D.C. Mun. Regs. tit. 5-E, § 1648
Special Education - Categorical (K-12)
Authority: Sections 2a, 3(b)(11), (12) and (17) of the State Education Office Establishment Act of 2000, effective October 21, 2000 (D.C. Law 13-176; D.C. Official Code §§ 38-2601.01, 38-2602(b)(11), (12), and (17) (2012 Repl. & 2016 Supp.)), and Sections 1002(a)(22) and (36) of the Non-Health Related Occupations and Professions Licensure Act of 1998, effective April 20, 1999 (D.C. Law 12-261; D.C. Official Code § 47-2853.04(a)(22) and (36) (2015 Repl.)). Source: Final Rulemaking published at 28 DCR 3201 (July 17, 1981); as amended by Final Rulemaking published at 33 DCR 6542 (October 24, 1986); as amended by Final Rulemaking published at 40 DCR 6893, 6928-30 (October 1, 1993); as amended by Final Rulemaking published at 63 DCR 9071, 9088 (July 1, 2016).District of Columbia, Office of the Secretary
1648 SPECIAL EDUCATION - CATEGORICAL (K-12)
1648.1 In addition to the general and professional education requirements, for certification is special education (categorical), coursework in the common core (twenty-one (21) semester hours), and coursework in one of the following areas shall be required:
- (a) Serious emotionally disturbance (fifteen (15) semester hours):
- (1) Characteristics of the emotionally disturbed;
- (2) Specific techniques of behavior management; and
- (3) Educational programming, teaching methods and materials for emotionally disturbed, to include a variety of school situations;
- (b) Hearing impairments (fifteen (15) semester hours):
- (1) Characteristics of individuals with hearing and related speech disorders;
- (2) Speech science and audiology;
- (3) Instructional procedures for the education of the hearing-impaired, including manual communication; and
- (4) Individual and group amplification systems with emphasis upon classroom utilization;
- (c) Specific learning disabilities (fifteen (15) semester hours):
- (1) Characteristics of individuals with learning disabilities and theories of etiology;
- (2) Techniques for diagnosis and intervention with learning disabled individuals of all degrees of disability at the various school levels;
- (3) Methods of basic skills instruction (i.e. oral and written language, reading, and mathematics) for learning disabled individuals at the various school levels; and
- (4) Adaptations of various levels of general education course content, materials, and methods of presentation to accommodate varying learning styles;
- (d) Mental retardation (fifteen (15) semester hours):
- (1) Characteristics, including medical aspects, of mentally retarded individuals;
- (2) Teaching methods and materials for the mentally retarded; and
- (3) Vocational exploration, as well as leisure and social skills training, for the mentally retarded;
- (e) Visual impairments (fifteen (15) semester hours):
- (1) Anatomy, physiology, and diseases of the eye;
(2) Nature and needs of visually impaired individuals;
(3) Reading and writing Braille; and
(4) Procedures for teaching visually impaired individuals;
(f) Orthopedically impaired (fifteen (15) semester hours):
(1) Characteristics of children with orthopedic impairments;
(2) Medical aspects of Orthopedic/OHI;
(3) Problems in the development and education of the OI/OHI;
(4) Neurodevelopmental sensory integration approaches; and
(5) Psychological aspects of teaching children with physical disabilities.
SOURCE: Final Rulemaking published at 28 DCR 3201 (July 17, 1981); as amended by Final Rulemaking published at 33 DCR 6542 (October 24, 1986); and by Final Rulemaking published at 40 DCR 6893, 6928-30 (October 1, 1993).