Advanced Special Education Preparation Standards (2025)
About Our Advanced Preparation Standards
As special educators progress in their teaching careers, many seek to deepen their skills and broaden their knowledge base through advanced study in classroom or specialty areas. Others choose to pursue new roles with special education. The Council for Exceptional Children (CEC) applauds these efforts, which is why we developed the 2025 Advanced Special Education Practice Based Standards.
Because of the varied nature of these roles, the standards can be very different. But, in general, advanced preparation programs should address (as appropriate to the role):
- Assessment
- Curricular Content knowledge
- Research and Inquiry
- Leadership and Ethical Practices
- Advocacy
- Collaboration
Advanced Special Education Practice Based Standards
| Standard 1 – Assessment | |
|---|---|
| Advanced special education candidates design, implement and use assessment data to improve professional practice and student/school/system outcomes. | |
| Component 1.1: | Advanced special education candidates utilize valid and reliable culturally and linguistically appropriate measures and procedures in all forms of assessment. |
| Component 1.2: | Advanced special education candidates design valid evaluation tools, collect and analyze evaluation data reliably to improve programs, supports, and services for individuals with exceptionalities and their families at the program/system level. |
| Component 1.3: | Advanced special education candidates utilize technology to analyze classroom/school/systems data sets to inform changes to programming. |
| Standard 2 – Curricular Content Knowledge | |
|---|---|
| Advanced special education candidates use their knowledge of subject matter content and specialized curricula, instructional and assistive technologies, and evidence-based practices to improve programs, supports, and services at classroom, school, community, and system levels. | |
| Component 2.1: | Advanced special education candidates align educational content standards to challenging curricula to meet the needs of individuals with exceptionalities. |
| Component 2.2: | Advanced special education candidates use an understanding of cultural, social, and economic diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula, programs, supports, and services for individuals with exceptionalities. |
| Component 2.3: | Advanced special education candidates use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities. |
| Standard 3 – Research and Inquiry | |
|---|---|
| Advanced special education candidates conduct, evaluate, and use inquiry to guide professional practice. | |
| Component 3.1: | Advanced special education candidates engage in the design and implementation of research and inquiry to support continuous instructional/program/system improvement. |
| Component 3.2: | Advanced special education candidates use the professional literature to continuously broaden and deepen their professional knowledge and expand their expertise with instructional and assistive technologies, curriculum standards, and effective teaching strategies, to improve practices at the classroom/school/system levels. |
| Component 3.3: | Advanced special education candidates actively participate in professional development and professional learning communities to increase professional knowledge and expertise. |
| Component 3.4: | Advanced special education candidates evaluate research and inquiry to identify effective practices. |
| Standard 4 – Leadership and Ethical Practices | |
|---|---|
| Advanced special education candidates provide leadership and model ethical practices to ensure all students with exceptionalities receive a high-quality education from competent and knowledgeable professionals. | |
| Component 4.1: | Advanced special education candidates lead by staying informed of current issues, contextualizing work in the history of special education, and being well versed in legal policies and ethical considerations. |
| Component 4.2: | Advanced special education candidates facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. |
| Component 4.3: | Advanced special education candidates offer professional development opportunities and educate all stakeholders about teaching and working with learners with exceptionalities and their families. |
| Component 4.4: | Advanced special education candidates use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities. |
| Component 4.5: | Advanced special education candidates provide mentoring and support to paraprofessionals and novice educators on an ongoing basis and ensure that they are fully aware of the ethical expectations of their roles and responsibilities. |
| Component 4.6: | Advanced special education candidates plan, present, and evaluate professional development focusing on effective and ethical practices at all organizational levels. |
| Component 4.7: | Advanced special education candidates model high professional expectations and create supportive environments that safeguard legal rights and improve outcomes for individuals with exceptionalities and their families. |
| Component 4.8: | Advanced special education candidates actively promote the advancement of the profession. |
| Standard 5 – Advocacy | |
|---|---|
| Advanced special education candidates advocate for policies and practices that lead to improved outcomes for individuals with exceptionalities and ensure that the policies and practices that are governed by law are properly implemented in schools and practiced by all stakeholders. | |
| Component 5.1: | Advanced special education candidates advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities. |
| Component 5.2: | Advanced special education candidates apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. |
| Standard 6 – Collaboration | |
|---|---|
| Advanced special education candidates create and maintain collegial and productive work environments that respect and safeguard the rights of learners with exceptionalities and their families. | |
| Component 6.1: | Advanced special education candidates use culturally responsive practices to inform and foster collaboration. |
| Component 6.2: | Advanced special education candidates collaborate to promote understanding, resolve conflicts, and build consensus for improving programs, services, and outcomes for individuals with exceptionalities. |
| Component 6.3: | Advanced special education candidates model respect and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities. |