Test Design and
Test Framework
Field 230: Early Childhood Special Education
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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time* | 3 hours, 15 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
| test subarea | number of test objectives | number of scorable items | number of nonscorable items | subarea weight as percent of total test score | |||
|---|---|---|---|---|---|---|---|
| Subarea 1—Understanding Students with Disabilities | 3 | 16 | 4 | 20 percent | |||
| Subarea 2—Assessing Students and Developing Individualized Programs | 3 | 16 | 4 | 20 percent | |||
| Subarea 3—Supporting Development and Learning | 5 | 27 | 6 | 34 percent | |||
| Subarea 4—Working in a Collaborative Learning Community | 2 | 11 | 3 | 13 percent | |||
| Constructed Response(s) | |||||||
| Subarea 5—Foundations and Professional Practice | 2 | 10 | 3 | 13 percent | |||
| Totals | 15 | 80 | 20 | 100 percent | |||
Subarea 1—Understanding Students with Disabilities
Objective 0001—Understand processes of early childhood development from birth to grade three, and the factors (including disability) that affect development and learning.
For example:
- Demonstrate knowledge of developmental milestones and typical and atypical patterns in the development of cognitive, physical, and motor domains; and the dynamic interactions and influences among developmental domains.
- Demonstrate knowledge of developmental milestones and typical and atypical patterns in the development of communication and language.
- Demonstrate knowledge and understanding of the processes of dual or second-language acquisition and research-based strategies to support the learning of children whose home language is not English.
- Demonstrate knowledge of developmental milestones and typical and atypical development in the social-emotional domains.
- Apply knowledge of the significance and multiple functions of play in learning for developing and supporting skills in motor development, cognition, language development and communication, social skills, inquiry and discovery, executive functioning, and problem-solving skills.
- Demonstrate knowledge of factors and conditions that affect young children's development, learning, and daily living skills in students with disabilities (e.g., physical and environmental factors, linguistic factors, exceptionalities, stressful or traumatic events or circumstances, protective factors and resilience, social skills, teacher and cultural expectations and practices).
- Apply knowledge of young children's health, nutrition, and safety needs; and policies and procedures for maintaining infants', toddlers', and young children's health and safety, including implementing universal precautions related to childhood illnesses, communicable diseases, and emergency-care situations.
- Apply knowledge of factors that influence children's mental health, including trauma, and the importance of supportive relationships to facilitate development and learning.
Objective 0002—Understand various types of disabilities, the characteristics of young children with special needs, and the influence of disabilities on the learning and development of young children.
For example:
- Demonstrate knowledge of types and characteristics of various disabilities as outlined in the Individuals with Disabilities Education Act (IDEA), including educational implications specific to students with unique learning differences.
- Demonstrate knowledge of causes and attributes of cognitive, sensory, emotional, and physical disabilities; general developmental delays; differential characteristics of various disabilities; multiple disabilities; and educational implications on development and learning.
- Demonstrate knowledge of psychological and social-emotional characteristics of young children with disabilities and the differences between behavioral and emotional disorders and other coexisting conditions.
- Apply knowledge of typical and atypical child development and the interrelationships between developmental domains and learning to interpret behavior and make instructional decisions in academic, developmental, and functional/adaptive domains.
- Apply strategies for providing culturally relevant instruction.
- Apply strategies for developing and selecting learning experiences and approaches that affirm and respect familial, cultural, and societal diversity, including language use and language differences as well as differences related to disability.
Objective 0003—Understand the curriculum areas included in early childhood special education and how to plan instruction and curricular goals that are based on knowledge of young children with disabilities from birth to grade three.
For example:
- Demonstrate knowledge of young children's developmental, cultural, and linguistic characteristics to implement a meaningful, relevant, and developmentally appropriate curriculum for young children with disabilities.
- Demonstrate knowledge of developmental curriculum areas (e.g., social-emotional, cognitive, language, physical) and functional/adaptive areas (e.g., health, safety, nutrition, life skills).
- Demonstrate knowledge of current research and the importance of developmentally appropriate practices and current standards to plan, implement, and evaluate curriculum for young children with disabilities (e.g., integration of play, culturally responsive curriculum design).
- Apply strategies for evaluating specialized teaching resources and curriculum materials that foster development and learning in young children with disabilities.
