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Severe Requirements - Alternative Teacher Preparation

 

Standard Description Courses
CC1:K1 Models, theories, and philosophies that form the basis for special education practice. SPED 5010 
SPED 5040 
SPED 5400 
SPED 5620 
CC1:K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. SPED 5010 
SPED 5050 
SPED 5230 
SPED 5630 
CC1:K3 Relationship of special education to the organization and function of educational agencies. SPED 5400 
CC1:K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. SPED 5050 
SPED 5230 
CC1:K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. SPED 5040 
SPED 5620 
CC1:K6 Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services. SPED 5040 
SPED 5400 
SPED 5620 
CC1:K7 Family systems and the role of families in the educational process. SPED 5630 
SPED 5620 
CC1:K8 Historical points of view and contribution of culturally diverse groups. SPED 5040 
SPED 5620 
CC1:K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them. SPED 5010 
SPED 5050 
CC1:K10 Potential impact of differences in values, languages, and customs that can exist between the home and school. SPED 5010 
SPED 5040 
SPED 5230 
SPED 5630 
SPED 5620 
CC1:S1 Articulate personal philosophy of special education. SPED 5630 
CC2:K1 Typical and atypical human growth and development.  
CC2:K2 Educational implications of characteristics of various exceptionalities. SPED 5230 
SPED 5510 
SPED 5630 
CC2:K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. SPED 5230 
SPED 5510 
CC2:K4 Family systems and the role of families in supporting development.  
CC2:K5 Similarities and differences of individuals with and without exceptional learning needs. SPED 5510 
SPED 5630 
CC2:K6 Similarities and differences among individuals with exceptional learning needs. SPED 5230 
SPED 5510 
CC2:K7 Effects of various medications on individuals with exceptional learning needs. SPED 5230 
CC3:K1 Effects an exceptional condition(s) can have on an individual's life. SPED 5050 
SPED 5510 
CC3:K2 Impact of learners' academic and social abilities, attitudes, interests, and values on instruction and career development. SPED 5010 
SPED 5230 
SPED 5510 
SPED 5630 
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 5230 
SPED 5400 
SPED 5630 
CC3:K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. SPED 5230 
SPED 5400 
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 5230 
SPED 5510 
SPED 5630 
CC4:S1 Use strategies to facilitate integration into various settings. SPED 5010 
SPED 5230 
SPED 5510 
SPED 5630 
CC4:S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs. SPED 5050 
CC4:S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. SPED 5010 
SPED 5040 
SPED 5230 
SPED 5400 
SPED 5510 
SPED 5620 
CC4:S4 Use strategies to facilitate maintenance and generalization of skills across learning environments. SPED 5010 
SPED 5050 
SPED 5230 
SPED 5400 
SPED 5510 
CC4:S5 Use procedures to increase the individual's self-awareness, self-management, self-control, self-reliance, and self-esteem. SPED 5010 
SPED 5510 
SPED 5630 
CC4:S6 Use strategies that promote successful transitions for individuals with exceptional learning needs.  
CC5:K1 Demands of learning environments. SPED 5230 
SPED 5510 
SPED 5630 
CC5:K2 Basic classroom management theories and strategies for individuals with exceptional learning needs. SPED 5010 
SPED 5630 
CC5:K3 Effective management of teaching and learning. SPED 5010 
SPED 5230 
SPED 5400 
SPED 5630 
CC5:K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. SPED 5010 
SPED 5230 
SPED 5400 
SPED 5510 
CC5:K5 Social skills needed for educational and other environments. SPED 5010 
SPED 5230 
SPED 5510 
SPED 5630 
CC5:K6 Strategies for crisis prevention and intervention. SPED 5010 
SPED 5050 
SPED 5230 
SPED 5630 
CC5:K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. SPED 5010 
SPED 5050 
SPED 5230 
SPED 5510 
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 5230 
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 5230 
SPED 5400 
SPED 5630 
CC5:S2 Identify realistic expectations for personal and social behavior in various settings. SPED 5010 
SPED 5050 
SPED 5230 
SPED 5630 
CC5:S3 Identify supports needed for integration into various program placements. SPED 5230 
SPED 5630 
CC5:S4 Design learning environments that encourage active participation in individual and group activities. SPED 5040 
SPED 5050 
SPED 5400 
SPED 5510 
SPED 5630 
SPED 5620 
CC5:S5 Modify the learning environment to manage behaviors. SPED 5050 
SPED 5230 
SPED 5400 
SPED 5630 
CC5:S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments. SPED 5010 
SPED 5230 
SPED 5510 
SPED 5630 
CC5:S7 Establish and maintain rapport with individuals with and without exceptional learning needs. SPED 5230 
SPED 5630 
CC5:S8 Teach self-advocacy. SPED 5230 
CC5:S9 Create an environment that encourages self-advocacy and increased independence. SPED 5230 
SPED 5510 
SPED 5630 
CC5:S10 Use effective and varied behavior management strategies. SPED 5010 
SPED 5050 
SPED 5230 
SPED 5630 
CC5:S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. SPED 5050 
SPED 5230 
SPED 5630 
CC5:S12 Design and manage daily routines. SPED 5230 
SPED 5400 
SPED 5630 
CC5:S13 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. SPED 5050 
SPED 5400 
SPED 5630 
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 5400 
SPED 5630 
CC5:S16 Use universal precautions. SPED 5230 
SPED 5510 
CC6:K1 Effects of cultural and linguistic differences on growth and development.  
