(Ebook) GACE Early Childhood Special Education 003 XAM GACE 1st Edition by Sharon A Wynne ISBN 9781607870654 1607870657

(Ebook) GACE Early Childhood Special Education 003 XAM GACE 1st Edition by Sharon A Wynne ISBN 9781607870654 1607870657

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ISBN 10: 1607870657
ISBN 13: 9781607870654
Author: Sharon A Wynne

Unlike other teacher certification test preparation material, our GACE Early Childhood Special Education study guide drills all the way down to the focus statement level, providing detailed examples of the range, type, and level of content that appear on the test. Completely aligned with current GACE exam, this book provides the support you need to study and pass the exam with confidence!

This study guide includes one practice test to help you test your knowledge, understand how the exam is weighted, and identify skills and competencies you need to focus on. Our detailed answer explanations reference related skills in the book, allowing you to identify your strengths and weaknesses and interact with the content effectively. Maximize your study by prioritizing domains and skills you need to focus on the most to pass the exam.

This study guide is perfect for college students, teachers, and career-changing professionals who want to teach Early Childhood Special Education in Georgia.

(Ebook) GACE Early Childhood Special Education 003 XAM GACE 1st Edition Table of contents:

Skill 1.1 Demonstrating knowledge of typical and atypical human growth and development (e.g., cognitive, linguistic, physical, social, emotional)
Skill 1.2 Demonstrating knowledge of the effects of various disabilities on physical, sensory, motor, cognitive, language, social, and emotional development and functioning
Skill 1.3 Recognizing the similarities and differences between individuals with and without disabilities in regard to growth and development
Skill 1.4 Recognizing the roles families and environment play in the development and learning of individuals with and without disabilities

Skill 2.1 Demonstrating knowledge of types, prevalence, etiologies, and characteristics of high incidence disabilities
Skill 2.2 Demonstrating knowledge of causes and effects of common medical conditions and health impairments (e.g., diabetes, asthma, seizures) affecting students with disabilities
Skill 2.3 Recognizing the educational implications of various types of disabilities (e.g., emotional/behavioral disorders, learning disabilities, physical disabilities, mental retardation)
Skill 2.4 Recognizing the uses and possible effects of various types of medications (e.g., stimulant, antidepressant, seizure) in relation to students’ learning, development, and functioning

Skill 3.1 Demonstrating knowledge of the effects (e.g., on education, recreation) of various disabilities on learning and behavior
Skill 3.2 Recognizing the impact of physical and health-related disabilities on individuals, their families, and society
Skill 3.3 Demonstrating knowledge of the effects of different learning environments, classroom management strategies, and intervention techniques on students’ development and learning
Skill 3.4 Demonstrating knowledge of the effects of cultural, linguistic, and socioeconomic differences on learning and development and strategies for addressing such differences
Skill 3.5 Recognizing the impact of language development and listening comprehension on students' learning
Skill 3.6 Recognizing the impact of various disabilities on information-processing skills and on expressive/receptive language skills

Skill 4.1 Recognizing basic concepts and terminology used in assessment (e.g., reliability, validity, basal, ceiling)
Skill 4.2 Recognizing the uses and limitations of various formal and informal assessments
Skill 4.3 Demonstrating knowledge of assessment instruments used to evaluate students with disabilities
Skill 4.4 Demonstrating knowledge of how to collaborate with classroom teachers, parents/guardians, related service providers, and others to gather background information on students' academic, medical, and family history

Skill 5.1 Demonstrating knowledge of screening, prereferral, referral, and eligibility determination, including early identification of young children who may be at risk for disabilities
Skill 5.2 Demonstrating knowledge of how to develop, select, adapt, and modify assessment instruments and strategies for students with diverse characteristics and needs
Skill 5.3 Demonstrating knowledge of how to administer nonbiased formal and informal assessments, including assessments of students from culturally and linguistically diverse backgrounds
Skill 5.4 Demonstrating knowledge of environmental factors that can affect the assessment of students with disabilities
Skill 5.5 Demonstrating knowledge of how to use ecological assessments, portfolio assessments, individualized inventories, task analyses, and functional assessments

Skill 6.1 Applying knowledge of how to interpret the results of formal and informal assessments
Skill 6.2 Applying knowledge of how to use formal and informal assessments to evaluate the effectiveness of instruction and monitor students' ongoing progress
Skill 6.3 Applying knowledge of strategies for communicating assessment results to all stakeholders
Skill 6.4 Applying knowledge of strategies for recommending modifications and accommodations to the curriculum, based upon assessment results

