GACE Early Childhood Special Education 004 (XAM GACE)

Title Page......Page 3
Copyright Page......Page 4
Table of Contents......Page 5
Skill 1.1 Demonstrating knowledge of typical and atypical human growth and development (e.g., cognitive, linguistic, physical, social, emotional) .......Page 19
Skill 1.2 Demonstrating knowledge of the effects of various disabilities on physical, sensory, motor, cognitive, language, social, and emotional development and functioning......Page 33
Skill 1.3 Recognizing the similarities and differences between individuals with and without disabilities in regard to growth and development.......Page 35
Skill 1.4 Recognizing the roles families and environment play in the development and learning of individuals with and without disabilities......Page 36
Skill 2.1 Demonstrating knowledge of types, prevalence, etiologies, and characteristics of high incidence disabilities......Page 39
Skill 2.2 Demonstrating knowledge of causes and effects of common medical conditions and health impairments (e.g., diabetes, asthma, seizures) affecting students with disabilities......Page 44
Skill 2.3 Recognizing the educational implications of various types of disabilities (e.g., emotional/behavioral disorders, learning disabilities, physical disabilities,, mental retardation)......Page 46
Skill 2.4 Recognizing the uses and possible effects of various types of medications (e.g., stimulant, antidepressant, seizure) in relation to students’ learning, development, and functioning......Page 50
Skill 3.1 Demonstrating knowledge of the effects (e.g., on education, recreation) of various disabilities on learning and behavior......Page 52
Skill 3.2 Recognizing the impact of physical and health-related disabilities on individuals, their families, and society......Page 55
Skill 3.3 Demonstrating knowledge of the effects of different learning environments, classroom management strategies, and intervention techniques on students’ development and learning......Page 57
Skill 3.4 Demonstrating knowledge of the effects of cultural, linguistic, and socioeconomic differences on learning and development and strategies for addressing such differences......Page 60
Skill 3.5 Recognizing the impact of language development and listening comprehension on students' learning......Page 64
Skill 3.6 Recognizing the impact of various disabilities on information-processing skills and on expressive/receptive language skills......Page 66
Skill 4.1 Recognizing basic concepts and terminology used in assessment (e.g., reliability, validity, basal, ceiling)......Page 69
Skill 4.2 Recognizing the uses and limitations of various formal and informal assessments......Page 72
Skill 4.3 Demonstrating knowledge of assessment instruments used to evaluate students with disabilities......Page 75
Skill 4.4 Demonstrating knowledge of how to collaborate with classroom teachers, parents/guardians, related service providers, and others to gather background information on students' academic, medical, and family history......Page 79
Skill 5.1 Demonstrating knowledge of screening, prereferral, (e.g., pyramids of intervention, response-to-intervention), referral, and eligibility determination, including early identification of young children who may be at risk for disabilities......Page 81
Skill 5.2 Demonstrating knowledge of how to develop, select, adapt, and modify assessment instruments and strategies for students with diverse characteristics and needs (e.g., related to culture, communication, response modes, and language)......Page 87
Skill 5.3 Demonstrating knowledge of how to administer nonbiased formal and informal assessments, including assessments of students from culturally and linguistically diverse backgrounds......Page 93
Skill 5.4 Demonstrating knowledge of environmental factors (e.g., lighting, noise) that can affect the assessment of students with disabilities......Page 95
Skill 5.5 Demonstrating knowledge of how to use ecological assessments, portfolio assessments, individualized inventories, task analyses, and functional assessments (e.g., behavioral, communication) to accommodate the unique strengths and needs of students......Page 96
Skill 6.1 Applying knowledge of how to interpret the results of formal and informal assessments (e.g., standard score, percentiles)......Page 99
Skill 6.2 Applying knowledge of how to use formal and informal assessments to evaluate the effectiveness of instruction and monitor students' ongoing progress......Page 101
Skill 6.3 Applying knowledge of strategies for communicating assessment results to all stakeholders (e.g., students with disabilities, their parents/guardians, administrators).......Page 106
Skill 6.4 Applying knowledge of strategies for recommending modifications and accommodations to the curriculum, based upon assessment results......Page 109
Skill 7.1 Demonstrating knowledge of the continuum of placement and services available for students with disabilities......Page 110
Skill 7.2 Applying knowledge of how to use assessment information to make appropriate eligibility, program, and placement recommendations for students with disabilities, including those from culturally and linguistically diverse backgrounds.......Page 113
Skill 7.3 Recognizing strategies for collaborating with students and their families in developing and monitoring progress toward instructional, behavioral, and social goals......Page 115
Skill 7.4 Demonstrating knowledge of how to develop and implement comprehensive, longitudinal individualized programs (e.g., IEPs) in collaboration with students with disabilities, their parents/guardians, general education teachers, and other professional......Page 116
