FLORIDA DEPARTMENT OF EDUCATION
S
TATE BOARD OF EDUCATION
T. WILLARD FAIR,
Chairman
Members
PETER BOULWARE
AKSHAY DESAI
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
Dr. Eric J. Smith
Commissioner of Education
DR. FRANCES HAITHCOCK
CHANCELLOR OF PUBLIC SCHOOLS
325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
Contact Person
Name: Beverly Gregory
Phone: 850/245-0431
E-Mail: beverly.gregory@fldoe.org
DPS: 2009-021
MEMORANDUM
TO:
School District Superintendents
School District Certification Officers
FROM:
Dr. Frances Haithcock
DATE:
February 16, 2009
SUBJECT:
Amendment to Rule 6A-4.01792 Pre-kindergarten Disabilities Endorsement
On January 21, 2009, the Florida State Board of Education approved an amendment to certification
Rule 6A-4.01792, F. A. C., the Pre-kindergarten Disabilities Endorsement requirements. The change
was to add certification in Elementary Education (grades K-6) as an appropriate base certification for
the Pre-kindergarten Disabilities Endorsement. The effect of this rule change is more flexibility for
elementary teachers who want to serve the pre-kindergarten level of exceptional students. The
amended rule is included with this memorandum.
If you have any questions or need assistance, please contact Beverly Gregory at 850/245-0431 or
beverly.gregory@fldoe.org
Memorandum
February 16, 2009
Page Two
6A-4.01792 Specialization Requirements for the Prekindergarten Disabilities Endorsement - Academic Class.
(1) A bachelor’s or higher degree with certification in any exceptional student education area, preschool education,
primary education, prekindergarten/primary education, elementary education (K-6), or early childhood education, and
(2) Twelve (12) semester hours in prekindergarten disabilities education to include the areas specified below:
(a) Six (6) semester hours in the development and implementation of individualized educational programs for the
prekindergarten child with disabilities to include formal and informal evaluation techniques; developmentally appropriate
curriculum, methods, and intervention strategies; teaming approaches to facilitate inclusion in appropriate learning
environments; and multidisciplinary approaches and techniques for serving the child and the family;
(b) Three (3) semester hours in child development to include theories of the atypical child, the stages and sequences of
development, and the impact of disabilities and biomedical risk factors on learning; and
(c) Three (3) semester hours in family collaboration and support to include family systems theory and interaction;
community resources; service coordination; and transition.
Specific Authority 1001.02(2)(n) 229.053(6), 1012.55(1), 231.15(1), 1012.56(13), 231.17(6) FS. Law Implemented 1001.02, 229.053,
1012.54 231.145, 1012.55, 231.15, 1012.56 231.17 FS. History–New 10-3-91, Amended 5-7-02.