PECT Study Guide
Special Education 7–12
Test Design and Test Objectives
The test design below describes general testing information, as well as the approximate percentage of the total test score derived from each test subarea. The set of test objectives that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format |
Computer-based test (CBT) Two modules |
|---|---|
| Number of Questions |
|
| Time |
Examinees who take both modules during a single test session will also have a |
|
Reference Materials Provided
for this Test |
A glossary of common acronyms used in this field will be available for use during
both modules. Review it now. |
Module 1
| Subarea | Approximate Percentage of Test | Range of Objectives |
|---|---|---|
| I. Foundations and Professional Practice | 33% | 0001–0002 |
| II. Understanding Students with Disabilities | 33% | 0003–0004 |
| III. Assessment and Program Planning and Implementation | 33% | 0005–0006 |
Module 2
| Subarea | Approximate Percentage of Test | Range of Objectives |
|---|---|---|
| I. Inclusive Learning Environments | 50% | 0007–0009 |
| II. Delivery of Specially Designed Instruction | 50% | 0010–0012 |
Test Objectives
Module 1
SUBAREA I—FOUNDATIONS AND PROFESSIONAL PRACTICE
- 0001 Understand the historical, philosophical, and legal foundations of
special education and the professional and ethical roles of the special education
teacher.
For example:- demonstrating knowledge of the historical foundations of special education, including classic research studies, major contributors to the field, and models and theories of behavior
- demonstrating knowledge of major federal legislation (e.g., Individuals with Disabilities Education Improvement Act [IDEA], Section 504 of the Rehabilitation Act, Americans with Disabilities Act [ADA], Elementary and Secondary Education Act [ESEA]), court cases, and state rules relevant to the field of special education
- applying knowledge of current issues and trends in the field of special education, including factors contributing to the overrepresentation of students from diverse backgrounds in special education programs, processes for avoiding inappropriate placement, strategies for prevention and early intervening, Response to Instruction and Intervention (RtII), specially designed instruction (SDI), principles of universal design, and evidence-based research on student outcomes and effective transition practices for secondary students with disabilities
- demonstrating knowledge of the organization of special education and its relationship to the organization and functions of schools, school systems, and other agencies; the continuum of special education placement and services and of strategies for implementing services at each level; and how to determine the least restrictive environment (LRE) within the continuum of placement and services for individual students
- demonstrating knowledge of integrity, ethical behavior, and professional conduct as stated in Pennsylvania's Code of Professional Practice and Conduct for Educators; and demonstrating knowledge of procedures for advocating effectively for students with disabilities, their families/ caregivers, and the special education program in general
- identifying methods for increasing knowledge and evidence-based pedagogical skills through participation in meaningful professional development (e.g., professional affiliations and/or organizations) and strategies for engaging in reflection and self-assessment activities for the purposes of identifying one's own cultural biases, identifying biases in instruction and instructional resources, improving instruction, and guiding professional growth
- applying knowledge of legal and ethical guidelines (e.g., Family Educational Rights and Privacy Act [FERPA], Health Insurance Portability and Accountability Act [HIPAA] Privacy and Security Rules) for maintaining confidentiality in all educational interactions with students, families/caregivers, colleagues, and community members; procedures and legal requirements for safeguarding student health and welfare, including laws and policies related to the provision of specialized health care in educational settings; the legal rights and responsibilities of the special education teacher during the special education referral and evaluation process, including the rights and procedural safeguards that students and their parents/guardians are guaranteed; and transition-related legislation in the fields of special and vocational education, rehabilitation, labor, and civil rights
- 0002 Understand how to communicate and collaborate with all team members,
including students with disabilities and their families/caregivers, to help secondary
students achieve desired learning outcomes.
