Coverage by content domain
Lessons and questions are organized around the exam’s content areas so your preparation reflects the structure of the assessment.
Why Test Alignment Matters for Your ILTS Early Childhood Special Education Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your ILTS Early Childhood Special Education (230) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 is the best choice for the ILTS 230 study guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
5Domains
112Competencies reviewed
92%Test-aligned
93Covered
19Partially covered
0Gaps
- CoveredCompetency is comprehensively supported by the guide.
- Partially coveredCore content is covered, but some depth gaps remain.
- Coverage gap identifiedA content gap has been identified.
This study guide is based on the current official exam framework. We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
Understanding Students with Disabilities (Domain 1)Partially covered
SMR 1.0001 · Understand processes of early childhood development from birth to grade three, and the factors (including disability) that affect development and learning.132 questions · 10 materials · 64 cards · 5 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of developmental milestones and typical and atypical patterns in the development of cognitive, physical, and motor domains; and the dynamic interactions and influences among developmental domains. | P.Domains of Development (EC) | Covered | 7 | 1 | 9 | 0 | Covered by 1 topic (7 questions, 1 materials, 9 cards, 0 videos). |
| B. Demonstrate knowledge of developmental milestones and typical and atypical patterns in the development of communication and language. | P.Language Development | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| C. Demonstrate knowledge and understanding of the processes of dual or second-language acquisition and research-based strategies to support the learning of children whose home language is not English. | P.Linguistic Development (EC) | Covered | 9 | 1 | 19 | 0 | Covered by 1 topic (9 questions, 1 materials, 19 cards, 0 videos). |
| D. Demonstrate knowledge of developmental milestones and typical and atypical development in the social-emotional domains. | P.Social Development (EC); P.Emotional Development (EC) | Covered | 21 | 2 | 6 | 2 | Covered by 2 topics (21 questions, 2 materials, 6 cards, 2 videos). |
| E. Apply knowledge of the significance and multiple functions of play in learning for developing and supporting skills in motor development, cognition, language development and communication, social skills, inquiry and discovery, executive functioning, and problem-solving skills. | P.Child Development and Play | Covered | 26 | 1 | 6 | 1 | Covered by 1 topic (26 questions, 1 materials, 6 cards, 1 videos). |
| F. Demonstrate knowledge of factors and conditions that affect young children's development, learning, and daily living skills in students with disabilities (e.g., physical and environmental factors, linguistic factors, exceptionalities, stressful or traumatic events or circumstances, protective factors and resilience, social skills, teacher and cultural expectations and practices). | Sped.Environmental Factors; Sped.Effect on Communication | Covered | 30 | 2 | 11 | 1 | Covered by 2 topics (30 questions, 2 materials, 11 cards, 1 videos). |
| G. Apply knowledge of young children's health, nutrition, and safety needs; and policies and procedures for maintaining infants', toddlers', and young children's health and safety, including implementing universal precautions related to childhood illnesses, communicable diseases, and emergency-care situations. | Sped.Effect on Health | Covered | 24 | 1 | 0 | 1 | Covered by 1 topic (24 questions, 1 materials, 0 cards, 1 videos). |
| H. Apply knowledge of factors that influence children's mental health, including trauma, and the importance of supportive relationships to facilitate development and learning. | P.Mental Health in Young Children | Covered | 4 | 1 | 13 | 0 | Covered by 1 topic (4 questions, 1 materials, 13 cards, 0 videos). |
SMR 1.0002 · Understand various types of disabilities, the characteristics of young children with special needs, and the influence of disabilities on the learning and development of young children.140 questions · 7 materials · 31 cards · 3 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of types and characteristics of various disabilities as outlined in the Individuals with Disabilities Education Act (IDEA), including educational implications specific to students with unique learning differences. | Sped.Classifications of Disabilities | Covered | 30 | 1 | 22 | 1 | Covered by 1 topic (30 questions, 1 materials, 22 cards, 1 videos). |
| B. Demonstrate knowledge of causes and attributes of cognitive, sensory, emotional, and physical disabilities; general developmental delays; differential characteristics of various disabilities; multiple disabilities; and educational implications on development and learning. | Sped.Traumatic Brain Injury; Sped.Specific Learning Disabilities | Covered | 19 | 2 | 8 | 0 | Covered by 2 topics (19 questions, 2 materials, 8 cards, 0 videos). |
| C. Demonstrate knowledge of psychological and social-emotional characteristics of young children with disabilities and the differences between behavioral and emotional disorders and other coexisting conditions. | Sped.Emotional Development | Covered | 11 | 1 | 1 | 1 | Covered by 1 topic (11 questions, 1 materials, 1 cards, 1 videos). |
