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PI 3, WISCONSIN LICENSES - Special Education

Note: Chapter PI 3 as it existed on June 30, 2004 was repealed effective July 1, 2004. See Chapter PI 34 for replacement rules.

Subchapter VII - Special Education

PI 3.25 Special education: applicability and general requirements

PI 3.26 Cognitive disabilities

PI 3.28 Learning disabilities

PI 3.29 Emotional disturbance

PI 3.30 Hearing impaired

PI 3.305 Educational interpreter - deaf or hard of hearing

PI 3.31 Visually impaired

PI 3.32 Orientation and mobility

PI 3.33 Orthopedic disability

PI 3.34 Early childhood - exceptional educational needs

PI 3.35 Speech and language pathology

PI 3.355 School audiologist

PI 3.36 School occupational therapist

PI 3.365 School occupational therapy assistant

PI 3.37 School physical therapist

PI 3.375 School physical therapist assistant

PI 3.38 Adaptive education - 859 and adaptive physical education - 860 and assertive technology -858.

PI 3.39 Special education program aide

Subchapter VII - Special Education

PI 3.25 Special education: applicability and general requirements.(1) Special education licenses are issued to teach early childhood, grades prekindergarten through 9, grades 6 through 12, or grades prekindergarten through 12. In this subchapter, a requirement which is to be completed "at the appropriate level" means that the requirement shall be met at the elementary/middle level for a license to teach in grades prekindergarten through 9, at the middle/secondary level for a license to teach in grades 6 through 12, and at both the elementary level and the middle/secondary level for a license to teach in prekindergarten through grade 12.

(2) Effective July 1, 1986, a regular license to teach a specific area of special education may be issued to an applicant who has satisfactorily completed an approved program, the general requirements in s. PI 3.05, and the requirements for the area of specialization in ss. PI 3.26 to 3.39.

(3) The following are required if specifically cited in the requirements for the area of specialization in ss. PI 3.26 to 3.39:

(a) General professional preparation. At least 14 semester credits in professional education including all of the following:

1. Child or adolescent psychology.

2. Psychology of learning or educational psychology.

3. Measurement and evaluation.

4. Methods of instruction.

5. Supervised experience with non-exceptional children in a regular classroom at the appropriate level. This supervised experience may be waived for persons who are hearing impaired.

(b) General preparation in special education. At least 14 semester credits in general special education including all of the following:

1. Psychology or nature of the exceptional child.

2. Individual diagnostic assessment.

3. Behavior and personal management for exceptional children.

4. Normal language development and language disorders of the exceptional child.

5. Methods for working with parents of exceptional children and community agencies.

6. Principles of career and vocational education.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; am. (1) (intro.), (3) (a) (intro.), (b) (intro.) and 4., r. (3) (a) 6., Register, July 1993, No. 451, eff. 8-1-93.

PI 3.26 Cognitive disabilities - 810, PK-9, 6-12, PK-12. (1) A cognitive disabilities - 810 license may be issued to an applicant who has completed the requirements in s. PI 3.25 (3) and all of the following requirement covering the full range of severity of cognitive disabilities:
(a) At least 12 semester credits including all of the following:
1. Introduction to cognitive disabilities.
2. Educational diagnosis and assessment of cognitive disabilities.
3. Curriculum, methods, and technology for teaching pupils with cognitive disabilities at the appropriate level.
4. Cooperative programming with community, health, and social services.
(b) Student teaching and practicum experiences for a license under this section shall be at the appropriate level.
(2) Persons holding a regular mild or moderate cognitive disabilities - 806 license or a regular severely handicapped - 807 license may be issued a regular license under this section.
History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; am. Register, July, 1993, No. 451, eff. 8-1-93: emerg. r. and recr. eff. 7-1-97; r. and recr. Register, November, 1997, No. 503, eff. 12-1-97.

PI 3.28 Learning disabilities - 811, PK-9, 6-12, PK-12.A learning disabilities - 811 license may be issued to an applicant who has completed the requirements listed in s. PI 3.25 (3) and all of the following requirements:

(1) At least 8 semester credits including all of the following:

(a) Introduction to learning disabilities.

