CHAPTER 15
REQUIREMENTS FOR SPECIAL EDUCATION ENDORSEMENTS
[Prior to 9/7/88, see Education Department[281] Ch 73]
[Prior to 10/3/90, see Education Department[281] Ch 81]
282—15.1(272) Special education teaching endorsements.
	15.1(1) Program requirements.
	a. 	Baccalaureate or master’s degree from a regionally accredited institution.
	b. 	Completion of an approved human relations component.
	c. 	Completion of the exceptional learner program, which must include preparation that contributes to the education of individuals with disabilities and the talented and gifted.
	d. 	Professional education core. Refer to 282—paragraphs 14.123(4)“a” through “j.”
	e. 	Completion of pre-student teaching field-based experiences in special education.
	f. 	Student teaching. Each applicant for an Iowa license with a special education instructional endorsement must file evidence of completing an approved student teaching program in special education. This experience must be full-time in an approved special education classroom. An approved special education classroom is one which is recognized by the state in terms of the respective state rules for special education.
This special education student teaching experience shall qualify for each special education instructional endorsement sought on an original application for Iowa licensure if at the same grade level.
	15.1(2) Adding special education instructional endorsements to Iowa licenses. After the issuance of a practitioner license, an individual may add other special education instructional endorsements to that license upon proper application provided current requirements for the endorsement(s) have been met. However, if an applicant is seeking to add a special education instructional endorsement at the same level, elementary or secondary, as other endorsements held, the student teaching component set out in the rules for added endorsement areas is not required.
However, if the applicant holds the K-8 special education endorsement for the 5-12 endorsement area being added, the applicant may satisfy the requirement for a student teaching experience by completing all the required coursework and presenting verification of competence. This verification of competence shall be signed by a licensed evaluator who has observed and formally evaluated the performance of the applicant at the secondary level.
282—15.2(272) Specific requirements. For each of the following teaching endorsements in special education, the applicant must have completed 24 semester hours in special education.
	15.2(1) to 15.2(5) Rescinded IAB 7/20/05, effective 8/24/05.
	15.2(6) Deaf or hard of hearing.
	a. 	Option 1. This endorsement authorizes instruction in programs serving students with hearing loss from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8). An applicant for this option must complete the following requirements and must have completed an approved program in teaching the deaf or hard of hearing from a recognized Iowa or non-Iowa institution and must hold a regular education endorsement. See rules 282—14.140(272) and 282—14.141(272).
	(1)	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, and including individuals from culturally and linguistically diverse backgrounds.
	(2)	Characteristics of learners. Preparation which includes various etiologies of hearing loss, an overview of current trends in educational programming for students with hearing loss and educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from birth to age 21. Preparation in the social, emotional and behavioral characteristics of individuals with hearing loss, including the impact of such characteristics on classroom learning. Knowledge of the anatomy and physiology of the hearing mechanism and knowledge of the development of secondary senses when hearing is impaired, effect of hearing loss on learning experiences, psychological aspects of hearing loss, and effects of medications on the hearing system.
Preparation in the psychological and social-emotional characteristics of individuals with hearing loss to include the major social characteristics of individuals with hearing loss and the effects of this disability on learning, and the social and emotional aspects of individuals with hearing loss. Physical development and potential health impairments as they relate to the development and behavior of students with hearing loss.
Components of linguistic and nonlinguistic communication used by individuals who are deaf or hard-of-hearing and communication modes used by and with individuals who are deaf or hard-of-hearing, including current theories of language development in individuals who are deaf or hard-of-hearing.
	(3)	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities, including necessary alternative assessment techniques arising out of the nature of the disability and medial reports and other related diagnostic information. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions.
	(4)	Methods and strategies. Methods and strategies which include numerous models for providing curricular and instructional methodologies utilized in the education of students who are deaf or hard-of-hearing and sources of specialized materials for individuals who are deaf or hard-of-hearing. These strategies must include knowledge of teaching academic subjects and language and speech to students who are deaf or hard-of-hearing and have a knowledge of American Sign Language. Curricula for the development of cognitive, academic, social, language and functional life skills for individuals who are deaf or hard-of-hearing, and related instructional and remedial methods and techniques, including appropriate assistive technology. The focus of these experiences is for students at all levels from birth to age 21. This preparation must include alternatives for teaching skills and strategies to individuals who are deaf or hard-of-hearing who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
Strategies for teaching technology skills and other instructional aids for students who are deaf or hard-of-hearing.
	(5)	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	(6)	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities, including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	(7)	Transitional collaboration. Sources of services, organizations, and networks for individuals who are deaf or hard-of-hearing, including career, vocational and transitional support to postschool settings with maximum opportunities for decision making and full participation in the community.
	(8)	Student teaching. Student teaching in programs across the age levels of this endorsement. If the student teaching program has a unique age-level emphasis (e.g., K-8 or 5-12), there must be planned activities which incorporate interactive experiences at the other age level.
	b. 	Option 2. An applicant who holds an endorsement in deaf or hard of hearing issued in another state or who is eligible for such an endorsement but who does not also hold or is not eligible for a regular education endorsement in Iowa (see rules 282—14.140(272) and 282—14.141(272)) must meet the following basic requirements in addition to those set out in paragraph 15.2(6)“a.”
	(1)	Child growth and development with emphasis on the emotional, physical, and mental characteristics of elementary age children unless completed as part of the professional education core. See 282—subrule 14.123(4).
	(2)	Methods and materials of teaching elementary language arts.
	(3)	Methods and materials of teaching elementary reading.
	(4)	Elementary curriculum methods and materials unless completed as part of another elementary level endorsement program (e.g., 282—subrule 14.140(2), 14.140(3), or 14.140(12) or a similar elementary endorsement program).
	(5)	Methods and materials of teaching elementary mathematics.
	(6)	Adolescent growth and development with emphasis on the emotional, physical, and mental characteristics of adolescent age children unless completed as part of the professional education core. See 282—subrule 14.123(4).
	(7)	Adolescent literacy or secondary content area reading.
	(8)	Secondary methods unless completed as part of the professional education core. See 282—subrule 14.123(4).
	15.2(7) Visually disabled.
	a. 	Option 1. This endorsement authorizes instruction in programs serving students with visual disabilities from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8). An applicant for this option must complete the following requirements and must have completed an approved program in visual disabilities from a recognized Iowa or non-Iowa institution and must hold a regular education endorsement. See rules 282—14.140(272) and 282—14.141(272).
	(1)	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, and including individuals from culturally and linguistically diverse backgrounds.
