GACECode: 703🍑 Georgia GaPSC130 Questions · 5 Testlets · 3.5 HoursSpecial Education P–5
GACE® Special Education General Curriculum:
Elementary Education (P–5) (703) Practice Test
Comprehensive preparation for prospective special education teachers in Georgia's P–5 general curriculum setting. Five testlets covering assessment and learning environments, specialized instruction, language arts and social studies, mathematics and science, and professional foundations in special education. Combined: 130 questions, 3.5 hours, $169. Testlets can be taken individually or together. Administered by Evaluation Systems of Pearson for GaPSC. Passing score: 220.
130
Questions
3h 30m
Time limit
220
Pass score
4
Domains
5
Testlets
$169
Combined fee
4.9 · 12,400
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Five testlets — take together or separately. Testlets 409, 410, 416, 417, and 503 can each be scheduled and taken individually in separate sessions, or all five taken in a single 3.5-hour combined appointment for $169 (includes $25 registration fee + $28 test center fee). An additional $50 fee applies at international testing sites. If you do not pass a testlet, you retake only that testlet. Register via your GaPSC MyPSC account, then your Evaluation Systems GACE testing account at gace.es.pearson.com.
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Source: All testlet codes, question counts, timing, and fees confirmed from the official GACE 703 test page at gace.es.pearson.com/test/703. The GACE program transitioned from ETS to Evaluation Systems of Pearson effective July 1, 2025. Verify current requirements at gapsc.com.
Special Education General Curriculum (703): Test at a Glance
Key facts confirmed from the official GACE 703 test page (Evaluation Systems of Pearson, 2025–26).
ASSESSMENT CODE
703
GACE Special Ed General Curriculum
TOTAL QUESTIONS
130
All five testlets combined
COMBINED TIME
3.5 hrs
All five in one appointment
PASSING SCORE
220
Scaled 100–300
COMBINED FEE
$169
$25 reg + $28 test center
SCORE RELEASE
~3 wks
After testing window closes
TESTLET 409
Assessment & Learning Environment
30 questions · 45 min
TESTLET 410
Specialized Instruction
20 questions · 30 min
TESTLET 416
Language Arts & Social Studies
20 questions · 30 min
TESTLET 417
Mathematics & Science
20 questions · 45 min
TESTLET 503
Foundations & Professional Knowledge
20 questions · 45 min
WRONG ANSWER PENALTY
None
Always answer every question
UNOFFICIAL SCORE
Instant
Displayed after exam ends
INTL. SURCHARGE
+$50
International testing sites
About the GACE Special Education General Curriculum: Elementary Education (703)
What the 703 tests, who it is designed for, and how the five-testlet structure works.
The GACE Special Education General Curriculum—Elementary Education (703) is designed to assess the knowledge and skills of individuals seeking certification to become a qualified special education teacher in Georgia’s P–5 general curriculum settings. It is administered by the Georgia Professional Standards Commission (GaPSC) through Evaluation Systems of Pearson, which replaced ETS as the GACE program administrator on July 1, 2025. Candidates may be seeking initial admission to an educator preparation program, initial certification, or qualification as a special education teacher in Georgia schools.
The assessment consists of five testlets totaling 130 selected-response questions in 3.5 hours combined: Testlet 409 Assessment and the Learning Environment (30 questions, 45 minutes), Testlet 410 Specialized Instruction for the General Curriculum (20 questions, 30 minutes), Testlet 416 Language Arts and Social Studies (20 questions, 30 minutes), Testlet 417 Mathematics and Science (20 questions, 45 minutes), and Testlet 503 Foundations and Professional Knowledge in Special Education (20 questions, 45 minutes). Testlets can be taken all together or individually in separate sessions, allowing candidates to retake only the testlet(s) they did not pass.
The content spans the full breadth of effective P–5 special education practice in general curriculum settings: assessment, data-based decision-making, and learning environment design (409); specialized instructional practices and social-emotional learning for students with exceptionalities (410); content knowledge in language arts and social studies (416); content knowledge in mathematics and science (417); and the philosophical, legal, and collaborative foundations of the special education profession (503). This unique combination — measuring both content area knowledge and special education practice — reflects the dual role of the general curriculum special education teacher: delivering grade-level content while implementing individualized supports and services.
The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers. Register by creating a GaPSC MyPSC account at mypsc.gapsc.org, then create an Evaluation Systems GACE testing account at gace.es.pearson.com.
Five Testlets at a Glance
Each testlet can be taken individually or all five combined in a single 3.5-hour session. Testlet 409 is the largest at 30 questions; all others are 20 questions each.
Testlet 409
Assessment and the Learning Environment
Role of assessment in identification, evaluation, program planning, and progress monitoring; individualized programming and planning strategies; data-based decision-making for a positive learning environment.
30 questions · 45 minLargest testlet
Testlet 410
Specialized Instruction for the General Curriculum
Instructional practices for providing specialized instruction to advance learning of all students with exceptionalities; strategies for developing social-emotional learning needs.
20 questions · 30 minStandard testlet
Testlet 416
Language Arts and Social Studies
Structures and conventions of standard English, the writing process, and construction of texts; historical, geographic, government, civic, and economic understandings for P–5 students.
20 questions · 30 minStandard testlet
Testlet 417
Mathematics and Science
Numerical reasoning, patterning, algebraic and geometric reasoning, measurement and data; earth and space science, physical science, and life science at the P–5 level.
20 questions · 45 minStandard testlet
Testlet 503
Foundations and Professional Knowledge in Special Education
Philosophical, legal, and professional foundations of special education; human development and disability; collaborative partnerships with stakeholders; referral, program planning, eligibility, instruction, and placement procedures.
20 questions · 45 minStandard testlet
Official Exam Blueprint: 5 Testlets
All testlet codes, question counts, and content objectives confirmed from the official GACE 703 test page (Evaluation Systems of Pearson, 2025–26).
