GACE Special Education Adapted Curriculum

The Special Education Adapted Curriculum assessment, offered as part of the Georgia Assessments for the Certification of Educators, is divided into two tests.

The first test consists of 75 selected-response questions. The content areas covered by the first test are the development and characteristics of learners, assessment, and foundations and professional responsibilities. The development and characteristics of learners subarea covers human development and behavior. The assessment subarea covers the terminology and uses of various assessments and their results. The foundations and professional responsibilities section covers educational rights for students with learning disabilities and professional foundations of special education.

The second test consists of 75 selected-response questions. The content areas covered by the second test are planning the learning environment, social interactions, and instruction. The planning the learning environment and social interactions subarea covers curriculum development and managing the learning environment. The instruction subarea covers effective and appropriate teaching strategies and techniques.

The examination must be completed within four hours. Test-takers will receive performance indices indicating their success in each subarea of the examination. Scores will be available approximately a month after the date of the examination; unofficial results are posted on the internet, and an official score report is mailed to the test-taker, the Professional Standards Commission, and the institution specified by the test-taker during registration.

GACE Special Education Adapted Curriculum Practice Questions

1. Which of the following individuals does NOT need to be involved in the planning of an IEP?

A: parent
B: teacher
C: counselor
D: student

2. What is an aural habilitation curriculum?

A: a program in American Sign Language
B: a program that teaches vocational skills
C: a program to help deaf or near-deaf students make use of their residual hearing
D: a program that concentrates on music education

3. A special education teacher has recently begun incorporating natural supports in her classroom. Which of the following changes can he NOT expect to see in his students?

A: improved self-esteem
B: improved fine motor skills
C: improved sociability
D: improved content-area performance

4. Which of the following activities would be the most problematic for a group of students with moderate intellectual disabilities?

A: drawing a picture of their families
B: crossword puzzle
C: using addition rules to keep score of a basketball game
D: reading a short story

5. One of the students in Mr. Reynolds’ class has recently become very disruptive. Which of the following initial measures would be most appropriate?

A: Sending the student to the principal’s office
B: Talking to the student to determine the cause of the disruptive behavior
C: Calling the students’ parents
D: Ignoring the disruptive behavior

Answer Key

1. D. Individualized education programs are developed by parents, educators, and expert liaisons.
2. C. Aural habilitation may include learning to read lips or to adapt to a cochlear implant.
3. B. Research suggests that using natural supports (i.e., mixing general education students and special education students) is a boon to special education students, though it will not improve their fine motor skills.
4. C. Students with moderate intellectual disabilities typically have a hard time applying known rules in a new context.
5. B. Sudden increases in disruptive behavior often have a specific impetus; the best initial strategy is to see if any information can be obtained from the student.