Documenti di Didattica
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SummaryofUpdatedInTASCCoreTeachingStandards
Thestandardshavebeengroupedintofourgeneralcategoriestohelpusersorganizetheir
thinkingaboutthestandards:
TheLearnerandLearning
Teachingbeginswiththelearner.Toensurethateachstudentlearnsnewknowledgeandskills,
teachersmustunderstandthatlearninganddevelopmentalpatternsvaryamongindividuals,that
learnersbringuniqueindividualdifferencestothelearningprocess,andthatlearnersneed
supportiveandsafelearningenvironmentstothrive.Effectiveteachershavehighexpectations
foreachandeverylearnerandimplementdevelopmentallyappropriate,challenginglearning
experienceswithinavarietyoflearningenvironmentsthathelpalllearnersmeethighstandards
andreachtheirfullpotential.Teachersdothisbycombiningabaseofprofessionalknowledge,
includinganunderstandingofhowcognitive,linguistic,social,emotional,andphysical
developmentoccurs,withtherecognitionthatlearnersareindividualswhobringdiffering
personalandfamilybackgrounds,skills,abilities,perspectives,talentsandinterests.Teachers
collaboratewithlearners,colleagues,schoolleaders,families,membersofthelearners
communities,andcommunityorganizationstobetterunderstandtheirstudentsandmaximize
theirlearning.Teacherspromotelearnersacceptanceofresponsibilityfortheirownlearningand
collaboratewiththemtoensuretheeffectivedesignandimplementationofbothselfdirectedand
collaborativelearning.
Standard#1
:
LearnerDevelopment
.Theteacherunderstandshowlearnersgrowanddevelop,
recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthe
cognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplements
developmentallyappropriateandchallenginglearningexperiences.
Standard#2
:
LearningDifferences
.Theteacherusesunderstandingofindividualdifferencesand
diverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeach
learnertomeethighstandards.
Standard#3
:
LearningEnvironments
.Theteacherworkswithotherstocreateenvironmentsthat
supportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,
activeengagementinlearning,andselfmotivation.
Content
Teachersmusthaveadeepandexibleunderstandingoftheircontentareasandbeabletodraw
uponcontentknowledgeastheyworkwithlearnerstoaccessinformation,applyknowledgein
realworldsettings,andaddressmeaningfulissuestoassurelearnermasteryofthecontent.
Todaysteachersmakecontentknowledgeaccessibletolearnersbyusingmultiplemeansof
communication,includingdigitalmediaandinformationtechnology.Theyintegrate
CouncilofChiefStateSchoolOf
cers.(2013,April).
InterstateTeacherAssessmentandSupportConsortiumInTASC
ModelCoreTeachingStandardsandLearningProgressionsforTeachers1.0:AResourceforOngoingTeacher
Development.
Washington,DC:Author,89.
1
crossdisciplinaryskills(e.g.,criticalthinking,problemsolving,creativity,communication)to
helplearnersusecontenttoproposesolutions,forgenewunderstandings,solveproblems,and
imaginepossibilities.Finally,teachersmakecontentknowledgerelevanttolearnersby
connectingittolocal,state,national,andglobalissues.
Standard#4:
ContentKnowledge
.Theteacherunderstandsthecentralconcepts,toolsofinquiry,
andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmake
thedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.
Standard#5:
ApplicationofContent
.Theteacherunderstandshowtoconnectconceptsanduse
differingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborative
problemsolvingrelatedtoauthenticlocalandglobalissues.
InstructionalPractice
Effectiveinstructionalpracticerequiresthatteachersunderstandandintegrateassessment,
planning,andinstructionalstrategiesincoordinatedandengagingways.Beginningwiththeir
endorgoal,teachersrstidentifystudentlearningobjectivesandcontentstandardsandalign
assessmentstothoseobjectives.Teachersunderstandhowtodesign,implementandinterpret
resultsfromarangeofformativeandsummativeassessments.Thisknowledgeisintegratedinto
instructionalpracticesothatteachershaveaccesstoinformationthatcanbeusedtoprovide
immediatefeedbacktoreinforcestudentlearningandtomodifyinstruction.Planningfocuseson
usingavarietyofappropriateandtargetedinstructionalstrategiestoaddressdiversewaysof
learning,toincorporatenewtechnologiestomaximizeandindividualizelearning,andtoallow
learnerstotakechargeoftheirownlearninganddoitincreativeways.
