Exceptional Student Education K to 12

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Annotated Bibliography

The annotated bibliography that follows includes basic references that you may find useful in preparing for the exam. Each resource is linked to the competencies and skills found in Section 3 of this guide.

This bibliography is representative of the most important and most comprehensive texts pertaining to the competencies and skills. The Florida Department of Education does not endorse these references as the only appropriate sources for review; many comparable texts currently used in teacher preparation programs also cover the competencies and skills that are tested on the exam.

  1. Alberto, P.A. & Troutman, A.C. (2013). Applied behavior analysis for teachers (ninth ed.). Boston, MA: Pearson.

    Describes the ethical use of applied behavioral analysis and discusses common data collection systems. Discusses functions of behavior and behavior support plans. Describes procedures to increase or maintain desired or appropriate academic and social behaviors. Useful for review of competency 4.

  2. Armbruster, B.B., Lehr, F., & Osborn, J. (2008). Put reading first, kindergarten through grade 3: The research building blocks for teaching children to read (third ed.). Jessup, MD: National Institute for Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf

    Describes the findings of the National Reading Panel Report and provides an analysis and discussion in five areas of reading instruction. Useful for review of competency 3.

  3. Beech, M. (2015). Developing quality individual educational plans (fourth ed.). Tallahassee, FL: Florida Department of Education. Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf

    Provides information to support the development of quality individual educational plans for students with disabilities. Reflects both required and recommended practices and is intended as a reference for all IEP process participants. Useful for review of competency 1.

  4. Brown, F., McDonnell, J., & Snell, M.E. (2016). Instruction of students with severe disabilities (eighth ed.). Boston, MA: Pearson.

    Describes the separate categories and subcategories of disabilities included in the Individuals with Disabilities Education Act (IDEA). Discusses best practices associated with each disability. Explains the application of universal design for learning and inclusion. Discusses the need for schools to respond to the growing needs of a diverse society and the prevention of disproportionality. Offers considerations and strategies for guiding instruction of students with severe disabilities. Useful for review of competency 3.

  5. Bursuck, W.D., & Damer, M. (2015). Teaching reading to students who are at risk or have disabilities: A multi-tier, RTI approach (third ed.). Boston, MA: Pearson.

    Provides a comprehensive description of a systematic approach for reading instruction using a multi-tier Response to Intervention model. Useful for review of competency 3.

  6. Cook, B.G., & Tankersley, M. (2013). Research-based practices in special education. Boston, MA: Pearson.

    Details studies examining the content of and transition plans for individualized educational programs (IEPs). Provides research on accommodations, including assessment accommodations. Provides an overview of historical, legal, and ethical contexts of assessment in special education for eligibility determination. Reviews best practices for high-incidence disabilities. Discusses the challenges faced by students with disabilities due to the increased demands, expectations, and rigor of the general education curriculum and provides evidence-based practices to address these challenges. Provides information related to the Response to Intervention model and placement in the least restrictive environment. Discusses current issues related to curriculum-based assessment (CBA). Provides explanations of the benefits, precautions, and safeguards of using scientific research. Presents research-based practices for addressing students’ difficulties with mathematics, communication, behavior, memory, transfer and generalization, and social relationships. Describes differentiated curriculum enhancement and co-teaching. Includes strategies for enhancing parent involvement. Discusses practices for teaching handwriting, spelling, and composition skills. Describes interventions to address developmental language disorders, reading fluency, and vocabulary development. Useful for review of competencies 1–5.

  7. Council for Exceptional Children (2014). Council for Exceptional Children standards for evidence-based practices in special education. Arlington, VA: Author. Retrieved from http://www.cec.sped.org/Standards/Evidence-Based-Practice-Resources-Original?sc_lang=en

    Provides an approach for categorizing the evidence-based practices in special education. Useful for review of competency 3.

  8. Flexer, R.W., Baer, R.M., Luft, P., & Simmons, T.J. (2013). Transition planning for secondary students with disabilities (fourth ed.). Boston, MA: Pearson.

    Describes culturally responsive transition planning and postsecondary education as a means to employment. Discusses systems of support in the transition to employment. Provides a history of community residential programs. Useful for review of competency 6.

  9. Florida Department of Education (2013, August 28). 2013 legislation—Senate bill 1108 [Memorandum DPS: 2013-105]. Tallahassee, FL: Author. Retrieved from https://info.fldoe.org/docushare/dsweb/Get/Document-6804/dps-2013-105.pdf

    Includes provisions directly impacting policies that affect students with disabilities and parents’ rights. Useful for review of competency 1.

