Certification Requirements for Teacher of Special Education

PURPOSE: The State Board of Education is authorized to grant certificates of license to teach in any of the public schools of the state and establish requirements and qualifications for those certificates. This rule outlines the requirements for application for a certificate of license to teach Special Education. (1) An applicant for a Missouri certificate of license to teach Special Education who possesses good moral character may be granted an initial Missouri certificate of license to teach Special Education subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements specific to Special Education: (A) General Requirements— 1. A baccalaureate degree from a college or university having an educator preparation program approved by the Missouri Department of Elementary and Secondary Education (department) or from a college or university having an educator preparation program approved by the state education agency in states other than Missouri; 2. The applicant must have a recommendation from the designated official at a baccalaureate or higher-level educator preparation program approved by the department; 3. The applicant must possess a grade point average to meet the following specifications: A. A grade point average of 3.00 or higher in professional education and the specific content area for which certification is sought; or B. For applicants graduating from a baccalaureate program who do not meet the appropriate content area grade point average requirements, competency may otherwise be demonstrated by achievement of exit assessment scores greater than or equal to a score deemed satisfactory by the State Board of Education (board) to qualify for forgiveness of a disqualifying content area grade point average. Such satisfactory score shall be higher than the Missouri qualifying score; 4. The applicant must achieve a score equal to or in excess of the qualifying score on the required exit assessment(s) as defined in 5 CSR 20-400.440. The official score shall be submitted to the department; 5. The applicant must complete the professional requirements as determined by the recommending educator preparation program, which may exceed these minimum requirements; and 6. Individuals who completed an educator preparation program outside of the United States shall provide documentation of completion of coursework in the following: A. English Composition, two (2) courses, each a minimum of two (2) semester hours; B. U.S. History, three (3) semester hours; and C. U.S. Government, three (3) semester hours. (2) An applicant for a Missouri certificate to teach Blind and Low Vision (Birth – Grade 12) students who possess a baccalaureate degree from a college or university having an educator preparation program approved by the department or from a college or university having an educator preparation program approved by the state agency in states other than Missouri may be granted an initial Missouri certificate of license to teach Blind and Low Vision (Birth – Grade 12) students subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements: (A) Professional Requirements. A minimum of sixty (60) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed. 1. Content Planning and Delivery. Candidates are prepared with a deep knowledge of and understand the relationships among curriculum, instruction, and assessment — A. Curriculum and Instructional Planning; B. Instructional Strategies and Techniques in Content Area Specialty; C. Assessment, Student Data, and Data-Based DecisionMaking; D. Strategies for Content Literacy; E. Critical Thinking and Problem Solving; F. English Language Learning; G. Evaluation of Abilities and Achievement (instruction in interpretation of individualized, formative, and summative assessments, eligibility procedures, and assessment to support evidence-based instruction); and H. Transition Processes, including Career Education or Career Readiness. 2. Individual Student Needs. Candidates build a robust knowledge of learners and the learning environment— A. Psychological Development of the Child and Adolescent; B. Psychology/Education of the Exceptional Child; C. Differentiated Learning; D. Classroom Management; E. Behavior Intervention Strategies; F. Cultural Diversity; G. Anatomy, Physiology, and Diseases of the Eye; H. Language Development of the Exceptional Child; I. Orientation and Mobility Training; J. Educational Psychology; K. Conservation and Use of Limited Vision; and L. Visual Aids and Appliance Usage. 3. Schools and the Teaching Profession. Candidates fully understand the role of schools and schooling as well as the professional responsibilities of teachers, including a means of professional growth— A. Consultation and Collaboration; B. Legal/Ethical Aspects of Teaching; C. Tiered Systems for Supporting Instruction and Behavior; D. Families as Educational Partners; E. Family Engagement; F. Linking Families with Resources; and G. Individualized Education Plans and the Special Education Process; 4. Teaching and Learning Strategies— A. Literacy (three (3) courses required, minimum total of nine (9) semester hours) to include coursework in reading and writing, and to include instructional interventions for students with reading deficits; B. Reading and Writing Braille; C. Children’s Literature; D. Language Arts; E. Science; F. Social Science; G. Instructional and Assistive Technology; and H. Mathematics (two (2) courses required, minimum of six (6) total semester hours) to include instructional interventions for students with mathematics deficits; and (B) Field and Clinical Experiences (minimum requirement of ten (10) semester hours). Field and clinical experiences should be appropriate to the progress of the student through the program and should be supervised through a close partnership of highly qualified professionals in appropriate school settings. 