Praxis II Special Education: Teaching Speech to Students with Language Impairments (5881)
The Praxis II Special Education: Teaching Speech to Students with Language Impairments (5881) Exam is given to entry-level teachers who want to be a special education teacher. The test is computer-delivered and should be taken for about 2 hours. The two-hour assessment is consisting of a total of 100 multiple-choice questions that are to be completed within the specified amount of time. Here are the topics that are being covered by the exam.
Foundations of Speech and Language Development
The candidates must able to define basic elements of speech; the specific characteristics of articulation, fluency, and language impairments; the fundamental aspects of speech and hearing sciences; oral and written language modalities; typical and atypical disfluencies; anatomical and physiological foundations associated with the acquisition of speech and language; relationships among speech, language, and hearing and the implications for teaching communication skills; implications of cultural and linguistic diversity as they relate to the acquisition of speech and language; and reciprocal relationship between oral and written language. These are the important points that the examinees must be carefully focus on as these topics will cover the whole part of the first section of the Praxis II Special Education: Teaching Speech to Students with Language Impairments (5881) Exam.
Identification and Assessment of Communication Impairments
In order for the candidates to pass through successfully on the second part of the exam, they should be able to demonstrate knowledge and understanding on the basic terminology associated with assessment; screening methods; purposes, strengths, and limitations of assessments; gathering background information; adaption and modification of assessments; synthesizing assessment information and decision making; collaborating and communicating on Assessments; and lastly record creating and keeping.
Planning and Managing the Learning Environment
An effective special education teacher must be able to efficiently identify, select, and implement speech and language interventions; use the service delivery models and collaboration; support students’ curricular need; usage of theoretical and philosophical models of language acquisition. Also having awareness of the instructional materials and assistive technology; and being able to maintain an effective learning environment; motivating and reinforcing are the important notes that will be covering the third section of the examination.
Legal, Ethical, and Professional Aspects of the Job
The objective of the last part of the exam is to assess the candidates if they are equipped with the understanding of the Federal and state requirements and major legislation; the Federal safeguards and legal implications of laws, rulings, regulations; and the components of IFSPs and IEPs including transition planning.
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