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Special Education Portfolio Example
Portfolio artifacts are categorized according to
the Council for Exceptional Children's
(CEC) Eight Common Core Categories of Knowledge and Skills Essential
for All Beginning Special Education Teachers. To see an example of
an artifact, click on any of the category listings. This category refers to models, theories, and philosophies that provide the basis for special education practice. In addition, effective special education teachers must be able to conduct instructional and other professional activities consistent with the requirements of laws, rules, and regulations, and local school district policies and procedures. 
Characteristics of Learners
This category addresses the educational and life implications of the similiarities and differences among the cognitive, learning, physical, cultural, social, and emotional/behavioral needs of students with and without disabilities. This category also explores causes and theories of various disabilities in the context of prevention and effective instruction.
This category involves knowledge of assessment/diagnostic terminology, ethical and legal provisions, procedures and techniques/tools for screening, prereferral, referral, eligibility determinations, and instruction of students with disabilities. In addition, this standard addresses the necessary skills to interpret, document, and justify eligibility, placements, and instructional decisions.
Instructional content and practice refers to strategies employed by special education teachers in their interactions with students which enable the students to learn and succeed. In addition to effective instructional strategies, special education teachers must possess knowledge of appropriate curricula in all academic, affective, social/behavioral, and career/vocational areas.
Classroom management is a process of establishing and maintaining effective learning behaviors. An effective learning environment should be a safe, positive, and supportive place where diversity is valued. Environmental management includes a wide variety of activities and skilss including the use of technology, establishing routines to manage transisitonal times, directing the activities of paraprofessionals, and increasing student independence whenever possible.
This category refers to the use of a variety of effective behavior management techniques appropriate to the needs of students with disabilities with consideration of applicable laws, regulations, and ethical mandates and with the goal of increasing each student's self management and independence. In addition, special education teachers must demonstrate knowledge of appropriate curricula and skills in effective teaching procedures in social skills instruction.
Effective special education teachers must possess good interpersonal communication and collaborative skills in working with students with disabilities, parents, school and community personnel. In addition to communication and collaborative strategies, special education teachers must possess knowledge of family systems theory to empower families and to enhance home-school environments.
Professionalism involves a demonstrated commitment to enhancing quality of life for students with disabilities. Characteristics of this commitment include personal and professional integrity, objective professional judgments, proficiency in written and oral communication, and engagement in professional activities and/or organizations that benefit students with disabilities and their families. An adherence to the Council for Exceptional Children's Code of Ethics and other standards and policies of the profession is also an essential attribute of professionalism.
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