24:15:06:23.  Birth through preschool special education endorsement. A birth through preschool special education endorsement requires 18 semester hours of coursework, including a three semester hour practicum specific to birth through preschool special education. This endorsement requires both coursework completion and a passing score on the designated state test. Coursework should address the following competencies:

          (l)  Basic knowledge and understanding of growth and development of the child from birth through age eight with emphasis on the infant, toddler, and preschool child in physical, social, emotional, cognitive, language, and aesthetic areas to include:

               (a)  Identifying typical and atypical behaviors;

               (b)  Identifying individual learning needs, specifying goals relative to the needs, and implementing program objectives to facilitate those needs; and

               (c)  Comprehending cultural diversity and its implications, to include supporting home language preservation and promoting antibias;

          (2)  Demonstrated competence in planning and implementing programs with developmentally appropriate curriculum to include:

               (a)  Use of manipulative materials and play to enhance development and learning; and

               (b)  Integrated learning experiences and activities using central concepts and tools of inquiry in all curriculum content areas with emphasis in language and literacy, mathematics, safety, nutrition, social sciences, science, music, drama, art, and movement;

          (3)  Etiology and characteristics of disabilities as defined by the Individuals with Disabilities Education Act Amendments of 1997 (20 U.S.C. 1400 et seq) June 4, 1997;

          (4)  Placement committee process including:

               (a)  Interdisciplinary, transdisciplinary, and interagency teaming;

               (b)  Roles and responsibilities of members;

               (c)  Development of Individual Family Service Plan and Individual Educational Program;

               (d)  Monitoring student progress toward annual or semi-annual goals; and

               (e)  Organization, maintenance, and appropriate use of student records;

          (5)  Curriculum, instruction, and intervention to include:

               (a)  Developing, implementing, and evaluating a variety of instructional approaches for young children with disabilities;

               (b)  Adapting, selecting, and using curricular materials;

               (c)  Adapting environment, equipment, and assistive technology devices;

               (d)  Developing and implementing positive behavioral interventions; and

               (e)  Use of techniques for implementation in home, community, and center-based settings;

          (6)  Screening, assessing, and evaluating young children with special needs, including:

               (a)  Development, selection, administration, and interpretation of formal and informal instruments for academic, cognitive, communicative, social, emotional, behavioral, psychomotor, and self-help skills;

               (b)  Application of assessment information for determining eligibility for special education; and

               (c)  Application of assessment information for developing Individual Family Service Plan and Individual Educational Program; and

          (7)  Policies and services related to birth through preschool special education and basic knowledge of state laws, policies, and procedures, including transition procedures.

          Source: 25 SDR 13, adopted July 21, 1998, effective September 1, 2000; transferred from § 24:16:08:47, 30 SDR 211, effective July 5, 2004; 32 SDR 41, effective September 11, 2005; 36 SDR 169, effective May 11, 2010.

          General Authority: SDCL 13-1-12.1, 13-42-3.

          Law Implemented: SDCL 13-42-3, 13-42-4.

          Cross-References: Individual Family Service Plan, ch 24:14:13; Individual Educational Program, ch 24:05:27.