1. Early Field Experiences (one (1) semester hour with a minimum of thirty (30) clock hours). This limited field experience includes placements in which candidates observe students, support teachers, and respond to specific class assignments. The candidate may work with students individually and/or in small groups as requested and under the supervision of the classroom teacher. 2. Mid-Level Experiences (one (1) semester hour with a minimum of forty-five (45) clock hours). The mid-level experience occurs between the initial placement and the culminating clinical experiences. At the mid-level, candidates continue to observe; respond to specific class assignments; and work with students individually, in small groups, and in whole class settings as requested and under the supervision of the classroom teacher. 3. Culminating Clinical Experiences (eight (8) semester hours with a minimum of twelve (12) weeks in one (1) placement). The culminating experience refers to placements typically in the final sequence leading up to and including student teaching. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. (3) An applicant for a Missouri certificate to teach Deaf and Hard of Hearing (Birth – Grade 12) students who possesses a baccalaureate degree from a college or university having a educator preparation program approved by the department or from a college or university having an educator preparation program approved by the state agency in states other than Missouri may be granted an initial Missouri certificate of license to teach Deaf and Hard of Hearing (Birth – Grade 12) students subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements: (A) Professional Requirements. A minimum of sixty (60) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed. 1. Content Planning and Delivery. Candidates are prepared with a deep knowledge of and understand the relationships among curriculum, instruction, and assessment— A. Curriculum and Instructional Planning; B. Instructional Strategies and Techniques in Content Area Specialty; C. Assessment, Student Data, and Data-Based DecisionMaking; D. Strategies for Content Literacy; E. Critical Thinking and Problem Solving; F. English Language Learning; G. Evaluation of Abilities and Achievement (instruction in interpretation of individualized, formative, and summative assessments, eligibility procedures, and assessment to support evidence-based instruction); and H. Transition Processes, including Career Education or Career Readiness. 2. Individual Student Needs. Candidates build a robust knowledge of learners and the learning environment— A. Psychological Development of the Child and Adolescent; B. Psychology/Education of the Exceptional Child; C. Differentiated Learning; D. Classroom Management; E. Behavior Intervention Strategies; F. Cultural Diversity; G. Educational Psychology; H. Psychology of Deafness; I. Language Development of the Exceptional Child; J. Aural Rehabilitation; K. Amplification Systems; L. Audiology; M. Anatomy and Physiology of Auditory and Speech Mechanisms; and N. Manual Communications. 3. Schools and the Teaching Profession. Candidates fully understand the role of schools and schooling as well as the professional responsibilities of teachers, including a means of professional growth— A. Consultation and Collaboration; B. Legal/Ethical Aspects of Teaching; C. Tiered Systems for Supporting Instruction and Behavior; D. Families as Educational Partners; E. Family Engagement; F. Linking Families with Resources; and G. Individualized Education Plans and the Special Education Process. 4. Teaching and Learning Strategies— A. Literacy (three (3) courses required, minimum total of nine (9) semester hours). To include coursework in reading and writing, and to include instructional interventions for students with reading deficits; B. Teaching and Facilitating Language; C. Teaching Speech to Students Who Are Deaf; D. Children’s Literature; E. Language Arts; F. Science; G. Social Science; H. Instructive and Assistive Technology; and I. Mathematics (two (2) courses required, minimum of six (6) total semester hours) to include instructional interventions for students with mathematics deficits; (B) Field and Clinical Experiences (minimum requirement of ten (10) semester hours). Field and clinical experiences should be appropriate to the progress of the student through the program and should be supervised through a close partnership of highly qualified professionals in appropriate school settings. 1. Early Field Experiences (one (1) semester hour with a minimum of thirty (30) clock hours). This limited field experience includes placements in which candidates observe students, support teachers, and respond to specific class assignments. The candidate may work with students individually and/or in small groups as requested and under the supervision of the classroom teacher. 