Praxis Special Education: Mild to Moderate study plan

Map the 25% Curriculum and Instruction domain into a one-page outline of its sub-areas (evidence-based reading and math instruction, explicit and systematic teaching, scaffolding, accommodations vs. modifications, UDL)

Define in writing the difference between accommodation, modification, and universal design for learning, with two classroom examples of each

Identify the components of explicit instruction (modeling, guided practice, independent practice, corrective feedback) and describe how each looks in a co-taught classroom

List at least six evidence-based practices for reading (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension strategy instruction) and match each to a grade band

Explain how to design and implement a scaffolded lesson sequence for a student with a mild to moderate disability in math problem solving, naming the specific scaffolds used

Compare the roles of the special education teacher, general education teacher, and paraprofessional in a co-taught setting, and describe two co-teaching models with their strengths and limitations

Describe how to write and monitor a measurable IEP goal, including baseline, criterion, and data-collection method

Practice applying a metacognitive or self-regulation strategy (e.g., self-monitoring, mnemonic, graphic organizer) to a content-area task

Outline the legal and procedural requirements of the IEP process (referral, evaluation, eligibility, IEP development, placement, annual review, reevaluation) and identify timelines and required team members

Explain procedural safeguards, prior written notice, and parental consent in plain language a parent could understand

Describe the continuum of services (inclusion, resource, self-contained, related services) and justify a placement decision using the least restrictive environment principle

Identify the components of positive behavioral interventions and supports (PBIS) at the classroom level, including tiered interventions and function-based thinking

Describe how to conduct a functional behavioral assessment and write a behavior intervention plan that addresses antecedents, replacement behaviors, and consequences

Design a classroom schedule and physical arrangement that supports students with attention, organization, and sensory needs, and explain the rationale for each choice

Explain how to build a collaborative relationship with families, including culturally responsive communication and conflict de-escalation

Identify at least four strategies for collaborating with paraprofessionals and general education colleagues, including how to give feedback and share planning time

Define the characteristics of the disability categories most often served under mild to moderate licensure (specific learning disability, ADHD/other health impairment, emotional disturbance, autism, intellectual disability, speech/language impairment) and distinguish them from one another

Explain the difference between a processing deficit and an academic skill deficit, and describe how each informs instruction

Describe typical developmental milestones and how a disability may affect social, emotional, and academic development across grade levels

Identify common co-occurring conditions and the implications for instruction and behavior support

Outline the eligibility determination process, including the role of the multidisciplinary team, exclusionary factors, and the discrepancy versus response-to-intervention approaches

Explain the purpose, administration, and interpretation of common assessments (curriculum-based measurement, norm-referenced achievement tests, cognitive assessments, progress monitoring)

Calculate and interpret basic assessment data (percentile ranks, standard scores, grade equivalents, and goal-attainment scaling) and explain the limits of each metric

Describe how to use assessment data to make instructional decisions and how to communicate results to families without jargon

Design a unit or lesson that integrates assessment (pre-assessment, formative checks, summative measure) with differentiated instruction for three learner profiles

Explain how to select and adapt testing accommodations and describe how to document them in the IEP

Describe how to monitor progress using curriculum-based measurement and adjust instruction based on the data trend

Identify bias and fairness issues in assessment for students with disabilities and English learners, and describe at least three safeguards

Synthesize all five domains into a one-page cross-domain reference sheet linking characteristics, instruction, assessment, environment, and collaboration

Complete at least two full-length timed practice tests and analyze every missed item by domain and error type

Re-teach the two weakest sub-areas identified in the error analysis using targeted review and new practice items

Write a test-day plan covering timing per question, flagging strategy, and how to handle scenario questions that combine domains