Study guide for TCT in special education: professional knowledge [1985]

STUDY GUIDE
SPECIAL EDUCATION (PROFESSIONAL KNOWLEDGE)
Georgia Teacher Certification Testing Program
Georgia Department of Education

STUDY GUIDE FOR TCT IN SPECIAL EDUCATION: PROFESSIONAL KNOWLEDGE
Published 1983
by
Georgia Department of Education Georgia Teacher Certification Testing Program
Atlanta, Georgia 30334
Edited 1985

National Evaluation Systems, Inc. has prepared for distribution by the Georgia Department of Education the set of content objectives found in this Study Guide. These objectives have been verified as important content requirements for certification. Not all of the listed objectives have had test items written for them. The selected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested. When the project to develop the Georgia Teacher Certification Tests (TCT) was begun in November 1976, an Ad Hoc Committee composed of Georgia educators was appointed to work with NES on each TCT. The function of these Ad Hoc Committees was to review all NES-generated materials with a goal of making the materials more reflective of Georgia education needs. The first step in the test development process was that of content domain specification. Educators identified all content knowledge that an applicant would need to know to function effectively in a Georgia school. This content was further defined into content objectives, which were sent to currently practicing Georgia educators for verification. These educators provided actual ratings of the "job-relatedness" of the content objectives. At that point, it was possible to identify, from the original domain specification, the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field. The purpose of providing objectives is to explicitly define the content required of an applicant for certification in this field. Further, the statement of these objectives should assist in preparing for the criterionreferenced content knowledge test. We encourage applicants to study these materials, which will enhance their understanding of the content field and alleviate any unnecessary concerns about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a rewarding career in education. If you have questions or desire further information, ~ontact:
Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Charles McDaniel State Superintendent of Schools

Acknowledgements

The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators listed below who volunteered their time and expertise to develop this study guide.

James Knox Carson, Co-chairman North Central, GLRS

E. Eugene Ensminger, Co-chairman Georgia State University

Judith G. Colbs Fulton County Schools

Harry L. Dangel Georgia State University

Charlotte E. Mcquilkin LaGrange College

William C. Moeny West Georgia College

Phil Pickens Georgia Department of Education

Ricki Robbins Meriwether County Schools

Myrna S. Stenson Metro South, GLRS

Deborah S. Wallace Georgia State University

Introduction
The purpose of the TCT study guide in the area of Special Education: Professional Knowledge is to provide (1) a description of the test format and some suggestions for taking the test; and (2) readings and media resources to review for the objective groupings within the areas of the TCT.
The TCT in Special Education: Professional Knowledge is the criterionreferenced test taken by teachers for certification in the areas of Learning Disabilities, Behavior Disorders and Special Education Interrelated. Since teachers being certified for Special Education Interrelated are approved for teaching Mildly Mentally Retarded as well as Learning Disabilities and Behavior Disorders Resource Programs, all three categories of exceptionality are covered on the Special Education: Professional Knowledge TCT.
The Test
1. The TCT items are multiple choice with four possible answers.
2. Many of the questions contain a long stem consisting of several paragraphs. There are often only two or three questions per page.
3. With many long questions, you may find it helpful to underline key words or phrases in the stem to aid or assist in selecting the correct answer. (It is permissible to write or make marks in your test booklet. These booklets are used only once.)
4. Some of the questions direct you to choose a response that is "least" or "not" appropriate. These questions present a greater challenge for some exami nees. When deal i ng with them, you wi 11 need to pi ck the most desirable answer, then the next most desirable, etc., until you eliminate all but the "least" or "not" appropriate answer.

5. There are no penalties for guessing. When unsure of an answer, eliminate all possibilities you can and then select from those remaining.

6. You are given 3; hours of actual test time and you may request additional time if needed.

7. Not all the subareas have the same number of test questions. In order to pass the TCT, you do not have to pass each subarea. Your test score is determined by the overall number of correct answers on the test. The five (previously 12) subareas are listed below with the number of questions represented on the test from each of those areas.

