Current through Register Vol. 47, No. 13, December 25, 2024
For each of the following teaching endorsements in special
education, the applicant must have completed 24 semester hours in special
education.
(1)
Early
childhood-special education.
a. This
endorsement authorizes instruction at the PK-K level only for instructional
special education programs without regard to the instructional model.
b. The applicant must present evidence of
having completed the following program requirements.
(1) Foundations of special education. The
philosophical, historical and legal bases for special education, including the
definitions and etiologies of individuals with disabilities, exceptional child,
and including individuals from culturally and linguistically diverse
backgrounds.
(2) Characteristics of
learners. Preparation which includes an overview of current trends in
educational programming and theories of child development, both typical and
atypical; the identification of pre-, peri-, and postnatal development and
factors that affect children's development and learning. Identification of
specific disabilities, including the etiology, characteristics, and
classification of common disabilities in young children. Application of the
knowledge of cultural and linguistic diversity and the significant
sociocultural context for the development of and learning in young
children.
(3) Assessment, diagnosis
and evaluation. Legal provisions, regulations and guidelines regarding unbiased
assessment and use of psychometric instruments and instructional assessment
measures with individuals with disabilities. Application of assessment results
to individualized program development and management, and the relationship
between assessment and placement decisions. Knowledge of any specialized
strategies such as functional behavioral assessment and any specialized
terminology used in the assessment of various disabling conditions. Assess
children's cognitive, social-emotional, communication, motor, adaptive, and
aesthetic development; and select, adapt, and administer assessment instruments
and procedures for specific sensory and motor disabilities.
(4) Methods and strategies. Methods and
strategies which include numerous models to plan and implement appropriate
curricular and instructional practices based on knowledge of individual
children, the family, the community, and curricular goals and content. Select
intervention curricula and methods for children with specific disabilities
including motor, sensory, health, communication, social-emotional and cognitive
disabilities. Implement developmentally and functionally appropriate individual
and group activities using a variety of formats; develop and implement an
integrated curriculum that focuses on special education children from birth to
age six, and incorporate information and strategies from multiple disciplines
in the design of intervention strategies. Curricula for the development of
cognitive, academic, social, language and functional life skills for
individuals with exceptional learning needs, and related instructional and
remedial methods and techniques, including appropriate assistive technology.
This preparation must include alternatives for teaching skills and strategies
to individuals with disabilities who differ in degree and nature of disability,
and the integration of appropriate age- and ability-level academic
instruction.
(5) Managing student
behavior and social interaction skills. Preparation in individual behavioral
management, behavioral change strategies, and classroom management theories,
methods, and techniques for individuals with exceptional learning needs.
Theories of behavior problems in individuals with disabilities and the use of
nonaversive techniques for the purpose of controlling targeted behavior and
maintaining attention of individuals with disabilities. Design, implement, and
evaluate instructional programs that enhance an individual's social
participation in family, school, and community activities.
(6) Communication and collaborative
partnerships. Awareness of the sources of unique services, networks, and
organizations for individuals with disabilities including transitional support.
Knowledge of family systems, family dynamics, parent rights, advocacy,
multicultural issues, and communication to invite and appreciate many different
forms of parent involvement. Strategies for working with regular classroom
teachers, support services personnel, paraprofessionals, and other individuals
involved in the educational program. Knowledge of the collaborative and
consultative roles of special education teachers in the integration of
individuals with disabilities into the general curriculum and
classroom.
(7) Student teaching.
Student teaching in a PK-K special education program.
(2)
Instructional
strategist I: mild and moderate.
a.
Option 1-K-8 mild and moderate. This endorsement authorizes
instruction in all K-8 mild and moderate instructional special education
programs without regard to the instructional model. An applicant for this
option must complete the following requirement and must hold a regular
education endorsement. See rule 282-13.26 (272). The applicant must present
evidence of having completed the following program requirements.
(1) Foundations of special education. The
philosophical, historical and legal bases for special education, including the
definitions and etiologies of individuals with disabilities, exceptional child,
and including individuals from culturally and linguistically diverse
backgrounds.
(2) Characteristics of
learners. Preparation which includes various etiologies of mild and moderate
disabilities, an overview of current trends in educational programming for mild
and moderate disabilities, educational alternatives and related services, and
the importance of the multidisciplinary team in providing more appropriate
educational programming, and includes the general developmental, academic,
social, career and functional characteristics of individuals with mild and
moderate disabilities as the characteristics relate to levels of instructional
support required, and the psychological and social-emotional characteristics of
individuals with mild and moderate disabilities.
(3) Assessment, diagnosis and evaluation.
Legal provisions, regulations and guidelines regarding unbiased assessment and
use of psychometric instruments and instructional assessment measures with
individuals with disabilities. Application of assessment results to
individualized program development and management, and the relationship between
assessment and placement decisions. Knowledge of any specialized strategies
such as functional behavioral assessment and any specialized terminology used
in the assessment of various disabling conditions.