| D. Apply knowledge of typical and atypical child development and the interrelationships between developmental domains and learning to interpret behavior and make instructional decisions in academic, developmental, and functional/adaptive domains. | P.Psychosocial Development | Covered | 10 | 1 | 1 | 1 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 1 videos). |
| E. Apply strategies for providing culturally relevant instruction. | P.Adaptations for Diversity - ELL | Covered | 59 | 1 | 2 | 0 | Covered by 1 topic (59 questions, 1 materials, 2 cards, 0 videos). |
| F. Apply strategies for developing and selecting learning experiences and approaches that affirm and respect familial, cultural, and societal diversity, including language use and language differences as well as differences related to disability. | Sped.Communication Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
SMR 1.0003 · Understand the curriculum areas included in early childhood special education and how to plan instruction and curricular goals that are based on knowledge of young children with disabilities from birth to grade three.48 questions · 3 materials · 10 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of young children's developmental, cultural, and linguistic characteristics to implement a meaningful, relevant, and developmentally appropriate curriculum for young children with disabilities. | P.Promoting Learning (EC) | Covered | 17 | 1 | 3 | 0 | Covered by 1 topic (17 questions, 1 materials, 3 cards, 0 videos). |
| B. Demonstrate knowledge of developmental curriculum areas (e.g., social-emotional, cognitive, language, physical) and functional/adaptive areas (e.g., health, safety, nutrition, life skills). | P.Promoting Learning (EC) | Covered | 17 | 1 | 3 | 0 | Covered by 1 topic (17 questions, 1 materials, 3 cards, 0 videos). |
| C. Demonstrate knowledge of current research and the importance of developmentally appropriate practices and current standards to plan, implement, and evaluate curriculum for young children with disabilities (e.g., integration of play, culturally responsive curriculum design). | P.Learning Strategies | Covered | 24 | 1 | 7 | 1 | Covered by 1 topic (24 questions, 1 materials, 7 cards, 1 videos). |
| D. Apply strategies for evaluating specialized teaching resources and curriculum materials that foster development and learning in young children with disabilities. | P.Learning Strategies | Covered | 24 | 1 | 7 | 1 | Covered by 1 topic (24 questions, 1 materials, 7 cards, 1 videos). |
| E. Demonstrate knowledge of the uses of digital media and assistive technology in instructional planning for young children with disabilities. | Sped.Integrating Digital Technology | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
Assessing Students and Developing Individualized Programs (Domain 2)Partially covered
SMR 2.0004 · Understand types and characteristics of assessment instruments, methods, and procedures used for screening, identifying, and referring children who may qualify for special education or early intervention services from birth to grade three.141 questions · 9 materials · 39 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of methods and procedures used for screening, pre-referral, school-based systems of intervention (e.g., Response to Intervention [RtI], Multi-Tiered System of Supports [MTSS]), and referral used in the assessment of young children. | P.Multi-Tiered Systems of Support (MTSS) | Covered | 10 | 1 | 3 | 0 | Covered by 1 topic (10 questions, 1 materials, 3 cards, 0 videos). |
| B. Apply knowledge for gathering family, linguistic, medical, and developmental history as well as relevant academic background. | Sped.Evaluation Components | Partially covered | 3 | 1 | 0 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| C. Apply knowledge of methods for creating and maintaining accurate records for use in selecting, adapting, or developing appropriate assessments for young children. | Sped.Fair Assessment | Covered | 19 | 1 | 2 | 0 | Covered by 1 topic (19 questions, 1 materials, 2 cards, 0 videos). |
| D. Demonstrate knowledge of assessment terminology. | Sped.Data Interpretation | Partially covered | 6 | 1 | 4 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| E. Demonstrate knowledge of culturally and linguistically appropriate formal, informal, and alternative assessments for young children with disabilities that are reliable, valid, and avoid bias. | Sped.Ethical Concerns | Covered | 8 | 1 | 8 | 0 | Covered by 1 topic (8 questions, 1 materials, 8 cards, 0 videos). |
| F. Apply strategies for collaborating with families in conducting individual assessments. | Sped.Impact on Identification | Covered | 10 | 1 | 4 | 0 | Covered by 1 topic (10 questions, 1 materials, 4 cards, 0 videos). |
| G. Apply knowledge of guidelines for making referrals to specialists when more in-depth information about a child's needs is required for making educational decisions. | P.Screening and Evaluation | Covered | 36 | 1 | 3 | 0 | Covered by 1 topic (36 questions, 1 materials, 3 cards, 0 videos). |
| H. Demonstrate knowledge of the strengths and limitations of various assessment instruments and procedures and the role of assessment as an educational process. | Sped.Types of Assessment | Covered | 31 | 1 | 13 | 1 | Covered by 1 topic (31 questions, 1 materials, 13 cards, 1 videos). |
| I. Demonstrate knowledge of types and characteristics of educational and developmental assessment processes for identifying learning characteristics, modes of communication, and needs. | Sped.Types of Assessment | Covered | 31 | 1 | 13 | 1 | Covered by 1 topic (31 questions, 1 materials, 13 cards, 1 videos). |
