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Development and Characteristics of Learners (approximately 14%) a. Human development and behavior b. Theoretical approaches to student learning and motivation i. Student Learning PDF

1. Behavioristi: learner starts off as a clean slate and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. 2. Cognitive Constructivistii (Piaget):

ii. Motivation 1. instrumental motivation (rewards and punishers) 2. intrinsic process motivation (enjoyment, fun) 3. goal internalization (self-determined values and goals) 4. internal self concept-based motivation (matching behavior with internally-developed ideal self) 5. external self concept-based motivation (matching behavior with externally-developed ideal self c. Basic characteristics and defining factors for each of the 13 major disability categoriesiv i. Autism: developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a childs educational performance. ii. Deaf-Blindness: concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs iii. Deafness: iv. v. emotional disturbance vi. hearing impairment vii. intellectual disability viii. multiple disabilities ix. Orthopedic impairment x. other health impairment xi. specific learning disability xii. speech or language impairment xiii. traumatic brain injury xiv. visual impairment (including blindness)

3. Social Constructivistiii: emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding

a. Learning is an active process: Direct experience, making errors, and looking for solutions are vital for the assimilation and accommodation of information. b. Learning should be whole, authentic, and "real": Piaget helps us to understand that meaning is constructed as children interact in meaningful ways with the world around them.

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d. Impact of disabilities on individuals, families, and society across the life span e. Impact of language, cultural, and gender differences on the identification process f. Co-occurring conditions g. How family systems contribute to the development of individuals with disabilities h. Environmental and societal influences on student development and achievement II. Planning and the Learning Environment (approximately 17%) a. Characteristics of good lesson plans b. Basic elements of effective lesson plans c. Learning objectives that are measurable and appropriately challenging d. Means of providing access to the curriculum e. Organizing the learning environment f. Understands how to manage student behavior g. Design and maintenance of a safe and supportive classroom environment that promotes student achievement III. Instruction (approximately 17%) Instructional strategies/techniques that are appropriate, considering students ages and abilities Instructional strategies for ensuring individual academic success in one-toone, small group, and large group settings Instructional strategies that facilitate maintenance and generalization of concepts Selection and implementation of research-based interventions for individual students Selection and implementation of supplementary and/or functional curriculum Options for assistive technology Instructional strategies/techniques that support transition goals Preventive strategies and intervention strategies for at-risk learners IV. Assessment (approximately 14%) Evidence-based assessments that are effective and appropriate Defines and uses various assessments Interprets assessment results Understands and uses the results of assessments V. Foundations and Professional Responsibilities (approximately 13%) Federal definitions Federal requirements for the pre-referral, referral, and identification Federal safeguards of the rights of stakeholders Components of a legally defensible individualized education program Major legislation Roles and responsibilities of the special education teacher Roles and responsibilities of other professionals who deliver special education services Strengths and limitations of various collaborative approaches Communication with stakeholders Potential bias issues that may impact teaching and interactions with students and their families

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VI. Integrated Constructed-response Questions (approximately 25%) Instruction and Assessment Learning environment and classroom management Collaboration

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Development and Characteristics of Learners (approximately 14%) Human development and behavior Basic characteristics and defining factors for each of the major disability categories Impact of disabilities on individuals, families, and society across the life span Impact of language, cultural, and gender differences on the identification process Co-occurring conditions How family systems contribute to the development of individuals with disabilities Environmental and societal influences on student development and achievement II. Planning and the Learning Environment (approximately 17%) Characteristics of good lesson plans Basic elements of effective lesson plans Learning objectives that are measurable and appropriately challenging Means of providing access to the curriculum Organizing the learning environment Understands how to manage student behavior Design and maintenance of a safe and supportive classroom environment that promotes student achievement III. Instruction (approximately 17%) Instructional strategies/techniques that are appropriate, considering students ages and abilities Instructional strategies for ensuring individual academic success in one-toone, small group, and large group settings Instructional strategies that facilitate maintenance and generalization of concepts Selection and implementation of research-based interventions for individual students Selection and implementation of supplementary and/or functional curriculum Options for assistive technology Instructional strategies/techniques that support transition goals Preventive strategies and intervention strategies for at-risk learners IV. Assessment (approximately 14%) Evidence-based assessments that are effective and appropriate Defines and uses various assessments Interprets assessment results Understands and uses the results of assessments V. Foundations and Professional Responsibilities (approximately 13%) Federal definitions Federal requirements for the pre-referral, referral, and identification Federal safeguards of the rights of stakeholders Components of a legally defensible individualized education program Major legislation Roles and responsibilities of the special education teacher

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 Roles and responsibilities of other professionals who deliver special education services Strengths and limitations of various collaborative approaches Communication with stakeholders Potential bias issues that may impact teaching and interactions with students and their families VI. Integrated Constructed-response Questions (approximately 25%) Instruction and Assessment Learning environment and classroom management Collaboration http://www.studystack.com/flashcards-878586 http://www.studystack.com/flashcards-878586

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http://www.learning-theories.com/behaviorism.html http://viking.coe.uh.edu/~ichen/ebook/et-it/cognitiv.htm iii http://epltt.coe.uga.edu/index.php?title=Social_Constructivism iv http://nichcy.org/wp-content/uploads/docs/gr3.pdf

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