(4) Methods and strategies. Methods and
strategies which include numerous models for providing curricular and
instructional methodologies utilized in the education of the mildly and
moderately disabled, and sources of curriculum materials for individuals with
disabilities. Curricula for the development of cognitive, academic, social,
language and functional life skills for individuals with exceptional learning
needs, and related instructional and remedial methods and techniques, including
appropriate assistive technology. The focus of these experiences is for
students at the K-8 level. This preparation must include alternatives for
teaching skills and strategies to individuals with disabilities who differ in
degree and nature of disability, and the integration of appropriate age- and
ability-level academic instruction.
(5) Managing student behavior and social
interaction skills. Preparation in individual behavioral management, behavioral
change strategies, and classroom management theories, methods, and techniques
for individuals with exceptional learning needs. Theories of behavior problems
in individuals with disabilities and the use of nonaversive techniques for the
purpose of controlling targeted behavior and maintaining attention of
individuals with disabilities. Design, implement, and evaluate instructional
programs that enhance an individual's social participation in family, school,
and community activities.
(6)
Communication and collaborative partnerships. Awareness of the sources of
unique services, networks, and organizations for individuals with disabilities
including transitional support. Knowledge of family systems, family dynamics,
parent rights, advocacy, multicultural issues, and communication to invite and
appreciate many different forms of parent involvement. Strategies for working
with regular classroom teachers, support services personnel, paraprofessionals,
and other individuals involved in the educational program. Knowledge of the
collaborative and consultative roles of special education teachers in the
integration of individuals with disabilities into the general curriculum and
classroom.
(7) Student teaching.
Student teaching in a K-8 mild and moderate special education
program.
b.
Option 2-K-8 mild and moderate. To obtain this endorsement,
the applicant must hold a valid Iowa license with either a K-8 or 5-12 special
education instructional endorsement and must meet the following basic
requirements in addition to those set out in paragraph
14.2(2)
"a."
(1) Child growth
and development with emphasis on the emotional, physical, and mental
characteristics of elementary age children, unless completed as part of the
professional education core.
(2)
Methods and materials for teaching elementary language arts.
(4) Elementary curriculum methods and
material, unless completed as part of another elementary level endorsement
program (e.g., rule 282-13.26 (272) or a similar elementary endorsement
program).
(5) Methods and materials
for teaching elementary mathematics.
c.
Option 1-5-12 mild and
moderate. This endorsement authorizes instruction in all 5-12 mild and
moderate instructional special education programs without regard to the
instructional model. An applicant for this option must complete the following
requirements and must hold a regular education endorsement. See rule
282-13.28 (272). The applicant must present evidence of having completed the
following program requirements.
(1)
Foundations of special education. The philosophical, historical and legal bases
for special education, including the definitions and etiologies of individuals
with disabilities, exceptional child, and including individuals from culturally
and linguistically diverse backgrounds.
(2) Characteristics of learners. Preparation
which includes various etiologies of mild and moderate disabilities, an
overview of current trends in educational programming for mild and moderate
disabilities, educational alternatives and related services, and the importance
of the multidisciplinary team in providing more appropriate educational
programming, and includes the general developmental, academic, social, career
and functional characteristics of individuals with mild and moderate
disabilities as the characteristics relate to levels of instructional support
required, and the psychological and social-emotional characteristics of
individuals with mild and moderate disabilities.
(3) Assessment, diagnosis and evaluation.
Legal provisions, regulations and guidelines regarding unbiased assessment and
use of psychometric instruments and instructional assessment measures with
individuals with disabilities. Application of assessment results to
individualized program development and management, and the relationship between
assessment and placement decisions. Knowledge of any specialized strategies
such as functional behavioral assessment and any specialized terminology used
in the assessment of various disabling conditions.
(4) Methods and strategies. Methods and
strategies which include numerous models for providing curricular and
instructional methodologies utilized in the education of the mildly and
moderately disabled, and sources of curriculum materials for individuals with
disabilities. Curricula for the development of cognitive, academic, social,
language and functional life skills for individuals with exceptional learning
needs, and related instructional and remedial methods and techniques, including
appropriate assistive technology. The focus of these experiences is for
students at the 5-12 level. This preparation must include alternatives for
teaching skills and strategies to individuals with disabilities who differ in
degree and nature of disability, and the integration of appropriate age- and
ability-level academic instruction.
(5) Managing student behavior and social
interaction skills. Preparation in individual behavioral management, behavioral
change strategies, and classroom management theories, methods, and techniques
for individuals with exceptional learning needs. Theories of behavior problems
in individuals with disabilities and the use of nonaversive techniques for the
purpose of controlling targeted behavior and maintaining attention of
individuals with disabilities. Design, implement, and evaluate instructional
programs that enhance an individual's social participation in family, school,
and community activities.
(6)
Communication and collaborative partnerships. Awareness of the sources of
unique services, networks, and organizations for individuals with disabilities
including transitional support. Knowledge of family systems, family dynamics,
parent rights, advocacy, multicultural issues, and communication to invite and
appreciate many different forms of parent involvement. Strategies for working
with regular classroom teachers, support services personnel, paraprofessionals,
and other individuals involved in the educational program. Knowledge of the
collaborative and consultative roles of special education teachers in the
integration of individuals with disabilities into the general curriculum and
classroom.