  10. Florida Department of Education (2014, August 8). Senate bill 850 [Technical Assistance Paper DPS: 2014-136]. Tallahassee, FL: Author. Retrieved from https://info.fldoe.org/docushare/dsweb/Get/Document-7134/dps-2014-136.pdf

    Provides a pathway for a standard diploma for students with disabilities working on state standards access points curriculum and students with disabilities for whom mastery of both academic and employment competencies is most appropriate. Useful for review of competency 1.

  11. Florida Department of Education (2015, March 20). Statewide assessment for students with disabilities. [Technical Assistance Paper DPS: 2014-208]. Tallahassee, FL: Author. Retrieved from https://info.fldoe.org/docushare/dsweb/Get/Document-7301/dps-2014-208.pdf

    Describes the participation of students with disabilities in statewide assessments. Useful for review of competency 2.

  12. Florida Department of Education (2015, April 17). High school graduation options for students with disabilities. [Technical Assistance Paper DPS: 2015-34]. Tallahassee, FL: Author. Retrieved from https://info.fldoe.org/docushare/dsweb/Get/Document-7322/dps-2015-34.pdf

    Clarifies new high school graduation options for students with disabilities. Useful for review of competency 1.

  13. Florida Department of Education (2015, April 17). Waiver of statewide, standardized assessment results for students with disabilities. [Technical Assistance Paper DPS: 2015-16]. Tallahassee, FL: Author. Retrieved from https://info.fldoe.org/docushare/dsweb/Get/Document-7321/dps-2015-16.pdf

    Provides an updated description of the process for a waiver of statewide standardized assessment results. Useful for review of competency 2.

  14. Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J.R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc

    Provides research-based recommendations intended to help educators use Response to Intervention or multi-tier system of supports to identify and support students needing assistance in mathematics. Useful for review of competency 3.

  15. Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. (2009). Assisting students struggling with reading: Response to Intervention (RtI) and multi-tier intervention in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc

    Provides research-based recommendations intended to help educators use Response to Intervention or multi-tier system of supports to identify and support students needing assistance in reading. Useful for review of competency 3.

  16. Gleason, J.B., & Ratner, N.B. (2013). The development of language (eighth ed.). Boston, MA: Pearson.

    Provides a comprehensive description of how language develops in children, including the role and function of literacy on language acquisition. Useful for review of competency 5.

  17. Hudson, P.P., & Miller, S.P. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston, MA: Pearson.

    Provides the fundamentals and specific guidelines for mathematics assessment and instructional design for various lesson types. Useful for review of competency 3.

  18. Kamhi, A.G., & Catts, H.W. (2012). Language and reading disabilities (third ed.). Boston: Pearson.

    Discusses current theories of spelling development and the assessment of multiple language knowledge areas. Summarizes information relevant to writing development for emergent and early school writing and learning to write genre-specific texts. Presents theories of reading development. Presents research-based evidence that addresses assessment and instruction of phonemic awareness, word recognition skills, and reading comprehension. Useful for review of competency 5.

  19. Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE 2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc

    Provides research-based recommendations intended to help educators impact the reading achievement of middle school and high school students. Useful for review of competency 5.

  20. McKenna, M.C., & Robinson, R.D. (2014). Teaching through text: Reading and writing in the content areas (second ed.). Boston, MA: Pearson.

    Discusses activities and techniques to develop content literacy. Describes methods of matching text to student reading ability. Useful for review of competencies 3 and 5.

  21. Overton, T. (2016). Assessing learners with special needs: An applied approach (eighth ed.). Boston, MA: Pearson.

    Discusses the legal requirements and ethical practices regarding the assessment of learners with special needs. Provides information related to assessment, including descriptive statistics, reliability and validity, norm-referenced assessment, academic assessment, and measures of intelligence and adaptive behavior. Reviews guidelines for writing objective, meaningful reports and discusses the use of test results in determining student level of performance. Describes strategies to improve the assessment process and policies and procedures to prevent ethnic and cultural disproportionality. Discusses curriculum-based measurement (CBM) and associated research as well as additional techniques for informal assessment. Describes the Response to Intervention (RtI) model and progress monitoring. Useful for review of competencies 1 and 2.

  22. Star, J.R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M.R., Lyskawa, J., McCallum, W.G., Porath, J., & Zbiek, R.M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2015-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: https://whatworks.ed.gov/

    Presents evidence-based recommendations for improving algebra knowledge and skills for students in grades 6 through 12. Useful for review of competency 3.