2. Mid-Level Experiences (one (1) semester hour with a minimum of forty-five (45) clock hours). The mid-level experience occurs between the initial placement and the culminating clinical experiences. At the mid-level, candidates continue to observe; respond to specific class assignments; and work with students individually, in small groups, and in whole class settings as requested and under the supervision of the classroom teacher. 3. Culminating Clinical Experiences (eight (8) semester hours with a minimum of twelve (12) weeks in one (1) placement). The culminating experience refers to placements typically in the final sequence leading up to and including student teaching. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. (4) An applicant for a Missouri certificate to teach Early Childhood Special Education (Birth—Grade 3) who possesses a baccalaureate degree from a college or university having an educator preparation program approved by the department, or from a college or university having an education program approved by the state education agency in states other than Missouri may be granted an initial Missouri certificate of license to teach Early Childhood Special Education (Birth— Grade 3) subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements: (A) Professional Requirements Effective until August 1, 2025. A minimum of sixty (60) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed. 1. Content Planning and Delivery. Candidates are prepared with a deep knowledge of and understand the relationship among curriculum, instruction, and assessment— A. Curriculum and Instructional Planning; B. Instructional Strategies and Techniques in Content Area Specialty; C. Assessment, Student Data, and Data-Based DecisionMaking; D. Critical Thinking and Problem Solving; E. English Language Learning; and F. Evaluation of Abilities and Achievement (instruction in interpretation of individualized, formative, and summative assessments, eligibility procedures, and assessment to support evidence-based instruction). 2. Individual Student Needs. Candidates build a robust knowledge of learners and the learning environment— A. Psychological Development of the Child and Adolescent; B. Psychology/Education of the Exceptional Child; C. Differentiated Learning; D. Classroom Management; E. Behavior Intervention Strategies; F. Cultural Diversity; and G. Educational Psychology. 3. Schools and the Teaching Profession. Candidates fully understand the role of schools and schooling as well as the professional responsibilities of teachers, including a means of professional growth— A. Consultation and Collaboration; B. Legal/Ethical Aspects of Teaching; C. Tiered Systems for Supporting Instruction and Behavior; D. Families as Educational Partners; E. Family Engagement; F. Linking Families with Resources; and G. Individualized Education Plans and the Special Education Process. 4. Teaching and Supporting Learning of the Young Child— A. Early Childhood Principles— (I) Child Development; (II) Play-Based and Inquiry-Based Learning; (III) Observing and Assessing Young Children; (IV) Language Acquisition; and (V) Alternative and Augmentative Communication; B. Methods of Teaching and Differentiated Instruction in the following integrated areas (minimum requirement of fifteen (15) hours): (I) Early Literacy (minimum of six (6) semester hours) to address curriculum, explicit and systematic instruction, and assessment of— (a) Language acquisition; (b) Phonological and phonemic awareness; (c) Phonics; (d) Vocabulary; (e) Fluency; (f) Comprehension; and (g) Writing process using authentic text and purposes; (II) Math; (III) Health; (IV) Science; (V) Nutrition; (VI) Social Studies; (VII) Music; (VIII) Safety; (IX) Movement; (X) Art; (XI) Drama; and (XII) Instructional and Assistive Technology. 5. Program Management— A. Program Administration and Management; B. Health, Nutrition, and Safety of Young Children; C. Environmental Organization and Design; and D. Procedural Safeguards; (B) Professional Requirements effective August 1, 2025. A minimum of sixty (60) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed. 1. Content Planning and Delivery. Candidates are prepared with a deep knowledge of and understand the relationship among curriculum, instruction, and assessment— A. Curriculum and Instructional Planning; B. Instructional Strategies and Techniques in Content Area Specialty; C. Assessment, Student Data, and Data-Based DecisionMaking; D. Critical Thinking and Problem Solving; E. English Language Learning; and F. Evaluation of Abilities and Achievement (instruction in interpretation of individualized, formative, and summative assessments, eligibility procedures, and assessment to support evidence-based instruction). 2. Individual Student Needs. Candidates build a robust knowledge of learners and the learning environment— A. Psychological Development of the Child and Adolescent; B. Psychology/Education of the Exceptional Child; C. Differentiated Learning; D. Classroom Management; E. Behavior Intervention Strategies; F. Cultural Diversity; and G. Educational Psychology. 3. Schools and the Teaching Profession. Candidates fully understand the role of schools and schooling as well as the professional responsibilities of teachers, including a means of professional growth— A. Consultation and Collaboration; B. Legal/Ethical Aspects of Teaching; C. Tiered Systems for Supporting Instruction and Behavior; D. Families as Educational Partners; E. Family Engagement; F. Linking Families with Resources; and G. Individualized Education Plans and the Special Education Process. 