Standard#6
:
Assessment
.Theteacherunderstandsandusesmultiplemethodsofassessmentto
engagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteachersand
learnersdecisionmaking.
Standard#7
:
PlanningforInstruction
.Theteacherplansinstructionthatsupportseverystudent
inmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,
crossdisciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunity
context.
Standard#8
:
InstructionalStrategies
.Theteacherunderstandsandusesavarietyofinstructional
strategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheir
connections,andtobuildskillstoapplyknowledgeinmeaningfulways.
ProfessionalResponsibility
Creatingandsupportingsafe,productivelearningenvironmentsthatresultinlearnersachieving
atthehighestlevelsisateachersprimaryresponsibility.Todothiswell,teachersmustengage
inmeaningfulandintensiveprofessionallearningandselfrenewalbyregularlyexamining
practicethroughongoingstudy,selfreection,andcollaboration.Acycleofcontinuous
selfimprovementisenhancedbyleadership,collegialsupport,andcollaboration.Active
engagementinprofessionallearningandcollaborationresultsinthediscoveryand
implementationofbetterpracticeforthepurposeofimprovedteachingandlearning.Teachers
alsocontributetoimprovinginstructionalpracticesthatmeetlearnersneedsandaccomplish
theirschoolsmissionandgoals.Teachersbenetfromandparticipateincollaborationwith
learners,families,colleagues,otherschoolprofessionals,andcommunitymembers.Teachers
demonstrateleadershipbymodelingethicalbehavior,contributingtopositivechangesin
practice,andadvancingtheirprofession.
Standard#9
:
ProfessionalLearningandEthicalPractice
.Theteacherengagesinongoing
professionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlythe
effectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthe
community),andadaptspracticetomeettheneedsofeachlearner.
Standard#10
:
LeadershipandCollaboration
.Theteacherseeksappropriateleadershiprolesand
opportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,
colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andto
advancetheprofession
CECInitialLevelSpecialEducatorPreparation
Standard
s
Among the
sine qua non characteristics of mature professions are the identification of the
specialized knowledge and skill and the assurance to the public that practicing
professionals possess the specialized knowledge and skill to practice safely and
effectively (Neville, Herman, & Cohen, 2005). Through credentialing ofprofessionals
and professional recognition of preparation programs, special educators assure the
public that practicing professionals have mastered the specialized skillsfor safeand
effectivepractice.
While the CEC Preparation Standards cross special education specialty areas,CEC
uses the specialty sets to inform and differentiate the content, contexts, and issues
among and between the respective specialty areas (e.g., early childhood,
mild/moderate, developmental disabilities, and learning disabilities). Programs
align their program assessments to the seven preparation standards with the key
elementstoandprogramreviewersreviewforalignment.
CECInitialPreparationStandard1:LearnerDevelopmentandIndividual
LearningDifferences
1.0
Beginningspecialeducationprofessionalsunderstandhowexceptionalities
mayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividuals
withexceptionalities.
Key
Elements
1.1
Beginningspecialeducationprofessionalsunderstandhowlanguage,culture,
andfamilybackgroundinfluencethelearningofindividualswithexceptionalities.
1.2
Beginningspecialeducationprofessionalsuseunderstandingofdevelopment
andindividualdifferencestorespondtotheneedsofindividualswith
exceptionalities.
SupportingExplanation
From its roots, special educators have placed the learning needs of theindividual at
the centerof specialeducation instruction.Historically, pedagogyorteachingskillhas
been at the heart of special education. Whether helping individuals with
exceptionalities master addition, cooking, independent living, or philosophy, special
educators have alteredinstructional variables tooptimize learning forindividualswith
exceptionalities. The raison dtre for special education lies in the specialized
1
professional knowledge and skills to individualize
access to learning in both
specialized andgeneral curriculafor individuals withexceptionalities. Developmentof
expertise begins with a thorough understanding of and respect for similarities and
differences in human growth and development. Like alleducators, beginningspecial
educators first respect individuals with exceptionalities within the context of human
developmentandIndividuallearningdifferences.
