Utah Administrative Code
Topic - Education
Title R277 - Administration
Rule R277-304 - Teacher Preparation Programs
Section R277-304-7 - Special Education and Preschool Special Education Programs
Universal Citation: UT Admin Code R 277-304-7
Current through Bulletin 2024-06, March 15, 2024
(1) Before approval by the Board, a special education or preschool special education preparation program shall demonstrate that:
(a) the program is
operated by or partnered with a Utah institution of higher education or the Utah State Board of
Education;
(b) aligned with the 2012 Council for Exceptional
Children Initial Preparation Standards as informed by the Council for Exceptional Children Specialty Sets for
Initial Preparation Programs in one or more of the following special education areas:
(i) Mild/Moderate Disabilities;
(ii) Severe Disabilities;
(iii)
Deaf and Hard of Hearing;
(iv) Blind and Visually
Impaired;
(v) Deafblind; or
(vi) Preschool Special Education (Birth-Age 5);
(c) the program requires the passage of a special education content
knowledge assessment approved by the Superintendent;
(d) the
program requires the passage of a Braille assessment approved by the Superintendent for a program in the
Blind and Visually Impaired area;
(e) the program requires
competency in:
(i) all areas detailed in Subsections R277-304-4(4) through
(7);
(ii) legal and ethical issues surrounding special education,
including:
(A) the IDEA;
(B)
the Special Education Rules Manual incorporated by reference in Section R277-750-2; and
(C) all other applicable statutes and Board rules;
(iii) working with other school personnel to implement and evaluate
academic, behavioral, and developmental supports and interventions for students with disabilities within a
multi-tiered system of supports as appropriate for the area of licensure;
(iv) training in and supervising the services and supports provided to
students with disabilities by general education teachers, related service providers, and paraprofessionals;
and
(v) providing specially designed instruction, including
content specific pedagogy, as per IEPs, to students with disabilities, including:
(A) the Utah Core Standards; and
(B) the Essential Elements as appropriate to a candidate's prospective area
of licensure as established by the Board;
(C) skills in assessing
and addressing the educational, developmental, and functional needs and progress of students with
disabilities;
(D) skills in implementing and assessing the
results of research and evidence-based interventions for students with disabilities; and
(E) skills in implementing an educational program with accommodations,
modifications, services, and supports established by an IEP for students with disabilities.
(2) For a program candidate accepted after January 1, 2020, a special education or preschool special education preparation program shall require multiple opportunities for a program candidate to successfully demonstrate application of knowledge and skills gained through the program in a school-based setting in each of the following:
(a) all requirements outlined in Subsections R277-304-3(4) through
(7);
(b) creating learning goals and objectives for a student
with disabilities that are specific, measurable, time-bound, and aligned to identified student needs and the
Utah Core Standards;
(c) designing or adapting learning
environments for diverse student populations that encourage active participation in individual and group
activities;
(d) monitoring school compliance with the provisions
of multiple student's IEP and Section 504 plans;
(e) conducting a
student IEP meeting under the supervision of a licensed special education teacher;
(f) using knowledge of measurement principles and practices to interpret
assessment information in making instructional, eligibility, program, and placement decisions for students
with disabilities, including those from culturally or linguistically diverse backgrounds;
(g) communicating with parents of students with disabilities to ensure they
are informed regarding the progress of their student and their right to due process; and
(h) if the program is designed to prepare an individual for a special
education license area, developing and implementing a secondary transition plan as it related to
post-secondary education and training, competitive employment, and independent living.
Disclaimer: These regulations may not be the most recent version. Utah may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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