| J. Demonstrate knowledge of formal and informal instruments and approaches for making placement and instructional decisions with respect to young children with disabilities, including those from culturally and linguistically diverse backgrounds. | Sped.Fair Assessment | Covered | 19 | 1 | 2 | 0 | Covered by 1 topic (19 questions, 1 materials, 2 cards, 0 videos). |
| K. Demonstrate knowledge of strategies for selecting, adapting, constructing, and administering assessment instruments and procedures based on the purpose of the assessment being conducted and in compliance with established criteria and standards. | Sped.Specialized Assessments | Covered | 20 | 1 | 6 | 0 | Covered by 1 topic (20 questions, 1 materials, 6 cards, 0 videos). |
| L. Apply knowledge of the principles and procedures for modifying or adapting formal standardized, state, and local assessments. | Sped.Types of Assessment | Covered | 31 | 1 | 13 | 1 | Covered by 1 topic (31 questions, 1 materials, 13 cards, 1 videos). |
SMR 2.0005 · Understand procedures for assessing the developmental and educational strengths and needs of young children and how to utilize assessment data to design or adapt instruction or intervention and monitor and evaluate child progress.119 questions · 7 materials · 19 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of legal provisions, regulations, and guidelines regarding the assessment and eligibility determinations for early intervention, 504 plans, and special education services. | P.Section 504 | Covered | 8 | 1 | 1 | 0 | Covered by 1 topic (8 questions, 1 materials, 1 cards, 0 videos). |
| B. Apply knowledge of the principles and procedures for assessing children's development across domains and in curriculum-related learning | P.Early Childhood Curriculum | Covered | 7 | 1 | 4 | 0 | Covered by 1 topic (7 questions, 1 materials, 4 cards, 0 videos). |
| C. Apply knowledge of principles for interpreting information from formal and informal assessment instruments and procedures to evaluate the results of instruction and match necessary supports to young children's needs. | Sped.Evaluations | Covered | 20 | 1 | 10 | 0 | Covered by 1 topic (20 questions, 1 materials, 10 cards, 0 videos). |
| D. Apply knowledge of how to use data and information from teachers, other professionals, young children with disabilities, and families to determine appropriate modifications in learning environments, curriculum, and instructional strategies. | Sped.Accommodation and Modification | Covered | 13 | 1 | 3 | 0 | Covered by 1 topic (13 questions, 1 materials, 3 cards, 0 videos). |
| E. Demonstrate knowledge of strategies for participating and collaborating with other professionals as a team member in conducting assessments that respond to and respect families' priorities, concerns, and characteristics and involve family members as active participants in the assessment process. | Sped.Evaluations | Covered | 20 | 1 | 10 | 0 | Covered by 1 topic (20 questions, 1 materials, 10 cards, 0 videos). |
| F. Demonstrate knowledge of strategies for developing and using authentic assessments, and progress monitoring data to assist in assessing the effectiveness of instruction and interventions. | Sped.Evaluating Progress | Covered | 47 | 1 | 1 | 0 | Covered by 1 topic (47 questions, 1 materials, 1 cards, 0 videos). |
| G. Apply knowledge for using assessment data to inform decisions and to make adjustments and modifications to instruction and interventions. | Sped.Using Assessment to Adjust Instruction | Covered | 15 | 1 | 0 | 0 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 0 videos). |
| H. Apply knowledge of principles for collaborating with families and other stakeholders in analyzing, interpreting, and communicating information from formal and informal assessments. | Sped.Communicating Results | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
SMR 2.0006 · Understand policies, principles, and procedures for program planning, placement, and developing and implementing Individualized Education Programs (IEPsI E Pees), Individualized Family Service Plans (IFSPsI F S Pees), and transition plans.132 questions · 6 materials · 15 cards · 2 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of issues in definition and identification procedures for young children with disabilities, including individuals from culturally and linguistically diverse backgrounds, and the rationale for and rules and regulations governing the development of IEPs and IFSPs. | Sped.Managing Individualized Education Plans | Partially covered | 7 | 1 | 2 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| B. Demonstrate knowledge of components of IEPs and IFSPs (e.g., present level of academic achievement and functional performance [PLAAFP], annual goals, transition plans) and the roles special education teachers, general education teachers, students with disabilities, parents/guardians, related service providers, and others play in planning and implementing IEPs, IFSPs, transition plans, BIPs, and other individualized plans. | Sped.Managing Individualized Education Plans | Partially covered | 7 | 1 | 2 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| C. Apply knowledge of strategies for supporting child and family interactions and environments as primary contexts for learning and development; collaborating with young children with disabilities, families, teachers, and other school/program and community personnel to develop and implement individual student programs; and ensuring that the child and family needs, priorities, and preferences are considered. | Sped.IEP Development | Covered | 52 | 1 | 6 | 1 | Covered by 1 topic (52 questions, 1 materials, 6 cards, 1 videos). |
