Test Design and
Test Framework
Field 296: Learning Behavior Specialist 2: Technology Specialist
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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 | 6 constructed-response assignments |
| Time* | 3 hours, 45 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
| test subarea | number of test objectives | number of c r eyes | subarea weight as percent of total test score |
|---|---|---|---|
| subarea 1—Understanding Students with Disabilities, Principles of Assistive Technology, Assessment, and Developing Individualized Education Programs | 5 | 2 | 34 percent |
| subarea 2—Managing the Learning Environment and Promoting Learning in Students with Disabilities | 3 | 2 | 33 percent |
| subarea 3—Collaboration, Communication, and Ethics | 2 | 2 | 33 percent |
| totals | 10 | 6 | 100 percent |
Subarea 1—Understanding Students with Disabilities, Principles of Assistive Technology, Assessment, and Developing Individualized Education Programs
Objective 0001—Understand the educational implications of disabilities on the cognitive, linguistic, physical, and social-emotional growth and development of students.
For example:
- Demonstrate knowledge of the implications of disabilities on academic and cognitive development.
- Demonstrate knowledge of the implications of disabilities on communication and language development.
- Demonstrate knowledge of the implications of disabilities on physical, motor, and sensory development.
- Demonstrate knowledge of the implications of disabilities on social-emotional development.
- Demonstrate knowledge of the definitions, contributing factors, and eligibility criteria associated with disabilities.
- Demonstrate knowledge of the potential educational implications of various disabilities and medical conditions (e.g., specific learning disability, speech or language impairment, other health impairment).
- Demonstrate knowledge of the potential implications of disabilities on students' transition to adult life roles (e.g., employment, postsecondary education, vocational training, supported living).
Objective 0002—Understand the purposes, uses, and features of assistive and instructional technologies.
For example:
- Demonstrate knowledge of the continuum of low- and high-tech assistive technology (A T) and instructional technology tools that promote language and communication (e.g., speech-generating devices, communication boards, text-to-speech software).
- Demonstrate knowledge of the continuum of low- and high-tech A T and instructional technology tools that promote postural stability and mobility (e.g., wheelchairs, gait trainers, standing aids).
- Demonstrate knowledge of the continuum of low- and high-tech A T and instructional technology tools to promote sensory access to auditory and/or visual information (e.g., closed-captioning, Braille devices, screen magnifiers, screen readers, color overlay).
- Demonstrate knowledge of the continuum of low- and high-tech A T and instructional technology tools that promote cognitive development, learning, and access to the curriculum (e.g., e-book readers, linguistic prediction, graphic organizers).
- Demonstrate knowledge of the continuum of low- and high-tech A T and instructional technology tools that support access to computers and augmentative and alternative communication (A A C) devices (e.g., pressure-activated switches, alternative keyboards/mouse, Braille embosser, computer accessibility options and applications, eye-gaze, adaptive mounts).
- Demonstrate knowledge of the continuum of low- and high-tech A T and instructional technology tools that support students' independence with activities of daily living (e.g., environmental controls, adaptive books, time management aids, adaptive bikes/scooters).
Objective 0003—Understand the assistive and instructional technology assessment process in supporting the growth, development, and educational progress of students with disabilities.
For example:
- Apply knowledge of procedures for effectively collaborating with families, general education teachers, service providers, and other professionals to gather background information on students' medical, developmental, linguistic, family, and academic history.
- Apply knowledge of methods for identifying students' strengths and needs and for determining if a comprehensive assistive and instructional technology evaluation is required.
- Apply knowledge of procedures and activities involved in assessing the assistive and instructional technology needs of students with disabilities (e.g., task-demand analysis, feature-match analysis, tool-demand analysis, student needs, environmental demands).
- Apply knowledge of practices and methods for identifying instructional and/or compensatory technologies to support students in meeting curricular and functional task demands across environments.
- Apply knowledge of strategies for collaborating with other professionals and families in conducting individual assistive technology (A T) assessments and recognizing when to make referrals to specialists when additional information is needed to inform assistive and instructional technology decisions.
