Essential Knowledge and Skill
Competencies
Developed by CEC’s Professional Standards
and Practice Standing Committee
Knowledge
1. Legislation and regulations related to technology and their implications for special education.
Skills
2. Articulate a philosophy and goals for using technology in special education.
3. Use technology-related terminology appropriately in written and oral communications.
Characteristics of
Learners
Knowledge
4. Characteristics of exceptional learners that influence the use of technology.
5. Impact of technology on exceptional learners.
6. Impact of technology on exceptional learners with moderate disabilities.
Skills
7. Identify the academic and physical demands placed on the student by computer software and related technology materials.
Assessment,
Diagnosis, and Evaluation
Skills
8. Analyze, summarize, and report student performance data to aid instructional decision-making regarding technology.
9. Identify functional needs, screen for functional limitations, and identify if the need for a comprehensive assistive technology evaluation exists.
10. Refer for additional evaluation regarding technology if adequate data are not available for plan development.
11. Recognize the need for further evaluation regarding technology, and refer to other professionals when appropriate.
12. Recognize poor outcomes regarding technology needs, and reevaluate and reinitiate the process as needed.
13. Work with assistive technology team members to identify assistive technologies, both hardware and software, that can help individuals meet the demands placed upon them in their environments.
14. Define measurable objectives to monitor progress toward achieving stated goals regarding technology.
15. Observe and measure consumer’s performance with the assistive technology after a period of initial use.
16. Compare actual performance with anticipated performance and the goals stated in the intervention plan.
17. Interview the consumer, the family, and caregivers to determine if the technology solution meets their present and future needs.
Instructional Content
and Practice
Knowledge
18. Procedures for evaluating computer software and other technology materials for their potential application in special education programs.
Skills
19. Identify elements of the special education curriculum for which technology applications are appropriate and ways they can be implemented.
20. Design, deliver, and assess student learning activities that integrate computers/technology for a variety of student populations.
21. Design student learning activities that foster equitable, ethical, and legal use of technology by students.
22. Identify and operate software that meets educational objectives for students in multiple educational environments.
23. Use computers to support various stages of the learning process and to facilitate student reporting of educational achievements.
24. Use technology to compensate for learning and performance barriers.
25. Identify and use assistive technologies that can provide access to educational materials that are otherwise inaccessible to some individuals.
26. Use computer-based productivity tools to develop classroom materials.
27. Teach special education students to use productivity software programs to perform tasks such as word processing, database management, graphics production and telecommunications.
28. Teach special education students to operate equipment and run associated educational programs.
29. Use productivity tools for word processing, database managements, and spreadsheet applications.
30. Solicit accurate feedback from end-users and others having experience with technology.
31. Understand proper mechanical and electrical safety practices, or direct their use in the assembly and integration of the technology at a defensible level of competence.
Planning and Managing
the Teaching and Learning Environment
Skills
34. Organize computer activities to promote positive social interaction.
Communication and
Collaborative Partnerships
Knowledge
35. Roles that related services personnel assume in providing technology services to special education students.
Skills
36. Recognize the need (how, when, where) to refer a consumer to another professional regarding technology.
37. Identify assistive technology team members and their roles.
38. Design and implement integrated technology classroom activities that involve teaming and/or small group collaboration.
39. Collaborate with consumer and other team members in planning and implementing the use of assistive and adaptive devices.
40. Participate in collaborative projects and activities involving technology.
41. Demonstrate effective group process skills.
42. Communicate effectively including listening, speaking, and writing on technology issues.
43. Use electronic mail and Web browser applications for communication and for research to support instruction.
44. Advise general education teachers about the use of technology systems with special education students who are mainstreamed into their classes.
Professionalism and
Ethical Practices
Knowledge
45. Confidentiality of information
46. Limits of expertise - recognize and seek outside expertise.
Skills
47. Recognize own skills and knowledge regarding technology and limit individual practice accordingly.
48. Maintain a professional development program to ensure the acquisition of knowledge and skills about new developments in technology as they become available.
49. Identify activities and resources to support professional growth related to technology.
50. Demonstrate knowledge of equity, ethical, legal, and human issues related to technology use in special education.
51. Adhere to copyright laws about duplication and distribution of software and other copyrighted technology materials.
From:
Lahm, E.A. & Nickels, B.L. (October, 1999). Assistive Technology Competencies for Special Educators. Teaching Exceptional Children, 32 (1), 56-63.
Reference:
The Council for Exceptional
Children (1998). What every special
educator should know: The international standards for the preparation and
certification of special education teachers (3rd ed). Reston,
VA: Author.