These learning differences and their interactions provide the foundation upon which
beginning special educators individualize instruction to provide developmentally
meaningfulandchallenginglearningforindividualswithexceptionalities.
CECInitialPreparationStandard2LearningEnvironments
2.0
Beginningspecialeducationprofessionalscreatesafe,inclusive,
Asusedhereinthetermindividualizeisusedassynonymouswithtermssuchaspersonalize,
customize,adaptive,anddifferentiated.
culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotional
wellbeing,positivesocialinteractions,andselfdetermination.
KeyElements
2.1
Beginningspecialeducationprofessionalsthroughcollaborationwithgeneral
educatorsandothercolleaguescreatesafe,inclusive,culturallyresponsivelearning
environmentstoengageindividualswithexceptionalitiesinmeaningfullearning
activitiesandsocialinteractions.
2.2
Beginningspecialeducationprofessionalsusemotivationalandinstructional
interventionstoteachindividualswithexceptionalitieshowtoadapttodifferent
environments.
2.3
Beginningspecialeducationprofessionalsknowhowtointervenesafelyand
appropriatelywithindividualswithexceptionalitiesincrisis.
SupportingExplanation
Like all educators, beginning special educators develop safe, inclusive, culturally
responsive learning environments for all students. Beginning special educators also
collaborate with education colleagues to include individuals with exceptionalities in
general education environments and engage them in meaningful learning activities
andsocialinteractions.
CECInitialPreparationStandard3
CurricularContentKnowledge
3.0
2
Beginning special education professionals use knowledge of general
and
3
specialized curricula
to individualize learning
exceptionalities.
KeyElements
3.1
Beginningspecialeducationprofessionalsunderstandthecentralconcepts,structures
ofthediscipline,andtoolsofinquiryofthecontentareastheyteach,andcanorganize
thisknowledge,integratecrossdisciplinaryskills,anddevelopmeaningfullearning
progressionsforindividualswithexceptionalities
3.2
Beginningspecialeducationprofessionalsunderstandandusegeneraland
specializedcontentknowledgeforteachingacrosscurricularcontentareasto
individualizelearningforindividualswithexceptionalities
3.3
Beginningspecialeducationprofessionalsmodifygeneralandspecializedcurriculato
makethemaccessibletoindividualswithexceptionalities.
SupportingExplanation
The professional knowledge base in general education has made clear that the
educatorsunderstanding ofthecentralconceptsandstructuresof the discipline,and
toolsofinquiryrelatedtotheacademicsubjectmattercontentareastheyteach makes
a significant difference in student learning. There is good reason to generalize this
conclusiontospecialeducators.
Withinthegeneralcurricula,beginningspecialeducatorsdemonstrateintheirplanning
andteaching,asolid base of understandingof the central concepts, structures ofthe
discipline,andtoolsofinquiryoftheacademicsubjectmattercontentareastheyteach
so they are able to organize knowledge, integrate crossdisciplinary skills, develop
meaningfullearningprogressionsandcollaboratewithgeneraleducatorsin:
4
Teaching
orcoteachingthecontentofthegeneralcurriculumtoIndividuals
withexceptionalitiesacrossawiderangeofperformancelevels.
Asusedgeneralcurricula,meanstheacademiccontentofthegeneralcurriculaincludingmath,
reading,English/languagearts,science,socialstudies,andthearts.
3
Asused,specializedcurriculameansthecontentofspecializedinterventionsorsetsofinterventions
including,butnot limitedto academic,strategic,communicative,social,emotional, andindependence
curricula.
Becauseofthesignificantrolethatcontentspecificsubjectmatterknowledgeplaysatthesecondary
schoollevel,specialeducationteachersroutinelyteachsecondarylevelacademicsubjectmatter
contentclassesinconsultationorcollaborationwithoneormoregeneraleducationteachers
appropriatelylicensedintherespectivecontentarea.However,wheneverspecialeducationteachers
assumesoleresponsibilityforteachingageneralcurriculumacademicsubjectmattercourseatthe
secondarylevel,thespecialeducatorspossessasolidsubjectmattercontentknowledgebase
sufficienttoassurethestudentscanmeetstatecurriculumstandards.