- Demonstrate knowledge of the uses of digital media and assistive technology in instructional planning for young children with disabilities.
Subarea 2—Assessing Students and Developing Individualized Programs
Objective 0004—Understand types and characteristics of assessment instruments, methods, and procedures used for screening, identifying, and referring children who may qualify for special education or early intervention services from birth to grade three.
For example:
- Demonstrate knowledge of methods and procedures used for screening, pre-referral, school-based systems of intervention (e.g., Response to Intervention [R T I], Multi-Tiered System of Supports [M T S S]), and referral used in the assessment of young children.
- Apply knowledge for gathering family, linguistic, medical, and developmental history as well as relevant academic background.
- Apply knowledge of methods for creating and maintaining accurate records for use in selecting, adapting, or developing appropriate assessments for young children.
- Demonstrate knowledge of assessment terminology.
- Demonstrate knowledge of culturally and linguistically appropriate formal, informal, and alternative assessments for young children with disabilities that are reliable, valid, and avoid bias.
- Apply strategies for collaborating with families in conducting individual assessments.
- Apply knowledge of guidelines for making referrals to specialists when more in-depth information about a child's needs is required for making educational decisions.
- Demonstrate knowledge of the strengths and limitations of various assessment instruments and procedures and the role of assessment as an educational process.
- Demonstrate knowledge of types and characteristics of educational and developmental assessment processes for identifying learning characteristics, modes of communication, and needs.
- Demonstrate knowledge of formal and informal instruments and approaches for making placement and instructional decisions with respect to young children with disabilities, including those from culturally and linguistically diverse backgrounds.
- Demonstrate knowledge of strategies for selecting, adapting, constructing, and administering assessment instruments and procedures based on the purpose of the assessment being conducted and in compliance with established criteria and standards.
- Apply knowledge of the principles and procedures for modifying or adapting formal standardized, state, and local assessments.
Objective 0005—Understand procedures for assessing the developmental and educational strengths and needs of young children and how to utilize assessment data to design or adapt instruction or intervention and monitor and evaluate child progress.
For example:
- Demonstrate knowledge of legal provisions, regulations, and guidelines regarding the assessment and eligibility determinations for early intervention, 5 0 4 plans, and special education services.
- Apply knowledge of the principles and procedures for assessing children's development across domains and in curriculum-related learning.
- Apply knowledge of principles for interpreting information from formal and informal assessment instruments and procedures to evaluate the results of instruction and match necessary supports to young children's needs.
- Apply knowledge of how to use data and information from teachers, other professionals, young children with disabilities, and families to determine appropriate modifications in learning environments, curriculum, and instructional strategies.
- Demonstrate knowledge of strategies for participating and collaborating with other professionals as a team member in conducting assessments that respond to and respect families' priorities, concerns, and characteristics and involve family members as active participants in the assessment process.
- Demonstrate knowledge of strategies for developing and using authentic assessments, and progress monitoring data to assist in assessing the effectiveness of instruction and interventions.
- Apply knowledge for using assessment data to inform decisions and to make adjustments and modifications to instruction and interventions.
- Apply knowledge of principles for collaborating with families and other stakeholders in analyzing, interpreting, and communicating information from formal and informal assessments.
Objective 0006—Understand policies, principles, and procedures for program planning, placement, and developing and implementing Individualized Education Programs (I E Pees), Individualized Family Service Plans (I F S Pees), and transition plans.
For example:
- Demonstrate knowledge of issues in definition and identification procedures for young children with disabilities, including individuals from culturally and linguistically diverse backgrounds, and the rationale for and rules and regulations governing the development of I E Pees and I F S Pees.
- Demonstrate knowledge of components of I E Pees and I F S Pees (e.g., present level of academic achievement and functional performance [P L A A F P], annual goals, transition plans) and the roles special education teachers, general education teachers, students with disabilities, parents/guardians, related service providers, and others play in planning and implementing I E Pees, I F S Pees, transition plans, B I Pees, and other individualized plans.
- Apply knowledge of strategies for supporting child and family interactions and environments as primary contexts for learning and development; collaborating with young children with disabilities, families, teachers, and other school/program and community personnel to develop and implement individual student programs; and ensuring that the child and family needs, priorities, and preferences are considered.