	(2)	Characteristics of learners. Preparation which includes various etiologies of visual impairment, an overview of current trends in educational programming for students with visual disabilities and educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from birth to age 21. Preparation in the social, emotional and behavioral characteristics of individuals with visual disabilities, including the impact of such characteristics on classroom learning. Development of the human visual system, development of secondary senses when vision is impaired, effect of visual disability on development, impact of visual disability on learning and experiences, psychological aspects of visual disability, and effects of medications on the visual system. Preparation in the psychological and social-emotional characteristics of individuals with visual disabilities to include the major social characteristics of individuals with visual disabilities and the effects of this disability on learning, and the social and emotional aspects of individuals with visual disabilities. Physical development and potential health impairments as they relate to the development and behavior of students with visual disabilities.
	(3)	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities, including necessary alternative assessment techniques arising out of the nature of the disability and medical reports and other related diagnostic information. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions.
	(4)	Methods and strategies. Methods and strategies which include numerous models for providing curricular and instructional methodologies utilized in the education of visually disabled students and sources of curriculum materials for individuals with disabilities. These strategies must include knowledge of teaching Braille reading and writing, the skill in teaching handwriting and signature writing to individuals with low vision or who are blind, listening and compensatory auditory skills and typing and keyboarding skills. Curricula for the development of cognitive, academic, social, language and functional life skills for individuals with visual disabilities, and related instructional and remedial methods and techniques, including appropriate assistive technology. The focus of these experiences is for students at all levels from birth to age 21. This preparation must include alternatives for teaching skills and strategies to individuals with visual disabilities who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
Strategies for teaching technology skills, other instructional aids for visually disabled students, strategies for teaching organization and study skills, tactual and perceptual skills, adapted physical and recreational skills and strategies for promoting self-advocacy in individuals with visual disabilities and for structured pre-cane orientation and mobility assessment and instruction.
	(5)	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	(6)	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities, including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	(7)	Transitional collaboration. Sources of services, organizations, and networks for individuals with visual disabilities, including career, vocational and transitional support to postschool settings with maximum opportunities for decision making and full participation in the community.
	(8)	Student teaching. Student teaching in programs across the age levels of this endorsement. If the student teaching program has a unique age-level emphasis (e.g., K-8 or 5-12), there must be planned activities which incorporate interactive experiences at the other age level.
	b. 	Option 2. An applicant who holds an endorsement for visually disabled issued in another state or who is eligible for such an endorsement but who does not also hold or is not eligible for a regular education endorsement in Iowa (see rules 282—14.140(272) and 282—14.141(272)) must meet the following basic requirements in addition to those set out in paragraph 15.2(7)“a.”
	(1)	Child growth and development with emphasis on the emotional, physical, and mental characteristics of elementary age children unless completed as part of the professional education core. See 282—subrule 14.123(4).
	(2)	Methods and materials of teaching elementary language arts.
	(3)	Methods and materials of teaching elementary reading.
	(4)	Elementary curriculum methods and materials unless completed as part of another elementary level endorsement program (e.g., 282—subrule 14.140(2), 14.140(3), or 14.140(12) or a similar elementary endorsement program).
	(5)	Methods and materials of teaching elementary mathematics.
	(6)	Adolescent growth and development with emphasis on the emotional, physical, and mental characteristics of adolescent age children unless completed as part of the professional education core. See 282—subrule 14.123(4).
	(7)	Adolescent literacy or secondary content area reading.
	(8)	Secondary methods unless completed as part of the professional education core. See 282—subrule 14.123(4).
	15.2(8) to 15.2(10) Rescinded IAB 7/20/05, effective 8/24/05.
	15.2(11) Speech and language teacher. Reserved.
	15.2(12) Instructional endorsement. Applicants for a special education instructional endorsement may present evidence of three years’ successful teaching experience in the type of assignment authorized by the endorsement to appear on the license sought in lieu of the credits in student teaching required for the endorsement, provided the following three conditions are met:
	a. 	The three years of experience to be substituted for student teaching shall have been gained on a valid license or certificate other than a temporary or emergency certificate or license.
	b. 	A corresponding number of semester hours of credit is presented in other special education courses, and
	c. 	The institution recommending the applicant for such endorsement agrees to the substitution.
	15.2(13) K-8 mildly disabled. This endorsement authorizes instruction to mildly disabled children who require special education program adaptations while assigned to a regular classroom for basic instructional purposes, or mildly disabled students placed in a special education class who receive part of their instruction in a regular classroom, or mildly disabled students requiring specially designed instruction while assigned to a regular classroom for basic instructional purposes.
Requirements for this endorsement:
	1.	Hold a regular education instruction endorsement at the elementary level. For the elementary level, this is the general elementary classroom endorsement (the previous #10 or the current #102).
	2.	Hold one of the following endorsements at the elementary level: learning disabilities, mild-moderate mentally handicapped, behavioral disorders, multicategorical resource room or multicategorical-special class with integration.
	15.2(14) 5-12 mildly disabled. This endorsement authorizes instruction to mildly disabled children who require special education program adaptations while assigned to a regular classroom for basic instructional purposes, or mildly disabled students placed in a special education class who receive part of their instruction in a regular classroom, or mildly disabled students requiring specially designed instruction while assigned to a regular classroom for basic instructional purposes.
Requirements for this endorsement:
	1.	Hold a regular education instruction endorsement at the secondary level (grades 5-12).
	2.	Hold one of the following endorsements at the secondary level: learning disabilities, mild-moderate mentally handicapped, behavioral disorders, multicategorical resource room or multicategorical-special class with integration.
Note:  These endorsements are designed for programs serving primarily the mildly disabled students; the sensory impaired are not included as “mildly disabled.”
	15.2(15) Instructional strategist I: mild and moderate.
	a. 	Option 1—K-8 mild and moderate. This endorsement authorizes instruction in all K-8 mild and moderate instructional special education programs without regard to the instructional model. An applicant for this option must complete the following requirement and must hold a regular education endorsement. See rule 282—14.18(272).
The applicant must present evidence of having completed the following program requirements.
	(1)	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, exceptional child, and including individuals from culturally and linguistically diverse backgrounds.
	(2)	Characteristics of learners. Preparation which includes various etiologies of mild and moderate disabilities, an overview of current trends in educational programming for mild and moderate disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming, and includes the general developmental, academic, social, career and functional characteristics of individuals with mild and moderate disabilities as the characteristics relate to levels of instructional support required, and the psychological and social-emotional characteristics of individuals with mild and moderate disabilities.
	(3)	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions.
	(4)	Methods and strategies. Methods and strategies which include numerous models for providing curricular and instructional methodologies utilized in the education of the mildly and moderately disabled, and sources of curriculum materials for individuals with disabilities. Curricula for the development of cognitive, academic, social, language and functional life skills for individuals with exceptional learning needs, and related instructional and remedial methods and techniques, including appropriate assistive technology. The focus of these experiences is for students at the K-8 level. This preparation must include alternatives for teaching skills and strategies to individuals with disabilities who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
	(5)	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	(6)	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	(7)	Student teaching. Student teaching in a K-8 mild and moderate special education program.
	b. 	Option 1—5-12 mild and moderate. This endorsement authorizes instruction in all 5-12 mild and moderate instructional special education programs without regard to the instructional model. An applicant for this option must complete the following requirements and must hold a regular education endorsement. See rule 282—14.18(272).