Designingappropriatelearningandperformanceaccommodationsand
modificationsforindividualswithexceptionalitiesinacademicsubject
mattercontentofthegeneralcurriculum.
CECInitialPreparationStandard4Assessment
4.0
Beginningspecialeducationprofessionalsusemultiplemethodsof
assessmentanddatasourcesinmakingeducationaldecisions.
KeyElements
4.1
Beginningspecialeducationprofessionalsselectandusetechnicallysoundformaland
informalassessmentsthatminimizebias.
4.2
Beginningspecialeducationprofessionalsuseknowledgeofmeasurementprinciples
andpracticestointerpretassessmentresultsandguideeducationaldecisionsfor
individualswithexceptionalities.
4.3
Beginningspecialeducationprofessionalsincollaborationwithcolleaguesandfamilies
usemultipletypesofassessmentinformationinmakingdecisionsaboutindividuals
withexceptionalities.
4.4
Beginningspecialeducationprofessionalsengageindividualswithexceptionalitiesto
worktowardqualitylearningandperformanceandprovidefeedbacktoguidethem.
SupportingExplanation
Like all educators, beginning special educatorsunderstandmeasurement theoryand
practice for addressing issues ofvalidity, reliability,norms,bias, and interpretation of
assessment results. Like their general education colleagues, beginning special
educators regularlymonitorthelearningprogressofindividualswithexceptionalitiesin
both general and specialized content and make instructional adjustments based on
thesedata.
CECInitialPreparationStandard5InstructionalPlanningandStrategies
5.0
Beginningspecialeducationprofessionalsselect,adapt,andusearepertoireof
5
evidencebasedinstructionalstrategies
toadvancelearningofindividualswith
exceptionalities.
KeyElements
5.1
Beginningspecialeducationprofessionalsconsideranindividualsabilities,interests,
learningenvironments,andculturalandlinguisticfactorsintheselection,development,
andadaptationoflearningexperiencesforindividualwithexceptionalities.
5.2
Beginningspecialeducationprofessionalsusetechnologiestosupportinstructional
assessment,planning,anddeliveryforindividualswithexceptionalities.
5.3
Beginningspecialeducationprofessionalsarefamiliarwithaugmentativeand
alternativecommunicationsystemsandavarietyofassistivetechnologiestosupport
thecommunicationandlearningofindividualswithexceptionalities.
5.4
Beginningspecialeducationprofessionalsusestrategiestoenhancelanguage
developmentandcommunicationskillsofindividualswithexceptionalities
5.5
Beginningspecialeducationprofessionalsdevelopandimplementavarietyof
educationandtransitionplansforindividualswithexceptionalitiesacrossawiderange
Instructionalstrategies,asusedthroughoutthisdocumentincludeinterventionusedinacademicand
specializedcurricula.
ofsettingsanddifferentlearningexperiencesincollaborationwithindividuals,
families,andteams.
5.6
Beginningspecialeducationprofessionalsteachtomasteryand
promotegeneralizationoflearning.
5.7
Beginningspecialeducationprofessionalsteachcrossdisciplinaryknowledgeand
skillssuchascriticalthinkingandproblemsolvingtoindividualswith
exceptionalities.
SupportingExplanation
Whether in individualizing access to general and specialized content, individualized
decisionmaking and individualized instruction are at the center of special education
practice. In the selection, development, and adaptation of learning experiences for
individualwith exceptionalities, beginning special educators consider anindividuals
abilities, interests, learning environments, and cultural and linguistic factors. The
interactions of these factors with the implications of an individuals exceptionality
guides the special educators selection, adaptation, and use of a repertoire of
evidencebased instructional strategies in promoting positive learning results in
general and special curricula and in modifying learning environments for individuals
withexceptionalitiesappropriately.
For individuals with exceptionalities in early childhood, special educators focus the
individualized instruction plan within the context of family servicestaking intoaccount
theneeds,priorities,andconcernsoffamilies,astheprimaryprovidersofinstruction.
Beginningspecialeducatorsusetechnologiesroutinelytosupportallphasesof
instructionplanning.Withtherapidadvanceanduseoftechnology,special
educatorsusetechnologiestosupportandmanageallphasesofplanning,
implementing,andevaluatinginstruction.
