240's OAE Primary Special Education (PK-5) Study Guide Is 97% Test-Aligned
240's OAE Primary Special Education (PK-5) study guide is built around the official exam framework so you can study what is actually tested. This page shows exactly how the guide maps to the real exam — SMR by SMR and competency by competency — so you can see where coverage is strongest, where some depth gaps remain, and how each part of the guide supports your prep.
97%
test-aligned
59
Fully covered
4
Partially covered
0
Coverage gap
Based on a competency-by-competency review of the official framework and the lessons, practice questions, flashcards, videos, and study materials included in this guide.
1616
Practice Questions
296
Flashcards
99
Study Materials
40
Videos
Why Test Alignment Matters for Your OAE Primary Special Education (PK-5) 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 OAE Primary Special Education (PK-5) (058) 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 OAE 058 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
5 domains · 63 competencies reviewed · 97% test-aligned
Covered— competency is comprehensively supported by the guide
Partially covered— core content is covered, but some depth gaps remain
Coverage gap identified— a 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.
CHILD DEVELOPMENT AND INDIVIDUAL LEARNING DIFFERENCES (DOMAIN I)
Partially covered
SMR I.0001 Understand child development and factors that influence human development and learning from birth to age ten (grade five).
238 Qs17 Materials67 Cards11 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of stages, processes, and progressions related to ways in which development and learning occur across domains (e.g., adaptive, cognitive, social-emotional, sensorimotor, physical, communication). | P.Cognitive Development; P.Social Development; P.Emotional Development; P.Physical Development; P.Language Development | Covered | 56 | 5 | 14 | 4 | Covered by 5 topics (56 questions, 5 materials, 14 cards, 4 videos). |
| 2. Apply knowledge of theories and philosophies of development and learning and their application to development and learning across domains (e.g., adaptive, cognitive, social-emotional, sensorimotor, physical, communication) for all students. | P.Psychosocial Development; P.Constructivism; P.Behaviorism; P.Cognitivism; P.Behavior Theories | Covered | 65 | 5 | 26 | 5 | Covered by 5 topics (65 questions, 5 materials, 26 cards, 5 videos). |
| 3. Demonstrate knowledge of individual differences in development and factors that affect development, learning, communication, and daily living, including the developmental patterns associated with developmental delays, specific disabilities, and giftedness. | Sped.Classifications of Disabilities; Sped.Autism Spectrum Disorder; Sped.Impact on Children | Covered | 51 | 3 | 27 | 1 | Covered by 3 topics (51 questions, 3 materials, 27 cards, 1 videos). |
| 4. Demonstrate knowledge of elements of diversity and their significance for development and learning. | P.Teaching Diverse Students | Covered | 38 | 1 | 1 | 1 | Covered by 1 topic (38 questions, 1 materials, 1 cards, 1 videos). |
| 5. Demonstrate knowledge of the complexity and dynamics of family systems; and the roles of parents/guardians as primary caregivers, children's first teachers, and advocates for students with disabilities. | P.Family Systems Theory; PE.Family Roles and Structures | Covered | 24 | 2 | 1 | 0 | Covered by 2 topics (24 questions, 2 materials, 1 cards, 0 videos). |
| 6. Demonstrate knowledge of the influence of stress and trauma, protective factors, resilience, and supportive relationships on the development of children across all domains (e.g., adaptive, cognitive, social-emotional, sensorimotor, physical, communication). | P.Stress and Emotional Trauma | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
SMR I.0002 Understand how children construct knowledge and then use this understanding to create opportunities for children to learn about and explore their world.