The applicant must present evidence of having completed the following program requirements.
	(1)	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, exceptional child, and including individuals from culturally and linguistically diverse backgrounds.
	(2)	Characteristics of learners. Preparation which includes various etiologies of mild and moderate disabilities, an overview of current trends in educational programming for mild and moderate disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming, and includes the general developmental, academic, social, career and functional characteristics of individuals with mild and moderate disabilities as the characteristics relate to levels of instructional support required, and the psychological and social-emotional characteristics of individuals with mild and moderate disabilities.
	(3)	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions.
	(4)	Methods and strategies. Methods and strategies which include numerous models for providing curricular and instructional methodologies utilized in the education of the mildly and moderately disabled, and sources of curriculum materials for individuals with disabilities. Curricula for the development of cognitive, academic, social, language and functional life skills for individuals with exceptional learning needs, and related instructional and remedial methods and techniques, including appropriate assistive technology. The focus of these experiences is for students at the 5-12 level. This preparation must include alternatives for teaching skills and strategies to individuals with disabilities who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
	(5)	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	(6)	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	(7)	Transitional collaboration. Sources of services, organizations, and networks for individuals with mild and moderate disabilities, including career, vocational and transitional support to postschool settings with maximum opportunities for decision making and full participation in the community.
	(8)	Student teaching. Student teaching in a 5-12 mild and moderate special education program.
	c. 	Option 2—K-8 mild and moderate. To obtain this endorsement, the applicant must hold a valid Iowa license with either a K-8 or 5-12 special education instructional endorsement and must meet the following basic requirements in addition to those set out in paragraph 15.2(1)“a.”
	(1)	Child growth and development with emphasis on the emotional, physical, and mental characteristics of elementary age children, unless completed as part of the professional education core. See 282—subrule 14.19(3).
	(2)	Methods and materials for teaching elementary language arts.
	(3)	Remedial reading.
	(4)	Elementary curriculum methods and material, unless completed as part of another elementary level endorsement program (e.g., 282—subrule 14.20(2), 14.20(3), or 14.20(12), or a similar elementary endorsement program).
	(5)	Methods and materials for teaching elementary mathematics.
	d. 	Option 2—5-12 mild and moderate. To obtain this endorsement, the applicant must hold a valid Iowa license with either a K-8 or 5-12 special education instructional endorsement and must meet the following basic requirements in addition to those set out in paragraph 15.2(1)“b.”
	(1)	Adolescent growth and development with emphasis on the emotional, physical, and mental characteristics of adolescent age children, unless completed as part of the professional education core. See 282—subrule 14.19(3).
	(2)	Adolescent reading or secondary content area reading.
	(3)	Secondary or adolescent reading diagnosis and remediation.
	(4)	Methods and materials for teaching adolescents with mathematics difficulties or mathematics for the secondary level special education teacher.
	(5)	Secondary methods unless completed as part of the professional education core. See 282—subrule 14.19(3).
	15.2(16) Instructional strategist II: behavior disorders/learning disabilities. This endorsement authorizes instruction in programs serving students with behavior disorders and learning disabilities from age 5 to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
The applicant must present evidence of having completed the following program requirements.
	a. 	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, exceptional child, and including individuals from culturally and linguistically diverse backgrounds.
	b. 	Characteristics of learners. Preparation which includes various etiologies of behavior disorders and learning disabilities, an overview of current trends in educational programming for students with behavior disorders and learning disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from age 5 to age 21. Preparation in the social, emotional and behavioral characteristics of individuals with behavior disorders and learning disabilities including the impact of such characteristics on classroom learning as well as associated domains such as social functioning and at-risk behaviors which may lead to involvement with the juvenile justice or mental health system. Preparation in the psychological and social-emotional characteristics of individuals with behavior disorders and learning disabilities must include the major social characteristics of individuals with behavior disorders and the effects of dysfunctional behavior on learning, and the social and emotional aspects of individuals with learning disabilities including social imperceptiveness and juvenile delinquency.
Physical development, physical disability and health impairments as they relate to the development and behavior of students with behavior disorders and the medical factors influencing individuals with learning disabilities, including intelligence, perception, memory and language development.
	c. 	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions.
	d. 	Methods and strategies. Methods and strategies which include numerous models for providing curricular and instructional methodologies utilized in the education of behavior and learning disabled students, and sources of curriculum materials for individuals with disabilities. Curricula for the development of cognitive, academic, social, language and functional life skills for individuals with exceptional learning needs, and related instructional and remedial methods and techniques, including appropriate assistive technology. The focus of these experiences is for students at all levels from age 5 to age 21. This preparation must include alternatives for teaching skills and strategies to individuals with disabilities who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
	e. 	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	f. 	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	g. 	Transitional collaboration. Sources of services, organizations, and networks for individuals with behavior and learning disabilities, including career, vocational and transitional support to postschool settings with maximum opportunities for decision making and full participation in the community.
	h. 	Student teaching. Student teaching in programs across the age levels of this endorsement. If the student teaching program has a unique age-level emphasis (e.g., K-8 or 5-12), there must be planned activities which incorporate interactive experiences at the other age level.
	15.2(17) Instructional strategist II: mental disabilities. This endorsement authorizes instruction in programs serving students with mental disabilities from age 5 to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
The applicant must present evidence of having completed the following program requirements.
	a. 	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, exceptional child, and including individuals from culturally and linguistically diverse backgrounds.
	b. 	Characteristics of learners. Preparation which includes various etiologies of mental disabilities, an overview of current trends in educational programming for students with mental disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from age 5 to age 21. Preparation must also provide for an overview of the general developmental, academic, social, career and functional characteristics of individuals with mental disabilities as the characteristics relate to levels of instructional support required. This preparation must include the causes and theories of intellectual disabilities and implications and preventions; the psychological characteristics of students with mental and developmental disabilities, including cognition, perception, memory, and language development; medical complications and implications for student support needs, including seizure management, tube feeding, catheterization and CPR; and the medical aspects of intellectual disabilities and their implications for learning. The social-emotional aspects of mental disabilities, including adaptive behavior, social competence, social isolation and learned helplessness.
	c. 	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions.
	d. 	Methods and strategies. Methods and strategies which include numerous models for providing curricular and instructional methodologies utilized in the education of mentally disabled students, and sources of curriculum materials for individuals with disabilities. Curricula for the development of cognitive, academic, social, language and functional life skills for individuals with exceptional learning needs, and related instructional and remedial methods and techniques. The focus of these experiences is for students at all levels from age 5 to age 21. This preparation must include alternatives for teaching skills and strategies to individuals with disabilities who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
Proficiency in adapting age-appropriate curriculum to facilitate instruction within the general education setting, to include partial participation of students in tasks, skills facilitation, collaboration, and support from peers with and without disabilities; the ability to select and use augmentative and alternative communications methods and systems. An understanding of the impact of speech-language development on behavior and social interactions.
