Aligned CEC Standard – Advanced preparation standard 5
|Leadership, high-quality management and the establishment of a favorable environment in working situations, effective allocation of resources, introduction of innovations, upholding successful policies.|
Aligned CEC Standard Elements
|The specialists create favorable, positive conditions for working with people with exceptional characteristics and their families, support the productive and effective work in a team, coordinate transition planning within the framework of IEP meetings. They take into account the peculiarities of intercultural communication, linguistic and cultural aspects in contact with people. Besides, the professionals implement new programs and services that support the best results for people with exceptional features; they also allocate resources for these innovations.|
Aligned CEC Specialty Set Knowledge and Skills
|The professionals competently evaluate and distribute the capabilities of each employee, provide leadership and support at all working stages; they are responsible for training staff and other stakeholders. In addition, the specialists have knowledge in the field of transition laws and policies. They advocate for the planning, implementation, modification, and improvement of programs and services in the transition period for persons with exceptional features.|
|The artifact is scientific research in the field of autism spectrum disorders. It is the coursework created in the learning process. From the assignment, I found out about the studied disciplines in theoretical and practical aspects. I learned to create an independent text, present my own and other people’s thoughts in a reasoned, clear, and consistent manner, and observe the basic formalities of academic work. Working with the coursework, I developed analytical thinking, the ability to work with information, educational and scientific literature, and the development of skills for solving practical problems in the course of professional activity. |
The artifact demonstrates professional knowledge of standards and high-quality training in the field of autism spectrum disorders. Acquired skills reflect the future specialty’s specifics. For example, the ability to be a leader in a team means to set an example with my hard work, perseverance, desire to master knowledge and skills, interest in work (Fan, 2019). The paper includes such critical points as modeling respect, ethics in practice, collegial and productive work of the environment, support for methods of intercultural communication, improvement of programs, services.
Also, the results for people with exceptional opportunities, allocation of appropriate resources for the above aspects. In my paper, I highlighted the knowledge about the laws and policies of the transition period (Council for Exceptional Children, 2016). The qualification work touches aspects of the practical application of such skills as leadership, change, planning in the program, and policy of the transition period, providing opportunities for professional development, training specialists in this area.
Autism spectrum disorder is a complex disorder and a violation of mental development in childhood. It provokes a number of social and behavioral problems; they are directly related to communication, interests, and actions in society. Modern and effective approaches, methods, and strategies include behavioral interventions and applied behavior analysis in improving the socialization and adaptive skills of people with disabilities (Matson & Burns, 2019). Besides, children with autism spectrum disorders are more prone to difficulties when going to school, unlike other classmates. In fact, early intervention programs provide enhanced and highly effective support in the transition age, contribute to the successful start of children’s education at school (Fontil et al., 2019).
In addition, according to research, various training and training courses on the development of social skills in children contribute to greater emancipation and improved communication with peers (Deckers, 2016). In general, social skills training is an effective intervention for children with autism spectrum disorders, which can be applied in everyday clinical practice.
The gained knowledge and acquired skills will help in my professional employment, allow me to maximize forces and resources for a rapid and sustainable increase in inefficiency. They gave me a different perspective of development and training in an interesting direction. Professional competencies will be needed to manage and maintain positive relationships with colleagues, allocate resources, and introduce innovations that improve people’s working system and processes with exceptional opportunities.
Council for Exceptional Children. (2016). What every special educator must know: Professional ethics and standards (7th ed.). Council for Exceptional Children.
Deckers, A., Muris, P., Roelofs, J., & Arntz, A. (2016). A group-administered social skills training for 8-to 12-year-old, high-functioning children with autism spectrum disorders: an evaluation of its effectiveness in a naturalistic outpatient treatment setting. Journal of autism and developmental disorders, 46(11), 3493-3504. Web.
Fan, C. H., Zhang, Y., & Wu, I. C. (2019). Using the CEC advanced preparation standards for special education administration to examine competencies for special education directors. Journal official Education Leadership, 32(1).
Fontil, L., Sladeczek, I. E., Gittens, J., Kubishyn, N., & Habib, K. (2019). From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders. Research in developmental disabilities, 88, pp. 30-41. Web.
Matson, J. L., & Burns, C. O. (2019). Pharmacological treatment of autism spectrum disorder. In S. M. Evans & K. M. Carpenter (Eds.), APA handbook of psychopharmacology (pp. 373–396). American Psychological Association. Web.