(7) Transitional
collaboration. Sources of services, organizations, and networks for individuals
with mild and moderate disabilities, including career, vocational and
transitional support to postschool settings with maximum opportunities for
decision making and full participation in the community.
(8) Student teaching. Student teaching in a
5-12 mild and moderate special education program.
d.
Option 2-5-12 mild and
moderate. To obtain this endorsement, the applicant must hold a valid
Iowa license with either a K-8 or 5-12 special education instructional
endorsement and must meet the following basic requirements in addition to those
set out in paragraph 14.2(2)
"c."
(1) Adolescent growth and development with
emphasis on the emotional, physical, and mental characteristics of adolescent
age children, unless completed as part of the professional education
core.
(2) Adolescent reading or
secondary content area reading.
(3)
Secondary or adolescent reading diagnosis and remediation.
(4) Methods and materials for teaching
adolescents with mathematics difficulties or mathematics for the secondary
level special education teacher.
(5) Secondary methods unless completed as
part of the professional education core.
(3)
Instructional strategist II:
behavior disorders/learning disabilities. This endorsement authorizes
instruction in programs serving students with behavior disorders and learning
disabilities from age 5 to age 21 (and to a maximum allowable age in accordance
with Iowa Code section 256B.8) . The applicant must present evidence of having
completed the following program requirements.
a.
Foundations of special
education. The philosophical, historical and legal bases for special
education, including the definitions and etiologies of individuals with
disabilities, exceptional child, and including individuals from culturally and
linguistically diverse backgrounds.
b.
Characteristics of
learners. Preparation which includes various etiologies of behavior
disorders and learning disabilities, an overview of current trends in
educational programming for students with behavior disorders and learning
disabilities, educational alternatives and related services, and the importance
of the multidisciplinary team in providing more appropriate educational
programming from age 5 to age 21. Preparation in the social, emotional and
behavioral characteristics of individuals with behavior disorders and learning
disabilities including the impact of such characteristics on classroom learning
as well as associated domains such as social functioning and at-risk behaviors
which may lead to involvement with the juvenile justice or mental health
system. Preparation in the psychological and social-emotional characteristics
of individuals with behavior disorders and learning disabilities must include
the major social characteristics of individuals with behavior disorders and the
effects of dysfunctional behavior on learning, and the social and emotional
aspects of individuals with learning disabilities including social
imperceptiveness and juvenile delinquency. Physical development, physical
disability and health impairments as they relate to the development and
behavior of students with behavior disorders and the medical factors
influencing individuals with learning disabilities, including intelligence,
perception, memory and language development.
c.
Assessment, diagnosis and
evaluation. Legal provisions, regulations and guidelines regarding
unbiased assessment and use of psychometric instruments and instructional
assessment measures with individuals with disabilities. Application of
assessment results to individualized program development and management, and
the relationship between assessment and placement decisions. Knowledge of any
specialized strategies such as functional behavioral assessment and any
specialized terminology used in the assessment of various disabling
conditions.
d.
Methods and
strategies. Methods and strategies which include numerous models for
providing curricular and instructional methodologies utilized in the education
of behavior and learning disabled students, and sources of curriculum materials
for individuals with disabilities. Curricula for the development of cognitive,
academic, social, language and functional life skills for individuals with
exceptional learning needs, and related instructional and remedial methods and
techniques, including appropriate assistive technology. The focus of these
experiences is for students at all levels from age 5 to age 21. This
preparation must include alternatives for teaching skills and strategies to
individuals with disabilities who differ in degree and nature of disability,
and the integration of appropriate age-and ability-level academic
instruction.
e.
Managing
student behavior and social interaction skills. Preparation in
individual behavioral management, behavioral change strategies, and classroom
management theories, methods, and techniques for individuals with exceptional
learning needs. Theories of behavior problems in individuals with disabilities
and the use of nonaversive techniques for the purpose of controlling targeted
behavior and maintaining attention of individuals with disabilities. Design,
implement, and evaluate instructional programs that enhance an individual's
social participation in family, school, and community activities.
f.
Communication and collaborative
partnerships. Awareness of the sources of unique services, networks,
and organizations for individuals with disabilities including transitional
support. Knowledge of family systems, family dynamics, parent rights, advocacy,
multicultural issues, and communication to invite and appreciate many different
forms of parent involvement. Strategies for working with regular classroom
teachers, support services personnel, paraprofessionals, and other individuals
involved in the educational program. Knowledge of the collaborative and
consultative roles of special education teachers in the integration of
individuals with disabilities into the general curriculum and
classroom.
g.
Transitional
collaboration. Sources of services, organizations, and networks for
individuals with behavior and learning disabilities, including career,
vocational and transitional support to postschool settings with maximum
opportunities for decision making and full participation in the
community.
h.
Student
teaching. Student teaching in programs across the age levels of this
endorsement. If the student teaching program has a unique age-level emphasis
(e.g., K-8 or 5-12), there must be planned activities which incorporate
interactive experiences at the other age level.
