Special education doctoral
written prelim study guide
1.0 Purpose of the written prelim
The special education written prelim is intended to be a comprehensive
written examination in which the student demonstrates their knowledge and
understanding of special education. The examination content covers six broad
areas within the discipline and students are expected to respond to each
question in depth. Content areas addressed are:
- historical context of special education,
- current structure of special education in the United States,
- research approaches in special education,
- context of the life of a student,
- major approaches to programs and intervention, and
- current trends in special education.
This study guide is provided to orient students to structure
and setting for the written preliminary exam. It is also intended
to provide a overview to the type of questions to expect on the
written prelim and provide a framework for structuring their
preparation. The study guide does not provide actual questions
that might be on any specific examination.
2.0 Eligibility for the written prelim
In order to take the special education written prelim the
student must submit a formal request to take the prelim using the
form attached to the study guide. This request must be submitted
one semester prior to the intended semester of the exam.
Registration is done through one's adviser and the director of
graduate studies. To be eligible to register for the exam the
student must meet the following conditions:
- must have completed EPSY 8701, EPSY 8702, EPSY 8261 and
EPSY 8262 (or equivalents), EPSY 5216 and EPSY 8694.
- have their graduate program submitted to the graduate
school.
- have their graduate committee form on file.
- must file a form stating their intent to take the
written prelim.
3.0 Written prelim setting
The special education written prelim will be offered on
Fridays on the following dates:
- fall semester: the first week in October
- spring semester: the first week in February
- There will be no prelim offered during summer session
Prelims will be taken in room Burton 249 and monitored by the
special education staff.
Computers, word processing programs, and floppy disks will be
provided and the student will submit their responses on floppy
disk to be printed out and evaluated. The text program supplied
for the written prelim will be (Word 5.1 or higher).
The exam consists of two sessions on the same day.
- The morning session will be three hours long (from 9:00
a.m. to 12:00 m). The student will be expected to respond to
three (3) questions from the 6 content areas.
- The afternoon session will be two hours long and the
student will write on one question that has been custom designed by their adviser to address their specific area of
emphasis.
4.0 Prelim committees
4.1 Prelim planning committee
For the morning session, a data bank of questions for written
prelim examinations has been developed by the SEP faculty based
on the six content areas stated above. Students should prepare to
be examined in all six content areas. A prelim planning
committee, composed three special education faculty members, will
construct the examination by selecting three (3) of the six (6)
content areas to be addressed. Within each of the three selected
areas they will select three questions for consideration. The
student will then select one question from each of the three
areas to write on. This will comprise the content of the morning
session.
For the afternoon session each student's adviser will select
one question which is more specific to the student's area of
interest.
4.2 Prelim evaluation committee
The prelim evaluation committee is appointed by the program
director each semester which is composed of one member of the
prelim planning committee, the student's adviser, and an
alternate member from the prelim planning committee. The prelim
planning committee and student's adviser read and evaluate the
questions. If there is a a one point difference in the grading of
any question the alternate member will read and evaluate the
student's response.
5.0 Prelim scoring
In responding to the prelim questions the evaluation will be
based on the following principles: a.) does the writer present a
logical argument exhibiting an awareness of the depth and breath
of issues related to the question? b.) does the writer address a
research base in responding to the question. c.) does the writer
demonstrate professionalism in the structure of the written
response.
All questions are scored on a 3 point scale with plus (+) and
minus (-) options. If a one point, or more, discrepancy is
recorded between the two evaluators the program coordinator will
request an independent grading from the alternate member. The
specialty question is graded by the adviser and another committee
member selected by the adviser.
If a student does not make a passing grade for the prelim s/he
has the option for one re-take prelim in the following semester.
In a rare case where the student has failed the prelim twice a
petition may be submitted to the DGS requesting a second re-take
with a rationale for this request.
6.0 Prelim content areas
The doctoral special education written prelim will consist of
questions in the following six areas. This guide is to assist the
student in focusing their preparation for the written prelim by
providing the rationale for each section, possible topics that
may be addressed, and a sample question as it relates to that
section. The topics of focus are not to be considered a
definitive list but are included as examples of areas that may be
probed.
6.1. Historical context of special education
To know why we
now do things the way we do and to be prepared to move forward
accordingly. This question may be linked with a current issue
requiring the response to propose a train of thought regarding
the influence of history on the present.
Possible topics for focus:
- deinstitutionalization/inclusion
-
least restrictive environment
- informed consent
- assistive/adaptive
technology
- federal laws
- parental rights/responsibilities
Sample questions
Least Restrictive Environment (LRE) is an issue that has
requires the attention of professionals in the field of special
education. What variables need to be examined for determining LRE
and what criteria would be necessary to assure LRE placement. In
responding to this question be sure to address the needs of
multihandicapped individuals. Consider, also, least restrictive
issues as they apply to the mandate of "appropriate
education".
