Praxis II 5543 Special Education Core
Knowledge and Mild to Moderate
Applications
accommodations - changes that minimize the affect of a student's
... [Show More] disability in classroom
modifications - changes to the content taught, that allow a student to participate in the
curriculum
accommodations for students with receptive language deficits - use of multiple
modalities during instruction, overview/outline lesson before instruction, pre-teach
vocabulary, provide notes/summary of lesson, provide immediate practice, write down
important information, color code information, use repetition and paraphrasing, extra
time on text, text presented in both oral and written form
accommodations for specific learning disability: math - manipulatives, graphic
organizers for multi-step problems, use of basic fact charts/multiplication charts, use of
calculator, extra time on tests
accommodations for specific learning disability: reading - parallel texts, study guides,
graphic organizers, audio books/videos, text-speech software, tests read aloud, extra
time on tests
accommodations for blindness/low vision - books on tape, Braille or embossed formats
of texts, large-print books, magnifying glass/optical enhancer, text to speech software
accommodations for students with expressive language deficits - explicitly pre-teach
content specific vocabulary, extra time to respond to oral and written questions, graphic
organizers to organize thoughts, use of thesaurus for writing, word-prediction word
processing software, spelling aids and dictionaries, no penalty for spelling/repetition of
words, extra time on tests
accommodations for students with executive functioning deficits: organization - task
analysis, break up extended assignments with several smaller assignments, use of
planner and checklist with teacher/parent initials, checklist for class materials, calendar
in classroom with due dates, extended due dates, color-coding for different
subjects/units, binders/folders
accommodations for students with difficulty transitioning - calendar with transition times
(pictures or words depending on student ability), chime or timer that gives a 5 minute, 2
minute, and/or 1 minute warning before transition (set up be student or teacher based
on ability), transition task that can be used after each transition to settle into the new
activity, color coding of activities, consistent schedule day-to-day
accommodations for students with executive functioning deficits: attention - breaks,
extended time for testing, reduce visual stimuli in classroom, reduce aural stimuli in
classroom, use of fidgets or movement in seat (yoga ball, seat cushion), small group
environment for testing/independent work, use of manipulatives
13 Disability Categories - ASD, deaf-blindness, visual impairment, deafness, TBI,
speech/language, SLD, OHI, orthopedic impairment, MD, ID, hearing impairment, E/BD
Autism Spectrum Disorder (ASD) - - DD that significantly affects verbal and nonverbal
communication and social skills
- usually before age 3
- adversely affect education
Deaf-Blindness - both hearing and visual impairments severe enough that the child is
unable to be served in SPED programs for either hearing impairment or visual
impairment
Deafness - hearing impairment severe enough that the child is impaired in processing
linguistic information through hearing with or without amplification
->90 decibels
E/BD - 1 or more of the following over a long period of time to a marked degree--
* inability to learn not explained by intellectual, sensory, or health factors
* inappropriate types of behavior or emotions under normal circumstances
* inability to build or maintain satisfactory interpersonal relationships with peers or
teachers
* general pervasive mood of unhappiness or depression
* tendency to develop physical symptoms or fears associated with personal or school
problems
-notes- includes schizophrenia, does not apply to children who are socially maladjusted
Hearing Impairment - an impairment in hearing, whether permanent or fluctuating, that
adversely affects a child's educational performance but is not included under the
definition of "deafness
<90 decibals
Intellectual Disability (ID) - means significantly subaverage general intellectual
functioning, existing concurrently [at the same time] with deficits in adaptive behavior
and manifested during the developmental period, that adversely affects a child's
educational performance
Multiple Disabilities (MD) - concomitant [simultaneous] impairments (such as intellectual
disability-blindness, intellectual disability-orthopedic impairment), the combination of
which causes such severe educational needs that they cannot be accommodated in
special education programs solely for one of the impairments. The term does not
include deaf-blindness
Orthopedic Impairment - a severe orthopedic impairment that adversely affects a child's
educational performance, this includes impairments caused by a congenital anomaly
[birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis),
and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or
burns that cause contractures)."
-physical disabilities which could affect the academic process
Other Health Impairment (OHI) - having limited strength, vitality, or alertness, including
a heightened alertness to environmental stimuli, that results in limited alertness with
respect to the educational
environment, that—
(a) is due to chronic or acute health problems such as asthma, attention deficit disorder
or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(b) adversely affects a child's educational performance
Specific Learning Disability (SLD) - means a disorder in one or more of the basic
psychological processes involved in understanding
or in using language, spoken or written, that may
manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or to do mathematical calculations. The term includes
such
conditions as perceptual disabilities, brain injury minimal brain dysfunction, dyslexia,
and developmental
aphasia.
**The term does not include learning
problems that are primarily the result of visual, hearing, or motor disabilities; of
intellectual disability; of
emotional disturbance; or of environmental,
cultural, or economic disadvantage.
Developmental Aphasia - a common learning disability- refers to the loss of language
after it has been developed
can be severe or mild
affects production or comprehension of speech along with the ability to read or write
may have struggle with:
remembering names of objects
reading
putting words together in sentences
Dyslexia - [Show Less]