Approaches to create positive learning environments for individuals with special needs and approaches to utilize assistive devices for individuals with special needs.
The design and implementation of age-appropriate instruction based on the adaptive skills of students with mental disabilities; integrate selected related services into the instructional day of students with mental disabilities. Knowledge of culturally responsive functional life skills relevant to independence in the community, personal living, and employment.
Use of appropriate physical management techniques including positioning, handling, lifting, relaxation, and range of motion and the use and maintenance of orthotic, prosthetic, and adaptive equipment effectively.
	e. 	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with mental disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	f. 	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	g. 	Transitional collaboration. Sources of services, organizations, and networks for individuals with mental disabilities, including career, vocational and transitional support to postschool settings with maximum opportunities for decision making and full participation in the community.
	h. 	Student teaching. Student teaching in programs across the age levels of this endorsement. If the student teaching program has a unique age-level emphasis (e.g., K-8 or 5-12), there must be planned activities which incorporate interactive experiences at the other age level.
	15.2(18) Instructional strategist II: physical disabilities. This endorsement authorizes instruction in programs serving students with physical disabilities from age 5 to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
The applicant must present evidence of having completed the following program requirements.
	a. 	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, exceptional child, and including individuals from culturally and linguistically diverse backgrounds.
	b. 	Characteristics of learners. Preparation which includes various etiologies and characteristics of physical disabilities across the life span, secondary health care issues that accompany specific physical disabilities, an overview of current trends in educational programming for students with physical disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from age 5 to age 21. Preparation must also provide for an overview of the general developmental, academic, social, career and functional characteristics of individuals with physical disabilities as the characteristics relate to levels of instructional support required.
	c. 	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions.
	d. 	Methods and strategies. Methods and strategies which include numerous models for providing curricular and instructional methodologies utilized in the education of physically disabled students, and sources of curriculum materials for individuals with disabilities. Curricula for the development of cognitive, academic, social, language and functional life skills for individuals with exceptional learning needs, and related instructional and remedial methods and techniques. The focus of these experiences is for students at all levels from age 5 to age 21. This preparation must include alternatives for teaching skills and strategies to individuals with disabilities who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
Research-supported instructional practices, strategies, and adaptations necessary to accommodate the physical and communication characteristics of students with physical disabilities, including appropriate assistive technology and alternative positioning to permit students with physical disabilities full participation and access to the general curriculum as well as social environments. Design and implement an instructional program that addresses instruction in independent living skills, vocational skills, and career education for students with physical disabilities and instructional strategies for medical self-management procedures by students.
	e. 	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with physical disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	f. 	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	g. 	Transitional collaboration. Sources of services, organizations, and networks for individuals with physical disabilities, including career, vocational and transitional support to postschool settings with maximum opportunities for decision making and full participation in the community.
	h. 	Student teaching. Student teaching in programs across the age levels of this endorsement. If the student teaching program has a unique age-level emphasis (e.g., K-8 or 5-12), there must be planned activities which incorporate interactive experiences at the other age level.
	15.2(19) Early childhood—special education. This endorsement authorizes instruction at the PK-K level only for instructional special education programs without regard to the instructional model.
The applicant must present evidence of having completed the following program requirements.
	a. 	Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, exceptional child, and including individuals from culturally and linguistically diverse backgrounds.
	b. 	Characteristics of learners. Preparation which includes an overview of current trends in educational programming and theories of child development, both typical and atypical; the identification of pre-, peri-, and postnatal development and factors that affect children’s development and learning. Identification of specific disabilities, including the etiology, characteristics, and classification of common disabilities in young children.
Application of the knowledge of cultural and linguistic diversity and the significant sociocultural context for the development of and learning in young children.
	c. 	Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals with disabilities. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions. Assess children’s cognitive, social-emotional, communication, motor, adaptive, and aesthetic development; and select, adapt, and administer assessment instruments and procedures for specific sensory and motor disabilities.
	d. 	Methods and strategies. Methods and strategies which include numerous models to plan and implement appropriate curricular and instructional practices based on knowledge of individual children, the family, the community, and curricular goals and content. Select intervention curricula and methods for children with specific disabilities including motor, sensory, health, communication, social-emotional and cognitive disabilities.
Implement developmentally and functionally appropriate individual and group activities using a variety of formats; develop and implement an integrated curriculum that focuses on special education children from birth to age six, and incorporate information and strategies from multiple disciplines in the design of intervention strategies.
Curricula for the development of cognitive, academic, social, language and functional life skills for individuals with exceptional learning needs, and related instructional and remedial methods and techniques, including appropriate assistive technology. This preparation must include alternatives for teaching skills and strategies to individuals with disabilities who differ in degree and nature of disability, and the integration of appropriate age- and ability-level academic instruction.
	e. 	Managing student behavior and social interaction skills. Preparation in individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques for individuals with exceptional learning needs. Theories of behavior problems in individuals with disabilities and the use of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities.
	f. 	Communication and collaborative partnerships. Awareness of the sources of unique services, networks, and organizations for individuals with disabilities including transitional support. Knowledge of family systems, family dynamics, parent rights, advocacy, multicultural issues, and communication to invite and appreciate many different forms of parent involvement. Strategies for working with regular classroom teachers, support services personnel, paraprofessionals, and other individuals involved in the educational program. Knowledge of the collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom.
	g. 	Student teaching. Student teaching in a PK-K special education program.
282—15.3(272) Special education support personnel.
	15.3(1) Authorizations requiring a license.
	a. 	Based on teaching endorsements.
	(1)	Consultant.
	(2)	Educational strategist.
	(3)	Itinerant hospital services or home services teacher.
	(4)	Special education media specialist.
	(5)	Supervisor of special education—instructional.
	(6)	Work experience coordinator.
	b. 	Based on school-centered preparation but the sequence of coursework does not permit service as a teacher.
	(1)	School audiologist.
	(2)	School psychologist.
	(3)	School social worker.
	(4)	Speech-language pathologist.
	(5)	Supervisor of special education—support.
	(6)	Orientation and mobility specialist.
	c. 	Director of special education of an area education agency.
