FTCE Exceptional Student Education K-12 w/Online Practice Tests

Overview

FTCE Exceptional Student Education K-12

Make the Most of Your Study Time with REA’s Book + Online Prep!

Book
Targeted Subject Review
– Everything you need to know for the FTCE Exceptional Student Education K-12 exam, written by leading teacher education experts. Review covers every competency and skill on the exam. End-of-chapter quizzes test what you’ve learned.

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Overview

FTCE Exceptional Student Education K-12

Make the Most of Your Study Time with REA’s Book + Online Prep!

Book
Targeted Subject Review
– Everything you need to know for the FTCE Exceptional Student Education K-12 exam, written by leading teacher education experts. Review covers every competency and skill on the exam. End-of-chapter quizzes test what you’ve learned.

Proven Test Prep Methods – REA’s trusted content and practical advice have helped millions succeed on their exams. With our step-by-step plan, you can score high on the FTCE and get certified to teach in Florida.

Online
The online REA Study Center gives you the most powerful scoring analysis and diagnostic tools available today. Topic-level score reports pinpoint your strengths and weaknesses and help raise your score by showing you exactly where to focus your study.

2 Full-Length Practice Tests – balanced to include every topic and type of question you can expect on the actual exam. Features automatic scoring, timed testing, and detailed answer explanations to prepare you for exam day.

Access the REA Study Center at www.REA.com/StudyCenter.

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Product Details

  • ISBN-13: 9780738611433
  • Publisher: Research & Education Association
  • Publication date: 9/15/2013
  • Series: FTCE Teacher Certification Test Prep
  • Edition description: First
  • Pages: 324
  • Sales rank: 338,482
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.90 (d)

Meet the Author

Dr. Ken Springer is a professor of education in the Simmons School of Education and Human Development at Southern Methodist University. Dr. Springer is active in both teaching and research, and has authored or co-authored a number of test preparation books for students and educators.

Dr. Maryann Gromoll is an Assistant Professor at Daytona State College and teaches teacher preparation courses for exceptional student education, elementary, and secondary students. She has taught exceptional student education in grades K–12 in both public and private school systems for over 29 years.

Dr. Nancy Tattner is an Associate Professor at Daytona State College. She has taught Kindergarten, fourth grade and fifth grade. When asked to be interim principal of a private K–8 school, she returned to school to earn a Master’s degree in Educational Leadership, then continued her studies to pursue a doctorate. Under her leadership as principal, her school was named a Blue Ribbon School in 2006. Today, her mission is to prepare future teachers with the knowledge and skills to be effective, passionate teachers of tomorrow.

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Read an Excerpt

Congratulations! By taking the FTCE Exceptional Student Education K–12 exam, you’re on your way to a rewarding career working with exceptional students. Our book and the online tools that come with it give you everything you need to succeed on this important exam, bringing you one step closer to being certified to teach in Florida. Our FTCE test prep package includes:

• a complete overview of the FTCE Exceptional Student Education K–12 exam

• a comprehensive review of every competency

• end-of-chapter quizzes

• two full-length online practice tests with powerful diagnostic tools to help you personalize your prep

How To Use This Book
About the Review
The review chapters in this book are designed to help you sharpen the skills needed to pass the FTCE test. We present the competencies assessed on the exam in the order that helps make the material easiest to review and retain. Each of the skills required for all seven competencies is discussed at length to optimize your understanding.

Keep in mind that your schooling has taught you most of what you need to know to answer the questions on the test. Some of the education classes you took should have provided you with the know-how to understand and make important decisions about professional situations involving exceptional students (also called special education students).

Our review is designed to help you relate the information you have acquired to specific competencies. Studying your class notes and textbooks together with our review will give you an excellent foundation for passing the exam.

About the REA Study Center
The best way to personalize your study plan is to get feedback on what you know and what you don’t know. At the online REA Study Center, we give you two full-length practice tests with detailed score reports that pinpoint your strengths and weaknesses.

Before you review with the book, go to the REA Study Center and take the first practice test as a diagnostic. Your score report will identify the areas in which you need to concentrate. Review the parts of the book where you’re weakest and focus your study on the areas where you need the most review.

After reviewing with the book, take Practice Test 2 online at the REA Study Center to ensure that you have mastered the material and are ready for test day. Use your score reports to identify any other areas where you need extra study, and read those sections of the review chapters again.