| D. Apply knowledge of the continuum of services and related services within the context of the least restrictive environment (LRE). | Sped.Continuum of Services | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| E. Demonstrate knowledge of the concept of transition plans, considerations, and procedures for using knowledge of a student's cognitive, social-emotional, language, adaptive, and physical characteristics in planning and implementing transition plans appropriate to the individual child. | Sped.Skills for Transitioning | Covered | 47 | 1 | 3 | 0 | Covered by 1 topic (47 questions, 1 materials, 3 cards, 0 videos). |
| F. Apply knowledge of guidelines for developing plans that incorporate curriculum and instructional strategies with IEP goals and benchmarks and IFSP outcomes. | Sped.IFSP | Covered | 8 | 1 | 4 | 1 | Covered by 1 topic (8 questions, 1 materials, 4 cards, 1 videos). |
| G. Demonstrate knowledge of strategies for selecting and evaluating the supports needed by children with a variety of disabilities and characteristics for inclusion within various program placements. | Sped.Planning for Inclusion | Covered | 11 | 1 | 6 | 0 | Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos). |
Supporting Development and Learning (Domain 3)Partially covered
SMR 3.0007 · Understand evidence- and research-based strategies for planning and managing a positive learning environment that is safe, challenging, respectful, and responsive while promoting and supporting active engagement and participation of all learners.203 questions · 9 materials · 45 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of structuring safe and inclusive learning environments that are respectful of children and their families. | Sped.Learning Environments | Partially covered | 7 | 1 | 3 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| B. Apply knowledge of ways to incorporate varied and developmentally appropriate strategies for promoting children's learning and development; strategies to integrate incidental and spontaneous opportunities for teaching; and strategies for using the environment, daily routines, personal and social interactions, and play to teach young children with disabilities. | P.Building a Positive Classroom Environment | Covered | 8 | 1 | 5 | 0 | Covered by 1 topic (8 questions, 1 materials, 5 cards, 0 videos). |
| C. Demonstrate knowledge of strategies for designing, structuring, and managing daily routines effectively; creating schedules and routines, including transition time for groups and young children; and addressing young children's needs through research-based guidance and problem-solving strategies. | Sped.Supporting Transitions; P.Maximizing Instructional Time | Covered | 31 | 2 | 4 | 1 | Covered by 2 topics (31 questions, 2 materials, 4 cards, 1 videos). |
| D. Demonstrate knowledge of strategies to meet specific learning and developmental needs related to individual differences in development, experiences, and learning; and methods for selecting or developing appropriate interventions. | Sped.Instructional Strategies | Covered | 21 | 1 | 16 | 0 | Covered by 1 topic (21 questions, 1 materials, 16 cards, 0 videos). |
| E. Demonstrate knowledge of strategies and procedures to select developmentally and instructionally appropriate learning materials and digital media, and how to integrate digital media and assistive and adaptive technology into intervention and educational settings. | Sped.Assistive Technology; Sped.Communication Aids | Covered | 57 | 2 | 12 | 1 | Covered by 2 topics (57 questions, 2 materials, 12 cards, 1 videos). |
| F. Demonstrate knowledge of basic classroom management theories and methods and ways in which technology and assistive/augmentative devices can assist with creating and managing the learning environment. | Sped.Classroom Management | Covered | 61 | 1 | 1 | 0 | Covered by 1 topic (61 questions, 1 materials, 1 cards, 0 videos). |
| G. Apply knowledge of strategies for promoting children's skills in using digital media to support learning and development across environments. | P.Using Technology as a Teacher | Covered | 18 | 1 | 7 | 1 | Covered by 1 topic (18 questions, 1 materials, 7 cards, 1 videos). |
SMR 3.0008 · Understand effective strategies and approaches for instructional design and planning that make content meaningful for young children to promote effective child learning and development.121 questions · 9 materials · 20 cards · 1 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the cognitive processes associated with various types of learning. | P.Multimodal Teaching | Covered | 24 | 1 | 5 | 0 | Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos). |
| B. Demonstrate knowledge of developmentally appropriate strategies for implementing individual and group activities using a variety of formats, including play, environmental routines, family-mediated activities, small-group activities, cooperative learning, inquiry experiences, and systematic instruction. | Sped.Common Instructional Supports and Strategies | Covered | 11 | 1 | 9 | 0 | Covered by 1 topic (11 questions, 1 materials, 9 cards, 0 videos). |
| C. Demonstrate knowledge of instructional roles (e.g., instructor, facilitator, coach, audience) in relation to the context, content, purposes of the instructional setting, and criteria for adjusting plans based on children's responses to instruction and intervention. | Sped.Effective Lesson Plans | Covered | 19 | 1 | 0 | 0 | Covered by 1 topic (19 questions, 1 materials, 0 cards, 0 videos). |
