| PRAXIS TOPICS | Where to Review in
Exceptional Students |
I. UNDERSTANDING EXCEPTIONALITIES |
A. Theories and principles of human development and learning, including research and theories related to human development | Chapters 4, 6-7, 10-11, 15 |
Theories of learning | - Ch 4: 115-116
- Ch 6: 195-201, 491-492
- Ch 15: 529-531
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Social and emotional development | |
Language development | |
Cognitive development | - Ch 4: 102-103
- Ch 11: 370
- Ch 15: 529-530
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Physical development, including motor and sensory | |
B. Characteristics of students with disabilities | Chapters 4-12, 14-15 |
Medical/physical characteristics | - Ch 9: 295
- Ch 10: 327-336, 354
- Ch 11: 367
- Ch 12: 409, 410
- Ch 14: 481-482
|
Educational characteristics | - Ch 4: 99-103
- Ch 5: 144-145
- Ch 6: 185
- Ch 7: 224-228
- Ch 8: 263-265
- Ch 9: 294-295
- Ch 11: 370-371
- Ch 12: 406
- Ch 14: 482-483
- Ch 15: 561-562
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Social characteristics | - Ch 4: 103-104
- Ch 5: 146-147
- Ch 6: 182-184
- Ch 8: 261-262, 265
- Ch 9: 294, 296
- Ch 10: 327-336, 354
- Ch 11: 367-370
- Ch 12: 408-409
- Ch 14: 483-485
- Ch 15: 563
|
Psychological characteristics | - Ch 4: 102-103
- Ch 5: 147
- Ch 6: 182-184
- Ch 9: 296
- Ch 10: 354
- Ch 11: 368-369
- Ch 12: 405-407
- Ch 14: 482-483
- Ch 15: 561-562
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C. Basic concepts in special education, including definitions of all major categories and specific disabilities | Chapters 1, 4-15 |
Causation and prevention of disability
| - Ch 4: 97-99
- Ch 5: 141-143
- Ch 6: 181-182
- Ch 7: 222-224
- Ch 8: 259-261
- Ch 9: 291-293
- Ch 10: 327-336
- Ch 11: 364-366
- Ch 12: 403-405
- Ch 13: 444-449
- Ch 14: 480-481
- Ch 15: 516-517
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The nature of behaviors, including frequency, duration, intensity, and degrees of severity
| - Ch 4: 97
- Ch 5: 140
- Ch 6: 179-180
- Ch 7: 221-222
- Ch 8: 258
- Ch 9: 291
- Ch 10: 325-326
- Ch 11: 363-364
- Ch 12: 403
- Ch 13: 443-444
- Ch 14: 478-480
- Ch 15: 515
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Classification of students with disabilities, including classifications as represented in IDEA and labeling of students
| - Ch 1: 3-7
- Ch 4: 96-97
- Ch 5: 137-140
- Ch 6: 177-179
- Ch 7: 217-221
- Ch 8: 256-258
- Ch 9: 290-291
- Ch 10: 325
- Ch 11: 361-363
- Ch 12: 401-403
- Ch 13: 442-443
- Ch 14: 477-478
- Ch 15: 513-515
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II. LEGAL AND SOCIETAL ISSUES |
A. Federal laws and landmark legal cases related to special education
| Chapter 1 |
IDEA 2004, Section 504
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ADA
| |
Rowley re: program appropriateness; Tatro re: related services; Honig re: discipline
| |
B. Issues related to school, families, and/or community | Chapters 1-15 |
Teacher advocacy for students and families, including advocating for educational change and developing student self-advocacy
| |
Family participation and support systems
| - Ch 2: 54-55
- Ch 3: 73-77
- Ch 13: 456-461
|
Public attitudes toward individuals with disabilities
| - Ch 1: 16-18
- Ch 4: 94-95
- Ch 5: 136-137
- Ch 6: 176-177
- Ch 7: 216-217
- Ch 8: 254-255
- Ch 9: 288-289
- Ch 10: 324-325
- Ch 11: 360-361
- Ch 12: 400-401
- Ch 13: 441-442
- Ch 14: 477
- Ch 15: 512-513
|
Cultural and community influences
| - Ch 1: 29-30
- Ch 2: 46-47
- Ch 3: 77
- Ch 4: 118-119
- Ch 5: 165
- Ch 6: 180
- Ch 7: 230-232
- Ch 13: 448
- Ch 15: 525
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III. DELIVERY OF SERVICES TO STUDENTS WITH DISABILITIES |
A. Conceptual approaches underlying the delivery of services to students with disabilities | Chapter 1, 4-6, 10, 13-14 |
Medical services
| - Ch 1: 14
- Ch 6: 202-203
- Ch 10: 348-350
- Ch 14: 493-495
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Psychodynamic services
| - Ch 1: 13, 14
- Ch 6: 195-197
- Ch 14: 490-491
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Behavioral services
| - Ch 6: 195-203
- Ch 14: 491-493
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Cognitive services
| |
Sociological services
| - Ch 5: 152-155
- Ch 6: 190-193
- Ch 10: 341
- Ch 13: 462-463
|
Eclectic services
| |
B. Professional roles and responsibilities of teachers of students with disabilities | Chapters 1-15 |
Teacher as collaborator with other teachers, parents, community groups, and outside agencies
| - Ch 1: 32
- Ch 3: 65-90
- Ch 7: 246-247
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Teacher as a multi-disciplinary team member
| |
Teacher's role in selecting appropriate environments and providing appropriate services to students
| - Ch 3: 87-90
- Ch 4: 127-129
- Ch 5: 166-169
- Ch 6: 208-209