  23. Turnbull, A.A., Turnbull, H.R., Wehmeyer, M.L., & Shogren, K.A. (2016). Exceptional lives: Special education in today’s schools (eighth ed.). Boston, MA: Pearson.

    Describes the separate categories and subcategories of disabilities included in the Individuals with Disabilities Education Act (IDEA). Discusses best practices associated with each disability. Explains the application of universal design for learning and inclusion. Discusses the need for schools to respond to the growing needs of a diverse society and the prevention of disproportionality. Includes techniques for family-professional collaboration. Useful for review of competencies 1 and 2.

  24. Vaughn, S.R., & Bos, C.S. (2015). Strategies for teaching students with learning and behavior problems (ninth ed.). Boston, MA: Pearson.

    Describes typical difficulties presented by students with learning and behavior problems. Provides research evidence associated with successful individual education programs. Discusses the approaches of Response to Intervention (RtI) and multi-tiered systems of support. Provides information about adaptations and strategies to make text and assignments more understandable for students. Promotes consultation and collaboration between professionals and families. Discusses classroom management and evidence-based practices related to social interactions. Presents three general approaches to learning and teaching. Suggests instructional practices to address difficulties in planning, writing, and revising text. Discusses strategies to promote language and literacy development and to support reading fluency, reading comprehension, and vocabulary development. Useful for review of competencies 1, 3, and 5.

  25. Wehmeyer, M.L., & Webb, K.W. (Eds.). (2012). Handbook of adolescent transition education for youth with disabilities. New York, NY: Routledge.

    Discusses major theoretical models of self-determination. Describes options for structured work experiences and developing skills for later employment. Discusses evidence-based practices related to diversity and transition education. Describes methods to increase student and family involvement in goal attainment and the transition process. Discusses transition assessment methods and the use of assistive technology in transition education. Useful for review of competency 6.

  26. Westling, D.L., Fox, L., & Carter, E.W. (2015). Teaching students with severe disabilities (fifth ed.). Boston, MA: Pearson.

    Discusses the development of individual education programs (IEPs) and transition plans for students with severe disabilities, with a focus on self-determination and quality of life. Describes personal futures planning, McGill Action Planning System MAPS, and Choosing Options and Accommodations for Children (COACH). Explains specific student characteristics and conditions that may affect the teaching, intervention, and management strategies used in educational environments and provides technologies and practices that may increase these students’ educational outcomes. Discusses the planning of meaningful inclusion and collaboration among teachers, service professionals, and paraprofessionals. Describes strategies for teaching skills for generalization and maintenance. Discusses the use of alternate assessments of student progress. Considers issues of self-determination and transitioning to adulthood. Useful for review of competencies 1, 2 and 6.

  27. Witte, R.H., Bogan, J.E., & Woodin, M.F. (2015). Assessment in special education. Boston, MA: Pearson.

    Describes 13 categories of disabilities identified in IDEA 2004. Identifies the process steps to determine program eligibility. Discusses issues related to the use of Response to Intervention to determine the presence of a specific learning disability. Explains the Standards for Teacher Competence in Educational Assessment in the context of the use of assessments in the school and classroom. Discusses use of formal and informal classroom assessments as well as test accommodations. Describes various functional uses of assessments in the classroom. Discusses the important role of grading systems in the communication of outcomes and the use of a multidisciplinary team model that involves the parents. Useful for review of competencies 1, 2, and 3.

  28. Yell, M.L. (2016). The law and special education (fourth ed.). Boston, MA: Pearson.

    Identifies legislation and case law that have impacted critical aspects of the educational system. Summarizes the historical development of the Individuals with Disabilities Education Act (IDEA). Defines free and appropriate public education (FAPE) and the mandate of least restrictive environment (LRE). Provides a description of the case law supporting the procedural protections (safeguards) that were included in federal law (1975). Defines the individualized education program (IEP) and discusses procedural and substantive requirements. Describes issues associated with bullying and the harassment of students with disabilities. Useful for review of competencies 1, 2, and 4.

  29. Zirpoli, T.J. (2016). Behavior management: Positive applications for teachers (seventh ed.). Boston, MA: Pearson.

    Discusses legal considerations of schools in establishing and enforcing standards for behavior and holding students accountable. Discusses data collection techniques and associated concerns. Describes behavioral intervention plans as well as associated components and strategies, formal behavioral assessment strategies, and functional and curriculum-based assessment. Describes various challenging behaviors and recommended intervention approaches. Contains positive behavioral supports, including reinforcement strategies. Useful for review of competency 4.

 


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