| D. Demonstrate knowledge of ways to anticipate children's conceptual frameworks and misconceptions for an area of knowledge and to make adjustments and corrections using a variety of explanations and multiple representations of concepts that capture key ideas and help students develop an understanding of diverse perspectives. | P.Interactive Instruction; P.Direct Instruction; P.Indirect Instruction | Covered | 21 | 3 | 4 | 0 | Covered by 3 topics (21 questions, 3 materials, 4 cards, 0 videos). |
| E. Demonstrate knowledge of methods for developing plans consistent with goals, learner diversity, and learning theory; and strategies for embedding activities to address Individualized Education Program (IEP) goals and Individualized Family Service Plan (IFSP) outcomes. | Sped.Using Assessment Data to Create Goals | Covered | 15 | 1 | 0 | 0 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 0 videos). |
| F. Apply strategies for developing and implementing an integrated curriculum that focuses on children's development, needs, and interests and takes into account culturally valued content and children's home experiences. | Sped.Learning Strategies | Covered | 21 | 1 | 1 | 1 | Covered by 1 topic (21 questions, 1 materials, 1 cards, 1 videos). |
| G. Identify guidelines for the evaluation, selection, development, adaptation, and use of digital media, specialized materials, equipment, and assistive technology. | Sped.Learning Strategies | Covered | 21 | 1 | 1 | 1 | Covered by 1 topic (21 questions, 1 materials, 1 cards, 1 videos). |
| H. Demonstrate knowledge of strategies and techniques for facilitating the functional integration of children with exceptional needs within various settings using the principles of Universal Design for Learning (UDL). | P.Universal Design for Learning | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| I. Demonstrate knowledge of issues, resources, and techniques for using instructional time effectively and efficiently while facilitating the integration of related services into the instructional and intervention program. | Sped.Effective Lesson Plans | Covered | 19 | 1 | 0 | 0 | Covered by 1 topic (19 questions, 1 materials, 0 cards, 0 videos). |
SMR 3.0009 · Understand principles and methods involved in individualizing instruction and intervention for young children with disabilities.186 questions · 8 materials · 50 cards · 2 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the Illinois Early Learning and Development Standards; the Illinois Early Learning Guidelines for Children Birth to Age 3; the Illinois Learning Standards; and components of effective, evidence-based instructional strategies and practices for implementing the scope and sequence of the standards across curricular and developmental domains. | Sped.Impact on Instruction | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| B. Demonstrate understanding of principles and strategies for planning, organizing, and implementing in the least restrictive environment (LRE) educational and intervention programs appropriate to the cognitive, linguistic, cultural, social-emotional, and physical needs of young children with disabilities. | Sped.Intervention and Prevention Strategies | Partially covered | 2 | 1 | 2 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| C. Apply knowledge of methods for analyzing and using data from multiple sources to develop differentiated instruction and interventions for individual children, prioritizing skills, choosing appropriate materials, emphasizing functionality, using instruction in natural settings, and promoting interactions between all children. | Sped.Differentiation | Covered | 33 | 1 | 3 | 1 | Covered by 1 topic (33 questions, 1 materials, 3 cards, 1 videos). |
| D. Apply knowledge of learning theory and individual differences among students (e.g., social-emotional, cognitive, communication, physical, cultural). | P.Early Childhood Learning Theories and Approaches | Covered | 48 | 1 | 24 | 0 | Covered by 1 topic (48 questions, 1 materials, 24 cards, 0 videos). |
| E. Apply knowledge of ways to select intervention methods and materials, develop short-term and long-term teaching plans consistent with goals, plan instruction and intervention that meets learners' current needs, and promote learning and development. | Sped.Intervention and Prevention Strategies | Partially covered | 2 | 1 | 2 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| F. Demonstrate knowledge of the ways in which language development, language use, culture, gender identity, and gender differences impact communication. | ELA.Process of Learning - Oral Language | Covered | 6 | 1 | 10 | 0 | Covered by 1 topic (6 questions, 1 materials, 10 cards, 0 videos). |
| G. Demonstrate knowledge of multicultural perspectives related to effective instruction and classroom management for students with disabilities and multiple impairments. | P.Teaching Diverse Students | Covered | 42 | 1 | 6 | 0 | Covered by 1 topic (42 questions, 1 materials, 6 cards, 0 videos). |
| H. Apply strategies to support the full engagement of children with disabilities in learning opportunities. | P.Student Motivation | Covered | 44 | 1 | 5 | 1 | Covered by 1 topic (44 questions, 1 materials, 5 cards, 1 videos). |
| I. Demonstrate knowledge of methods and interventions for adapting goals and approaches, including digital media and technological adaptations. | P.Adaptations for Diversity - Assistive Technology | Covered | 9 | 1 | 1 | 0 | Covered by 1 topic (9 questions, 1 materials, 1 cards, 0 videos). |
