Current through Register Vol. 48, No. 38, September 20, 2024
a) Foundations - The competent bilingual
special education specialist understands the philosophical, historical, and
legal foundations of special education.
1)
Knowledge - The competent bilingual special education specialist understands:
A) cross-cultural patterns, practices or
attitudes, and their effect on cognitive, affective, behavioral, and
motivational development;
B)
current theories and practices of bilingual education, bilingual special
education, and English as a second language (ESL); and
C) legislation, litigation, funding, and
current research relative to special education services for linguistically and
culturally diverse (LCD) students.
2) Performance - The competent bilingual
special education specialist:
A) understands
and speaks proficiently in the primary language spoken by students and parents
(i.e., home language) and in English;
B) reads, comprehends, and writes
proficiently in the home language and in English;
C) facilitates the development of
cross-cultural competencies in students;
D) incorporates contributions and content
material from diverse cultural groups into educational programming;
and
E) articulates a rationale for
bilingual special education and for use of ESL strategies in special
education.
b)
Characteristics of Learners - The competent bilingual special education
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 bilingual special education specialist understands
theories of first and second language acquisition.
2) Performance - The competent bilingual
special education specialist:
A) identifies
structural differences between the student's first and second languages and the
interaction between the two languages; and
B) effectively discriminates between
characteristics of a language disorder and English acquisition
processes.
c)
Assessment - The competent bilingual special education specialist understands
the educational assessment process and uses various assessment strategies to
support the continuous development of all students.
1) Knowledge - The competent bilingual
special education specialist:
A) can analyze
the student's receptive and expressive languages at the phonological,
syntactical, morphological, semantic, and pragmatic levels in the home language
and in English (English only for ESL); and
B) understands assessment procedures and
instruments, both standardized and authentic, to evaluate LCD students'
language proficiency, language dominance, language development, and
achievement.
2)
Performance - The competent bilingual special education specialist:
A) recognizes potential linguistic and
cultural biases of standardized and authentic assessments and adapts procedures
for LCD students;
B) assesses in
both the home language and English and is able to interpret results, including
implications for instruction (English only for ESL); and
C) designs and implements formative and
summative evaluations relative to educational interventions and programming for
LCD students with disabilities.
d) Planning for Instruction - The competent
bilingual special education 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, student, community,
and curriculum goals.
1) Knowledge - The
competent bilingual special education specialist:
A) knows sources for materials appropriate
for LCD students with disabilities; and
B) knows theories and practices of transition
from the home language to English in literacy instruction.
2) Performance - The competent bilingual
special education specialist develops instructional goals based on the
identified levels of language proficiency in the home language and English
acquisition for students with disabilities.
e) Learning Environment - The competent
bilingual special education 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
bilingual special education specialist meets the standards set forth in Section
28.100(e)(1)
of this Part.
2) Performance - The
competent bilingual special education specialist creates a learning environment
that fosters successful social and academic experiences through knowledge
related to the English acquisition and acculturation
processes.
f)
Instructional Delivery - The competent bilingual special education specialist
understands the central concepts and methods of inquiry; uses a variety of
instructional strategies to encourage students' development of critical
thinking, problem-solving, and performance skills; and creates learning
experiences that make content meaningful to all students (ages 3-22).
1) Knowledge - The competent bilingual
special education specialist meets the standards set forth in Section
28.100(f)(1)
of this Part.
2) The competent
bilingual special education specialist:
A)
utilizes assessment and other relevant data to adapt instructional programs
appropriate for bilingual, non-English and limited-English proficient students
with disabilities;
B) evaluates the
effectiveness of instructional strategies and methods and modifies them to meet
the unique linguistic and academic needs of LCD students with
disabilities;
C) uses bilingual
paraprofessional educators effectively for assistance in instruction and
evaluation purposes;
D) implements
varied teaching techniques appropriate for LCD students (e.g., mediated
learning, holistic approaches to literacy development, and natural language
approach);
E) provides instruction
in the home language and English to implement the IEP; and
F) provides instruction using ESL
approaches.
g)
Collaborative Relationships - The competent bilingual special education
specialist uses knowledge of effective written, verbal, and visual
communication techniques to foster active inquiry, collaboration, and
supportive interaction among professionals, parents, paraprofessional
educators, and students.
1) Knowledge - The
competent bilingual special education specialist meets the standards set forth
in Section
28.100(g)(1)
of this Part.
2) Performance - The
competent bilingual special education specialist:
A) serves as a consultant to general
educators who serve LCD students with disabilities;
B) facilitates communication among parents,
guardians, child advocates and other educational personnel involved in the
educational program of the LCD students;
C) contributes instructional recommendations
as a member of IEP teams responsible for the design and implementation of the
instructional program for LCD students with disabilities;
D) communicates with the parents concerning
the educational needs of their children and facilitates active participation of
the parents and guardians in the development of the IEP; and
E) translates content materials,
instructions, letters, etc., to parents and community members into their
primary language.
h) Professional Conduct and Leadership - The
competent bilingual special education specialist understands teaching as a
profession, maintains standards of professional conduct, and provides
leadership to improve students' learning and well-being. The competent
bilingual special education specialist meets the standards set forth in Section
28.100(h)
of this Part.
i) Reflection and
Professional Growth - The competent bilingual special education specialist is a
reflective practitioner who continually evaluates how choices and actions
affect students, parents, and other professionals in the learning community and
actively seeks opportunities to grow professionally. The competent bilingual
special education specialist meets the standards set forth in Section
28.100(i)
of this Part.
