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Special Education: Teaching Students with Visual Impairments — Information & Free Practice

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Special Education: Teaching Students with Visual Impairments

Provider
ETS
Format
Computer-delivered selected-response examination, at a test center or at home under online human proctoring.
Exam questions
Total questions: 120.
Time limit
2 hours
Exam fee
$130 base examination price; fees may change and transaction fees or surcharges are separate.
Examination outline
  • Principles and Educational Rights for Students with Disabilities (12%)
    • Screening, prereferral, and classification policies and procedures
    • Federal referral and identification requirements
    • Federal safeguards of stakeholders’ rights
    • IFSP and IEP components
    • Major special education legislation and educational decisions
    • IDEA disability areas and educational implications
  • Development and Characteristics of Students with Visual Impairments (19%)
    • Visual system and visual disorder terminology and causes
    • Characteristics of visual impairments and additional exceptionalities
    • Typical and atypical visual development, anatomy, and function
    • Effects of visual impairment on lifelong development and learning
    • Effects of etiology, degree, and onset on development and learning
    • Medication effects on vision
    • Effects of visual impairment on sensory function
    • Additional disabilities and development and learning
    • Environmental factors in development and learning
    • Motivation theories, learning, and behavior
    • Early intervention and family support
  • Planning and Managing the Learning and Teaching Environment (18%)
    • Specialized curricular needs and the expanded core curriculum
    • Developing learning objectives
    • Selecting, adapting, and creating instructional materials
    • Selecting and using assistive technology
    • Care, use, storage, and teaching others to use media
    • Effective classroom management in varied settings
    • Instructional models, approaches, and educational theories
  • Implementing Instruction (23%)
    • Acquiring, maintaining, and transferring knowledge and learning theories
    • Interventions, accommodations, modifications, and adaptations
    • Methods, materials, and resources for communication skills
    • Teaching and supporting literacy
    • Teaching concept development
    • Visual efficiency skills and environmental adaptations
    • Listening comprehension and compensatory auditory skills
    • Touch, smell, and taste for environmental information
    • Orientation and mobility skills
    • Social-emotional, daily living, and functional life skills
    • Prevocational and career education skills
  • Assessment (16%)
    • General assessment terminology
    • Visual impairment assessment terminology
    • General legal and ethical assessment issues
    • Legal and ethical assessment issues for visual impairments
    • Legal and functional definitions of visual impairment
    • Gathering background information and family history
    • Interpreting eye reports and diagnostic information
    • Using disability-specific instrument data
    • Formal and informal assessment of development
    • Assessing progress and academic achievement
    • Adapting instruments not specific to disability
    • Synthesizing comprehensive student profiles
    • Collaborating with families and personnel in assessment
    • Assessment for eligibility, programs, and placement
    • Maintaining assessment, action, and progress records
    • Communicating assessment results
    • Formal and informal assessment to guide instruction
    • Uses, strengths, and limitations of assessment instruments
    • Selecting and adapting assessment tools and procedures
    • Technology for conducting and adapting assessments
    • Assessment data in instructional planning
  • Professional Practice, Collaboration, and Counseling (12%)
    • Current research, practices, issues, and movements in education
    • Current research and practice in visual impairment education
    • Relevant organizations and publications
    • Legal and ethical implications of disability education laws
    • Legal and ethical implications of students’ and teachers’ rights
    • Planning and conducting collaborative conferences
    • Collaboration on IEPs and IFSPs
    • Communicating student characteristics and needs to personnel
    • Planning appropriate transitions
    • Structuring and supervising paraprofessional activities
    • Accessing student and family resources
    • Roles of service personnel and paraprofessionals
    • Reciprocal effects of visual impairment on students and families
    • Helping families support development and learning
    • Integrating student and caregiver observations in planning
    • Communicating student progress and needs with caregivers
    • Teacher as an informational resource
Examination sources