Praxis II Special Education: Teaching Students with Visual Impairments (5282)
The Teaching License is an assurance to the public that the person holding the license possesses sufficient knowledge and skills to perform great in the delivery of quality education to the students in the United States. But, in order for a beginning teacher to get the certification, they need to pass the Praxis II Special Education: Teaching Students with Visual Impairments (5282) Exam for them to be permitted to teach special children and children with disabilities. The Praxis II Special Education: Teaching Students with Visual Impairments (5282) Exam is a paper-delivered 2 hour period test that is consisting of 120 multiple-choice questions like most other series of Praxis Tests.
Principles and Educational Rights for Students with Disabilities
In order to provide excellent quality of education to these children who have disabilities, a special education teacher must be able to display knowledge and understanding on the policies and procedures for screening, prereferral, and classification of students with visual impairments; s federal requirements for the referral and identification of students with disabilities; federal safeguards of stakeholders’ rights; the components of an Individualized Family Service Plan (IFSP) and an Individualized Education Program (IEP); the provisions of major legislation that impact the field of special education; the basic characteristics and defining factors of the 13 areas of disabilities defined under IDEA. These are the major points that an examinee must need to consider to be able to pass that state certification exam.
Development and Characteristics of Students with Visual Impairments
Being a special education teacher is never that easy, as you will have to adjust on the special needs of these types of learner; thus, for a teacher to be able to have this attitude towards their learner they should have understanding of the characteristics of students with visual impairments and/or additional exceptionalities; the typical and atypical development, structure, and function of the human visual system; the impact of visual impairment on development and learning across the lifespan; the etiology, degree, and onset of visual impairment affect students’ development and learning; the impact of visual impairment on sensory function as well as the impact of additional disabilities on the development and learning of students with visual impairments.
Planning and Managing the Learning and Teaching Environment
Candidates should already be aware of the difficulties that they may encounter in teaching these types of learners. Thus, it is necessary to equipped them with not just the expertise about the subject matter but as well as having the idea that the most important part of the teaching-learning process is knowing how to select, obtain, modify, adapt, and create instructional materials to support individual student’s learning needs.
An effective teacher must not always use the same strategy or technique every day as this will result to a loss of interests in the part of the students. Examinees must bear in mind that they should always know a variety of strategies to help students acquire, maintain, and transfer knowledge to a variety of educational settings. This is the focus of the fifth section of the exam.
This is the most effective way of gauging if the learners are able to understand the discussion or not. Candidates must know the importance conducting assessments of the progress and academic achievement of students with visual impairments as this will help them strategize on what teaching method they will be using next time for full understanding in the student’s end.
Professional Practice, Collaboration, and Counseling
The last part of the exam is all about testing the examinees if they are capable and able of applying different strategies for planning and conducting collaborative conferences with students with visual impairments, their families, and school and community members.
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