I. Population Identification, Assessment and Diagnosis

- 21 or more questions

II. Normal Development and Learning Theory - 11-20 questions

III. Instructional Strategies

- 21 or more questions

IV. Instructional Materials

- 1-10 questions

V. Special Education Programs

- 21 or more questions

8. If you need additional assistance in test taking and/or dealing with test anxiety, please seek help through a college or university counseling center or refer to the list of test taking references that follow.

Millman, J.& Pauk, W. How to Take Tests. NY: McGraw-Hill, 1969.

Pauk, W. How to Study in College. (2nd ed.) Boston: Houghton
Mifflin, 1974.

Preston, R. C. &Botel, M. How to Study. Chicago: SRA, 1975.

Raygor, A. L. &Wark, D. M. Systems for Study. NY: McGraw-Hill, 1970.

Use of the Study References
A list of numbered references follows this section of the study guide. The number is used to identify the appropriate reference for each of the TCT objectives.
In some cases, specific references are listed for specific objectives and in other cases a general reference list is provided at the end of each grouping of objectives. The general references lsited at the end of each objective grouping are usually broad enough to cover the entire set of objectives.
For Population Identification and the objective, "Identify the Characteristics of the Learning Disabled," you will find four (4) references provided. Reference No. 18, pp. 365-375, is to_ the text by Kirk and Gallagher (1983), Educatin~ Exce~ionalChildren, 4th edition. Reference No. ~ is to Blackhurst and Berdlne (I 81), An Introduction to Special Education. Reference N~. ~

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is to the Georgia Department of Education (1982), Special Education: Regulations and Procedures. Reference No. 10 is to Hallahan and Kauffman (1982), Exceptional Children: IntroductTon to Special Education. A list of numbers is also provided at the bottom of the Population Identification objectives. These are additional resources for the total set of objectives listed in this grouping.
Where to Find the Study Resources Many school systems, regional organizations and colleges/universities are already offering reading materials related to the objectives found on the Special Education: Professional Knowledge TCT. For specific reference materials listed on the following pages, please contact the local college/university or GLRS/Child Serve Center which serves your area.
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GlRS/CHllD SERVE STATEWIDE NETWORK

Mrs. Katheryn B. Bush Georgia Department of Education State Coordinator, GLRS/Chi1d Serve Program for Exceptional Children
1970 Twin Towers East Atlanta, GA 30334

Coastal Area Center, GLRS Armstrong State College Room 109, Victor Hall 111935 Abercorn Street Savannah, GA 31406 (912) 927-5239
East Central Center, GLRS Susie Dasher School South Washington St. Dublin, GA 31021 (912) 275-2548
East Georgia Center, GLRS 3108 Lake Forest Drive Augusta, GA 30904 (404) 737-7310
Metro East Center, GLRS Robert Shaw Center 385 Glendale Road Scottdale, GA 30079 (404) 292-7272
Metro South Center, GLRS Griffin CESA P. O. Drawer H Griffin, GA 30224 (404) 227-0632
Metro West Center, GLRS 2268 Adams Drive, N.W. Atlanta, GA 30318 (404) 352-2697
Middle Georgia Center, GLRS Room 101 Alexander IV School 3769 Ridge Avenue Macon, GA 31204 (912) 474-1513
North Georgia Center, GLRS P. O. Box 546 Cleveland, GA 30528 (404) 865-2043