4. Teaching and Supporting Learning of the Young Child— A. Early Childhood Principles— (I) Child Development; (II) Play-Based and Inquiry-Based Learning; (III) Observing and Assessing Young Children; (IV) Language Acquisition; and (V) Alternative and Augmentative Communication; B. Methods of Teaching and Differentiated Instruction in the following integrated areas (minimum requirement of fifteen (15) hours): (I) Early Literacy (minimum of six (6) semester hours) to address the following topics: (a) Phonological and Phonemic Awareness; (b) Phonics; (c) Fluency; (d) Vocabulary; (e) Reading Comprehension; (f) Reading Difficulties; (g) Literacy Curriculum and Instruction; (h) Literacy Assessment; (i) Application of Assessment Data; (j) Writing Instruction; (k) Family and Community Literacies and Partnerships; and (l) Student Engagement in Literacy; (II) Math; (III) Health; (IV) Science; (V) Nutrition; (VI) Social Studies; (VII) Music; (VIII) Safety; (IX) Movement; (X) Art; (XI) Drama; and (XII) Instructional and Assistive Technology. 5. Program Management— A. Program Administration and Management; B. Health, Nutrition, and Safety of Young Children; C. Environmental Organization and Design; and D. Procedural Safeguards; and (C) Field and Clinical Experiences (minimum requirement of ten (10) semester hours). Field and clinical experiences should be appropriate to the progress of the student through the program and should be supervised through a close partnership of highly qualified professionals in appropriate school settings. Such field and clinical experiences shall meet the minimum hours required in paragraphs (4)(C)1.–3., to include experiences in each of the three (3) different age levels (Infant/Toddler, Pre-K/Kindergarten, and Kindergarten—Grade 3). 1. Early Field Experiences (one (1) semester hour with a minimum of thirty (30) clock hours). This limited field experience includes placements in which candidates observe students, support teachers, and respond to specific class assignments. The candidate may work with students individually and/or in small groups as requested and under the supervision of the classroom teacher. 2. Mid-Level Experiences (one (1) semester hour with a minimum of forty-five (45) clock hours). The mid-level experience occurs between the initial placement and the culminating clinical experiences. At the mid-level, candidates continue to observe, respond to specific class assignments, and work with students individually, in small groups, and in whole class settings as requested and under the supervision of the classroom teacher. 3. Culminating Clinical Experiences (eight (8) semester hours with a minimum of twelve (12) weeks in one (1) placement). The culminating experience refers to placements typically in the final sequence leading up to and including student teaching. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. (5) An applicant for a Missouri certificate of license to teach students with Mild/Moderate Cross-Categorical Disabilities (Kindergarten – Grade 12) who possesses a baccalaureate degree in Special Education from a college or university having an educator preparation program approved by the department or from a college or university having an educator preparation program approved by the state agency in states other than Missouri may be granted an initial Missouri certificate of license to teach students with Mild/Moderate Cross-Categorical Disabilities (Kindergarten – Grade 12) subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements: (A) Professional Requirements Effective until August 1, 2027. A minimum of sixty (60) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed— 1. Content Planning and Delivery. Candidates are prepared with a deep knowledge of and understand the relationships among curriculum, instruction, and assessment— A. Curriculum and Instructional Planning; B. Instructional Strategies and Techniques in Content Area Specialty; C. Assessment, Student Data, and Data-Based DecisionMaking; D. Strategies for Content Literacy; E. Critical Thinking and Problem Solving; F. English Language Learning; G. Evaluation of Abilities and Achievement (instruction in interpretation of individualized, formative, and summative assessments, eligibility procedures, and assessment to support evidence-based instruction); H. Transition Processes, including Career Education or Career Readiness; 2. Individual Student Needs. Candidates build a robust knowledge of learners and the learning environment— A. Psychological Development of the Child and Adolescent; B. Psychology/Education of the Exceptional Child; C. Differentiated Learning; D. Classroom Management; E. Behavior Intervention Strategies; F. Cultural Diversity; G. Educational Psychology; and H. Language Development of the Exceptional Child; 3. Schools and the Teaching Profession. Candidates fully understand the role of schools and schooling as well as the professional responsibilities of teachers, including a means of professional growth— A. Consultation and Collaboration; B. Legal/Ethical Aspects of Teaching; C. Tiered Systems for Supporting Instruction and Behavior; D. Families as Educational Partners; E. Family Engagement; F. Linking Families with Resources; and G. Individualized