- Apply knowledge of the continuum of services and related services within the context of the least restrictive environment (L R E).
- Demonstrate knowledge of the concept of transition plans, considerations, and procedures for using knowledge of a student's cognitive, social-emotional, language, adaptive, and physical characteristics in planning and implementing transition plans appropriate to the individual child.
- Apply knowledge of guidelines for developing plans that incorporate curriculum and instructional strategies with I E P goals and benchmarks and I F S P outcomes.
- Demonstrate knowledge of strategies for selecting and evaluating the supports needed by children with a variety of disabilities and characteristics for inclusion within various program placements.
Subarea 3—Supporting Development and Learning
Objective 0007—Understand evidence- and research-based strategies for planning and managing a positive learning environment that is safe, challenging, respectful, and responsive while promoting and supporting active engagement and participation of all learners.
For example:
- Demonstrate knowledge of structuring safe and inclusive learning environments that are respectful of children and their families.
- Apply knowledge of ways to incorporate varied and developmentally appropriate strategies for promoting children's learning and development; strategies to integrate incidental and spontaneous opportunities for teaching; and strategies for using the environment, daily routines, personal and social interactions, and play to teach young children with disabilities.
- Demonstrate knowledge of strategies for designing, structuring, and managing daily routines effectively; creating schedules and routines, including transition time for groups and young children; and addressing young children's needs through research-based guidance and problem-solving strategies.
- Demonstrate knowledge of strategies to meet specific learning and developmental needs related to individual differences in development, experiences, and learning; and methods for selecting or developing appropriate interventions.
- Demonstrate knowledge of strategies and procedures to select developmentally and instructionally appropriate learning materials and digital media, and how to integrate digital media and assistive and adaptive technology into intervention and educational settings.
- Demonstrate knowledge of basic classroom management theories and methods and ways in which technology and assistive/augmentative devices can assist with creating and managing the learning environment.
- Apply knowledge of strategies for promoting children's skills in using digital media to support learning and development across environments.
Objective 0008—Understand effective strategies and approaches for instructional design and planning that make content meaningful for young children to promote effective child learning and development.
For example:
- Demonstrate knowledge of the cognitive processes associated with various types of learning.
- Demonstrate knowledge of developmentally appropriate strategies for implementing individual and group activities using a variety of formats, including play, environmental routines, family-mediated activities, small-group activities, cooperative learning, inquiry experiences, and systematic instruction.
- Demonstrate knowledge of instructional roles (e.g., instructor, facilitator, coach, audience) in relation to the context, content, purposes of the instructional setting, and criteria for adjusting plans based on children's responses to instruction and intervention.
- Demonstrate knowledge of ways to anticipate children's conceptual frameworks and misconceptions for an area of knowledge and to make adjustments and corrections using a variety of explanations and multiple representations of concepts that capture key ideas and help students develop an understanding of diverse perspectives.
- Demonstrate knowledge of methods for developing plans consistent with goals, learner diversity, and learning theory; and strategies for embedding activities to address Individualized Education Program (I E P) goals and Individualized Family Service Plan (I F S P) outcomes.
- Apply strategies for developing and implementing an integrated curriculum that focuses on children's development, needs, and interests and takes into account culturally valued content and children's home experiences.
- Identify guidelines for the evaluation, selection, development, adaptation, and use of digital media, specialized materials, equipment, and assistive technology.
- Demonstrate knowledge of strategies and techniques for facilitating the functional integration of children with exceptional needs within various settings using the principles of Universal Design for Learning (U D L).
- Demonstrate knowledge of issues, resources, and techniques for using instructional time effectively and efficiently while facilitating the integration of related services into the instructional and intervention program.
Objective 0009—Understand principles and methods involved in individualizing instruction and intervention for young children with disabilities.
For example:
- Demonstrate knowledge of the Illinois Early Learning and Development Standards; the Illinois Early Learning Guidelines for Children Birth to Age 3; the Illinois Learning Standards; and components of effective, evidence-based instructional strategies and practices for implementing the scope and sequence of the standards across curricular and developmental domains.
- Demonstrate understanding of principles and strategies for planning, organizing, and implementing in the least restrictive environment (LRE) educational and intervention programs appropriate to the cognitive, linguistic, cultural, social-emotional, and physical needs of young children with disabilities.