North Central Center, GLRS Route 3, Box 232-A Highway 5 South Ellijay, GA 30540 (404) 635-5391
Northeast Georgia Center, GLRS Northeast Georgia CESA 375 Winter Drive Winterville, GA 30683 (404) 742-8292
Northwest Georgia Center, GLRS 436 Broad St. Rome, GA 30161 (404) 295-6189
South Central Center, GLRS Child Development Center 1492 Bailey Street Waycross, GA 31501 (912) 285-6191
South Georgia Center, GLRS Route 10, Box 218 Valdosta, GA 31601 (912) 333-5226
Southeast Center, GLRS Waters Dr. Vidalia, GA 30474 (912) 537-7797
Southwest Georgia Center, GLRS P. O. Box 1470 400 S. Monroe Street Albany, GA 31703 (912) 432-9151
West Central Georgia Center, GLRS 123 laGrange Street Grantville, GA 30220 (404) 583-2528
West Georgia Center, GLRS 1532 Fifth Avenue Columbus, GA 31901 (404) 324-5661 ext. 257
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References
1. Alberto, P. A. &Troutman, A. C. Applied Behavior Analysis for Teachers.
Columbus, Ohio: Charles E. Merrill Publishing Company, 1982.
2. Basile-Jackson, J. The Exceptional Child in the Regular Classroom. Augusta, Georgia: East Georgia Center, Georgia Learning Resources System, 1982.
3. Bateman, B. Essentials of Teaching. San Rafael, California: Dimensions Publishing Company, 1969.
4. Blackhurst, A. E. &Berdine, W. H. An Introduction to Special Education.
Boston: Little, Brown and Company, 1981.
5. Blake, K. The Mentally Retarded: An Educational Psychology. Englewood
Cliffs, N. J., 1976.
6. Charles, C. M. &Malian, I. M. The Special Student. St. Louis,
Missouri: Mosby Publishing Company, 1980.
7. Collins, E. Project STRETCH (Strategies to train regular educators to teach children with handicaps), Northbrook, IL: Hubbard, 1980.
8. Georgia Department of Education, Special Education: Reaulations and Procedures. Atlanta, GA: Georgia Department of E ucation, 1982.
9. Geren, K. ~lete Special Education Handbook. West Nyack, N.Y.: Parker~l;shing Company, Inc., 1983.
10. Hallahan, D. P. &Kauffman, J. M. Exceptional Children: Introduction
to Special Education, 2nd edition. Englewood Cliffs, N. J.:
Prentice-Hall, Inc., 1982.
11. Hammill, D. D. &Bartel, N. Teaching Children with Learning and
Behavior Problems, 2nd edition. Boston: Allyn and Bacon, 1978.
12. Haring, N. G. &Bateman, B. Teaching the Learning Disabled. Englewood
Cliffs, N. J.: Prentice-Hall, Inc., 1977.
13. Howe, C. E. Administration of Special Education. Denver, Colorado: Love Publishing Company, 1981.
14. Johnson, D. W. Human Relations and your Career: A Guide to Interpersonal Skills. Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1978.
15. Johnson, S. W. &Morasky, R. L. Learning Disabilities. Boston: Allyn
and Bacon, 1977.
16. Jones, V. F. &Jones, L. S. Responsible Classroom Discipline. Boston:
Allyn and Bacon, 1981.
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17. Kerr, M. M. &Nelson, C. M. Stratefiies for Managing Behavior Problems
in the Classroom. Columbus, 0 io: Charles E. Merrill Publishing Company, 1983.
18. Kirk, S. A. &Gallagher, J. J. Educating Exceptional Children, 4th
edition. Boston: Houghton Mifflin Company, 1983. 19. Kohfeldt, J. Blue Prints for Construction. Focus on Exceptional
Children, 1976,8 (5), 1-14. 20. Lambie, R. A. A systematic approach for changing materials, instruction
and assignments to meet individual needs. Focus on Exceptional Children, 1980, 13 (1), 1-12.
21. Larsen, S. C. &Poplin, M. S. Methods for Educating the Handicapped:
An Individualized Education Program Approach. Boston: Allyn and Bacon, 1980.
22. Long, N. J., Morse, W. C. &Newman, R. G. Conflict in the Classroom,
2nd edition. Belmont, California: Wadsworth Publishing Company, 1980.
23. McDowell, R. L., Adamson, C. W. &Wood, F. H. Teaching Emotionally
Disturbed Children. Boston: Little, Brown and Company, 1982. 24. Morris, C. G. PSlCh0109Y : An Introduction. Englewood Cliffs, N. J.:
Prentice-Hal , Inc., 1982. 25. Ray, H. W. Media for the Exce~tional Child. In E. L. Meyen, G. A.
Vergason &R. J. Whelan ( ds.), Strategies for Teaching Exce~tional
Children. Denver: Love Publishing Company, 1972. pp. 330- 48. 26. Schubert, D. G. Your Teaching Twin--The Tape Recorder. Reading
Improvement, Vol. IS, No. 1, pp. 78-80, Delwyn, 1978.
27. Smith, C. R. Learning Disabilities. Boston: Little, Brown, and Company, 1983.
28. Thiagarajan, S. Designing instructional games for handicapped learners. Focus on Exceptional Children, 1976,7 (9), 1-11.
29. Wigg, E. H. &Semel, E. M. LanTuaSe Assessment and Intervention for
the Learnin8 Disabled. Co urn us, Ohio: Charles E. Merrill Publishing ompany, 1980.
30. Ysseldyke, J. E. &Salvia, J. Assessment in Remedial and s~ecial
Education, 2nd edition. Boston: Houghton Mifflin, 19 1.
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I. Population Identification, Assessment and Diagnosis

