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Praxis Special Education: Teaching Students with Learning Disabilities - Why Exam Edge Sample Questions

As a special education teacher, your top priority is managing your assigned student's special education services, which includes various case management responsibilities.  Your assigned student caseload includes students you teach and others you support outside of the classroom.  You do not have instructional responsibilities for your case management students.  What should you do at the beginning of the school year?





Correct Answer:
thoroughly understand your district's and your school's expectations for you as case manager
at the start of a new school year, it is essential for a special education teacher acting as a case manager to engage in several key activities to ensure effective management of their student caseload. this involves students directly taught by the teacher as well as those they support outside of classroom instruction. here’s a breakdown of what should be prioritized:

**thoroughly understand your district's and school's expectations:** as a case manager, the first step is to fully understand what your district and school expect of you in this role. this includes knowing the specific duties and responsibilities assigned to you. typically, case managers are expected to coordinate with various education specialists such as speech therapists, occupational therapists, psychologists, and behaviorists. these professionals often form part of the individualized education program (iep) team, which plays a crucial role in setting educational plans tailored to the needs of each student with disabilities.

**communicate school culture to parents:** it is important to bridge the gap between home and school environments. as a case manager, you should communicate the school's culture, norms, and expectations to the parents of your students. this helps create a consistent and supportive environment for students both at home and in school, fostering better educational and behavioral outcomes.

**find solutions to mitigate students' needs:** identifying and addressing the individual needs of each student in your caseload is crucial. this involves assessing their current levels of performance, understanding their specific challenges, and working collaboratively with the iep team to design interventions that support their learning and development. effective solutions often require creative thinking and adapting existing resources to better suit individual needs.

**understand evidence-based principles:** staying informed about the latest research and evidence-based practices in special education is vital. this knowledge will guide your decision-making process and intervention strategies, ensuring that they are grounded in proven methodologies. regularly updating your skills and understanding of educational practices through professional development opportunities can significantly enhance the support you provide to your students. by focusing on these areas at the beginning of the school year, you as a case manager can set a solid foundation for the effective management of your student caseload. this proactive approach not only aids in meeting the educational needs of students with disabilities but also supports their overall well-being and success in the school environment.

When Massachusetts enacted its compulsory education law in 1852, what ages were the students under compulsory attendance?





Correct Answer:
ages 8-14.
when massachusetts enacted its compulsory education law in 1852, the age range for mandatory school attendance was set for children ages 8 to 14. this law required all students within this age group to attend school for at least three months each year, with a stipulation that six of these weeks must be consecutive. this requirement was designed to ensure a basic level of education for all children, targeting literacy and arithmetic skills as fundamental competencies necessary for informed citizenship and workforce participation.

the enactment of this law marked a significant step in educational reform, reflecting a growing acknowledgment of the importance of education in a democratic society. the choice of the age range was likely influenced by the needs of the agricultural economy at the time, where younger children might be needed at home for farm work, and older children were often expected to begin working full-time by their mid-teens.

over time, the law underwent several modifications to better adapt to social and economic changes. for instance, in 1873, the upper age limit was reduced from 14 to 12 years, possibly in response to increased industrialization and the corresponding demand for labor. additionally, the minimum attendance requirement was extended to 20 weeks, indicating a push towards more substantial educational attainment. these changes reflect the evolving nature of educational policies in response to broader societal shifts.

by 1918, every state in the united states had enacted similar compulsory attendance laws, demonstrating a nationwide commitment to education. this wave of legislation not only emphasized the societal value placed on education but also underscored the role of government in ensuring that all children had the opportunity to receive a basic education, irrespective of their socio-economic status.

massachusetts' early adoption of compulsory education laws set a precedent that highlighted the state's role as a pioneer in educational reform, influencing other states and establishing a framework that recognized education as a vital pillar of societal development and individual opportunity.