Special Education 7-12 Module 1

• Welcome to Module 1 of your Special Education 7-12 Exam preparation.
• Module 1 comprises 41 selected-response questions and a 60-minute duration.
• Explore three critical subareas:
  • I. Foundations and Professional Practice (33% of the test) – Objectives: 1-2
  • II. Understanding Students with Disabilities (33% of the test) – Objectives: 3-4
  • III. Assessment and Program Planning and Implementation (33% of the test) – Objectives: 5-6

Module 1

SUBAREA I—FOUNDATIONS AND PROFESSIONAL PRACTICE

Objective 1: Understand the historical, philosophical, and legal foundations of special education and the professional and ethical roles of the special education teacher.

1. Historical Foundations of Special Education:

   • This topic involves understanding the historical development of special education, including classic research studies, key contributors to the field, and prominent models and theories of behavior. Knowledge of the historical context provides insights into the evolution of special education practices and theories.

2. Federal Legislation and Legal Framework:

   • Special education is heavily influenced by federal legislation, such as the Individuals with Disabilities Education Improvement Act (IDEA), Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA), and the Elementary and Secondary Education Act (ESEA). Familiarity with these laws, along with relevant court cases and state rules, is crucial for special education professionals to ensure compliance and provide appropriate services.

3. Current Issues and Trends in Special Education:

   • Staying informed about current issues and trends is essential. Topics may include the overrepresentation of students from diverse backgrounds in special education programs, processes to avoid inappropriate placements, strategies for prevention and early intervention, Response to Instruction and Intervention (RtII), Specially Designed Instruction (SDI), principles of universal design, and evidence-based research on student outcomes and effective transition practices for secondary students with disabilities.

4. Organization of Special Education:

   • Special education is organized within the broader educational system. Understanding the relationship between special education and schools, school systems, and agencies is vital. This includes knowledge of the continuum of special education placements and services, as well as strategies for implementing services at different levels. Determining the Least Restrictive Environment (LRE) for individual students is also a key consideration.

5. Professional Ethics and Advocacy:

   • Special education professionals are expected to uphold integrity, ethical behavior, and professional conduct as outlined in Pennsylvania’s Code of Professional Practice and Conduct for Educators. Knowledge of procedures for advocating effectively for students with disabilities, their families, and the special education program is essential.

6. Professional Development and Self-Assessment:

   • Continuous professional growth is crucial. Special education professionals should identify methods for increasing knowledge and evidence-based pedagogical skills through meaningful professional development opportunities, including participation in professional affiliations and organizations. Engaging in self-assessment activities helps identify cultural biases and areas for improvement.

7. Legal and Ethical Guidelines:

   • Maintaining confidentiality is paramount. Knowledge of legal and ethical guidelines, such as the Family Educational Rights and Privacy Act (FERPA) and Health Insurance Portability and Accountability Act (HIPAA) Privacy and Security Rules, ensures the protection of student information. Additionally, understanding the legal rights and responsibilities during the special education referral and evaluation process, as well as transition-related legislation, is essential.

Objective 2: Understand how to communicate and collaborate with all team members.

1. Culturally Responsive Communication and Collaboration:

   • Special education professionals must apply culturally responsive strategies to foster effective communication and collaboration with secondary students with disabilities, their families/caregivers, school staff, agency personnel, and community members. This involves recognizing and respecting cultural differences, promoting inclusion, and adapting communication styles to enhance collaboration.

2. Addressing Concerns of Diverse Students and Families:

   • Special education professionals should apply culturally responsive strategies to address the concerns of secondary students with disabilities and their families/caregivers. This includes understanding and positively interacting with students and families from diverse economic, cultural, and linguistic backgrounds. Sensitivity to cultural differences helps create an inclusive and supportive environment.

3. Collaborative Partnerships for IEPs, Section 504 Plans, and Transition Planning:

   • Effective planning and implementation of Individualized Education Programs (IEPs), Section 504 Plans, and transition plans require collaborative partnerships. Special education professionals should apply strategies for collaborating with students with disabilities and their families/caregivers to identify and plan postschool outcomes (e.g., career/vocational, independent living, postsecondary school/training) based on individual functional, academic, and vocational needs.