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.  
CC6:K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. SPED 5630 
CC6:K4 Augmentative and assistive communication strategies. SPED 5050 
SPED 5400 
SPED 5510 
CC6:S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs. SPED 5050 
SPED 5400 
SPED 5510 
CC6:S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. SPED 5400 
SPED 5510 
SPED 5630 
CC7:K1 Theories and research that form the basis of curriculum development and instructional practice. SPED 5010 
SPED 5040 
SPED 5400 
SPED 5510 
SPED 5630 
SPED 5620 
CC7:K2 Scope and sequences of general and special curricula. SPED 5040 
SPED 5230 
SPED 5400 
SPED 5510 
SPED 5620 
CC7:K3 National, state or provincial, and local curricula standards. SPED 5040 
SPED 5230 
CC7:K4 Technology for planning and managing the teaching and learning environment. SPED 5040 
SPED 5230 
SPED 5400 
SPED 5630 
CC7:K5 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service. SPED 5400 
SPED 5630 
CC7:S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs. SPED 5040 
SPED 5230 
SPED 5510 
SPED 5620 
CC7:S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. SPED 5040 
SPED 5230 
SPED 5510 
SPED 5620 
CC7:S3 Involve the individual and family in setting instructional goals and monitoring progress. SPED 5230 
SPED 5400 
SPED 5510 
CC7:S4 Use functional assessments to develop intervention plans. SPED 5050 
CC7:S5 Use task analysis. SPED 5040 
SPED 5230 
SPED 5400 
SPED 5630 
SPED 5620 
CC7:S6 Sequence, implement, and evaluate individualized learning objectives. SPED 5040 
SPED 5230 
SPED 5400 
SPED 5510 
SPED 5620 
CC7:S7 Integrate affective, social, and life skills with academic curricula. SPED 5230 
SPED 5510 
SPED 5630 
CC7:S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. SPED 5010 
SPED 5230 
SPED 5400 
SPED 5510 
SPED 5620 
CC7:S9 Incorporate and implement instructional and assistive technology into the educational program. SPED 5010 
SPED 5230 
SPED 5510 
CC7:S10 Prepare lesson plans. SPED 5230 
SPED 5400 
SPED 5510 
SPED 5630 
CC7:S11 Prepare and organize materials to implement daily lesson plans. SPED 5230 
SPED 5400 
SPED 5510 
SPED 5630 
CC7:S12 Use instructional time effectively. SPED 5230 
SPED 5630 
CC7:S13 Make responsive adjustments to instruction based on continual observations. SPED 5010 
SPED 5510 
SPED 5630 
CC7:S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. SPED 5510 
SPED 5630 
CC8:K1 Basic terminology used in assessment. SPED 5050 
CC8:K2 Legal provisions and ethical principles regarding assessment of individuals. SPED 5010 
SPED 5400 
SPED 5620 
CC8:K3 Screening, prereferral, referral, and classification procedures. SPED 5040 
SPED 5400 
SPED 5620 
CC8:K4 Use and limitations of assessment instruments. SPED 5040 
SPED 5050 
SPED 5230 
SPED 5620 
CC8:K5 National, state or provincial, and local accommodations and modifications. SPED 5040 
SPED 5230 
SPED 5620 
CC8:S1 Gather relevant background information. SPED 5040 
SPED 5050 
SPED 5620 
CC8:S2 Administer nonbiased formal and informal assessments. SPED 5040 
SPED 5050 
SPED 5230 
SPED 5620 
CC8:S3 Use technology to conduct assessments.  