Population Identification

Identify the characteristics
o(1f 8t,heppL. e3a6rn5i-n3g75D; i1s;_ab~l;edl.Q)

Analyze the relationship between environmental/
cultural factors and educational progress.

Identify the characteristics of the Emotionally Disturbed/ Behavior Disordered. (18, pp. 321-338; ~; ~)

Identify the characteristics

of the Mentally Retarded

(mild, moderate, and severe).

(5, pp. 10-12; 18, pp. 119-124;

~;~)

--

Identify the characteristics

of the Speech Handicapped.

(4; 8; 18, pp. 277-308: 10,

pp. "2"25-=226)

--

Identify the characteristics

of the Visually Handicapped.

(4, 18, pp. 181-199; 10, pp.

284,315-316)

--

Identify the characteristics of the Multiply Handicapped. (~; ~, pp. 413-452: ~)

Identify the characteristics of the Hearino Handicapped.
(18, pp. 231-250; i; ~)
Be familiar with pre-, post-, and perinatal complications. (18; 29)

General References
(~, pp. 63-71; Z, Module 12)

Assessment

Identify due process procedures required by law in the identifi-
cation, referral, evaluation, and placement of students with handicaps. (I8, pp. 15-23; 8, pp. 3-12; 13 pp: 15-30; 24 Chapter 10) --

Know several methods of systematic
observation used to assess academic achievement and social behavior. (1., pp. 86-118)

Define and compare intelligence,
achievement, and adaptive behavior tests. (30)

Explain the purpose of screening tests. (30)

Distinguish between group tests and individual tests. (30)

Demonstrate an understanding of

the variety of derived scores

(i.e., percentile, grade equivalent,

age equivalent, quotient). (I8,

pp. 40-50; 29)

--

Be able to employ behavior rating

scales to assess behavior (e.g.,

AAMD, Mykelbust). (18, pp. 40-

50; 29)

--

Demonstrate an understanding of raw scores. (30)

Define the term validity as it relates to tests. (30)

Define the term reliability as

it applies to tests, and explain

how it affects the interpretation

of test results. (1, pp. 86-118;

30)

-

Explain the dangers of choosing
a test solely on the basis of its headings. (30)

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Assessment (cant.)
Identify the factors involved in choosing between formal and informal tests. (30)
Identify by name sources of information about tests, including textbooks, professional journals, and technical manuals. (30)
Given a test name, indicate the level of training or expertise necessary for its administration and interpretation, and analyze the reasons for requiring these qualifications. (30)
Identify and compare several 1anguage and speech tests. (30)
Demonstrate an understanding of the feasibility factor (e.g., cost, time, space considerations) in choosing an appropriate test. (30)
Compare criterion-referenced and norm-referenced tests. (30)
General References
(Z.' Module 4)
Diagnosis
Identify academic achievement levels.
Understand how to assess, define, and apply knowledge of a student's general intellectual level.
Be able to measure a student1s rate of learning on a specific task.
Analyze discrepancies in performance for diagnostic purposes.
Identify significant discrepancies between comprehension and expression.
Recognize verbal and nonverbal modes of communication.
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Identify processes designed to measure retention of learning, i.e., short term, long term, incidental.
Explain the possible implications of intra-individual discrepancies in diagnostic findings.
Explain the possible implications of interindividual discrepancies in diagnostic findings.
General References
(!.; ~; ]&; 30)