Education Plans and the Special Education Process; and 4. Teaching and Learning Strategies— A. Literacy (a minimum total of twelve (12) semester hours) to address specialized instruction in curriculum, explicit and systematic instruction, assessment, and intensive intervention of— (I) Language acquisition; (II) Phonological and phonemic awareness; (III) Phonics; (IV) Vocabulary; (V) Fluency; (VI) Comprehension; and (VII) Writing process using authentic text and purposes; B. Science; C. Social Science; D. Instructional and Assistive Technology; and E. Mathematics (two (2) courses required, minimum of six (6) total semester hours) to include instructional interventions for students with mathematics deficits; (B) Professional Requirements Effective August 1, 2027. A minimum of forty-five (45) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed— 1. Engaging in professional learning and practice within ethical guidelines in order to address and advocate for student academic achievement and functional performance. A. Candidates practice within ethical guidelines and legal policies and procedures including federal, state, and case law pertaining to serving students with disabilities (e.g., Individuals with Disabilities Education Act (IDEA), Family Educational Rights and Privacy Act (FERPA)). B. Candidates demonstrate the knowledge and skills needed to advocate (e.g., in the development of an Individualized Education Program (IEP), at local, state, and/ or national levels) for improved academic and functional outcomes for individuals with disabilities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds. C. Candidates create a plan of professional learning for themselves based upon ongoing analysis of student academic and functional learning; self-reflection; and professional standards, research, and contemporary practices; 2. Understanding and addressing each individual’s developmental and learning needs. A. Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized academic and functional strengths and needs of students with disabilities. B. Candidates use their knowledge and understanding of diverse factors that influence development and learning (including differences related to individual, family, language, culture, and community, including disabilities) to plan and implement academic and functional learning environments and experiences. C. Candidates apply their understanding of an individual’s development and learning needs through writing a sample Individualized Education Program (IEP) that includes all legally required components; 3. Demonstrating subject matter content and specialized curricular knowledge that supports student access to the general education curriculum. A. Candidates demonstrate a foundational understanding of academic content in the general education curriculum to inform their programmatic (e.g., services, continuum of placement considerations) and instructional decisions of individuals with disabilities. B. Candidates design and implement specially designed instruction to provide access to the general education curriculum for students with disabilities. C. Candidates design an instructional plan to meet the needs of the student that can be implemented with fidelity across environments by the assigned professionals (e.g., general educator, paraprofessional). D. Candidates take a minimum of twelve (12) hours of literacy-related coursework in which they address the following competencies. (I) Candidates demonstrate the knowledge and skills necessary to develop curriculum, implement instruction, assess student skills, and devise appropriate interventions surrounding language acquisition. (II) Candidates demonstrate the knowledge and skills necessary to develop curriculum, implement instruction, assess student skills, and devise appropriate interventions supporting student development of phonological and phonemic awareness. (III) Candidates demonstrate the knowledge and skills necessary to develop curriculum, implement instruction, assess student skills, and devise appropriate interventions supporting student understanding of phonics. (IV) Candidates demonstrate the knowledge and skills necessary to develop curriculum, implement instruction, assess student skills, and devise appropriate interventions supporting student development of vocabulary. (V) Candidates demonstrate the knowledge and skills necessary to develop curriculum, implement instruction, assess student skills, and devise appropriate interventions supporting student development of reading fluency. (VI) Candidates demonstrate the knowledge and skills necessary to develop curriculum, implement instruction, assess student skills, and devise appropriate interventions supporting student development of reading comprehension. (VII) Candidates demonstrate the knowledge and skills necessary to develop curriculum, implement instruction, assess student skills, and devise appropriate interventions supporting student development of the writing process. E. Candidates implement appropriate instructional and assistive technology to address the particular needs of specific students. F. Candidates take a minimum of six (6) hours of mathematics-related coursework in which they demonstrate the knowledge and skills necessary to use evidence-based practices to appropriately modify curriculum, implement instruction, assess student skills, devise appropriate interventions