Praxis for Special Education

This unique program allows teachers to learn about the issues faced by many students, including those with emotional and behavioral disorders, students with intellectual disabilities, and students who are gifted.

The Praxis II Special Education (5354) exam is an excellent way for teachers to become proficient in the areas of special education that are important for their future career. This exam covers a wide range of topics that are relevant to teaching special education students.

According to the National Center for Education Statistics (NCES), students with disabilities represent 13% of all students enrolled in U.S. public schools, and the number of such students is rising in almost every state and school district. On top of that, approximately 2% of all students are diagnosed with a serious emotional disturbance (SED). These numbers are only going to grow over the next decade. Teachers, school administrators, and other education professionals must be prepared to meet the needs of these students as they enter their classrooms and schools.

Praxis for Special Education is designed to assess whether beginning teachers have the content knowledge, skills, and pedagogical practices required to help these K–12 special needs students succeed academically and socially in a general education classroom or resource room setting.

Included in the Individuals with Disabilities Education Act (IDEA) is a system of Individualized Education Programs (IEPs), which are plans for students receiving special education to help them meet their goals.

Before a plan can be made, though, educators must first assess the student’s academic strengths and weaknesses in comparison to their peers. If a student, like Jackie, has an unusually low IQ but high academic achievement, then this is instructive for educators when it comes to deciding what sorts of accommodations will benefit the student most.

When looking at the results on an individual level, it can be helpful to have something more specific and concrete than “academic achievement” or “IQ.” For that reason, there are several standardized tests available to measure students’ abilities and development in specific areas. These tests are called Praxis I: Pre-Professional Skills Tests (PPST).

When determining whether or not a student should be given special education services, it is important that they receive all available information about the impact of potential accommodations on their academic performance.

The Praxis Special Education: Core Knowledge and Applications exam is an assessment used to determine whether or not an individual has the knowledge necessary for a career as a special education teacher.

This exam is designed for individuals who wish to teach students with learning disabilities. It is administered by the Educational Testing Service and consists of 120 multiple choice questions divided into five sections: planning and preparing for instruction, delivering instruction and facilitating learning, assessing student learning and development, developing as a professional educator, and foundations of special education.

As a teacher, you will be responsible for managing your classroom and ensuring that each of your students receives an appropriate education. The following are some of the most common classroom management strategies used in special education classrooms.

Use positive reinforcement to reinforce desired behaviors. This can take the form of verbal praise, giving stickers or other small rewards, etc. Give immediate feedback after the desired behavior takes place and be specific about what was done well. Praise is most powerful when it is genuine. You should also give students many opportunities to do well (e.g., by providing frequent breaks).

Give students choices whenever possible so they feel like they have some control over their lives and are not just being told what to do all the time. This can be done by asking questions like “What do you want to do first?” or “Would you rather read a book or play outside?”

Provide a consistent schedule and routine for the class day so students know what comes next at all times (this will also help them feel safe). Give advance warning before big changes occur (e.g., if you change desks, let them know in advance so they have time to adjust).

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