(4)
Instructional strategist II:
intellectual disabilities. This endorsement authorizes instruction in
programs serving students with intellectual disabilities from age 5 to age 21
(and to a maximum allowable age in accordance with Iowa Code section 256B.8) .
The applicant must present evidence of having completed the following program
requirements.
a.
Foundations of
special education. The philosophical, historical and legal bases for
special education, including the definitions and etiologies of individuals with
disabilities, exceptional child, and including individuals from culturally and
linguistically diverse backgrounds.
b.
Characteristics of
learners. Preparation which includes various etiologies of
intellectual disabilities, an overview of current trends in educational
programming for students with intellectual disabilities, educational
alternatives and related services, and the importance of the multidisciplinary
team in providing more appropriate educational programming from age 5 to age
21. Preparation must also provide for an overview of the general developmental,
academic, social, career and functional characteristics of individuals with
intellectual disabilities as the characteristics relate to levels of
instructional support required. This preparation must include the causes and
theories of intellectual disabilities and implications and preventions; the
psychological characteristics of students with intellectual and developmental
disabilities, including cognition, perception, memory, and language
development; medical complications and implications for student support needs,
including seizure management, tube feeding, catheterization and CPR; and the
medical aspects of intellectual disabilities and their implications for
learning. The social-emotional aspects of intellectual disabilities, including
adaptive behavior, social competence, social isolation and learned
helplessness.
c.
Assessment, diagnosis and evaluation. Legal provisions,
regulations and guidelines regarding unbiased assessment and use of
psychometric instruments and instructional assessment measures with individuals
with disabilities. Application of assessment results to individualized program
development and management, and the relationship between assessment and
placement decisions. Knowledge of any specialized strategies such as functional
behavioral assessment and any specialized terminology used in the assessment of
various disabling conditions.
d.
Methods and strategies. Methods and strategies which include
numerous models for providing curricular and instructional methodologies
utilized in the education of intellectually disabled students, and sources of
curriculum materials for individuals with disabilities. Curricula for the
development of cognitive, academic, social, language and functional life skills
for individuals with exceptional learning needs, and related instructional and
remedial methods and techniques. The focus of these experiences is for students
at all levels from age 5 to age 21. This preparation must include alternatives
for teaching skills and strategies to individuals with disabilities who differ
in degree and nature of disability, and the integration of appropriate age- and
ability-level academic instruction. Proficiency in adapting age-appropriate
curriculum to facilitate instruction within the general education setting, to
include partial participation of students in tasks, skills facilitation,
collaboration, and support from peers with and without disabilities; the
ability to select and use augmentative and alternative communications methods
and systems. An understanding of the impact of speech-language development on
behavior and social interactions. Approaches to create positive learning
environments for individuals with special needs and approaches to utilize
assistive devices for individuals with special needs. The design and
implementation of age-appropriate instruction based on the adaptive skills of
students with intellectual disabilities; integrate selected related services
into the instructional day of students with intellectual disabilities.
Knowledge of culturally responsive functional life skills relevant to
independence in the community, personal living, and employment. Use of
appropriate physical management techniques including positioning, handling,
lifting, relaxation, and range of motion and the use and maintenance of
orthotic, prosthetic, and adaptive equipment effectively.
e.
Managing student behavior and
social interaction skills. Preparation in individual behavioral
management, behavioral change strategies, and classroom management theories,
methods, and techniques for individuals with exceptional learning needs.
Theories of behavior problems in individuals with intellectual disabilities and
the use of nonaversive techniques for the purpose of controlling targeted
behavior and maintaining attention of individuals with disabilities. Design,
implement, and evaluate instructional programs that enhance an individual's
social participation in family, school, and community activities.
f.
Communication and collaborative
partnerships. Awareness of the sources of unique services, networks,
and organizations for individuals with disabilities including transitional
support. Knowledge of family systems, family dynamics, parent rights, advocacy,
multicultural issues, and communication to invite and appreciate many different
forms of parent involvement. Strategies for working with regular classroom
teachers, support services personnel, paraprofessionals, and other individuals
involved in the educational program. Knowledge of the collaborative and
consultative roles of special education teachers in the integration of
individuals with disabilities into the general curriculum and
classroom.
g.
Transitional
collaboration. Sources of services, organizations, and networks for
individuals with intellectual disabilities, including career, vocational and
transitional support to postschool settings with maximum opportunities for
decision making and full participation in the community.
h.
Student teaching. Student
teaching in programs across the age levels of this endorsement. If the student
teaching program has a unique age-level emphasis (e.g., K-8 or 5-12), there
must be planned activities which incorporate interactive experiences at the
other age level.
(5)
Instructional strategist II: physical disabilities. This
endorsement authorizes instruction in programs serving students with physical
disabilities from age 5 to age 21 (and to a maximum allowable age in accordance
with Iowa Code section 256B.8) . The applicant must present evidence of having
completed the following program requirements.
a.
Foundations of special
education. The philosophical, historical and legal bases for special
education, including the definitions and etiologies of individuals with
disabilities, exceptional child, and including individuals from culturally and
linguistically diverse backgrounds.
b.
