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Descriptive Statements:
- Demonstrate knowledge of key concepts, principles, and theories relevant to the education of students with disabilities (e.g., principles of evidence-based practice, characteristics of specially designed instruction, learning strategies approach, and access for all).
- Demonstrate knowledge of key legal issues in special education, including laws, regulations, and guidelines (e.g., least restrictive environment [LRE], due process, continuum of services, disproportionality, free appropriate public education [FAPE], Individuals with Disabilities Education Act [IDEA], Section 504 of the Rehabilitation Act, Americans with Disabilities Act [ADA]).
- Apply knowledge of principles of universal design for learning (UDL) to meet individual student needs and promote learning.
- Apply knowledge of the major components of an Individualized Education Program (IEP) and an Individualized Family Service Plan (IFSP), including their processes and the roles and responsibilities of members of an IEP and an IFSP team.
- Demonstrate knowledge of the types and roles of accommodations and modifications that may be used to provide students access to the curriculum, assessment, and communication, and create opportunities for students to achieve learning goals.
- Demonstrate knowledge of legal provisions, regulations, guidelines, and evidence-based practices regarding assessment of students, including students who are English learners (EL), and who use alternative methods of communication (e.g., augmentative and alternative communication [AAC] systems and devices, signed communication).
Sample Item:
Use the information below to answer the question that follows.
As part of a research project, a sixth-grade teacher distributes the following list to students and asks them to select a presentation method to demonstrate their knowledge.
| Show What You Know! |
| Create a poster |
blank |
| Make a digital presentation |
blank |
| Write and perform a skit |
blank |
| Draw a timeline |
blank |
| Create a photo album |
blank |
| Assemble a time capsule |
blank |
| Draw an interactive map |
blank |
The teacher's approach demonstrates the application of which of the following principles of universal design for learning (UDL)?
- offering flexible forms of representation to assess learning equitably
- using scaffolding strategically to support independent learning
- illustrating content and concepts using multiple media
- providing prerequisite information to build background knowledge
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Universal Design for Learning (UDL) is a framework of principles to help educators develop effective, engaging lessons to promote student learning for all. The UDL guidelines (V2.2 � 2018) incorporate a variety of practices that provide for multiple means of engagement, representation, action, and expression, and can be applied to any discipline, content, and learning activity. In this scenario regarding a research project presentation, the students are provided the opportunity to select a format to represent their learning. This differentiation within a lesson design allows students to identify a format that suits their preferred style of learning. Research supports the benefits of differentiation on student learning as outlined in UDL guidelines.
Descriptive Statements:
- Demonstrate knowledge of the stages, processes, and progressions related to human development across domains from birth through adolescence (e.g., adaptive, cognitive, social-emotional, sensorimotor, physical, communication).
- Apply knowledge of individual differences in development and factors that affect students' development, learning, communication, and behavior.
- Demonstrate knowledge of the key environmental, genetic, and biological etiologies, and characteristics of cognitive, neurological, sensory, emotional, and physical disabilities, and their influence on students' development, learning, growth, behavior, and communication.
- Demonstrate knowledge of the interrelationships among developmental domains and the significance of these relationships on students' behavior, learning, and daily living.
- Apply knowledge of types and characteristics of disorders related to auditory and visual processing, auditory and visual perceptual skills, sensory skills, language processing, and executive functioning, including implications for student development, communication, and behavior.
- Apply knowledge of various factors that influence development and learning, including differences related to families, languages, and communities.
- Demonstrate knowledge of the influence of stress and trauma, and the benefits of protective factors, resilience, and supportive relationships on the development of children across all domains (e.g., adaptive, cognitive, social-emotional, sensorimotor, physical, communication).
- Apply knowledge of the roles of parents/guardians as primary caregivers and informal teachers of their student, factors in the home and community that may influence the student's development and learning, and ways to support the family and the student.
- Demonstrate knowledge of the role of family dynamics in building positive, supportive relationships with students and their families, including understanding ways in which a student's disability influences the family individually and collectively.
- Demonstrate knowledge of basic health and medical information required to effectively address the individual physical and medical management of students.
Sample Item:
Which of the following social-language skills is a prerequisite to the development of conflict resolution skills?
- identifying the characteristics and positive attributes of others
- greeting and apologizing in socially appropriate ways
- describing the feelings and perspectives of others
- following conversational rules and remaining on topic
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. There is established research identifying language as a social concept which begins at birth and is developed through various social interactions with caregivers, family, and peers. Social language skills make up the complex process of social communication including pragmatics, social cognition, language processing, and social interaction skills. Conflict resolution is one type of social interaction skill. To develop effective conflict resolution skills, individuals should understand and be able to describe both their own feelings and perspectives as well as others'. This emotional awareness and understanding helps with identifying a win-win approach to resolve conflict.
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