GACE Special Education General Curriculum/Elementary Education (703) cheat sheet

IDEA entitles eligible students aged 3–21 to a free appropriate public education (FAPE) in the least restrictive environment (LRE); Part C covers infants and toddlers birth–3 through an IFSP.

Section 504 of the Rehabilitation Act (1973) and the ADA prohibit disability discrimination; 504 requires a free appropriate education with accommodations but does not require an IEP or fund special education.

Child find: states must identify, locate, and evaluate all children with suspected disabilities, including those in private schools and homeless or ward-of-the-state children.

Evaluation timelines: initial evaluation within 60 days of parental consent (or state timeline); eligibility determined at a team meeting; parents may request an independent educational evaluation (IEE) at public expense when they disagree.

Procedural safeguards include prior written notice, parental consent for evaluation and initial placement, access to records, mediation, and due process hearings; the burden of proof generally rests with the party challenging the IEP.

Discipline: a student may be removed for up to 10 school days; beyond that, services must continue, and a manifestation determination review (MDR) is required within 10 school days of any change of placement.

FAPE standard (Endrew F. v. Douglas County, 2017): an IEP must be reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances - more than de minimis.

Confidentiality: FERPA governs education records; IDEA requires parental consent for disclosure except under specified exceptions (e.g., school officials with legitimate educational interest, subpoenas, transfer to another district).

Key case holdings: Brown v. Board (1954) ended school segregation; PARC and Mills established rights to education and due process; Rowley requires procedural compliance plus a substantively adequate IEP.

Screening identifies students who may need further evaluation; it is brief and is not used to determine eligibility or disability category.

Norm-referenced tests compare a student to a standardization sample; standard scores have mean 100 and SD 15, and percentile ranks indicate the percentage of peers scoring at or below that score.

Reliability refers to consistency of scores (test-retest, inter-rater, internal consistency); validity refers to whether a test measures what it claims to measure for the intended purpose.

Standard error of measurement (SEM) quantifies score variability: confidence interval = obtained score ± (SEM × z), e.g., ±1.96 SEM for a 95% interval.

Curriculum-based measurement (CBM) uses brief, standardized probes (e.g., words read correctly per minute) to monitor progress and inform instructional decisions.

Formative assessment guides ongoing instruction; summative assessment evaluates learning at the end of a unit; both must align with the student's IEP goals and grade-level standards.

Assessment accommodations (extended time, separate setting, read-aloud of directions) change how a test is given, not what it measures; modifications change content or expectations.

Dynamic assessment measures learning potential by testing, teaching, and retesting, reducing cultural and linguistic bias in evaluating diverse learners.

Multidisciplinary evaluation must use multiple sources and not rely on a single measure; assessment materials are selected and administered to avoid cultural, racial, or linguistic discrimination.

Required IEP team: parent, general education teacher (if the student participates in general education), special education teacher, LEA representative, someone who can interpret evaluation results, and the student when appropriate.

Present levels of academic achievement and functional performance (PLAAFP) must be based on current data and describe how the disability affects progress in the general curriculum.

Measurable annual goals must include a baseline, target behavior, conditions, and criteria for mastery; short-term objectives are required only for students assessed on alternate achievement standards.

The IEP must specify special education services, related services, supplementary aids, program modifications, and the frequency, location, and duration of each service.

Least restrictive environment (LRE) requires justification of removal from general education; the continuum ranges from general education with supports to homebound or residential placement.

Transition planning begins by age 16 (or earlier per state) and must include measurable postsecondary goals in education/training and employment, plus transition services and, by age 16, a statement of rights.

Accommodations are documented in the IEP and used consistently across settings; assistive technology must be considered for every student during IEP development.

Progress toward annual goals must be reported at least as often as general education report cards; the IEP is reviewed at least annually and revised as needed.

Specially designed instruction adapts content, methodology, or delivery of instruction to address the student's unique needs and ensure access to the general curriculum.

Explicit instruction sequence: model (I do), guided practice (we do), independent practice (you do), with frequent checks for understanding and corrective feedback.

Scaffolding fades supports (prompts, cues, graphic organizers, models) as competence increases; it targets the student's zone of proximal development.

Systematic instruction breaks skills into small steps, sequences them logically, and provides cumulative review and practice to promote retention.

Mnemonics (acronyms, keyword method) support memory of facts and procedures; self-monitoring and self-instruction build executive functioning and independence.

Peer-mediated strategies (peer tutoring, cooperative learning, ClassWide Peer Tutoring) increase engaged academic time and are well supported for students with disabilities.

Universal Design for Learning (UDL) provides multiple means of representation, engagement, and action/expression to reduce barriers before they occur.

Strategy instruction (e.g., SQ3R, PALS, self-regulated strategy development) teaches students how to learn and apply strategies across content areas.

Differentiated instruction adjusts content, process, and product based on readiness, interests, and learning profile while maintaining grade-level expectations.

Positive behavioral interventions and supports (PBIS) apply a tiered continuum (universal, targeted, intensive) to prevent and reduce challenging behavior.