192 Qs9 Materials25 Cards6 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of the relationships between development in one domain and development in other domains (e.g., relationships between language development and aspects of cognitive and social-emotional development). | P.The Four Domains | Covered | 10 | 1 | 4 | 1 | Covered by 1 topic (10 questions, 1 materials, 4 cards, 1 videos). |
| 2. Apply knowledge of the multiple functions of play in children's development and learning and of the role of play in enabling children to meet milestones and progressions across developmental and learning domains. | P.Child Development and Play | Covered | 13 | 1 | 5 | 1 | Covered by 1 topic (13 questions, 1 materials, 5 cards, 1 videos). |
| 3. Demonstrate knowledge of the continuum of teaching strategies, from child-initiated activities to adult-guided instruction, for promoting learning; strategies and methods to capitalize on incidental and spontaneous opportunities for teaching; and ways to use the environment, daily routines, and personal and social interactions to support children's development and learning. | P.Promoting Learning (EC); P.Instructional Flexibility; P.Daily Structure for Young Children; P.Managing Student Behavior | Covered | 73 | 4 | 13 | 2 | Covered by 4 topics (73 questions, 4 materials, 13 cards, 2 videos). |
| 4. Apply knowledge of how to develop activities and instruction that recognize and build upon children's unique strengths, individual interests, backgrounds, and prior knowledge to promote the development of prerequisite skills and positive dispositions toward learning in the content areas. | P.Universal Design for Learning | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| 5. Demonstrate knowledge of methods that support inclusive practice, equity, respect for, and understanding of diversity across environments. | P.Teaching Diverse Students | Covered | 38 | 1 | 1 | 1 | Covered by 1 topic (38 questions, 1 materials, 1 cards, 1 videos). |
| 6. Demonstrate knowledge of effective practices of communicating, collaborating, and advocating for all students with disabilities and their parents/guardians to achieve students' full potential. | P.Communicating with Families | Covered | 48 | 1 | 1 | 1 | Covered by 1 topic (48 questions, 1 materials, 1 cards, 1 videos). |
ASSESSMENT, PROGRESS MONITORING, AND INDIVIDUAL PROGRAM PLANNING (DOMAIN II)
Covered
SMR II.0003 Understand formal and informal assessment instruments and procedures for evaluating strengths and needs of students with disabilities in grades PK–5.
255 Qs15 Materials62 Cards5 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of measurement principles, types, and characteristics of formal and informal assessments (e.g., validity, reliability, diagnostic, formative and summative assessments, screenings, rubrics, observations, checklists, portfolio and alternative assessments). | Sped.Types of Assessment; P.Fair Assessment; P.Types of Rubrics; Sped.Evaluations | Covered | 81 | 4 | 28 | 2 | Covered by 4 topics (81 questions, 4 materials, 28 cards, 2 videos). |
| 2. Apply knowledge of methods and practices of gathering formal and informal assessment data from multiple sources to inform appropriate educational decisions, including maintaining ongoing data collection to analyze students' progress toward measurable outcomes (e.g., developing and evaluating interventions, goals, and objectives; progress-monitoringprogress monitoring behavior and academic progress and appropriate eligibility decisions). | Sped.Eligibility; Sped.Evaluating Progress | Covered | 62 | 2 | 4 | 1 | Covered by 2 topics (62 questions, 2 materials, 4 cards, 1 videos). |
| 3. Analyze diagnostic, formative, and summative data (e.g., academic and/or behavior data) to plan, differentiate, and adjust targeted instruction, interventions, and goals and to monitor progress. | P.Using Assessment to Adjust Instruction (EC); P.Interpreting Assessment Data; P.Match Objective to Assessment | Covered | 17 | 3 | 3 | 0 | Covered by 3 topics (17 questions, 3 materials, 3 cards, 0 videos). |
| 4. Demonstrate knowledge of procedures for developing informal assessments and gathering ongoing informal assessment data to support all areas of the curriculum for students with disabilities (e.g., examples of progress monitoring, data collection methods, task analysis, classroom data collection systems, self-assessment). | Sped.Learning Strategies | Covered | 21 | 1 | 1 | 1 | Covered by 1 topic (21 questions, 1 materials, 1 cards, 1 videos). |
| 5. Apply knowledge of strategies and procedures for administering assessments, including strategies for the use of technology-based assessments and adaptations, and practices for administering standardized assessments. | Sped.Specialized Assessments | Covered | 20 | 1 | 6 | 0 | Covered by 1 topic (20 questions, 1 materials, 6 cards, 0 videos). |
| 6. Apply knowledge of strategies for modifying and adapting assessments, including the use of assistive technology, to accommodate individual students' abilities and needs, including those of students from diverse backgrounds, and the implications of modifications and adaptations to assessment validity and reliability. | Sped.IEP Implementation; ESL.Linguistic Accommodations | Covered | 43 | 2 | 20 | 1 | Covered by 2 topics (43 questions, 2 materials, 20 cards, 1 videos). |
| 7. Apply knowledge of the appropriate uses and limitations of various types of assessments for evaluating students with disabilities, including strategies for selecting and administering nonbiased assessments and assessment practices (e.g., accessibility, legal and ethical assessment issues, responsible assessment practices). | Sped.Evaluations for Diverse Needs; Sped.Impact on Identification | Covered | 11 | 2 | 9 | 0 | Covered by 2 topics (11 questions, 2 materials, 9 cards, 0 videos). |
SMR II.0004 Understand policies, principles, and procedures related to referral, eligibility, program planning, and placement of students with disabilities in grades PK–5.