CC8:S4 Develop or modify individualized assessment strategies. SPED 5040 
SPED 5050 
SPED 5620 
CC8:S5 Interpret information from formal and informal assessments. SPED 5040 
SPED 5050 
SPED 5620 
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 5050 
SPED 5230 
CC8:S7 Report assessment results to all stakeholders using effective communication skills. SPED 5040 
SPED 5050 
SPED 5230 
SPED 5620 
CC8:S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs. SPED 5010 
SPED 5040 
SPED 5050 
SPED 5230 
SPED 5630 
SPED 5620 
CC8:S9 Develop or modify individualized assessment strategies. SPED 5040 
SPED 5630 
SPED 5620 
CC8:S10 Create and maintain records. SPED 5040 
SPED 5630 
SPED 5620 
CC9:K1 Personal cultural biases and differences that affect one's teaching. SPED 5630 
CC9:K2 Importance of the teacher serving as a model for individuals with exceptional learning needs.  
CC9:K3 Continuum of lifelong professional development.  
CC9:K4 Methods to remain current regarding research-validated practice.  
CC9:S1 Practice within the CEC Code of Ethics and other standards of the profession. SPED 5230 
CC9:S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession.  
CC9:S3 Act ethically in advocating for appropriate services. SPED 5510 
SPED 5630 
CC9:S4 Conduct professional activities in compliance with applicable laws and policies. SPED 5630 
CC9:S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. SPED 5510 
CC9:S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals. SPED 5630 
CC9:S7 Practice within one's skill limits and obtain assistance as needed. SPED 5630 
CC9:S8 Use verbal, nonverbal, and written language effectively. SPED 5510 
SPED 5630 
CC9:S9 Conduct self-evaluation of instruction. SPED 5010 
CC9:S10 Access information on exceptionalities. SPED 5510 
SPED 5630 
CC9:S11 Reflect on one's practice to improve instruction and guide professional growth. SPED 5510 
SPED 5630 
CC9:S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one's colleagues.  
CC10:K1 Models and strategies of consultation and collaboration.  
CC10:K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. SPED 5040 
SPED 5230 
SPED 5510 
SPED 5620 
CC10:K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. SPED 5230 
SPED 5630 
CC10:K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. SPED 5010 
SPED 5230 
SPED 5620 
CC10:S1 Maintain confidential communication about individuals with exceptional learning needs. SPED 5230 
SPED 5400 
SPED 5510 
SPED 5630 
SPED 5620 
CC10:S2 Collaborate with families and others in assessment of individuals with exceptional learning needs. SPED 5040 
SPED 5400 
SPED 5510 
SPED 5620 
CC10:S3 Foster respectful and beneficial relationships between families and professionals. SPED 5010 
SPED 5400 
SPED 5620 
CC10:S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. SPED 5040 
SPED 5400 
SPED 5620 
CC10:S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. SPED 5040 
SPED 5230 
SPED 5400 
SPED 5630 
SPED 5620 
CC10:S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings.  
CC10:S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities. SPED 5230 
CC10:S8 Model techniques and coach others in the use of instructional methods and accommodations. SPED 5510 
CC10:S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. SPED 5630 
CC10:S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. SPED 5040 
SPED 5050 
SPED 5630 
SPED 5620 
CC10:S11 Observe, evaluate, and provide feedback to paraeducators. SPED 5040 
SPED 5630 
IC1:K1 Definitions and issues related to the identification of individuals with disabilities. SPED 5040 
SPED 5400 
SPED 5620 
IC1:K2 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. SPED 5040 
SPED 5050 
SPED 5230 
SPED 5400 
SPED 5620 
IC1:K3 The legal, judicial, and educational systems to assist individuals with disabilities. SPED 5040 
SPED 5050 
SPED 5400 
SPED 5620 
IC1:K4 Continuum of placement and services available for individuals with disabilities. SPED 5040 
SPED 5230 
SPED 5400 
SPED 5620 
IC1:K5 Laws and policies related to provision of specialized health care in educational settings. SPED 5230 
IC1:K6 Principles of normalization and concept of least restrictive environment. SPED 5400 
IC1:K7 Theory of reinforcement techniques in serving individuals with disabilities. SPED 5010 
SPED 5040 
SPED 5230 
SPED 5630 
IC1:K8 Theories of behavior problems of individuals with disabilities. SPED 5010 
SPED 5050 
SPED 5230 
SPED 5630 
IC2:K1 Etiology and diagnosis related to various theoretical approaches.  
