Study Guide
Field 085: Special Education Comprehensive Assessment
Test Design and Framework
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The test design below describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
*Does not include 15-minute C B T tutorial
Test Framework
Pie chart of approximate test weighting outlined in the table below.
subarea roman numeral 1–Understanding Development and Learning Across the Continuum
Competency 0001–Apply knowledge of human development and factors that influence growth, development, and learning from birth through age 21.
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- Understand theories and processes related to ways in which development and learning occur across domains (e.g., cognitive, social-emotional, sensorimotor, physical, communication).
- Apply knowledge of typical and atypical human growth and development in the various domains from birth through age 21 (e.g., cognitive, communication, social-emotional, physical).
- Apply knowledge of environmental and other factors (e.g., parent/guardian support and protection, culture and beliefs, early intervention, personal resilience, technology) that may facilitate learning in students with disabilities.
- Apply knowledge of the characteristics of sensory impairments (e.g., visual impairment, hearing loss, sensory integration disorder) and the implications of sensory impairments for a student's learning, social, communication, adaptive, and daily living skills.
- Apply knowledge of students' unique learning, social-emotional, medical, physical, and communication needs; and strategies, programs, technologies, and methods (e.g., trauma-informed practice, brain-based learning strategies) to meet the needs of students with disabilities.
Competency 0002–Apply knowledge of the various categories and the continuum of disabilities from birth through age 21.
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- Apply knowledge of definitions and eligibility criteria of developmental disabilities and the implications of developmental disabilities for learning and daily living.
- Apply knowledge of definitions and eligibility criteria of the various categories of specific learning disabilities and the implications of specific learning disabilities for learning and daily living.
- Apply knowledge of definitions, causes, and eligibility criteria associated with levels of intellectual disabilities and the implications of intellectual disabilities for learning and daily living.
- Demonstrate knowledge of key medical conditions and terminology related to severe-profound/multiple disabilities.
- Apply knowledge of definitions and eligibility criteria of emotional disturbance and the implications of emotional disturbance for learning and daily living.
- Apply knowledge of definitions and eligibility criteria of autism spectrum disorder (A S D) and the implications of A S D for learning and daily living.
- Apply knowledge of definitions and eligibility criteria associated with other categories of disabilities (e.g., other health impairment [O H I], orthopedic impairment, multiple disabilities, speech-language impairment, sensory impairments, traumatic brain injury [T B I]) and the implications for learning and daily living.
subarea roman numeral 2–Assessing All Learners, Managing Transitions, and Developing Individualized Education Programs (I E Pees) and Individualized Family Service Plans (I F S Pees)
Competency 0003–Apply knowledge of assessment instruments and procedures for evaluating students' strengths and needs.
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- Apply knowledge of basic assessment terminology and the types, characteristics, and uses of formal, informal, and alternative assessments for students with disabilities (e.g., standardized measures, developmental screenings, formative and summative assessments, observations, portfolios, adaptive behavior checklists, functional behavior assessments [F B Aees], state-mandated assessments, curriculum-based measures).
- Apply knowledge of the appropriate uses and limitations of various types of assessments for students with disabilities, including students from culturally and linguistically diverse backgrounds.
- Apply knowledge of strategies for modifying and adapting assessments to accommodate individual students' abilities and needs, including those of students from culturally and linguistically diverse backgrounds, and the implications of modifications and adaptations to assessment validity and reliability.
- Demonstrate knowledge of procedures for using and maintaining ongoing assessment of students with disabilities (e.g., progress monitoring, data collection, task analysis, relevant work samples, portfolios), including the use of multiple measures of student assessment to effectively assess students' strengths and needs.
- Apply knowledge of strategies and procedures for administering assessments, including strategies for using technology, the principles of universal design for learning (U D L), and procedures for avoiding bias during the assessment process.
- Demonstrate knowledge of strategies for effectively communicating assessment results to all stakeholders (e.g., students, parents/guardians, service providers, general education teachers, administrators).
- Interpret and use information from formal and informal assessments, including the use of multiple measures of assessment, to inform decisions, determine student goals, and plan and evaluate instruction.
Competency 0004–Apply knowledge of principles, strategies, and procedures for promoting successful transitions for students with disabilities.
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- Demonstrate knowledge of factors that affect students' transitions across school environments and methods for facilitating effective transitions.
- Apply knowledge of strategies, resources, and programs that promote successful student transitions between various environments (e.g., classroom to classroom; school to school; school to adult life roles, employment, or postsecondary education or technical/vocational training).
- Demonstrate knowledge of procedures for selecting, administering, and interpreting students' transition assessments.