Behavior is defined operationally in observable, measurable terms; the ABC model records antecedent, behavior, and consequence to identify functions.

Functions of behavior typically include attention, escape/avoidance, access to tangibles/activities, and sensory/automatic reinforcement; interventions must match the function.

Functional behavioral assessment (FBA) informs a behavior intervention plan (BIP); an FBA must be conducted when behavior impedes learning or when a disciplinary change of placement occurs.

Positive reinforcement increases behavior by adding a consequence; negative reinforcement increases behavior by removing an aversive stimulus; punishment decreases behavior.

Extinction removes the maintaining reinforcer; it may produce an extinction burst, so it is paired with reinforcement of an appropriate replacement behavior.

Token economies and behavior contracts use clear expectations, immediate reinforcement, and gradual fading to promote generalization.

Classroom organization (predictable routines, clear rules, physical arrangement, transitions) prevents many behavior problems; effective instruction itself is a primary management tool.

Restraint and seclusion are not disciplinary techniques; they are limited to emergency situations and must follow state and district policy and documentation requirements.

Culturally responsive management considers students' backgrounds, avoids disproportionate discipline, and builds positive teacher-student relationships.

The five essential components of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Phonemic awareness is the ability to hear and manipulate individual sounds; phonics is the mapping of sounds to letters and letter patterns.

The alphabetic principle holds that speech sounds are represented by letters; systematic, explicit phonics instruction outperforms incidental approaches for most struggling readers.

Fluency includes accuracy, rate, and prosody; repeated reading, paired reading, and modeling build fluency and support comprehension.

Vocabulary instruction is most effective when it is explicit, contextual, and repeated, and when it connects to students' prior knowledge.

Comprehension strategies include predicting, questioning, summarizing, clarifying, and monitoring; reciprocal teaching and graphic organizers support these strategies.

Dyslexia is a specific learning disability in word recognition, decoding, spelling, and fluency; it is not caused by lack of intelligence or motivation.

The simple view of reading: reading comprehension = decoding × language comprehension; both components must be addressed.

Writing development progresses from transcription and spelling to planning, drafting, revising, and editing, supported by explicit strategy instruction.

Number sense develops through concrete–representational–abstract (CRA) sequencing: manipulatives, then drawings, then symbols.

Place value understanding underpins addition, subtraction, multiplication, and division with regrouping; base-ten blocks and place-value charts support it.

Automaticity with basic facts frees working memory for problem solving; strategies include counting on, doubles, and derived facts.

Word-problem instruction should teach schema recognition (e.g., total, difference, change, comparison) and use visual representations.

Fractions represent parts of a whole, parts of a set, and division; number lines, fraction strips, and area models build conceptual understanding.

Progress monitoring in math often uses CBM measures such as digits correct, concepts and applications, and math reasoning probes.

Dyscalculia is a specific learning disability affecting number sense, fact retrieval, and calculation; it is identified through multiple assessments.

Mathematical discourse requires students to explain reasoning; sentence frames and math journals support students with language or learning disabilities.

Error analysis identifies patterns in student mistakes (e.g., regrouping errors, place-value confusion) to guide targeted reteaching.

Inquiry-based science instruction uses questioning, investigation, data collection, explanation, and communication; students learn through doing and discussing.

The learning cycle (engage, explore, explain, elaborate, evaluate) structures science lessons and integrates hands-on and minds-on activities.

Science and engineering practices include asking questions, planning investigations, analyzing data, constructing explanations, and arguing from evidence.

Social studies strands include civics, economics, geography, and history; primary sources and timelines build historical thinking.

Inquiry in social studies uses essential questions, evidence evaluation, and perspective-taking to develop civic competence.

The arts (dance, music, theatre, visual arts) support learning through multiple representations; arts integration connects content to creative processes.

Universal Design for Learning and multimodal representation (visuals, models, demonstrations) reduce barriers in science and social studies for students with disabilities.

Vocabulary in science and social studies is often technical and abstract; explicit teaching with visuals, examples, and non-examples builds understanding.

Assessment in these disciplines should include performance tasks, projects, and observation, not only multiple-choice tests, to capture inquiry skills.

The five essential components of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Phonemic awareness is the ability to hear and manipulate individual sounds; phonics is the mapping of sounds to letters and letter patterns.

The alphabetic principle holds that speech sounds are represented by letters; systematic, explicit phonics instruction outperforms incidental approaches for most struggling readers.

Fluency includes accuracy, rate, and prosody; repeated reading, paired reading, and modeling build fluency and support comprehension.

Vocabulary instruction is most effective when it is explicit, contextual, and repeated, and when it connects to students' prior knowledge.

Comprehension strategies include predicting, questioning, summarizing, clarifying, and monitoring; reciprocal teaching and graphic organizers support these strategies.

Dyslexia is a specific learning disability in word recognition, decoding, spelling, and fluency; it is not caused by lack of intelligence or motivation.

The simple view of reading: reading comprehension = decoding × language comprehension; both components must be addressed.