- Apply knowledge of methods for analyzing and using data from multiple sources to develop differentiated instruction and interventions for individual children, prioritizing skills, choosing appropriate materials, emphasizing functionality, using instruction in natural settings, and promoting interactions between all children.
- Apply knowledge of learning theory and individual differences among students (e.g., social-emotional, cognitive, communication, physical, cultural).
- Apply knowledge of ways to select intervention methods and materials, develop short-term and long-term teaching plans consistent with goals, plan instruction and intervention that meets learners' current needs, and promote learning and development.
- Demonstrate knowledge of the ways in which language development, language use, culture, gender identity, and gender differences impact communication.
- Demonstrate knowledge of multicultural perspectives related to effective instruction and classroom management for students with disabilities and multiple impairments.
- Apply strategies to support the full engagement of children with disabilities in learning opportunities.
- Demonstrate knowledge of methods and interventions for adapting goals and approaches, including digital media and technological adaptations.
Objective 0010—Understand the development and implementation of behavior interventions and support for the social-emotional and behavioral development of children with disabilities.
For example:
- Demonstrate knowledge of the Illinois Social/Emotional Learning Standards for K–12 and practices for teaching the goals and learning targets to promote self-awareness and self-management skills, use social-awareness and interpersonal skills, and demonstrate decision-making skills and responsible behaviors across contexts.
- Apply knowledge of effective instructional strategies for facilitating learning experiences that develop social skills needed for participating in school/program, community, and home environments, and facilitate development, learning, and interaction between and among students.
- Apply knowledge of principles for developing curricula relevant to self-help and life skills.
- Demonstrate knowledge of factors that influence motivation and engagement (e.g., teacher's cultural awareness, attitudes, and behaviors; a child's cultural background, socioeconomic background, temperament, mental health, or disability) and a variety of approaches for helping children become self-regulated.
- Apply knowledge of principles and strategies recognizing the need for cultural responsiveness in selecting, adapting, and implementing methods of behavior support and management appropriate for young children from a range of strategies from less-directive, less-structured methods to more-directive, more-structured methods and that reflect understanding of each child's needs and respond to curricular content and individual student differences.
- Demonstrate knowledge of components of functional behavior assessments (F B Aees) and behavior intervention plans (B I Pees) and the ability to use data from a variety of sources to analyze the results of F B Aees to develop individualized B I Pees for students with disabilities.
- Apply knowledge of principles for developing, implementing, and evaluating the effects of Positive Behavioral Interventions & Supports (P B I S) techniques and individual B I Pees for students with disabilities.
- Demonstrate knowledge of effective preventive and responsive practices used for crisis prevention and intervention to support the well-being of young children with disabilities.
Objective 0011—Understand the scope, sequence, and concepts of development and the general education program from birth to grade 3.
For example:
- Demonstrate knowledge of the scope and sequence of the general curriculum and the Illinois standards appropriate to the birth to grade 3 population.
- Demonstrate knowledge of methods for evaluating curricula to support individualized instruction.
- Demonstrate knowledge of strategies for developing and integrating learning opportunities, birth to grade three, that foster understanding of curriculum content, literacy, and numeracy outcomes; and promote children's abilities as they apply, interpret, and construct new understandings.
- Demonstrate knowledge of the components of effective, research-supported instructional strategies and practices for developmental, academic, and social-emotional domains.
- Demonstrate knowledge of Illinois Standards appropriate to the birth to grade 3 population and their relation to the content and structure of academic, developmental, and functional/adaptive curriculum.
- Demonstrate knowledge of strategies for setting goals for children's development and learning in the content areas.
Subarea 4—Working in a Collaborative Learning Community
Objective 0012—Apply knowledge of strategies for communicating and collaborating in a culturally responsive manner with families and school team members to address children's instructional and behavioral needs.
For example:
- Demonstrate knowledge of the collaborative and consultative roles of special educators and effective strategies for communicating with children, families, general education teachers, and other educators and service providers in determining eligibility and making program and placement decisions to address the needs of children with disabilities.
- Demonstrate knowledge of roles and responsibilities of school-based medical and related service personnel in identifying, assessing, and providing services to children with disabilities.
