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Social-oriented Special education Description

Special education


A Special Education Teacher is a professional who specializes in teaching and supporting students with special needs, such as learning difficulties, physical or cognitive disabilities, or emotional and behavioral challenges. The role includes developing individualized learning plans, providing educational and emotional support, and collaborating with parents, psychologists, therapists, and other teachers to ensure students receive appropriate assistance tailored to their personal needs. Special Education Teachers work in various educational settings, such as mainstream schools with special education classes or specialized institutions, helping students cope with challenges and reach their full potential.

Professional Guidance for Special education


What do you get after an exam for Special education?
Summary
Skills
Tests
Personality
To view errors, go to the card then press the button show mistakes.
An example recommendation summary
Special education
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7
Example Skills (Traits) Report of
Special education
7
7
5
6
5
6
6
6
General average
A general mathematical average of all tests tested, it is important to understand that there are tests of different importance and therefore the average does not necessarily reflect the level of the examiner in the position.
Precision
The level of accuracy acquired, in relation to the number of questions answered, and in relation to the general population. The higher the level of accuracy, the more precisely the testee works at tasks that require complex thinking.
Performance speed
The number of questions answered, within a limited time, compared to the general population. The higher the performance speed, the more quickly testee works at tasks demanding complex thinking.
Applicant's general mental ability; an indication of his / her ability to learn; take in information, process it and use it; learn new skills and cope with intellectual challenges.
Trait-related tests
Verbal Analogies 7 Memory Test - Names 7 Number Sequences 6
The ability to draw tangible conclusions from abstract ideas.
Trait-related tests
Verbal Analogies 7
General computational ability, accuracy and speed in arithmetic, numerical approximation and mathematical reasoning and logic.
Trait-related tests
Number Sequences 6 Mental Arithmetics 4
The ability to quickly and efficiently perform simple, repetitive and monotonous tasks, ones that demand attention, concentration, awareness to details and precision.
Trait-related tests
Sequence Matching 6
The ability to remember data one encounters on a daily basis, and integrate it into former memories, in order to use it at a later time to accomplish goals and complete tasks. The memorized material is meaningful and context dependant.
Trait-related tests
Memory Test - Names 7 Memory Test - Chores 3
The ability to deal with verbal content problems successfully; the ability to analyze and understand complex verbal information.
Trait-related tests
Verbal Analogies 7 Verbal Reasoning 6 Memory Test - Names 7 Memory Test - Chores 3
The extent of knowledge learned throughout life in various fields, reflecting the potential for future learning.
Trait-related tests
Memory Test - Names 7 Memory Test - Chores 3 Mental Arithmetics 4
The ability to analyze data of different types and draw practical conclusions from it.
Trait-related tests
Verbal Analogies 7 Verbal Reasoning 6 Number Sequences 6
Example Skills (Exams) Report of
Special education
output: 91.3% Time Utilization: 86.6%
Number Sequences
started : 09/09/21 15:35 | ended : 09/09/21 15:44
norm: 13-15 years (Secondary / academic education)
Score
13 correct answers from 25
Accuracy
13 correct answers from what was done 25
Work pace
25 answers from 25
Number Series Test examines the ability for inductive and deductive reasoning. Reasoning has been considered a critical component of human intelligent for decades. To separate the ability to perform complex arithmetic calculations from numerical reasoning, one needs to use only the 4 basic arithmetic operations, thus, an item's level depends on the difficulty of identifying the underlining rule.
7
5
6
use: 98% out of 9 minutes
started : 09/09/21 15:35 | ended : 09/09/21 15:44
Number Series Test examines the ability for inductive and deductive reasoning. Reasoning has been considered a critical component of human intelligent for decades. To separate the ability to perform complex arithmetic calculations from numerical reasoning, one needs to use only the 4 basic arithmetic operations, thus, an item's level depends on the difficulty of identifying the underlining rule.
Verbal Analogies
started : 14/10/21 09:04 | ended : 14/10/21 09:09
norm: 13-15 years (Secondary / academic education)
Score
17 correct answers from 21
Accuracy
17 correct answers from what was done 21
Work pace
21 answers from 21
Verbal Analogies are a significant part of human intelligence, inductive reasoning and common sense, as well as a component of learning ability, general understanding and the ability to generate new ideas.
7
7
6
6
use: 69% out of 7 minutes
started : 14/10/21 09:04 | ended : 14/10/21 09:09
Verbal Analogies are a significant part of human intelligence, inductive reasoning and common sense, as well as a component of learning ability, general understanding and the ability to generate new ideas.
Verbal Reasoning
started : 12/10/21 09:56 | ended : 12/10/21 10:05
norm: 13-15 years (Secondary / academic education)
Score
12 correct answers from 18
Accuracy
12 correct answers from what was done 14
Work pace
14 answers from 18
The test for Understanding Verbal Instructions is meant to estimate one's ability to understand written verbal instructions, and implement them. The test consists of complex instructions, i.e. the instructions include several operative stages, which might or might not be linked to each other (example: order, dependency, condition).
6
6
use: 100% out of 9 minutes
started : 12/10/21 09:56 | ended : 12/10/21 10:05
The test for Understanding Verbal Instructions is meant to estimate one's ability to understand written verbal instructions, and implement them. The test consists of complex instructions, i.e. the instructions include several operative stages, which might or might not be linked to each other (example: order, dependency, condition).
Mental Arithmetics
started : 10/09/21 15:21 | ended : 10/09/21 15:29
norm: 13-15 years (Secondary / academic education)
Score
12 correct answers from 25
Accuracy
12 correct answers from what was done 21
Work pace
21 answers from 25
תרגילי חשבון
5
6
use: 100% out of 8 minutes
started : 10/09/21 15:21 | ended : 10/09/21 15:29
תרגילי חשבון
Memory Test - Chores
started : 09/09/21 20:10 | ended : 09/09/21 20:18
norm: 13-15 years (Secondary / academic education)
Score
Accuracy
7
6
The "Memory - Chores" test examines the ability to remember a number of daily chores. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
5
6
6
use: 56% out of 4 minutes
In this test the results are being calculated in a different way and mistakes cannot be observed.
started : 09/09/21 20:10 | ended : 09/09/21 20:18
The "Memory - Chores" test examines the ability to remember a number of daily chores. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
Sequence Matching
started : 08/09/21 14:17 | ended : 08/09/21 14:21
norm: 13-15 years (Secondary / academic education)
Score
42 correct answers from 50
Work pace
45 answers from 50
The "Sequence Matching" test tests a person's ability to work accurately and quickly in detecting differences between simple stimuli. This type of skill is important in various types of administrative and clerical work, however, accurate work is also required in tasks such as programming, actuary, information systems management, and more.
6
use: 100% out of 4 minutes
started : 08/09/21 14:17 | ended : 08/09/21 14:21
The "Sequence Matching" test tests a person's ability to work accurately and quickly in detecting differences between simple stimuli. This type of skill is important in various types of administrative and clerical work, however, accurate work is also required in tasks such as programming, actuary, information systems management, and more.
Memory Test - Names
started : 09/09/21 20:30 | ended : 09/09/21 20:34
norm: 13-15 years (Secondary / academic education)
Score
8 correct answers from 10
Accuracy
8 correct answers from what was done 10
Work pace
10 answers from 10
The "Memory - Names" test examines the ability to remember several new names in their full form, and then correctly match the last name to the first name. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
7
5
6
6
use: 83% out of 4 minutes
started : 09/09/21 20:30 | ended : 09/09/21 20:34
The "Memory - Names" test examines the ability to remember several new names in their full form, and then correctly match the last name to the first name. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
Example Personality (Traits) Report of
Special education
Very high
Accepting authority
The ability to accept the authority and authority of those in charge, without feeling frustrated or discriminated against, and to act in accordance with the norms of the organization.
Average high
Persistence
Self-propelled ability to finish tasks, perform tasks to the fullest despite distractions or boredom.
Working individually
Individual work
Modesty
Modesty
Average
Working in cooperation
Mutual assistance, consideration, openness and good interpersonal communication during the performance of the team's mission. Also, the ability to accept different positions and beliefs, without judgment, understanding and acceptance of the other.
Function under stress
The ability to function efficiently, with discretion and self-control, in light of time pressures, overload conditions, ambiguity, frustration and pressure, and stress and conflict situations characteristic of teamwork.
Extrovert
A friendly, energetic, optimist, enthusiastic, and talkative person.
Open-minded
Active search for new experiences, developed imagination and a tendency to creative thinking.
Moderation
Calm
Introverted
Introverted
Average low
Ambition
Setting high goals, willingness to work hard to achieve the goals and a high level of investment in achieving the goal.
Low
Motivational skills
The ability to lead others towards carrying out a mission, to discover authority, leadership, and motivation among others.
Ability to provide service
Kindness, altruism, a desire to help others, warmth and a high capacity for trust.
Sales tendency
The extent to which there is a personal tendency to engage in sales (apart from sales skills, which should be examined separately).
Very low
Self responsibility
The degree to which the individual can be relied upon to meet the tasks and responsibilities under his responsibility, his willingness to carry out a dedicated and faithful performance of the tasks required in the position, and his willingness to bear the consequences stemming from the quality of the performance.
Working independently
Independent work
skills
(9 sections distribution)
9 very high (4%)
 