For example:- applying knowledge of culturally responsive strategies that promote effective communication and collaboration with secondary students with disabilities, their families/caregivers, school staff and agency personnel, and community members
- applying knowledge of culturally responsive strategies for addressing the concerns of secondary students with disabilities and their families/ caregivers and knowledge of how to interact positively with students and families/caregivers from economically, culturally, and linguistically diverse backgrounds
- applying knowledge of strategies for promoting collaborative partnerships that support effective planning and implementation of Individualized Education Programs (IEPs), Section 504 Plans, and transition plans, including strategies for collaborating with students with disabilities and their families/caregivers to identify and plan postschool outcomes (e.g., career/vocational, independent living, postsecondary school/training) based on a student's functional, academic, and vocational needs
- demonstrating knowledge of evidence-based methods for consultation and collaboration with general education teachers (e.g., co-planning, co-teaching, team teaching) as students with disabilities participate in the general education curriculum, and strategies for working with paraeducators
- demonstrating knowledge of how to select, plan, and coordinate activities of related services personnel to maximize direct instruction for students with disabilities
- demonstrating knowledge of the roles of professional groups and referral agencies in identifying, assessing, and providing services to students with disabilities; how to access information related to legal, judicial, and educational systems to assist students with disabilities and their families/caregivers; postschool services available to specific populations of students with IEPs; and strategies for interacting with interagency bodies to develop postschool outcomes for specific students
SUBAREA II—UNDERSTANDING STUDENTS WITH DISABILITIES
- 0003 Understand typical and atypical human growth and development and the
characteristics and needs of students with disabilities.
For example:- demonstrating knowledge of typical and atypical human growth and development in various domains (e.g., cognitive, physical, social-emotional, behavioral, language, communication)
- recognizing various ways of understanding the behavior of adolescents (e.g., individual appropriate, age appropriate, temperament, gender, pace of learning) and recognizing that some behaviors may represent cultural and linguistic differences rather than learning problems
- demonstrating knowledge of the types, characteristics, etiologies, identification criteria, continuum of severity, and prevalence of each of the disability categories
- demonstrating knowledge of the similarities and differences between students with and without disabilities
- recognizing the psychological and social-emotional needs of students with disabilities
- 0004 Understand factors affecting the learning, development, and daily living
of secondary students with disabilities.
For example:- applying knowledge of the educational implications of various types of disabilities
- demonstrating knowledge of the medical aspects of various diagnoses and treatments and subsequent effects on students with disabilities
- interpreting the lifelong impact of sensory impairments, physical and health disabilities, and cognitive disabilities on individuals, families/caregivers, and society
- demonstrating knowledge of the roles families/caregivers play in supporting students' development and learning, knowledge of how a family's culture and values may affect how family members view a student's disability, and knowledge of how poverty can affect families/caregivers
- recognizing ways in which teacher attitudes, behaviors, and cultural competence affect students with disabilities
- recognizing lifelong implications of students not receiving support and interventions during early childhood to prepare them to learn, read, and succeed in school
SUBAREA III—ASSESSMENT AND PROGRAM PLANNING AND IMPLEMENTATION
- 0005 Understand types and characteristics of assessments used with secondary
students with disabilities; strategies and procedures for selecting, designing,
and administering assessments to secondary students with disabilities; and strategies
and procedures for interpreting and communicating assessment results.
For example:- applying knowledge of specialized terminology used in the assessment of students with disabilities
- recognizing the uses and limitations of formal and informal assessments, including authentic, screening, diagnostic, formative, benchmark, summative, and transition assessments
- demonstrating knowledge of how to design and implement data collection systems and tools to provide differentiated instruction and interventions, monitor progress, measure Response to Instruction and Intervention (RtII), and assess the effectiveness of instruction and make adjustments as needed (e.g., in literacy, in academic content areas)
- demonstrating knowledge of strategies and procedures for assessing and reporting both appropriate and inappropriate social and emotional behaviors of students with disabilities and for monitoring intragroup behavior changes across subjects and activities
- applying knowledge of the principles of universal design to select, adapt, and modify assessments to accommodate the unique abilities and needs of students with disabilities; and demonstrating knowledge of permissible accommodations and modifications on Pennsylvania statewide and districtwide assessments
- applying knowledge of strategies and procedures for using and administering formal and informal assessment tools, including strategies for using technology and procedures to avoid bias during the assessment process
- applying knowledge of how to interpret and display assessment data (e.g., academic, behavioral, career, vocational); communicate assessment results effectively to students, parents/guardians, and other stakeholders; and create a summary of a student's strengths and needs based on solicited input from stakeholders
- 0006 Understand strategies and procedures for developing, implementing,
and monitoring individualized learning and behavior plans for secondary students
with disabilities and research-based strategies for planning specially designed
curricula and instruction.