Skill 7.5 Demonstrating knowledge of how to prioritize goals and objectives within areas of the general curriculum for students with disabilities based on their present level of performance......Page 119
Skill 7.6 Demonstrating knowledge of national, state, and local content and performance standards (e.g., Georgia Performance Standards). 103......Page 121
Skill 7.7 Demonstrating knowledge of how to sequence, implement, and evaluate long-term individualized learning goals.......Page 122
Skill 8.1 Demonstrating knowledge of how to support and enhance communication skills (e.g., developing vocabulary, self-monitoring oral language) of students with disabilities......Page 124
Skill 8.2 Demonstrating knowledge of the social skills needed for educational and other environments (e.g., giving and receiving meaningful feedback, engaging in conversations) and how to design instructional programs that enhance social participation acro......Page 125
Skill 8.3 Demonstrating knowledge of strategies for enhancing self-esteem, self-advocacy, self-determination, and independence of students with disabilities......Page 128
Skill 8.4 Demonstrating knowledge of resources, techniques, and procedures for transitioning students with disabilities into and out of school and alternative programs......Page 130
Skill 8.5 Demonstrating knowledge of how to incorporate instructional and assistive technologies into IEPs in various settings (e.g., school, home).......Page 137
Skill 9.1 Applying knowledge of strategies for creating a safe, supportive, and positive classroom climate that fosters respect for diversity and positive interactions among all students......Page 143
Skill 9.2 Demonstrating knowledge of strategies for addressing common barriers to accessibility and acceptance faced by students with disabilities and ways to design and adapt physical and learning environments to promote students’ active participation, ac......Page 146
0Skill 9.3 Demonstrating knowledge of classroom management strategies, including structuring and managing daily routines (e.g., transitions between lessons or classes) to optimize students' time on task and facilitate students' effective use of instruction......Page 149
Skill 9.4 Analyzing the ways in which teacher attitudes and behaviors affect individuals with and without disabilities and recognizing effective strategies for establishing and maintaining rapport with all students.......Page 154
Skill 9.5 Demonstrating knowledge of strategies for preparing students to live harmoniously and productively in a culturally diverse world, including strategies for creating a learning environment that enables students to retain and appreciate their own an......Page 156
Skill 9.6 Demonstrating knowledge of how to use technology for planning and managing the teaching and learning environment......Page 159
Skill 10.1 Identifying individualized expectations for the personal and social behavior of students with disabilities in given settings......Page 160
Skill 10.2 Demonstrating knowledge of how to use performance data and information from all stakeholders to modify the learning environment to manage behaviors......Page 162
Skill 10.3 Demonstrating knowledge of ethics, laws, rules, and procedural safeguards related to implementing behavior management plans and disciplining students with and without disabilities......Page 163
Skill 10.4 Demonstrating knowledge of the principle of using the least intrusive behavior-management strategy consistent with the needs of students with disabilities and the procedures for reviewing, evaluating, and amending behavior management and interve......Page 166
Skill 10.5 Demonstrating knowledge of strategies for increasing students' self-awareness, self-control, and self-management......Page 169
Skill 10.6 Demonstrating knowledge of strategies for crisis prevention, intervention, and management......Page 170
Skill 10.7 Demonstrating knowledge of various reinforcement techniques and identifying strategies for planning and implementing individualized reinforcement systems and environmental modifications.......Page 173
Skill 10.8 Demonstrating knowledge of how to integrate academic instruction with behavior management, including knowledge of nonaversive techniques and controlling targeted behavior and how to maintain the attention of students with disabilities......Page 179
Skill 11.1 Demonstrating knowledge of how to adapt or create learning plans for students with disabilities (e.g., sensory, mobility, cognitive, behavioral, pragmatic) in a variety of settings (e.g., classroom, resource room, community) using specialized ma......Page 180
Skill 11.2 Applying knowledge of how to select, adapt, and use research-based instructional methods and materials to address the strengths and needs of students with disabilities......Page 182
Skill 11.3 Demonstrating knowledge of strategies for helping students with disabilities maintain and generalize skills across learning environments......Page 190
Skill 11.4 Applying knowledge of strategies for teaching students with disabilities how to use self- assessment, problem solving, metacognitive skills, and other cognitive strategies to identify and meet their own needs......Page 192
Skill 11.5 Demonstrating knowledge of strategies (e.g., accomodations) for modifying classroom tests and for helping students with disabilities learn how to prepare for and take tests (e.g., development of learning strategies, study skills, and test-taking......Page 194
Skill 11.6 Applying knowledge of how to modify instruction, adapt materials, and provide feedback based on formative assessment and student feedback (e.g., by scaffolding instruction, integrating student-initiated learning experiences into ongoing instruct......Page 198
Skill 11.7 Demonstrating knowledge of strategies for differentiating instruction based on students’ academic and social abilities, attitudes, interests, and values......Page 204
