OAE Special Education (043) study plan

Classify the 13 IDEA disability categories and state the defining characteristics and typical learning needs of each

Distinguish high-incidence from low-incidence disabilities and explain the instructional implications of that distinction

Describe the characteristics of specific learning disabilities, including dyslexia, dyscalculia, and dysgraphia, and contrast them with ADHD and speech-language impairment

Explain the eligibility criteria and exclusionary factors for specific learning disability identification, including response to intervention and patterns of strengths and weaknesses

Analyze the characteristics and support needs of students with autism spectrum disorder, intellectual disability, emotional disturbance, and multiple disabilities

Identify the components of explicit, systematic instruction and apply them to a decoding or computation lesson sequence

Compare direct instruction, strategy instruction, and peer-mediated approaches and select the appropriate approach for a given learner profile

Explain how universal design for learning principles map onto accommodations and modifications for students with disabilities

Sequence the special education referral, evaluation, eligibility, and placement process and identify timelines and procedural safeguards at each step

Interpret standard scores, percentile ranks, and confidence intervals and explain what they indicate about a student's performance

Distinguish norm-referenced, criterion-referenced, curriculum-based, and progress-monitoring measures and match each to a decision-making purpose

Identify sources of bias in assessment and describe procedures for nondiscriminatory evaluation of culturally and linguistically diverse students

Apply the required components of an IEP, including present levels, measurable annual goals, and progress reporting

Write measurable annual goals containing a target behavior, conditions, and criterion, and align short-term objectives to them

Determine least restrictive environment and justify a continuum-of-placement decision using assessment data

Explain the roles of related services, supplementary aids, and transition planning in the IEP document

Translate IEP goals into a unit of instruction with aligned objectives, materials, and formative checks

Design multi-tiered supports and differentiate a lesson for three learners at different skill levels in the same classroom

Select and sequence evidence-based reading and mathematics interventions for elementary and secondary students

Build a data-collection plan that produces progress-monitoring data suitable for IEP progress reports

Design proactive classroom structures, including routines, physical arrangement, and expectations, that reduce triggers for challenging behavior

Apply the principles of applied behavior analysis to define, measure, and analyze a target behavior

Construct a functional behavior assessment summary and a behavior intervention plan with replacement behaviors and reinforcement strategies

Evaluate crisis-prevention and de-escalation approaches and identify when restraint or seclusion policies apply

Describe the roles and communication obligations of general education teachers, special education teachers, paraprofessionals, and related service providers in co-taught settings

Apply co-teaching models and identify the collaboration practices that sustain them

Outline the legal and ethical obligations of special educators, including confidentiality, mandated reporting, and discipline protections for students with disabilities

Identify strategies for building family partnerships and resolving disagreements through mediation or other dispute-resolution options

Synthesize all six domains by answering scenario-based practice items under timed conditions and logging error patterns by domain

Re-teach the two weakest domains using targeted notes and fresh practice items until accuracy exceeds 80 percent

Reconstruct the special education process timeline and IEP components from memory without notes

Review high-frequency terminology across assessment, behavior, and collaboration domains