For example:- demonstrating knowledge of screening, pre-referral, and classification processes and placement procedures
- recognizing components of Individualized Education Programs (IEPs) and the roles that special education teachers, general education teachers, students with disabilities, parents/guardians, related services providers, and others play in planning and implementing IEPs, behavioral intervention plans, transition plans, and other individualized plans
- demonstrating knowledge of strategies and procedures for developing, monitoring, and amending IEPs and transition plans in conjunction with all team members based on assessment data from multiple sources and the identified needs of the student; and strategies and procedures for interpreting sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans
- applying knowledge of the continuum of placement and services available for students with disabilities, including knowledge of supports students need for successful inclusion in various educational settings
- demonstrating knowledge of specially designed instruction (SDI) and knowledge of how to identify and include SDI and program modifications and accommodations in the IEPs of students with disabilities
- applying knowledge of strategies for integrating affective, social, and life skills with academic curricula; for incorporating and implementing instructional and assistive technology into students' educational programs; for aligning instructional programming and outcomes with the standards of the general education curriculum; and for evaluating a student's educational program with respect to measurable postschool goals and the alignment of those goals with instructional activities
- demonstrating knowledge of the direct relationship between IEP development, implementation, and progress monitoring and the general education curriculum (i.e., the relationship between present levels of performance, IEP goals, specially designed instruction, and progress monitoring), and how to use the Pennsylvania Academic Standards and Alternate Academic Standards as the foundation for the development of IEPs, using the grade-level standard as the benchmark; and demonstrating knowledge that the IEP provides a detailed outline of what a student needs to access and benefit from the general education curriculum (e.g., specially designed instruction, program modifications and accommodations, assistive technology)
Module 2
SUBAREA I—INCLUSIVE LEARNING ENVIRONMENTS
- 0007 Understand strategies and procedures for planning, managing, and modifying
learning environments for secondary students with disabilities, including strategies
for providing positive behavioral interventions and supports.
For example:- applying knowledge of how to create an optimal learning environment for students with disabilities by applying the principles of universal design to evaluate, modify, and adapt the classroom setting, curricula, instruction, materials, and equipment; and strategies for fostering positive and inclusive learning environments that address students' demonstrated and assessed needs in the cognitive, behavioral, language, physical, and social domains
- applying knowledge of strategies for teaching students with disabilities according to the least restrictive environment and delivery model (e.g., whole class, small group within a general education class, remedial classes or labs, strategic tutoring) and knowledge of how modifications and accommodations are to be implemented by all teachers who teach a particular student with disabilities, including general education teachers
- demonstrating knowledge of barriers to accessibility and/or acceptance of students with disabilities as well as potential strategies and skills for overcoming potential barriers; how to adapt physical environments to provide optimal learning opportunities, promote independence and self-advocacy, and foster students' active engagement in educational environments; and strategies for planning and implementing instruction to ensure individual academic success in one-to-one, small-group, and large-group settings
- applying knowledge of how to implement basic classroom management strategies using schoolwide tiered approaches for providing behavioral supports; and applying knowledge of a variety of positive techniques (e.g., proactive approaches, reinforcement techniques) to promote appropriate behavior and maintain the attention of students with disabilities, strategies for using positive techniques and resources to establish and maintain consistent standards of classroom and individual student behavior, and strategies for structuring and managing daily routines (e.g., transitions between lessons or classes)
- applying knowledge of how to develop and implement positive behavioral interventions and supports for students with disabilities based on a Functional Behavioral Assessment (FBA), strategies for participating in and contributing to the development of positive behavioral support plans, and how to implement crisis prevention and intervention techniques if indicated in a student's behavior plan
- 0008 Understand strategies for fostering receptive and expressive communication
skills and social skills in secondary students with disabilities.
