Independent TExES Special Education EC-12 (186) Study Guide

• ▸ Why the TExES 186 Is a Judgment Test, Not a Knowledge Test
• ▸ How This Book Maps to the Five Domain Areas
• ▸ How to Use the Baseline Diagnostic to Direct Your Studying
• ▸ How to Use the Digital Bonus Vault and Flashcards for Spaced Practice

• ▸ IDEA, TEC Chapter 29, and TAC Chapter 89, How the Legal Layers Fit Together
• ▸ Child Find, Free Appropriate Public Education, and Least Restrictive Environment
• ▸ Procedural Safeguards and Due Process, Notice, Consent, and Dispute Resolution
• ▸ FERPA, Confidentiality, and Records Management in the School Setting
• ▸ Ethical Judgment and Professional Ethics for Texas Special Educators

• ▸ Typical and Atypical Development from Early Childhood to Age 21
• ▸ The Thirteen IDEA Disability Categories and How They Present in Classrooms
• ▸ Language Acquisition, Bilingualism, and English Learners With Disabilities
• ▸ High-Incidence Disabilities, Learning Disabilities, ADHD, and Mild Intellectual Disabilities
• ▸ Autism, Emotional Disturbance, and Other Low-Incidence Profiles

• ▸ The Referral and Consent Clock, Child Find, RTI, and the 45-School-Day Rule
• ▸ Choosing Formal and Informal Assessment Instruments by Purpose
• ▸ Reading Evaluation Reports, Standard Scores, Percentiles, and Scaled Scores
• ▸ Countering Cultural and Linguistic Bias in Assessment
• ▸ From Assessment Data to Eligibility Determination and ARD Entry

• ▸ The ARD Meeting, Team Roles, Parent Rights, and the Agenda
• ▸ Writing Measurable IEP Goals and Benchmarks From PLAAFP
• ▸ Placement, LRE, and the Continuum of Services in Texas
• ▸ Accommodations, Modifications, and Related Services in the IEP
• ▸ Annual Review, Reevaluation, and Transfer Student Timelines

• ▸ TEKS Mastery, How to Read and Apply the State Standards
• ▸ Curriculum Frameworks for Reading, Writing, Math, and Science for EC-12
• ▸ Aligning IEP Goals to TEKS and General Education Content
• ▸ Access Skills, Functional Academics, and Life Skills Curriculum
• ▸ High-Stakes Assessments, STAAR, STAAR Alternate 2, and Test Accommodations

• ▸ SDI Versus Accommodations Versus Modifications, Definitions and Examples
• ▸ Explicit Instruction, Systematic Scaffolding, and Feedback Loops
• ▸ UDL and Differentiated Instruction in Mixed-Ability Classrooms
• ▸ Assistive Technology and Augmentative and Alternative Communication (AAC)
• ▸ Progress Monitoring, Curriculum-Based Measurement and Data-Driven Adjustments

• ▸ Functional Behavioral Assessment and Behavior Intervention Plans
• ▸ Positive Behavioral Interventions and Supports (PBIS) at All Tiers
• ▸ Discipline, MDR, and the Legal Protections for Students With Disabilities
• ▸ Crisis Prevention and De-Escalation in the Special Education Classroom
• ▸ Social Skills Instruction and Emotional Regulation Strategies

• ▸ Co-Teaching Models, Which One to Use When
• ▸ Working With Paraprofessionals, Roles, Supervision, and Legal Limits
• ▸ Family Engagement, Cultural Responsiveness, and ARD Communication
• ▸ Interagency Coordination and Transition Services for Adulthood
• ▸ Professional Learning Communities and Continuing Professional Responsibilities

• ▸ What the Constructed Response Is Actually Asking You to Do
• ▸ Deconstructing the Scenario, Characters, Actions, and Legal Triggers
• ▸ Selecting the Most Defensible Action, Judgment and Priority
• ▸ Common Pitfalls in Written Analysis and How to Avoid Them

• ▸ The Four-Part Response Framework, Diagnosis, Rationale, Action, and Monitoring
• ▸ Language Stems That Anchor a Clear Professional Response
• ▸ Monitoring and Data Language for an Effective Action Plan
• ▸ Scoring Models, What a 3-4 Response Does Versus a 1-2 Response
• ▸ Pacing and Answer Booklet Strategy for the Written Response

• ▸ The 7-Day, 14-Day, 30-Day, and 10-Week Study Plans
• ▸ Building a Personalized Error Log and Weekly Review Cycle
• ▸ Strategic Review Cycles and Spaced Repetition
• ▸ Exam-Day Logistics, Registration, ID, and the Test Environment
• ▸ After the Exam, Understanding Domain-Level Strength and Choosing Next Steps

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