(b) Educational diagnosis and assessment of learning disabilities.

(c) Curriculum and methods in learning disabilities at the appropriate level.

(d) Remedial reading.

(2) Student teaching pupils with learning disabilities at the appropriate level.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; am. (1) (intro.), (2), Register, July, 1993, No. 451, eff. 8-1-93.

PI 3.29 Emotional disturbance - 830, K-9, 6-12, K-12.An emotional disturbance - 830 license may be issued to a person who meets the requirements in s. PI 3.25 (3) and all of the following requirements:

(1) At least 8 semester credits including all of the following:

(a) Introduction to emotional disturbance.

(b) Educational diagnosis and assessment of emotional disturbance.

(c) Curriculum and methods in emotional disturbance at the appropriate level.

(d) Management of the emotionally disturbed.

(2) Student teaching emotionally disturbed pupils at the appropriate level.

History: Cr. Register, April, 1988, No. 388. eff. 5-1-88; am. (1) (intro.), (2), Register, July, 1993, No. 451, eff. 8-1-93.

PI 3.30 Hearing impaired - 805, PK-9, 6-12, PK-12.A hearing impaired - 805 license may be issued to an applicant who has completed the requirements in s. PI 3.25 (3) and all of the following requirements:

(1) At least 12 semester credits including all of the following:

(a) Introduction to hearing impairment.

(b) Curriculum and methods for teaching hearing impaired pupils at the appropriate level.

(c) Language problems and development for the hearing impaired.

(d) Speech for the hearing impaired.

(e) Speech reading and auditory training for the hearing impaired.

(f) Manual communication.

(3) Student teaching hearing impaired pupils at the appropriate level.

(4) For a regular license for grades 6 through 12, the applicant shall complete a minor in a subject under subch. IV in addition to the major in hearing impaired.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; am. (1) (intro.), Register, July, 1993, No. 451, eff. 8-1-93.

PI 3.305 Educational interpreter - deaf or hard of hearing - 884, PK-12.(1) Effective July 1, 1992, any person employed by a school system to interpret for pupils who are deaf or hard of hearing as part of that pupil's special education program shall hold a license under this section. Except as specified in sub. (2) or (3), an applicant for a regular educational interpreter for pupils who are deaf or hard of hearing - 884 license shall complete or possess all of the following:

(a) At least 22 semester credits of course work which shall include all of the following:

1. Public speaking skills.

2. Written English communication.

3. Child and adolescent development.

4. Psychological, social, and cultural aspects of people who are deaf or hard of hearing.

5. Orientation to deafness which shall include terminology related to hearing loss, pathological perspectives, educational programs, and cultural perspectives of people who are deaf.

6. Language development in children who are deaf or hard of hearing.

7. Three credits in special education as required in s. PI 3.05 (1).

8. Theories of the various forms of visual communication used while interpreting, such as American sign language, manually coded English and oral interpreting.

9. Issues in educational settings such as theory, role and function, instructional support services, note-taking and classroom management in the prekindergarten through grade 12 setting.

10. Ethical and professional practices.

(b) A practicum of at least 150 hours in the prekindergarten through grade 12 setting, 2 semesters of successful experience for at least 50% time as an educational interpreter or certification from the national registry of interpreters for the deaf.

(c) A minimum of 1 credit of oral interpreting which is the process of delivering a spoken message in a manner that is most visible via speechreading, or certification from the national registry of interpreters for the deaf as an oral interpreter. In this paragraph, "speechreading" means the practice of communicating using a combination of lipreading, residual hearing, natural gestures and context clues.

(d) 1. Except as specified under subd. 2., the applicant shall have completed at least 18 semester credits of course work in the area of interpreting for individuals who are deaf or hard of hearing which includes at least 6 semester credits in each of the following:

a. Skill development in the use of American sign language and expressive interpreting which is the process of changing spoken English into American sign language.

b. Skill development in the use of signed forms of English and expressive transliterating which is the process of changing spoken English into a signed form of English.

c. Skill development in understanding messages delivered in sign language and in sign to voice which is the process of changing a signed text into spoken English.

