I can do it!
I'm amazing!
I'm Rocking it!
Keep 'em coming!
For my kiddos!
100
  • Candidates demonstrate knowledge of the Individualized Family Service Plan (IFSP), Individualized Education Program (IEP), and transition processes.

What is Standard 5.1

100

Candidates demonstrate skills required to provide information to family members regarding typical developmental expectations as well as the impact of the disability on developmental progress.

What is Standard 2.3 

100

Candidates demonstrate the skills required to support positive learning experiences for children with disabilities in a wide range of natural environments (e.g., home, child care, preschool/pre-K and other community settings).

What is Standard 7.1

100
  • Candidates demonstrate skill in utilizing multiple sources of developmentally and standards based assessment instruments and practices in natural environments to determine the child's development, functional behaviors, strengths, and needs
  • within the context of the family’s concerns and priorities.

What is Standard 4.2

100
  • Candidates demonstrate the skills required to design and implement intervention and instructional strategies that address specific learning needs, are developmentally, culturally, and individually appropriate, and reflect family concerns and priorities.

What is Standard 6.1

200

Candidates demonstrate the skills required to organize space, time, and materials to match the child’s individual learning needs in safe, natural and structured environments.

What is Standard 7.3

200

Candidates demonstrate skill in assessment and evaluation that leads to appropriate interventions, and reflects an understanding of the range of authentic, appropriate formal and informal assessment and evaluation approaches and strategies

What is Standard 4.1

200
  • Candidates demonstrate knowledge of family systems (within the context of ethnicity, culture, life experiences, and language diversity) and the central role of families in facilitating healthy growth and development.

What is Standard 3.1

200

Candidates demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. visual impairment, autism spectrum disorders, cerebral palsy), resilience and protective factors (e.g. attachment, temperament) and their implications for learning.

What is Standard 2.2

200

Candidates demonstrate the skills required to identify developmental and learning characteristics associated with low incidence disabilities (e.g. visual impairment, hearing loss, motor disabilities, deaf-blindness).

What is Standard 9.1

300

Candidates demonstrate knowledge of the historical and contemporary theoretical, philosophical, legal, and empirical influences’

What is Standard 1.1

300

Candidates demonstrate the skills required to implement evidence-based practices embedded in activities to support language, cognition, social-emotional functioning, and emergent literacy for all learners, including English language learners.

What is Standard 6.4

300
  • Candidates demonstrate knowledge of the role of social- emotional relationships as the foundation for early learning.

What is Standard 6.2

300

Candidates demonstrate knowledge and skills related to the provision of effective support for children with disabilities within inclusive learning environments, including co-teaching and collaborative consultation models of support.

What is Standard 7.4

300
  • Candidates demonstrate skills required to engage families as collaborative partners, and applies relationship based, family-centered approaches in all components of early intervention and education for infants and young children with disabilities.

What is Standard 3.2

400
  • Candidates demonstrate an understanding of the impact of the child’s disability on the family and is trained in the skills to sensitively elicit a family’s concerns, priorities, and resources in relation to their and their child.

What is Standard 3.3 

400

Candidates demonstrate the skills required to consult, collaborate and/or co-teach with colleagues in general education (e.g., Head Start, typical preschool environments) consultation.

What is Standard 8.3

400
  • Candidates demonstrate the skills required to implement processes and strategies that support transitions among settings for infants and young children.

What is Standard 5.3

400

Candidates demonstrate skills required to implement routines-based interventions and assist families with embedding educational activities into family daily life.

What is Standard 3.4

400
  • Candidates demonstrate skills in the development, implementation, and monitoring of progress of the IFSP/IEP with the family and other members of the team. 

What is Standard 5.2

500

Candidates demonstrate knowledge of the impact of a specific low incidence disability on a child’s social, emotional, communication, and other areas of development, the family, and the interaction between the young child and members of the family, and peers.

What is Standard 9.2

500

Candidates demonstrate comprehensive knowledge of typical early childhood development from prenatal through pre-kindergarten including knowledge of early childhood developmental stages and their implications for learning.

What is Standard 2.1

500

Candidates demonstrate possession of the knowledge and skills required to consult and collaborate with other professionals, paraprofessionals, families, caregivers, and community agency personnel

What is Standard 8.1

500

Candidates demonstrate knowledge of inter-agency collaboration and service coordination, including interagency agreements, and referral.

What is Standard 8.2

500

Candidates demonstrate knowledge of the full range of service delivery settings and supports including educational and community programs and agencies.

What is Standard 7.2

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