Institution Name
Program Coordinator Name
Program Coordinator Email
Education Specialist Emotional Disturbance Added Authorization (EDAA) Program Standards
In the matrix below denote the candidates’ opportunity to learn and master the competencies listed. The required course names and numbers should go across the top of the matrix, replacing the “Course Title and Number” text below. For each competency, note when the program/candidate introduces (I), practices (P), and assesses (A) the competency. Notations may occur under more than one course heading. Each notation should link to a specific place in the syllabus within that course that demonstrates that this is occurring.
Standard / Candidate Competency / Course Title and Number /1 / Candidates are able to identify the causes, characteristics, and definitions of students with emotional disturbance (ED) from multiple points of view and conceptual orientations.
Candidates demonstrate knowledge of the legal and political issues of eligibility, assessment, and placement of students with serious emotional needs.
2 / Candidates demonstrate knowledge, skills and abilities to become proficient in implementing evidence based and multi-faceted strategies and interventions necessary in teaching and engaging students with ED.
Candidates are able to critically examine ecological, behavioral, social, emotional, medical interventions and crisis management techniques related to the needs of students with ED.
Candidates are able to apply knowledge of current issues, research, trends, and practices in the education of students with ED, such as systems of care and general education inclusion and re-integration.
Candidates are able to utilize assessment data to design relevant, meaningful curriculum for students with ED in the areas of:
academic skills
affective development
social skills
self-management
study skills
vocational skills
behavior and impulse control
Candidates are able to implement varied instructional strategies including teacher-directed/mediated, student-initiated, peer-supported, and vocational/community-supported (i.e.: service learning).
3 / Candidates are able to identify and discuss community resources including: mental health agencies, child protective services, regional centers, and probation departments to augment public school service options for students with ED and their families.
Candidates are able to articulate factors that promote parent/professional collaboration, and collaboration among professionals, i.e.: medical doctors, general and special educators, mental health professionals, etc.).
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Link to Commission Approved Education Specialist Standards: http://www.ctc.ca.gov/educator-prep/standards/Special-Education-Standards-2014.pdf