II. Normal Development and Learning Theory

Normal Development
Demonstrate an understanding of methods used to determine whether or not a student can recognize sounds.
Assess the student's ability to respond verbally to auditory stimuli in the classroom and in daily living.
Be able to assess a child's sequencing skills and compare these with those of a normal child.
Identify several activities for evaluating auditory discrimination.
Assess the student's ability to identify and attach meaning to visual stimuli in the environment.
Identify several activities for assessing visual discrimination.
Analyze those variables which inhibit or facilitate attention to auditory stimuli in classroom instruction and daily living.
Identify symptoms which could result from the inability to analyze and synthesize stimuli and know strategies for helping students with problems of analysis and synthesis.
Recognize behaviors which indicate that a student's auditory acuity should be checked by an expert (e.g., watching lips, repeatedly asking for directions, increasing number of responses when sitting close to speaker, etc.)
Understand that students receive and attach personal meaning to auditory information/stimuli which may be different from the intended meaning.
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List several activities for teaching tactile discrimination.
Define visual acuity.
Know the educational implications of the cognitive developmental stages, e.g., Piaget, Bruner, etc.
Analyze those variables which inhibit or facilitate attention to visual stimuli.
Understand that students may attach a personal meaning to visual information which is different from the intended meaning.
General References
C~, Chapter 2; 24, Chapter 3)
Learning Theory
Be able to analyze and effect change in the learning environment (i.e., auditory information, visual information, prompts) which influence selective attention.
When teaching a student to interpret information, determine the level of comprehension (e.g., 1Heral, inferred, analytical, critical) that matches the student's abilities and the material being taught.
Be able to analyze and effect change in the rate, level, and sequence at which new concepts are acquired.

Learning Theory (cont.)

Be able to teach students how to identify relevant and essential
concepts inherent in a variety of objects, situations, or ideas
and to develop generalizations.
(1, pp. 271-298)

Understand those variables which
influence the storage (quality, clarity, and cues), rehearsal (once assimilated) and retrieval (recall, association) of information.

Be able to transfer theoretical
knowledge of learning theory to applied teaching situations.
(1)

Be able to assess and identify techniques to improve the quality
of observational learning.

G(2e4n,erCalhaRpeteferre5n; c2es, Module 16)

Understand that the reinforcing
value of secondary reinforcers is learned through association with known reinforcers (either primary or secondary reinforcers).
(1, pp. 171-187)

Understand the effect that different

schedules of reinforcement have

upon the quality and quantity of

information learned, and be able

to apply this knowledge to

facilitate learning. (1, pp.

194-200)

-

List criteria that influence the setting of priorities when
selecting behavior modification
procedu~es. (1, pp. 35-54)

Understand the conditions under which consequent events function as primary reinforcers and know the limitations of their use in an educational setting.
(1, pp. 35-54)
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Understand the effects of punishment techniques used as a means of behavior change (e.g., aversive shock, physical restraint, conditioned aversive presentation).
(1, pp. 205-237)
Define the dimensions of a disciminatory task (i.e., distinctive, irrelevant, dimensionality).
(1, pp. 238-251)
Know the conditions that influence transfer (intertask similarity, degree of first-task learning and specific instructions to transfer) and be able to inhibit or strengthen the tendency to transfer according to whether the transfer has a positive or negative effect upon learning.
(1, pp. 274-275)

III. Instructional Strategies

Task Analysis Relate a task to the capabilities and entering skills of a student. Be able to establish criteria for skill mastery. Be able to specify the skills that are necessary prerequisites for learning a task. Be able to analyze a task into its component parts according to their levels of difficulty. Be able to sequence the components of a task. General References (3, Chapter 3; 15, Chapter 13. 14,
Ii; .!, pp. 253-255)
Teaching Strategies Be able to provide individual instruction, according to student needs, space, staff, resources, and time. Be able to create a learning environment which can be adapted to a variety of purposes and activities to meet individual needs. Analyze individual learning styles and provide effective group instruction according to the identified style. Know whether to present a task or an item of information in its entirety or broken down into its component parts, according to the nature of the task and the learning patterns of the student.
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Know how to set up and maintain a safe learning environment.

Understand the importance of the use of routine when teaching students.

Understand the ways in which a learning environment can motivate students to learn.

