MMSN & ESN

Demonstrate the ability to support the movement, mobility, sensory and specialized health care needs required for students to participate fully in classrooms, schools, and the community. Organize a safe environment for all students that include barrier free space for independent mobility, adequate storage and operation of medical equipment (as appropriate) and other mobility and sensory accommodations.

Resources:

• Inclusive Classroom Spaces
• Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities
• Tube Feeding at School
• National Center on Deaf-Blindness

Demonstrate the ability to address functional limitations of movement and/or sensation for students with orthopedic impairments who may have a co-existing health impairment and/or intellectual disability but have difficulty accessing their education due to physical limitations.

• Inclusive Classroom Spaces
• Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities
• Tube Feeding at School
• National Center on Deaf-Blindness

Demonstrate the knowledge, skills, and abilities to understand and address the needs of the peers and family members of students who have sustained and traumatic brain injury as they transition to school and present with a change in function.

Resources:

• Supporting Systems to Transition Students with TBI (PDF)
• Transition Toolkit for Students with TBI (PDF)

Demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g., orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g., attachment. temperament), and their implications for learning.

• Disabilities
• Amythest Schab
• ESN Sept 1 2022 with CA CEEDAR Peer Panel
• ESN Panel CA CEEDAR Presentation Slides

Demonstrate knowledge of core challenges associated with the neurology of open or closed head injuries resulting in impairments and adjust teaching strategies based upon the unique profile of students who present with physical/medical access issues or who retain a general fund of knowledge, but demonstrate difficulty acquiring and obtaining new information due to poor memory processing, as well as neuro behavioral issues.

• Concrete Strategies to Support Executive Functioning
• Teaching Strategies for Students with TBI
• Brain Injury Manual for Educators
• Brain Injury Alliance for CA

Each candidate utilizes assessment data to: 1) identify effective intervention and support techniques, 2) develop needed augmentative and alternative systems, 3) implement instruction of communication and social skills, 4) create and facilitate opportunities for interaction, 5) develop communication methods to demonstrate student academic knowledge, and 6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities

Resource

• TIES 101: Communication Supports in the Inclusive Class
• Teaching AAC
• Communication Access Padlet
• Ecological Assessment: Example, Blank, and Project Instructions
• ESN Panel CA CEEDAR  (video)

Possess the knowledge that the diminishment or loss of previous abilities (learning, social, physical) may be significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.

Resource

• Traumatic Brain Injury: Center for Parent Information
• Returning to School After Traumatic Brain Injury
• Classroom Interventions for Students with Traumatic Brain Injuries
• In the Classroom: Traumatic Brain Injury ... What Teachers Should Know