4. Consultation and Collaboration with General Education Teachers:

   • Collaboration with general education teachers is essential as students with disabilities participate in the general education curriculum. Special education professionals should apply evidence-based methods for consultation and collaboration, including co-planning, co-teaching, and team teaching. Additionally, they should have strategies for effectively working with paraeducators to support student learning.

5. Coordination of Related Services Personnel:

   • Special education professionals should demonstrate knowledge of how to select, plan, and coordinate the activities of related services personnel to maximize direct instruction for students with disabilities. This involves aligning the efforts of various specialists to meet students’ individual needs effectively.

6. Roles of Professional Groups and Referral Agencies:

   • Understanding the roles of professional groups and referral agencies is crucial. Special education professionals should be knowledgeable about how these entities identify, assess, and provide services to students with disabilities. They should also know how to access information related to legal, judicial, and educational systems to assist students and their families. This includes awareness of postschool services available to specific student populations and strategies for interacting with interagency bodies to develop postschool outcomes for individual students.

SUBAREA II—UNDERSTANDING STUDENTS WITH DISABILITIES

Objective 3: Understand typical and atypical human growth and development and the characteristics and needs of students with disabilities.

1. Understanding Human Growth and Development:

   • Special education professionals should demonstrate knowledge of typical and atypical human growth and development in various domains. This includes cognitive (thinking and reasoning), physical (motor skills and health), social-emotional (relationships and emotional well-being), behavioral (actions and reactions), language (communication skills), and communication (expressing thoughts and ideas). Understanding these aspects helps in recognizing and addressing developmental variations in students with disabilities.

2. Understanding Adolescent Behavior:

   • Recognizing adolescent behavior requires an understanding of various factors, such as individual appropriateness, age-appropriateness, temperament, gender-related behavior, and the pace of learning. Special education professionals should also be aware that some behaviors may be rooted in cultural and linguistic differences rather than indicating learning problems. This perspective helps in accurately assessing and supporting students’ needs.

3. Knowledge of Disability Categories:

   • Special education professionals need to demonstrate knowledge of the different disability categories, including their types, characteristics, etiologies (causes), identification criteria, the continuum of severity (from mild to severe), and prevalence. This comprehensive understanding allows professionals to accurately diagnose and provide appropriate services for students with disabilities.

4. Understanding Similarities and Differences:

   • It’s essential for special education professionals to recognize both the similarities and differences between students with and without disabilities. This knowledge helps in creating inclusive and supportive learning environments that accommodate diverse learning needs. Identifying commonalities promotes social inclusion and fosters positive interactions among all students.

5. Psychological and Social-Emotional Needs of Students with Disabilities:

   • Special education professionals should be attuned to the psychological and social-emotional needs of students with disabilities. This includes understanding how disabilities may impact students’ self-esteem, emotional well-being, and social interactions. Recognizing and addressing these needs is crucial for providing holistic support and fostering a positive learning experience.

Objective 4: Understand factors affecting the learning, development, and daily living of secondary students with disabilities.

• Learning Disabilities: Students with learning disabilities may struggle with reading, writing, and math, requiring specialized instruction and interventions to improve academic skills.

• Autism Spectrum Disorder (ASD): ASD can affect social communication and behavior. Special education professionals work on improving communication skills, social interactions, and managing repetitive behaviors.

• Attention-Deficit/Hyperactivity Disorder (ADHD): Students with ADHD may have difficulties with focus and impulse control. Special education strategies may include behavior management and organization techniques.

• Speech and Language Disorders: These disorders can hinder effective communication. Speech therapy and language interventions are common approaches to support students.

• Physical Disabilities: Physical disabilities can impact mobility and access to the learning environment. Special accommodations, assistive technology, and adapted physical education may be necessary.

• Emotional and Behavioral Disorders: These disorders can lead to challenging behaviors. Special education professionals implement behavior plans and social-emotional interventions.

• Intellectual Disabilities: Intellectual disabilities affect cognitive functioning. Special education focuses on life skills, adaptive behavior, and personalized educational plans.

• Sensory Impairments (e.g., Blindness, Deafness): Sensory impairments require adaptations such as Braille instruction or sign language for effective communication and learning.

SUBAREA III—ASSESSMENT AND PROGRAM PLANNING AND IMPLEMENTATION

Objective 5: Understand types and characteristics of assessments used with secondary students with disabilities.

