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Early Childhood Requirements - On Campus Courses

 

Standard Description Courses
CC1:K1 Models, theories, and philosophies that form the basis for special education practice. SPED 5010 
SPED 5040 
SPED 5070 
SPED 5200 
CC1:K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. SPED 5010 
SPED 5060 
SPED 5070 
SPED 5200 
SPED 5530 
CC1:K3 Relationship of special education to the organization and function of educational agencies. SPED 4000 
SPED 5070 
SPED 5200 
CC1:K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. SPED 4000 
SPED 5010 
SPED 5070 
SPED 5200 
SPED 5530 
CC1:K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. SPED 4000 
SPED 5040 
SPED 5060 
SPED 5070 
SPED 5200 
CC1:K6 Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services. SPED 4000 
SPED 5010 
SPED 5070 
SPED 5200 
CC1:K7 Family systems and the role of families in the educational process. SPED 4000 
SPED 5060 
SPED 5070 
SPED 5200 
CC1:K8 Historical points of view and contribution of culturally diverse groups. SPED 4000 
SPED 5070 
CC1:K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them. SPED 5010 
CC1:K10 Potential impact of differences in values, languages, and customs that can exist between the home and school. SPED 4000 
SPED 5010 
SPED 5200 
CC1:S1 Articulate personal philosophy of special education. SPED 5200 
CC2:K1 Typical and atypical human growth and development. FCHD 1500
SPED 5710 
CC2:K2 Educational implications of characteristics of various exceptionalities. SPED 4000 
SPED 5040 
SPED 5200 
SPED 5530 
SPED 5710 
CC2:K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. SPED 5060 
SPED 5070 
SPED 5200 
CC2:K4 Family systems and the role of families in supporting development. SPED 4000 
SPED 5060 
CC2:K5 Similarities and differences of individuals with and without exceptional learning needs. SPED 4000 
SPED 5060 
SPED 5710 
CC2:K6 Similarities and differences among individuals with exceptional learning needs. SPED 4000 
SPED 5200 
SPED 5530 
SPED 5710 
CC2:K7 Effects of various medications on individuals with exceptional learning needs.  
CC3:K1 Effects an exceptional condition(s) can have on an individual's life. SPED 4000 
SPED 5200 
SPED 5530 
CC3:K2 Impact of learners' academic and social abilities, attitudes, interests, and values on instruction and career development. SPED 5010 
SPED 5200 
SPED 5530 
CC3:K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. SPED 5060 
SPED 5070 
SPED 5200 
CC3:K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. SPED 5040 
SPED 5060 
SPED 5070 
SPED 5200 
CC3:K5 Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences. SPED 4000 
SPED 5200 
SPED 5530 
CC4:S1 Use strategies to facilitate integration into various settings. SPED 5010 
SPED 5200 
SPED 5530 
SPED 5730 
CC4:S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs. SPED 5200 
CC4:S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. SPED 5010 
SPED 5200 
SPED 5530 
CC4:S4 Use strategies to facilitate maintenance and generalization of skills across learning environments. SPED 5010 
SPED 5050 
CC4:S5 Use procedures to increase the individual's self-awareness, self-management, self-control, self-reliance, and self-esteem. SPED 5010 
SPED 5200 
CC4:S6 Use strategies that promote successful transitions for individuals with exceptional learning needs. SPED 5060 
SPED 5070 
SPED 5200 
CC5:K1 Demands of learning environments. SPED 5040 
SPED 5070 
SPED 5200 
CC5:K2 Basic classroom management theories and strategies for individuals with exceptional learning needs. SPED 4000 
SPED 5010 
SPED 5040 
SPED 5200 
CC5:K3 Effective management of teaching and learning. SPED 4000 
SPED 5010 
SPED 5040 
SPED 5200 
SPED 5530 
CC5:K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. SPED 5010 
SPED 5040 
SPED 5200 
CC5:K5 Social skills needed for educational and other environments. SPED 5010 
CC5:K6 Strategies for crisis prevention and intervention. SPED 5010 
SPED 5050 
CC5:K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. SPED 5010 
CC5:K8 Ways to create learning environments that allow individuals to retain and appreciate their own and each others' respective language and cultural heritage. SPED 5040 
CC5:K9 Ways specific cultures are negatively stereotyped.  
CC5:K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism.  
