Virginia Administrative Code
Title 8 - EDUCATION
Agency 20 - STATE BOARD OF EDUCATION
Chapter 23 - LICENSURE REGULATIONS FOR SCHOOL PERSONNEL
Part V - Licensure Regulations Governing PreK-12, Special Education, Secondary Grades 6-12, and Adult Education Endorsements
Section 8VAC20-23-510 - Special education - adapted curriculum K-12
Universal Citation: 8 VA Admin Code 20-23-510
Current through Register Vol. 40, No. 16, March 25, 2024
Endorsement requirements: The candidate shall have:
1. Earned a baccalaureate degree from a regionally accredited college or university and graduated from an approved program in special education - adapted curriculum; or
2. Earned a baccalaureate degree from a regionally accredited college or university and completed 27 semester hours in the education of students with disabilities as distributed in the following areas:
a. Core coursework: 12 semester hours
distributed among the following areas:
(1)
Foundations: 3 semester hours. Characteristics that include knowledge of the
foundation for educating students with disabilities; historical, ethical, and
legal aspects that include an understanding and application of the federal and
state regulatory requirements; and expectations associated with identification,
education, and evaluation of students with disabilities;
(2) Assessment and evaluation: 3 semester
hours. Includes an understanding and application of the foundation of
assessment and evaluation related to best practices in special education,
including types and characteristics of assessment, introduction to formal and
informal assessment, and the use of assessments and other information to
determine special education eligibility, service delivery, curriculum, and
instruction of students with disabilities. Understanding of the current legal
and ethical issues related to assessment selection and use, including
comprehensive evaluation requirements, students with disabilities participation
in the state and local accountability systems, assessment options, appropriate
grading and testing accommodations, and assessment of students from diverse
backgrounds.
(3) Collaboration that
includes skills in consultation, case management, co-teaching, and
collaboration: 3 semester hours. Includes understanding roles and
responsibilities, knowledge and application of effective communication skills
and of culturally responsive practices and strategies, and the ability to
develop home, school, and community partnerships to address the needs of
students with disabilities.
(4)
Management of classroom instruction and behaviors: 3 semester hours. Includes
an understanding and knowledge of research-based classroom management
techniques, positive behaviors supports, and individual interventions and a
demonstrated ability to create a safe, orderly classroom environment, including
classroom organization, instructional design, and establishment of classroom
routines and procedures. Knowledge of the elements of effective instructional
planning, differentiation of instruction, and other instructional approaches to
enhance student engagement and achievement. Understanding of behavior
assessments, data collection and analysis, and development and monitoring of
behavior intervention plans.
b. Adapted curriculum coursework: 15 semester
hours of coursework distributed in the following areas:
(1) Characteristics: 3 semester hours. Skills
in this area include the ability to demonstrate knowledge of the
characteristics, including medical and health conditions, and learning and
support needs of students with disabilities (K-12) whose cognitive and
functional skills are significantly different from typically developing peers
and therefore require adaptations to the general curriculum for an appropriate
education, including, but not limited to, students with autism spectrum
disorders, developmental delay, intellectual disability, traumatic brain
injury, and multiple disabilities including sensory, deaf-blindness,
speech-language, orthopedic and other health impairments as an additional
disability to those referenced above.
(2) Individualized education program (IEP)
implementation: 3 semester hours. Knowledge of the eligibility process and
legal and regulatory requirements of IEP development, including timelines,
components, team composition, roles, and responsibilities. Skills in this area
include the ability to apply knowledge of assessment and evaluation throughout
the K-12 grade levels to construct, use, and interpret a variety of
standardized and nonstandardized data collection techniques; to make decisions
about student progress, instruction, program, goal development, modifications,
adaptations, placement, and teaching methodology for students with disabilities
who are accessing the general education curriculum and Virginia Standards of
Learning through an aligned curriculum; and to demonstrate the use of
assessment, evaluation, and other information to develop and implement
individual educational planning and group instruction with students with
disabilities in an adapted curriculum across the K-12 grade levels.
(3) Transitioning: 3 semester hours. Skills
in this area include the ability to prepare students and work with families to
provide successful student transitions throughout the educational experience to
include postsecondary education, training, employment, and independent living
that addresses an understanding of long-term planning, age-appropriate
transition assessments, career development, life skills, community experiences
and resources, and self-determination to include goal setting, decision making,
problem solving, self-awareness and self-advocacy, guardianship, and other
legal considerations.
(4)
Instructional methods and strategies for the adapted curriculum: 3 semester
hours. An understanding and application of service delivery, curriculum, and
instruction of students with disabilities who need an adapted curriculum.
Knowledge of the general curriculum requirements and expectations and how to
provide access to the curriculum based on student characteristics and needs.
Skills in this area include the ability to understand and use a range of
modifications, adaptations, special instructional strategies, and
research-based interventions that reflect best practice in reading, writing,
and mathematics instruction for students with more significant disabilities;
ability to align the instructional practices and intervention with the Virginia
Standards of Learning and state assessments; knowledge of available assistive
and instructional technologies, including alternative communication methods and
systems to promote learning and independence for students with disabilities in
the adaptive curriculum and the ability to evaluate its effectiveness; ability
to develop and use curriculum-based and standardized assessment to conduct
ongoing evaluations of instructional material and practices to determine
effectiveness and assess student needs as they relate to curriculum design and
delivery; ability to modify and adapt instructional content in a variety of
settings and collaborate with general education content teachers to develop and
implement instructional practices that meet the needs of students with
disabilities in the adapted curriculum and monitor student progress.
(5) Individualized supports and specialized
care of students with significant disabilities: 3 semester hours. Knowledge of
and ability to implement adapted strategies to address the positioning,
handling, communication, personal care, and medical needs of students with
significant disabilities. Knowledge and understanding of the roles of related
disciplines and service providers in collaborative planning and service
delivery. Demonstration of the ability to develop and utilize a blended
curriculum design to address disability-specific or unique needs such as
feeding and communication while addressing the adapted curriculum
requirements.
Statutory Authority: §§ 22.1-298.1 and 22.1-299 of the Code of Virginia.
Disclaimer: These regulations may not be the most recent version. Virginia 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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