Knowledge, Skills and Competencies for the Special Education: Generalist Endorsements for Elementary and Secondary.

(1) Definitions:

(a) “Individuals with exceptionalities" means individuals with disabilities and individuals with exceptional gifts and talents.

(b) “Environments” include academic and non-academic settings.

(c) “Specialized curricula” denotes curricular areas not routinely emphasized or addressed in general curricula, e.g., social, communication, motor, independence, self-advocacy.

(2) Candidates who are prepared for the Special Education: Generalist (elementary) or (secondary) endorsements will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in the Special Education population.

(3) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a Special Education: Generalist endorsement only if it includes:

(a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the standards set forth in this rule;

(b) Field experiences that include supervised teaching or internships in classroom environments with students who are “individuals with exceptionalities” across the full range of disabilities.

(c) Integration of principles of cultural competency, cultural responsive pedagogy and equitable practices are imbedded in each competency standard through the entire Special Education: Generalist Endorsement program.

(4)Endorsements: Candidates for endorsements special education shall qualify for two levels of authorization by:

(a) Completing preparation in developmental psychology and methods appropriate for prekindergarten through grade 6 (Special Education: Generalist -- elementary endorsement); and

(b) Completing preparation in developmental psychology and methods appropriate for grades 7 through 12 (Special Education: Generalist – secondary endorsement);

(c) Documenting knowledge of each endorsement by passing the commission-approved test for special education at the conclusion of the candidate’s first endorsement program;

(A) The Commission-adopted elementary multiple subjects examination is not required to obtain the license;

(B) However, passage of the Commission-adopted elementary multiple subjects examination is required in order for special educators licensed to teach general education content in grades prekindergarten through 8 (elementary teachers) and to meet the federal definition of “highly qualified” teacher under the Elementary/Secondary Education Act (ESEA).

(5) Field Experience:(a) Candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities (mild, moderate and severe), and collaborative opportunities that are appropriate to the license or roles for which they are preparing.

(b) These field and clinical experiences are supervised by qualified professionals who are either licensed as special educators or eligible for licensure as special educators.

(6) Program Performance: (a)Candidates for special education endorsements must complete an approved academic program for special education that will allow them to demonstrate competencythrough OAR 584-017-1030 or through the Commission-approved edTPA handbook for Special Education Generalist preparation.

(7) Standard Alignment: These standards align with the Council for Exceptional Children Initial Level Special Educator Preparation Standards. These standards are Council for the Accreditation of Teacher Education (CAEP) approved and are aligned with the InTASC Model Core Teaching Standards.

(8) Standard 1:Learner Development and Individual Learning Differences: Candidates understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Candidates:

(a) Understand how language, culture, and family background influence the learning of individuals with exceptionalities; and

(b) Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

(9) Standard 2: Learning Environments: Candidates create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Candidates:

(a) Through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions;

(b) Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments; and

(c) Know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

(10) Standard 3: Curricular Content Knowledge: Candidates use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. Candidates:

(a) Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities;

(b) Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities; and

(c) Modify general and specialized curricula to make them accessible to individuals with exceptionalities.

(11) Standard 4: Assessment:Candidates use multiple methods of assessment and data-sources in making educational decisions. Candidates:

(a) Select and use technically sound formal and informal assessments that minimize bias;

(b) Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities;

(c) In collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities; and

(d) Engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

(12) Standard 5: Instructional Planning and Strategies: Candidates select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Candidates:

(a) Consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities;

(b) Use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities;

(c) Are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities;

(d) Use strategies to enhance language development and communication skills of individuals with exceptionalities;

(e) Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams;

(f) Teach to mastery and promote generalization of learning; and

(g) Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

(13)Standard 6: Professional Learning and Ethical Practice:Candidates use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. Candidates:

(a) Use professional Ethical Principles and Professional Practice Standards to guide their practice;

(b) Understand how foundational knowledge and current issues influence professional practice;

(c) Understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services;

(d) Understand the significance of lifelong learning and participate in professional activities and learning communities;

(e) Advance the profession by engaging in activities such as advocacy and mentoring; and

(f) Provide guidance and direction to paraeducators, tutors, and volunteers.

(14) Standard 7: Collaboration: Candidates collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. Candidates:

(a) Use the theory and elements of effective collaboration;

(b) Serve as a collaborative resource to colleagues; and

(c) Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

(15) Valid to Teach: This endorsement is valid to teach: Any assignment requiring a special education teacher for students with the full range of disabilities from mild to severe within the endorsements held on the educator’s license.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533



Data Classification Level: 1 – Published

June 2015; DO: Chamberlain