	15.3(2) Authorizations requiring statements of professional recognition and licenses obtained from the professional licensure division, department of public health, or the board of nursing.
	a. 	School audiologist.
	b. 	School occupational therapist.
	c. 	School physical therapist.
	d. 	School social worker.
	e. 	Special education nurse.
	f. 	Speech-language pathologist.
There are two options available for the authorization, but only one is required.
282—15.4(272) Special education consultant.
	15.4(1) Authorization. The holder of this endorsement is authorized to serve as a special education consultant. The consultant provides ongoing assistance to instructional programs for pupils requiring special education. A consultant can serve programs with pupils from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8) with the exception of consultants serving deaf or hard-of-hearing or visually disabled students. Applicants who desire to serve as consultants serving deaf or hard-of-hearing or visually disabled students must hold the respective special education instructional endorsement. The deaf or hard-of-hearing consultant endorsement or the visually disabled consultant endorsement allows the individual to serve students from birth to age 21.
	15.4(2) Program requirements.
	a. 	An applicant must hold a master’s degree.
	(1)	Option 1: Master’s in special education in an endorsement area listed under rule 15.2(272).
	(2)	Option 2: Master’s in another area of education plus an endorsement in at least one special education instructional area.
	b. 	Content. The coursework is to be at least 8 graduate semester hours to include the following:
	(1)	Curriculum development design.
	(2)	Consultation process in special or regular education:
	1.	Examination, analysis, and application of a methodological model for consulting with teachers and other adults involved in the educational program.
	2.	Interpersonal relations, interaction patterns, interpersonal influence, and communication skills.
	(3)	Skills required for conducting a needs assessment, delivering staff in-service needs, and evaluating in-service sessions.
	15.4(3) Other. An applicant must have four years of successful teaching experience, two of which must be in special education.
282—15.5(272) Educational strategist. Rescinded IAB 7/16/08, effective 8/20/08.
282—15.6(272) Itinerant hospital services or home services teacher.
	15.6(1) Authorization. The holder of this endorsement is authorized to provide instructional services to those special education pupils hospitalized or homebound and unable to attend class.
	15.6(2) Program requirements. An applicant must hold a baccalaureate degree.
	15.6(3) Other.
	a. 	An applicant must hold a teaching license. This authorization is restricted to the instructional grade level held:
	(1)	Prekindergarten-kindergarten.
	(2)	K-8.
	(3)	5-12.
	b. 	Personnel assigned to provide instructional services in psychiatric wards must have the endorsement to serve behavioral disordered students at the proper instructional grade level.
282—15.7(272) Special education media specialist.
	15.7(1) Authorization. The holder of this endorsement is authorized to serve as a special education media specialist. This support personnel provides correlation of media services only for pupils requiring special education.
	15.7(2) Program requirements. An applicant must hold a master’s degree with emphasis in the specialized area of educational media.
	15.7(3) Other. An applicant must hold one of the teaching endorsements for special education or one of the teaching endorsements outlined under rule 282—14.140(272).
282—15.8(272) Supervisor of special education—instructional.
	15.8(1) Authorization. The holder of this endorsement is authorized to serve as a supervisor of special education instructional programs. Two endorsements are available within this category:
	a. 	The early childhood—special education supervisor endorsement allows the individual to provide services to programs with pupils below the age of 7.
	b. 	The supervisor of special education—instructional endorsement (K-12) allows the individual to provide services to programs with pupils from 5 to 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	15.8(2) Program requirements.
	a. 	An applicant must hold a master’s degree.
	(1)	Option 1: Master’s in special education in an endorsement area listed under rule 15.2(272).
	(2)	Option 2: Master’s in another area of education plus 30 graduate semester hours in special education (instructional). These hours may have been part of, or in addition to, the degree requirements.
	b. 	An applicant must meet the requirements for or hold the consultant endorsement.
	c. 	Content. The program shall include a minimum of 16 graduate semester hours to specifically include the following:
	(1)	Coursework requirements specified for special education consultant. Refer to rule 15.4(272).
	(2)	Current issues in special education administration.
	(3)	School personnel administration.
	(4)	Program evaluation.
	(5)	Educational leadership.
	(6)	Administration and supervision of special education.
	(7)	Practicum: special education administration. Note: This requirement may be waived based on two years of experience as a special education administrator.
	(8)	Evaluator approval component.
	15.8(3) Other.
	a. 	An applicant must have two years of consultant/supervisor/coordinator/head teacher or equivalent experience in special education.
	b. 	The supervisor for early childhood—special education would need to meet the requirements for that endorsement. The K-12 supervisor would need to meet the requirements for one special education teaching endorsement to include instructional grade levels K-8 and 5-12.
282—15.9(272) Work experience coordinator.
	15.9(1) Authorization. The holder of this endorsement is authorized to provide support service as a work experience coordinator to secondary school programs, grades 5-12 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	15.9(2) Program requirements.
	a. 	An applicant must hold a baccalaureate degree.
	b. 	Content. The coursework must include:
	(1)	A course in career-vocational programming for special education students (if not included in the program for 5-12 endorsement).
	(2)	A course in coordination of cooperative occupational education programs.
	(3)	A course in career-vocational assessment and guidance of the handicapped.
	15.9(3) Other. An applicant must hold a special education endorsement—grades 5-12.
282—15.10(272) School audiologist.
	15.10(1) Authorization. The holder of this endorsement (or statement of professional recognition) is authorized to serve as a school audiologist to pupils from birth to age 21 who have hearing impairments (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	15.10(2) Option 1: Program requirements.
	a. 	An applicant must hold a master’s degree in audiology.
	b. 	Content. An applicant must complete the requirements in audiology and in the professional education sequence, i.e., 20 semester hours including student teaching/internship as a school audiologist. Courses in the following areas may be recognized for fulfilling the 20-hour sequence:
	(1)	Curriculum courses (e.g., reading, methods, curriculum development).
	(2)	Foundations (e.g., philosophy of education, foundations of education).
	(3)	Educational measurements (e.g., school finance, tests and measurements, measures and evaluation of instruction).
	(4)	Educational psychology (e.g., educational psychology, educational psychology measures, principles of behavior modification).
	(5)	Courses in special education (e.g., introduction to special education, learning disabilities).
	(6)	Child development courses (e.g., human growth and development, principles and theories of child development, history of early childhood education).
General education courses (e.g., introduction to psychology, sociology, history, literature, humanities) will not be credited toward fulfillment of the required 20 hours.
	c. 	An applicant must complete an approved human relations component.
	d. 	The program must include preparation that contributes to the education of individuals with disabilities and the gifted and talented.
	15.10(3) Option 2: Statement of professional recognition (SPR). If an applicant has completed a master’s degree in audiology but has not completed the education sequence or chooses not to be certified, the applicant must obtain a license from the Iowa board of speech pathology and audiology, department of public health. Additionally, the person is required to obtain an SPR from the board of educational examiners.
	a. 	Procedure for acquiring the SPR. The special education director (or designee) of the area education agency must submit a letter requesting that the authorization be issued. The following documents must be included:
	(1)	A copy of a temporary or regular license issued from the professional licensure division, department of public health.