IC2:K2 Impact of sensory impairments, physical and health disabilities on individuals, families, and society. SPED 5010 
SPED 5050 
SPED 5230 
IC2:K3 Etiologies and medical aspects of conditions affecting individuals with disabilities. SPED 5230 
IC2:K4 Psychological and social-emotional characteristics of individuals with disabilities. SPED 5010 
SPED 5050 
SPED 5230 
IC2:K5 Types and transmission routes of infectious disease. SPED 5230 
SPED 5630 
IC3:K1 Complications and implications of medical support services. SPED 5230 
IC3:K2 Impact disabilities may have on auditory and information processing skills. SPED 5230 
IC3:K3 Impact of multiple disabilities on behavior.  
IC3:S1 Relate levels of support to the needs of the individual. SPED 5230 
SPED 5630 
IC4:K1 Specialized materials for individuals with disabilities. SPED 5040 
SPED 5230 
SPED 5620 
IC4:K2 Prevention and intervention strategies for individuals with disabilities. SPED 5010 
SPED 5230 
SPED 5630 
IC4:K3 Strategies for integrating student-initiated learning experiences into ongoing instruction. SPED 5040 
SPED 5230 
SPED 5300 
IC4:K4 Resources, and techniques used to transition individuals with disabilities into and out of school and postschool environments. SPED 5010 
SPED 5230 
IC4:S1 Use research-supported instructional strategies and practices. SPED 5010 
SPED 5040 
SPED 5230 
SPED 5400 
SPED 5630 
SPED 5620 
IC4:S2 Use appropriate adaptations and assistive technology for all individuals with disabilities. SPED 5010 
SPED 5230 
SPED 5630 
IC4:S3 Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities. SPED 5010 
SPED 5630 
IC4:S4 Identify and teach basic structures and relationships within and across curricula. SPED 5010 
SPED 5230 
SPED 5620 
IC4:S5 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. SPED 5230 
SPED 5630 
SPED 5620 
IC4:S6 Use responses and errors to guide instructional decisions and provide feedback to learners. SPED 5040 
SPED 5230 
SPED 5630 
SPED 5620 
IC5:K1 Specialized health care interventions for individuals with physical and health disabilities in educational settings.  
IC5:K2 Barriers to accessibility and acceptance of individuals with disabilities.  
IC5:K3 Adaptation of the physical environment to provide optimal learning opportunities for individuals with disabilities.  
IC5:K4 Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings. SPED 5010 
SPED 5040 
SPED 5230 
SPED 5400 
SPED 5630 
SPED 5620 
IC5:K5 Advantages and disadvantages of placement options and programs on the continuum of services for individuals with disabilities. SPED 5010 
SPED 5400 
IC5:S1 Provide instruction in community-based settings. SPED 5230 
SPED 5630 
IC5:S2 Use and maintain assistive technologies. SPED 5050 
SPED 5630 
IC5:S3 Structure the educational environment to provide optimal learning opportunities for individuals with disabilities. SPED 5010 
SPED 5040 
SPED 5050 
SPED 5230 
SPED 5620 
IC5:S4 Plan instruction in a variety of educational settings. SPED 5230 
SPED 5630 
IC5:S5 Teach individuals with disabilities to give and receive meaningful feedback from peers and adults.  
