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


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Praxis Special Education: Core Knowledge and Mild to Moderate Applications Exam Blueprint

Understanding the exact breakdown of the Praxis Special Education: Core Knowledge and Mild to Moderate Applications test will help you know what to expect and how to most effectively prepare. The Praxis Special Education: Core Knowledge and Mild to Moderate Applications has 90 multiple-choice questions and 3 essay questions. The exam will be broken down into the sections below:

Praxis Special Education: Core Knowledge and Mild to Moderate Applications Exam Blueprint
Domain Name % Number of
Questions
Development and Characteristics of Learners 14% 13
Planning and the Learning Environment 17% 15
Instruction 17% 15
Assessment 14% 13
Foundations and Professional Responsibilities 13% 12
Integrated Constructed-response Questions 25% 23

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

What metamemory strategy do teachers use to help students remember information?

Correct Answer:
mnemonic strategies.


metamemory strategies are specific techniques used to enhance memory and are a crucial part of broader metacognitive strategies, which involve understanding and regulating one's own cognitive processes. teachers often implement metamemory strategies to help students retain and recall information more effectively. one of the most common and effective metamemory strategies employed in educational settings is the use of mnemonic devices.

mnemonic devices are tools that aid in the encoding, retention, and retrieval of information from memory. they work by associating the material that needs to be remembered with a visual, auditory, or verbal pattern that is easier to recall. examples of mnemonic strategies include acronyms, acrostics, rhymes, and chunking. for instance, the acronym "roygbiv" is commonly used to remember the colors of the rainbow (red, orange, yellow, green, blue, indigo, violet), and the rhyme "thirty days hath september, april, june, and november" helps students recall the number of days in each month.

the effectiveness of mnemonic strategies lies in their ability to create a strong associative link between new information and simple, familiar patterns, thereby facilitating faster and more reliable recall. teachers often introduce mnemonic devices in their lessons to help students memorize complex information such as scientific terms, mathematical formulas, historical dates, or language vocabulary. these strategies not only make learning more engaging but also enhance students' ability to retrieve information during tests and examinations.

in conclusion, mnemonic strategies are a vital part of metamemory techniques used by educators to improve student memory. by integrating these tools into everyday teaching practices, educators can significantly boost students' memory performance and academic success. this approach not only helps in immediate educational outcomes but also instills lifelong skills in students for managing and enhancing their own learning processes through effective memory techniques.

In a 9th grade algebra class, a student with learning disabilities struggles to complete assignments in a timely manner. The teacher and a special education co-teacher spend time analyzing how the student approaches problems, and they find that his reasoning is sound but he is hampered by the fact that he has not memorized his basic math facts.  The most appropriate way to help this student is to _____________________________________.

Correct Answer:
provide the student with a calculator for completing basic calculations on assignments and tests
to support the student efficiently, the most appropriate action the teacher can take is to **provide the student with a calculator for completing basic calculations on assignments and tests**.

in 9th grade, the mathematical concepts in subjects like algebra become increasingly complex. for students, understanding these higher-level concepts is crucial, but so is the ability to swiftly perform basic calculations. if a student hasn't yet memorized basic math facts, this can considerably slow down their progress, despite a good understanding of complex algebraic ideas. this slowdown can lead to frustration and could hinder the student’s overall performance and confidence in their abilities.

for a student with learning disabilities, it's essential to mitigate any factors that unnecessarily add to their cognitive load. the lack of quick recall of basic math facts places an additional burden on such students, who might already be struggling with other aspects of learning due to their disabilities. providing a calculator simplifies the process of basic calculations, allowing the student to focus more on understanding and applying algebraic concepts rather than getting stuck on simpler arithmetic operations.

using a calculator can be seen as leveraging a tool to level the playing field, enabling students with disabilities to engage with the curriculum more fully and independently. it empowers the student by providing them with the means to participate actively and effectively in classwork and exams, without being held back by the aspects of their learning disability that affect their procedural fluency in math.

this approach also aligns with the principles of inclusive education, where adaptations and supports are made to accommodate students’ diverse learning needs. it emphasizes building on the student’s strengths (in this case, their ability to reason through complex problems) while supporting their areas of weakness through practical tools and strategies.

furthermore, this strategy can be complemented by additional support, such as working with a co-teacher to reinforce math facts understanding in a way that does not detract from learning time focused on new, more complex material. this dual approach ensures that while the immediate challenge is addressed with the calculator, the underlying knowledge gaps can be filled gradually, without causing the student undue stress or impacting their progression in more advanced topics.

in summary, providing a calculator for a student struggling with basic math facts in a high school algebra class is a strategic decision that enhances learning efficiency, fosters independence, and supports inclusive educational practices. this tool allows the student to engage with the curriculum effectively and keeps them on track with their peers, despite challenges with procedural fluency in mathematics.