	(2)	An official transcript reflecting a master’s degree in audiology.
	b. 	A temporary SPR will then be issued for one school year. An approved human relations course must be completed before the start of the next school year. The applicant must provide evidence that:
	(1)	The applicant has completed the human relations component within the required time frame; and
	(2)	The class of license from the professional licensure division is a regular license in the event a temporary license was issued initially.
	c. 	Renewal requirements for this SPR are set out in 282—Chapter 17.
282—15.11(272) School psychologist.
	15.11(1) Authorization. The holder of this endorsement is authorized to serve as a school psychologist with pupils from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	15.11(2) Program requirements.
	a. 	An applicant shall have completed a program of graduate study that is currently approved (or that was approved at the time of graduation) by the National Association of School Psychologists or the American Psychological Association, or be certified as a Nationally Certified School Psychologist by the National Association of School Psychologists, in preparation for service as a school psychologist through one of the following options:
	(1)	Completion of a master’s degree with sufficient graduate semester hours beyond a baccalaureate degree to total 60; or
	(2)	Completion of a specialist’s degree of at least 60 graduate semester hours with or without completion of a terminal master’s degree program; or
	(3)	Completion of a doctoral degree program of at least 60 graduate semester hours with or without completion of a terminal master’s degree program or specialist’s degree program.
	b. 	The program shall include an approved human relations component.
	c. 	The program must include preparation that contributes to the education of students with disabilities and students who are gifted and talented.
	15.11(3) School psychologist one-year Class A license.
	a. 	Requirements for a one-year Class A license. A nonrenewable Class A license valid for one year may be issued to an individual who must complete an internship or thesis as an aspect of an approved program in preparation for the school psychologist endorsement. The one-year Class A license may be issued under the following limited conditions:
	(1)	Verification from the institution that the internship or thesis is a requirement for successful completion of the program.
	(2)	Verification that the employment situation will be satisfactory for the internship experience.
	(3)	Verification from the institution of the length of the approved and planned internship or the anticipated completion date of the thesis.
	(4)	Verification of the evaluation processes for successful completion of the internship or thesis.
	(5)	Verification that the internship or thesis is the only requirement remaining for successful completion of the approved program.
	b. 	Written documentation of the above requirements must be provided by the official at the institution where the individual is completing the approved school psychologist program and forwarded to the board of educational examiners with the application form for licensure.
282—15.12(272) Speech-language pathologist.
	15.12(1) Authorization. The holder of this endorsement (or statement of professional recognition) is authorized to serve as a speech-language pathologist to pupils from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	15.12(2) Option 1: Program requirements.
	a. 	An applicant must hold a master’s degree in speech pathology.
	b. 	Content. An applicant must have completed the requirements in speech pathology and in the professional education sequence, i.e., 20 semester hours including student teaching/internship as a school speech-language pathologist. Courses in the following areas may be recognized for fulfilling the 20-hour sequence:
	(1)	Curriculum courses (e.g., reading, methods, curriculum development).
	(2)	Foundations (e.g., philosophy of education, foundations of education).
	(3)	Educational measurements (e.g., school finance, tests and measurements, measures and evaluation of instruction).
	(4)	Educational psychology (e.g., educational psychology, educational psychology measures, principles of behavior modification).
	(5)	Courses in special education (e.g., introduction to special education, learning disabilities).
	(6)	Child development courses (e.g., human growth and development, principles and theories of child development, history and theories of early childhood education).
General education courses (e.g., introduction to psychology, sociology, history, literature, humanities) will not be credited toward fulfillment of the required 20 hours.
	c. 	The applicant must complete an approved human relations component.
	d. 	The program must include preparation that contributes to the education of individuals with disabilities and the gifted and talented.
	15.12(3) Option 2: Statement of professional recognition (SPR). If an applicant has completed a master’s degree in speech pathology but has not completed the education sequence or chooses not to be certified, the applicant must obtain a license from the Iowa board of speech pathology and audiology, department of public health. Additionally, the person is required to obtain an SPR from the board of educational examiners.
	a. 	Procedure for acquiring the SPR. The special education director (or designee) of the area education agency must submit a letter requesting that the authorization be issued. The following documents must be included:
	(1)	A copy of a temporary or regular license issued from the professional licensure division, department of public health.
	(2)	An official transcript reflecting a master’s degree in speech pathology.
	b. 	A temporary SPR will then be issued for one school year. An approved human relations course must be completed before the start of the next school year. The applicant must provide evidence that:
	(1)	The applicant has completed the human relations component within the required time frame; and
	(2)	The class of license from the professional licensure division is a regular license in the event a temporary license was issued initially.
	c. 	Renewal requirements for this SPR are set out in 282—Chapter 17.
282—15.13(272) Supervisor of special education—support.
	15.13(1) Authorization. The holder of this endorsement is authorized to serve as a supervisor of special education support programs.
	15.13(2) Program requirements.
	a. 	An applicant must hold a master’s degree in preparation for school psychology, speech/language pathology, audiology (or education of the hearing impaired), or social work.
	b. 	Content. The program shall include a minimum of 16 graduate semester hours to specifically include the following:
	(1)	Consultation process in special or regular education.
	(2)	Current issues in special education administration.
	(3)	Program evaluation.
	(4)	Educational leadership.
	(5)	Administration and supervision of special education.
	(6)	Practicum: Special education administration. Note: This requirement may be waived based on two years of experience as a special education administrator.
	(7)	School personnel administration.
	(8)	Evaluator approval component.
	15.13(3) Other. The applicant must:
	a. 	Have four years of support service in a school setting with special education students in the specific discipline area desired.
	b. 	Meet the practitioner licensure requirements of one of the following endorsements:
	(1)	School audiologist (or hearing impaired at K-8 and 5-12).
	(2)	School psychologist.
	(3)	School social worker.
	(4)	Speech-language pathologist.
Note:  An individual holding a statement of professional recognition is not eligible for the supervisor endorsement.
282—15.14(272) Director of special education of an area education agency.
	15.14(1) Authorization. The holder of this endorsement is authorized to serve as a director of special education of an area education agency. Assistant directors are also required to hold this endorsement.
	15.14(2) Program requirements.
	a. 	Degree—specialist or its equivalent. An applicant must hold a master’s degree plus at least 32 semester hours of planned graduate study in administration or special education beyond the master’s degree.
	b. 	Endorsement. An applicant must hold or meet the requirements for one of the following:
	(1)	PK-12 principal and PK-12 supervisor of special education (see rule 282—14.142(272));
	(2)	Supervisor of special education—instructional (see rule 15.8(272));
	(3)	Supervisor of special education—support (see rule 15.13(272)); or
	(4)	A letter of authorization for special education supervisor issued prior to October 1, 1988.
	c. 	Content. An applicant must have completed a sequence of courses and experiences which may have been part of, or in addition to, the degree requirements to include the following:
	(1)	Knowledge of federal, state and local fiscal policies related to education.