2. Applicants holding a valid department of health and family services quality assurance verification under ch. HFS 77 shall provide the department with evidence of such verification which the department shall apply as 6 semester credits to be divided equally among the course work requirements of subd. 1.

(2) (a) A person who has been successfully employed by a school or school district as an educational interpreter as part of a special education program for pupils who are deaf or hard of hearing for at least 50% time for 2 semesters or the equivalent prior to July 1, 1992 may be issued a regular license under this section.

(b) A person who has completed an interpreter training program prior to July 1, 1992, may be issued a regular license under this section.

(c) Interpreters holding certification from the national registry of interpreters for the deaf, including the comprehensive skills certificate, interpretation certificate, transliteration certificate, certificate of interpretation, certificate of transliteration, or reverse skills certification, may be issued a regular license under this section if 6 semester credits of course work selected from one or more of the requirements under sub. (1) (a) 3., 6., 7. or 9. have been completed.

(3) (a) A two-year license may be issued to an applicant who meets the requirements under sub. (1) (d) but lacks requirements under sub. (1) (a), (b), or (c).

(b) A two-year license may be issued to an applicant who meets the requirements under sub. (2) (c) but lacks the specified credits.

(c) A license under this subsection may be renewed, if between the date of issuance and the proposed renewal date, the applicant has made satisfactory progress toward removal of the deficiencies under sub. (1) (a), (b) or (c) or the credit deficiencies under sub. (2) (c).

History: Cr. Register, August, 1991, No. 428, eff. 7-1-92; renum. from PI 3.392 and am. (2), Register, November, 1992, No. 443, eff. 12-1-92; r. and recr. Register, December, 1994, No. 468, eff. 1-1-95.

PI 3.31 Visually impaired - 825, PK-9, 6-12, PK-12.A visually impaired - 825 license may be issued to an applicant who has completed the requirements in s. PI 3.25 (3) and all of the following requirements:

(1) At least 12 semester credits including all of the following:

(a) Introduction to visual impairment.

(b) Teaching methods in reading and writing of braille, optacon, and in other communication skills.

(c) Teaching methods in orientation and mobility.

(d) Structure, function, and pathological implications of the eye.

(e) Instructional aids and materials for the visually impaired.

(f) Teaching activities of daily living skills.

(2) Student teaching visually impaired pupils at the appropriate level.

(3) Effective July 1, 1995, successful completion of both of the following within the 5 years preceding application:

(a) The national literary braille competency test.

(b) Coursework in methods of teaching braille and experience in teaching braille to school-age children. To be accepted under this subdivision, teaching experience shall be based on documentary evidence to be approved by the department and may include a practicum or student teaching.

Note: Any applicant who applies for or renews a license to teach visually impaired pupils with an effective date on or after July 1, 1995, shall meet the requirements under s. PI 3.03 (2) (f) or 3.31 (3) one time only.

Note: The National Literary Braille Competency Test is available from The Library of Congress, NLS/BPH, 1291 Taylor Street, N.W., Washington, D.C., 20542.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; am. (1) (intro.), (2); Register, July, 1993, No. 451, eff. 8-1-93; cr. (3), Register, August, 1994, No. 464, eff. 9-1-94.

PI 3.32 Orientation and mobility - 826, K-12.Effective July 1, 1986, a regular license in orientation and mobility - 826 shall be issued to an applicant who has completed all of the following:

(1) At least 12 semester credits in general professional education course work, including all of the following:

(a) Child or adolescent psychology.

(b) Measurement and evaluation.

(c) Psychology of education or educational psychology.

(d) Curriculum and methods of instruction.

(2) An orientation and mobility program approved by the American Association of Workers for the Blind/Association for Education of the Visually Handicapped.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88.