Testlet 409
Assessment and the Learning Environment
30q
45 minutes
Largest testlet
The role of assessment in identification, evaluation, program planning, and progress monitoring: the multi-tiered assessment process for identifying students with potential disabilities — from universal screening through referral, comprehensive evaluation, eligibility determination, IEP development, and ongoing progress monitoring; types of assessment used in special education — norm-referenced (compares performance to a standardized sample; used for eligibility determination), criterion-referenced (measures mastery of specific skills; used for instructional planning), curriculum-based measurement (CBM; used for progress monitoring — brief, frequent probes that measure growth in reading fluency, math computation, and written expression over time); functional behavior assessment (FBA) — identifying the antecedents, behaviors, and consequences (A-B-C analysis) to determine the function of challenging behavior (attention, escape/avoidance, access to tangibles, sensory stimulation); the role of multiple data sources in evaluation (test data, observations, interviews, work samples, medical records); understanding and interpreting psychoeducational evaluation reports; culturally and linguistically responsive assessment practices — minimizing bias in assessment for English language learners and students from diverse cultural backgrounds; assessment accommodations and modifications for students with disabilities (extended time, large print, read-aloud, scribe, calculator).
Strategies and methods of individualized programming and planning: the Individualized Education Program (IEP) process under IDEA — components of a legally compliant IEP (present levels of academic achievement and functional performance, measurable annual goals, special education services and related services, supplementary aids and services, participation in general education, accommodations, extended school year consideration, transition planning for students 16+); IEP team composition and responsibilities; writing measurable annual goals (observable, measurable, condition, criterion); aligning goals to grade-level standards while addressing individual needs; differentiated instruction within the least restrictive environment (LRE); Universal Design for Learning (UDL) principles — multiple means of representation, action and expression, and engagement — as a framework for proactively designing accessible instruction; response to intervention (RTI) / multi-tiered system of supports (MTSS) and the special education teacher’s role within the tiered model.
Data-based decision-making and positive learning environments:using progress monitoring data to make instructional decisions (increasing or decreasing support intensity, changing instructional strategies, modifying goals); graphing and interpreting CBM data (trend lines, rate of improvement, comparison to benchmark); classroom management strategies that support positive behavior — positive behavior interventions and supports (PBIS), behavior intervention plans (BIPs), reinforcement schedules, token economy systems; designing physical learning environments that support students with diverse sensory, motor, and attention needs; creating culturally responsive and trauma-informed classroom communities.
Strategies and methods of individualized programming and planning: the Individualized Education Program (IEP) process under IDEA — components of a legally compliant IEP (present levels of academic achievement and functional performance, measurable annual goals, special education services and related services, supplementary aids and services, participation in general education, accommodations, extended school year consideration, transition planning for students 16+); IEP team composition and responsibilities; writing measurable annual goals (observable, measurable, condition, criterion); aligning goals to grade-level standards while addressing individual needs; differentiated instruction within the least restrictive environment (LRE); Universal Design for Learning (UDL) principles — multiple means of representation, action and expression, and engagement — as a framework for proactively designing accessible instruction; response to intervention (RTI) / multi-tiered system of supports (MTSS) and the special education teacher’s role within the tiered model.
Data-based decision-making and positive learning environments:using progress monitoring data to make instructional decisions (increasing or decreasing support intensity, changing instructional strategies, modifying goals); graphing and interpreting CBM data (trend lines, rate of improvement, comparison to benchmark); classroom management strategies that support positive behavior — positive behavior interventions and supports (PBIS), behavior intervention plans (BIPs), reinforcement schedules, token economy systems; designing physical learning environments that support students with diverse sensory, motor, and attention needs; creating culturally responsive and trauma-informed classroom communities.
Testlet 410
Specialized Instruction for the General Curriculum
20q
30 minutes
Standard testlet
Instructional practices for students with exceptionalities: evidence-based instructional strategies for students with learning disabilities, intellectual disabilities, autism spectrum disorder, emotional and behavioral disorders, and physical/health impairments in general curriculum settings; explicit and systematic instruction as the highest-evidence approach for students with learning disabilities — components of explicit instruction (model, guided practice, independent practice; I do, We do, You do); multisensory instruction (VAKT: visual, auditory, kinesthetic, tactile) as used in structured literacy programs (Orton-Gillingham approach); scaffolding techniques for making grade-level content accessible (graphic organizers, sentence frames, think-alouds, chunking, worked examples); differentiation strategies (tiered assignments, flexible grouping, choice boards); accommodations vs. modifications — accommodations change HOW students access content without changing the content standard (extended time, preferential seating, read-aloud); modifications change WHAT students are expected to learn (alternate grade-level objectives, reduced content complexity); assistive technology (AT) — low-tech (pencil grips, slant boards, highlighters), mid-tech (text-to-speech software, calculators, graphic organizer apps), and high-tech (speech-generating devices, screen readers, alternative keyboards) tools and how to match AT to student needs; peer-mediated instruction strategies (peer tutoring, cooperative learning, classwide peer tutoring).
Social-emotional learning for students with exceptionalities:the intersection of disability and social-emotional development; why students with learning disabilities and attention difficulties frequently experience secondary emotional challenges (low academic self-efficacy, anxiety, social rejection); Social Skills Training (SST) approaches for students with ASD and emotional-behavioral disorders; self-regulation strategies (self-monitoring checklists, self-reinforcement); cognitive-behavioral intervention techniques for students with anxiety or internalizing behaviors; teaching self-advocacy skills — helping students with disabilities understand their own learning profiles, rights, and how to request accommodations; crisis intervention procedures for students in emotional escalation; de-escalation strategies and the trauma-informed perspective; the relationship between attendance, behavior, and course performance (the ABC triangle for at-risk students).
