ILTS Learning Behavior Specialist I (290) study guide
ILTS Learning Behavior Specialist I (290) · Work through your exam, one topic at a time.
The Learning Behavior Specialist I (290) is a content-area test within the Illinois Licensure Testing System (ILTS), administered for candidates who are preparing to work as special education teachers supporting students with disabilities in Illinois. It is the redeveloped version of the LBS I test, and registration opened for testing starting June 6, 2022. The ILTS Learning Behavior Specialist I (290) study guide has 5 sections and about 1,920 words.
01Understanding Students with Disabilities: Categories, Definitions, and Causes
IDEA recognizes thirteen disability categories, and questions reward precise knowledge of the definitional hinge inside each one rather than the label alone. Four high-incidence categories - specific learning disability, speech or language impairment, intellectual disability, and emotional disturbance - account for the majority of students served.
363 words, about 2 min02Assessment, Eligibility, and Building the IEP
Child find obligates districts to identify and evaluate all children suspected of a disability, including those in private schools. After referral, the district obtains informed written parental consent and completes the initial evaluation within the required timeline (commonly 60 days).
431 words, about 2 min03Planning and Managing the Learning Environment
Environmental planning is proactive. Physical arrangement should support clear traffic patterns, defined instructional zones, easy teacher sightlines, and minimized visual and auditory distraction, with quiet space available for students who need it.
375 words, about 2 min04Providing Instruction and Modifying Curriculum
Strong instruction for students with disabilities is explicit and systematic: state the objective, model with clear language, provide guided practice with high rates of opportunities to respond, give immediate corrective feedback, move to independent practice, and build in cumulative and distributed review. Task analysis breaks complex skills into teachable steps; scaffolding is faded as competence grows.
345 words, about 2 min05Collaborating with Others and Professional Responsibilities
Special educators work through other adults. Effective collaboration means shared planning time, defined roles, and a co-teaching partnership in which both teachers own planning, instruction, and assessment.
406 words, about 2 min