Study Guide
Overview and Test Objectives
Field 114: Learning Disabilities
Test Overview
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time | 2 hours 30 minutes* |
*Does not include 15-minute CBT tutorial
Test Objectives
| Subarea | Range of Objectives | Approximate Test Weighting | |
|---|---|---|---|
| 1 | Understanding Students with Learning Disabilities | 001–002 | 13% |
| 2 | Assessing Students with Learning Disabilities and Developing Individualized Programs | 003–006 | 27% |
| 3 | Teaching and Promoting the Development of Students with Learning Disabilities | 007–013 | 47% |
| 4 | Working in the Professional Environment | 014–015 | 13% |
Hover over each subarea for details of subtest content or see table above.
Sub area 1 13%, Sub area 2 27%, Sub area 3 47%, and Sub area 4 13%.
Subarea 1—UNDERSTANDING STUDENTS WITH LEARNING DISABILITIES
Objective 001—Understand the educational foundations and principles in the field of learning disabilities.
Includes:
- terminology, characteristics, and criteria of categories of learning disabilities and common coexisting conditions (e.g., executive function disorder [EFD], attention-deficit/hyperactivity disorder [ADHD], speech-language impairment [SLI])
- characteristics and implications of learning disabilities on physical, sensory, motor, language, and social-emotional development and functioning (e.g., developmental early learning indicators, key changes in students' learning profiles from primary through secondary school, self-concept and emotional regulation)
- key educational philosophies and evidence- and research-based practices and approaches that support the field of learning disabilities (e.g., models of inclusive practice, direct instruction, learning strategies approach, Multi-Tier System of Supports [MTSS], Response to Intervention [RtI], transition planning)
- considerations and factors regarding the development and learning of all students with learning disabilities, which may include English Learners (ELs) and students who are talented and gifted (TAG)
Objective 002—Understand types, characteristics, and implications of learning disabilities on the progressions of learning, communication, physical, and social-emotional skills development.
Includes:
- types and characteristics of auditory processing disorders (e.g., auditory memory, auditory sequencing, auditory discrimination) and language processing disorders (e.g., receptive and/or expressive language) and their implications on learning, communication, social-emotional skills, and self-regulation
- types and characteristics of visual perceptual skills disorders associated with difficulties in organizing, classifying, storing, retrieving, and interpreting information related to visual discrimination, visual memory, processing speed, and sequencing
- types and characteristics of motor skills disorders associated with difficulties in planning, organizing, classifying, and interpreting information (e.g., motor planning, cognitive skills)
- characteristics of EFD associated with difficulties in organizing, classifying, attention, problem-solving, and interpreting information related to long-term, short-term, and working memory, and self-regulation
- implications of various types of auditory, visual, perceptual, and EFD on learning, communication, social-emotional skills, and self-regulation
Subarea 2—ASSESSING STUDENTS WITH LEARNING DISABILITIES AND DEVELOPING INDIVIDUALIZED PROGRAMS
Objective 003—Understand various assessment instruments and assessment practices for evaluating the strengths and needs of students with learning disabilities.
Includes:
- basic assessment terminology, including concepts associated with formal, informal, and alternative assessments for students with learning disabilities (e.g., validity, reliability, diagnostic screenings, formative and summative measures, performance assessments, norm- and criterion-referenced assessments)
- key factors, requirements, and processes in the use of Multi-Tier System of Supports (MTSS) and/or Response to Intervention (RtI) to identify patterns of strengths and weaknesses as part of a comprehensive evaluation to identify learning disabilities
- types, characteristics, and methods of formal and informal assessments (e.g., standardized measures, formal observations, functional behavior assessments [FBAs], performance assessments, checklists)
- processes for creating, selecting, and evaluating assessment instruments and assessment methods, including procedures to ensure the use of culturally responsive (nonbiased) formal and informal assessment practices
- uses and limitations of various types of assessment instruments and assessment methods for all students with learning disabilities
- principles and procedures for modifying and adapting assessments (e.g., formal and informal assessments) to accommodate individual abilities and needs (e.g., cultural, linguistic, and environmental factors) and the implications of modifications and accommodations on the validity and reliability of assessment results
Objective 004—Understand procedures for conducting assessments and for interpreting and communicating the results of assessments to address the individual strengths and needs of students with learning disabilities.