Characteristics of
learners. Preparation which includes various etiologies and
characteristics of physical disabilities across the life span, secondary health
care issues that accompany specific physical disabilities, an overview of
current trends in educational programming for students with physical
disabilities, educational alternatives and related services, and the importance
of the multidisciplinary team in providing more appropriate educational
programming from age 5 to age 21. Preparation must also provide for an overview
of the general developmental, academic, social, career and functional
characteristics of individuals with physical disabilities as the
characteristics relate to levels of instructional support required.
c.
Assessment, diagnosis and
evaluation. Legal provisions, regulations and guidelines regarding
unbiased assessment and use of psychometric instruments and instructional
assessment measures with individuals with disabilities. Application of
assessment results to individualized program development and management, and
the relationship between assessment and placement decisions. Knowledge of any
specialized strategies such as functional behavioral assessment and any
specialized terminology used in the assessment of various disabling
conditions.
d.
Methods and
strategies.
(1) Methods and
strategies which include numerous models for providing curricular and
instructional methodologies utilized in the education of physically disabled
students, and sources of curriculum materials for individuals with
disabilities. Curricula for the development of cognitive, academic, social,
language and functional life skills for individuals with exceptional learning
needs, and related instructional and remedial methods and techniques. The focus
of these experiences is for students at all levels from age 5 to age 21. This
preparation must include alternatives for teaching skills and strategies to
individuals with disabilities who differ in degree and nature of disability,
and the integration of appropriate age- and ability-level academic
instruction.
(2) Research-supported
instructional practices, strategies, and adaptations necessary to accommodate
the physical and communication characteristics of students with physical
disabilities, including appropriate assistive technology and alternative
positioning to permit students with physical disabilities full participation
and access to the general curriculum as well as social environments. Design and
implement an instructional program that addresses instruction in independent
living skills, vocational skills, and career education for students with
physical disabilities and instructional strategies for medical self-management
procedures by students.
e.
Managing student behavior and
social interaction skills. Preparation in individual behavioral
management, behavioral change strategies, and classroom management theories,
methods, and techniques for individuals with exceptional learning needs.
Theories of behavior problems in individuals with physical disabilities and the
use of nonaversive techniques for the purpose of controlling targeted behavior
and maintaining attention of individuals with disabilities. Design, implement,
and evaluate instructional programs that enhance an individual's social
participation in family, school, and community activities.
f.
Communication and collaborative
partnerships. Awareness of the sources of unique services, networks,
and organizations for individuals with disabilities including transitional
support. Knowledge of family systems, family dynamics, parent rights, advocacy,
multicultural issues, and communication to invite and appreciate many different
forms of parent involvement. Strategies for working with regular classroom
teachers, support services personnel, paraprofessionals, and other individuals
involved in the educational program. Knowledge of the collaborative and
consultative roles of special education teachers in the integration of
individuals with disabilities into the general curriculum and
classroom.
g.
Transitional
collaboration. Sources of services, organizations, and networks for
individuals with physical disabilities, including career, vocational and
transitional support to postschool settings with maximum opportunities for
decision making and full participation in the community.
h.
Student teaching. Student
teaching in programs across the age levels of this endorsement. If the student
teaching program has a unique age-level emphasis (e.g., K-8 or 5-12), there
must be planned activities which incorporate interactive experiences at the
other age level.
(6)
K-8 mildly disabled endorsement. This endorsement authorizes
instruction to mildly disabled children who require special education program
adaptations while assigned to a regular classroom for basic instructional
purposes, or mildly disabled students placed in a special education class who
receive part of their instruction in a regular classroom, or mildly disabled
students requiring specially designed instruction while assigned to a regular
classroom for basic instructional purposes. To fulfill the requirements for
this endorsement, the applicant must:
a. Hold
a regular education instruction endorsement at the elementary level. For the
elementary level, this is the general elementary classroom
endorsement.
b. Hold one of the
following endorsements at the elementary level: learning disabilities, mild to
moderate intellectual disabilities, behavioral disorders, multicategorical
resource room or multicategorical-special class with integration.
(7)
5-12 mildly disabled
endorsement. This endorsement authorizes instruction to mildly
disabled children who require special education program adaptations while
assigned to a regular classroom for basic instructional purposes, or mildly
disabled students placed in a special education class who receive part of their
instruction in a regular classroom, or mildly disabled students requiring
specially designed instruction while assigned to a regular classroom for basic
instructional purposes. To fulfill the requirements for this endorsement, the
applicant must:
a. Hold a regular education
instruction endorsement at the secondary level (grades 5-12).
b. Hold one of the following endorsements at
the secondary level: learning disabilities, mild to moderate intellectual
disabilities, behavioral disorders, multicategorical resource room or
multicategorical-special class with integration.
NOTE: These endorsements are designed for programs serving
primarily mildly disabled students. Students who have sensory disorders are not
included as "mildly disabled."
(8)
Deaf or hard of hearing
endorsement.
a.
