The Council for Exceptional Children (CEC)’s Professional Preparation Standards define the specialized expertise special educators must master for safe and effective practice. These standards are used to inform special educator preparation programs, accreditation organizations, and credentialing agencies.
The CEC Specialty Sets delineate the essential knowledge and skills in specific areas. Initial Preparation Standards are designed for programs that prepare beginning special educators for their careers in the field. The Advanced Preparation Standards are designed for programs that help special educators progress or pursue new roles within special education.
Knowledge | |
DHH.1.K1 | Effects of the interrelationship among age of identification, type and etiology, level of hearing, auditory development, and provision of services on the development of individuals who are D/HH |
DHH.1.K2 | Auditory development of individuals who are D/HH |
DHH.1.K3 | Visual and spoken languages and communication modes |
DHH.1.K4 | The impact of exceptionalities on the development of language and learning for individuals who are D/HH, including the ways in which exceptionalities may interact with varying hearing levels resulting in more complex needs |
DHH.1.K5 | The importance of advocating for equal access to language and communication in the individual’s preferred mode across all educational settings |
Skills | |
DHH.1.S1 | Incorporate current theories of spoken and signed language development of individuals who are D/HH and components of communication competence into programming and planning for students |
DHH.1.S2 | Develop individualized programming and instruction in light of various aspects of hearing status |
DHH.1.S3 | Incorporate auditory development of individuals who are D/HH into programming and planning for students |
DHH.1.S4 | Implement evidence-based practices in early intervention services specifically related to overall development of children who are D/HH and family outcomes |
DHH.1.S5 | Identify and support communication modes that provide equal access, based on the needs and preferences of individuals and their families |
DHH.1.S6 | Deliver individualized programming and planning informed by the presence of identified exceptionalities |
DHH.1.S7 | Identify and support all LRE options to facilitate IEP team decisions taking communication into account |
Knowledge | |
DHH.1.K1 | Effects of the interrelationship among age of identification, type and etiology, level of hearing, auditory development, and provision of services on the development of individuals who are D/HH |
DHH.1.K2 | Auditory development of individuals who are D/HH |
DHH.1.K3 | Visual and spoken languages and communication modes |
DHH.1.K4 | The impact of exceptionalities on the development of language and learning for individuals who are D/HH, including the ways in which exceptionalities may interact with varying hearing levels resulting in more complex needs |
DHH.1.K5 | The importance of advocating for equal access to language and communication in the individual’s preferred mode across all educational settings |
Skills | |
DHH.1.S1 | Incorporate current theories of spoken and signed language development of individuals who are D/HH and components of communication competence into programming and planning for students |
DHH.1.S2 | Develop individualized programming and instruction in light of various aspects of hearing status |
DHH.1.S3 | Incorporate auditory development of individuals who are D/HH into programming and planning for students |
DHH.1.S4 | Implement evidence-based practices in early intervention services specifically related to overall development of children who are D/HH and family outcomes |
DHH.1.S5 | Identify and support communication modes that provide equal access, based on the needs and preferences of individuals and their families |
DHH.1.S6 | Deliver individualized programming and planning informed by the presence of identified exceptionalities |
DHH.1.S7 | Identify and support all LRE options to facilitate IEP team decisions taking communication into account |