Master’s Comprehensive Examination Overview and Study Guide
Purpose of Master’s Comprehensive Exam
The purpose is:
1.
For the student in exceptional student education to synthesize in writing the knowledge gained through coursework and experiences during his/her graduate program.
2.
For the student to demonstrate in writing basic content knowledge in (a) Generic Core
Content which includes Critical Issues, Spoken and Written Language, Behavioral
Management, Organization and Collaboration; (b) Specialization Core Content which includes Assessment and Instructional Strategies Pre-K through Grade 12.
3.
For continuous program evaluation to assure the program goals and objectives related to student content knowledge mastery is demonstrated through a summative assessment related to standards-based goals, objectives, and specified criteria within the Master’s program of study.
General Guidelines
Remember to read and answer all parts of the questions. Citations are important. Be certain to include at least three current and accurate citations per question. No references are required, however.
Process and Procedures
1.
The study guide follows the evaluation section of this document.
2.
Graduate students must apply to take the exam by completing the appropriate form (available from the College of Education Student Services website . The form must be faxed (407.823.3859) or scanned and e-mailed to the student’s advisor for approvals and signatures by deadlines established by the College.
3.
The advisor will select six questions for the comprehensive examination from a Test Pool of questions. The student must answer three of the six questions.
4.
The Masters Comprehensive Exam in Exceptional Student Education (ESE) is administered each semester in conjunction with the College of Education administration of the Masters Comprehensive
Exams. See calendar on the College of Education Student Services website .
5.
The Masters Comprehensive Exam is administered on the Orlando campus (Location TBD) from
9:00-noon on the established date. No tardy arrivals will be admitted to the exam. For students completing the Masters program on-line, please contact your advisor.
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Evaluation
1.
Two faculty members will evaluate each student’s comprehensive exam (one will be the advisor). In the case of disagreement, a third faculty member will be asked by the advisor to read the student’s responses.
2.
An overall rating of Pass, Conditional Pass, or Unsatisfactory will be given. Pass will be interpreted as all three responses are acceptable. Conditional Pass will be given if the student receives a
Conditional Pass response on one of the three questions. An Unsatisfactory will be given if the student fails one of the questions. In the event a student is given a Conditional Pass, the advisor will decide the remediation – which might include an oral response to the question, a synthesis of the literature on the topic, and a rewrite of the questions. If the student receives an Unsatisfactory on his/her comprehensive, he/she must retake the comprehensive with a different set of questions being given during the following semester. Criteria for completion of exam as “Pass” include:
-Answers THREE questions, one each per section;
-Addresses all sections and questions within each question asked;
-Includes at least THREE accurate and current (within 5 years)within-text citations to support content; and
-Professional writing demonstrated throughout essays.
The questions in the Assessment area of the Master’s Comprehensive Examination reflect the competencies and knowledge from the Assessment and Curriculum Prescriptions for the Exceptional
Population Class (EEX 6295). Review major approaches to student evaluation/assessment and researchers that have made significant contributions within this field. You may expect questions covering the following general topics:
-major issues, trends, and research in assessment
-factors that can have an impact on the assessment process including culture and language diversity
-assessment guidelines mandated by law and their origin
-critical factors in the selection, use, and interpretation of norm-referenced/standardized tests
-process and procedures for referring students for exceptional education services
-eligibility and placement procedures according to Florida Rules
-specific assessment procedures (both formal and informal) used in various content areas for students with varying exceptionalities
-formal and informal assessment procedures and various tests that are associated with: (a) Reading, (b)
Writing, (c) Mathematics (d) Behavior, and (e) Language
-alternative assessment (Why?, When?, and How?)
-effective communication strategies to inform parents, teachers, and professionals of tests results
-diagnostic-prescriptive instructional planning based on assessment results
-family assessment
-Response-to-Instruction/Intervention;
-Functional Behavioral Assessments
-Eligibility processes and determinations
-evidence-based assessment methods especially in reading, mathematics, behavior, social skills, writing, etc.
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Possible Knowledge Question Formats:
-Identify the current trends and issues of assessment
-Compare and contrast formal and informal assessment (Why?, When?, and How?)