Includes:
- policies and procedures involved in screening, prereferral, referral, and eligibility of students with learning disabilities, including discrepancy evaluation model and MTSS and/or RtI
- interpreting information from formal and informal assessments, including the use of multiple measures of assessments, and score types (e.g., standard score, percentile rank, age/grade equivalent) to inform eligibility and placement decisions and to determine student goals
- practices for using a balanced assessment system (e.g., pre-assessment, formative assessment, summative assessment) to identify students' needs, develop differentiated instructional plans, and adjust instructional plans using progress monitoring
- strategies for effectively communicating assessment results to stakeholders (e.g., students with learning disabilities, parents/guardians, general education teachers, administrators, related service providers), including culturally responsive strategies
Objective 005—Understand procedures for developing, implementing, and amending Individualized Education Programs (IEPs) and transition plans for students with learning disabilities.
Includes:
- components of a comprehensive evaluation used to determine eligibility for special education and related services
- components of Individualized Education Programs (IEPs) (e.g., Present Level of Academic Achievement and Functional Performance [PLAAFP], transition plans, annual goals, benchmarks) and the roles and functions of the IEP team members in planning and implementing IEPs, transition plans, behavioral intervention plans (BIPs), and other individualized plans
- procedures for developing, implementing, and amending IEPs in collaboration with students with learning disabilities, parents/guardians, general education teachers, and related service providers
- instructional, assessment, environmental, and technological modifications and accommodations that support access to all areas of the general education curriculum for students with learning disabilities
- procedures for developing and monitoring transition plans to postsecondary environments, including higher education opportunities and employment, for students with learning disabilities
Objective 006—Understand methods and practices of managing the learning environment and individualizing instruction for students with learning disabilities.
Includes:
- classroom management strategies, including developing and managing daily routines and schedules (e.g., transition, time management, organization), to optimize students' learning and facilitate students' effective use of instructional time
- methods for selecting, adapting, and using evidence- and research-based instructional practices, materials, and technology (e.g., learning strategies, study skills, multisensory approach, Universal Design for Learning [UDL]) to address the strengths and needs of all students with learning disabilities
- instructional practices for fostering students' active engagement and individual academic success in one-to-one, small-group, and large-group settings and for facilitating students' independence (e.g., direct instruction, modeling, progress monitoring)
- evidence- and research-based strategies for facilitating students' ability to maintain and generalize skills across learning environments
- strategies for promoting successful transitions of students with learning disabilities (e.g., between teachers, grade levels, schools, and service options)
Subarea 3—TEACHING AND PROMOTING THE DEVELOPMENT OF STUDENTS WITH LEARNING DISABILITIES
Objective 007—Understand strategies and practices for promoting the oral language and communication skills of students with learning disabilities.
Includes:
- skills and concepts related to oral language development, including the relationship between oral language and literacy development
- evidence- and research-based strategies for promoting students' language skills in the areas of phonology, morphology, syntax, and fluency
- evidence- and research-based strategies for promoting students' language skills in the areas of semantics and pragmatics
- evidence- and research-based strategies in vocabulary instruction for developing students' oral language, beginning reading skills, and effective oral communication and to strengthen and compensate for deficits in expressive and receptive communication
- evidence- and research-based strategies for creating a language-rich environment that encourages all children to learn to communicate effectively
Objective 008—Understand strategies and practices for promoting the emergent literacy skills of students with learning disabilities.
Includes:
- skills and concepts related to emergent literacy skills (e.g., phonological awareness and phonemic awareness, concepts of print, sound-symbol relationships, word recognition)
- evidence- and research-based methods and instructional activities for teaching prereading skills and phonological awareness to all students with learning disabilities
- evidence- and research-based instructional practices that promote students' early reading success
- evidence- and research-based strategies and practices for conducting ongoing assessment of students' progress in developing emergent literacy skills (e.g., anecdotal observations, checklists, informal assessments)
Objective 009—Understand strategies and practices for promoting the reading skills of students with learning disabilities.
Includes:
- types and characteristics of learning disabilities in basic reading and reading comprehension
- evidence- and research-based instructional strategies, activities, and materials for developing students' decoding, word recognition, vocabulary, and reading fluency skills
- evidence- and research-based instructional strategies, activities, and materials that promote comprehension of text at the literal, inferential, and critical/evaluative levels across content areas
- strategies to individualize reading instruction to support students' unique learning needs and access grade-level content (e.g., digital resources, assistive technology)
- evidence- and research-based strategies and practices for conducting ongoing assessment of students' progress in developing reading skills (e.g., running records, anecdotal observations, checklists)
Objective 010—Understand strategies and practices for promoting the written expression of students with learning disabilities.