176 Qs9 Materials34 Cards5 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of screening, prereferral, referral, and eligibility procedures, including the use of Response to Intervention (RtI). | Sped.Eligibility - General Process; P.Response to Intervention (RtI) | Covered | 34 | 2 | 6 | 1 | Covered by 2 topics (34 questions, 2 materials, 6 cards, 1 videos). |
| 2. Demonstrate knowledge of components and functions of the Evaluation Team Report (ETR), the Individualized Education Program (IEP) (e.g., present level of academic achievement and functional performance [PLAAFP], transition services plan, annual goals), and the Individualized Family Service Plan (IFSP); and the roles of members of the IEP team, including related service providers, the general education teachers, parents/guardians, and the student with disabilities. | Sped.IEP Development; Sped.IFSP | Covered | 60 | 2 | 8 | 2 | Covered by 2 topics (60 questions, 2 materials, 8 cards, 2 videos). |
| 3. Apply knowledge of procedures for developing IEPs, IFSPs, and other individualized plans (e.g., behavior intervention plans [BIPs]); and criteria and strategies for determining goals and objectives 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). |
| 4. Demonstrate knowledge of components of functional behavior assessments (FBAs) and behavior intervention plans (BIPs), and the ability to use the data and anecdotal record results from FBAs to develop BIPs and IEP goals. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| 5. Apply knowledge of the issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services. | Sped.Rights of Stakeholders | Covered | 20 | 1 | 5 | 0 | Covered by 1 topic (20 questions, 1 materials, 5 cards, 0 videos). |
| 6. Apply knowledge of the continuum of placement and direct and related services for students with disabilities, including knowledge of supports students need for inclusion, transitions, and access in various program placements. | Sped.Long-Term Planning | Covered | 12 | 1 | 3 | 1 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 1 videos). |
| 7. Apply knowledge of strategies for effectively communicating assessment results to parents/guardians and the IEP team (e.g., students with disabilities, general education teachers, administrators, related service providers), including culturally and linguistically responsive communication strategies. | Sped.Communicating Results; ESL.Communicating Assessment Results | Covered | 18 | 2 | 2 | 0 | Covered by 2 topics (18 questions, 2 materials, 2 cards, 0 videos). |
THE LEARNING ENVIRONMENT AND SOCIAL-EMOTIONALSOCIAL EMOTIONAL LEARNING, INTERVENTIONS, AND SUPPORTS (DOMAIN III)
Partially covered
SMR III.0005 Understand practices for establishing positive and productive learning environments for students with disabilities in grades PK–5.
178 Qs9 Materials33 Cards5 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Apply knowledge of strategies for structuring the physical environment; establishing and managing routines, procedures, and transitions; addressing and monitoring individual and group behavior; and promoting active participation and independence for students. | P.Physical Spaces for Learning; P.Early Childhood Learning Environments | Covered | 19 | 2 | 11 | 1 | Covered by 2 topics (19 questions, 2 materials, 11 cards, 1 videos). |
| 2. Demonstrate knowledge of methods and strategies to create a safe, positive, equitable, and supportive classroom climate that fosters positive interactions and self-motivation and builds relationships between all students (e.g., Positive Behavioral Interventions & Supports [PBIS]). | P.Positive Behavioral Intervention and Support (PBIS); P.Positive Class Community | Covered | 52 | 2 | 12 | 1 | Covered by 2 topics (52 questions, 2 materials, 12 cards, 1 videos). |
| 3. Demonstrate knowledge of curricular, environmental, behavioral, and technological accommodations and modifications that promote and support active participation and independence for students with disabilities in the general education setting. | P.Adaptations for Diversity - Disabilities | Covered | 29 | 1 | 6 | 0 | Covered by 1 topic (29 questions, 1 materials, 6 cards, 0 videos). |
| 4. Demonstrate knowledge of ways to identify barriers to accessibility to the total school environment (e.g., physical, communication, social barriers), and strategies for providing accommodations and adaptations to, or within, the environment to mediate these barriers. | P.Adaptations for Diversity - Disabilities | Covered | 29 | 1 | 6 | 0 | Covered by 1 topic (29 questions, 1 materials, 6 cards, 0 videos). |
| 5. Apply knowledge of effective methods and strategies for fostering students' active participation and individual academic success in one-to-oneone to one, small-groupsmall group, and large-grouplarge group settings and for facilitating students' inclusion and independence in various settings. | Sped.Flexible Grouping; Sped.Differentiation | Covered | 45 | 2 | 5 | 2 | Covered by 2 topics (45 questions, 2 materials, 5 cards, 2 videos). |
| 6. Demonstrate awareness of specialized health and safety practices for students and their care (e.g., personal hygiene; appropriate techniques and body mechanics for ensuring student and teacher comfort and safety in the transferring, lifting, positioning, and seating of students). | Sped.Physical Assistance; Sped.Effect on Health | Covered | 33 | 2 | 0 | 1 | Covered by 2 topics (33 questions, 2 materials, 0 cards, 1 videos). |
SMR III.0006 Understand strategies and methods for teaching and supporting social-emotionalsocial emotional competence and developing interpersonal skills for students with disabilities in grades PK–5.