1. Specialized Terminology in Assessment:

   • Special education professionals need to apply knowledge of specialized terminology used in the assessment of students with disabilities. This includes understanding terms related to assessment tools, processes, and criteria specific to the field of special education.

2. Uses and Limitations of Assessments:

   • Recognizing the uses and limitations of various assessment types is crucial. These assessments include authentic (real-world tasks), screening (quick initial assessments), diagnostic (in-depth evaluation), formative (ongoing feedback), benchmark (measuring progress), summative (final evaluation), and transition (preparing for future goals) assessments.

3. Designing and Implementing Data Collection Systems:

   • Special education professionals should know how to design and implement data collection systems and tools. These systems help provide differentiated instruction and interventions, monitor progress, measure Response to Instruction and Intervention (RtII), and assess the effectiveness of instruction. Data-driven decision-making is key in tailoring support for students.

4. Assessing Social and Emotional Behaviors:

   • Understanding strategies and procedures for assessing both appropriate and inappropriate social and emotional behaviors of students with disabilities is vital. Special education professionals also need to monitor changes in intragroup behavior across subjects and activities to provide targeted interventions and support.

5. Universal Design in Assessment:

   • Applying the principles of universal design involves selecting, adapting, and modifying assessments to accommodate the unique abilities and needs of students with disabilities. This ensures fair and equitable assessment practices. Special education professionals should also be aware of permissible accommodations and modifications on Pennsylvania statewide and districtwide assessments.

6. Administering Assessments and Avoiding Bias:

   • Special education professionals should know how to use and administer formal and informal assessment tools correctly. This includes strategies for using technology in assessment and ensuring the assessment process is free from bias to provide accurate results.

7. Interpreting and Communicating Assessment Data:

   • It’s important to be able to interpret and display assessment data in various domains, including academic, behavioral, career, and vocational. Communicating assessment results effectively to students, parents/guardians, and other stakeholders is essential. Additionally, creating a summary of a student’s strengths and needs based on input from stakeholders helps inform educational plans and interventions.

Objective 6: Understand strategies and procedures for developing, implementing, and monitoring individualized learning and behavior plans for secondary students with disabilities.

1. Screening, Pre-Referral, and Classification Processes:

   • Special education professionals should demonstrate knowledge of the screening process to identify students who may need special education services. They should also understand the pre-referral process, which involves initial support for struggling students, and the classification process for formally identifying students with disabilities. Placement procedures determine the appropriate educational setting for students with disabilities.

2. Components of Individualized Education Programs (IEPs):

   • Recognizing the components of IEPs is essential. Special education professionals should understand the roles of various stakeholders, including special education teachers, general education teachers, students with disabilities, parents/guardians, related services providers, and others in planning and implementing IEPs. This includes creating behavioral intervention plans and transition plans, which are individualized plans tailored to a student’s needs.

3. Developing, Monitoring, and Amending IEPs and Transition Plans:

   • Special education professionals should know how to develop, monitor, and amend IEPs and transition plans collaboratively with all team members. This process should be based on assessment data from multiple sources and aligned with the student’s identified needs. Additionally, understanding sensory, mobility, reflex, and perceptual information helps in creating or adapting appropriate learning plans.

4. Continuum of Placement and Services:

   • Special education professionals need to understand the continuum of placement and services available for students with disabilities. This includes knowledge of the supports required for successful inclusion in various educational settings, from general education classrooms to specialized programs.

5. Specially Designed Instruction (SDI):

   • Applying knowledge of SDI is crucial. Special education professionals should be able to identify and include SDI, program modifications, and accommodations in the IEPs of students with disabilities. This ensures that instructional strategies are tailored to individual learning needs.

6. Integration of Affective, Social, and Life Skills:

   • Strategies for integrating affective, social, and life skills with academic curricula are important for holistic student development. Incorporating instructional and assistive technology, aligning instructional programming with general education curriculum standards, and evaluating a student’s educational program against measurable postschool goals are all key components of effective teaching and support.

7. Relationship Between IEPs and General Education Curriculum:

   • Special education professionals should understand the direct relationship between IEP development, implementation, and progress monitoring and the general education curriculum. This includes aligning IEP goals with the Pennsylvania Academic Standards and Alternate Academic Standards as benchmarks. The IEP should outline what a student needs to access and benefit from the general education curriculum, including specially designed instruction, program modifications, accommodations, and assistive technology.

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