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 8VAC20-23-550 - Special education - general curriculum K-12
Universal Citation: 8 VA Admin Code 20-23-550
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 - general 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 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 practice 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 behavior support, 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, development, and monitoring of
behavior intervention plans.
b. General curriculum coursework: 15 semester
hours distributed in the following areas:
(1)
Characteristics: 3 semester hours. Skills in this area shall include the
ability to demonstrate knowledge of definitions, characteristics, and learning
and behavioral support needs of students with disabilities who are accessing
the general education curriculum at the elementary, middle, and high school
levels, including students with learning disabilities, emotional disability,
and intellectual disabilities; developmental delay; autism; other health
impairments; traumatic brain injury; and multiple disabilities.
(2) Individualized education program
development and implementation: 3 semester hours. Knowledge of the eligibility
process and legal and regulatory requirements of IEP development, including
timelines, components, team composition, and 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, instructional program, goal development,
accommodations, placement, and teaching methodology for students with
disabilities who are accessing the general education curriculum and the
Virginia Standards of Learning; 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 who
are accessing the general education 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 and community agencies 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, career development, life skills, community
experiences and resources, self-advocacy, and self-determination, guardianship,
and legal considerations.
(4)
Instructional strategies in reading and writing: 3 semester hours. Skills in
this area include:
(a) An understanding and
application of service delivery, curriculum, and instruction of students with
disabilities in reading and writing.
(b) Knowledge of the general curriculum,
English requirements and expectations, and how to provide access to the
curriculum based on student characteristics and needs.
(c) Ability to assess, interpret data, and
implement instructional practices to address the identified reading needs of
the students. Skills in this area include the ability to identify, understand,
and implement a range of specialized instructional strategies and
research-based interventions that reflect best practice in reading and writing
instruction for students with disabilities.
(d) Ability to align the instructional
practices and intervention with the Virginia Standards of Learning and state
assessments.
(e) Knowledge and
ability to utilize current assistive and instructional reading and writing
technologies to promote learning and independence for students with
disabilities in the general curriculum and the ability to evaluate the
effectiveness of the use of the technologies.
(f) Ability to develop and use
curriculum-based and standardized reading and writing assessments to conduct
ongoing evaluations of instructional materials and practices to determine
effectiveness and assess student needs as they relate to the curriculum design
and delivery.
(g) Ability to model
and directly teach reading and writing instructional strategies in a variety of
settings, collaborate and co-teach with general educators to develop and
implement instructional practices that meet the needs of students with
disabilities in the general curriculum, and monitor student progress.
(5) Instructional strategies in
mathematics: 3 semester hours. Skills in this area include:
(a) An understanding and application of
service delivery, curriculum, and instruction of students with disabilities in
mathematics.
(b) Knowledge of the
general curriculum mathematics requirements and expectations and how to provide
access to the curriculum based on student characteristics and needs.
(c) Ability to assess, interpret data, and
implement instructional practices to address calculations, reasoning, and
problem-solving skills. Skills in this area include the ability to understand
and use a range of specialized mathematics instructional strategies and
research-based interventions that reflect best practice in mathematics
instruction for students with disabilities.
(d) Ability to align the instructional
practices and intervention with the Virginia Standards of Learning and state
assessments.
(e) Knowledge of and
ability to utilize current mathematics related assistive and instructional
technologies to promote learning and independence for students with
disabilities in the general curriculum and the ability to evaluate the
effectiveness of the use of the technologies.
(f) Ability to develop and use
curriculum-based and standardized mathematics assessments to conduct ongoing
evaluations of instructional materials and practices to determine effectiveness
and assess student needs as they relate to the mathematics curriculum design
and delivery.
(g) Ability to model
and directly teach mathematics instructional strategies in a variety of
settings, collaborate and co-teach with general educators to develop and
implement instructional practices that meet the needs of students with
disabilities in the mathematics general curriculum, and monitor student
progress.
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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