Educational definition of mild/moderate disabilities
A. Philosophical, Historical, and Legal Foundations of Special Education
1. Demonstrate knowledge of current educational definitions of students with mild/moderate disabilities, including identification criteria, labeling issues, and current incidence and prevalence figures.
Perspectives on definition of mild/moderate disabilities
2. Demonstrate knowledge of major perspectives on the definition/etiology of mild/moderate disabilities.
Pros and cons of current issues and trends in special ed
3. Articulate the pros and cons of current issues and trends in special education and the field of mild/moderate disabilities.
Contemporary issues in special ed
4. Demonstrate knowledge of contemporary issues in special education and related services for individuals with mild/moderate disabilities and their families. Articulate the service delivery for individual with mild/moderate disabilities and its relation to contemporary educational placement and instructional content.
5. Demonstrate knowledge of gifted students, educational philosophies in providing educational benefit to these students. To articulate service delivery options and outcomes of these choices on schools, students and families.
Psychological characteristics of mild/moderate disabilities
B. Characteristics of Learners
1. Demonstrate knowledge of psychological characteristics of students with mild/moderate disabilities.
Generic medical terminology
2. Demonstrate knowledge of generic medical terminology as well as classification labels used to describe their impact on mild/moderate disabilities.
Etiology and characteristics of mild/moderate disabilities
3. Demonstrate knowledge of etiology and characteristics of persons with mild/moderate disabilities across school age.
Implications of mild/moderate disabilities
4. Demonstrate knowledge of the implications of mild/moderate disabilities on psychosocial, educational, vocational, and leisure outcomes for individuals, families, and society.
C. Assessment, Diagnosis, and Evaluation
1. Demonstrate knowledge of legal provision, regulation, and guidelines regarding unbiased assessment and use of instructional assessment measures with students with mild/moderate disabilities or giftedness.
2. Demonstrate knowledge of specialized terminology used in the assessment of students with mild/moderate disabilities and giftedness.
3. Demonstrate knowledge of specialized policies regarding referral and placement procedures for students with mild/moderate disabilities.
Plan and conduct comprehensive assessment
4. Demonstrate knowledge on how to plan and conduct a comprehensive assessment on a student with mild/moderate disabilities or giftedness who has been referred for diagnostic assistance.
Application of information
5. Demonstrate knowledge of the application of information in the areas of academic and adaptive measures.
6. Demonstrate an understanding of criterion referenced, standardized, and curriculum based assessment.
Rights to privacy, confidentiality, and respect
D. Professionalism and Ethical Practices
1. Demonstrate knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with mild/moderate disabilities.
Following standardization procedures
2. Demonstrate knowledge of following standardization procedures, testing of limits, and summative and formative information.