IC5:S6 Design learning environments that are multisensory and that facilitate active participation, self- advocacy, and independence of individuals with disabilities in a variety of group and individual learning activities. SPED 5230 
SPED 5630 
IC5:S7 Use techniques of physical positioning and management of individuals with disabilities to ensure participation in academic and social environments. SPED 5230 
IC5:S8 Demonstrate appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning, and seating. SPED 5230 
IC5:S9 Use positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation. SPED 5230 
IC5:S10 Use skills in problem-solving and conflict resolution. SPED 5230 
IC5:S11 Design and implement sensory stimulation programs. SPED 5630 
IC5:S12 Plan instruction for independent functional life skills relevant to the community, personal living, sexuality, and employment. SPED 5040 
SPED 5230 
SPED 5620 
IC6:K1 Impact of language development and listening comprehension on academic and nonacademic learning of individuals with disabilities. SPED 5630 
IC6:K2 Communication and social interaction alternatives for individuals who are nonspeaking. SPED 5050 
SPED 5630 
IC6:S1 Teach individuals with disabilities to monitor for errors in oral and written language.  
IC6:S2 Teach methods and strategies for producing legible documents.  
IC6:S3 Plan instruction on the use of alternative and augmentative communication systems. SPED 5050 
SPED 5400 
SPED 5630 
IC7:K1 Model career, vocational, and transition programs for individuals with disabilities. SPED 5230 
IC7:S1 Plan and implement individualized reinforcement systems and environmental modifications. SPED 5010 
SPED 5040 
SPED 5050 
SPED 5630 
SPED 5620 
IC7:S2 Plan and implement age- and ability-appropriate instruction for individuals with disabilities.  
IC7:S3 Select and plan for integration of related services into the instructional program. SPED 5230 
SPED 5630 
IC7:S4 Select, design, and use medical materials and resources required to educate individuals whose disabilities interfere with communications. SPED 5230 
IC7:S5 Interpret sensory and physical information to create or adapt appropriate learning plans. SPED 5230 
SPED 5630 
IC7:S6 Design and implement instructional programs that address independent living and career education. SPED 5230 
IC7:S7 Design and implement curriculum strategies for medical self-management procedures. SPED 5230 
IC7:S8 Design, implement, and evaluate instructional programs that enhance social participation across environments. SPED 5010 
SPED 5630 
IC8:K1 Specialized terminology used in the assessment of individuals with disabilities. SPED 5050 
IC8:K2 Laws and policies regarding referral and placement procedures for individuals with disabilities. SPED 5040 
SPED 5230 
SPED 5620 
IC8:K3 Types and importance of information concerning individuals with disabilities available from families and public agencies. SPED 5050 
IC8:S1 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities. SPED 5040 
SPED 5050 
SPED 5630 
IC8:S2 Use exceptionality-specific assessment instruments with individuals with disabilities. SPED 5010 
SPED 5620 
IC8:S3 Select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilities. SPED 5040 
SPED 5230 
SPED 5620 
IC8:S4 Adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities. SPED 5040 
SPED 5620 
IC8:S5 Develop and use a technology plan based on adaptive technology assessment.  
IC8:S6 Assess reliable method(s) of response of individuals who lack typical communication and performance abilities. SPED 5630 
IC8:S7 Monitor intragroup behavior changes across subjects and activities. SPED 5230 
SPED 5630 
IC9:K1 Sources of unique services, networks, and organizations for individuals with disabilities.  
IC9:K2 Organizations and publications relevant to individuals with disabilities.  
IC9:S1 Participate in the activities of professional organizations relevant to individuals with disabilities.  
IC9:S2 Ethical responsibility to advocate for appropriate services for individuals with disabilities.  
IC9:S3 Seek information regarding protocols, procedural guidelines, and policies designed to assist individuals with disabilities as they participate in school and community-based activities.  
IC10:K1 Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with disabilities.  
IC10:K2 Collaborative and/or consultative role of the special education teacher in the reintegration of individuals with disabilities. SPED 5230 
IC10:K3 Roles of professional groups and referral agencies in identifying, assessing, and providing services to individuals with disabilities.  
IC10:S1 Participate in the selection and implementation of augmentative or alternative communication systems. SPED 5630 
IC10:S2 Use local community, and state and provincial resources to assist in programming with individuals with disabilities.  
IC10:S3 Select, plan, and coordinate activities of related services personnel to maximize direct instruction for individuals with disabilities. SPED 5230 
SPED 5630 
IC10:S4 Collaborate with team members to plan transition to adulthood that encourages full community participation. SPED 5040 
SPED 5620 
IC10:S5 Collaborate with families of and service providers to individuals who are chronically or terminally ill.