Social-emotional learning for students with exceptionalities:the intersection of disability and social-emotional development; why students with learning disabilities and attention difficulties frequently experience secondary emotional challenges (low academic self-efficacy, anxiety, social rejection); Social Skills Training (SST) approaches for students with ASD and emotional-behavioral disorders; self-regulation strategies (self-monitoring checklists, self-reinforcement); cognitive-behavioral intervention techniques for students with anxiety or internalizing behaviors; teaching self-advocacy skills — helping students with disabilities understand their own learning profiles, rights, and how to request accommodations; crisis intervention procedures for students in emotional escalation; de-escalation strategies and the trauma-informed perspective; the relationship between attendance, behavior, and course performance (the ABC triangle for at-risk students).
Testlet 416
Language Arts and Social Studies
20q
30 minutes
Standard testlet
Language arts content for P–5 general curriculum special education: structures and conventions of standard English — morphology (prefixes, suffixes, root words; understanding morphology supports both decoding and vocabulary development), syntax (sentence structure: simple, compound, complex, compound-complex sentences), semantics (word meaning, figurative language, context clues), pragmatics (using language appropriately in social contexts); the foundational literacy skills most critical for students with reading disabilities — phonological awareness (working with sound units: syllables, onset-rime, phonemes), phonemic awareness (specifically manipulating individual sounds), phonics (the alphabetic principle; systematic phonics instruction; phonics patterns: consonants, short vowels, long vowel patterns, vowel teams, r-controlled vowels, diphthongs, schwa), fluency (reading with accuracy, appropriate rate, and expression), and vocabulary and comprehension (Tier 1, 2, and 3 vocabulary; text structures; inference-making; comprehension monitoring strategies); the writing process (prewriting, drafting, revising, editing, publishing) and how it applies across genres (narrative, informational/explanatory, opinion/argumentative); construction of texts — paragraph organization (topic sentence, supporting details, concluding sentence), text structure signals (chronological, compare-contrast, cause-effect, problem-solution), and grammar instruction in context.
Social studies content for P–5:historical thinking skills — chronological reasoning, causation and argumentation, comparison and contextualization; key periods and events in U.S. and world history appropriate for elementary grades (colonial period, the American Revolution and founding documents, Civil War and Reconstruction, westward expansion, Civil Rights Movement); geographic thinking — five themes of geography (Location, Place, Human-Environment Interaction, Movement, Region), map skills (cardinal and intermediate directions, map key/legend, scale, latitude and longitude, the Equator and Prime Meridian); government and civics — the three branches of federal government (Legislative, Executive, Judicial) and checks and balances, the Constitution and Bill of Rights, citizenship rights and responsibilities, democratic principles; economic concepts — scarcity, needs vs. wants, opportunity cost, producers and consumers, goods and services, markets and trade; making social studies accessible for students with disabilities through visual supports, primary sources adapted for reading level, and project-based learning.
Social studies content for P–5:historical thinking skills — chronological reasoning, causation and argumentation, comparison and contextualization; key periods and events in U.S. and world history appropriate for elementary grades (colonial period, the American Revolution and founding documents, Civil War and Reconstruction, westward expansion, Civil Rights Movement); geographic thinking — five themes of geography (Location, Place, Human-Environment Interaction, Movement, Region), map skills (cardinal and intermediate directions, map key/legend, scale, latitude and longitude, the Equator and Prime Meridian); government and civics — the three branches of federal government (Legislative, Executive, Judicial) and checks and balances, the Constitution and Bill of Rights, citizenship rights and responsibilities, democratic principles; economic concepts — scarcity, needs vs. wants, opportunity cost, producers and consumers, goods and services, markets and trade; making social studies accessible for students with disabilities through visual supports, primary sources adapted for reading level, and project-based learning.
Testlet 417
Mathematics and Science
20q
45 minutes
Standard testlet
Mathematics content for P–5 general curriculum special education: numerical reasoning — place value concepts (ones, tens, hundreds, thousands; composing and decomposing numbers), number operations with whole numbers, fractions (parts of a whole, parts of a set, fractions on a number line, equivalent fractions, comparing fractions with the same numerator or denominator, adding and subtracting fractions with like denominators), and decimals (tenths and hundredths; relating decimals to fractions); multiplication and division concepts (arrays, equal groups, area model, long division); problem-solving strategies (drawing a picture, making a table, working backwards, finding a pattern); patterning and algebraic reasoning — identifying and extending numerical and geometric patterns, properties of operations (commutative, associative, distributive, identity, zero property of multiplication), understanding equality and solving for unknowns; geometric and spatial reasoning — properties of 2D shapes (quadrilaterals, triangles, circles) and 3D solids (prisms, pyramids, cylinders, spheres, cones), area and perimeter, coordinate geometry, transformations (translation, reflection, rotation, dilation); measurement and data reasoning — standard and non-standard units, conversion within the same measurement system, reading and interpreting graphs (bar graphs, line plots, pictographs), calculating mean, median, and mode, probability concepts; evidence-based instructional strategies for students with math difficulties (concrete-representational-abstract sequence, CRA; number lines; multiplication tables with organizational support; use of calculators as accommodation).
Science content for P–5:earth and space science — Earth’s systems (hydrosphere, geosphere, atmosphere, biosphere), the water cycle, weather and climate, the solar system, Earth’s position and motion (rotation creating day/night; revolution creating seasons), rocks and minerals; physical science — properties of matter (states of matter — solid, liquid, gas — and changes of state; physical vs. chemical changes), forces and motion (gravity, friction, magnetism, pushes and pulls), simple machines (lever, pulley, wheel and axle, inclined plane, wedge, screw), forms of energy (thermal, light, sound, electrical, chemical, mechanical) and energy transformations; life science — characteristics of living vs. non-living things, basic needs of plants and animals, plant and animal life cycles (complete metamorphosis: egg → larva → pupa → adult; incomplete metamorphosis: egg → nymph → adult), food chains and food webs (producers, primary consumers, secondary consumers, decomposers), ecosystems and habitats, plant parts and their functions; scientific inquiry process — observation, hypothesis, variables (independent, dependent, controlled), data collection, analysis, and conclusion; making science accessible for students with learning disabilities and other exceptionalities through hands-on, multi-sensory investigation, graphic organizers, and visual supports.
