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Descriptive Statements:
- Apply knowledge of the historical and philosophical foundations of special education and contemporary issues (e.g., the identification of students with disabilities, factors influencing the overrepresentation of students from various cultural and linguistic backgrounds in programs for students with disabilities) and trends (e.g., advances in technology, inclusion, early intervention) in the field of special education.
- Apply knowledge of federal laws and policies (e.g., IDEA, ADA, Section 504) and ethical guidelines related to the education of students with disabilities (e.g., related to behavior management, confidentiality, rights and responsibilities of all stakeholders).
Sample Item:
According to the Individuals with Disabilities Education Improvement Act (IDEA), which of the following steps must take place before a student can be evaluated for special education services?
- The student's general education teacher must submit a list of assessments to include in the evaluation.
- A school administrator must allocate funding for the evaluation to take place.
- The student's parents/guardians must give written permission for the evaluation.
- An independent psychologist must review the referral information and determine that an evaluation is necessary.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to apply knowledge of federal laws related to the education of students with disabilities. The Individuals with Disabilities Education Improvement Act (IDEA) provides students with disabilities and their parents/guardians with a number of procedural safeguards to protect their rights. For example, if a student is referred for a comprehensive individual evaluation to determine eligibility for special education services, the student's parents/guardians must give written permission before this evaluation can take place.
Descriptive Statements:
- Apply knowledge of effective strategies for communicating and collaborating with students with disabilities and their parents/guardians to help students achieve desired learning outcomes, including students from a variety of cultural and linguistic backgrounds.
- Apply knowledge of effective strategies for communicating, collaborating, and consulting with general education teachers, related services providers, other school staff members, and representatives of community agencies in providing learning opportunities for students with disabilities and knowledge of effective strategies for supervising and working with teachers' aides, teaching assistants, paraprofessionals, and volunteers.
- Demonstrate knowledge of the importance of upholding high standards for professional practice through participation in professional activities and organizations and knowledge of resources for enhancing one's professional skills and for engaging in lifelong professional growth and development.
- Demonstrate knowledge of effective strategies for engaging in reflection and self-assessment activities to identify one's own strengths and weaknesses, to become aware of cultural biases and differences, to improve instruction, and to determine goals for professional growth.
Sample Item:
A special educator is scheduling a three-year reevaluation meeting for a student who is an English language learner. The student's parents prefer to communicate in their first language rather than in English. Which of the following steps should the special educator take to promote effective communication during this meeting?
- Ask the parents to bring a family member who speaks both languages.
- Request that the school administrator hire a translator.
- Learn to say some basic greetings in the parents' first language.
- Provide a dictionary for the parents to use.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to apply knowledge of effective strategies for communicating and collaborating with students with disabilities and their parents/guardians. The parents/guardians of a student with a disability are considered to be key members of the student's Individualized Education Program (IEP) team. In order to collaborate effectively with parents/guardians whose preferred language is not English, a special educator must be able to communicate with them. In the scenario provided, the special education teacher has a professional obligation to ensure that a professional translator or interpreter is available to attend the meeting to ensure clear, accessible communication.
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