CEC+Standard+3

=** CEC Standard 3: Curricular Content Knowledge **=

** Standard **
3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Key Elements
3.1 Beginning special education professionals 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 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Notes:

 * As used “general curricula,” means the academic content of the general curricula including math, reading, English/language arts, science, social studies, and the arts.
 * As used, “specialized curricula” means the content of specialized interventions or sets of interventions including, but not limited to academic, strategic, communicative, social, emotional, and independence curricula.
 * Because of the significant role that content specific subject matter knowledge plays at the secondary school level, special education teachers routinely teach secondary level academic subject matter content classes in consultation or collaboration with one or more general education teachers appropriately licensed in the respective content area. However, whenever special education teachers assume sole responsibility for teaching a general curriculum academic subject matter course at the secondary level, the special educators possess a solid subject matter content knowledge base sufficient to assure the students can meet state curriculum standards.