http://www.cec.sped.org/AM/Template.cfm?Section=Ethics_and_Practice_Standards&Template=/CM/ContentDisplay.cfm&ContentID=9094
CEC Knowledge and Skill Base for
All Beginning Special Education Teachers of
Students with Emotional and Behavioral Disorders
Standard #1: Foundations
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BD1K1
Educational terminology and definitions of individuals with emotional/behavioral disorders.
BD1K2
Models that describe deviance.
BD1K3
Foundations and issues related to knowledge and practice in emotional/ behavioral disorders.
BD1K4
The legal, judicial, and educational systems serving individuals with emotional/ behavioral disorders.
BD1K5
Theory of reinforcement techniques in serving individuals with emotional/ behavioral disorders.
BD1K6
Principles of normalization and concept of least restrictive environment for individuals with emotional/ behavioral disorders in programs.
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Standard #2: Development and Characteristics of Learners
ICC2K1
Typical and atypical human growth and development.
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ICC2K5
Similarities and differences of individuals with and without exceptional learning needs.
ICC2K6
Similarities and differences among individuals with exceptional learning needs.
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BD2K1
Etiology and diagnosis related to various theoretical approaches in the field of emotional/behavioral disorders.
BD2K2
Physical development, disability, and health impairments related to individuals with emotional/ behavioral disorders.
BD2K3
Social characteristics of individuals with emotional/ behavioral disorders.
BD2K4
Factors that influence overrepresentation of diverse individuals in programs for individuals with emotional/bbehavior disorders.
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Standard #3: Individual Learning Differences
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ICC3K2
Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.
ICC3K3
Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.
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ICC3K5
Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences.
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Standard #4: Instructional Strategies
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ICC4S2
Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs.
ICC4S3
Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.
ICC4S4
Use strategies to facilitate maintenance and generalization of skills across learning environments.
ICC4S5
Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.
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BD4K1
Sources of specialized materials for individuals with emotional/behavioral disorders.
BD4K2
Advantages and limitations of instructional strategies and practices for teaching individuals with emotional/ behavioral disorders.
BD4K3
Resources and techniques used to transition individuals with emotional/ behavioral disorders into and out of school and post-school environments.
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BD4S2
Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with emotional/ behavioral disorders.
Standard #5: Learning Environments and Social Interactions
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ICC5K4
Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.
ICC5K5
Social skills needed for educational and other environments.
ICC5K6
Strategies for crisis prevention and intervention.
ICC5K7
Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world.
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ICC5K9
Ways specific cultures are negatively stereotyped.
ICC5K10
Strategies used by diverse populations to cope with a legacy of former and continuing racism
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in which diversities are valued.
ICC5S2
Identify realistic expectations for personal and social behavior in various settings.
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ICC5S4
Design learning environments that encourage active participation in individual and group activities.
ICC5S5
Modify the learning environment to manage behaviors.
ICC5S7
Establish and maintain rapport with individuals with and without exceptional learning needs.
ICC5S8
Teach self-advocacy.
ICC5S9
Create an environment that encourages self-advocacy and increased independence.
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ICC5S14
Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person.
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ICC5S16
Use universal precautions.
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BD5K2
Functional classroom designs for individuals with emotional/ behavioral disorders.
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BD5S2
Use skills in problem solving and conflict resolution.
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Standard #6: Language
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ICC6S2
Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.
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Standard #7: Instructional Planning
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ICC7K1
Theories and research that form the basis of curriculum development and instructional practice.
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ICC7S7
Integrate affective, social, and life skills with academic curricula.
ICC7S8
Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences.
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BD7S2
Integrate academic instruction, affective education, and behavior management for individuals and groups with emotional/ behavioral disorders.
Standard #8: Assessment
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Standard #9: Professional and Ethical Practice
ICC9K1
Personal cultural biases and differences that affect one’s teaching.
ICC9K2
Importance of the teacher serving as a model for individuals with exceptional learning needs.
ICC9K3
Continuum of lifelong professional development.
ICC9K4
Methods to remain current regarding research-validated practice.
ICC9S1
Practice within the CEC Code of Ethics and other standards of the profession.
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Standard #10: Collaboration
ICC10S7
Use group problem solving skills to develop, implement and evaluate collaborative activities.
ICC10S8
Model techniques and coach others in the use of instructional methods and accommodations.
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1/ "Individual with exceptional learning needs" is used throughout to include individuals with disabilities and individuals with exceptional gifts and talents. 2/ "Exceptional Condition" is used throughout to include both single and co-existing conditions. These may be two or more disabling conditions or exceptional gifts or talents co-existing with one or more disabling conditions.
3/ "Special Curricula" is used throughout to denote curricular areas not routinely emphasized or addressed in general curricula; e.g., social, communication, motor, independence, self-advocacy.