For example:- applying knowledge of language systems, forms, structures, variations, and functions (e.g., academic language, social language); the impact of language development and listening comprehension on the academic and nonacademic learning of students with disabilities; and the process of acquiring multiple languages and literacy skills, including the general stages of language development
- applying knowledge of research-validated instructional strategies and techniques for fostering the communication development of students with disabilities, effective strategies for providing instruction to foster oral language development as it pertains to literacy development, and strategies for teaching students to monitor for errors in oral language
- demonstrating knowledge of strategies for teaching communication and social interaction alternatives for students who are nonspeaking and strategies for planning and providing instruction in the use of augmentative and alternative communication (AAC) systems
- demonstrating knowledge of how to provide explicit instruction in the social skills needed for all educational settings, including community-based settings; and demonstrating knowledge of how to design, implement, and evaluate instructional programs that enhance social participation across educational environments
- demonstrating knowledge of evidence-based strategies for fostering the communication skills of students with disabilities who are also English language learners and of factors to consider when planning and delivering instruction to these students (e.g., sociocultural characteristics such as educational background and demographics, ways in which cultural communication styles and learning styles affect the learning process)
- 0009 Understand strategies for teaching independent and functional living
skills and promoting successful transitions for secondary students with disabilities.
For example:- demonstrating knowledge of how to plan and implement age- and ability- appropriate instructional programs that address independent living and vocational/career education for students with disabilities; sources of specialized materials, curricula, and resources for students with disabilities; and strategies for developing and identifying instructional content that is responsive to students' cultural, socioeconomic, linguistic, and gender differences
- applying knowledge of strategies and resources that promote successful transitions between environments (e.g., between classrooms, from middle school to high school, from high school to college, from high school to work or postsecondary training)
- demonstrating knowledge of evidence-based methods for providing instruction in skills to promote students' vocational/career competence and participation in civic, leisure, and recreational activities, including strategies for providing instruction in community-based settings
- demonstrating knowledge of effective strategies and activities for promoting self-determination and self-advocacy competencies in students with disabilities, including students with low-incidence disabilities
- demonstrating knowledge of evidence-based methods for providing instruction in functional living skills to students with disabilities (e.g., medical self-management, food preparation, use of assistive technology, money management, adaptive skills), including strategies for providing instruction in community-based settings
SUBAREA II—DELIVERY OF SPECIALLY DESIGNED INSTRUCTION
- 0010 Understand the foundations of reading instruction for secondary students
with disabilities.
For example:- demonstrating conceptual knowledge of literacy development and related models of reading, including how linguistic components (e.g., phonology, morphology, syntax, semantics, pragmatics) are related to literacy development; the phonological continuum; models of word reading; relationships between phonemic awareness, phonics skills, and phonological processing; developmental stages of word reading and spelling; and the connections between oral language and literacy
- demonstrating knowledge of principles and components of research-validated literacy instruction and intervention in key components of reading (e.g., phonemic awareness, phonics, fluency, decoding, vocabulary, text comprehension), and the challenges students with disabilities face in specific areas related to literacy development (e.g., oral language, phonological awareness, phonics, sight words and word analysis, fluency, vocabulary, academic language, listening, reading comprehension)
- demonstrating knowledge of intervention programs and approaches in literacy for students with specific disabilities and/or needs and for special populations (e.g., universal design, Response to Instruction and Intervention [RtII]), and strategies for selecting and adapting literacy materials for individual students with specific needs, including strategies that incorporate various types and levels of technology
- demonstrating skills in literacy instruction by applying criteria (e.g., purpose, quality, effectiveness, research-based practices) for reviewing and evaluating literacy programs, modeling how to teach literacy in the content areas to students with disabilities, and applying strategies for creating a literate environment (e.g., connecting literacy to students' daily lives, building on students' strengths, incorporating materials that reflect students' cultural and linguistic backgrounds)
- demonstrating knowledge of effective explicit and systematic instruction and intervention in phonological and phonemic awareness to address the demonstrated or assessed needs of students with disabilities who struggle with reading
- demonstrating knowledge of effective explicit and systematic instruction and intervention in concepts of print and letter knowledge, including letter formation and the alphabetic principle, to address the demonstrated or assessed needs of students with disabilities who struggle with reading
- demonstrating knowledge of effective explicit and systematic instruction and intervention in phonics, sight words, word analysis, and spelling to address the demonstrated or assessed needs of students with disabilities who struggle with reading
- demonstrating knowledge of effective explicit and systematic instruction and intervention in fluency to address the demonstrated or assessed needs of students with disabilities who struggle with reading
- 0011 Understand literacy instruction for secondary students with disabilities.