Option
1. This endorsement authorizes instruction in programs serving
students with hearing loss from birth to age 21 (and to a maximum allowable age
in accordance with Iowa Code section 256B.8) . An applicant for this option must
complete the following requirements and must have completed an approved program
in teaching the deaf or hard of hearing from a recognized Iowa or nonIowa
institution and must hold a regular education endorsement. See 282-Chapter 13.
(1) Foundations of special education. The
philosophical, historical and legal bases for special education, including the
definitions and etiologies of individuals with disabilities, and including
individuals from culturally and linguistically diverse backgrounds.
(2) Characteristics of learners. Preparation
which includes various etiologies of hearing loss, an overview of current
trends in educational programming for students with hearing loss and
educational alternatives and related services, and the importance of the
multidisciplinary team in providing more appropriate educational programming
from birth to age 21. Preparation in the social, emotional and behavioral
characteristics of individuals with hearing loss, including the impact of such
characteristics on classroom learning. Knowledge of the anatomy and physiology
of the hearing mechanism and knowledge of the development of secondary senses
when a hearing disorder is present, effect of hearing loss on learning
experiences, psychological aspects of hearing loss, and effects of medications
on the hearing system. Preparation in the psychological and social-emotional
characteristics of individuals with hearing loss to include the major social
characteristics of individuals with hearing loss and the effects of this
disability on learning, and the social and emotional aspects of individuals
with hearing loss. Physical development and potential health implications as
they relate to the development and behavior of students with hearing loss.
Components of linguistic and nonlinguistic communication used by individuals
who are deaf or hard of hearing and communication modes used by and with
individuals who are deaf or hard of hearing, including current theories of
language development in individuals who are deaf or hard of hearing.
(3) Assessment, diagnosis and evaluation.
Legal provisions, regulations and guidelines regarding unbiased assessment and
use of psychometric instruments and instructional assessment measures with
individuals with disabilities, including necessary alternative assessment
techniques arising out of the nature of the disability and medical reports and
other related diagnostic information. Application of assessment results to
individualized program development and management, and the relationship between
assessment and placement decisions. Knowledge of any specialized strategies
such as functional behavioral assessment and any specialized terminology used
in the assessment of various disabling conditions.
(4) Methods and strategies. Methods and
strategies which include numerous models for providing curricular and
instructional methodologies utilized in the education of students who are deaf
or hard of hearing and sources of specialized materials for individuals who are
deaf or hard of hearing. These strategies must include knowledge of teaching
academic subjects and language and speech to students who are deaf or hard of
hearing and have knowledge of American Sign Language. Curricula for the
development of cognitive, academic, social, language and functional life skills
for individuals who are deaf or hard of hearing, and related instructional and
remedial methods and techniques, including appropriate assistive technology.
The focus of these experiences is for students at all levels from birth to age
21. This preparation must include alternatives for teaching skills and
strategies to individuals who are deaf or hard of hearing who differ in degree
and nature of disability, and the integration of appropriate age- and
ability-level academic instruction. Strategies for teaching technology skills
and other instructional aids for students who are deaf or hard of
hearing.
(5) Managing student
behavior and social interaction skills. Preparation in individual behavioral
management, behavioral change strategies, and classroom management theories,
methods, and techniques for individuals with exceptional learning needs.
Theories of behavior problems in individuals with disabilities and the use of
nonaversive techniques for the purpose of controlling targeted behavior and
maintaining attention of individuals with disabilities. Design, implement, and
evaluate instructional programs that enhance an individual's social
participation in family, school, and community activities.
(6) Communication and collaborative
partnerships. Awareness of the sources of unique services, networks, and
organizations for individuals with disabilities, including transitional
support. Knowledge of family systems, family dynamics, parent rights, advocacy,
multicultural issues, and communication to invite and appreciate many different
forms of parent involvement. Strategies for working with regular classroom
teachers, support services personnel, paraprofessionals, and other individuals
involved in the educational program. Knowledge of the collaborative and
consultative roles of special education teachers in the integration of
individuals with disabilities into the general curriculum and
classroom.
(7) Transitional
collaboration. Sources of services, organizations, and networks for individuals
who are deaf or hard of hearing, including career, vocational and transitional
support to postschool settings with maximum opportunities for decision making
and full participation in the community.
(8) Student teaching. Student teaching in
programs across the age levels of this endorsement. If the student teaching
program has a unique age-level emphasis (e.g., K-8 or 5-12), there must be
planned activities which incorporate interactive experiences at the other age
level.
b.
Option
2. An applicant who holds an endorsement in deaf or hard of hearing
issued in another state or who is eligible for such an endorsement but who does
not also hold or is not eligible for a regular education endorsement in Iowa
(see 282-Chapter 13) must meet the following basic requirements in addition to
those set out in paragraph 14.2(8)
"a."
(1) Child growth and development with
emphasis on the emotional, physical, and mental characteristics of elementary
age children unless completed as part of the professional education
core.
(2) Methods and materials of
teaching elementary language arts.
(3) Methods and materials of teaching
elementary reading.
(4) Elementary
curriculum methods and materials unless completed as part of another elementary
level endorsement program (e.g., rule 282-13.26 (272) or a similar elementary
endorsement program).
(5) Methods
and materials of teaching elementary mathematics.