SMR 3.0010 · Understand the development and implementation of behavior interventions and support for the social-emotional and behavioral development of children with disabilities.112 questions · 9 materials · 43 cards · 2 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the Illinois Social/Emotional Learning Standards for K–12 and practices for teaching the goals and learning targets to promote self-awareness and self-management skills, use social-awareness and interpersonal skills, and demonstrate decision-making skills and responsible behaviors across contexts. | P.Self-Regulation and Executive Function; Sped.Teaching Self-Advocacy | Covered | 18 | 2 | 8 | 0 | Covered by 2 topics (18 questions, 2 materials, 8 cards, 0 videos). |
| B. Apply knowledge of effective instructional strategies for facilitating learning experiences that develop social skills needed for participating in school/program, community, and home environments, and facilitate development, learning, and interaction between and among students. | Sped.Social Skills | Covered | 18 | 1 | 4 | 0 | Covered by 1 topic (18 questions, 1 materials, 4 cards, 0 videos). |
| C. Apply knowledge of principles for developing curricula relevant to self-help and life skills. | Sped.Life Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| D. Demonstrate knowledge of factors that influence motivation and engagement (e.g., teacher's cultural awareness, attitudes, and behaviors; a child's cultural background, socioeconomic background, temperament, mental health, or disability) and a variety of approaches for helping children become self-regulated. | P.Teaching Self-Direction | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| E. Apply knowledge of principles and strategies recognizing the need for cultural responsiveness in selecting, adapting, and implementing methods of behavior support and management appropriate for young children from a range of strategies from less-directive, less-structured methods to more-directive, more-structured methods and that reflect understanding of each child's needs and respond to curricular content and individual student differences. | Sped.Behavior Management Models | Partially covered | 2 | 1 | 2 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| F. Demonstrate knowledge of components of functional behavior assessments (FBAs) and behavior intervention plans (BIPs) and the ability to use data from a variety of sources to analyze the results of FBAs to develop individualized BIPs for students with disabilities. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| G. Apply knowledge of principles for developing, implementing, and evaluating the effects of Positive Behavioral Interventions & Supports (PBIS) techniques and individual BIPs for students with disabilities. | P.Positive Behavioral Intervention and Support (PBIS) | Covered | 6 | 1 | 11 | 0 | Covered by 1 topic (6 questions, 1 materials, 11 cards, 0 videos). |
| H. Demonstrate knowledge of effective preventive and responsive practices used for crisis prevention and intervention to support the well-being of young children with disabilities. | Sped.Nonviolent Crisis Intervention | Covered | 15 | 1 | 4 | 1 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 1 videos). |
SMR 3.0011 · Understand the scope, sequence, and concepts of development and the general education program from birth to grade 3.93 questions · 10 materials · 49 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the scope and sequence of the general curriculum and the Illinois standards appropriate to the birth to grade 3 population. | P.Logical Sequencing | Covered | 16 | 1 | 3 | 1 | Covered by 1 topic (16 questions, 1 materials, 3 cards, 1 videos). |
| B. Demonstrate knowledge of methods for evaluating curricula to support individualized instruction. | Sped.Language Arts Instruction; S.Best Practices to Teach Science - Special Education; Sped.Math Instruction; Sped.Teaching Writing | Covered | 41 | 4 | 33 | 0 | Covered by 4 topics (41 questions, 4 materials, 33 cards, 0 videos). |
| C. Demonstrate knowledge of strategies for developing and integrating learning opportunities, birth to grade three, that foster understanding of curriculum content, literacy, and numeracy outcomes; and promote children's abilities as they apply, interpret, and construct new understandings. | Sped.Process of Learning - Literacy Development | Covered | 8 | 1 | 3 | 0 | Covered by 1 topic (8 questions, 1 materials, 3 cards, 0 videos). |
| D. Demonstrate knowledge of the components of effective, research-supported instructional strategies and practices for developmental, academic, and social-emotional domains. | Sped.Instructional Models | Partially covered | 3 | 1 | 0 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| E. Demonstrate knowledge of Illinois Standards appropriate to the birth to grade 3 population and their relation to the content and structure of academic, developmental, and functional/adaptive curriculum. | Sped.Teaching Functional Life Skills - Task Analysis; Sped.Teaching Functional Life Skills - Instructional Strategies and Supports | Covered | 18 | 2 | 9 | 0 | Covered by 2 topics (18 questions, 2 materials, 9 cards, 0 videos). |
| F. Demonstrate knowledge of strategies for setting goals for children's development and learning in the content areas. | Sped.Study Skills Across Content Areas | Covered | 7 | 1 | 4 | 0 | Covered by 1 topic (7 questions, 1 materials, 4 cards, 0 videos). |
Working in a Collaborative Learning Community (Domain 4)Covered