Skill 12.1 Demonstrating familiarity with typical concerns of parents/guardians of students with disabilities and recognizing effective strategies for addressing such concerns......Page 210
Skill 12.2 Demonstrating knowledge of strategies for helping students with disabilities and their parents/guardians become active participants on the educational team (e.g., during assessment, during the development and implementation of an individualized......Page 213
Skill 12.3 Demonstrating awareness of culturally responsive strategies for ensuring effective communication and collaboration among families of students with disabilities, school personnel, and representatives of community agencies......Page 217
Skill 12.4 Demonstrating knowledge of family systems; the roles of families in the educational process; and the potential impact of differences in values, languages, and customs that can exist between the home and school......Page 221
Skill 13.1 Recognizing various roles and responsibilities that school personnel, service providers, and community agencies can take in planning an individualized program......Page 226
Skill 13.2 Recognizing the roles and responsibilities of the special education teacher in regard to seeking assistance from and collaborating with other professionals to support student learning......Page 231
Skill 13.3 Demonstrating knowledge of various models and strategies of collaboration (e.g., co-teaching, consultant teaching) and their implementation......Page 234
Skill 13.4 Recognizing the roles and responsibilities of paraprofessionals (e.g., related to instruction, intervention, and direct services) and demonstrating knowledge of strategies and procedures for observing, evaluating, and providing feedback to parap......Page 237
Skill 13.5 Recognizing effective strategies for collaborating with school personnel, service providers, and community agencies to integrate students with disabilities into various settings and demonstrating knowledge of strategies for evaluating the effect......Page 238
Skill 13.6 Demonstrating knowledge of strategies for providing information to general education teachers and other service providers about instructional methods, technology, and accommodations for students with disabilities......Page 242
Skill 13.7 Recognizing how to communicate effectively with school personnel about the characteristics and needs of students with disabilities......Page 244
Skill 14.1 Demonstrating knowledge of theories and philosophies that form the foundation for special education practice......Page 245
Skill 14.2 Demonstrating knowledge of the historical foundations of special education, including classic studies, landmark cases, major contributors, and important legislation (e.g., Individuals with Disabilities Education Improvement Act [IDEA], Section 5......Page 250
Skill 14.3 Demonstrating knowledge of current issues and trends in the field of special education (e.g., inclusion, standards-based reforms)......Page 259
Skill 14.4 Demonstrating knowledge of definitions and issues in the identification of individuals with disabilities, including factors influencing the overrepresentation of students from culturally/linguistically diverse backgrounds in programs for student......Page 262
Skill 14.5 Demonstrating knowledge of the rights and responsibilities of all stakeholders (e.g., students, parents/guardians, teachers, schools) related to the education of students with disabilities......Page 269
Skill 14.6 Demonstrating knowledge of the laws, litigation, policies, and ethical principles related to referral, assessment, eligibility, and placement within a continuum of services for students with disabilities, including issues, assurances, and due pr......Page 270
Skill 15.1 Applying knowledge of how to uphold high standards for professional practice, including participating in professional activities and organizations that benefit students with disabilities, their families, and colleagues......Page 271
Skill 15.2 Demonstrating knowledge of how to use resources (e.g., professional organizations and journals, online resources, conferences, workshops, mentors) to enhance one's own professional knowledge (e.g., current research-validated practices, informati......Page 273
Skill 15.3 Applying knowledge of the Council for Exceptional Children (CEC) Code of Ethics and the Georgia Professional Standards Commission Code of Ethics for Educators......Page 289
Skill 15.4 Demonstrating knowledge of laws, policies, and ethical principles related to the provision of specialized health care in the educational setting and mandated reporting.......Page 292
Skill 15.5 Applying knowledge of how to uphold high standards of competence, good judgment, and integrity when conducting instructional and other professional activities, including complying with all applicable laws, policies, and procedures (e.g., local,......Page 294
Skill 15.6 Recognizing effective strategies for engaging in reflection and self-assessment activities for the purposes of identifying one's own personal cultural biases, improving instruction, and guiding professional growth.......Page 295
Skill 15.7 Demonstrating knowledge of how to advocate effectively for individual students with disabilities, their families, and the special education program in general.......Page 296
Skill 15.8 Recognizing appropriate procedures for creating and maintaining records regarding students with disabilities, including following legal and ethical guidelines for maintaining confidentiality......Page 298
REFERENCES......Page 301
SAMPLE TEST......Page 319
SAMPLE ESSAY QUESTIONS......Page 332
ANSWER KEY......Page 340
SAMPLE TEST WITH RATIONALES......Page 341