(6) Adolescent growth and development with
emphasis on the emotional, physical, and mental characteristics of adolescent
age children unless completed as part of the professional education
core.
(7) Adolescent literacy or
secondary content area reading.
(8)
Secondary methods unless completed as part of the professional education
core.
(9)
Visually disabled endorsement.
a.
Option 1. This
endorsement authorizes instruction in programs serving students with visual
disabilities from birth to age 21 (and to a maximum allowable age in accordance
with Iowa Code section 256B.8) . An applicant for this option must complete the
following requirements and must have completed an approved program in visual
disabilities from a recognized Iowa or non-Iowa institution and must hold a
regular education endorsement. See 282-Chapter 13.
(1) Foundations of special education. The
philosophical, historical and legal bases for special education, including the
definitions and etiologies of individuals with disabilities, and including
individuals from culturally and linguistically diverse backgrounds.
(2) Characteristics of learners. Preparation
which includes various etiologies of visual impairment, an overview of current
trends in educational programming for students with visual disabilities and
educational alternatives and related services, and the importance of the
multidisciplinary team in providing more appropriate educational programming
from birth to age 21. Preparation in the social, emotional and behavioral
characteristics of individuals with visual disabilities, including the impact
of such characteristics on classroom learning. Development of the human visual
system, development of secondary senses when vision is impaired, effect of
visual disability on development, impact of visual disability on learning and
experiences, psychological aspects of visual disability, and effects of
medications on the visual system. Preparation in the psychological and
social-emotional characteristics of individuals with visual disabilities to
include the major social characteristics of individuals with visual
disabilities and the effects of this disability on learning, and the social and
emotional aspects of individuals with visual disabilities. Physical development
and potential health impairments as they relate to the development and behavior
of students with visual disabilities.
(3) Assessment, diagnosis and evaluation.
Legal provisions, regulations and guidelines regarding unbiased assessment and
use of psychometric instruments and instructional assessment measures with
individuals with disabilities, including necessary alternative assessment
techniques arising out of the nature of the disability and medical reports and
other related diagnostic information. Application of assessment results to
individualized program development and management, and the relationship between
assessment and placement decisions. Knowledge of any specialized strategies
such as functional behavioral assessment and any specialized terminology used
in the assessment of various disabling conditions.
(4) Methods and strategies. Methods and
strategies which include numerous models for providing curricular and
instructional methodologies utilized in the education of visually disabled
students and sources of curriculum materials for individuals with disabilities.
These strategies must include knowledge of teaching Braille reading and
writing, the skill in teaching handwriting and signature writing to individuals
with low vision or who are blind, listening and compensatory auditory skills
and typing and keyboarding skills. Curricula for the development of cognitive,
academic, social, language and functional life skills for individuals with
visual disabilities, and related instructional and remedial methods and
techniques, including appropriate assistive technology. The focus of these
experiences is for students at all levels from birth to age 21. This
preparation must include alternatives for teaching skills and strategies to
individuals with visual disabilities who differ in degree and nature of
disability, and the integration of appropriate age- and ability-level academic
instruction. Strategies for teaching technology skills, other instructional
aids for visually disabled students, strategies for teaching organization and
study skills, tactual and perceptual skills, adapted physical and recreational
skills and strategies for promoting self-advocacy in individuals with visual
disabilities and for structured pre-cane orientation and mobility assessment
and instruction.
(5) Managing
student behavior and social interaction skills. Preparation in individual
behavioral management, behavioral change strategies, and classroom management
theories, methods, and techniques for individuals with exceptional learning
needs. Theories of behavior problems in individuals with disabilities and the
use of nonaversive techniques for the purpose of controlling targeted behavior
and maintaining attention of individuals with disabilities. Design, implement,
and evaluate instructional programs that enhance an individual's social
participation in family, school, and community activities.
(6) Communication and collaborative
partnerships. Awareness of the sources of unique services, networks, and
organizations for individuals with disabilities, including transitional
support. Knowledge of family systems, family dynamics, parent rights, advocacy,
multicultural issues, and communication to invite and appreciate many different
forms of parent involvement. Strategies for working with regular classroom
teachers, support services personnel, paraprofessionals, and other individuals
involved in the educational program. Knowledge of the collaborative and
consultative roles of special education teachers in the integration of
individuals with disabilities into the general curriculum and
classroom.
(7) Transitional
collaboration. Sources of services, organizations, and networks for individuals
with visual disabilities, including career, vocational and transitional support
to postschool settings with maximum opportunities for decision making and full
participation in the community.
(8)
Student teaching. Student teaching in programs across the age levels of this
endorsement. If the student teaching program has a unique age-level emphasis
(e.g., K-8 or 5-12), there must be planned activities which incorporate
interactive experiences at the other age level.
b.
Option 2. An applicant
who holds an endorsement for visually disabled issued in another state or who
is eligible for such an endorsement but who does not also hold or is not
eligible for a regular education endorsement in Iowa (see 282-Chapter 13) must
meet the following basic requirements in addition to those set out in paragraph
14.2(9)
"a."