SMR 4.0012 · Apply knowledge of strategies for communicating and collaborating in a culturally responsive manner with families and school team members to address children's instructional and behavioral needs.95 questions · 7 materials · 17 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the collaborative and consultative roles of special educators and effective strategies for communicating with children, families, general education teachers, and other educators and service providers in determining eligibility and making program and placement decisions to address the needs of children with disabilities. | Sped.Building Effective Collaboration | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| B. Demonstrate knowledge of roles and responsibilities of school-based medical and related service personnel in identifying, assessing, and providing services to children with disabilities. | Sped.Related Service Providers | Covered | 17 | 1 | 6 | 0 | Covered by 1 topic (17 questions, 1 materials, 6 cards, 0 videos). |
| C. Apply knowledge of strategies for collaborating with families and general education classroom teachers (e.g., co-teaching, teaming, co-planning), service providers, paraprofessionals, and other school personnel to coordinate learning programs between general education and special education staff to meet children's needs. | Sped.Collaborative Teaching Models; Sped.Collaboration with General Ed Teacher | Covered | 23 | 2 | 2 | 0 | Covered by 2 topics (23 questions, 2 materials, 2 cards, 0 videos). |
| D. Apply knowledge of strategies for promoting participation from all team members when facilitating meetings in a culturally responsive manner. | Sped.Collaboration with Other Professionals | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| E. Apply knowledge of evidence- and research-based strategies for providing special education services in a variety of educational environments and creating environments in which that collaboration will enhance child learning. | Sped.Collaboration with Other Professionals | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| F. Apply knowledge of strategies for coordinating activities of related service personnel to maximize instructional time for children with disabilities and to ensure that related services are integrated into their daily activities and schedules in the least restrictive environment (LRE). | Sped.Collaboration with General Ed Teacher | Covered | 14 | 1 | 0 | 0 | Covered by 1 topic (14 questions, 1 materials, 0 cards, 0 videos). |
| G. Demonstrate knowledge of techniques and strategies for training, planning, and directing activities and for monitoring, evaluating, and providing feedback to paraprofessionals, volunteers, and families. | Sped.Volunteers and Paraprofessionals | Covered | 10 | 1 | 0 | 0 | Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos). |
| H. Apply knowledge of legal requirements surrounding privacy and confidentiality, and ethical practices for communicating with families, general educators, administrators, paraprofessionals, and other school personnel, as appropriate, about characteristics and needs of children with disabilities. | Sped.Confidentiality | Covered | 15 | 1 | 4 | 0 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos). |
SMR 4.0013 · Understand how to promote positive relationships between home, community, and school that enhance learning opportunities for children with disabilities and encourage families' engagement in their children's education.49 questions · 3 materials · 0 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Apply knowledge of strategies for encouraging families' active engagement including addressing families' concerns and fostering respectful and beneficial relationships between families and professionals. | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| B. Apply knowledge of strategies and practices for establishing and maintaining positive communication with families and for collaborating with families in supporting the development and learning of children with disabilities. | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| C. Apply knowledge of strategies for collaborating with community members to integrate children with disabilities into various social, recreational, and community activities. | Sped.Collaboration with Community | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| D. Demonstrate awareness of resources, strategies, networks, organizations, and unique services, including transition supports. | Sped.Development Resources | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| E. Demonstrate knowledge of the roles of schools, early childhood settings, and other agencies relative to young children and families within the larger community context. | Sped.Collaboration with Community | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
Foundations and Professional Practice (Domain 5)Partially covered
SMR 5.0014 · Understand historical, legal, and ethical issues relevant to early intervention and special education.45 questions · 6 materials · 15 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Apply knowledge of techniques for promoting and maintaining a high level of integrity and exercising informed professional judgment in the practice of the profession consistent with Illinois rules and regulations, requirements of the state and federal laws, local district policies and procedures, and professional ethical standards. | Sped.Code of Professional Practice and Conduct for Educators | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| B. Apply knowledge of attitudes and actions that demonstrate positive regard for children and their families, including home language, culture, religion, gender identity, and sexual orientation. | P.Adaptations for Diversity - Gender; P.Early Childhood Education - Illinois | Partially covered | 6 | 2 | 2 | 0 | Partial coverage by 2 topics (6 questions, 2 materials, 2 cards, 0 videos); limited supporting content. |
