GACE Special Education General Curriculum

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

The first test consists of 65 selected-response questions. The content areas covered by the first test are instruction, planning the learning environment, and social interactions. The planning the learning environment and social interactions subarea covers curriculum development and lesson planning. It also covers how to organize, manage, and monitor the learning environment. The instruction subarea covers effective teaching strategies and techniques and uses of technology.

The second test consists of 65 selected-response questions. The content areas covered by the second test are: the development and characteristics of learners; foundations and professional responsibilities; and assessment. The development and characteristics of learners subarea covers the needs of and influences on learners with disabilities. The assessment subarea covers assessment definitions, types of assessments, and the uses of data. The foundations and professional responsibilities subarea covers legal definitions, using the law to ensure the rights of stakeholders, and collaboration.

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.

Special Education Degree

GACE Special Education General Curriculum Practice Questions

1. Ms. Jackson is teaching her class how to fill out a job application. She starts by reminding them of other forms they have completed. She then helps the members of the class enter their information into the application, gradually reducing her intervention until the members of the class can accomplish the task independently. What instructional strategy has Ms. Jackson been using?

A: experiential learning
B: peer tutoring
C: collaborative learning
D: scaffolding

2. Which of the following is NOT characteristic of curriculum-based measurement (CBM)?

A: assessments can be scored by teachers
B: assessment content is drawn from outside the curriculum
C: assessments occur frequently
D: assessment data can be organized graphically

3. Which is the most appropriate instructional strategy for nonalphabetic readers?

A: activities that increase phonological awareness
B: instruction on using context clues to determine meaning
C: exercises in reading comprehension
D: independent reading

4. During an oral reading fluency assessment, how are self-corrections treated?

A: they are subtracted from the number of words read correctly
B: they are not subtracted from the number of words read correctly
C: they are partially subtracted from the number of words read correctly
D: they are ignored

5. For mentally retarded students, which is the most appropriate curriculum?

A: life-skills curriculum
B: vocational curriculum
C: academic curriculum
D: collaborative curriculum

Answer Key

1. D. This strategy is so named because the teacher establishes a skeletal structure of knowledge and encourages the student to elaborate.
2. B. One of the fundamental principles of CBM is that students will be evaluated only on the knowledge and skills they are taught in class.
3. A. Nonalphabetic readers need to have the connections between written and spoken word forms reinforced.
4. B. During an oral reading fluency assessment, students should receive credit for self-corrections.
5. A. For students with mental retardation, the priority of education is to provide the skills necessary to live independently.