Special education practice within the past 30 years has been
directed and formed through a series of federal laws mandating
specific services and procedures. Synthesize the basic issues
that this body of law has addressed and the implications of these
laws on public school systems in the United States.
6.2. Current structure of special education
services the reasons for the structure
To understand the broad context of
services and to facilitate rapport with persons in the system, to
enable the development of strategies to best impact the system in
positive ways.
Possible topics for focus:
- due process structure
- related and
support services
- institutions and services involved
- legal
mandates and policy
Sample questions
What variables need to be examined for determining LRE and
what criteria would be necessary to assure LRE placement. In
responding to this question be sure to address the needs of
multihandicapped individuals.
Currently the definition of learning disabilities eliminates
any individual who has a hearing or vision loss. Discuss this
policy and present your position regarding the value of such a
policy. Be sure to include the rationale for your position.
6.3. Research and measurement approaches in
special education.
To understand the contributions of different research approaches
to the development of our knowledge base with emphasis on the
underlying impact of research approaches.
Possible topics for focus:
- qualitative research design
- quantitative research design
- single subject design
- curriculum based measures
- reliability and validity
Sample questions
Compare and contrast quantitative and
qualitative methods of research. What advantages and
disadvantages are associated with each type of research? Identify
examples of both types of research in special education. Use
these examples when preparing your answer.
Design a study to research the effectiveness of cooperative
learning in relationship to achievement and integration of
students with (specific disability) in regular education
settings. Justify your selection.
What is the role of empirical research in special education?
What types of problems in special education, if any, cannot be
addressed through empirical research. Justify your answer.
Research in the fields of low incidence handicaps is limited
by the numbers of subjects available at any location or age
level. What kinds of studies can be designed to help advance our
knowledge and understanding of these conditions to enable us to
design more appropriate educational programs.
6.4. Context of the life of a student with
special needs
To
understand the ecological supports and presses on a student's
day-to-day living and learning.
Possible topics for focus:
- family life and structure
- present
community support
- future lifestyle opportunities
- over
identification of specific sub-cultures
- culture and diversity
poverty
Sample questions
Describe a strategy to analyze the family
and neighborhood context of a preschool child who is (specific
disability) with regard to early decisions regarding the use of
different communication systems. Address the decision-making
process and the decision alternatives. Include reference to the
research literature regarding the relative benefits of different
communication approaches and family involvement in selecting
instructional approaches of young children.
Utilizing an ecological perspective (e.g., Bronfenbrenner,
Garbarino etc.) identify the most salient barriers to the
enhanced self-determination of children and youth with
developmental disabilities at each of four levels (microsystem,
mesosystem, exosystem, and macrosystem) of individual's
ecosystem.
6.5. Major approaches to programs and
intervention
To
understand different approaches used by practitioners and to be
informed when deciding to adopt or not adopt specific
instructional strategies.
Possible topics for focus:
- developmental models
- ecobehavioral
models
- multiple intelligence
- social and cognitive models
Sample questions:
Assume you are responsible for the education program of a
class of eight boys in special education, of average, IQ, poor
achievement, and ages between the 12 and 14. They do not pay
attention, do not follow directions, but talk and move about the
room as they please. some of them have been labeled
"minimally neurologically impaired" others
"'character disorder". and still others "dyslexic,
SLBP, ADD etc. Describe the program of educational intervention
you recommend. Include curriculum and materials, teacher
management of behavior, motivation, and administrative,
organizational actions necessary. Make reference to the theory or
theories you are following and cite research to support tactics
you recommend.
Curriculum-based measurement has been used primarily as a
method of progress monitoring for students with mild
disabilities. Describe how the concept of CBM might be used with
students with severe disabilities. What measures would be used?
In what ways would teachers implement the measurement procedures?
6.6. Current trends in special education
To develop a context
for understanding the value of the trends and relevant decisions
and laws being made to address the trends and to consider the
impact of politics and education to develop rational responses to
new ideas and new movements.
Possible topics for focus:
- mental health and special education
-
cocaine/drugs and special education
- whole language
- transitions
service planning
- adaptive and assistive technology
- graduation
outcomes
- basic skills testing
- students "at risk"
Sample questions:
Design a course appropriate for preservice preparation of
elementary and secondary school teachers concerning the uses
adaptive communication in public school classrooms, expectations
for teachers, parents, and administrators. Your response should
be in the form of a course syllabus with goals, objectives, a
topical outline of issues related to inclusion and evaluation of
student progress.
The government of Korea has made you responsible for the
development of a new educational program for ten children ages
0-5 years with physical impairments. Integrating your knowledge
of handicapped education how would you design and administrate
such a program to provide a model of best practice. What
important issues will you consider when organizing such a program
and how will you meet these concerns.
Special education prelim
registration form
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