PI 3.33 Orthopedic disability - 815 - K-12.An orthopedic disability - 815 license may be issued to an applicant who has completed the requirements listed in s. PI 3.25 (3) and at least 12 semester credits which include methods of teaching the orthopedically disabled and student teaching orthopedically disabled pupils. Additional course work may be selected from the following:

(1) Kinesiology or physical reconstruction.

(3) Survey of pathology of orthopedic condition.

(4) Survey of speech correction techniques.

(5) Techniques of teaching mentally retarded pupils.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88.

PI 3.34 Early childhood - exceptional educational needs - 808.A license under this section is required for all persons who are employed as teachers of early childhood-exceptional educational needs. An early childhood - exceptional educational needs - 808 license may be issued to an applicant who has completed the general requirements in s. PI 3.05 and an approved program including at least 34 semester credits, which includes all of the following:

(1) Child growth and development.

(2) Educational psychology or psychology of learning.

(3) Psychology of the exceptional child.

(4) Methods and curriculum in early childhood education.

(5) Methods of teaching reading.

(6) Student teaching with normal young children.

(7) Introduction in the education of the young exceptional child.

(8) Assessment of the young exceptional child.

(9) Language development and disorders of the young exceptional child.

(10) Organization and administration of programs for the young exceptional child.

(11) Methods, curriculum and materials for the young exceptional child.

(12) Student teaching with the young exceptional child.

(13) Parent training and family involvement of the young exceptional child.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88.

PI 3.35 Speech and language pathology - 820. A regular license as a speech and language pathologist may be issued to an applicant who has completed an approved program and all of the following:
(1) A master's degree in communicative disorders with training including a minimum of 36 semester credits, of which at least 30 semester credits are graduate credits.
(2) Training within the undergraduate and graduate program shall include a minimum of the following:
(a) Six semester credits in speech disorders.
(b) Six semester credits in language disorders.
(c) Three semester credits in hearing disorders and hearing evaluation.
(d) Three semester credits in hearing habilitative and rehabilitative procedures.
(3) Eighteen semester credits of professional education and training to include course work in the following:
(a) The general requirements under s. PI 3.05 (1), (2m) and (3m) (g).
(b) Human growth and development including the psychology of learning.
(c) Methods or procedures in school speech and language programs.
(d) Understanding and use of augmentative and nonverbal communication modes and systems.
(e) Three hundred fifty hours of supervised practicum with 100 hours in a school setting to include experiences with a wide range of communicative disorders. The practicum or internship under this paragraph is completed in lieu of the student teaching requirement under s. PI 3.05 (6). Up to 6 semester credits earned in the practicum may be counted toward the 18 semester credits of professional education.
History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; r. and recr. Register, November, 1997, No. 503, eff. 12-1-97.

PI 3.355 School audiologist - 822, PK-12. (1) Effective July 1, 1994, any person employed by a public school as a school audiologist shall hold a license under this section. Except as specified in sub. (2), an applicant for the school audiologist - 822 license shall complete or possess all of the following:
(a) At least 12 semester credits in professional education course work including all of the following:
1. The requirements in s. PI 3.05 (1), (2m), (8), (9), and (10).
2. Educational psychology including principles and theories of learning.
3. Methods and procedures in school audiology programs including the relationship with, and content of school pupil service programs. This requirement may be met by prior experience upon the recommendation of the accredited institution.
4. Alternative communication systems including signed language systems, their implications for the social, emotional and educational development of children, and methods for effective communication with children who use them.
5. At least 50 hours of supervised practicum providing audiology services in a school setting, or equivalent experience while employed as a school audiologist by a public or private school or school district.
(b) A master's degree in audiology from an institution accredited by the educational standards board of the American speech-language-hearing association.
(2) A person who holds a masters degree in audiology from any accredited institution and who has been successfully employed by a school or school district as a school audiologist prior to July 1, 1994, on a full-time basis for 2 semesters, or the equivalent, may be issued a regular license under this section.
(3) A person who meets the requirement under sub. (1) (b), may be issued a permit under s. PI 3.03 (6) (b) 4.
History: Cr. Register, July, 1993, No. 451, eff. 8-1-93; emerg. r. and recr. eff. 7-1-97.