Identify teaching strategies designed to move a learner from dependence to independence, (e.g., demonstration, assistance, verbal instruction).

General References

T7, Module 5;
1.-; Modul e 14)

7,
-

Module

20;

Know when it is important to continue to teach tasks beyond the point at which the student exhibits mastery in order to ensure retention.

Describe methods for altering the presentation of tasks to match the student's rate of learning.

Know the effects that an attractive learning environment has upon teachers and students.

Explain how the stressing of relationships can facilitate transfer of learning.

Know how to apply the principles of behavioral analysis to the classroom instruction.
OI, pp. 80-107)

Be able to apply the principles of contingency management in the classroom. (17, pp. 80-107; 6, pp. 98101; 22, pp. 242-247)

Teaching Strategies (cont.)

List the elements of classroom design that ensure ease of observation.

Know the value of a given stimulus, how to regulate it and why it is
necessary to do so.
(1Z, pp. 80-107)

Analyze the factors involved in deciding whether to use massed or distributed practice in a certain situation.

Understand that the primary
function of a learning environment is to stimulate personal and academic
development. (1Z, pp. 80-107)

Know how to make a learning environment comfortable.

Be able to analyze those educational situations in which rote learning is
necessary to assure efficient and effective learning.

Given a response pattern to a
learning goal, identify alternate response patterns to the same goal.

Identify examples of inductive and deductive teaching techniques.

Describe the methodology of backward chaining and know situations to which
it should be applied. (1, pp. 251-255)

Given a description of a teaching technique, indicate to which of the
following categories it belongs: (1) confirmation, (2) prompting,
(3) study-test.

General References

(27, Chapter 12; 4; 12, Chapter 7; 2;

11; J..., Modul e 2; "2"1)-

-

Interpersonal Communication
Demonstrate an understanding of the fact that one can and should respond to feelings as well as words.
Identify attentional skills that are especially necessary when dealing with handicapped students.
Know how a teacher can modify her/his feedback in response to the specific needs of the student.
Know why it is advisable to give feedback regarding only those things the receiver can do something about.
Recognize the appropriate use of immediate and delayed feedback.
Given a response a teacher might typically make in a classroom, evaluate it in terms of clarity of expression.
Know why it may be advisable to check one's perceptions with another person before giving feedback.
Given a typical classroom response, paraphrase it as simply and explicitly as possible.
Compare descriptive and evaluative feedback.
General References
(7, Module 3; 7, Module 1; 14, Chapter 5,-6 and 7)

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IV. Instructional Materials

Given the learning characteristics of handicapped students, select and evaluate workbook materials.
Given the learning characteristics of handicapped students, select and evaluate appropriate textbook materials.
Demonstrate an understanding of the construction and use of games and puzzles as instructional materials.
Given instructional material, indicate the instructional level for which it is best suited.
Evaluate instructional material in terms of its relevance to various types of handicapped students.
Demonstrate an understanding of the construction and use of tapes as instructional materials.
Given the learning characteristics of handicapped students, select and evaluate a kit.
Identify and know how to operate equipment which can be used as or with instructional materials.
Demonstrate an understanding of the construction and use of flashcards.
Demonstrate an understanding of the construction and use of charts.
List some of the criteria which can be used to determine the quality of instructional material.
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Demonstrate an understanding of records as instructional materials.
Demonstrate an understanding of utility as a criterion for the selection of materials.
Demonstrate an understanding of filmstrips as instructional material s.
Demonstrate an understanding of price as a criterion for material selection.
Given instructional material, analyze its durability.
Demonstrate an understanding of films as instructional materials.
Demonstrate an understanding of availability as a criterion for material selection.
Demonstrate an understanding of ease of storage as a criterion for material selection.
General Reference
(19; 20; 26;, 7, Modules 2,
14; 13; 25; 28T

V. Special Education Programs

Administrative Alternatives

Demonstrate an understanding of the concept of the Resource Room.
Given information about a child (i.e., age, grade, test results, home situation), indicate and explain the type of special class placement needed (e.g., full-time, 1/2 time, 1/4 time, other).