	(2)	Knowledge of school plant/facility planning.
	(3)	Knowledge of human resources management, including recruitment, personnel assistance and development, evaluations and negotiations.
	(4)	Knowledge of models, theories and philosophies that provide the basis for educational systems.
	(5)	Knowledge of current issues in special education.
	(6)	Knowledge of special education school law and legislative and public policy issues affecting children and families.
	(7)	Knowledge of the powers and duties of the director of special education of an area education agency as delineated in Iowa Code section 273.5.
	(8)	Practicum in administration and supervision of special education programs.
	d. 	Experience. An applicant must have three years of administrative experience as a PK-12 principal or PK-12 supervisor of special education.
	e. 	Competencies. Through completion of a sequence of courses and experiences which may have been part of, or in addition to, the degree requirements, the director of special education accomplishes the following:
	(1)	Facilitates the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.
	(2)	Advocates, nurtures and sustains a school culture and instructional program conducive to student learning and staff professional growth.
	(3)	Ensures management of the organization, operations and resources for a safe, efficient and effective learning environment.
	(4)	Collaborates with educational staff, families and community members; responds to diverse community interests and needs; and mobilizes community resources.
	(5)	Acts with integrity and fairness and in an ethical manner.
	(6)	Understands, responds to, and influences the larger political, social, economic, legal, and cultural context.
	(7)	Collaborates and assists in supporting integrated work of the entire agency.
	15.14(3) Other.
	a. 	Option 1: Instructional. An applicant must meet the requirements for one special education teaching endorsement and have three years of teaching experience in special education.
	b. 	Option 2: Support. An applicant must meet the practitioner licensure requirements for one of the following endorsements and have three years of teaching experience as a:
	(1)	School audiologist;
	(2)	School psychologist;
	(3)	School social worker; or
	(4)	Speech-language pathologist.
Note:  An individual holding a statement of professional recognition is not eligible for the director of special education of an area education agency endorsement.
282—15.15(272) Orientation and mobility specialist.
	15.15(1) Authorization. The holder of this license is authorized to teach pupils (see Iowa Code section 256B.8) with a visual impairment, including those pupils who are deafblind.
	15.15(2) Provisional orientation and mobility license. The provisional license is valid for three years. An applicant must:
	a. 	Hold a baccalaureate or master’s degree from an approved state and regionally accredited program in orientation and mobility or equivalent coursework.
	b. 	Have completed an approved human relations component.
	c. 	Have completed the exceptional learner program, which must include preparation that contributes to the education of students with disabilities and students who are talented and gifted.
	d. 	Have completed a minimum of 21 semester credit hours in the following areas:
	(1)	Medical aspects of blindness and visual impairment, including sensory motor.
	(2)	Psychosocial aspects of blindness and visual impairment.
	(3)	Child development.
	(4)	Concept development.
	(5)	History of orientation and mobility.
	(6)	Foundations of orientation and mobility.
	(7)	Orientation and mobility instructional methods and assessments.
	(8)	Techniques of orientation and mobility.
	(9)	Research or evidence-based practices in orientation and mobility.
	(10)	Professional issues in orientation and mobility, including legal issues.
	e. 	Have completed at least 350 hours of fieldwork and training under the supervision of the university program.
	15.15(3) Standard orientation and mobility license. An applicant must:
	a. 	Complete the requirements set forth in subrule 15.15(2).
	b. 	Verify successful completion of a three-year probationary period.
	15.15(4) Renewal of orientation and mobility license. An applicant must:
	a. 	Complete six units earned in any combination listed below.
	(1)	One unit may be earned for each semester hour of graduate credit, completed through a regionally accredited institution, which leads toward the completion of a planned master’s, specialist’s, or doctor’s degree program.
	(2)	One unit may be earned for each semester hour of graduate or undergraduate credit, completed through a regionally accredited institution, which may not lead to a degree but which adds greater depth and breadth to present endorsements held.
	(3)	One unit may be earned for each semester hour of credit, completed through a regionally accredited institution, which may not lead to a degree but which leads to completion of requirements for an endorsement not currently held.
	(4)	One unit may be earned upon completion of each licensure renewal course or activity approved through guidelines established by the board of educational examiners.
	b. 	Submit documentation of completion of the child and dependent adult abuse training approved by the state abuse education review panel. A waiver of this requirement may apply under the following conditions with appropriate documentation of any of the following:
	(1)	A person is engaged in active duty in the military service of this state or of the United States.
	(2)	The application of this requirement would impose an undue hardship on the person for whom the waiver is requested.
	(3)	A person is practicing a licensed profession outside this state.
	(4)	A person is otherwise subject to circumstances that would preclude the person from satisfying the approved child and dependent adult abuse training in this state.
Exception:  An orientation and mobility specialist is not eligible for any administrative license in either general education or special education.
282—15.16(272) School occupational therapist.
	15.16(1) Authorization. The holder of this authorization may serve as a school occupational therapist to pupils from birth to age 21 who have physical impairments (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
The legalization for this support personnel is through a statement of professional recognition (SPR) and not through teacher licensure.
	15.16(2) Program requirements. The applicant must:
	a. 	Hold a degree or equivalent baccalaureate in occupational therapy.
	b. 	Hold a valid license to practice occupational therapy in Iowa as granted by the professional licensure division, department of public health.
	15.16(3) Procedure for acquiring a statement of professional recognition (SPR).
	a. 	The special education director (or designee) of the area education agency must submit a letter to the board of educational examiners to request that the authorization be issued.
	b. 	An applicant must submit the following documents:
	(1)	A copy of a temporary or regular license from the professional licensure division, department of public health.
	(2)	An official transcript.
	c. 	A temporary SPR will then be issued for one school year if the class of license from the professional licensure division is temporary.
	d. 	A regular SPR will be issued with verification of a regular license and of at least a bachelor’s degree in occupational therapy.
282—15.17(272) School physical therapist.
	15.17(1) Authorization. The holder of this authorization can serve as a school physical therapist to pupils from birth to age 21 who have physical impairments (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
The legalization for this support service personnel is through a statement of professional recognition (SPR) and not through teacher licensure.
	15.17(2) Program requirements. An applicant must:
	a. 	Hold a degree or equivalent baccalaureate in physical therapy.
	b. 	Hold a valid license to practice physical therapy in Iowa as granted by the professional licensure division, department of public health.