| C. Demonstrate understanding of current, historical, legal, and philosophical foundations and trends in early intervention and special education. | Sped.Foundations of Special Education; P.Pre-K-4 Programs and Regulations | Covered | 30 | 2 | 12 | 1 | Covered by 2 topics (30 questions, 2 materials, 12 cards, 1 videos). |
| D. Demonstrate knowledge of current legislation, regulations, policies, litigation, and ethical issues related to the provision of early intervention and educational services for children with all types of disabilities across the age range. | Sped.Foundations of Special Education | Covered | 21 | 1 | 6 | 1 | Covered by 1 topic (21 questions, 1 materials, 6 cards, 1 videos). |
| E. Demonstrate knowledge of the rights and responsibilities of families, children, teachers, other professionals, and schools and agencies as they relate to individual children's learning needs and programs. | Sped.Code of Professional Practice and Conduct for Educators | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| F. Demonstrate knowledge of types of student records (e.g., medical, academic, progress-monitoring data) and their appropriate use and maintenance (e.g., storage, transfer, destruction). | P.Accurate and Confidential Student Records | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
SMR 5.0015 · Understand the roles of teachers as professionals and leaders, and the practices and purposes of reflection, self-evaluation, and professional development.52 questions · 5 materials · 3 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Apply knowledge of the practice of the profession in accordance with Zero to Three, the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC), state and professional ethical standards; principles for exercising objective professional judgment; and ways to conduct professional activities (e.g., assessment, diagnosis, provision of developmental and educational support) consistent with the requirements of laws, rules and regulations, and local district policies and procedures. | Sped.Code of Ethics - Illinois | Partially covered | 5 | 1 | 0 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| B. Demonstrate knowledge of the basic principles of administration, organization, and operation of early intervention and early childhood programs. | Sped.Code of Ethics - Illinois | Partially covered | 5 | 1 | 0 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| C. Demonstrate knowledge of the federal, state, and local social policies and procedures applicable to agencies, schools, and programs. | Sped.Special Education Laws and Regulations - Illinois | Partially covered | 5 | 1 | 0 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| D. Demonstrate knowledge of the ethics, roles, and responsibilities of the early interventionist and the special education teacher to advocate for the least restrictive environment (LRE), appropriate services, and improved outcomes for children with disabilities. | Sped.Special Education Laws and Regulations - Illinois | Partially covered | 5 | 1 | 0 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| E. Demonstrate familiarity with professional standards, professional organizations, publications, and journals relevant to children with disabilities, their families, and teachers. | P.Professional Development; P.Professional Learning Communities (PLCs) | Covered | 34 | 2 | 2 | 0 | Covered by 2 topics (34 questions, 2 materials, 2 cards, 0 videos). |
| F. Demonstrate familiarity with the continuum of lifelong professional development activities that can help professionals remain current regarding contemporary research-validated practice. | Sped.Continuing Knowledge | Covered | 8 | 1 | 2 | 1 | Covered by 1 topic (8 questions, 1 materials, 2 cards, 1 videos). |
| G. Apply knowledge of the benefits of and strategies for mentoring and self-evaluation methods for making ongoing adjustments to assessment and intervention techniques, as needed, to improve services for children. | P.Professional Development | Covered | 34 | 1 | 2 | 0 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 0 videos). |
| H. Demonstrate knowledge of strategies for addressing personal and cultural biases and differences that affect one's teaching and interactions with others. | P.Professional Development | Covered | 34 | 1 | 2 | 0 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 0 videos). |
How 240 Creates The ILTS Early Childhood Special Education (230) Study Guide
Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the ILTS Early Childhood Special Education.
Generic prep
- Covers broad subject areas without structure
- No clear connection to the official exam framework
- Practice questions may not reflect the real test format
- May not update when official standards change
- Can be helpful for quick, broad review
240 test-aligned ILTS 230 prep
- Every lesson maps to an official domain or competency
- Built directly from the official exam framework
- Practice questions aligned to what the exam actually measures
- A clear study path by tested category
- Study smarter and enter test day more prepared
FAQs About the ILTS Early Childhood Special Education Study Guide
The questions teacher candidates ask us most often about the ILTS Early Childhood Special Education study guide.
Is 240 a good study guide for ILTS Early Childhood Special Education?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
How closely does 240 align to the ILTS 230 exam?
This guide is 92% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.