For example:- demonstrating conceptual knowledge of the components of vocabulary, the importance of rich oral vocabulary experiences to vocabulary development and understanding of academic language, the role of wide and varied reading in vocabulary development, the importance of providing direct instruction in word meanings and strategies for developing word consciousness, and challenges students with specific disabilities face in developing vocabulary
- demonstrating knowledge of the components of comprehension (e.g., levels of comprehension, strategic reading), factors affecting reading comprehension (e.g., decoding skills, automaticity, fluency, vocabulary, academic language, background knowledge, knowledge of text structures, text readability), and challenges students with specific disabilities face in text comprehension and content-area reading
- demonstrating knowledge of effective explicit and systematic instruction and intervention in vocabulary and academic language to address the demonstrated or assessed needs of students with disabilities who struggle with reading
- demonstrating knowledge of effective explicit and systematic instruction and intervention in comprehension, including comprehension strategies, to address the demonstrated or assessed needs of students with disabilities who struggle with reading
- demonstrating knowledge of instructional planning and scaffolding that support comprehension, including strategies for assessing the readability of content-area reading materials, instructional strategies for enhancing students' comprehension of content-area reading materials, strategies for adapting content-area material to a student's instructional reading level, and strategies for using technology to support reading comprehension
- demonstrating conceptual knowledge of the components of writing, the relationship of writing to reading, writing in the content areas, and challenges students with specific disabilities face in developing writing skills
- demonstrating knowledge of effective explicit and systematic instruction and intervention in writing processes, strategies for teaching different types of writing for different purposes and audiences (e.g., writing connected to content-area reading, writing connected to the types of writing tasks students will be required to perform in high school and beyond), strategies for teaching students to monitor for errors in written language, and strategies for using technology as a tool for writing instruction
- 0012 Understand strategies for planning, delivering, and monitoring specially
designed instruction (SDI) to promote content-area learning in secondary students
with disabilities.
For example:- applying knowledge of evidence-based prevention and intervention strategies for students at risk for academic or behavioral failure; strategies for providing explicit and guided practice in targeted key areas for students who show evidence of falling behind; how to scaffold instruction to maximize instructional access for all students; and strategies for providing differentiated instruction by using efficient planning, coordination, and delivery within inclusive settings
- applying knowledge of evidence-based methods for providing specially designed academic instruction to students with disabilities; how to match appropriate differentiated instructional strategies to the characteristics of individual students with disabilities, including integrating student-initiated learning experiences into ongoing instruction; appropriate adaptations, assistive technology, and resources for providing students with disabilities access to the general curriculum; and how to apply the principles of universal design to content-area instruction
- applying knowledge of appropriate methods for providing specially designed mathematics instruction to students with disabilities, including methods for increasing accuracy and proficiency in basic mathematics literacy skills (e.g., numeration, algebra, geometry, measurement, data analysis and probability, problem solving)
- applying knowledge of appropriate methods for fostering students' mathematical problem-solving skills
- demonstrating knowledge of how to teach essential concepts, vocabulary, and content across the general curriculum and strategies for helping students with disabilities generalize academic skills across the curriculum
- demonstrating knowledge of strategies for teaching students with disabilities to use self-assessment, problem-solving, and other cognitive strategies to identify and meet their needs within the framework of the Pennsylvania Academic Standards and Alternate Academic Standards; strategies for providing feedback to students at all levels to increase their awareness of areas of strength and need; and instructional strategies for helping students with disabilities strengthen and compensate for weaknesses in perception, comprehension, memory, and retrieval
- demonstrating knowledge of methods for teaching students learning strategies and study skills to acquire academic content, including methods for guiding students in identifying and organizing critical content
- demonstrating knowledge of strategies for teaching students with disabilities to prepare for and take tests, including teaching the use of appropriate accommodations for statewide and districtwide standards-based assessments