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Exam Overview
The Praxis II Special Education: Teaching Students with Learning Disabilities (5383) exam evaluates whether you are prepared to teach students with learning disabilities at an entry-level position.
This exam measures your ability to apply instructional strategies, interpret assessment data, and follow legal and ethical requirements in special education settings.
Administered Body
- Conducted by Educational Testing Service (ETS)
- Used across multiple U.S. states for teacher licensure and certification
Exam Pattern
| Component | Details |
|---|---|
| Test Format | Computer-based test |
| Total Questions | 120 selected-response questions |
| Question Type | Multiple-choice (scenario-based and concept-based) |
| Duration | 2 hours |
| Delivery Mode | Test centers or approved remote testing |
Scoring System
- Score range typically: 100–200 scale
- Passing score varies by state (commonly around 155)
- No penalty for incorrect answers
What this means for you
- Attempt every question
- Focus on accuracy and time management
- Use elimination strategies to improve scoring chances
Content Distribution
The exam is structured around five major domains:
| Section | Focus Area |
|---|---|
| Section 1 | Development and characteristics of students with learning disabilities |
| Section 2 | Planning and managing the learning environment |
| Section 3 | Instruction |
| Section 4 | Identification, eligibility, and placement |
| Section 5 | Foundations and professional responsibilities |
Each section tests both theoretical understanding and practical classroom application.
Key Features of the Exam
- Emphasis on real classroom scenarios
- Requires application of concepts, not simple recall
Includes questions on:
- IEP development
- Assessment interpretation
- Behavior management
- Instructional planning
Importance of the Exam
This exam plays a critical role in your teaching career.
Why it matters
Required for state certification in special education
Demonstrates your readiness to:
- Teach students with learning disabilities
- Adapt instruction based on student needs
- Apply federal and state education laws
Professional impact
Validates your instructional competence
Supports employment in:
- Public schools
- Private institutions
- Special education programs
What You Should Focus On
- Understand concepts deeply, not just definitions
- Practice scenario-based problem solving
Learn how to:
- Analyze student data
- Choose appropriate interventions
- Apply legal guidelines correctly
Quick Exam Summary
- 120 questions
- 2-hour duration
- Computer-based format
- Focus on application and decision-making
- Passing score required for licensure
Detailed Content Review
This section provides a structured review of all major domains tested on the Praxis II Special Education: Teaching Students with Learning Disabilities (5383) exam.
Focus on understanding concepts, applying strategies, and analyzing classroom scenarios.
Section 1: Development and Characteristics of Students with Learning Disabilities
Response-To-Intervention (RTI) Approach
Overview
- Multi-tiered system to identify and support struggling students
- Focuses on early intervention and progress monitoring
RTI Tiers
| Tier | Description |
|---|---|
| Tier 1 | General classroom instruction for all students |
| Tier 2 | Targeted small-group interventions |
| Tier 3 | Intensive individualized support |
Exam Focus
- Data-driven decision making
- Movement between tiers based on student progress
Types of Disabilities
Common Learning Disabilities
- Dyslexia (reading difficulty)
- Dyscalculia (math difficulty)
- Dysgraphia (writing difficulty)
- Auditory processing disorder
- Nonverbal learning disability
Key Point
Disabilities affect specific academic areas, not overall intelligence
Developmental Psychology
Key Concepts
Learning differences impact cognitive, social, and emotional development
Students may show delays in:
- Language
- Memory
- Problem-solving
Exam Focus
Recognize how development affects learning behavior
Piaget’s Stages of Cognitive Development
| Stage | Age Range | Characteristics |
|---|---|---|
| Sensorimotor | 0–2 years | Learning through senses and actions |
| Preoperational | 2–7 years | Symbolic thinking, limited logic |
| Concrete Operational | 7–11 years | Logical thinking about concrete objects |
| Formal Operational | 11+ years | Abstract and critical thinking |
Application
Instruction must match the student’s cognitive level
Adolescent Development
- Increased need for independence
- Social identity formation
- Emotional variability
Exam Focus
Address both academic and social-emotional needs
Motor Development
Classroom Impact
Motor delays may affect writing and classroom participation
Section 2: Planning and Managing the Learning Environment
Classroom Management
Key Elements
- Clear rules and expectations
- Consistent routines
- Structured environment
Goal
Maximize instructional time
Behavior Management
- Identify triggers for behavior
- Use proactive strategies
- Reinforce positive behaviors
Behavior Modification
Techniques
- Reinforcement (positive/negative)
- Token systems
- Behavior contracts
Ideal Learning Environment
- Safe and inclusive
- Organized and predictable
- Accessible materials
Positive Reinforcement
- Reward desired behaviors
- Increase student motivation
Examples
- Verbal praise
- Tokens or points
- Privileges
Discipline Plan
- Clearly defined consequences
- Consistent implementation
- Focus on corrective, not punitive actions
Section 3: Instruction
Individuals with Disabilities Education Act (IDEA)
Purpose
- Ensures free appropriate public education (FAPE)
- Requires individualized education programs (IEPs)
Active Learning
- Students engage directly in learning tasks Examples:
- Group work
- Problem-solving activities
Class Discussions
- Encourage participation
- Develop critical thinking
State-Mandated Tests
- Standardized assessments
- Measure student performance
Exam Focus
Accommodations for students with disabilities
Pacing Guide
- Organizes instruction over time
- Ensures curriculum coverage
Creative Thinking
- Encourages problem-solving
- Supports flexible learning approaches
Constructivist Teaching
- Students build knowledge through experience
- Teacher acts as facilitator
Section 4: Identification, Eligibility, and Placement
Adaptive Behavior Assessment
Measures daily living skills
Includes:
- Communication
- Social skills
- Self-care
Woodcock-Johnson (WJ) Tests
Measures cognitive abilities and academic achievement
Wechsler Intelligence Scales
| Test | Age Group |
|---|---|
| WPPSI | Young children |
| WISC | School-age children |
| WAIS | Adults |
Prereferral Screening
- Early intervention before formal evaluation
- Includes classroom-based strategies
Individualized Education Program (IEP)
Key Components
- Present levels of performance
- Measurable goals
- Services and accommodations
Performance Standards
- Benchmarks for student achievement
- Used to evaluate progress
Assessment
- Formal and informal methods
- Used to guide instruction
Section 5: Foundations and Professional Responsibilities
Code of Ethics
- Maintain confidentiality
- Act in students’ best interest
- Follow professional standards
Parental Involvement
- Parents are key partners
- Participation in decision-making
Parent-Teacher Conferences
- Share student progress
- Discuss strategies and goals
Abuse
- Teachers are mandated reporters
- Must report suspected abuse
Behavioral Disorders
- May co-occur with learning disabilities
- Require specialized strategies
Education Law
- Includes IDEA and other regulations
- Protects student rights
Individuals with Disabilities Education Act (IDEA)
Key Principles
- FAPE (Free Appropriate Public Education)
- LRE (Least Restrictive Environment)
- IEP requirements
What to Remember for the Exam
- Focus on application of concepts
- Understand legal requirements and procedures
Be able to:
- Interpret assessment data
- Select appropriate interventions
- Manage classroom behavior effectively
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