If you are studying and don’t have Internet access, you can take the printed tests in the book. These are the same practice tests offered at the REA Study Center, but without the added benefits of timed testing conditions, automatic scoring, and diagnostic score reports. Remember, the FTCE is a computer-based exam, and we strongly recommend taking the practice tests online to replicate exam-day conditions.

An Overview of the Test
What is Tested on the FTCE Exceptional Student Education K–12 Exam?
The FTCE Exceptional Student Education K–12 exam is computer-based and assesses seven broad area competencies along with the skills aligned to each competency. Below are the competencies used as the basis for the exam, as well as the approximate percentage of the total exam that each competency covers.

These competencies represent the knowledge that teams of teachers, administrators, subject area specialists, and others have determined to be important for beginning teachers who work with exceptional students. Each review chapter discusses a competency in depth and is organized by the skills that the Florida Department of Education lists for each competency.

What is the Format of the Test?
The FTCE Exceptional Student Education K–12 exam includes 120 scorable multiple-choice questions. All questions are designed to assess your knowledge of the competencies and the related skills reviewed in this book. In general, the multiple-choice questions are intended to make you think logically. You are expected in most cases to demonstrate more than an ability to recall factual information; you may be asked to think critically about the information, analyze it, consider it carefully, compare it with knowledge you have, or make a judgment about it.

Answering the multiple-choice questions is straightforward. Each question will have four choices labeled A, B, C, and D. Mark your answer choice directly below each test item on the computer screen. The test is scored based on the number of questions you answer correctly, and no points are deducted for wrong answers. Therefore, do not leave any item unanswered, since you are not penalized for guessing.

You are given two and a half hours to complete the test, but be aware of the amount of time you are spending on each question so you allow yourself time to complete the whole test. Maintain a steady pace when answering questions and use your time efficiently.

When Should the FTCE Exam Be Taken?
Florida law requires that teachers demonstrate mastery of basic skills, professional knowledge, and the content areas in which they are specializing. A Professional Florida Educator’s Certificate requires, among other things, that you pass all three parts of the FTCE battery: Professional Education, General Knowledge, and the Subject Area Exam. Temporary Certificates are available to qualified individuals for three years, during which time you may teach while preparing to take the certification tests, including the one corresponding to your area of specialization.

This book helps you prepare for the area of specialization called Exceptional Student Education K–12. (Separate tests are required for certification in the areas of Hearing Impaired K–12, Speech- Language Impaired K–12, and Visually Impaired K–12.) Whether you are a student, a graduate of a Florida state-approved teacher preparation program, or an educator who has received certification in another state, you should carefully read the requirements for working with exceptional students provided in the Educator Certification pages of the Florida Department of Education website (http://www.fl doe.org/edcert/).

How Do I Register for the Test and Is There a Registration Fee?
You may register on the Internet at any time. There are no registration deadlines for the exam, but it is wise to register early for the session you desire, as test sites tend to fill up fast. You must pay a registration fee at the time you register for the exam. Information about FTCE test registration and fees is online at: http://www.fl.nesinc.com.

Scoring the Test
There are 120 multiple-choice questions on this test. A question answered correctly is worth one raw point, and your total raw score is the number of questions answered correctly on the full test. Our online practice tests are scored automatically for you. If you do not get a passing score on the practice tests, review your online score report and study the detailed explanations for the questions you answered incorrectly. Note which types of questions you answered wrong, and re-examine the corresponding review. After further review, you may want to retake the practice tests online.

When Will I Receive My Score Report?
On the score report release date you will receive an email notifying you that your score report is available in your account. This is only if you had provided your email address at the time of registration.

Test scores are released on Tuesdays after 10 p.m. Eastern Time within six weeks of the test date. Your score will be sent directly to the school district, college, or university you indicated when you registered. Your score will also be automatically sent electronically to the Bureau of Educator Certification.

Can I Retake the Test?
If you don’t do well on the FTCE, don’t panic! You can take it again, and in fact many candidates do. However, you must wait 31 days to retake the exam. You will have to reregister for the test and pay a fee.