Demonstrate an understanding of the function of the institutionbased sheltered workshop.
General References
(~; 8; ~, pp. 55-65; .)
Basic Knowledge

Demonstrate an understanding of the conditions which indicate that a preschool or school-age child should be placed in a regular class, with consultation services available to the teacher.
Demonstrate an understanding of the conditions which indicate that a preschool or school-age child should be placed in a regular class.

Identify basic reading skills (i.e., word recognition, decoding, structural analysis, oral reading, word study skills, comprehension, sight vocabulary, context cuing, silent reading) and indicate teaching strategies appropriate for the development of each skill.
Given the necessary data, design an individual education program and explain its relationship to regular education.

Demonstrate an understanding of the conditions which indicate that an adolescent or adult should be placed in a program of vocational training.
Demonstrate an understanding of the conditions which indicate the placement of a preschool or school-age child in a full-time institution.
Demonstrate an understanding of the conditions which indicate the placement of a preschool or school-age child in a special school.
Compare group, individual, and family counseling. (22, pp. 129-173; ~, pp. 67-89)
Demonstrate an understanding of the function of the communitybased sheltered workshop.
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Identify the various math operations and indicate teaching strategies appropriate to the development of each.
Identify math readiness skills and indicate teaching strategies appropriate to the development of each.
Explain ways of developing social skills, i.e., (1) accepting authority, (2) cooperation, (3) good peer relations. (23, pp. 194-205)
Understand the relationship between reading and prereading skills, i.e., (1) observation, (2) listening, (3) talking, (4) following instructions, (5) sequencing ideas orally, (6) adequate eye movements, and (7) left-right orientation, and indicate teaching strategies appropriate for the development of each skill.

Basic Knowledge (cont.)
Identify effective teaching strategies for developing the ability to use math skills in problem solving. (29, pp. 25-229)
Identify teaching strategies appropriate to the development of the following language skills: (1) comprehension, (2) interpretation, (3) application, (4) self-expression (i.e., fluency, articulation). (29, pp. 25-229)
Identify the components of language (i.e., sounds, words, phrases, sentences). (29, pp. 25-229)
Differentiate between professionally ethical and unethical behavior.
Demonstrate an understanding of the following learning processes as they relate to language learning: (1) discrimination, (2) recognition, (3) imitations.
Describe teaching strategies for the development of an effective spelling program for a given population of students.
Demonstrate an understanding of the philosophy of special education that has led to the passage of Public Law 94-142 (effective 9/78). (!l, pp. 15-31)
Demonstrate an understanding of local, state, and federal laws, regulations, and guidelines that apply to special education. (~)
Identify'teaching strategies appropriate to the development of number concepts.
Identify teaching strategies appropriate for the development of the following aspects of responsibility: (1) self-concept, (2) decision-making, (3) autonomy, (4) moral behavior.
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Identify teaching strategies appropriate for the development of auditory skills, i.e., (1) the recognition of gross sounds, (2) the recognition of rhythm patterns, (3) the
recognition of vowel sounds, (4) the recognition of consonant
sounds, (5) speech in noisy situations.

Identify the various purposes of reading (e.g., for protection,
for information, for enjoyment) and indicate the level of reading skill necessary for each.

Identify teaching strategies appropriate for developing
the ability to measure time and space accurately.

Demonstrate an understanding of the relationship between 1anguage usage and, math
instruction.

Identify professional publications of interest to special educators.

Identify professional organizations of interest to special educators.

Know the major developments in the history of special
education.

Define the following terms: (1) phonology, (2) morphology,
(3) syntax, and (4) semantics (both connotative and denotative).

General References

(16, pp. 145-160; 22, pp. 331-

336; Q)

-

Ancillary Services Know when to refer a student to a consultant (e.g., psychologist, physical therapist, hearing/ vision therapist), and why close contact between the base school and the ancillary service is important. Understand how in-service training to regular staff in the principles and methods of special education can benefit the school as a whole. Know the variety of community resources (e.g., information resources, advocacy groups, group homes) that can benefit students both before and after they have been graduated from school. Understand how in-service training for special education staff in the principles and methods of regular education can benefit the schools as a whole. General References
(!!; ]1)
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