Science content for P–5:earth and space science — Earth’s systems (hydrosphere, geosphere, atmosphere, biosphere), the water cycle, weather and climate, the solar system, Earth’s position and motion (rotation creating day/night; revolution creating seasons), rocks and minerals; physical science — properties of matter (states of matter — solid, liquid, gas — and changes of state; physical vs. chemical changes), forces and motion (gravity, friction, magnetism, pushes and pulls), simple machines (lever, pulley, wheel and axle, inclined plane, wedge, screw), forms of energy (thermal, light, sound, electrical, chemical, mechanical) and energy transformations; life science — characteristics of living vs. non-living things, basic needs of plants and animals, plant and animal life cycles (complete metamorphosis: egg → larva → pupa → adult; incomplete metamorphosis: egg → nymph → adult), food chains and food webs (producers, primary consumers, secondary consumers, decomposers), ecosystems and habitats, plant parts and their functions; scientific inquiry process — observation, hypothesis, variables (independent, dependent, controlled), data collection, analysis, and conclusion; making science accessible for students with learning disabilities and other exceptionalities through hands-on, multi-sensory investigation, graphic organizers, and visual supports.
Testlet 503
Foundations and Professional Knowledge in Special Education
20q
45 minutes
Standard testlet
Philosophical, legal, and professional foundations: the history of special education in the United States — from the exclusion era (students with disabilities excluded from public schools before the 1970s) through the landmark legislation that transformed practice: the Education for All Handicapped Children Act (EHA, 1975) established free and appropriate public education (FAPE) for all students with disabilities; renamed the Individuals with Disabilities Education Act (IDEA) in 1990 and reauthorized in 1997, 2004 (IDEA 2004); key IDEA principles — Free and Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Individualized Education Program (IEP), nondiscriminatory evaluation, parent/guardian participation and procedural safeguards, zero reject; Section 504 of the Rehabilitation Act (1973) — prohibits discrimination on the basis of disability; 504 Plans provide accommodations for students who do not qualify for IDEA services but have a disability that substantially limits a major life activity; Americans with Disabilities Act (ADA, 1990) and its extension through the ADA Amendments Act (ADAAA, 2008); Every Student Succeeds Act (ESSA, 2015) and its implications for students with disabilities (participation in statewide assessments, alternate assessments, access to the general education curriculum); professional ethics in special education — CEC Code of Ethics; confidentiality and FERPA protections for students’ special education records.
Human development, disability, and collaborative partnerships:understanding the characteristics and learning needs of students across the IDEA disability categories — Specific Learning Disability (SLD: the most prevalent disability category, including dyslexia, dyscalculia, dysgraphia; characterized by unexpected underachievement relative to intellectual ability), Other Health Impairment (OHI: includes ADHD, which qualifies under OHI when it adversely affects educational performance), Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Emotional Disturbance (ED), Speech or Language Impairment (SLI), Traumatic Brain Injury (TBI), Orthopedic Impairment, Visual Impairment, Hearing Impairment, Deaf-Blindness, and Multiple Disabilities; how disability affects development and family systems; the difference between a medical/deficit model of disability (focuses on what the person cannot do) and a strengths-based/social model (focuses on environmental barriers and individual strengths); collaborative partnerships — co-teaching models (one teach-one assist, parallel teaching, station teaching, alternative teaching, team teaching), roles of paraprofessionals/paraeducators and how to direct their support effectively, family-school partnerships, interdisciplinary team collaboration (general education teachers, speech-language pathologists, school psychologists, counselors, occupational therapists, physical therapists, administrators); referral, program planning, eligibility, and placement procedures from initial concern through annual review and re-evaluation; procedural safeguards and dispute resolution (mediation, due process hearings); transition planning requirements under IDEA (beginning at age 16; post-secondary education, vocational training, employment, and independent living goals).
Human development, disability, and collaborative partnerships:understanding the characteristics and learning needs of students across the IDEA disability categories — Specific Learning Disability (SLD: the most prevalent disability category, including dyslexia, dyscalculia, dysgraphia; characterized by unexpected underachievement relative to intellectual ability), Other Health Impairment (OHI: includes ADHD, which qualifies under OHI when it adversely affects educational performance), Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Emotional Disturbance (ED), Speech or Language Impairment (SLI), Traumatic Brain Injury (TBI), Orthopedic Impairment, Visual Impairment, Hearing Impairment, Deaf-Blindness, and Multiple Disabilities; how disability affects development and family systems; the difference between a medical/deficit model of disability (focuses on what the person cannot do) and a strengths-based/social model (focuses on environmental barriers and individual strengths); collaborative partnerships — co-teaching models (one teach-one assist, parallel teaching, station teaching, alternative teaching, team teaching), roles of paraprofessionals/paraeducators and how to direct their support effectively, family-school partnerships, interdisciplinary team collaboration (general education teachers, speech-language pathologists, school psychologists, counselors, occupational therapists, physical therapists, administrators); referral, program planning, eligibility, and placement procedures from initial concern through annual review and re-evaluation; procedural safeguards and dispute resolution (mediation, due process hearings); transition planning requirements under IDEA (beginning at age 16; post-secondary education, vocational training, employment, and independent living goals).
High-Priority Topics by Testlet
The most consistently tested concepts within each of the five testlets, at the depth appropriate for a beginning Georgia P–5 general curriculum special education teacher.