154 Qs11 Materials47 Cards4 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of variables that may affect students' social-emotionalsocial emotional development (e.g., frustration, low self-esteemself esteem, communication barriers, environmental factors, chronic illness or health conditions, physical mobility), and identify Multi-tieredMulti tiered Systems of Support (MTSS) or interventions to address these variables. | Sped.Impact on Behavior; P.Self-Esteem; Sped.Effect on Communication | Covered | 20 | 3 | 9 | 1 | Covered by 3 topics (20 questions, 3 materials, 9 cards, 1 videos). |
| 2. Apply knowledge of strategies for developing and enhancing students' ability to manage personal interactions, establish positive relationships with peers and adults, work cooperatively with peers, and understand expectations in various social settings and situations. | Sped.Communication Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| 3. Apply knowledge of strategies and practices for developing and promoting students' self-awarenessself awareness, independence, emotional regulation, sense of personal responsibility, and personal ownership of tasks. | Sped.Social Skills; P.Self-Regulation and Executive Function | Covered | 30 | 2 | 10 | 0 | Covered by 2 topics (30 questions, 2 materials, 10 cards, 0 videos). |
| 4. Apply knowledge of strategies and practices for developing and promoting students' decision-makingdecision making skills to identify and work toward attainable goals and advocate for their personal needs. | Sped.Time Management | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| 5. Demonstrate knowledge of activities and methods for developing students' active listening and verbal and nonverbal communication skills to engage productively with peers and adults across environments (e.g., one-on-one, small groups or large groups, structured and less structured settings). | ELA.Active Listening | Covered | 25 | 1 | 1 | 1 | Covered by 1 topic (25 questions, 1 materials, 1 cards, 1 videos). |
| 6. Demonstrate knowledge of effective proactive and preventative strategies to manage challenging behaviors, including the hierarchy of procedural alternatives (e.g., intervention strategies and crisis prevention, supervision, acknowledgement, prompting, pre-correctionpre correction) when responding to challenging behaviors or when teaching new or replacement behaviors. | Sped.Nonviolent Crisis Intervention | Covered | 15 | 1 | 4 | 1 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 1 videos). |
| 7. Demonstrate knowledge of types, characteristics, strengths, and limitations of various behavioral supports, interventions, and reinforcement techniques, including the principle of using the least intrusive behavior-supportbehavior support strategies consistent with the needs of students. | Sped.Theories on Behaviors and Behavior Management; Sped.Supporting Behavior | Covered | 51 | 2 | 25 | 1 | Covered by 2 topics (51 questions, 2 materials, 25 cards, 1 videos). |
SPECIALIZED INSTRUCTIONAL PLANNING, DESIGN, AND DELIVERY (DOMAIN IV)
Partially covered
SMR IV.0007 Understand evidence-basedevidence based strategies and practices for developing and implementing effective planning and instruction in a variety of settings for students with disabilities in grades PK–5.