- Apply knowledge of methods for examining alternative solutions and trial assessment periods with potential assistive or instructional technologies prior to making an implementation decision.
Objective 0004—Understand strategies for collecting, interpreting, reporting, and communicating the results of assistive and instructional technology assessments to address the individual needs of students.
For example:
- Demonstrate knowledge of how to collect and interpret assessment data and use information from multiple reporting sources to successfully customize and implement assistive and instructional technology.
- Demonstrate knowledge of strategies for monitoring outcomes of technology-based interventions and for reevaluating and adjusting the technology tool or system as needed based on performance monitoring data and information from stakeholders (e.g., students, parents/guardians, teachers, clinicians, outside agencies).
- Demonstrate knowledge of strategies for facilitating students' self-determination through the assistive technology (A T) process and their ability to identify and prioritize goals regarding technology-based solutions.
- Demonstrate knowledge of ways that features of technological devices and tools can be used to collect, analyze, summarize, and report student performance data to aid instructional decision making.
- Apply knowledge of procedures for implementing and documenting technology-related testing accommodations for national, state, and local standardized assessments.
- Apply knowledge of strategies to effectively communicate with stakeholders about assessment purposes, assessment methods, and the implications and uses of assessment results.
Objective 0005—Understand how to integrate assistive technology (A T) supports and services in developing and implementing Individualized Education Programs (I E Pees) to meet the needs of students.
For example:
- Apply knowledge of methods for integrating students' learning strengths and needs and assistive and instructional technology to support achievement of individualized goals that incorporate general education curriculum and differentiated instructional practices.
- Apply knowledge of strategies to analyze results of assessments, evidence-based interventions, and previous recommendations to assist in making decisions about assistive and instructional technology for students.
- Apply knowledge of methods for designing ongoing assessment measures to monitor progress and collect data to assist in identifying students' assistive and instructional technology needs.
- Apply knowledge of criteria for selecting software and high- and low-tech A T products that meet educational objectives and learning needs of students with disabilities in a variety of educational settings.
- Demonstrate knowledge of common concerns of parents/guardians and students with disabilities and identify effective strategies for addressing such concerns.
- Apply knowledge of making individualized recommendations to assist the educational team in developing appropriate and ambitious I E Pees that target students' operational, functional, social, and strategic skill development.
Subarea 2—Managing the Learning Environment and Promoting Learning in Students with Disabilities
Objective 0006—Understand methods and practices for planning and managing the learning environment to support students' development and learning.
For example:
- Demonstrate knowledge of proper safety practices in the assembly and integration of technology.
- Demonstrate knowledge of the ergonomic principles that facilitate the optimal use of technology and methods for organizing, managing, and securing technology.
- Apply knowledge of procedures for placement of devices and positioning of students to optimize the use of assistive or instructional technology.
- Apply knowledge of strategies for integrating assistive and instructional technology with differentiated instruction, universal design for learning (U D L), and accessible instructional materials to accommodate the strengths and needs of students.
- Apply knowledge of strategies for incorporating assistive and instructional technology into learning experiences to facilitate and support students' access to the curriculum, engagement with learning, and development of communication, interpersonal, and functional skills.
Objective 0007—Understand how assistive and instructional technology can support instructional planning and design to meet the individualized academic and transition goals of students with disabilities.
For example:
- Demonstrate knowledge of methods for integrating assistive technology (A T) tools and services into school-based systems of intervention (e.g., Response to Intervention [R T I], Multi-Tiered System of Supports [M T S S]) to support students' access to core academic instruction and evidence-based instruction.
- Demonstrate knowledge of the Illinois Learning Standards and methods for adapting and modifying content, materials, and instructional strategies using assistive and instructional technology to promote students' academic skills.
- Apply knowledge of strategies for planning, organizing, and implementing assistive and instructional technology plans in the least restrictive environment (L R E), appropriate to the learning needs of students.
- Identify considerations and procedures for selecting, evaluating, adapting, and customizing technologies based on individual students' strengths and needs.
- Apply knowledge of methods for integrating instructional adaptations, accommodations, modifications, and A T into learning experiences and lessons to meet the academic needs of students.