Testlet 409
Assessment and the Learning Environment — Top Topics
30q · 45 min · Largest testletIEP components and the IEP process under IDEA: a legally compliant IEP must contain present levels of academic achievement and functional performance (PLAAFP), measurable annual goals, description of special education services and related services, participation in general education and rationale for any removal, accommodations for statewide assessments, and transition planning (beginning at age 16). Annual goals must be observable and measurable — they specify a condition, behavior, and criterion. The IEP team must include the student's parent/guardian, a general education teacher, a special education teacher, a representative of the LEA, and when appropriate, the student. Know each team member's role and the procedural timelines (evaluation within 60 days, IEP meeting within 30 days of eligibility determination)
Assessment types and their purposes — the most tested 409 topic: norm-referenced assessments compare a student's performance to a standardized comparison group — they produce standard scores, percentile ranks, and age/grade equivalents; used for eligibility determination. Criterion-referenced assessments measure mastery of specific skills against a defined criterion (e.g., 90% accuracy) rather than comparing to others — used for instructional planning and goal writing. Curriculum-based measurement (CBM) is brief, frequent, standardized assessment of academic skills used for progress monitoring — oral reading fluency (ORF), math computation, and written expression probes are the most common CBM types. Functional behavior assessment (FBA) determines the function of challenging behavior so that a behavior intervention plan (BIP) can be developed
Accommodations vs. modifications — a frequently tested legal distinction: accommodations change HOW a student accesses or demonstrates content without changing the grade-level standard — examples: extended time, read-aloud, preferential seating, reduced distractions, large print, calculator, scribe, breaks. Modifications change WHAT a student is expected to learn — examples: reduced number of problems, alternate text at a lower reading level, alternate objectives below grade level. IDEA requires that students with disabilities have access to the general education curriculum to the maximum extent appropriate — accommodations support this access. Modifications are used when a student's IEP reflects alternate achievement standards
Universal Design for Learning (UDL) — proactively designing accessible instruction: UDL provides a framework for designing instruction that is accessible to all learners from the outset, rather than retrofitting accommodations after the fact. Three principles: (1) Multiple Means of Representation — presenting information in varied formats (visual, auditory, text, video, manipulatives); (2) Multiple Means of Action and Expression — allowing students to demonstrate learning in varied ways (oral, written, performance, visual project); (3) Multiple Means of Engagement — offering choices, relevance, and varied levels of challenge to sustain motivation and reduce barriers to learning. UDL reduces the need for individualized accommodations by making instruction accessible at the design stage
Testlet 410
Specialized Instruction — Top Topics
20q · 30 minExplicit and systematic instruction — the highest-evidence instructional approach for students with learning disabilities: explicit instruction involves teacher modeling (I Do), guided practice with feedback (We Do), and independent practice (You Do) — moving from high to low scaffolding as competence grows. Key features: clear learning objectives stated at the outset, step-by-step modeling with think-alouds, frequent checks for understanding, immediate corrective feedback, and multiple opportunities for practice. Systematic instruction sequences skills from simpler to more complex in a logical scope and sequence. The National Reading Panel identified systematic phonics instruction as the most effective approach for teaching reading to students with reading disabilities
Concrete-Representational-Abstract (CRA) sequence for mathematics: CRA is an evidence-based sequence for teaching mathematical concepts to students with math learning disabilities. Concrete stage: students manipulate physical objects to build understanding (base-ten blocks, counters, fraction tiles, algebra tiles). Representational stage: students draw pictures or diagrams to represent the concept (tallies, number lines, area models, bar models). Abstract stage: students use numerical symbols and procedures without physical support. CRA reflects how mathematical understanding develops from concrete to abstract and should be the primary instructional sequence for introducing any new mathematical concept to students who struggle
Social-emotional learning (SEL) for students with exceptionalities: students with learning disabilities experience higher rates of anxiety, low academic self-efficacy, and social rejection than peers without disabilities. Evidence-based SEL interventions include: teaching self-monitoring (using checklists to track on-task behavior, work completion, or behavioral goals); social skills training through explicit instruction and role-play (especially for students with ASD); cognitive-behavioral strategies for anxiety (identifying thoughts, feelings, and behaviors; challenging cognitive distortions); teaching self-advocacy (students learn their disability profile, their rights, and how to request accommodations). Know that self-regulation and executive function deficits are common across many disability categories (ADHD, SLD, ASD, ID) and require direct, explicit instruction — they do not develop incidentally
Co-teaching models and their appropriate applications: One Teach, One Assist: one teacher leads instruction while the other circulates and supports individual students — most common but least powerful if over-used; One Teach, One Observe: one teacher teaches while the other collects data on students; Station Teaching: students rotate among teacher-led and independent stations; Parallel Teaching: the class is split in two groups and both teachers teach the same content simultaneously at a lower student-teacher ratio — good for guided practice; Alternative Teaching: one teacher works with a small group for enrichment or re-teaching while the other teaches the larger group; Team Teaching: both teachers actively co-instruct the whole class simultaneously — the most collaborative and requires the strongest partnership
Testlet 416
Language Arts and Social Studies — Top Topics
20q · 30 minStructured literacy / systematic phonics — the evidence base for students with reading disabilities: dyslexia and related reading disabilities are phonological in nature — students have difficulty mapping sounds to letters (the alphabetic principle). Structured literacy programs (based on the Orton-Gillingham approach) are multisensory, systematic, cumulative, and explicit. Key phonics skills in developmental order: phonemic awareness (sounds only) → consonant-vowel-consonant words (CVC: cat, big, hop) → consonant blends and digraphs (bl-, -nd; sh, ch, th, wh) → long vowel patterns (silent e, vowel teams) → r-controlled vowels (ar, or, er, ir, ur) → diphthongs and other complex patterns. Systematic phonics instruction means teaching these patterns in a deliberate, logical sequence — not through incidental exposure or whole-language approach alone
Text structure signal words — frequently tested in language arts: knowing text structures helps students with reading disabilities comprehend informational text. Description: uses adjectives and examples (for example, such as, characteristics include). Sequence/chronological order: first, next, then, finally, in 1776. Compare and contrast: however, on the other hand, similarly, both, in contrast. Cause and effect: because, therefore, as a result, consequently, this led to. Problem and solution: the problem is, one solution, as a result of. Teaching students to identify signal words and text structure is an evidence-based reading comprehension intervention for students who struggle with informational text
The three branches of government and the writing process — core social studies and ELA content: Legislative branch (Congress: Senate and House of Representatives) makes laws; Executive branch (President, Vice President, Cabinet) enforces laws; Judicial branch (Supreme Court and lower courts) interprets laws. Checks and balances ensure no branch has unchecked power. The writing process is recursive — prewriting (brainstorming, planning, organizing), drafting (putting ideas into first-draft form), revising (improving ideas, structure, and clarity), editing (correcting grammar, mechanics, spelling), publishing (sharing with an audience). Know that revision and editing are distinct stages — revision changes WHAT is said; editing changes the technical correctness of HOW it's written