154 Qs7 Materials49 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of applicable state and national curriculum standards, including the Ohio's Learning Standards and Ohio's Learning Standards–Extended (OLS-E) for students in grades PK–5. | Sped.Ohio's Learning Standards - Extended | Partially covered | 0 | 1 | 0 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| 2. Apply knowledge of ways to align instruction and identify learning targets, progressions, and entry points to plan and deliver explicit instruction using the Ohio's Learning Standards and Ohio's Learning Standards–Extended (OLS-E). | Sped.Ohio's Learning Standards - Extended | Partially covered | 0 | 1 | 0 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| 3. Apply knowledge of evidence-based strategies, methods, and activities (e.g., modeling, guided practice, inquiry, scaffolding, prompt hierarchy) to develop effective instructional planning and implementation. | Sped.Instructional Strategies; P.Types of Instructional Strategies | Covered | 55 | 2 | 23 | 0 | Covered by 2 topics (55 questions, 2 materials, 23 cards, 0 videos). |
| 4. Demonstrate knowledge of ways to identify and integrate a variety of technological resources, including digital applications, resources, and augmentative and assistive technology, that facilitate learning for students with diverse needs and abilities and promote student access to and engagement with the curriculum. | Sped.Assistive Technology; P.Integrating Digital Technology | Covered | 64 | 2 | 20 | 2 | Covered by 2 topics (64 questions, 2 materials, 20 cards, 2 videos). |
| 5. Apply knowledge of learning strategies and specialized curricula, materials, and resources for differentiating instruction and providing appropriate scaffolding that promotes student learning, motivation, and achievement. | Sped.Instructional Strategies | Covered | 21 | 1 | 16 | 0 | Covered by 1 topic (21 questions, 1 materials, 16 cards, 0 videos). |
| 6. Demonstrate knowledge of the components of a daily living skills curriculum and how to plan and implement instruction in independent daily living skills. | Sped.Life Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| 7. Demonstrate knowledge of practices and activities that acknowledge student diversity, incorporate and support various learning modalities, and promote independence and learning. | P.Multimodal Teaching | Covered | 24 | 1 | 5 | 0 | Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos). |
SMR IV.0008 Understand evidence-basedevidence based instructional strategies, methods, and activities for promoting the academic achievement and learning of students with disabilities in grades PK–5.
146 Qs9 Materials42 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Apply knowledge of evidence-basedevidence based instructional strategies, methods, and activities to strengthen and compensate for needs in attention, perceptual skills, comprehension, memory, and retrieval. | ELA.Intervention - Reading Comprehension; Sped.Impact on Instruction | Covered | 17 | 2 | 8 | 0 | Covered by 2 topics (17 questions, 2 materials, 8 cards, 0 videos). |
| 2. Apply knowledge of strategies and activities for integrating social skills instruction within the academic curriculum and across various settings. | Sped.Social Skills | Covered | 18 | 1 | 4 | 0 | Covered by 1 topic (18 questions, 1 materials, 4 cards, 0 videos). |
| 3. Apply knowledge of strategies and activities for teaching and promoting daily living skills instruction across all settings and instructional domains. | Sped.Life Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| 4. Apply knowledge of evidence-basedevidence based instructional strategies, methods, and activities for teaching essential concepts, vocabulary, and content across the general curriculum. | Sped.Math Instruction; Sped.Language Arts Instruction | Covered | 22 | 2 | 7 | 0 | Covered by 2 topics (22 questions, 2 materials, 7 cards, 0 videos). |
| 5. Apply knowledge of ways to integrate a cross-curricularcross curricular approach to design meaningful and challenging learning opportunities that facilitate students' ability to make connections across disciplines and generalize skills. | P.Interdisciplinary Connections | Covered | 32 | 1 | 2 | 1 | Covered by 1 topic (32 questions, 1 materials, 2 cards, 1 videos). |
| 6. Demonstrate knowledge of effective strategies for facilitating maintenance and generalization of learning and academic skills and for helping students recognize relationships across disciplines. | Sped.Instructional Strategies | Covered | 21 | 1 | 16 | 0 | Covered by 1 topic (21 questions, 1 materials, 16 cards, 0 videos). |
| 7. Apply knowledge of evidence-basedevidence based strategies and methods to provide constructive verbal or nonverbal feedback to guide and support students' learning and behavior, increase motivation, improve engagement, and promote learning. | P.Effective Feedback | Covered | 25 | 1 | 5 | 1 | Covered by 1 topic (25 questions, 1 materials, 5 cards, 1 videos). |
PROFESSIONAL RELATIONSHIPS AND RESPONSIBILITIES (DOMAIN V)
Covered
SMR V.0009 Understand ways to develop effective collaboration and communication processes to promote home/school engagement, and engage with members of the school and community to promote the educational achievement of students with disabilities in grades PK–5.