- Ch 7: 246-247
- Ch 8: 280-281
- Ch 9: 314-316
- Ch 10: 352-353
- Ch 11: 391-393
- Ch 12: 432-433
- Ch 13: 468-469
- Ch 14: 503-505
- Ch 15: 540-541
|
Knowledge and use of professional literature, research (including classroom research), and professional organizations and associations
| - Ch 3: 80-90
- Ch 5: 137-138
- Ch 7: 220-221
- Ch 8: 255
- Ch 9: 288-289
- Ch 15: 536
|
Reflecting on one's own teaching
| |
C. Assessment, including how to modify, construct, or select and conduct nondiscriminatory and appropriate informal and formal assessment procedures | Chapters 2, 4-15 |
How to interpret standardized and specialized assessment results
| - Ch 2: 42-43
- Ch 4: 106-108
|
How to use evaluation results for various purposes, including monitoring instruction and IEP development
| - Ch 2: 41-44, 48-51
- Ch 4: 106-108
- Ch 5: 147-149
- Ch 6: 185-188
- Ch 7: 228-232
- Ch 8: 265-267
- Ch 9: 296-301
- Ch 10: 337-338
- Ch 11: 372-374
- Ch 12: 411-413
- Ch 13: 452-455
- Ch 14: 485-488
- Ch 15: 521-524
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How to prepare written reports and communicate findings to others
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D. Placement and program issues | Chapters 2-15 |
Continuum of services, mainstreaming, inclusion, least restrictive environment | - Ch 2: 56-61
- Ch 8: 272-273
- Ch 9: 310-311
- Ch 10: 346
|
Early intervention; interventions
| - Ch 2: 38-41, 44-45
- Ch 4: 105-106
- Ch 6: 194-195
- Ch 13: 442-443, 459-460
|
Community-based training
| - Ch 5: 154-155, 168-169
- Ch 12: 427-428
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Transition of students into and within special education placements
| |
Post-school transitions
| - Ch 3: 87-90
- Ch 4: 112
- Ch 5: 151-154
- Ch 6: 191-193
- Ch 8: 270
- Ch 9: 306-307
- Ch 10: 342
- Ch 12: 419-420
|
Access to assistive technology
| - Ch 4: 124-127
- Ch 5: 163-165
- Ch 6: 206-208
- Ch 7: 243-246
- Ch 8: 274-279
- Ch 9: 312-314
- Ch 10: 339, 347-352
- Ch 11: 387-390
- Ch 12: 429-431
- Ch 13: 466-468
- Ch 14: 499-502
- Ch 15: 539-540
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E. Curriculum and instruction, including the IEP process | Chapters 2, 4-15 |
Instructional development and implementation (e.g., instructional activities, curricular materials, resources and equipment, working with classroom personnel, tutoring and the use of technology)
| - Ch 2: 51-55
- Ch 4: 108-127
- Ch 5: 149-165
- Ch 6: 189-208
- Ch 7: 232-246
- Ch 8: 267-279
- Ch 9: 301-314
- Ch 10: 339-352
- Ch 11: 374-390
- Ch 12: 413-430
- Ch 13: 455-468
- Ch 14: 488-502
- Ch 15: 526-540
|
Teaching strategies and methods (e.g., direction instruction, cooperative learning, diagnostic-prescriptive method)
| - Ch 4: 112-119
- Ch 5: 156-158
- Ch 6: 193-203
- Ch 7: 235-238
- Ch 8: 271
- Ch 9: 306-309
- Ch 10: 342-345
- Ch 11: 379-385
- Ch 12: 420-425
- Ch 13: 458-463
- Ch 14: 491-496
- Ch 15: 530-535
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Instructional format and components (e.g., individualized instruction, small- and large-group instruction, modeling, drill and practice)
| - Ch 4: 119-122
- Ch 5: 159-163
- Ch 6: 203-206
- Ch 7: 238-243
- Ch 8: 272-274
- Ch 9: 309-312
- Ch 10: 346-347
- Ch 11: 385-387
- Ch 12: 426-429
- Ch 13: 464-466
- Ch 14: 496-499
- Ch 15: 535-538
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Areas of instruction (such as academics, study and learning skills, social, self-care, and vocational skills)
| - Ch 4: 108-112
- Ch 5: 149-155
- Ch 6: 189-193
- Ch 7: 233-235
- Ch 8: 267-270
- Ch 9: 301-306
- Ch 10: 339-342
- Ch 11: 374-379
- Ch 12: 413-420
- Ch 13: 455-458
- Ch 14: 489-491
- Ch 15: 526-530
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F. Management of the learning environment, including behavior management | Chapters 2, 4-15 |
Behavior analysis (e.g., identification and definition of antecedents, target behavior and consequent events, data-gathering procedures, selecting and using behavioral interventions)
| - Ch 6: 196-201
- Ch 11: 380-382
|
Classroom organization/management (e.g., providing the appropriate physical-social environment for learning – expectations, rules, consequences, consistency, attitudes, lighting, seating, access, and strategies for positive interactions, transitions between lessons and activities)
| - Ch 4: 120
- Ch 5: 159-160
- Ch 6: 203-205
- Ch 7: 238-241
- Ch 8: 272-274
- Ch 9: 309-312
- Ch 10: 346-347
- Ch 11: 385-387
- Ch 12: 426-429
- Ch 13: 464-466
- Ch 14: 496-498
- Ch 15: 535-537
|
Grouping of students
| - Ch 4: 120-122
- Ch 5: 160-163
- Ch 6: 205-206
- Ch 7: 241-243
- Ch 8: 273
- Ch 11: 387
- Ch 14: 498-499
- Ch 15: 537-538
|
Effective and efficient documentation (such as parent/teacher contacts and legal records)
| - Ch 2: 41-44, 52-56
- Ch 6: 198-199
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