- Apply knowledge of strategies for developing goals, benchmarks, activities, programs, and support to promote students' transitions to employment and/or postsecondary education or technical/vocational training.
- Demonstrate knowledge of sources of specialized materials, curricula, and resources for students; effective career, technical/vocational, and transition programs; and strategies for developing and selecting instructional content that is responsive to students' cultural, linguistic, and functional learning differences.
- Demonstrate knowledge of the continuum of services available for prevocational and vocational training, job placement, and independent living.
- Apply knowledge of incorporating self-determination goals with transition planning and services specifically for students with severe-profound/multiple disabilities.
Competency 0005–Demonstrate knowledge of the policies, principles, and procedures related to referral, eligibility, program planning, instruction, and placement of students with disabilities, including students from culturally and linguistically diverse backgrounds.
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- Apply knowledge of screening, prereferral, referral, and eligibility procedures, including the use of Response to Intervention (R T I), and the roles and functions of the multidisciplinary team, and Individualized Education Program (I E P) and Individualized Family Service Plan (I F S P) teams.
- Apply knowledge of components of a comprehensive evaluation used to determine eligibility for early intervention or special education services.
- Apply knowledge of the issues and procedural safeguards (e.g., assurances, due process rights) related to the evaluation, eligibility, and services within a continuum of placements.
- Demonstrate knowledge of how cultural diversity and linguistic differences may affect evaluation and placement decisions in special education.
- Demonstrate knowledge of components of I E Pees and I F S Pees (e.g., present levels of academic achievement and functional performance [P L A A F P], summary of family concerns, priorities and resources, transition service plans, annual goals, access to the general education curriculum, least restrictive environment [L R E], communication plan).
- Demonstrate knowledge of the roles special education teachers, general education teachers, students with disabilities, parents/guardians, related service providers, and others play in planning and implementing I E Pees/I F S Pees, transition service plans, behavior intervention plans (B I Pees), and other individualized plans.
- Apply knowledge of the continuum of placement and direct and related services for students with disabilities, including knowledge of supports students need for inclusion in various program placements (e.g., prevocational and vocational training programs).
subarea roman numeral 3–Learning Across the Curriculum
Competency 0006–Apply knowledge of practices for establishing safe, engaging, and productive learning environments for students with disabilities.
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- Apply knowledge of strategies and methods for structuring the physical environment; establishing and managing routines and schedules; selecting appropriate learning curricula, materials, and technologies; addressing and monitoring behavior; and promoting active participation, communication, and independence for students with disabilities.
- Apply knowledge of effective methods and techniques for appropriate direction of paraprofessionals to facilitate the inclusion and participation of students with disabilities throughout the school environment.
- Demonstrate knowledge of resources and procedures for acquiring, using, and maintaining equipment to meet students' physical and medical needs (e.g., orthotic, prosthetic, and adaptive communication equipment and assistive technology).
- Demonstrate knowledge of specialized procedures for the physical and medical management of students with severe-profound/multiple disabilities (e.g., safety and emergency procedures; procedures for tube feeding; procedures for positioning, handling, lifting, and transferring; health and safety practices).
- Demonstrate knowledge of evidence- and research-based strategies, accommodations, and modifications to effectively include all students with disabilities in the general education setting.
- Demonstrate knowledge of cultural and linguistic diversity and apply knowledge of student diversity in order to establish a safe, positive, equitable, and supportive learning environment for all students.
- Apply knowledge of effective methods for fostering students' active participation and individual academic success in one-to-one, small-group, and large-group settings and for facilitating students' inclusion in various settings.
Competency 0007–Apply knowledge of evidence- and research-based strategies and instructional methods for promoting communication and language development of students with disabilities.
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- Demonstrate knowledge of the types and characteristics of communication delays associated with disabilities (e.g., range of communication needs of students with autism spectrum disorder [A S D]).
- Demonstrate knowledge of the relationship between oral language development and literacy and strategies for promoting students' use of language and communication (e.g., verbal, nonverbal, written, pictoral, symbolic, gestural).
- Apply knowledge of communication strategies and resources used to facilitate understanding of the subject matter.
- Apply knowledge of evidence- and research-based instructional strategies for improving students' vocabulary and speaking and written communication skills, including students whose primary language is not English.
- Apply knowledge of the effects of primary language, cultural values (e.g., diversity, preferred mode of communication), and the roles families and communities play in the development and learning of students with disabilities.
- Apply knowledge of instructional methods, resources, and technologies, including the use of augmentative and alternative communication (A A C) devices and digital apps, for promoting communication skills (e.g., expressing wants and needs, giving and receiving feedback, producing legible documents) for all students.
