Domain - Professional Practice in Special Education
TOP > Education > Special Education > Professional Practice in Special Education
| 0 Qualifications | 11 Assessment Standards (11 Units) | View Education Organisations with Consent to Assess |
Qualifications Domain-full
No qualifications currently registered at this level. Also check fields and sub-fields.
Assessment Standards
Hide education organisations, CMR & purpose »
Level 4
Describe and support a collaborative consultative team approach for young people with special needs
This standard has expired and is no longer available.
Version 6
9143 Unit Standard 6 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: describe a collaborative consultative team approach for those who work with young people with special education needs; describe and analyse attitudes applicable to collaborative consultation; describe skills applicable to a collaborative consultative team approach.
Standard-setting body:
Toitu te Waiora Community, Health, Education and Social Services Workforce Development Council
Level 5
Identify and apply ethical guidelines for working with young people who have special education needs
This standard has expired and is no longer available.
Version 6 This unit standard was replaced by unit standard 31999.
9135 Unit Standard 6 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: describe the purpose of codes of ethics; describe and apply a code of ethics relevant for working with young people with special education needs; and describe procedures for dealing with ethical concerns.
Standard-setting body:
Toitu te Waiora Community, Health, Education and Social Services Workforce Development Council
Level 6
Describe prenatal and early childhood development and factors which may affect development
This standard has expired and is no longer available.
Version 3
9136 Unit Standard 10 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: evaluate theories and themes of early child development; describe genetics and genetic conditions that may affect development of infants, toddlers and young children with special needs; describe prenatal human development; describe birth processes and procedures in relation to families of an infant with special needs; describe physical and perceptual development in relation to infants, toddlers and young children with special needs; describe cognitive development in relation to infants, toddlers and young children with special needs; describe social development in relation to infants, toddlers and young children with special needs describe communication and language development in relation to infants, toddlers and young children with special needs; describe the development of personal care skills in relation to infants, toddlers and young children with special needs; and record and analyse the development of an infant, toddler or young child over time. This unit standard is intended for those who work in a specialist teacher or an advisory role with infants, toddlers and young children who have special needs.
Standard-setting body:
Demonstrate knowledge of child and adolescent development of young people with special needs
This standard has expired and is no longer available.
Version 3
9137 Unit Standard 8 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: evaluate theories and themes of child and adolescent development; describe physical development in relation to children and adolescents with special education needs; describe cognitive development in relation to children and adolescents with special education needs; describe social development in relation to children and adolescents with special education needs; describe communication and language development in relation to children and adolescents with special education needs; describe sexuality development in relation to children and adolescents with special education needs; and describe particular challenges and difficulties that may be associated with adolescence. This unit standard is intended for those who work in a specialist teacher or an advisory role with young people who have special education needs.
Standard-setting body:
Describe history and appraise theories, current research, and issues in early intervention practice
This standard has expired and is no longer available.
Version 3
9138 Unit Standard 6 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: describe the history of early intervention practice; appraise theories and models associated with early intervention practice; evaluate current approaches to early intervention practice; examine issues associated with early intervention theories and research; and describe and analyse Te Whariki and its application to those with early intervention needs. This unit standard is intended for those who work in a specialist teacher or an advisory role with infants, toddlers, and young children who have special needs.
Standard-setting body:
Describe legal rights and advocate for young people with special education needs and their families
This standard has expired and is no longer available.
Version 4
9139 Unit Standard 4 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: describe the rights to education of young people with special education needs; describe the general civil rights of young people with special education needs and their families; describe and appraise different kinds of advocacy associated with young people with special education needs and their families; and demonstrate advocacy associated with a young person with special education needs and his or her family. This unit standard is intended for those who work in a specialist teacher or an advisory role with young people who have special education needs.
Standard-setting body:
Establish relationships with young people with special education needs and their families
This standard has expired and is no longer available.
Version 3
9140 Unit Standard 6 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: demonstrate knowledge of families; describe possible implications for families of a young person with special education needs; describe considerations for working with Maori young people and their whanau; appraise relationships between professionals and families of young people with special education needs; establish a relationship with a young person who has special education needs; establish relationships with a family of a young person who has special education needs; and appraise issues associated with working with young people and their families. This unit standard is intended for those who work in a specialist teacher or an advisory role with young people who have special education needs.
Standard-setting body:
Describe and demonstrate the itinerant teaching role in special education
This standard has expired and is no longer available.
Version 3
9142 Unit Standard 3 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: examine policy, roles, and responsibilities associated with itinerant special education services; demonstrate negotiation and contracting skills associated with itinerant special education roles; demonstrate management of an itinerant teaching role; and appraise issues associated with an itinerant teaching role. This unit standard is intended for those who work in a specialist teacher role with young people who have special education needs.
Standard-setting body:
Level 7
Demonstrate supervision skills within special education
This standard has expired and is no longer available.
Version 3
11694 Unit Standard 4 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: describe and appraise a range of supervision models and evaluate their application to education settings; plan and negotiate supervision; implement supervision; and appraise issues associated with supervision. This unit standard is intended for those who work in a specialist teaching or an advisory role with young people with special education needs.
Standard-setting body:
Review history, current provisions, approaches and issues in special education
This standard has expired and is no longer available.
Version 3
9134 Unit Standard 10 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: describe and appraise disability perspectives and discourse; demonstrate knowledge of the history of education of young people with special education needs; describe current provisions associated with the education of young people with special education needs; describe and appraise current practice associated with inclusion; describe and appraise approaches associated with special facilities and specialist provisions; describe and appraise team approaches associated with the education of young people with special education needs; and examine issues associated with the education of young people who have special education needs. This unit standard is intended for those who work in a specialist teacher or an advisory role with young people who have special education needs.
Standard-setting body:
Develop a collaborative consultative approach in special education
This standard has expired and is no longer available.
Version 3
9141 Unit Standard 10 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: compare models of consultation and models of teamwork for those who work with young people with special education needs; describe and appraise system wide approaches for those who work with young people with special education needs; describe a collaborative, consultative approach for those who work with young people with special education needs; demonstrate interpersonal and problem solving skills that facilitate the problem solving process; demonstrate knowledge of personal attitudes relevant to collaborative consultation; participate as a member of a collaborative consultative team; evaluate the implementation of collaborative consultation; and appraise issues associated with a collaborative consultative approach to working with young people with special needs. This unit standard is intended for those who work in a specialist teacher or an advisory role with young people who have special needs.
Standard-setting body:
Data as at 02 December 2023