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Praxis Special Education: Core Knowledge and Mild to Moderate Applications (5543) Practice Tests & Test Prep by Exam Edge - Why Exam Edge


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Why Choose Exam Edge for your Praxis Special Education: Core Knowledge and Mild to Moderate Applications (5543) Exam prep?

Benefits of Exam Edge Praxis Special Education: Core Knowledge and Mild to Moderate Applications Practice Tests & Test Prep

Exams like the Praxis Special Education: Core Knowledge and Mild to Moderate Applications exam do not just measure what you know -- they also test how well you perform under pressure. The right type of test preparation helps you familiarize yourself with both the material you are being tested on and the format of the test itself. Our practice tests, exam flashcards, and other test prep resources are carefully crafted to replicate the experience of taking the Praxis Special Education: Core Knowledge and Mild to Moderate Applications exam to make you maximally prepared for the demands of test day.

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How to Use the Praxis Special Education: Core Knowledge and Mild to Moderate Applications Practice Test

Our practice tests offer the ultimate flexibility to study whenever, wherever, and however you choose. We offer three modes to engage with your Praxis Special Education: Core Knowledge and Mild to Moderate Applications practice exam:

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  3. Study Guide Mode: Our unique study guide function shows the in-depth explanations for each practice exam question as you work through the test. Use this version to work through the questions at your own pace and take detailed notes on the answers.
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Once you have completed a practice exam, you will have permanent access to that exam's review page which includes a detailed explanation for each practice test question. Are you confused by a particular question on the practice test you just completed? Simply come back to it after you have completed it and get a detailed explanation of what the correct answer is and why.

Unlike other study tools, practice exams offer the unique benefit of helping you chart your progress and improvement. Start your Praxis Special Education: Core Knowledge and Mild to Moderate Applications exam preparation by taking a practice test to assess your baseline expertise and existing test-taking skills. Then, use your results to identify which topics and skills need the most improvement, and create a study plan that targets those areas. As you study from books, notes, exam flashcards, or other methods, take additional practice tests at regular intervals to evaluate how you retain the information.

Praxis Special Education: Core Knowledge and Mild to Moderate Applications - Why Exam Edge Sample Questions

A person with spastic cerebral palsy might have trouble doing all but which of the following?

Correct Answer:
seeing
spastic cerebral palsy is one of the several types of cerebral palsy, a group of neurological disorders that affect a person's ability to move and maintain balance and posture. spastic cerebral palsy is characterized by increased muscle tone, also known as hypertonia, which can lead to stiff muscles and awkward movements. this condition primarily affects motor function, particularly involving muscle control and coordination.

given the nature of spastic cerebral palsy, individuals with this condition often face difficulties with motor tasks such as grasping objects, speaking, and moving in general. these challenges are primarily due to the muscle stiffness and spasms that are symptomatic of this type of cerebral palsy. grasping objects can be particularly difficult because fine motor control is often impaired; the hands may not fully open or might involuntarily tighten, making it hard to hold or manipulate small items.

similarly, speaking can also be problematic because controlling the muscles that produce speech — including the diaphragm, lungs, vocal cords, and articulators such as the lips and tongue — can be challenging. spasticity in these muscle groups can affect voice control, clarity of speech, and the ability to form words correctly.

moving, or gross motor skills, generally refers to larger movements involving arms, legs, or the entire body, such as walking or running. these actions can be significantly hindered in someone with spastic cerebral palsy due to the general muscle stiffness and the jerky movements that result from spasticity. this can affect not only the ability to perform such movements but also the fluidity and coordination with which they are executed.

in contrast, seeing is not typically affected by spastic cerebral palsy. while cerebral palsy results from malformations or damage to the parts of the brain that control movement, it does not inherently impact the parts of the brain responsible for visual processing. thus, a person with spastic cerebral palsy might have normal vision and should not generally experience trouble with seeing as a direct consequence of their condition. however, it's important to note that individuals with cerebral palsy might have other unrelated conditions that can affect vision, so regular eye examinations are recommended.

in conclusion, among the options provided — grasping objects, speaking, moving, and seeing — the activity that a person with spastic cerebral palsy would not generally have trouble with is "seeing." the difficulties primarily involve motor functions and speech, which are directly influenced by the muscle control issues stemming from spastic cerebral palsy.

Jane is a third grader.  Mrs. Smith, her teacher, noted that Jane was having difficulty with math and reading assignments. The results from recent diagnostic tests showed a strong sight vocabulary and strength in computational skills, but a weakness in comprehending what she read.  This weakness was apparent in mathematical word problems as well. The multi-disciplinary team recommended placement in a special education resource room for learning disabilities two periods each school day.  For the remainder of the school day, her placement will be _____________________________.

Correct Answer:
in the regular classroom


jane, a third-grade student, has been observed by her teacher, mrs. smith, struggling with math and reading assignments. diagnostic tests revealed that while jane has a strong sight vocabulary and good computational skills, she has difficulty comprehending what she reads. this issue also affects her ability to solve mathematical word problems.

as a result of these observations and test findings, a multi-disciplinary team assessed jane’s educational needs and recommended that she spend part of her school day in a special education resource room. this resource room is specifically designed to support students with learning disabilities. it provides a setting where students can receive focused instruction from teachers who are specially trained and certified to work with children who have learning disabilities. the goal of this environment is to offer the necessary support and interventions that address specific educational challenges.

for the remainder of her school day, jane will be placed in a regular classroom setting. this means that outside the periods spent in the resource room, jane will continue to participate in the general education environment with her peers. this dual placement strategy aims to balance specialized instruction with the benefits of a normal classroom experience, such as social interactions, exposure to a broader curriculum, and participation in standard school activities.

the integration of both specialized and regular classroom settings is intended to help jane develop her academic skills in areas of weakness while still promoting her strengths. the support provided in the resource room is designed to enable her to catch up and perform effectively alongside her peers in the regular classroom. this inclusive approach reflects a commitment to providing a comprehensive, supportive educational experience that addresses diverse learning needs.