Exceptional Student Education K–12

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Competencies and Skills and Blueprint

The test design below describes general testing information. The blueprints that follow provide a detailed outline that explains the competencies and skills that this test measures.

Test Design

table describing the format of the test, including test time, number of questions, and required passing score
Format Computer-based test (CBT)
Number of Questions Approximately 80 multiple-choice questions
Time 2 hours and 30 minutes
Passing Score A scaled score of at least 200

 

Competencies, Skills, and Approximate Percentages of Questions

Pie chart of approximate test weighting outlined in the table below.



table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score
Competency Approximate Percentage of Total Test Questions
1 Knowledge of foundations of exceptional student education 23%
2 Knowledge of assessment and evaluation 13%
3 Knowledge of instructional practices in exceptional student education 21%
4 Knowledge of positive behavioral interventions and supports 12%
5 Knowledge of multiple literacies and communication skills 21%
6 Knowledge of the transition process 10%

Competencies and Skills

Competency 1—Knowledge of foundations of exceptional student education

  1. Identify state and federal legislation that govern the education of students with exceptionalities.

  2. Classify the characteristics of students with exceptionalities using the eligibility criteria of categories included in current state and federal laws and regulations governing K to 12 educational programs.

  3. Compare typical and atypical development of physical, cognitive, linguistic, social, and emotional stages of students in the K to 12 educational system.

  4. Interpret principles and practices in the provision of education for students with exceptionalities based on legal and ethical standards.

  5. Identify and apply the requirements for developing I E Pees, educational plans, and transition I E Pees.

  6. Evaluate the role and function of systemwide models of support for assisting all students, including students with exceptionalities, in accessing the general education curriculum and achieving high expectations.

  7. Apply effective methods of communication, consultation, and collaboration with students, parents or guardians, caregivers, and all other stakeholders as equal members of educational teams.

  8. Determine effective methods for coaching and supporting paraprofessionals, tutors, and volunteers to assist students with exceptionalities across settings.

  9. Determine the purposes and functions of professionals, advocacy organizations, and agencies relevant to educating students with exceptionalities.

  10. Determine the factors associated with disproportionality in exceptional student education.

Competency 2—Knowledge of assessment and evaluation

  1. Determine the purposes and characteristics of different types of assessments and the appropriate use for students with exceptionalities.

  2. Apply the legal requirements and ethical principles regarding assessment of students with exceptionalities.

  3. Identify measurement concepts (e.g., reliability, validity), characteristics, and uses of norm- referenced and criterion-referenced assessments for students with exceptionalities.

  4. Determine the purposes and requirements for participation of students with disabilities in the statewide assessment program and available accommodations, waivers, and exemptions.

  5. Interpret and apply the results of formal and informal assessments to address specific needs of students with exceptionalities.

  6. Analyze assessment data to identify student needs and evaluate student progress in acquiring, generalizing, and maintaining skills across settings.

Competency 3—Knowledge of instructional practices in exceptional student education

  1. Select reliable sources of evidence-based instructional practices and interventions.

  2. Apply appropriate instructional approaches, strategies, and materials based on assessments of the student's educational needs (e.g., grade-level standards, academic and functional performance, effect of exceptionality).

  3. Choose effective instructional strategies to promote a student's generalization of knowledge and skills across content areas, curriculum, and settings.

  4. Identify the characteristics and purposes of the core curriculum, supplemental programs, and intensive interventions as they relate to standards-based English language arts (e.g., Foundations, Reading, Communication, Vocabulary, English Language Arts Expectations) and standards-based mathematics (e.g., Number Sense and Operations, Algebraic Reasoning, Geometric Reasoning, Data Analysis and Probability, Mathematical Thinking and Reasoning) in a multi-tiered system of supports.

  5. Apply techniques for differentiating, accommodating, and modifying classroom instruction to meet the educational needs of individual students with exceptionalities.

  6. Apply flexible grouping strategies (e.g., academic, behavioral, social) for specific instructional activities with individual students with exceptionalities.

  7. Use criteria for selecting and utilizing print and nonprint media for instructional use to match students' needs and interests.

  8. Analyze characteristics of specialized instructional approaches for students with significant disabilities.

Competency 4—Knowledge of positive behavioral interventions and supports

  1. Identify and choose appropriate prevention and intensive intervention strategies for students who display challenging behaviors.

  2. Distinguish the various concepts and models of positive behavioral interventions and supports. Analyze the legal and ethical issues pertaining to positive behavioral interventions and supports and disciplinary procedures for students with exceptionalities.

  3. Interpret individual and group data to apply interventions that increase positive behavior.

  4. Interpret the essential elements of a functional behavior assessment and evaluate the effects of the behavior intervention plan through data collection strategies.

Competency 5—Knowledge of multiple literacies and communication skills

  1. Identify standards-based language development skills and the components of language structure (e.g., Foundations, Communication, Vocabulary).

  2. Distinguish among characteristics of communication disorders and their impact on academic achievement and functional skills.

  3. Identify appropriate assistive technology and alternative communication systems to facilitate communication across all educational settings.

  4. Determine the sequence of reading development and the critical components of reading proficiency included in the state standards (e.g., Learning and Applying Foundational Reading Skills, Reading, Vocabulary).

  5. Apply specialized instructional strategies and techniques to address deficits in phonological processing (e.g., dyslexia, auditory processing disorder) for students with exceptionalities within standards-based English language arts (e.g., Learning and Applying Foundational Reading Skills, Applying Foundational Reading Skills for Secondary Students Needing Reading Interventions), to include evidence-based integrated implementation of interventions and accommodations of these strategies and techniques.

  6. Apply evidence-based instructional methods for increasing reading proficiency in phonics, word recognition, and fluency that meet the specific educational and functional needs of individual students with exceptionalities.

  7. Apply evidence-based instructional methods for increasing literacy (e.g., oral language, vocabulary, reading comprehension) across content areas that meet the specific educational and functional needs of individual students with exceptionalities, to include evidence-based integrated implementation of interventions and accommodations of these methods.

  8. Determine and apply strategies for facilitating students' critical-thinking, executive functioning, and metacognition skills.

  9. Select and apply effective instructional methods and supports for teaching writing foundations (e.g., Communicating Through Writing, Following Conventions, Finding Meaning), the writing process, and purposes of writing to meet specific educational and functional needs of individual students with exceptionalities across content areas, to include evidence-based integrated implementation of interventions and accommodations of these methods.

  10. Apply evidence-based instructional methods for increasing mathematical skills across content areas that meet the specific educational and functional needs of individual students with exceptionalities, to include evidence-based integrated implementation of interventions and accommodations of these methods.

Competency 6—Knowledge of the transition process

  1. Identify appropriate programs for transition to academic, technical, and career education and development that meet the needs of individual students with exceptionalities.

  2. Interpret and apply results of transition assessments to determine appropriate planning strategies to assist students, parents or guardians, caregivers, and stakeholders in developing postsecondary education and career goals for postschool outcomes.

  3. Select instructional approaches to assist students with exceptionalities to engage in self- determination and self-advocacy practices.

  4. Identify and compare resources and strategies that can assist individual students with exceptionalities to function independently in postsecondary education, home and community living, and employment.