CC5:S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. SPED 5010 
SPED 5040 
SPED 5200 
CC5:S2 Identify realistic expectations for personal and social behavior in various settings. SPED 5010 
SPED 5200 
CC5:S3 Identify supports needed for integration into various program placements. SPED 5200 
CC5:S4 Design learning environments that encourage active participation in individual and group activities. SPED 5040 
SPED 5200 
SPED 5530 
CC5:S5 Modify the learning environment to manage behaviors. SPED 5200 
CC5:S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments. SPED 5010 
SPED 5050 
SPED 5060 
SPED 5200 
SPED 5530 
CC5:S7 Establish and maintain rapport with individuals with and without exceptional learning needs. SPED 5060 
SPED 5200 
CC5:S8 Teach self-advocacy. SPED 5200 
CC5:S9 Create an environment that encourages self-advocacy and increased independence.  
CC5:S10 Use effective and varied behavior management strategies. SPED 5010 
SPED 5050 
SPED 5200 
CC5:S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. SPED 5010 
SPED 5050 
SPED 5200 
CC5:S12 Design and manage daily routines. SPED 5040 
SPED 5200 
CC5:S13 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. SPED 5200 
CC5:S14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person.  
CC5:S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors. SPED 5010 
SPED 5060 
SPED 5200 
CC5:S16 Use universal precautions. Orientation
CC6:K1 Effects of cultural and linguistic differences on growth and development. SPED 5070 
CC6:K2 Characteristics of one's own culture and use of language and the ways in which these can differ from other cultures and uses of languages. SPED 5060 
CC6:K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. SPED 5060 
CC6:K4 Augmentative and assistive communication strategies. SPED 4000 
SPED 5200 
SPED 5530 
CC6:S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs. SPED 5200 
SPED 5530 
CC6:S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.  
CC7:K1 Theories and research that form the basis of curriculum development and instructional practice. SPED 5010 
SPED 5040 
SPED 5060 
CC7:K2 Scope and sequences of general and special curricula. SPED 5060 
SPED 5200 
CC7:K3 National, state or provincial, and local curricula standards. SPED 5060 
SPED 5070 
SPED 5200 
CC7:K4 Technology for planning and managing the teaching and learning environment. SPED 5040 
SPED 5060 
SPED 5070 
SPED 5200 
SPED 5530 
CC7:K5 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service. SPED 5040 
SPED 5060 
SPED 5070 
SPED 5200 
CC7:S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs. SPED 5040 
SPED 5060 
SPED 5200 
CC7:S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. SPED 5060 
SPED 5200 
SPED 5530 
CC7:S3 Involve the individual and family in setting instructional goals and monitoring progress. SPED 5040 
SPED 5060 
SPED 5200 
SPED 5530 
CC7:S4 Use functional assessments to develop intervention plans. SPED 5050 
SPED 5060 
SPED 5200 
CC7:S5 Use task analysis. SPED 4000 
SPED 5040 
SPED 5060 
SPED 5070 
SPED 5200 
CC7:S6 Sequence, implement, and evaluate individualized learning objectives. SPED 5040 
SPED 5060 
SPED 5200 
SPED 5530 
CC7:S7 Integrate affective, social, and life skills with academic curricula. SPED 5060 
SPED 5200 
CC7:S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. SPED 5010 
SPED 5200 
CC7:S9 Incorporate and implement instructional and assistive technology into the educational program. SPED 5200 
SPED 5530 
CC7:S10 Prepare lesson plans. SPED 5040 
SPED 5200 
SPED 5530 
CC7:S11 Prepare and organize materials to implement daily lesson plans. SPED 5040 
SPED 5200 
CC7:S12 Use instructional time effectively. SPED 5040 
SPED 5200 
CC7:S13 Make responsive adjustments to instruction based on continual observations. SPED 5010 
SPED 5200 
SPED 5530 
CC7:S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. SPED 5200 
CC8:K1 Basic terminology used in assessment. SPED 5040 
SPED 5060 
SPED 5070 
SPED 5200 
CC8:K2 Legal provisions and ethical principles regarding assessment of individuals. SPED 4000 
SPED 5040 
SPED 5070 
SPED 5200 
CC8:K3 Screening, prereferral, referral, and classification procedures. SPED 4000 
SPED 5040 
SPED 5070 
SPED 5200 
CC8:K4 Use and limitations of assessment instruments. SPED 5040 
SPED 5070 
SPED 5200 
CC8:K5 National, state or provincial, and local accommodations and modifications. SPED 5040 
SPED 5060 
SPED 5070 
SPED 5200 
CC8:S1 Gather relevant background information. SPED 5200 
CC8:S2 Administer nonbiased formal and informal assessments. SPED 5060 
SPED 5200 
CC8:S3 Use technology to conduct assessments. SPED 5060 
SPED 5070 
SPED 5530 
CC8:S4 Develop or modify individualized assessment strategies. SPED 5010 
SPED 5050 
SPED 5200 
CC8:S5 Interpret information from formal and informal assessments. SPED 5040 
SPED 5070 
SPED 5200 
CC8:S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. SPED 5040 
SPED 5070 
SPED 5200 
CC8:S7 Report assessment results to all stakeholders using effective communication skills. SPED 5070 
SPED 5200 
CC8:S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs. SPED 5010 
SPED 5040 
SPED 5060 
SPED 5200 
CC8:S9 Develop or modify individualized assessment strategies.  