- Apply knowledge of effective ways to address a broad range of individual communication modes and needs (e.g., gestures, sign language, eye gaze, text- to-speech) and knowledge of A A C devices and communication systems (e.g., signing, electronic devices, symbol systems, communication boards, Picture Exchange Communication System [P E C S]) for students with disabilities.
Competency 0008–Apply knowledge of evidence- and research-based strategies and instructional methods in the instruction of reading to students with disabilities.
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- Demonstrate knowledge of emergent literacy development and strategies for fostering students' literacy development across ages and grade levels and for promoting reading, writing, and speaking by students with disabilities.
- Apply knowledge of evidence- and research-based strategies, activities, and materials to promote and strengthen students' phonological awareness, phonemic awareness, phonics, word-recognition, and spelling skills.
- Apply knowledge of evidence- and research-based instructional strategies, activities, and materials to develop students' reading comprehension, reading fluency, and vocabulary skills.
- Apply knowledge of evidence- and research-based instructional strategies, activities, and materials to develop students' written communication skills.
- Apply knowledge of evidence- and research-based instructional strategies and approaches that promote comprehension of text at the literal, inferential, and critical/evaluative level across genres and content areas.
- Demonstrate knowledge of the relationship between oral language development and literacy, and strategies for promoting the use of language and communication (e.g., verbal, nonverbal, written, pictoral, symbolic, gestural).
Competency 0009–Apply knowledge of evidence- and research-based strategies and instructional methods in the instruction of mathematics to students with disabilities.
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- Apply knowledge of evidence- and research-based strategies for using meaningful, concrete learning experiences to promote students' mathematical inquiry, thinking, and skills (e.g., using mathematics in everyday situations, using multiple problem-solving and calculation approaches).
- Demonstrate knowledge of strategies for promoting students' knowledge of mathematical content (e.g., number sense and numeration, whole-number operations, geometry and spatial sense, statistics and probability, fractions) through a variety of learning experiences, including integration of mathematics with other content areas.
- Apply knowledge of evidence- and research-based teaching practices that enhance mathematical problem solving and reasoning and promote the ability to represent, communicate, and connect mathematical ideas.
Competency 0010–Apply knowledge of evidence- and research-based strategies for developing social skills and providing effective positive behavior interventions for students with disabilities.
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- Apply knowledge of appropriate strategies for fostering social skills; increasing participation, self-awareness, self-regulation, and self-esteem; and developing self-advocacy skills for students with disabilities.
- Demonstrate knowledge of the relationship between behavior and communication in students with disabilities and effective evidence- and research-based strategies and interventions to address students' communication needs and promote positive behaviors.
- Demonstrate knowledge of the components of functional behavior assessments (F B Aees) and behavior intervention plans (B I Pees) and the ability to use the data and results of FBAs to develop individualized BIPs and goals for students with disabilities.
- Apply knowledge of strategies and practices involving the use of positive behavior supports within a multi-tiered system of supports (M T S S) (e.g., prevention/intervention strategies, crisis management).
- Apply knowledge of practices for involving students, their parents/guardians, related service providers, and school personnel in the process of F B Aees and the development and implementation of B I Pees for students with disabilities.
- Demonstrate knowledge of strategies for monitoring behavior interventions, evaluating the effectiveness of individualized behavior interventions, and adjusting or revising interventions as necessary for students with disabilities.
- Apply knowledge of social/interpersonal skills needed for educational, home, work, and community environments and strategies to integrate social skills development into the curriculum.
- Apply knowledge of laws, policies, and ethical principles regarding behavior management planning and implementation, including crisis management and intervention policies and procedures.
Competency 0011–Apply knowledge of evidence- and research-based strategies and instructional methods for promoting the academic achievement and independent learning of students with disabilities.
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- Apply knowledge of effective instructional planning and implementation for students with disabilities, including the use of modeling; prompt hierarchy; explicit instruction; guided practice; ongoing progress monitoring; and use of appropriate technologies, accommodations, and modifications to promote academic achievement.
- Apply knowledge of evidence- and research-based instructional strategies and methods to strengthen and compensate for deficits in attention, perceptual skills, comprehension, memory, and retrieval.
- Apply knowledge of adaptations and assistive technology (e.g., alternative positioning, switches, adaptive keyboards, picture or visual communication systems) for promoting students' full participation and access to the curriculum, including the general education curriculum.
- Apply knowledge of methods for teaching students with disabilities learning strategies for addressing specific areas of need (e.g., motor skills, perception, attention, language processing, memory, retrieval) as well as methods for teaching students to use self-assessment, problem-solving, and other cognitive strategies to meet their own needs.