	15.17(3) Procedure for acquiring a statement of professional recognition (SPR).
	a. 	The special education director (or designee) of the area education agency must submit a letter to the board of educational examiners to request that the authorization be issued.
	b. 	An applicant must submit the following documents:
	(1)	A copy of a temporary or regular license from the professional licensure division, department of public health.
	(2)	An official transcript.
	c. 	A temporary SPR will then be issued for one school year if the class of license from the professional licensure division is temporary.
	d. 	A regular SPR will be issued with verification of a regular license and of at least a bachelor’s degree in physical therapy.
282—15.18(272) Special education nurse.
	15.18(1) Authorization. The holder of this authorization is authorized to serve as a special education nurse to pupils from birth to age 21 requiring special education (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
The legalization for this support service personnel is through a statement of professional recognition (SPR) and not through teacher licensure.
	15.18(2) Program requirements. An applicant must hold a baccalaureate degree in nursing or a master’s degree in nursing.
	15.18(3) Other. An applicant must:
	a. 	Hold current licensure in the state of Iowa by the board of nursing.
	b. 	Have two years’ experience in public health nursing including service to schools or as a school nurse.
	15.18(4) Temporary authorization. A professional registered nurse who does not meet the criteria set forth in subrule 15.18(3) must complete six semester credits of graduate or undergraduate coursework in special education within one school year after receiving temporary authorization.
	15.18(5) Procedure for acquiring a statement of professional recognition (SPR).
	a. 	The special education director (or designee) of the area education agency must submit a letter to the board of educational examiners to request that the SPR be issued.
	b. 	An applicant must submit the following documents:
	(1)	A copy of the license issued by the Iowa board of nursing.
	(2)	An official transcript.
	(3)	Verification of the requirements set forth in paragraph 15.18(3)“b.”
	c. 	A temporary SPR will then be issued for one school year. An approved human relations course must be completed before the start of the next school year.
282—15.19(272) School social worker.
	15.19(1) Authorization. An individual who meets the requirements of subrule 15.19(2) or 15.19(3) is authorized to serve as a school social worker to pupils from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	15.19(2) Option 1: Endorsement requirements. An applicant must hold a master’s degree in social work from an accredited school of social work to include a minimum of 20 semester hours of coursework (including practicum experience) which demonstrates skills, knowledge, and competencies in the following areas:
	a. 	Social work.
	(1)	Assessment (e.g., social, emotional, behavioral, and familial).
	(2)	Intervention (e.g., individual, group, and family counseling).
	(3)	Related studies (e.g., community resource coordination, multidiscipline teaming, organizational behavior, and research).
	b. 	Education.
	(1)	General education (e.g., school law, foundations of education, methods, psychoeducational measurement, behavior management, child development).
	(2)	Special education (e.g., exceptional children, psycho-educational measurement, behavior management, special education regulations, counseling school-age children).
	c. 	Practicum experience. A practicum experience in a school setting under the supervision of an experienced school social work practitioner is required. The practicum shall include experiences that lead to the development of professional identity and the disciplined use of self. These experiences will include: assessment, direct services to children and families, consultation, staffing, community liaison and documentation. If a person has served two years as a school social worker, the practicum experience can be waived.
	d. 	Completion of an approved human relations component is required.
	e. 	The program must include preparation that contributes to the education of students with disabilities and students who are gifted and talented.
	15.19(3) Option 2: Statement of professional recognition (SPR).
	a. 	The special education director (or designee) of the area education agency or local education agency must submit an application to request that the authorization be issued. The application must include:
	(1)	An official transcript that reflects the master’s degree in social work; and
	(2)	The licensed independent social worker (LISW) or licensed master social worker (LMSW) license issued by the Iowa board of social work.
	b. 	Renewal requirements for this SPR are set out in 282—Chapter 17.
282—15.20(272) Class C special education license.
	15.20(1) A Class C special education license may be issued to an individual who:
	a. 	Holds a valid license;
	b. 	Has completed at least one-half of the credits necessary for a special education endorsement;
	c. 	Files a written request from the employing school official. This written request must indicate approval by the respective area education agency special education official; and
	d. 	Submits a statement from a college/university outlining the coursework to be completed for the endorsement.
	15.20(2) A Class C license may be issued for a term of up to three years based on the amount of preparation needed to complete the requirements for the endorsement.
These rules are intended to implement Iowa Code chapter 272.
[Filed 8/6/86, Notice 11/20/85—published 8/27/86, effective 10/1/88]
[Filed 8/19/88, Notice 6/29/88—published 9/7/88, effective 10/12/88]
[Filed emergency 9/14/90—published 10/3/90, effective 9/14/90]◊
[Filed 1/29/91, Notice 10/3/90—published 2/20/91, effective 3/27/91]
[Filed 7/31/92, Notice 2/19/92—published 8/19/92, effective 10/1/92]1
[Filed emergency 11/20/92—published 12/9/92, effective 1/1/93]
[Filed 4/28/94, Notice 2/2/94—published 5/25/94, effective 7/1/94]
[Filed 1/12/96, Notice 10/25/95—published 1/31/96, effective 3/6/96]
[Filed 1/12/96, Notice 11/8/95—published 1/31/96, effective 3/6/96]
[Filed emergency 4/18/96—published 5/8/96, effective 5/22/96]
[Filed 6/27/97, Notice 4/23/97—published 7/16/97, effective 8/31/97]
[Filed 4/16/99, Notice 2/10/99—published 5/5/99, effective 8/31/99]
[Filed 6/9/00, Notice 4/5/00—published 6/28/00, effective 8/2/00]
[Filed emergency 7/19/01—published 8/8/01, effective 8/8/01]
[Filed 8/16/01, Notice 4/4/01—published 9/5/01, effective 12/31/01]
[Filed 8/2/02, Notice 5/29/02—published 8/21/02, effective 10/1/02]
[Filed 7/3/03, Notice 4/16/03—published 7/23/03, effective 8/27/03]
[Filed 12/16/03, Notice 10/15/03—published 1/7/04, effective 2/11/04]
[Filed 9/24/04, Notice 7/21/04—published 10/13/04, effective 11/17/04]◊
[Filed 6/28/05, Notice 4/27/05—published 7/20/05, effective 8/24/05]
[Filed 8/11/06, Notice 6/7/06—published 8/30/06, effective 10/4/06]
[Filed 2/9/07, Notice 12/6/06—published 2/28/07, effective 4/4/07]◊
[Filed 5/12/08, Notice 3/12/08—published 6/4/08, effective 7/9/08]
[Filed 6/25/08, Notice 5/7/08—published 7/16/08, effective 8/20/08]◊
◊	Two or more ARCs
1	Effective date delayed 70 days by the Administrative Rules Review Committee at its meeting held September 9, 1992; delay lifted by the Committee October 14, 1992, effective October 15, 1992.