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Praxis Special Education: Core Knowledge and Applications (5354) Practice Tests & Test Prep by Exam Edge - Topics


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Praxis Special Education: Core Knowledge and Applications Exam Blueprint

Understanding the exact breakdown of the Praxis Special Education: Core Knowledge and Applications test will help you know what to expect and how to most effectively prepare. The Praxis Special Education: Core Knowledge and Applications has 120 multiple-choice questions The exam will be broken down into the sections below:

Praxis Special Education: Core Knowledge and Applications Exam Blueprint
Domain Name % Number of
Questions
Development and Characteristics of Learners 16% 19
Planning and the Learning Environment 23% 28
Instruction 23% 28
Assessment 18% 22
Foundations and Professional Responsibilities 20% 24

Praxis Special Education: Core Knowledge and Applications - Exam Topics Sample Questions

A child that has difficulty learning, paying attention, and retaining information may have which type of disability?

Correct Answer:
intellectual


a child who has difficulty learning, paying attention, and retaining information may be experiencing challenges associated with an intellectual disability. intellectual disabilities encompass a range of conditions characterized by significant limitations in both intellectual functioning and adaptive behavior, which covers many everyday social and practical skills. this definition covers a wide array of skills and levels of support needed, from mild to profound cases.

intellectual functioning—also referred to as iq—primarily involves learning, reasoning, problem-solving, and other cognitive abilities. typically, a child with an intellectual disability will have an iq score below 70-75. challenges in this domain can lead to difficulties in academic environments where learning and retaining new information is crucial. it can affect a child’s ability to perform in standard educational settings without appropriate supports.

adaptive behavior comprises three skill types: conceptual skills, social skills, and practical skills. conceptual skills include language, reading, writing, math, reasoning, knowledge, and memory. social skills involve interpersonal skills, social responsibility, self-esteem, gullibility, naivety (i.e., wariness), social problem solving, and the ability to follow rules and laws and to avoid being victimized. practical skills are those skills that individuals need to function in their everyday lives, such as personal care, occupational skills, healthcare, travel/navigation, schedules/routines, safety, use of money, use of the telephone. a child with intellectual disabilities may exhibit delays or difficulties in developing these skills at the same pace as their peers.

it is important to note that intellectual disabilities are different from learning disabilities such as dyslexia or adhd, which do not generally affect overall intellectual functioning but rather specific processes related to learning. intellectual disabilities entail broader impairments not only in the ability to understand new information but also in the capacity to apply it in daily life effectively.

early intervention and tailored educational programs can significantly assist children with intellectual disabilities. special education plans, therapeutic interventions, and personalized support can enable these children to achieve better educational outcomes and more effective life skill acquisition. understanding and addressing the unique needs of each child is essential for fostering their development and integration into society.

Teachers need to make sure that what is checked before evaluating for a learning disability?

Correct Answer:
vision and hearing.
when evaluating a child for a learning disability, it is crucial for educators and health professionals to first check for any underlying sensory impairments, specifically in the areas of vision and hearing. these preliminary screenings are essential because difficulties in these sensory areas can often mimic or exacerbate the symptoms typically associated with learning disabilities.

vision impairments can significantly affect a child’s ability to read, write, and engage in visual learning activities, which are central to most educational curricula. if a child cannot clearly see text or images, they may appear to struggle with learning tasks, leading to a potential misdiagnosis of a learning disability. regular vision checks ensure that educators are aware of any visual limitations a child might have, allowing for appropriate interventions that can aid in their learning process.

similarly, hearing impairments can hinder a child's ability to communicate effectively and follow verbal instructions, potentially resulting in poor academic performance. a child with untreated hearing issues might not respond to auditory information or might misinterpret verbal instructions, behaviors that could be wrongly attributed to cognitive or learning deficits. by screening for hearing problems, any detected issues can be addressed, perhaps with hearing aids or modifications in classroom communication methods, to better support the child’s educational experience.

therefore, before proceeding with a thorough evaluation for learning disabilities, it's important to rule out or address any vision and hearing issues. this approach helps prevent the misdiagnosis of learning disabilities and ensures that children receive the most appropriate and tailored educational support. screening for these sensory impairments allows for interventions that specifically target and accommodate these sensory deficits, thereby enhancing the child's overall learning potential and academic performance.