Tier 1, 2, and 3 vocabulary — directly relevant to students with language-based learning disabilities: Tier 1 words are basic, high-frequency words learned through everyday conversation (table, run, happy) — most students learn these incidentally; Tier 2 (academic vocabulary) are general academic words that appear across content areas and are critical for school success but less commonly encountered in conversation (analyze, sufficient, establish, contrast) — these require direct instruction for all students, especially ELLs and students with language-based learning disabilities; Tier 3 words are domain-specific technical terms (photosynthesis, denominator, amendment) — important within a subject but rarely used outside it. Prioritizing Tier 2 instruction has the greatest vocabulary impact for students who struggle with academic language
Testlet 417
Mathematics and Science — Top Topics
20q · 45 minFraction concepts and the most common student misconceptions: fractions represent parts of a whole, parts of a set, or points on a number line. The most common fraction misconception: adding or subtracting numerators AND denominators (1/2 + 1/3 = 2/5 — WRONG; correct answer is 5/6 using a common denominator). Equivalent fractions: multiply or divide both numerator and denominator by the same nonzero number (1/2 = 2/4 = 3/6). Comparing fractions with the same denominator: compare numerators. Comparing with the same numerator: larger denominator = smaller fraction (1/4 < 1/3 because fourths are smaller than thirds). Students with math learning disabilities frequently benefit from fraction tiles and number line models before moving to symbolic computation. CRA sequence: fraction tiles (concrete) → drawing fraction bars (representational) → symbolic algorithms (abstract)
Life science: food chains, food webs, and ecosystem relationships: food chains show the linear flow of energy from one organism to another. Producers (plants) use photosynthesis to convert sunlight to energy; primary consumers (herbivores) eat producers; secondary consumers (carnivores or omnivores) eat primary consumers; decomposers (bacteria, fungi) break down dead matter and return nutrients to the soil. Food webs show the complex, interconnected network of food chains in an ecosystem — removing one species can ripple throughout the web (trophic cascade). Energy decreases with each level of the food chain (approximately 10% is transferred to the next level). Students with learning disabilities benefit from visual food web diagrams and hands-on ecosystem observation rather than memorizing isolated facts
Earth science: the water cycle — core elementary science content: the water cycle (hydrologic cycle) stages: evaporation (liquid water → water vapor, driven by solar energy), transpiration (plants release water vapor; evaporation + transpiration = evapotranspiration), condensation (water vapor cools and forms clouds; water vapor → liquid droplets), precipitation (water falls from clouds as rain, snow, sleet, or hail), runoff (water flows over the land surface into streams and rivers), infiltration (water soaks into the ground to become groundwater), and collection (water collects in oceans, lakes, rivers, and underground aquifers). The sun drives the water cycle by providing the energy for evaporation. Water is continuously cycled through the biosphere — it is not consumed or created, just moved and changed in state
Properties of matter and states of matter: matter exists in three common states: solid (definite shape and definite volume; particles closely packed and vibrating in place), liquid (definite volume but takes the shape of its container; particles are close but can flow past each other), and gas (no definite shape or volume; particles are far apart and move rapidly in all directions). Physical changes alter the appearance of matter without changing its chemical composition — cutting, folding, dissolving, melting, freezing, and evaporating are physical changes. Chemical changes produce new substances with different properties — burning, rusting, and cooking are chemical changes; indicators of chemical change include gas production, color change, precipitate formation, and change in temperature. Know that dissolving is a PHYSICAL change (the salt can be recovered by evaporation) — a common misconception is that dissolving is chemical
Testlet 503
Foundations and Professional Knowledge — Top Topics
20q · 45 minIDEA's six principles — the legal backbone of special education: (1) Free and Appropriate Public Education (FAPE): students with disabilities are entitled to special education and related services at public expense, without charge to the family. (2) Least Restrictive Environment (LRE): students with disabilities must be educated with non-disabled peers to the maximum extent appropriate; removal to more restrictive settings requires justification. (3) Individualized Education Program (IEP): a written plan specifying the student's unique needs, goals, services, and placement. (4) Nondiscriminatory Evaluation: evaluation for special education eligibility must be non-biased, conducted in the student's native language, and use multiple measures. (5) Parent and Guardian Participation: families have the right to participate in all decisions about their child's special education. (6) Procedural Safeguards: families have the right to written notice, consent, access to records, mediation, and due process hearings
IDEA vs. Section 504 — frequently tested legal distinction: IDEA provides special education and related services to students in one of 13 disability categories whose disability adversely affects educational performance — services are delivered through an IEP; the standard is educational benefit (the Rowley standard). Section 504 of the Rehabilitation Act prohibits disability-based discrimination and provides accommodations to students with a disability that substantially limits a major life activity — it does not require the disability to adversely affect educational performance; students with ADHD, chronic health conditions, anxiety, or sensory impairments who don't qualify under IDEA may qualify under 504; services are delivered through a 504 Plan (not an IEP); Section 504 is broader than IDEA — it also applies to extracurricular activities, physical facilities, and employment. A student can have both an IEP (IDEA) and Section 504 protections
Specific Learning Disability (SLD) — the most prevalent IDEA disability category: SLD is defined as a disorder in one or more basic psychological processes involved in understanding or using spoken or written language — it may manifest as significant difficulty in reading (dyslexia), writing (dysgraphia), math (dyscalculia), listening, thinking, speaking, or spelling. SLD is characterized by unexpected underachievement relative to the student's intellectual ability — the discrepancy between ability and achievement that is not explained by other factors. Under IDEA 2004, states may use a Response to Intervention (RTI) model to identify SLD rather than requiring an ability-achievement discrepancy. SLD is the most prevalent disability category, representing approximately 35% of students receiving special education services nationally. Dyslexia specifically involves phonological processing deficits that impair reading and spelling
Transition planning under IDEA — a distinct tested domain: IDEA requires that transition planning begin in the IEP no later than the student's 16th birthday (some states require earlier). Transition planning focuses on post-secondary goals in three areas: (1) post-secondary education or vocational training, (2) employment, and (3) independent living (where applicable). The transition IEP must include age-appropriate transition assessments (interest inventories, career aptitude tests, situational assessments), measurable post-secondary goals, transition services needed to reach those goals, and a course of study aligned to those goals. The student must be invited to IEP meetings when transition is discussed. Know that transition planning is about the student's self-determined future — goals should reflect the student's own preferences, interests, and strengths
Registration, Test Day & Scoring
Everything you need to know. Register through your GaPSC MyPSC account, then your Evaluation Systems GACE testing account at gace.es.pearson.com.