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Table of Contents

About the Authors
About Research & Education Association
Acknowledgments

Chapter 1: Passing the Examination
How to Use This Book
An Overview of the Test
Studying for the FTCE
Test-Taking Tips
The Day of the Test

Chapter 2: Foundations of the Education of Exceptional Students (Competency 1)

Skill 1: Review of state and federal legislation and case law that have affected the education of students with disabilities

Skill 2: Identify and review appropriate practices based on legal and ethical standards (e.g., due process, procedural safeguards, confidentiality, access to general education, least restrictive environment, transition planning, free appropriate public education)

Skill 3: Review required policies and processes for developing individual education plans (IEPs), individualized family service plans (IFSPs), and transition IEPs

Skill 4: Identify the classification systems and eligibility criteria under the current Individuals with Disabilities Education Improvement Act

Skill 5: Compare the development and characteristics (e.g., language, cognitive-academic, social-emotional, sensory, physical-motor) of children with disabilities to the development and characteristics of children without disabilities

Skill 6: Discuss the interpretation of curriculum information and assessment data for IEP and child study team members

Skill 7: Identify models of support for assisting students with disabilities in accessing the general education curricula

Skill 8: Identify the purposes and functions of professional and advocacy organizations relevant to educating students with disabilities

Chapter 2 Practice Quiz
Explanatory Answers

Chapter 3: Knowledge of Language Development, Reading, and Communication Skills (Competency 5)

Skill 1: Identify the sequence of expressive and receptive language development and the components of language structure

Skill 2: Identify communication deficits and select appropriate interventions

Skill 3: Discuss strategies for integrating communication instruction to meet individual student needs across educational settings

Skill 4: Discuss assistive technology and alternative communication systems to facilitate communication

Skill 5: Identify the sequence of typical reading development (e.g., pre-reading level, learning to read, reading to learn) and the critical components of reading development (e.g., phonological awareness, phonics, fluency, vocabulary, comprehension)

Skill 6: Identify the terminology and concepts of literacy development (e.g., oral language, phonological awareness, concepts about print, alphabet knowledge, decoding, vocabulary, text structures, written language, motivation)

Skill 7: Discuss the characteristics and purposes of various reading programs (e.g., core reading program, supplemental reading program, intensive intervention program)

Skill 8: Identify characteristics of reading difficulties

Skill 9: Discuss prevention and intervention methods for addressing reading difficulties

Skill 10: Identify the early phases of word recognition within the decoding process (e.g., pre-alphabetic, partial-alphabetic, full-alphabetic, consolidated-alphabetic)

Skill 11: Identify explicit and systematic instructional methods for promoting the development of phonological and phonemic awareness

Skill 12: Identify the processes and skills (e.g., grapho-phonemic, morphemic, syntactic, semantic) that effective readers use for word recognition

Skill 13: Identify explicit and systematic instructional methods for developing reading fluency (e.g., practice with high-frequency words, timed readings, repeated readings, read-alouds, choral reading, recorded books)

Skill 14: Identify explicit and systematic instructional methods and strategies for increasing vocabulary acquisition (e.g., appropriate choice of words for instruction; multiple exposures; teaching word learning strategies, such as word analysis and contextual analysis)

Skill 15: Identify explicit and systematic instructional methods and strategies for facilitating students’ reading-comprehension and critical-thinking skills (e.g., use of graphic and semantic organizers; use of multiple strategy instruction; teaching summarizing; monitoring comprehension, question answering, question generating, and recognizing story structure as comprehension strategies)

Skill 16: Identify explicit and systematic instructional methods for developing phonics skills

Chapter 3 Practice Quiz
Explanatory Answers

Chapter 4: Instructional Practices in Exceptional Student Education (Competency 3)

Skill 1: Analyze assessment information to identify a student’s educational needs and instructional levels in order to select appropriate specialized instructional techniques, strategies, and materials

Skill 2: Identify characteristics of reliable sources of scientifically-based research related to instructional practices

Skill 3: Identify instructional strategies for acquisition, generalization, and maintenance of skills (e.g., functional and applied academic skills, workplace and career skills, independent living skills) across school, home, work, and community settings

Skill 4: Select relevant general education and alternate standards and curricula appropriate for a student’s age, instructional needs, and functional performance across settings

Skill 5: Identify methods for differentiating, accommodating, and modifying assessment, instruction, and materials in order to meet individual student needs (e.g., related to age, gender, cultural and linguistic background, preferred communication mode)