- Apply knowledge of instructional methods and materials for promoting the academic achievement of students with disabilities, including designing curricula and adapting and modifying the general education curriculum and instructional materials for students.
- Apply knowledge of evidence- and research-based strategies for designing and implementing sensory stimulation/integration programs to meet individual students' needs.
- Apply knowledge of instructional methods, resources, and technologies for enhancing students' physical skills and abilities.
- Demonstrate knowledge of evidence- and research-based strategies for designing, adapting, integrating, and implementing activities related to physical education and fine- and gross-motor development.
- Demonstrate knowledge of the components of daily living skills curriculum and how to plan and implement instruction in occupational and functional skills, independent living skills, and interpersonal skills.
- Apply knowledge of strategies for teaching daily living skills across instructional domains (e.g., money management, meal planning and preparation, medical self-management, use of augmentative and alternative communication [AAC] devices, accessing community resources and transportation).
subarea roman numeral 4–Working in a Collaborative Learning Community
Competency 0012–Demonstrate knowledge of effective collaboration and communication processes for working with members of the school and community to enhance learning opportunities for students with disabilities.
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- Demonstrate knowledge of consultation, collaboration, and communication strategies for working with others in the school community (e.g., related service providers, community-based preschool service providers, paraprofessionals, volunteers) in determining eligibility, program, and placement decisions.
- Apply knowledge of strategies for providing special education services in a variety of educational settings and enhancing integration and coordination of related services for educational benefit.
- Demonstrate knowledge of effective strategies for collaboration with general education teachers to support students' access and success in the general education setting.
- Demonstrate knowledge of strategies for collaborating with school-based and/or related service professionals (e.g., speech-language pathologists [S L Pees], occupational therapists, counselors, administrators, paraprofessionals) to develop effective communication systems and strategies for students with disabilities.
- Demonstrate knowledge of local, state, and federal agencies and services to meet the needs of students with disabilities.
Competency 0013–Demonstrate knowledge of strategies and practices for promoting effective school–home collaborations and encouraging families' involvement in their children's education.
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- Demonstrate knowledge of the role of families in supporting students' development and learning and in promoting the generalization of learning across environments.
- Demonstrate knowledge of effective strategies for establishing and maintaining effective, on-going communication with all families and overcoming communication barriers.
- Apply knowledge of family systems for students' development, behavior, communication, and learning; and strategies for involving students and their families in the educational process.
- Demonstrate knowledge of procedures and practices for providing information, training, support, and referrals to families of students with disabilities.
Competency 0014–Demonstrate knowledge of the history and philosophy of special education and key issues and trends, professional roles and responsibilities, and legal and ethical issues relevant to special education.
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- Apply knowledge of the historical and philosophical foundations and contemporary issues and trends (e.g., advances in technology, inclusive practices, early intervention, Response to Intervention [R T I]) in the field of special education.
- Apply knowledge of federal and state laws and policies (e.g., Individuals with Disabilities Education Improvement Act [I D E A], Americans with Disabilities Act [A D A], Section 5 O 4 of the Rehabilitation Act, Family Educational Rights and Privacy Act [F E R P A]) and ethical principles and professional practices related to the education of students with disabilities (e.g., relating to discipline, equity, mandated reporting, due process, confidentiality, student rights, and responsibilities of all stakeholders).
- Demonstrate knowledge of effective practices for communicating, collaborating, and advocating for all students with disabilities and their parents/guardians to achieve the desired student learning outcomes.
- Demonstrate knowledge of effective strategies for engaging in reflection and self- assessment activities to identify one's own strengths and needs, become aware of cultural biases and differences, improve instruction, and determine goals for professional growth.
- Demonstrate knowledge of the importance of upholding high standards for professional practice through participation in professional activities and organizations, and knowledge of resources and research to enhance one's professional skills and engage in lifelong professional growth and development.
subarea roman numeral 5–Case Study—Analysis of Data to Identify and Effectively Address Student Needs
Competency 0015–Analyze quantitative and qualitative data for a student with disabilities to identify the student's strengths and needs and determine evidence- and research-based strategies for meeting the student's needs, including a strategy for monitoring the student's progress.
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- Analyze and interpret information presented in a case study, including relevant and meaningful data from various types of formal and informal assessments (i.e., academic, cognitive, adaptive, language/communication, functional behavior and/or functional performance, transition, prevocational/vocational).
- Identify the student's strengths and needs and determine specially designed instruction, including evidence- and research-based strategies, to address the needs of the student.
- Develop a strategy for effective progress monitoring of the student's plan.