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 8VAC20-23-570 - Special education - general curriculum middle grades 6-8 (add-on endorsement)
Universal Citation: 8 VA Admin Code 20-23-570
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 hold a license issued by the Virginia Board of Education with an endorsement in middle education, such as middle education 6-8 English, middle education 6-8 history and social sciences, middle education 6-8 mathematics, or middle education-sciences.
2. Completed 15 semester hours in the education of students with disabilities distributed in each of the following areas:
a. 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.
b.
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.
c.
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.
d. Instructional strategies in reading and
writing: 3 semester hours. Skills in this area include:
(1) An understanding and application of
service delivery, curriculum, and instruction of students with disabilities in
reading and writing.
(2) Knowledge
of the general curriculum, English requirements and expectations, and how to
provide access to the curriculum based on student characteristics and
needs.
(3) 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.
(4) Ability to align the instructional
practices and intervention with the Virginia Standards of Learning and state
assessments.
(5) 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.
(6) 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 it relates to the curriculum design
and delivery.
(7) 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.
e. Instructional strategies in
mathematics: (3 semester hours). Skills in this area include:
(1) An understanding and application of
service delivery, curriculum, and instruction of students with disabilities in
mathematics.
(2) Knowledge of the
general curriculum mathematics requirements and expectations and how to provide
access to the curriculum based on student characteristics and needs.
(3) 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.
(4) Ability to align the instructional
practices and intervention with the Virginia Standards of Learning and state
assessments.
(5) 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.
(6) 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.
(7) 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.
3. Completed a practicum of at least 45 instructional hours. This practicum shall include a minimum of 45 instructional hours of successful teaching experiences with students with disabilities accessing the general curriculum in a public or an accredited nonpublic school. In lieu of the practicum, one year of successful, full-time teaching experience with students with disabilities accessing the general curriculum in a public or an accredited nonpublic school may be accepted provided the teacher is assigned a mentor holding a valid license with an endorsement in special education.
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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