- Apply knowledge of strategies for collaborating with families and general education classroom teachers (e.g., co-teaching, teaming, co-planning), service providers, paraprofessionals, and other school personnel to coordinate learning programs between general education and special education staff to meet children's needs.
- Apply knowledge of strategies for promoting participation from all team members when facilitating meetings in a culturally responsive manner.
- Apply knowledge of evidence- and research-based strategies for providing special education services in a variety of educational environments and creating environments in which that collaboration will enhance child learning.
- Apply knowledge of strategies for coordinating activities of related service personnel to maximize instructional time for children with disabilities and to ensure that related services are integrated into their daily activities and schedules in the least restrictive environment (LR E).
- Demonstrate knowledge of techniques and strategies for training, planning, and directing activities and for monitoring, evaluating, and providing feedback to paraprofessionals, volunteers, and families.
- Apply knowledge of legal requirements surrounding privacy and confidentiality, and ethical practices for communicating with families, general educators, administrators, paraprofessionals, and other school personnel, as appropriate, about characteristics and needs of children with disabilities.
Objective 0013—Understand how to promote positive relationships between home, community, and school that enhance learning opportunities for children with disabilities and encourage families' engagement in their children's education.
For example:
- Apply knowledge of strategies for encouraging families' active engagement including addressing families' concerns and fostering respectful and beneficial relationships between families and professionals.
- Apply knowledge of strategies and practices for establishing and maintaining positive communication with families and for collaborating with families in supporting the development and learning of children with disabilities.
- Apply knowledge of strategies for collaborating with community members to integrate children with disabilities into various social, recreational, and community activities.
- Demonstrate awareness of resources, strategies, networks, organizations, and unique services, including transition supports.
- Demonstrate knowledge of the roles of schools, early childhood settings, and other agencies relative to young children and families within the larger community context.
Subarea 5—Foundations and Professional Practice
Objective 0014—Understand historical, legal, and ethical issues relevant to early intervention and special education.
For example:
- Apply knowledge of techniques for promoting and maintaining a high level of integrity and exercising informed professional judgment in the practice of the profession consistent with Illinois rules and regulations, requirements of the state and federal laws, local district policies and procedures, and professional ethical standards.
- Apply knowledge of attitudes and actions that demonstrate positive regard for children and their families, including home language, culture, religion, gender identity, and sexual orientation.
- Demonstrate understanding of current, historical, legal, and philosophical foundations and trends in early intervention and special education.
- Demonstrate knowledge of current legislation, regulations, policies, litigation, and ethical issues related to the provision of early intervention and educational services for children with all types of disabilities across the age range.
- Demonstrate knowledge of the rights and responsibilities of families, children, teachers, other professionals, and schools and agencies as they relate to individual children's learning needs and programs.
- Demonstrate knowledge of types of student records (e.g., medical, academic, progress-monitoring data) and their appropriate use and maintenance (e.g., storage, transfer, destruction).
Objective 0015—Understand the roles of teachers as professionals and leaders, and the practices and purposes of reflection, self-evaluation, and professional development.
For example:
- Apply knowledge of the practice of the profession in accordance with Zero to Three, the Division for Early Childhood (D E C) of the Council for Exceptional Children (C E C), state and professional ethical standards; principles for exercising objective professional judgment; and ways to conduct professional activities (e.g., assessment, diagnosis, provision of developmental and educational support) consistent with the requirements of laws, rules and regulations, and local district policies and procedures.
- Demonstrate knowledge of the basic principles of administration, organization, and operation of early intervention and early childhood programs.
- Demonstrate knowledge of the federal, state, and local social policies and procedures applicable to agencies, schools, and programs.
- Demonstrate knowledge of the ethics, roles, and responsibilities of the early interventionist and the special education teacher to advocate for the least restrictive environment (L R E), appropriate services, and improved outcomes for children with disabilities.
- Demonstrate familiarity with professional standards, professional organizations, publications, and journals relevant to children with disabilities, their families, and teachers.
- Demonstrate familiarity with the continuum of lifelong professional development activities that can help professionals remain current regarding contemporary research-validated practice.
- Apply knowledge of the benefits of and strategies for mentoring and self-evaluation methods for making ongoing adjustments to assessment and intervention techniques, as needed, to improve services for children.
- Demonstrate knowledge of strategies for addressing personal and cultural biases and differences that affect one's teaching and interactions with others.