PI 3.36 School occupational therapist - 812, PK-12.Any person employed by a school system as a school occupational therapist shall hold a license issued by the department. A regular license as a school occupational therapist may be issued to an applicant who is certified as an occupational therapist by the department of regulation and licensing, occupational therapists affiliated credentialing board.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; renum. (intro.), r. (1) and (2), Register, March, 1992, No. 435, eff. 4-1-92: correction made under s. 13.93 (2m) (b) 6, Stats., Register July 2003 No. 571.

PI 3.365 School occupational therapy assistant - 885, PK-12.Effective July 1, 1993, any person employed by a school district as a school occupational therapy assistant shall hold a license issued by the department. A regular license as a school occupational therapy assistant may be issued to an applicant who is certified as an occupational therapy assistant by the department of regulation and licensing, occupational therapists affiliated credentialing board.

History: Cr. Register, November, 1992, No. 443, eff. 12-1-92: correction made under s. 13.93 (2m) (b) 6, Stats., Register July 2003 No. 571.

PI 3.37 School physical therapist - 817, K-12.Any person employed by a school district as a school physical therapist shall hold a license issued by the department. A regular license as a school physical therapist may be issued to an applicant who is licensed as a physical therapist by the department of regulation and licensing, medical examining board.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; am. Register, March, 1992, No. 435, eff. 4-1-92.

PI 3.375 School physical therapist assistant - 886, PK-12.Effective July 1, 1993, any person employed by a school district as a school physical therapist assistant shall hold a license issued by the department. A regular license as a school physical therapist assistant may be issued to an applicant who has graduated from a physical therapist assistant associate degree program accredited by the American physical therapy association.

History: Cr. Register, November, 1992, No. 443, eff. 12-1-92.

PI 3.38 Adaptive education - 859, adaptive physical education - 860 and assertive technology -858.. (1) ADAPTIVE EDUCATION - 859. (a) A regular license in adaptive education - 859 may be issued to an applicant who holds a regular license to teach based upon completion of an approved program, including a concentration in adaptive education, which includes course work in all of the following:

1. Psychology and nature of the exceptional child.

2. Modification of content, instructional strategies and learning environment for children with exceptional educational needs and other children with special needs in the regular education setting.

3. Practicum in adaptive education in the area of licensure.

(b) Effective July 1, 1988, this license replaces the music-special education - 861, art-special education - 862, home economics-special education - 863, technology education-special education - 864, business education-special education - 865, and agriculture-special education - 866 licenses.

(2) Adaptive physical education - 860. A regular license in adaptive physical education - 860 may be issued to a person who holds a regular physical education license, and who has completed an approved program, including a concentration in adaptive physical education, which includes course work in all of the following:

(a) Psychology and nature of the exceptional child.

(b) Modification of content, instructional strategies and learning environment in physical education.

(c) Practicum in adaptive physical education.

(3) ASSISTIVE TECHNOLOGY - 858. A regular license in assistive technology - 858 may be issued to a person who holds a regular license which requires a bachelor's degree under subchapter VII and who has completed a concentration in assistive technology including the following:

(a) Psychology and nature of the exceptional child.

(b) Curriculum modification and instructional strategies through use of assistive technology.

(c) Practicum in assistive technology.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; emerg. am. (1) (u) (intro.), cr. (3), eff. 7-1-97; am. (1) (a) (intro.), cr. (3), Register, November, 1997, No. 503, eff. 12-1-97.

PI 3.39 Special education program aide - 883.A regular special education program aide-883 license may be issued to an applicant who is at least 18 years of age and is recommended by the district administrator of the employing school district, the administrator of a CESA or his or her designated official to receive a license under this section.

History: Cr. Register, April, 1988, No. 388, eff. 5-1-88; emerg. am. (intro.), r. (1) to (4), eff. 8-21-95; am. (intro.), r. (1) to (4), Register, May, 1996, No. 485, eff. 6-1-96.

Questions about this topic should be directed to Educator Licensing

Last updated on 3/3/2008 9:33:14 AM