to address student deficits, identify and apply appropriate accommodations, and demonstrate appropriate content knowledge in the following areas: (I) Numbers and Operations; (II) Algebraic Thinking; (III) Geometry and Measurement; and (IV) Data Analysis and Probability; 4. Using assessment to understand the learner and the learning environment for data-based decision making. Candidates analyze and interpret sample evaluation results (including multiple measures of student learning, behavior, and the classroom environment) to write a sample review of existing data, an evaluation component, or summary report. A. Candidates collaboratively engage in data-based decision making (e.g., select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment) to evaluate and support classroom and school-based systems of intervention for students with and without disabilities. B. Candidates collaboratively engage in data-based decision making (e.g., select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable) to contribute to eligibility determination for special education services. C. Candidates use a variety of assessments (e.g., including student self-assessment) to collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate to inform both short- and long-term planning, and make ongoing adjustments to individualized instruction; 5. Supporting learning of academic and functional skills. A. Candidates apply their knowledge to interpret assessment data from multiple sources to appropriately plan and guide instruction to meet rigorous academic and nonacademic (including behavior) content and goals for each individual. B. Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self-regulation of student learning for all students. C. Candidates use explicit, systematic instruction and differentiation to teach content, strategies, and skills, including behavioral skills, to improve student outcomes. D. Candidates demonstrate the ability to identify and implement effective instructional grouping (e.g., whole group, small group, flexible grouping, and individual instruction) in the development and execution of specially designed instruction; 6. Supporting social, emotional, and behavioral growth. A. Candidates use research-supported behavioral strategies (e.g., create structure, use predictable routines, active supervision, etc.) to create safe, caring, respectful, and productive learning environments for individuals with disabilities. B. Candidates demonstrate use of a range of researchsupported preventative and responsive practices documented to support individuals’ social, emotional, and educational well-being (e.g., preventative practices, de-escalation, conflict management, self-regulation). C. Candidates demonstrate ability to collect and systematically use data from a variety of sources to identify the purpose or function served by target behavior to plan and evaluate behavioral interventions, including generalization to other environments. Topics covered must include, but are not limited to— (I) Defining of function-based thinking, antecedents, consequences, reinforcement, punishment; (II) Using both indirect (e.g., rating scales, family/ teacher/student interviews) and direct (e.g., A-B-C data collection, scatterplots, other measures that require direct observation of behavior) measures of data; (III) Conducting functional behavior assessments, including defining measurable/observable behaviors, collecting and graphing behavioral data; (IV) Using functional behavior assessments to write behavioral goals and behavioral intervention plans; (V) Using data to inform Manifestation Determination decisions; and 7. Collaborating with team members. A. Candidates are prepared to demonstrate communication, group facilitation, and problem–solving strategies in a culturally responsive manner to lead effective IEP and other student level meetings, to build team capacity and jointly address students’ instructional and behavioral needs. Topics covered but not limited to— (I) Parent and Colleague Collaboration; (II) Writing IEP; (III) Preparing IEP Agenda; and (IV) Informing general education teachers of their role specific to the IEP. B. Candidates are prepared to collaborate and coordinate with families, professionals, and community agencies in a culturally responsive manner to implement the IEP and other related programs that support individuals with and without disabilities in achieving measurable outcomes, to identify and access necessary resources, and to support transition planning. C. Candidates are prepared to collaborate with, mentor, and facilitate the work of other professionals in the classroom (e.g., paraprofessionals, interpreters, related service providers); and (C) Field and Clinical Experiences (minimum requirement of ten (10) semester hours). Field and clinical experiences should be appropriate to the progress of the student through the program and should be supervised through a close partnership of highly qualified professionals in appropriate school settings. Such field and clinical experiences shall include experiences at both the elementary and the secondary level. 1. Early Field Experiences (one (1) semester hour with a minimum of thirty (30) clock hours). This limited field experience includes placements in which candidates observe students, support teachers, and respond to specific class assignments. The candidate may work with students individually and/or in small groups as requested and under the supervision of the classroom teacher. 