(1) The program requires that successful candidates:

(a) understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities; 

(b) demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning that:

(i)  is based on ongoing analysis of student learning, self-reflection, and professional standards, research, and contemporary practices;

(ii)  allows all individuals with exceptionalities to become active, effective learners with positive social interactions, self-determination, and healthy well-being;

(c) demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities;

(d) use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions, including:

(i)  ability to identify, collect, and understand quantitative and qualitative data;

(ii)  ability to accurately prepare Present Level of Academic Achievement and Functional Performance;

(iii)  ability to accurately prepare Measurable Annual Goals,

(iv)  ability to accurately administer, score, and analyze the results of formative, summative, and standardized assessments; and

(v)  ability to accurately interpret and present the assessment results and make ongoing adjustments to instruction;

(e) select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning;

(f) use foundational knowledge of the field along with professional ethics and standards;

(g) collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications;

(h) demonstrate an understanding of the philosophical, historical, and legal foundations of special education including:

(i)  identification of social and cultural movements in special education law;

(ii)  knowledge of court cases which shaped special education law; and

(iii)  understanding of legal resources to assist decision making;

(i) demonstrate knowledge of typical and atypical language development and use systematic evidence-based instruction to enhance language development and teach communicative competence; 

(j) demonstrate knowledge and understanding of special education laws and regulations, procedural safeguards, ethical concerns, evaluations/documentation, and appropriate instructional strategies and techniques to support students with social, emotional, and/or behavioral needs through the use of preventative and responsive practices; and

(k) demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms;

(l)  demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification; and

(m)  demonstrate the ability to determine service and transitional needs and placement in a least restrictive environment (LRE) in order to ensure a free and appropriate public education (FAPE) once a student has been identified and qualified for services.