- Apply knowledge of strategies for promoting students' operational, functional, social, and strategic skills in managing A T devices and systems to facilitate competence, independence, and transition to postsecondary environments.
Objective 0008—Understand practices and methods for promoting effective implementation of assistive and instructional technology supports and services across environments.
For example:
- Apply knowledge of strategies for working effectively with representatives of agencies, networks, and organizations to secure assistive and instructional technology assessment, educational advocacy, and transitional services for students with disabilities.
- Apply knowledge of strategies for instructing stakeholders in the operation, maintenance, and warranties of technology and in troubleshooting techniques that may be needed.
- Apply knowledge of strategies for preparing students to advocate for themselves and to seek out available resources, services, networks, and organizations that provide assistive and instructional technology services.
- Apply knowledge of strategies for building students' operational competence and independence with troubleshooting and problem-solving common technology issues.
- Demonstrate knowledge of funding sources and processes, including written proposals, for the acquisition of assistive technology (A T) devices and services.
- Apply knowledge of procedures for developing and implementing contingency plans in the event that assistive or instructional technology devices fail (e.g., Internet failure, student refusal, device malfunction).
Subarea 3—Collaboration, Communication, and Ethics
Objective 0009—Understand strategies for communicating and collaborating with students, general education teachers, other service providers, parents/guardians, and other professionals to promote desired learning outcomes.
For example:
- Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and other service providers about assistive and instructional technology, accommodations, and modifications to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.
- Demonstrate knowledge of strategies for collaborating with general education teachers, special education teachers, related service providers, and other professionals to implement principles of universal design for learning (U D L) as related to assistive and instructional technology to support the academic needs of students.
- Apply knowledge of strategies for collaborating with students, parents/guardians, teachers, and other school and community personnel to develop assistive and instructional technology plans and services appropriate to the ability and needs of the student.
- Apply knowledge of strategies for encouraging active student and family participation in the educational team, addressing families' concerns, and maintaining positive communication between families and educational professionals.
- Demonstrate knowledge of strategies for designing and implementing professional learning activities and stakeholder training, including the provision of technical assistance and troubleshooting in the use of technology, to ensure successful use of assistive and instructional technologies.
- Demonstrate awareness of resources, strategies, networks, organizations, and services, including state agencies and funding sources that work with students with disabilities and their families to provide assistive and instructional technology tools, services, and supports.
- Apply knowledge of strategies for designing and implementing professional learning activities, including professional mentorship, based on ongoing analysis of student learning to improve instruction.
Objective 0010—Understand the professional, ethical, and legal roles and responsibilities of assistive technology specialists involved in the education of students with disabilities.
For example:
- Demonstrate knowledge of key federal and state statutes (e.g., Individuals with Disabilities Education Act [I D E A], Americans with Disabilities Act [A D A], Illinois Administrative Code, Section 5 O 4 of the Rehabilitation Act, free appropriate public education [F A P E], least restrictive environment [L R E], Family Educational Rights and Privacy Act [F E R P A], Health Insurance Portability and Accountability Act [H I P A A]), Children's Online Privacy Protection Act [C O P P A], Student Online Personal Protection Act [S O P P A]) related to the provision of technology tools and services for students with disabilities.
- Demonstrate knowledge of current regulations, policies, and ethical issues related to the provision and implementation of assistive and instructional technology in the education of students with disabilities, including laws about duplication and distribution of software and other copyrighted technology materials.
- Demonstrate knowledge of the rights and responsibilities of parents/guardians, students, teachers, other professionals, and schools in relation to students' need for assistive and instructional technologies and the integration of these in educational programs.
- Demonstrate knowledge of the roles and responsibilities of the technology specialist and the ethical responsibility to advocate for students' access to assistive and instructional technology to promote equitable access to the general curriculum and postsecondary opportunities for students with disabilities.
- Demonstrate familiarity with the continuum of lifelong professional development activities that promote the acquisition of knowledge and skills related to new advancements in technology and use of evidence-based instructional practices and assessment practices.
- Apply knowledge of strategies for engaging in reflection and regular self-assessment for the purposes of identifying one's biases and differences, improving instruction, and guiding professional growth.