2. Mid-Level Experiences (one (1) semester hour with a minimum of forty-five (45) clock hours). The mid-level experience occurs between the initial placement and the culminating clinical experiences. At the mid-level, candidates continue to observe; respond to specific class assignments; and work with students individually, in small groups, and in whole class settings as requested and under the supervision of the classroom teacher. 3. Culminating Clinical Experiences (eight (8) semester hours with a minimum of twelve (12) weeks in one (1) placement). The culminating experience refers to placements typically in the final sequence leading up to and including student teaching. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. (6) An applicant for a Missouri certificate to teach students with Severe Developmental Disabilities (Grades K-12) who possesses a baccalaureate degree in Special Education from a college or university having an educator preparation program approved by the department or from a college or university having an educator preparation program approved by the state agency in states other than Missouri may be granted an initial Missouri certificate of license to teach students with Severe Developmental Disabilities subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements: (A) Professional Requirements. A minimum of sixty (60) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed— 1. Content Planning and Delivery. Candidates are prepared with a deep knowledge of and understand the relationships among curriculum, instruction, and assessment— A. Curriculum and Instructional Planning; B. Instructional Strategies and Techniques in Content Area Specialty; C. Assessment, Student Data, and Data-Based DecisionMaking; D. Strategies for Content Literacy; E. Critical Thinking and Problem Solving; F. English Language Learning; G. Evaluation of Abilities and Achievement (instruction in interpretation of individualized, formative, and summative assessments, eligibility procedures, and assessment to support evidence-based instruction); H. Transition Processes, including Career Education or Career Readiness; and 2. Individual Student Needs. Candidates build a robust knowledge of learners and the learning environment— A. Psychological Development of the Child and Adolescent; B. Psychology/Education of the Exceptional Child; C. Differentiated Learning; D. Classroom Management; E. Behavior Intervention Strategies; F. Cultural Diversity; G. Educational Psychology; H. Physical and Psychological Considerations of the Developmentally Disabled; I. Language Development of the Exceptional Child; J. Adaptive, Self-Help, and Mobility Skills; K. Managing Physical and Health Problems; L. Alternative and Augmentative Communication Skills; and M. Alternative and Functional Skills Assessment; 3. Schools and the Teaching Profession. Candidates fully understand the role of schools and schooling as well as the professional responsibilities of teachers, including a means of professional growth— A. Consultation and Collaboration; B. Legal/Ethical Aspects of Teaching; C. Tiered Systems for Supporting Instruction and Behavior; D. Families as Educational Partners; E. Family Engagement; F. Linking Families with Resources; and G. Individualized Education Plans and the Special Education Process; 4. Teaching and Learning Strategies— A. Literacy (three (3) courses required, minimum total of nine (9) semester hours) to include coursework in reading and writing, and to include instructional interventions for students with reading deficits; B. Children’s Literature; C. Language Arts; D. Science; E. Social Science; F. Instructional and Assistive Technology; and G. Mathematics (two (2) courses required, minimum of six (6) total semester hours) to include instructional interventions for students with mathematics deficits; and (B) Field and Clinical Experiences (minimum requirement of ten (10) semester hours). Field and clinical experiences should be appropriate to the progress of the student through the program and should be supervised through a close partnership of highly qualified professionals in appropriate school settings. 1. Early Field Experiences (one (1) semester hour with a minimum of thirty (30) clock hours). This limited field experience includes placements in which candidates observe students, support teachers, and respond to specific class assignments. The candidate may work with students individually and/or in small groups as requested and under the supervision of the classroom teacher. 2. Mid-Level Experiences (one (1) semester hour with a minimum of forty-five (45) clock hours). The mid-level experience occurs between the initial placement and the culminating clinical experiences. At the mid-level, candidates continue to observe; respond to specific class assignments; and work with students individually, in small groups, and in whole class settings as requested and under the supervision of the classroom teacher. 3. Culminating Clinical Experiences (eight (8) semester hours with a minimum of twelve (12) weeks in one (1) placement). The culminating experience refers to placements typically in the final sequence leading up to and including student teaching. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. (7) An applicant for a Missouri certificate to teach students with Severe Developmental Disabilities (Grades K-12) who possesses a baccalaureate degree in Special Education from a college or university having an educator preparation program approved by the department or from a college or university having an educator preparation program approved by the state agency in states other than Missouri may be granted an initial Missouri certificate of license to teach students with Severe Developmental Disabilities subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements: (A) Professional Requirements. A minimum of sixty (60) semester hours of professional preparation. Competency must be demonstrated to the satisfaction of the educator preparation institution for each topic listed— 1. Content Planning and Delivery. Candidates are prepared with a deep knowledge of and understand the relationships between curriculum, instruction, and assessment— A. Curriculum and Instructional Planning; B. Instructional Strategies and Techniques in Content Area Specialty; C. Assessment and Student Data; D. Strategies for Content Literacy; E. Critical Thinking and Problem Solving; F. English Language Learning; G. Evaluation of Abilities and Achievement (instruction in interpretation of individualized intelligence tests, formal and informal diagnostic procedures, and in perspective instruction); and H. Career Education or Career Readiness; 2. Individual Student Needs. Candidates build a robust knowledge of learners and the learning environment— A. Psychological Development of the Child and Adolescent; B. Psychology/Education of the Exceptional Child; C. Differentiated Learning; D. Classroom Management; E. Behavior Management; F. Cultural Diversity; G. Physical and Psychological Considerations of the Developmentally Disabled; H. Language Development of the Exceptional Child; I. Perceptual Motor Training; J. Managing Physical and Health Problems; K. Non-Verbal Communication Skills; and L. Functional Skills Measurement; 3. Schools and the Teaching Profession. Candidates fully understand the role of schools and schooling as well as the professional responsibilities of teachers, including a means of professional growth— A. Consultation and Collaboration; and B. Legal/Ethical Aspects of Teaching; 4. Teaching and Learning Strategies (minimum requirement of twenty-eight (28) semester hours)— A. Elementary Literacy (three (3) courses required, minimum total of nine (9) semester hours) to include coursework in reading and writing, and to include instructional interventions for students with reading deficits; B. Children’s Literature; C. Language Arts; D. Science; E. Social Science to include Geography and Economics; F. Art; G. Music; H. Adapted Physical Education; I. Technology in Education; and J. Mathematics (two (2) courses required, minimum of six (6) total semester hours) to include instructional interventions for students with mathematics deficits; and 5. Field and Clinical Experiences (ten (10) semester hours). Field and clinical experiences should be appropriate to the progress of the candidate through the program and should be supervised through a close partnership of highly qualified professionals in appropriate school settings— A. Early and Mid-Level Field Experiences (two (2) semester hours). This field experience must be in a regular classroom setting prior to the culminating field experience— (I) Persons certificated in Behaviorally Disordered, Mentally Handicapped, Physical and Other Health Impairments, or Learning Disabled may meet this clinical experiences requirement by the satisfactory completion of at least three (3) semester hours of Practicum with Deaf and Hearing Impaired students; B. Culminating Clinical Experience (eight (8) semester hours with a minimum of twelve (12) weeks in one (1) placement). The experience refers to placements typically in the final sequence leading up to and including student teaching. Candidates actively participate and complete regular assignments, work with students as requested, and under the supervision of the classroom teacher(s) and/or other specialists. The clinical experience must include opportunities to collaborate with other educators to support student learning. The following activities should be included: (I) Teaching severely developmentally disabled students; (II) Interpretation of individualized intelligence tests, formal and informal diagnostic procedures, and in prescriptive instruction; and (III) Practical application of behavior management techniques. AUTHORITY: sections 161.092, 168.011, 168.071, 168.081, and 168.405, RSMo 2016, and sections 168.021, 168.400, and 168.409, RSMo Supp. 2025.* Original rule filed Oct. 29, 2013, effective May 30, 2014. Amended: Filed June 21, 2018, effective Jan. 30, 2019. Amended: Filed Nov. 2, 2020, effective May 30, 2021. Amended: Filed Feb. 10, 2023, effective Sept. 30, 2023. Amended: Filed Oct. 22, 2025, effective May 30, 2026. *Original authority: 161.092, RSMo 1963, amended 1973, 2002, 2003, 2013, 2014; 168.011, RSMo 1963, amended 1984; 168.021, RSMo 1963, amended 1973, 1984, 1988, 1990, 1998, 2000, 2003, 2008, 2009, 2011, 2013, 2014, 2018, 2020, 2022, 2024, 2025; 168.071, RSMo 1963, amended 1973, 1978, 1984, 1988, 1993, 1998, 2002, 2003, 2011, 2013, 2014; 168.081, RSMo 1963, amended 1984, 2002, 2014; 168.400, RSMo 1985, amended 1990, 2002, 2024; 168.405, RSMo 1985; and 168.409, RSMo 1985, amended 2025.