Skill 6: Identify effective methods of communication, consultation, and collaboration with students, families, parents, guardians, administrators, general education teachers, paraprofessionals, and other professionals, including students, families, and team members from culturally and linguistically diverse backgrounds, as equal members of the educational team

Skill 7: Identify effective classroom management and flexible grouping strategies for specific instructional activities

Skill 8: Identify effective instructional methods (e.g., explicit and systematic instruction, scaffolding, modeling) for integrating reading, writing, speaking, listening, viewing, researching, and presenting across the curricula

Skill 9: Identify instructional strategies that help students comprehend and apply knowledge of informational text structure (e.g., cause and effect, chronological order, compare and contrast) and text features (e.g., index, glossary, subheading)

Skill 10: Identify criteria for selecting and evaluating both print and non-print media (e.g., Internet, software, trade books, textbooks, DVDs, videos) for instructional use to match student needs and interests

Skill 11: Identify effective instructional methods and supports (e.g., direct instruction, visual supports, manipulatives) for teaching mathematics and integrating mathematics across the curricula

Chapter 4 Practice Quiz
Explanatory Answers

Chapter 5: Assessment and Evaluation (Competency 2)

Skill 1: Identify the purposes of assessment (e.g., early identification, screening, interventions, eligibility, diagnosis, identification of relevant instructional content, monitoring the effectiveness of instruction) across disciplines

Skill 2: Identify the legal requirements and ethical principles regarding the assessment of students with disabilities (e.g., confidentiality, adherence to test protocols, appropriateness of assessment for student needs)

Skill 3: Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities

Skill 4: Interpret, analyze, and apply the results of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities

Skill 5: Identify alternative assessment strategies and procedures (e.g., observations, performance-based assessments, ecological assessments, interviews, portfolios) and their appropriate use

Skill 6: Identify the factors (e.g., curriculum alignment, cultural bias) that influence disproportionate representation of students from diverse cultural, linguistic, and socioeconomic backgrounds in programs for students with disabilities and recognize the implications for assessment

Skill 7: Identify and analyze reliable and valid progress-monitoring methods for assessing individual
student progress (e.g., curriculum-based assessments, fluency checks, rubrics, story retelling, informal reading inventories, portfolios)

Chapter 5 Practice Quiz
Explanatory Answers

Chapter 6: Assessing, Designing, and Implementing Positive Behavioral Supports (Competency 4)

Skill 1: Analyze the legal and ethical issues pertaining to positive behavior-management strategies and disciplinary actions

Skill 2: Identify data collection strategies for assessing student behavior

Skill 3: Analyze individual and group data to select and evaluate proactive interventions that foster appropriate behavior

Skill 4: Identify and interpret the essential elements of a functional behavior assessment and a behavior intervention plan

Skill 5: Recognize the various concepts and models of positive behavior management

Chapter 6 Practice Quiz
Explanatory Answers

Chapter 7: Teaching Interpersonal Interactions and Participation (Competency 6)

Skill 1: Select appropriate instructional procedures for teaching adaptive life skills based on observations, ecological assessments, family interviews, and other student information

Skill 2: Identify methods for evaluating and documenting student progress in acquiring, generalizing,
and maintaining skills related to interpersonal interactions and participation in activities across settings (e.g., at school, at home, in the community)

Skill 3: Identify skills necessary for students with disabilities to engage in self-determination and self-advocacy

Chapter 7 Practice Quiz
Explanatory Answers

Chapter 8: The Transition Process (Competency 7)

Skill 1: Identify activities relevant to the four stages of career development (i.e., awareness, exploration, preparation, and placement)

Skill 2: Identify the essential domains of transition planning (e.g., personal-social, general community functioning, employment, leisure-recreational) for students with disabilities

Skill 3: Demonstrate knowledge of transition planning using student and family characteristics (e.g., socioeconomic status, gender, cultural and linguistic background) to develop desired post-school outcomes

Skill 4: Identify resources and strategies for assisting students in functioning in a variety of environments to which they will be transitioning

Chapter 8 Practice Quiz
Explanatory Answers

Practice Test 1 (also available online at www.rea.com/studycenter)
Answer Sheet
Practice Test 1
Competency Correlation
Answer Explanations

Practice Test 2 (also available online at www.rea.com/studycenter)
Answer Sheet
Practice Test 2
Competency Correlation
Answer Explanations

Index

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