-Provide a rationale for alternative assessment in exceptional education
-Describe the history and impact of legislation leading to today’s assessment practices and guidelines
-Specify effective communication strategies in reporting assessment results
-Identify factors involved in assessing a child within the family context including cultural and linguistic differences
-Compare and contrast the assessments required with the implementation of the RtI procedures for determining eligibility
Possible Application Question Formats:
-Design a diagnostic-prescriptive plan based on assessment provided in a scenario
-Develop a scenario which depicts plan based on assessment (provide rationale)
-Illustrate the use of formal and informal procedures to access one of these areas (Reading, Writing,
Mathematics, Behavior, and Language)
Sample Exam Question:
Identify and discuss at least five assessment guidelines mandated by IDEA. In your discussion, be sure to include the historical background of each guideline you selected (i.e., important court cases…).
The questions in the Behavior Management section of the Master's Comprehensive Exam reflect information obtained primarily from Behavior Management (EEX 6612).
You may expect questions covering the following general topics:
-design of intervention plans
-theories of behavior management
-cognitive behavior modification (self-management)
-generalization
-research bases for behavior management
-types and schedules of reinforcement
-functional analysis of behavior
-data-based decision making
-ethics of applied behavior analysis
-single subject designs
-Positive Behavior Support (PBS)
Possible Knowledge Question Formats:
-List and describe various theories of behavior management;
-Compare and contrast various research designs;
-List various systems of data collection and the usefulness of each in various settings;
-Compare and contrast two treatment approaches;
-List and describe several types and/or schedules of reinforcement, giving the advantages and disadvantages of each;
-List the major elements to consider in generalization and provide a definition and example of each.
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Possible Application Question Formats:
-Develop a treatment plan design based on student descriptions or scenarios;
-Write a letter to parents explaining an intervention and obtaining informed consent;
-Design a cognitive behavior-management plan for a student when provided with a description;
-Suggest possible changes to an intervention plan when provided with the existing plan and a set of related data;
-Write a functional analysis of a student's challenging behaviors when provided with a videotaped observation.
Sample Exam Question:
A regular classroom teacher wants to consult with you about a student. He wants to refer her for special education services, but has been told she must first try some pre-referral interventions. You go to his classroom and observe the class (including the students and the teacher). You document that the student is indeed disruptive, but also that the teacher does not pay attention to her when she holds up her hand to answer questions. What would you suggest to this teacher regarding the type(s) and schedule(s) of reinforcement to help this problem? What other suggestions might you have for this teacher?
The questions in the Critical Issues section of the Master’s Comprehensive Exam reflect a broad knowledge base of the major contributors and works in the special education field. Competencies of the course involve identifying, analyzing, and discussing issues in special education that impact upon the lives of exceptional children and youth and are obtained primarily from Critical Issues in Special
Education (EEX 6342). You may expect questions covering the following general topics:
-major contributors and effect of their contributions on special education
-major research in the field
-pros and cons of current issues
-current and past literature in the field
Possible Knowledge Question Formats:
- Identify current issues
- Compare and contrast the works of major contributors to the field
- Provide a rationale for selection of the issue
- Discuss pros and cons of issues
- Identify the contributions of important research
Sample Exam Question:
If you had to identify five major research areas in the field of special education within the past 10 years, what studies would you select. Defend your selections.
The questions in the Instructional Strategies section of the Master’s Comprehensive
Exam reflect the competencies and knowledge from the two Instructional Strategies courses: Instructional
Strategies PreK-6 (EEX 6061) and Instructional Strategies 6-12 (EEX 6065). Competencies related to specific pedagogical skills, techniques, and evidence-based practices and strategies for the successful
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instruction of students with disabilities from kindergarten through high school could be assessed within this section. You may expect questions covering the following general topics:
-evidence-based instructional methods, programs, and interventions, especially in reading, mathematics, behavior, social skills, writing, etc.
critical teacher behaviors
-secondary curricula and rationale
-learning strategies (Strategic Instruction Model) and study skills
-various instructional structures and methods
-specific techniques for teaching reading
-specific techniques for teaching writing
-specific techniques for teaching mathematics
-specific techniques for teaching social skills
-specific methods, materials, and procedures for each of the above-listed curricular areas
-program planning and placement decisions
-use of technology within instruction
-curricular accommodations and modifications (classroom and high-stakes assessments)
-transition to post-secondary outcomes, including various diploma options
-impact of policies (e.g., NCLB, 2002) on curriculum, assessment, and diploma options
-impact on policies (e.g., NCLB, 2002) on certification for teachers (especially secondary) related to highly-qualified teachers
-co-teaching and content enhancement for secondary courses
-universal design for learning (UDL)
-transition planning and services
-methods to collect instructional data, make decisions, and intensify instruction/interventions within RtI framework
Possible Knowledge Question Formats:
-Compare and contrast the various instructional methods and programming for reading instruction, provide rationale for each of the methods.
