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We are committed to providing quality special education programming at Florida International University. To that end, we have highly qualified faculty who have designed programs that are aligned with the standards, principles, competencies, and practices of: Interstate New Teacher and Assessment Consortium (INTASC), Florida Educator Accomplished Practices (FEAP), and Council for Exceptional Children (CEC), and the State Subject Matter Competencies. More information about these competencies can be found following our mission statement.
The mission of the special education program is to (1) prepare special education professionals who have the understandings, skills and dispositions to facilitate and promote learning and development of students with exceptionalities, (2) create and disseminate new knowledge related to the field of special education, and (3) develop successful collaborative professional partnerships with other professionals and organizations to promote the education and treatment of students with disabilities and their families.
The Special Education Programs at Florida International University are accredited by the National Council for the Accreditation of Teacher Education (NCATE) and the Florida Department of Education. The program curricula are aligned with the following standards:
1. Interstate New Teacher Assessment and Support Consortium Standards (INTASC)
- Principle #1 The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students
- Principle #2 The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
- Principle #3 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
- Principle #4 The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
- Principle #5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
2. Florida Educator Accomplished Practices (FEAPs): The twelve FEAPS areas the same for Initial (I) and Advanced (A) Programs. However, the level of performance expected differs Initial certification refers to undergraduate and alternate masters programs. The advanced competencies refer to our masters program.
Accomplished Practice #1: Assessment
(I) The preprofessional teacher collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students' instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.
(A) Uses assessment strategies (traditional and alternate) to assist the continuous development of the learner.
Accomplished Practice #2: Communication
(I) The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.
(A) Communication - Uses effective communication techniques with students and all other stakeholders.
Accomplished Practice #3: Continuous Improvement
(I) The preprofessional teacher realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher's continued professional improvement is characterized by self-reflection, working with immediate, colleagues and teammates, and meeting the goals of a personal professional development plan.
(A) Engages in continuous professional quality improvement for self and school.
Accomplished Practice #4: Critical-thinking
(I) The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively.
(A) Uses appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students.
Accomplished Practice #5: Diversity
(I) The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.
(A) Uses teaching and learning strategies that reflect each student's culture, learning styles, special needs, and socioeconomic background.
Accomplished Practice #6: Ethics
(I) Adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
(A) Adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
Accomplished Practice #7: Human Development and Learning
(I) Drawing upon well-established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.
(A) Uses an understanding of learning and human development to provide a positive learning environment which supports the intellectual, personal, and social development of all students.
Accomplished Practice #8: Knowledge of subject matter
(I) The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher's repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.
(A) Demonstrates knowledge and understanding of the subject matter.
Accomplished Practice #9: Learning environments
(I) The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and work to increase his/her knowledge and skills.
(A) Creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning, and self-motivation.
Accomplished Practice # 10: Planning
(I) Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professionals to design learning experiences that meet students' needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.
(A) Plans, implements, and evaluates effective instruction in a variety of learning environment.
Accomplished Practice #11: Role of the Teacher
(I) The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.
(A) Works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.
Accomplished Practice #12: Technology
(I) The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.
(A) Uses appropriate technology in teaching and learning processes.
3. Council for Exceptional Children (CEC): The Council for Exceptional Children is the learned society in special education and, as such, provides us with professional standards. They are as follows:
- Philosophical, historical, and legal
- Foundations of Special EducationCharacteristics of Learners
- Assessment, diagnosis, and Evaluation
- Instructional Content and Practice
- Planning and managing the teaching and learning environment
- Managing student behavior and social interaction skills
- Communication and collaborative partnerships
- Professional and ethical practices
4. State Subject Matter Competencies: The subject matter standard competencies for the initial teacher preparation programs differ somewhat depending in the major. They are as follows:
Emotional Handicaps
i. Knowledge of foundations of teaching EH/SED
ii. Knowledge of ethics and professional standards
iii. Knowledge of program models
iv. Knowledge of screening, measurement, and assessment
v. Knowledge of behavior management approaches.
vi. Knowledge of designing, implementing, and evaluating academic instruction
vii. Knowledge of families, diversity, and culture
viii. Knowledge of consultation and collaboration
ix. Knowledge of designing, implementing, and evaluating interventions
x. Knowledge of social and affective curriculum and instruction
xi. Knowledge of career education and transition
Learning Disabilities
i. Knowledge of foundations
ii. Knowledge of definitions, characteristics, and terminology of specific learning disabilities
iii. Knowledge of assessment and evaluation
iv. Knowledge of teaching models, practices, and techniques.
v. Knowledge of assessment, curricula, instruction, and interventions for academic skills and content
vi. Knowledge of assessment, instruction, and academic interventions for expressive language.
vii. Knowledge of assessment, instruction, and academic interventions for reading
viii. Knowledge of assessment, instruction, and academic interventions for spelling
ix. Knowledge of assessment, instruction, and academic interventions for written expression
x. Knowledge of assessment, instruction, and academic interventions for mathematics
xi. Knowledge of social competence and affective development
xii. Knowledge and use of curriculum, materials, and technology
xiii. Knowledge of planning and record keeping
xiv. Knowledge of classroom management
xv. Knowledge of communication and collaboration skills
xvi. Knowledge of research, trends, ethics, and professional standards
xvii. Knowledge of medical and pharmacological treatments
Mental Retardation
i. Knowledge of foundations and philosophy of special education
ii. Knowledge of federal and state procedures
iii. Knowledge of definitions, characteristics, and service delivery models.
iv. Knowledge of assessment and evaluation
v. Knowledge of assessment, curricula, instruction, and interventions for academic skills and content
vi. Knowledge of assessment, curricula, instruction, and interventions for verbal, nonverbal, and written communications
vii. Knowledge of assessment, curricula, instruction, and interventions for social skills
viii. Knowledge of assessment, curricula, instruction, and interventions for career, vocational, and community living areas
ix. Knowledge of assessment, curricula, materials and technology
x. Knowledge of group and individual behavioral dynamics and strategies
xi. Knowledge of collaborative skills with school, family, and community
xii. Knowledge of research and trends
xiii. Knowledge of medical and health issues as related to management, intervention, and instruction
xiv. Knowledge of transition issues
Varying Exceptionalities
i. Knowledge of historical, philosophical, and legal foundations of exceptional education.
ii. Knowledge of definitions, characteristics, and terminology
iii. Knowledge of service delivery options
iv. Knowledge of mathematics curriculum and instruction
v. Knowledge of techniques for selecting, modifying, and implementing curriculum in the content areas
vi. Knowledge of personal and social skills curriculum and instruction
vii. Knowledge of assessment and evaluation
viii. Knowledge of language arts curriculum and instruction
ix. Knowledge of career education curriculum and transition process
x. Knowledge of instructional practice in exceptional education
xi. Knowledge of assessing, designing, and implementing behavior management
xii. Knowledge of collaboration and consultation skills
xiii. Knowledge of research, trends, ethics, and professional standards
5. National Board for Professional Teaching Standards Principles (NBPTS) (master's degree) The NBPTS was founded in 1987. One of its major tasks was to identify its vision of accomplished practices. They are below:
- Proposition #1: Teachers are committed to students and their learning
- Proposition #2: Teachers know the subjects they teach and how to teach those subjects to students.
- Proposition #3: Teachers are responsible for managing and monitoring student learning
- Proposition #4: Teachers think systematically about their practice and learn from experience
- Proposition #5: Teachers are members of learning communities
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