Includes:
- types and characteristics of learning disabilities in basic writing and written expression
- evidence- and research-based instructional strategies for teaching writing skills across content areas to all students with learning disabilities
- evidence- and research-based strategies for addressing students' needs in spelling, vocabulary usage, sentence structure, paragraph development, organizational skills, and composition skills
- strategies to individualize writing instruction to support students' unique learning needs and access to grade-level content (e.g., digital resources, assistive technology)
- evidence- and research-based strategies and practices for conducting ongoing assessment of students' progress in developing written expression (e.g., anecdotal observations, checklists)
Objective 011—Understand strategies and practices for promoting the mathematical performance of students with learning disabilities.
Includes:
- types and characteristics of learning disabilities in mathematical reasoning, application, and calculation
- evidence- and research-based instructional strategies for teaching mathematics skills to students with learning disabilities
- evidence- and research-based strategies for improving students' computation, reasoning, and problem-solving skills in mathematics
- strategies to individualize instruction in mathematics to support students' unique learning needs and access to grade-level content (e.g., digital resources, assistive technology)
- evidence- and research-based strategies and practices for conducting ongoing assessment of students' progress in developing mathematics skills (e.g., curriculum-based measures, anecdotal observations, checklists)
Objective 012—Understand strategies for promoting the social-emotional competence of students with learning disabilities.
Includes:
- evidence- and research-based strategies and practices for developing and enhancing students' self-confidence, independence, decision-making ability, sense of responsibility, and personal ownership of tasks as well as personal behavior and self-care
- evidence- and research-based strategies for developing and enhancing students' ability to manage personal interactions, establish positive relationships with peers and adults, work cooperatively with peers and others, and understand expectations in various social situations
- evidence- and research-based strategies for developing students' ability to interpret and process verbal and nonverbal communication, including developing active listening skills and engaging productively with others
- instructional practices and activities to foster students' self-advocacy skills, including how to use self-evaluation, technology, and instructional and assessment accommodations to identify and meet their own needs, promote independence, and achieve their goals
Objective 013—Understand strategies for developing and implementing effective behavioral interventions for students with learning disabilities.
Includes:
- evidence- and research-based behavior management principles and interventions, including positive behavior supports and explicit social-emotional skills instruction, to effectively address the needs of students with learning disabilities
- evidence- and research-based instructional strategies and methods for teaching social-emotional skills, including coping strategies
- procedures and methods for developing and implementing behavioral intervention plans (BIPs), based on data and assessments (e.g., functional behavior assessments, observations), to meet the needs of students with learning disabilities
- practices for coordinating behavioral interventions among all stakeholders (e.g., students with learning disabilities, parents/guardians, general education teachers, related service providers) involved in the implementation of Individualized Education Programs (IEPs)
Subarea 4—WORKING IN THE PROFESSIONAL ENVIRONMENT
Objective 014—Understand strategies for communicating and collaborating with students, their families, general education teachers, and related service providers to achieve desired learning outcomes for students with learning disabilities.
Includes:
- strategies for helping students with learning disabilities and their parents/guardians become active participants on the educational team (e.g., during assessment, parent/guardian rights under the Individuals with Disabilities Education Improvement Act [IDEA], effective communication)
- culturally responsive strategies and practices for ensuring effective communication and collaboration between students with learning disabilities, their parents/guardians, and school personnel
- strategies for consultation and collaboration (e.g., co-planning, co-teaching, communication) for working with other teachers and school staff to provide instruction and accommodations for students with learning disabilities
- strategies and responsibilities for effectively supervising, training, coaching, and providing feedback to paraprofessionals and other classroom support personnel
- types and characteristics of agencies, networks, and organizations for students with learning disabilities and their families and strategies for working effectively with representatives of such entities to secure advocacy, educational, and transitional programs and services for students with learning disabilities
Objective 015—Understand the professional, ethical, and legal roles and responsibilities involved in the education of students with learning disabilities.
Includes:
- legal standards and key issues in the education of students with learning disabilities (e.g., procedural safeguards, free appropriate public education [FAPE], due process, least restrictive environment [LRE], 504 Plan)
- ethical and legal guidelines in regard to maintaining confidentiality when communicating about students with learning disabilities
- knowledge of the importance of upholding high standards of competence, good judgment, and integrity when conducting instructional and other professional activities, including complying with all applicable laws, policies, and procedures (e.g., related to evaluation requirements, mandated reporting, behavior management)