-Provide a rationale and components for social skills instruction.
-Compare and contrast the various instructional methods and programming for mathematics instruction, provide rationale for each of the methods.
-Identify the major issues of secondary programming.
-Describe the major considerations for providing transition services.
Possible Application Question Formats:
-Design an appropriate educational program for a student
-Describe the teaching techniques involved in the writing process
-Redesign the instructional programs to address the needs for all students
-Describe the use of technology to enhance instruction for all students
-Given specific curricular standards, describe appropriate curricular accommodations .
Sample Exam Question:
Written expression is more than mechanics. Identify and discuss the components of the writing process and discuss the problems that this process creates for students with varying exceptionalities. Discuss appropriate instructional modifications to address the problems.
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The questions in the area of Organization and Collaboration area of the Master’s Comprehensive
Examination reflect the competencies and knowledge from the Organization and Collaboration in Special
Education (EEX 6524). Questions from this area will relate to the following general topics:
-historical perspective of special education service delivery models, in particular, models of collaboration and consultation ( DELETE THIS TOPIC???)
-current policies and procedures associated with securing financial and material resources for students with disabilities
-research related to collaboration
- differences and similarities among the definitions and models of collaboration, consultation, and coteaching.
-teacher competencies in collaboration and consultation including problem-solving strategies and communication processes (including the importance of setting, timing, and confidentiality).
-the elements of successful home-school collaboration, including strategies to enhance parent involvement.
Possible Knowledge Question Formats:
-Identify current trends in service delivery models, in particular models of collaboration and consultation.
-Define collaboration and discuss the various co-teaching models.
-Describe the elements of successful home-school collaboration.
-Compare and contrast collaboration, consultation, and co-teaching. Illustrate each concept.
- Parents are frequently asked to attend many school-related meetings, such as IEPs and parent-teacher conferences. Many teachers complain that too few parents attend these meetings. Discuss several strategies teachers can implement to increase meeting attendance by parents.
-Discuss the importance of setting, timing, and confidentiality as they relate to good communication.
Possible Application Question Formats:
-Develop a script depicting a parent conference.
-Develop a parent involvement plan for your classroom.
Sample Question:
If you were to design a teacher education program incorporating both general and special education, what specific features of collaboration would you include? In your answer, you must include a rationale, discussion of implementation (e.g., coursework and internship) and related research .
The questions in the Spoken and Written Language area of the Master’s Comprehensive
Examination reflect the competencies and knowledge from the Spoken and Written Language Class (EEX
6107). Be aware that there is some overlap in content with instructional strategies and assessment.
Questions from this area will relate to the following general topics:
-major issues, trends and research in spoken and written language.
-developmental milestones in language acquisition
-communication problems that students with metal handicaps, specific learning disabilities, emotional handicaps and physical impairments might exhibit
-strategies and curriculum for teaching spoken and written language to students with disabilities
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-use of assistive and augmentative communication devices/approaches as well as other modes of communication
-theories of language acquisition
-strategies and curricular approaches for LEP students
-five reading components and evidence-based instructional methods, programs, and interventions
-assistive and augmentative technology, especially as related to reading and language development
-initiatives in evidence-based reading reforms
-use of technology within instruction
Possible Knowledge Question Formats:
-Discuss various theories of language acquisition and their implications for students in varying exceptionalities’ classrooms.
-Discuss some of the specific problems that students in varying exceptionalities have in the areas of spoken and written language and some strategies for remediation
-Discuss the roles and contributions that members on a multidisciplinary team might make in addressing the needs of students with communicative disorders.
-Name and describe the major reading components, as well as evidence-based instructional and intervention programs to meet specific reading needs for all students, including students with disabilities.
-Name and describe the differences among instructional, assistive and augmentative technology, especially as related to reading and language development.
Possible Application Question Formats:
-Design an intervention plan based on assessment and case study information for developing skills in an area of spoken and written language (i.e. speaking, listening, writing, spelling, handwriting and reading).
-Discuss how you might use various augmentative and assistive communication approaches and devices.
-Design strategies for meeting the needs of LEP students in your classroom based on case study information
Sample Question:
Students with disabilities whose primary language is not English present special challenges for teachers of students in classrooms. Identify some of the unique problems and suggest some strategies for addressing the specific problems you identified.
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