Current through Register Vol. 48, No. 39, March 25, 2024
Subp.
2.
License requirements.
A candidate for licensure to teach students from kindergarten
through age 21 who have a broad range of cognitive disabilities and deficits in
adaptive behavior shall:
A. hold a
baccalaureate degree from a college or university that is regionally accredited
by the association for the accreditation of colleges and secondary
schools;
B. demonstrate the
standards of effective practice for licensing of beginning teachers enumerated
in part
8710.2000;
C. demonstrate core skill requirements in
part
8710.5000; and
D. show verification of completing a Board of
Teaching preparation program approved under part
8700.7600 leading to the licensure
of teachers of special education: developmental disabilities enumerated in
subpart
3.
Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of special education:
developmental disabilities must complete a preparation program under subpart
2, item D, that must include
the candidate's demonstration of the knowledge and skills in items A to
E.
A. Foundational knowledge. A
teacher of special education: developmental disabilities understands the
foundations of special education services for students with developmental
disabilities on which to base practice. The teacher must demonstrate knowledge
of the:
(1) historical and philosophical
foundations, legal bases, and contemporary issues pertaining to the education
of students with a broad range of cognitive disabilities and deficits in
adaptive behavior;
(2) etiology,
characteristics, and classifications of developmental disabilities;
(3) educational definitions, issues related
to identification, and eligibility criteria pertaining to students with
developmental disabilities, including those from culturally and linguistically
diverse backgrounds;
(4) general
developmental, academic, social and behavioral, and functional characteristics
of individuals with developmental disabilities as they relate to levels of
support needed;
(5) impact of
research-based theories of cognition, communication, and behavior on the
education of students with developmental disabilities;
(6) social-emotional aspects of developmental
disabilities, including supports necessary to foster adaptive behavior, social
competence, social participation, and self-determination;
(7) impact of coexisting conditions and
multiple disabilities; and
(8)
medical terminology and implications of medical conditions for students with
developmental disabilities, including the role of other professionals in
meeting educational needs.
B. Referral, evaluation, planning, and
programming. A teacher of special education: developmental disabilities
understands and applies principles of prevention and intervening early and
procedures for referral, assessment, evaluation, individualized planning,
programming, and placement specific to teaching students with developmental
disabilities. The teacher must be able to:
(1)
collect and interpret data and information specific to research-based
interventions and supports provided prior to referral and integrate into the
special education evaluation processes;
(2) select, administer, and interpret
assessments for students with developmental disabilities, accounting for
technical adequacy, ethical concerns, expressive and receptive communication
needs, use of necessary assistive technologies, and communicate the results to
students, families, educators, and other professionals;
(3) integrate multiple methods of collecting
data from students, parents, families, teachers, and other professionals for
the purpose of evaluation and planning, developing, implementing, and
evaluating individualized education programs;
(4) adapt and modify data collection
procedures to accommodate the abilities and needs of students with
developmental disabilities;
(5)
assess, accommodate, and modify the environmental conditions that impact
academic achievement and functional performance;
(6) support the use and maintenance of
orthotic, prosthetic, assistive, and adaptive equipment in collaboration with
parents and specialists;
(7)
support and manage student health needs and plan for emergency situations in
collaboration with parents and medical professionals;
(8) design individualized education program
plans, considering a range of educational placement options and required levels
of support in the least restrictive environment, that integrate student
strengths, needs, assessment results, and student and family priorities,
incorporating academic and nonacademic goals; and
(9) address factors that influence the
disproportional identification of culturally, linguistically, and
socioeconomically diverse students as students with developmental
disabilities.
C.
Instructional design, teaching, and ongoing evaluation. A teacher of special
education: developmental disabilities understands how to use individualized
education program plans to design, implement, monitor, and adjust instruction
for students with developmental disabilities. The teacher must be able to:
(1) integrate knowledge of evidence-based
instruction, including scientifically based research interventions when
available, in language development, reading, writing, and mathematics with
characteristics of developmental disabilities in order to design, implement,
monitor, and adjust instruction aligned with grade-level content
standards;
(2) apply evidence-based
instructional strategies and practices, including functional, community-based
instruction, task analysis, multisensory, and concrete or manipulative
techniques, to facilitate acquisition of academic and functional skills in the
least restrictive environment;
(3)
select, adapt, and implement developmentally appropriate classroom management
strategies, including proactive and positive behavioral interventions and
supports, for students with developmental disabilities to promote progress in
the least restrictive environment;
(4) provide instructional, curricular, and
physical accommodations across environments to meet the physical, cognitive,
sensory, cultural, and expressive and receptive communication needs of students
with developmental disabilities;
(5) implement positioning and movement
techniques and reinforce and support instruction in orientation and mobility
provided by certified specialists;
(6) design, implement, monitor, and adjust
use of assistive technologies, including communication systems, for students
with developmental disabilities to promote language development, communication,
literacy, and access to and progress in the general education
curriculum;
(7) address the
transition needs of students to enhance participation in family, school,
recreation or leisure, community, and work life, including personal self-care,
independent living, safety, and prevocational and vocational skills, for
students with increasingly complex needs;
(8) make decisions about the participation of
students with disabilities in the full range of state assessment options
including necessary accommodations; and
(9) provide sequential instruction on
grade-level content standards, adjusting when necessary for breadth, depth, and
complexity, for students participating in alternate assessments.
D. Collaboration and
communication. A teacher of special education: developmental disabilities
cultivates and maintains positive, collaborative relationships with students,
families, other professionals, and the community to support student development
and educational progress. The teacher must be able to:
(1) collaborate with students and their
families in making choices that impact academic, occupational, and other
domains across the life span;
(2)
make use of structures supporting interagency collaboration and coordinate
interagency services and transition plans;
(3) select and plan for the integration of
related services personnel and other service providers into the instructional
programs and setting for students utilizing a transdisciplinary team
approach;
(4) direct, structure,
support, and monitor the activities of paraprofessionals regarding student
instruction and intervention with an emphasis on supporting student
independence and achievement;
(5)
understand and communicate the educational roles and shared responsibilities of
educators, paraprofessionals, and other staff when collaborating for the
consistent implementation of academic instruction, support for student
independence, and individualized positive behavior supports across
environments;
(6) identify and
access school, community and social services, networks, agencies, and
organizations, including day habilitation and recreational leisure programs
appropriate to students with developmental disabilities to enhance instruction
and programming;
(7) provide and
receive consultation and collaborate in a variety of settings regarding
development and implementation of the comprehensive evaluation process,
individualized education program planning, delivery of instruction and
accommodations, and transition with individuals and agencies;
(8) promote collaborative practices that
respect the individual's and family's culture and values relative to the impact
that developmental disabilities may have on the individual and family across
the life span;
(9) access and
evaluate information, research, and emerging practices relevant to the field of
developmental disabilities through consumer and professional organizations,
peer-reviewed journals, and other publications;
(10) engage in continuing professional
development and reflection to increase knowledge and skill as a special
educator and inform instructional practices, decisions, and interactions with
students and their families; and
(11) promote peer acceptance, social
participation, and achievement by training, coaching, supporting, structuring,
and modeling evidence-based strategies for developmental disabilities to peers,
parents, paraprofessionals, and other school staff.
E. Clinical experiences. A teacher of special
education: developmental disabilities applies the standards of effective
practice through a variety of early and ongoing clinical experiences in
teaching students who have a broad range of cognitive disabilities and deficits
in adaptive behavior in primary (kindergarten through grade 4), middle level
(grades 5 through 8), and high school (grades 9 through 12, including
transition programs) settings across a range of service delivery
models.