(1) Child growth
and development with emphasis on the emotional, physical, and mental
characteristics of elementary age children unless completed as part of the
professional education core.
(2)
Methods and materials of teaching elementary language arts.
(3) Methods and materials of teaching
elementary reading.
(4) Elementary
curriculum methods and materials unless completed as part of another elementary
level endorsement program (e.g., rule 282-13.26 (272) or a similar elementary
endorsement program).
(5) Methods
and materials of teaching elementary mathematics.
(6) Adolescent growth and development with
emphasis on the emotional, physical, and mental characteristics of adolescent
age children unless completed as part of the professional education
core.
(7) Adolescent literacy or
secondary content area reading.
(8)
Secondary methods unless completed as part of the professional education
core.
(10)
K-12 instructional strategist I and II: all. This endorsement
authorizes instruction for students in K-12 mild and moderate instructional
special education programs, students with behavior disorders and learning
disabilities, and students with intellectual disabilities, from age 5 to age
21. The applicant must present evidence of having completed the following
program requirements.
a.
Foundations
of special education. The philosophical, historical and legal bases
for special education, including the definitions and etiologies of individuals
with disabilities, exceptional child, and including individuals from culturally
and linguistically diverse backgrounds. A review of special education law,
including progress monitoring, data collection, and individualized education
plans.
b.
Characteristics
of learners. Preparation which includes various etiologies of
disabilities, an overview of current trends in educational programming for
students with disabilities, educational alternatives and related services, and
the importance of the multidisciplinary team in providing more appropriate
educational programming from age 5 to age 21. This preparation must include the
psychological characteristics of students with disabilities, including
classroom learning, cognition, perception, memory, and language development;
medical complications including seizure management, tube feeding,
catheterization and CPR; the social-emotional aspects of disabilities including
adaptive behavior, social competence, social isolation, and learned
helplessness; and the social and emotional aspects including dysfunctional
behaviors, mental health issues, at-risk behaviors, social imperceptiveness,
and juvenile justice.
c.
Assessment, diagnosis and evaluation. Legal provisions,
regulations and guidelines regarding unbiased assessment and use of
psychometric instruments and instructional assessment measures with individuals
with disabilities. Application of assessment results to individualized program
development and management, and the relationship between assessment and
placement decisions. Knowledge of any specialized strategies such as functional
behavioral assessment and any specialized terminology used in the assessment of
various disabling conditions. A review of special education law, including
progress monitoring, data collection, and individualized education
plans.
d.
Methods and
strategies. Methods and strategies which include numerous models for
providing curricular and instructional methodologies utilized in the education
of individuals with disabilities. Curricula for the development of cognitive,
academic, social, language and functional life skills for individuals with
exceptional learning needs, and related instructional and remedial methods and
techniques, including appropriate assistive technology. The focus of these
experiences is for students at all levels from age 5 to age 21. This
preparation must include alternatives for teaching skills and strategies to
individuals with disabilities who differ in degree and nature of disability,
and the integration of appropriate age- and ability-level academic instruction.
Proficiency in adapting age-appropriate curriculum to facilitate instruction
within the general education setting, to include partial participation of
students in tasks, skills facilitation, collaboration, and support from peers
with and without disabilities; the ability to select and use augmentative and
alternative communications methods and systems. An understanding of the impact
of speech-language development on behavior and social interactions. Approaches
to create positive learning environments for individuals with special needs and
approaches to utilize assistive devices for individuals with special needs. The
design and implementation of age-appropriate instruction based on the adaptive
skills of students with disabilities; integrate selected related services into
the instructional day of students with disabilities. Knowledge of culturally
responsive functional life skills relevant to independence in the community,
personal living, and employment. Use of appropriate physical management
techniques including positioning, handling, lifting, relaxation, and range of
motion and the use and maintenance of orthotic, prosthetic, and adaptive
equipment effectively.
e.
Managing student behavior and social interaction skills.
Preparation in individual behavioral management, behavioral change strategies,
and classroom management theories, methods, and techniques for individuals with
exceptional learning needs. Theories of behavior problems in individuals with
intellectual disabilities and the use of nonaversive techniques for the purpose
of controlling targeted behavior and maintaining attention of individuals with
disabilities. Design, implement, and evaluate instructional programs that
enhance an individual's social participation in family, school, and community
activities.
f.
Communication and collaborative partnerships. Awareness of the
sources of unique services, networks, and organizations for individuals with
disabilities including transitional support. Knowledge of family systems,
family dynamics, parent rights, advocacy, multicultural issues, and
communication to invite and appreciate many different forms of parent
involvement. Strategies for working with regular classroom teachers, support
services personnel, paraprofessionals, and other individuals involved in the
educational program. Knowledge of the collaborative and consultative roles of
special education teachers in the integration of individuals with disabilities
into the general curriculum and classroom.
g.
Transitional
collaboration. Sources of services, organizations, and networks for
individuals with intellectual disabilities, including career, vocational and
transitional support to postschool settings with maximum opportunities for
decision making and full participation in the community.
h.
Student teaching. Student
teaching in special education programs across the age levels of this
endorsement.