Registration & Fees
Step 2Request testing eligibility via MyPSC
Combined fee (all 5 testlets)$169
Breakdown$25 registration + $28 test center
International surcharge+$50
Program administratorEvaluation Systems of Pearson
Scoring
Score scale100–300 (scaled)
Passing score220
Wrong answer penaltyNone — answer every question
Unofficial scoreDisplayed immediately after exam
Cancel scoresOption given post-exam; irreversible
Official score release~3 weeks after testing window closes
Test Day
Combined questions130 (5 testlets)
Combined time3.5 hours (3 hours 30 minutes)
Testlet 40930 questions · 45 min
Testlets 410, 41620 questions · 30 min each
Testlets 417, 50320 questions · 45 min each
Arrive15–30 min before scheduled time
ID requiredPhoto + signature ID (original)
Personal itemsStored in secure locker
Standards Alignment
Federal lawIDEA 2004 (Parts B & C)
Section 504Section 504, Rehabilitation Act
Professional ethicsCEC Code of Ethics
Professional standardsCEC Professional Standards
Georgia standardsGeorgia Standards of Excellence
Who Needs the GACE Special Education General Curriculum: Elementary Education (703)?
Certification requirements for Georgia special education teachers in P–5 general curriculum settings.
Georgia Requirement: The GACE Special Education General Curriculum—Elementary Education (703) is required for candidates seeking certification as a special education teacher in Georgia’s P–5 general curriculum setting. Candidates may be seeking initial admission to an educator preparation program, initial certification, or qualification as a qualified special education teacher in Georgia schools. All five testlets (409, 410, 416, 417, and 503) must be passed to earn the full certification.
Registration pathway: First, create a GaPSC MyPSC account at mypsc.gapsc.org and receive your Georgia certification ID number. Register for the exam through MyPSC to request testing eligibility. Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/703. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.
No penalty for wrong answers — always answer every question. If you do not pass a testlet, you may retake only that testlet without re-sitting the others. Always verify current requirements at gapsc.com.
Registration pathway: First, create a GaPSC MyPSC account at mypsc.gapsc.org and receive your Georgia certification ID number. Register for the exam through MyPSC to request testing eligibility. Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/703. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.
No penalty for wrong answers — always answer every question. If you do not pass a testlet, you may retake only that testlet without re-sitting the others. Always verify current requirements at gapsc.com.
How to Prepare for the GACE Special Education General Curriculum: Elementary Education (703)
Strategies for a 130-question, five-testlet assessment spanning assessment, specialized instruction, content knowledge, and special education professional foundations.
- Testlet 409 is the largest (30 questions, 45 minutes) and covers the most integrated content — assessment, IEP processes, and learning environment design — making it the highest-stakes testlet. Prioritize knowing IEP components and timelines, the differences between assessment types (norm-referenced vs. criterion-referenced vs. CBM), and the six IDEA principles cold. Scenario-based questions will present a student situation and ask you to select the most appropriate assessment approach, IEP goal, or data-based decision — practice applying concepts to unfamiliar scenarios, not just defining terms.
- For Testlet 409, master the difference between accommodations and modifications — it is the most frequently tested practical distinction in special education. Accommodations change HOW a student accesses content (extended time, read-aloud, scribe) without changing the grade-level standard. Modifications change WHAT a student is expected to learn (alternate objectives, reduced content complexity). Exam scenarios present a student need and ask which response is most appropriate — know when accommodations are sufficient and when modifications are warranted. Understand UDL as the proactive approach that reduces the need for individual accommodations.
- For Testlet 410, know the Concrete-Representational-Abstract (CRA) sequence for math, explicit instruction components for reading and math, and all six co-teaching models. Exam questions will present a classroom scenario and ask which instructional approach is most appropriate for a student with a specific disability profile. Know that explicit, systematic instruction is the highest-evidence approach for students with learning disabilities — and that this means modeling (I Do), guided practice (We Do), independent practice (You Do), with immediate corrective feedback throughout.
- For Testlets 416 and 417, treat this as content knowledge you'll be expected to teach and support students with disabilities in accessing. Systematic phonics sequence, text structure signal words, and Tier 2 vocabulary instruction are the highest-yield language arts topics for 416. The CRA sequence applied to fractions, the water cycle stages, and the food chain energy pyramid are the highest-yield topics for 417. In both testlets, know how to make the content accessible for students with learning disabilities — which manipulatives, visual supports, and scaffolds are most appropriate.