CC8:S10 Create and maintain records. SPED 5070 
SPED 5200 
SPED 5530 
CC9:K1 Personal cultural biases and differences that affect one's teaching. SPED 5060 
SPED 5200 
CC9:K2 Importance of the teacher serving as a model for individuals with exceptional learning needs. SPED 5710 
CC9:K3 Continuum of lifelong professional development. Professional Development Requirement
SPED 5060 
SPED 5710 
CC9:K4 Methods to remain current regarding research-validated practice. SPED 5050 
SPED 5060 
SPED 5710 
CC9:S1 Practice within the CEC Code of Ethics and other standards of the profession. SPED 5060 
SPED 5070 
SPED 5710 
CC9:S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession. SPED 5060 
SPED 5710 
CC9:S3 Act ethically in advocating for appropriate services. SPED 5060 
SPED 5710 
CC9:S4 Conduct professional activities in compliance with applicable laws and policies. SPED 5060 
SPED 5070 
CC9:S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. SPED 5070 
CC9:S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals. SPED 5070 
SPED 5200 
CC9:S7 Practice within one's skill limits and obtain assistance as needed. SPED 5060 
CC9:S8 Use verbal, nonverbal, and written language effectively. SPED 5010 
SPED 5050 
SPED 5070 
SPED 5200 
CC9:S9 Conduct self-evaluation of instruction. SPED 5060 
SPED 5200 
CC9:S10 Access information on exceptionalities. SPED 4000 
SPED 5070 
CC9:S11 Reflect on one's practice to improve instruction and guide professional growth. SPED 5060 
SPED 5200 
CC9:S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one's colleagues. SPED 5060 
CC10:K1 Models and strategies of consultation and collaboration. SPED 5200 
CC10:K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. SPED 5060 
SPED 5070 
SPED 5200 
SPED 5530 
CC10:K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. SPED 5060 
SPED 5070 
CC10:K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. SPED 5040 
SPED 5070 
SPED 5200 
CC10:S1 Maintain confidential communication about individuals with exceptional learning needs. SPED 5060 
SPED 5200 
CC10:S2 Collaborate with families and others in assessment of individuals with exceptional learning needs. SPED 5060 
SPED 5070 
SPED 5200 
CC10:S3 Foster respectful and beneficial relationships between families and professionals. SPED 5060 
SPED 5070 
SPED 5200 
SPED 5530 
CC10:S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. SPED 5060 
SPED 5070 
SPED 5200 
SPED 5530 
CC10:S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. SPED 5060 
SPED 5070 
SPED 5200 
CC10:S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. SPED 5060 
CC10:S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities. SPED 5060 
SPED 5730 
CC10:S8 Model techniques and coach others in the use of instructional methods and accommodations. SPED 5060 
SPED 5200 
CC10:S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. SPED 5060 
SPED 5200 
CC10:S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. SPED 5060 
SPED 5200 
SPED 5530 
CC10:S11 Observe, evaluate, and provide feedback to paraeducators. SPED 5060 
SPED 5200 
EC1:K1 Historical and philosophical foundations of services for young children both with and without exceptional learning needs. SPED 5070 
SPED 5710 
EC1:K2 Trends and issues in early childhood education and early childhood special education. SPED 5070 
SPED 5710 
EC1:K3 Law and policies that affect young children, families, and programs for young children. SPED 5070 
SPED 5200 
EC2:K1 Theories of typical and atypical early childhood development. FCHD 1500
SPED 2600
SPED 2630
SPED 5710 
EC2:K2 Effect of biological and environmental factors on pre-, peri-, and post-natal development. SPED 4000 
EC2:K3 Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development of young children.  
