Date of Adoption: January 27, 1999.
Purpose: The newly adopted section of chapter 180-82 WAC establishes an endorsement in early childhood special education for teacher certificates.
Statutory Authority for Adoption: RCW 28A.410.010 and 28A.305.130 (1) and (2).
Adopted under notice filed as WSR 99-01-171 on December 23, 1998.
Number of Sections Adopted in Order to Comply with Federal Statute: New 0, Amended 0, Repealed 0; Federal Rules or Standards: New 0, Amended 0, Repealed 0; or Recently Enacted State Statutes: New 0, Amended 0, Repealed 0.
Number of Sections Adopted at Request of a Nongovernmental Entity: New 1, Amended 0, Repealed 0.
Number of Sections Adopted on the Agency's Own Initiative: New 0, Amended 0, Repealed 0.
Number of Sections Adopted in Order to Clarify, Streamline, or Reform Agency Procedures: New 0, Amended 0, Repealed 0.
Number of Sections Adopted Using Negotiated Rule Making: New 0, Amended 0, Repealed 0; Pilot Rule Making: New 0, Amended 0, Repealed 0; or Other Alternative Rule Making: New 1, Amended 0, Repealed 0. Effective Date of Rule: Thirty-one days after filing.
February 17, 1999
Early childhood special education--Primary.
In order to receive a primary endorsement in early childhood special education, the candidate shall have completed a state approved preparation program in early childhood special education which shall be comprised of the appropriate pedagogy courses and field experiences/internship pursuant to chapter 180-78A WAC, as well as forty-five quarter credit hours (thirty semester credit hours) in the subject areas below. Through the completion of this course work and/or an alternative performance-based assessment acceptable to the college/university, the candidate shall have demonstrated knowledge and skills in the following areas:
(1) Typical and atypical growth and development (cognitive, linguistic, motor and social).
(2) Dynamics of family systems and involving parents and community agencies in early childhood development, including knowledge of cultural and linguistic diversity.
(3) Exceptionally--defined as an overview of all disabling conditions, including low to high incidence disabilities.
(4) Curriculum modification and adaptation (including developmental precursors to the essential academic learning requirements), accommodations, special aids, technology, and equipment.
(5) Age appropriate child assessment and evaluation strategies:
(a) Functional analysis of behavior, including caregiver-child interactions.
(b) Individualized family service plan/individualized education plan development.
(c) Accommodations for the Washington assessment of student learning.
(6) Strategies for environmental design and management of physical space, equipment, and materials.
(7) Procedural and substantive legal issues in special education, including provisions for eligible infants and toddlers.
(8) Least restrictive environment/natural environment/inclusion strategies for early childhood special education.
(9) Specially designed instruction, including curriculum materials in all developmental domains and content areas.
(10) Age and developmentally appropriate, effective strategies for teaching pro-social skills and addressing behavioral problems.
(11) Transition planning for new settings.
(12) Organization and management systems (i.e., individualized family service plan/individualized education plan, scheduling, evaluation, and recordkeeping/data collection).
(13) Collaboration, teaming, and partnerships with families, professionals, and related human services agency personnel.
(14) Supervision of paraprofessionals.