Praxis II 5543 Special Education Core Knowledge and Mild to Moderate Applications (based on Praxis Practice Test, Momentary, and XamOnline) 100% Pass

Praxis II 5543 Special Education Core Knowledge and Mild to Moderate Applications (based on Praxis Practice Test, Momentary, and XamOnline) 100% Pass accommodations changes that minimize the affect of a student's 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