Skill 7.1 Demonstrating knowledge of the continuum of placement and services available for students with disabilities
Skill 7.2 Applying knowledge of how to use assessment information to make appropriate eligibility, program, and placement recommendations
Skill 7.3 Recognizing strategies for collaborating with students and their families in developing and monitoring progress toward goals
Skill 7.4 Demonstrating knowledge of how to develop and implement comprehensive, longitudinal individualized programs (e.g., IEPs) in collaboration with stakeholders
Skill 7.5 Demonstrating knowledge of how to prioritize goals and objectives within the general curriculum
Skill 7.6 Demonstrating knowledge of national, state, and local content and performance standards
Skill 7.7 Demonstrating knowledge of how to sequence, implement, and evaluate long-term individualized learning goals

Skill 8.1 Demonstrating knowledge of how to support and enhance communication skills of students with disabilities
Skill 8.2 Demonstrating knowledge of the social skills needed for educational and other environments and how to design instructional programs to enhance social participation
Skill 8.3 Demonstrating knowledge of strategies for enhancing self-esteem, self-advocacy, self-determination, and independence
Skill 8.4 Demonstrating knowledge of resources, techniques, and procedures for transitioning students with disabilities
Skill 8.5 Demonstrating knowledge of how to incorporate instructional and assistive technologies into IEPs

Skill 9.1 Applying knowledge of strategies for creating a safe, supportive classroom climate
Skill 9.2 Demonstrating knowledge of strategies for addressing accessibility and acceptance barriers
Skill 9.3 Demonstrating knowledge of classroom management strategies
Skill 9.4 Analyzing the impact of teacher attitudes and behaviors
Skill 9.5 Demonstrating knowledge of strategies for preparing students to live harmoniously in a diverse world
Skill 9.6 Demonstrating knowledge of how to use technology for planning and managing instruction

Skill 10.1 Identifying individualized expectations for personal and social behavior
Skill 10.2 Demonstrating knowledge of using stakeholder performance data to manage behavior
Skill 10.3 Demonstrating knowledge of laws and ethics related to behavior management
Skill 10.4 Demonstrating knowledge of least intrusive behavior management strategies
Skill 10.5 Demonstrating knowledge of strategies for self-awareness and self-control
Skill 10.6 Demonstrating knowledge of crisis prevention and intervention
Skill 10.7 Demonstrating knowledge of reinforcement techniques and individualized plans
Skill 10.8 Demonstrating knowledge of integrating instruction with behavior management

Skill 11.1 Demonstrating knowledge of how to adapt learning plans in varied settings
Skill 11.2 Applying knowledge of selecting and using research-based instructional methods
Skill 11.3 Demonstrating knowledge of strategies for generalizing skills across environments
Skill 11.4 Applying knowledge of teaching cognitive and metacognitive strategies
Skill 11.5 Demonstrating knowledge of strategies for modifying classroom tests and teaching test-taking
Skill 11.6 Applying knowledge of modifying instruction based on formative assessment
Skill 11.7 Demonstrating knowledge of differentiating instruction

Skill 12.1 Demonstrating familiarity with typical parent/guardian concerns
Skill 12.2 Demonstrating knowledge of strategies for involving families in the educational team
Skill 12.3 Demonstrating awareness of culturally responsive communication and collaboration
Skill 12.4 Demonstrating knowledge of family systems and cultural impacts on education

Skill 13.1 Recognizing roles and responsibilities of school personnel and agencies
Skill 13.2 Recognizing the special education teacher’s collaborative responsibilities
Skill 13.3 Demonstrating knowledge of collaboration models and strategies
Skill 13.4 Recognizing paraprofessionals' roles and supervision strategies
Skill 13.5 Recognizing strategies for effective integration and evaluation of inclusive practices
Skill 13.6 Demonstrating knowledge of how to inform general educators about methods and accommodations
Skill 13.7 Recognizing effective communication strategies with school personnel

Skill 14.1 Demonstrating knowledge of foundational theories and philosophies in special education
Skill 14.2 Demonstrating knowledge of historical foundations and key legislation
Skill 14.3 Demonstrating knowledge of current issues and trends in special education
Skill 14.4 Demonstrating knowledge of identification issues and overrepresentation factors
Skill 14.5 Demonstrating knowledge of rights and responsibilities of stakeholders
Skill 14.6 Demonstrating knowledge of laws, policies, and ethical principles related to services and placement

Skill 15.1 Applying knowledge of high standards in professional practice
Skill 15.2 Demonstrating knowledge of professional development resources
Skill 15.3 Applying knowledge of professional codes of ethics
Skill 15.4 Demonstrating knowledge of laws and policies for specialized healthcare and reporting
Skill 15.5 Applying knowledge of professional integrity and legal compliance
Skill 15.6 Recognizing effective strategies for reflection and bias awareness
Skill 15.7 Demonstrating knowledge of advocacy for students with disabilities and special education
Skill 15.8 Recognizing appropriate procedures for maintaining student records and confidentiality

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Tags: Sharon A Wynne, GACE Early Childhood, Special Education