EC2:K4 Significance of sociocultural and political contexts for the development and learning of young children who are culturally and linguistically diverse. SPED 5710 
EC2:K5 Impact of medical conditions on family concerns, resources, and priorities.  
EC2:K6 Childhood illnesses and communicable diseases  
EC3:S1 Use intervention strategies with young children and their families that affirm and respect family, cultural, and linguistic diversity. SPED 5200 
EC4:S1 Use instructional practices based on knowledge of the child, family, community, and the curriculum. SPED 5200 
SPED 5530 
EC4:S2 Use knowledge of future educational settings to develop learning experiences and select instructional strategies for young children. SPED 5200 
SPED 5530 
SPED 5730 
EC4:S3 Prepare young children for successful transitions. SPED 5070 
SPED 5200 
SPED 5730 
EC5:K1 Medical care considerations for premature, low-birth-weight, and other young children with medical and health conditions.  
EC5:S1 Implement nutrition plans and feeding strategies. SPED 5200 
EC5:S2 Use health appraisal procedures and make referrals as needed.  
EC5:S3 Design, implement, and evaluate environments to assure developmental and functional appropriateness. SPED 5200 
SPED 5530 
SPED 5730 
EC5:S4 Provide a stimuli-rich indoor and outdoor environment that employs materials, media, and technology, including adaptive and assistive technology. SPED 5200 
SPED 5530 
SPED 5730 
EC5:S5 Maximize young children's progress in group and home settings through organization of the physical, temporal, and social environments. SPED 5200 
SPED 5530 
SPED 5730 
EC6:S1 Support and facilitate family and child interactions as primary contexts for learning and development. SPED 5200 
EC7:S1 Implement, monitor, and evaluate individualized family service plans and individualized education programs. SPED 5070 
SPED 5200 
SPED 5530 
SPED 5730 
EC7:S2 Plan and implement developmentally and individually appropriate curriculum. SPED 5200 
SPED 5530 
SPED 5730 
EC7:S3 Design intervention strategies incorporating information from multiple disciplines. SPED 5200 
EC7:S4 Implement developmentally and functionally appropriate individual and group activities including play, environmental routines, parent-mediated activities, group projects, cooperative learning, inquiry experiences, and systematic instruction. SPED 5200 
SPED 5530 
EC8:S1 Assess the development and learning of young children. SPED 5070 
SPED 5200 
SPED 5530 
EC8:S2 Select, adapt, and use specialized formal and informal assessments for infants, young children, and their families. SPED 5070 
EC8:S3 Participate as a team member to integrate assessment results in the development and implementation of individualized family service plans and individualized education programs. SPED 5070 
SPED 5200 
EC8:S4 Assist families in identifying their concerns, resources, and priorities. SPED 5070 
SPED 5200 
EC8:S5 Participate and collaborate as a team member with other professionals in conducting family-centered assessments. SPED 5070 
SPED 5200 
EC8:S6 Evaluate services with families. SPED 5200 
EC9:K1 Organizations and publications relevant to the field of emotional/behavioral disorders. SPED 5710 
EC9:S1 Recognize signs of child abuse and neglect in young children and follow reporting procedures.  
EC9:S2 Use family theories and principles to guide professional practice. SPED 5710 
EC9:S3 Respect family choices and goals. SPED 5070 
EC9:S4 Apply models of team process in early childhood. SPED 5200 
SPED 5730 
EC9:S5 Advocate for enhanced professional status and working conditions for early childhood service providers. SPED 5710 
EC9:S6 Participate in activities of professional organizations relevant to the field of early childhood special education. SPED 5200 
SPED 5710 
EC9:S7 Apply research and effective practices critically in early childhood settings. SPED 5200 
SPED 5730 
EC9:S8 Develop, implement, and evaluate a professional development plan relevant to one's work with young children. SPED 5730 
EC10:K1 Dynamics of team-building, problem-solving, and conflict resolution. SPED 5040 
SPED 5060 
SPED 5730 
EC10:S1 Assist the family in planning for transitions. SPED 5070 
SPED 5200 
EC10:S2 Communicate effectively with families about curriculum and their child's progress. SPED 5200 
SPED 5530 
SPED 5730 
EC10:S3 Apply models of team process in early childhood settings. SPED 5200 
SPED 5530 
SPED 5730 
EC10:S4 Apply various models of consultation in early childhood settings. SPED 5200 
SPED 5730 
EC10:S5 Establish and maintain positive collaborative relationships with families. SPED 5070 
SPED 5200 
EC10:S6 Provide consultation and instruction specific to services for children and families. SPED 5200