The following standards that provide a structure for this 
course are identified by the Council for Exceptional Children 
(CEC) and also Georgia House Bill 671 as critical content 
knowledge and skills for pre-service teachers Grades 6-12. 

Foundations
- Know the models, theories, and philosophies that form the 
basis for special education practice. 
- Know and apply the laws, policies, and ethical principles 
regarding behavior management. 
- Understand the relationship of special education to the 
organization and function of educational agencies. 
- Know the rights and responsibilities of students, parents, 
teachers, and other professionals, and schools related to 
exceptional learning needs. 
- Familiar with the issues in definition and identification of 
individuals with exceptional learning needs, including those 
from culturally and linguistically diverse backgrounds. 
- Knowledgeable about the issues, assurances, and due process 
rights related to assessment, eligibility, and placement within 
a continuum of services. 
- Understand family systems and the role of families in the 
educational process. 

Development and Characteristics of Learners 
- Understand typical and atypical human growth and development. 
- Understand the educational implications of characteristics of 
various exceptionalities. 
- Understand the characteristics and effects of the cultural 
and environmental milieu of the individual with exceptional 
learning needs and the family. 
- Aware of similarities and differences among individuals with 
and without exceptional learning needs. 
- Aware of similarities and differences among individuals with 
exceptional learning needs. 
- Understand the effects of various medications on individuals 
with exceptional learning needs. 

Individual Learning Differences 
- Understand the effects an exceptional condition(s) can have 
on an individual’s life. 
- Understand the impact of learners’ academic and social 
abilities, attitudes, interests, and values on instruction.
- Understand differing ways of learning of individuals with 
exceptional learning needs, including those from culturally 
diverse backgrounds and strategies for addressing these 
differences. 

Instructional Strategies 
- Use strategies to facilitate inclusion into various settings. 
- Teach individuals to use self-assessment, problem solving, 
and other cognitive strategies to meet their needs. 
- Select, adapt, and use instructional strategies and materials 
according to the characteristics of the individual with 
exceptional learning needs. 
- Use procedures to increase the individual’s self-awareness, 
self-management, self-control, self-reliance, and self-esteem. 

Learning Environments and Social Interactions 
- Know and apply basic classroom management theories and 
strategies for individuals with exceptional learning needs. 
- Know principles of effective management of teaching and 
learning. 
- Aware of teacher attitudes and behaviors that influence 
behavior of individuals with exceptional learning needs. 
- Identify realistic expectations for personal and social 
behavior in various settings. 
- Design learning environments that encourage active 
participation in individual and group activities. 
- Modify the learning environment to manage behaviors. 
- Use performance data and information from all stakeholders to 
make or suggest modification in learning environments. 

Instructional Planning
- Identify and prioritize areas of the general curriculum and 
accommodations for individuals with exceptional learning needs.
- Involve the individual and family in setting instructional 
goals and monitoring progress. 
- Make responsive adjustments to instruction based on continual 
observations. 

Assessment
- Know basic terminology used in assessment. 
- Know screening, pre-referral, referral, and classification 
procedures. 
- Administer nonbiased formal and informal assessments. 
- Modify individualized assessment strategies. 
- Evaluate instruction and monitor progress of individuals with 
exceptional learning needs. 
 
Collaboration 
- Know models and strategies of consultation and collaboration. 
- Understand the concerns of families of individuals with 
exceptional learning needs and strategies to help address these 
concerns. 
- Maintain confidential communication about individuals with 
exceptional learning needs. 
- Use group problem solving skills to develop, implement, and 
evaluate collaborative activities. 
- Understand what the Georgia Alternative Assessment is and who 
participates.

History of Special Education
•  Special education law
•  Families as partners
•  Characteristics of high-incidence disabilities
•  Characteristics of low-incidence disabilities
•  Response to Intervention (RTI)
•  The IEP process
•  Collaboration and co-teaching
•  Positive behavior support
•  Adapting instruction based on evidence-based practices
•  Georgia Alternative Assessment
•  Providing students with developmental disabilities access to 
state and national standards
•  Accommodations for students in middle and high school classes