WSR 99-01-171
PROPOSED RULES
STATE BOARD OF EDUCATION
[Filed December 23, 1998, 10:49 a.m.]
Original Notice.
Preproposal statement of inquiry was filed as WSR 98-16-098.
Title of Rule: WAC 180-82-331 Early childhood special education--Primary.
Purpose: This new section will establish an endorsement in early childhood special education as part of the endorsement system to become effective after August 31, 2000.
Statutory Authority for Adoption: RCW 28A.410.010, 28A.305.130 (1) and (2).
Summary: See Purpose above.
Reasons Supporting Proposal: Individuals teaching early childhood special education students need to have training geared to that specific developmental level.
Name of Agency Personnel Responsible for Drafting, Implementation and Enforcement: Larry Davis, State Board of Education, Olympia, (360) 753-6715.
Name of Proponent: State Board of Education, governmental.
Rule is not necessitated by federal law, federal or state court decision.
Explanation of Rule, its Purpose, and Anticipated Effects: See above.
Proposal Changes the Following Existing Rules: See above.
No small business economic impact statement has been prepared under chapter 19.85 RCW.
RCW 34.05.328 does not apply to this rule adoption.
Hearing Location: Lacey Attorney General Center, 4224 6th Avenue S.E., RoweSix Complex, Building Six, on January 26, 1999, at 8:00 a.m.
Assistance for Persons with Disabilities: Contact Carolyn Berger by January 12, 1999, TDD (360) 664-3631, or (360) 753-6715.
Submit Written Comments to: Rules Coordinator, State Board of Education, P.O. Box 47206, Olympia, WA 98504-7206, fax (360) 586-2357, by January 12, 1999.
Date of Intended Adoption: January 27, 1999.
December 7, 1998
Larry Davis
Executive Director
OTS-2667.1
NEW SECTION
WAC 180-82-331 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.
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