Writing development progresses from transcription and spelling to planning, drafting, revising, and editing, supported by explicit strategy instruction.

Number sense develops through concrete–representational–abstract (CRA) sequencing: manipulatives, then drawings, then symbols.

Place value understanding underpins addition, subtraction, multiplication, and division with regrouping; base-ten blocks and place-value charts support it.

Automaticity with basic facts frees working memory for problem solving; strategies include counting on, doubles, and derived facts.

Word-problem instruction should teach schema recognition (e.g., total, difference, change, comparison) and use visual representations.

Fractions represent parts of a whole, parts of a set, and division; number lines, fraction strips, and area models build conceptual understanding.

Progress monitoring in math often uses CBM measures such as digits correct, concepts and applications, and math reasoning probes.

Dyscalculia is a specific learning disability affecting number sense, fact retrieval, and calculation; it is identified through multiple assessments.

Mathematical discourse requires students to explain reasoning; sentence frames and math journals support students with language or learning disabilities.

Error analysis identifies patterns in student mistakes (e.g., regrouping errors, place-value confusion) to guide targeted reteaching.

Inquiry-based science instruction uses questioning, investigation, data collection, explanation, and communication; students learn through doing and discussing.

The learning cycle (engage, explore, explain, elaborate, evaluate) structures science lessons and integrates hands-on and minds-on activities.

Science and engineering practices include asking questions, planning investigations, analyzing data, constructing explanations, and arguing from evidence.

Social studies strands include civics, economics, geography, and history; primary sources and timelines build historical thinking.

Inquiry in social studies uses essential questions, evidence evaluation, and perspective-taking to develop civic competence.

The arts (dance, music, theatre, visual arts) support learning through multiple representations; arts integration connects content to creative processes.

Universal Design for Learning and multimodal representation (visuals, models, demonstrations) reduce barriers in science and social studies for students with disabilities.

Vocabulary in science and social studies is often technical and abstract; explicit teaching with visuals, examples, and non-examples builds understanding.

Assessment in these disciplines should include performance tasks, projects, and observation, not only multiple-choice tests, to capture inquiry skills.

The five essential components of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Phonemic awareness is the ability to hear and manipulate individual sounds; phonics is the mapping of sounds to letters and letter patterns.

The alphabetic principle holds that speech sounds are represented by letters; systematic, explicit phonics instruction outperforms incidental approaches for most struggling readers.

Fluency includes accuracy, rate, and prosody; repeated reading, paired reading, and modeling build fluency and support comprehension.

Vocabulary instruction is most effective when it is explicit, contextual, and repeated, and when it connects to students' prior knowledge.

Comprehension strategies include predicting, questioning, summarizing, clarifying, and monitoring; reciprocal teaching and graphic organizers support these strategies.

Dyslexia is a specific learning disability in word recognition, decoding, spelling, and fluency; it is not caused by lack of intelligence or motivation.

The simple view of reading: reading comprehension = decoding × language comprehension; both components must be addressed.

Writing development progresses from transcription and spelling to planning, drafting, revising, and editing, supported by explicit strategy instruction.

Number sense develops through concrete–representational–abstract (CRA) sequencing: manipulatives, then drawings, then symbols.

Place value understanding underpins addition, subtraction, multiplication, and division with regrouping; base-ten blocks and place-value charts support it.

Automaticity with basic facts frees working memory for problem solving; strategies include counting on, doubles, and derived facts.

Word-problem instruction should teach schema recognition (e.g., total, difference, change, comparison) and use visual representations.

Fractions represent parts of a whole, parts of a set, and division; number lines, fraction strips, and area models build conceptual understanding.

Progress monitoring in math often uses CBM measures such as digits correct, concepts and applications, and math reasoning probes.

Dyscalculia is a specific learning disability affecting number sense, fact retrieval, and calculation; it is identified through multiple assessments.

Mathematical discourse requires students to explain reasoning; sentence frames and math journals support students with language or learning disabilities.

Error analysis identifies patterns in student mistakes (e.g., regrouping errors, place-value confusion) to guide targeted reteaching.

Inquiry-based science instruction uses questioning, investigation, data collection, explanation, and communication; students learn through doing and discussing.

The learning cycle (engage, explore, explain, elaborate, evaluate) structures science lessons and integrates hands-on and minds-on activities.

Science and engineering practices include asking questions, planning investigations, analyzing data, constructing explanations, and arguing from evidence.

Social studies strands include civics, economics, geography, and history; primary sources and timelines build historical thinking.

Inquiry in social studies uses essential questions, evidence evaluation, and perspective-taking to develop civic competence.

The arts (dance, music, theatre, visual arts) support learning through multiple representations; arts integration connects content to creative processes.

Universal Design for Learning and multimodal representation (visuals, models, demonstrations) reduce barriers in science and social studies for students with disabilities.

Vocabulary in science and social studies is often technical and abstract; explicit teaching with visuals, examples, and non-examples builds understanding.

Assessment in these disciplines should include performance tasks, projects, and observation, not only multiple-choice tests, to capture inquiry skills.