N.H. Admin. Code § Ed 507.44

Current through Register No. 45, November 7, 2024

Section Ed 507.44 - Special Education Teacher in Area of Emotional and Behavioral Disabilities

To be certified as teacher in the area of emotional and behavioral disabilities, the candidate shall:

(a) Have at least a bachelor's degree and certification in general special education under Ed 507.40; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Understand law, policies, and principles regarding behavior management, planning, and implementation;

b. Understand legal, judicial, and educational systems as related to emotional and behavioral disabilities, including handling confidential information as required by laws and regulations;

c. Understand principles of normalization and concept of least restrictive environment for individuals with emotional and behavioral disabilities; and

d. Understand the theory of reinforcement techniques in serving individuals with emotional and behavioral disabilities;

(2) In the area of development and characteristics of learners, the ability to:

a. Demonstrate knowledge of the etiology and identification of emotional and behavioral disabilities;

b. Understand current trends and treatment of physical development, disability, and health impairments related to individuals with emotional and behavioral disabilities; and

c. Demonstrate an understanding of the social characteristics of individuals with emotional and behavioral disabilities;

(3) In the area of individual learning differences, the ability to:

a. Recognize variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with emotional and behavioral disabilities and their families in a school setting; and

b. Demonstrate an understanding of the learning differences among individuals from culturally diverse backgrounds;

(4) In the area of instructional strategies, the ability to:

a. Identify and use appropriate specialized materials for individuals with emotional and behavioral disabilities;

b. Implement prevention and intervention strategies for individuals at risk of emotional and behavioral disabilities;

c. Consider the advantages and limitations of instructional strategies and practices for teaching individuals with emotional and behavioral disabilities;

d. Use a variety of resources and techniques while transitioning individuals with emotional and behavioral disabilities into and out of school and post-school environments; and

e. Utilize strategies for integrating student-initiated learning experiences into ongoing instruction for individuals with emotional and behavioral disabilities;

(5) In the area of learning environments and social interactions, the ability to:

a. Maintain consistent teacher attitudes and behaviors that influence behavior of individuals with emotional and behavioral disabilities;

b. Teach appropriate social skills needed for educational and other environments;

c. Understand the advantages and disadvantages of placement options and the continuum of services for individuals with emotional and behavioral disabilities;

d. Utilize functional classroom designs for individuals with emotional and behavioral disabilities;

e. Create a safe, equitable, positive, and supporting learning environment in which diversities are valued;

f. Identify realistic expectations for personal and social behavior in various settings and identify supports needed for successful integration;

g. Design learning environments that encourage active participation in individual and group activities by modifying the learning environment to manage behaviors;

h. Use the least intensive behavior management strategy consistent with the specific needs of an individual with emotional and behavioral disabilities;

i. Teach self-advocacy strategies and skills so that an individual with emotional and behavioral disabilities can be more proactive;

j. Structure, direct, and support the activities of paraeducators, volunteers, and tutors to support and encourage self-advocacy and increased independence;

k. Establish a consistent classroom routine for individuals with emotional and behavioral disabilities; and

l. Use skills in problem solving and conflict resolution;

(6) In the area of language, the ability to:

a. Consider the effects of cultural and linguistic differences on growth, development, and communication;

b. Understand the ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding; and

c. Use strategies to support and enhance communication skills of individuals;

(7) In the area of instructional planning, the ability to:

a. Utilize theories and research for the basis of curriculum development and instructional practice relating to state-recommended curriculum;

b. Use technology for planning and managing the teaching and learning environment as related to emotional and behavioral disabilities;

c. Understand the roles and responsibilities of the paraeducator relating to instructional support, intervention, and direct service;

d. Design, locate, and use specialized materials for individuals with emotional and behavioral disabilities;

e. Use procedures to increase an individual's self-awareness, self-management, self- control, self-reliance, self-esteem, and self-advocacy;

f. Use a variety of non-aversive techniques to control targeted behaviors and maintain attention of individuals with emotional and behavioral disabilities;

g. Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior;

h. Integrate academic instruction, affective education, and behavior management for individuals and groups with emotional and behavior disabilities;

i. Involve the individual and family in setting instructional goals and monitoring progress;

j. Use functional assessments to develop intervention plans;

k. Integrate affective, social, and life skills with academic curricula;

l. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, gender, and individual differences;

m. Make responsive adjustments to instruction based on continual observations; and

n. Prepare individuals to react in a positive manner that reflects self-esteem in response to societal attitudes and actions;

(8) In the area of assessment, the ability to:

a. Understand and utilize basic terminology used in assessment of emotional and behavioral disabilities;

b. Utilize appropriate policies and procedures involved in the screening, identification, programming, and placement of individuals with emotional and behavioral disabilities including academic and social behaviors;

c. Understand types and importance of information concerning individuals with emotional and behavioral disabilities available in collaboration with families and public or private agencies;

d. Assess appropriate and problematic social behaviors of individuals with emotional and behavioral disabilities;

e. Use assessment information in making eligibility, program, and placement decisions for individuals with emotional and behavioral disabilities;

f. Collect, analyze, and interpret formal and informal assessment data to report to all stakeholders using effective communication skills; and

g. Monitor intragroup behavior changes from subject to subject and activity to activity applicable to individuals with emotional and behavioral disabilities;

(9) In the area of professional practice, the ability to:

a. Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession;

b. Conduct professional activities in compliance with applicable laws and policies as related to emotional and behavioral disabilities;

c. Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals with emotional and behavioral disabilities;

d. Demonstrate knowledge of organizations and publications relevant to the field of emotional and behavioral disabilities; and

e. Participate in activities of professional organizations relevant to the field of emotional and behavioral disabilities; and

(10) In the area of collaboration, the ability to:

a. Understand services, networks, and organizations for individuals with emotional and behavioral disabilities and their transition into the community;

b. Provide parent education programs and behavior management guides that address severe behavioral problems and facilitate communication for individuals with emotional and behavioral disabilities;

c. Utilize collaborative and consultative roles of special and general educators in the integration or reintegration of individuals with emotional and behavioral disabilities;

d. Understand the role of professional groups and referral agencies in identifying, assessing, and providing confidential services to individuals with emotional and behavioral disabilities;

e. Understand and utilize elements of the community culture that promote effective communication and collaboration with individuals with emotional and behavioral learning needs, families, school personnel, and community members;

f. Maintain confidential communication about individuals with emotional and behavioral disabilities;

g. Foster respectful and beneficial relationships between families and professionals, including families with cultural diversity;

h. Collaborate with school personnel and community members in integrating individuals with emotional and behavioral disabilities into various settings;

i. Model techniques and coach others in the use of instructional methods;

j. Communicate with school personnel about the characteristics and needs of individuals with emotional and behavioral disabilities;

k. Observe, evaluate, and provide feedback to paraeducators and support them by providing documentation; and

l. Teach parents to use appropriate behavior management and counseling techniques.

N.H. Admin. Code § Ed 507.44

#8229, eff 12-17-04; ss by #9157, eff 7-1-08

Amended by Volume XXXVI Number 36, Filed September 8, 2016, Proposed by #11153, Effective 8/16/2016, Expires 8/16/2026.

Renumbered by #12603 (formerly Ed 507.42).