of the individual to optimize the use of assistive or instructional
technology;
G) examines alternative
solutions and trial periods with potential assistive or instructional
technologies prior to making a purchase decision; and
H) makes technology decisions based on a
continuum of options ranging from no technology to high technology.
d) Planning for
Instruction - The competent technology specialist understands how students
differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners. The specialist understands instructional
planning and designs instruction based on knowledge of the discipline,
students, community, and curriculum goals.
1)
Knowledge - The competent technology specialist understands procedures for
evaluating computer software and other technology materials for their potential
application in special education.
2) Performance - The competent technology
specialist:
A) identifies elements of the
curriculum for which technology applications are appropriate and ways they can
be implemented;
B) identifies and
operates software that meets educational objectives for individuals with
disabilities' learning needs in a variety of educational
environments;
C) identifies and
operates instructional and assistive hardware, software, and
peripherals;
D) designs,
fabricates, and installs assistive technology materials and devices to meet the
needs of individuals with disabilities;
E) provides consistent structured training,
according to individuals with disabilities' needs to operate instructional and
adaptive equipment and software, until mastery is achieved;
F) verifies proper implementation of
mechanical and electrical safety practices in the assembly and integration of
the technology to meet the needs of individuals with disabilities;
G) instructs others in the operation,
maintenance, and warranties of the technology and trouble-shooting techniques
that may be needed;
H) uses
communication technologies to access information and resources electronically;
and
I) develops and implements
contingency plans in the event that assistive or instructional technology
devices fail.
e) Learning Environment - The competent
technology specialist uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
1) Knowledge - The competent technology
specialist understands:
A) funding sources and
processes for the acquisition of assistive technology devices and
services;
B) national and State
prekindergarten through grade 12 technology standards;
C) procedures for the organization,
management, and security of technology; and
D) ergonomic principles to facilitate the use
of technology.
2)
Performance - The competent technology specialist:
A) evaluates features of technology
systems;
B) develops clear
specifications or drawings necessary for technology acquisitions;
C) writes proposals to obtain funds for
technology hardware and software; and
D) provides technology support to students
who are receiving instruction in general education classrooms.
f) Collaborative
Relationships - The competent technology specialist uses knowledge of effective
written, verbal, and visual communication techniques to foster active inquiry,
collaboration, and supportive interaction among professionals, parents,
paraprofessionals, and students.
1) Knowledge
- The competent technology specialist understands:
A) the importance of collaboration with
teachers, administrators, school support personnel, parents, and others in a
culturally responsive program; and
B) when to refer individuals with
disabilities' needs to another professional regarding technology.
2) Performance - The competent
technology specialist:
A) conducts in-service
training in applications of technology in special education;
B) refers team members and families to
assistive and instructional technology resources; and
C) collaborates with other team members in
planning and implementing the use of assistive and adaptive devices.
g) Professionalism and
Ethical Practices - The competent technology specialist understands teaching as
a profession, maintains standards of professional conduct, and provides
leadership to improve student learning and well-being.
1) Knowledge - The competent technology
specialist understands equity, ethical, legal, and human issues related to
technology in special education.
2)
Performance - The competent technology specialist:
A) maintains ongoing professional development
to acquire knowledge and skills about new developments in technology;
B) adheres to copyright laws about
duplication and distribution of software and other copyrighted technology
materials; and
C) advocates for
assistive or instructional technology on individual and system change
levels.