92 Qs6 Materials6 Cards0 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of effective and responsive strategies and methods for establishing, fostering, and maintaining positive communication with all families. | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| 2. Apply knowledge of the strategies, methods, and activities for involving students and their families in the educational process and for promoting families' participation and engagement in their children's learning, including families from diverse backgrounds. | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| 3. Demonstrate knowledge of evidence-basedevidence based strategies and methods for collaboration and consultation with general education teachers to provide effective instruction and opportunities that address the unique learning needs of students. | Sped.Building Effective Collaboration; Sped.Collaboration with General Ed Teacher; Sped.Collaboration and Instruction | Covered | 45 | 3 | 6 | 0 | Covered by 3 topics (45 questions, 3 materials, 6 cards, 0 videos). |
| 4. Apply knowledge of consultation, collaboration, and communication strategies and methods for working with others in the school community (e.g., related service providers, community-basedcommunity based preschool service providers, community agencies, volunteers) in planning and providing quality instruction and engagement that addresses all students' goals and needs. | Sped.Collaboration with Community | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| 5. Demonstrate knowledge of the role of the paraprofessional in providing support to students with unique academic, physical, or behavioral needs; and ways to promote communication and collaboration to effectively address students' goals. | Sped.Volunteers and Paraprofessionals | Covered | 10 | 1 | 0 | 0 | Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos). |
SMR V.0010 Understand the professional responsibilities and legal and ethical issues relevant to teaching students with disabilities in grades PK–5.
125 Qs11 Materials26 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| 1. Demonstrate knowledge of the roles and responsibilities of teachers of students with disabilities (e.g., program coordination, scheduling, record keeping, service delivery options, managing caseloads, mediation, crisis prevention and intervention, engaging in professional development activities, advocacy). | Sped.Continuing Knowledge; P.Roles and Responsibilities - SpEd; Sped.Ohio-Specific Program Information | Covered | 14 | 3 | 4 | 1 | Covered by 3 topics (14 questions, 3 materials, 4 cards, 1 videos). |
| 2. Apply knowledge of special education and related laws and regulations (e.g., Section 504 of the Rehabilitation Act, the Americans with Disabilities Act [ADA], the Individuals with Disabilities Education Act [IDEA], the Family Educational Rights and Privacy Act [FERPA]). | P.Section 504; P.IDEA | Covered | 24 | 2 | 9 | 0 | Covered by 2 topics (24 questions, 2 materials, 9 cards, 0 videos). |
| 3. Apply knowledge of the ethical principles and professional practices related to the education of students with disabilities (e.g., relating to behavior management, mandated reporting, confidentiality, student and family rights, responsibilities of stakeholders, inclusion, equity, and due process). | Sped.Legal Issues; Sped.Ethical Concerns; P.Equity Issues; P.Duty to Report | Covered | 52 | 4 | 19 | 0 | Covered by 4 topics (52 questions, 4 materials, 19 cards, 0 videos). |
| 4. Demonstrate knowledge of effective strategies for engaging in reflection and self-assessmentself assessment activities to identify one's own strengths and needs, become aware of cultural biases and differences, improve instruction, and determine goals for professional growth. | P.Using Data and Self-Reflection to Improve | Covered | 23 | 1 | 0 | 0 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 0 videos). |
| 5. Demonstrate knowledge of agencies that can provide specialized materials, resources, networking, and other services to students with disabilities and their families. | Sped.Development Resources | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
How 240 Creates The OAE Primary Special Education (PK-5) (058) Study Guide
Learn more →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.
1
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
2
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.
3
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
4
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
5
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.
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You're not on this journey alone. Our 240 teachers have firsthand experience with these exams. Real teachers with real experience are behind the scenes to help guide you into the classroom where YOU belong.
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 OAE Primary Special Education (PK-5).
Generic
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
Test-aligned
240 Test-Aligned OAE 058 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 OAE Primary Special Education (PK-5) Study Guide
The questions teacher candidates ask us most often about the OAE Primary Special Education (PK-5) study guide.
1
Is 240 a good study guide for OAE Primary Special Education (PK-5)?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
2
How closely does 240 align to the OAE 058 exam?
This guide is 97% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
3
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.
4
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.
Study What's Actually on the OAE 058 Exam
Start with a study guide built around the real exam. 240's guide maps lessons and study tools to official competencies so you can prepare more efficiently and more confidently.