CEC+Standard+1


 * CEC Standard 1 : Foundations **


 * Reflection on my knowledge of standard related to the broad understanding of the field of special education and the specifics of my area: **// Severe and Multiple Disabilities. //

// Ideas: Philosophy of special education, paper or project from characteristics course // * Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.
 * Artifact that demonstrates my knowledge related to foundations: **

IC1K1 Definitions and issues related to the identification of individuals with disabilities. IC1K2 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. IC1K3 The legal, judicial, and educational systems to assist individuals with disabilities. IC1K4 Continuum of placement and services available for individuals with disabilities. IC1K5 Laws and policies related to provision of specialized health care in educational settings. IC1K6 Principles of normalization and concept of least restrictive environment. IC1K7 Theory of reinforcement techniques in serving individuals with disabilities. IC1K8 Theories of behavior problems of individuals with disabilities.
 * Independence Curriculum - Severe**

CEC Standard 1

Reflection Special education is a permanently changing and evolving field. As a classroom teacher who always has to take instructional decisions, it is very important to stay updated with the most recent evidence based research on intervention in order to be able to achieve my ultimate goal: teaching my students to function independently in the society. However, this is not the only task to be list. Our society is a very intricate combination of community norms, cultural views and believes. Nowadays it is almost impossible to fully appreciate and understand the philosophy that is driving our field without understanding the past. Therefore it is extremely important for a special education teacher to also be knowledgeable about historical facts that contributed to the evolution of the field into what it represented today by the concepts of normalization and quality of life for individuals with disabilities. A good understanding of history also contributes to a better understanding of legislation and legal issues that often surround our field. Since most of the students in the multiple and severe population have some sort of language disorder it became very clear throughout the course of the program that teaching communication skills would be a crucial component in any special education classroom. This taps into multiple other areas such as behavior, socialization and academics.

Artifact: The main reason I selected this project was to highlight the importance of understanding basic principles of behavior and of a structured approach when it comes to solving one of the most common and intimidating issues in special education: problem behaviors. The project also shows that it is necessary for the professional in the field to work together on identifying the causes and teaching socially appropriate skills to these children. During the project I conducted a functional behavior assessment on a 4th grade student diagnosed with autism. The results indicated that most of the problem behaviors occur during academic time, especially during math and writing. The data was collected using a frequency recording, an ABC (antecedent, behavior, consequence) data-recording method, as well interviews with the parent, classroom instructional assistant and classroom teacher.

Applying Functional Behavior Assessment in schools Back to standards page