CECInitialPreparationStandard6ProfessionalLearningandEthical
Practic
e
6.0
Beginningspecialeducationprofessionalsusefoundationalknowledgeofthe
fieldandthetheirprofessionalEthicalPrinciplesandPracticeStandardsto
informspecialeducationpractice,toengageinlifelonglearning,andto
advancetheprofession.
KeyElements
6.1
BeginningspecialeducationprofessionalsuseprofessionalEthicalPrinciplesand
ProfessionalPracticeStandardstoguidetheirpractice.
6.2
Beginningspecialeducationprofessionalsunderstandhowfoundationalknowledge
andcurrentissuesinfluenceprofessionalpractice.
6.3
Beginningspecialeducationprofessionalsunderstandthatdiversityisapartof
families,cultures,andschools,andthatcomplexhumanissuescaninteractwiththe
deliveryofspecialeducationservices.
6.4
Beginningspecialeducationprofessionalsunderstandthesignificanceoflifelong
learningandparticipateinprofessionalactivitiesandlearningcommunities.
6.5
Beginningspecialeducationprofessionalsadvancetheprofessionbyengagingin
activitiessuchasadvocacyandmentoring
6.6
Beginningspecialeducationprofessionalsprovideguidanceanddirectionto
paraeducators,tutors,andvolunteers.
SupportingExplanation
Beginningspecialeducatorspracticeinmultiplerolesandcomplexsituationsacross
wideageanddevelopmentalrangesthatrequiresongoingattentiontolegalmatters
and
seriousconsiderationofseriousprofessionalandethicalissues.TheEthicalPrinciples
and Professional Practice Standards of the Council for Exceptional Children guide
beginning special education professionals. These principles and standards provide
benchmarks by which special educators practice and evaluate each other
professionally.
Therehasbeen substantialgrowthintheuseofspecialeducationparaeducatorsover
the past few years, andbeginning specialeducators frequently provideguidanceand
directiontoparaeducatorsandothers,suchasclassroomvolunteersandtutors.
CECInitialPreparationStandard7Collaboration
7.0
Beginningspecialeducationprofessionalscollaboratewithfamilies,other
educators,relatedserviceproviders,individualswithexceptionalities,and
personnelfromcommunityagenciesinculturallyresponsivewaystoaddress
theneedsofindividualswithexceptionalitiesacrossarangeoflearning
experiences.
KeyElements
7.1
Beginningspecialeducationprofessionalsusethetheoryandelementsofeffective
collaboration.
7.2
Beginningspecialeducationprofessionalsserveasacollaborativeresourceto
colleagues.
7.3
Beginningspecialeducationprofessionalsusecollaborationtopromotethewellbeing
ofindividualswithexceptionalitiesacrossawiderangeofsettingsandcollaborators.
SupportingExplanation
One ofthesignificant changes ineducationoverthepastseveral decadesistherapid
growth of collaborative educational teams to address the educational needs of
students. The diversity of the students, complexity of curricular demands, growing
st
influence of technology, andthe rising targets for learneroutcomesinthe21
century
has created the demand for teams of educators collaborating together to ensure all
studentsareeffectivelylearningchallengingcurricula.
Special educators have long recognized the positive significance of the active
involvement of individuals with exceptionalities and their families in the education
process, and special educators involve individuals with exceptionalities and their
families collaboratively in all aspects of the education of individuals with
exceptionalities.
Glossary
IndividualswithExceptionalities
Individualswithexceptionalitiesinclude
individualswithsensory,physical,emotional,social,cognitivedifferences,developmentally
delays,exceptionalgiftsandtalentsandindividualswhoareorhavebeenabusedor
neglectedwhoseneedsdiffersoastorequirepersonalizedspecialeducationservicesin
additiontoorintandemwitheducationalservicesavailablethroughgeneraleducation
programsandotherhumanservicedeliverysystems.
SpecialEducationServices
Specialeducationservicesarepersonalized,
i.e.individualized,servicesthatappropriatelycredentialedspecialeducatorsprovide
directlyorindirectlytoindividualswithexceptionalities.