- For Testlet 503, know IDEA's six principles, the IDEA vs. Section 504 distinction, and the 13 IDEA disability categories with their key characteristics. The most important categories to know in depth: Specific Learning Disability (most prevalent; phonological processing deficits; dyslexia/dyscalculia/dysgraphia), Other Health Impairment (ADHD qualifies here), Autism Spectrum Disorder (social communication deficits, restricted/repetitive behaviors), Emotional Disturbance (internalizing and externalizing behavioral patterns). Know that transition planning begins no later than age 16 and must address post-secondary education, employment, and independent living goals.
- Review the CEC Code of Ethics and the core principles of the professional special educator role before test day. Testlet 503 tests professional knowledge and collaborative responsibilities — knowing when to refer to other specialists, how to work effectively with paraprofessionals, how to involve families as genuine partners in IEP decision-making, and how to navigate ethical dilemmas. The CEC Standards and Code of Ethics are the professional standards that underpin all of Testlet 503.
Frequently Asked Questions
Answers sourced from the official GACE 703 test page (Evaluation Systems of Pearson, 2025–26).
How many questions are on the GACE Special Education General Curriculum: Elementary Education (703)?
The GACE 703 has 130 selected-response questions across five testlets: Testlet 409 Assessment and the Learning Environment (30q, 45 min), Testlet 410 Specialized Instruction (20q, 30 min), Testlet 416 Language Arts and Social Studies (20q, 30 min), Testlet 417 Mathematics and Science (20q, 45 min), and Testlet 503 Foundations and Professional Knowledge (20q, 45 min). The combined time limit is 3.5 hours.
What is the passing score for the GACE Special Education General Curriculum (703)?
The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers — always answer every question. An unofficial score is displayed immediately after the exam; official scores are released approximately 3 weeks after the testing window closes. Verify current requirements at gapsc.com.
How much does the GACE Special Education General Curriculum (703) cost?
The combined fee for all five testlets in one appointment is $169, which includes a $25 registration fee and a $28 test center fee. An additional $50 fee applies at international testing sites. Individual testlets may be registered separately — verify per-testlet fees at gace.es.pearson.com/test/703.
What are the five testlets on the GACE Special Education General Curriculum (703)?
409 — Assessment and the Learning Environment (30q, 45 min): assessment in identification, evaluation, and program planning; individualized programming; data-based decision-making and positive learning environments.
410 — Specialized Instruction (20q, 30 min): evidence-based instructional practices for students with exceptionalities; social-emotional learning needs and self-regulation.
416 — Language Arts and Social Studies (20q, 30 min): standard English, phonics and reading, writing process; history, geography, civics, economics for P–5.
417 — Mathematics and Science (20q, 45 min): numerical reasoning, fractions, algebra, geometry, measurement; earth science, physical science, life science for P–5.
503 — Foundations and Professional Knowledge (20q, 45 min): IDEA principles, disability categories, philosophical and legal foundations; collaborative partnerships; referral, eligibility, and placement procedures.
410 — Specialized Instruction (20q, 30 min): evidence-based instructional practices for students with exceptionalities; social-emotional learning needs and self-regulation.
416 — Language Arts and Social Studies (20q, 30 min): standard English, phonics and reading, writing process; history, geography, civics, economics for P–5.
417 — Mathematics and Science (20q, 45 min): numerical reasoning, fractions, algebra, geometry, measurement; earth science, physical science, life science for P–5.
503 — Foundations and Professional Knowledge (20q, 45 min): IDEA principles, disability categories, philosophical and legal foundations; collaborative partnerships; referral, eligibility, and placement procedures.
When will I receive my GACE Special Education General Curriculum (703) score?
An unofficial score is displayed immediately after you complete the exam. Official scores are released approximately 3 weeks after the testing window closes. If you choose to cancel your scores at the end of the session, they cannot be reinstated.
How do I register for the GACE Special Education General Curriculum (703)?
Registration requires two steps: (1) Create a GaPSC MyPSC account at mypsc.gapsc.org, receive your Georgia certification ID number, and register for the exam to request testing eligibility. (2) Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/703. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.
Is there a penalty for wrong answers on the GACE Special Education General Curriculum (703)?
No. Your score is based solely on correct answers — there is no penalty for wrong responses. Always answer every question and never leave one blank. Some questions are unscored pretest items embedded in the exam; they do not affect your score but are not identified as such.
Ready to Start Practicing?
Adaptive practice questions covering all five testlets — Assessment and the Learning Environment (409), Specialized Instruction (410), Language Arts and Social Studies (416), Mathematics and Science (417), and Foundations and Professional Knowledge (503) — aligned to the official GACE 703 blueprint. Testlet-level analytics so you know exactly where to focus.
Get Free Access — No Credit Card NeededSources: GACE Special Education General Curriculum: Elementary Education (703) official test page — gace.es.pearson.com/test/703 (Evaluation Systems of Pearson, 2025–26); GaPSC — Georgia Professional Standards Commission — gapsc.com; IDEA — Individuals with Disabilities Education Act (Parts B & C) — sites.ed.gov/idea, U.S. Department of Education; Section 504 of the Rehabilitation Act — hhs.gov, U.S. Department of Health and Human Services; Council for Exceptional Children (CEC) Professional Standards and Code of Ethics — exceptionalchildren.org; NAEYC Developmentally Appropriate Practice Standards — naeyc.org; National Reading Panel Report (National Institute of Child Health and Human Development, 2000). GACE® is a registered trademark of the Georgia Professional Standards Commission. Evaluation Systems is a division of Pearson. Not affiliated with or endorsed by GaPSC, Pearson, or any state licensing agency. Always verify current requirements at gapsc.com.
Last Updated: August 11, 2026