Ala. Admin. Code r. 290-3-3-.24 – Special Education (Grades P-3, K-6, 6-12, and/or P-12), Deaf and Hard of Hearing (P-12), and Visual Impairment (P-12)

1. Rationale. This Rule highlights those elements distinctive to the Special Education program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the current Praxis Special Education: Foundational Knowledge Assessment and multiple Alabama Courses of Study. Implementation of the standards will be in the Alabama Continuous Improvement guidance.
2. Program Curriculum. In addition to meeting Rules 290-3-3-.03, 290-3-3-.04, 290-3-3-.05, 290-3-3-.06, 290-3-3-.07, 290-3-3-.08, 290-3-3-.09, 290-3-3-.10, 290-3-3-.11, and/or 290-3-3-.20, the curriculum shall require coursework, key assessments, and field experiences in the following areas:
1. a. Prior to program completion, candidates will have time to develop content knowledge in special education.
2. b. Prior to program completion, candidates will have time to develop an ability to plan, implement, assess, and reflect upon research-based instruction to increase student motivation and enhance active learning for all students.
3. c. Candidates in deaf and hard of hearing (Grades P-12) will also have and apply knowledge of:
  1. i. The influence of family communication and culture on all developmental domains.
  2. ii. Interactions between individuals who are deaf or hard of hearing with peers and roles models who are deaf or hard of hearing.
  3. iii. Utilization of interpreters and assistive technology.
  4. iv. Classroom environments that maximize opportunities for visual learning to meet developmental and learning needs.
4. d. Candidates in visual impairment (Grades P-12) will have and apply knowledge of:
  1. i. Braille.
  2. ii. Classroom organization to accommodate materials, equipment, and technology for vision loss and other disabilities.
  3. iii. Role models with visual impairments.
  4. iv. Multi-sensory learning environments that encourage active participation in group and individual activities.
  5. v. Orientation and mobility.
5. e. Unique Field Experiences, Practica, and Internship Placement Requirements.
  1. i. Field experiences shall include special education placements at the appropriate grade level that certification is desired.
    1. a. For P-3, field experiences shall include placements in at least two of the three main types of early childhood education settings.
    2. b. For K-6, field experiences shall be in both early elementary grades K-3 and upper elementary grades 4-6 classrooms.
    3. c. For 6-12, field experiences shall be in both middle school and high s classrooms.
  2. ii. For candidates desiring certification, to the extent possible, field experiences should allow candidates the opportunity to practice in developing and characterizing learners, planning in the learning environment, instruction, assessment and foundations and professional responsibilities.
  3. iii. Although not required, the practicum experience can be at either the middle grades level or high school level. Experiences should deepen candidate understanding and ability in special education.
  4. iv. Unless a practicum experience and/or at least three field experiences have been completed at the other level:
    1. a. K-6 internship shall be split between K-3 and 4-6.
    2. b. 6-12 internship shall be split between middle grades and high school grades.

Author: Dr. Eric G. Mackey

Statutory Authority: Code of Ala. 1975, §§16-3-16 and 16-23-14.

Editor’s Note: Previous Rule .12.01 was renumbered .24 per certification published August 31, 2021; effective October 15, 2021.

History: New Rule: Filed August 13, 2015; effective September 17, 2015. Amended: Filed September 13, 2018; effective October 28, 2018; operative June 1, 2019. Repealed and New Rule: Published August 31, 2021; effective October 15, 2021. Repealed and New Rule: Published March 31, 2025; effective May 15, 2025.