SPED5820

Select, develop, and evaluate developmentally appropriate materials, equipment, and environments and plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based on knowledge of individual children, the family, and the community (EI/ECSE 5.2)

Embed learning opportunities in everyday routines, relationships, activities, and places, and use teacher-scaffolded and initiated instruction to complement child-initiated learning (EI/ECSE 6.1, 6.3)

Produce reports that focus on developmental domains and functional concerns (EI/ECSE 4.3)
Structure social environments, using peer models and proximity, and responsive adults, to promote

interactions among peers, parents, and caregivers (EI/ECSE 6.4, 6.5)

Use a continuum of intervention strategies to support access of young children in the general curriculum and daily routines, implement developmentally and functionally appropriate activities, using a variety of formats, based on systematic instruction; Align individualized goals with developmental and academic content; and Make adaptations for the unique developmental and learning needs of children, including those from diverse backgrounds (EI/ECSE 6.6)

Gather information from multiple sources and environments; Use a variety of materials and contexts to maintain the interest of infants and young children in the assessment process; and Participate as a team member to integrate assessment results in the development and implementation of individualized plans; (EI/ECSE 4.1, 4.2)

Provide consultation and coaching in settings serving young children, and conduct ongoing formative child assessment to monitor instructional effectiveness (EI/ECSE 3.1 3.2)

Participate as a team member to identify and enhance team roles, communication, and problem-solving, and employ adult learning principles in consulting with and coaching family members and service providers (EI/ECSE 3.1 3.2)