4%
9) Indicator 96-100, ~ 4% higher points, ~ 96% achieved a lower score (4% achieved exactly this point) - ~ about 4% of candidates have this point, which means that they are special persons.
8 high (10%)
 
7%
8) Indicator 89-96, ~ 4% got a higher score, ~ 89% got a lower score (7% achieved this exact score) - ~ About 10% of candidates have this score (or higher), that is, some people are in this rating and above.
7 above average (23%)
 
12%
7) Scoring 77-89, ~ 11% got a higher score, ~ 77% got a lower score (12% achieved this exact score) - ~ About 1/4 of candidates have this score (or higher), which means a small fraction of candidates.
6 high average (40%)
 
17%
6) Indicator 60-77, ~ 23% got a higher score, ~ 60% got a lower score (17% achieved this exact score) - ~ about 40% of candidates have this score (or higher), which means the level is slightly above average.
5 average (50%)
 
20%
5) Indicator 40-60%, ~ 40% got a higher score, ~ 40% got a lower score (20% got this exact score). ~ This is an average score, half of the candidates get a higher score and half a lower score.
4 low average (60%)
 
17%
4) Indicator 23-40%, ~ 60% got a higher score, ~ 23% got a lower score (17% achieved this exact result). - ~ About 60% of candidates have achieved a higher level, which means that the level is slightly below average.
3 below average (75%)
 
12%
3) Indicator 11-23%, ~ 77% achieved a higher score, ~ 11% achieved a lower score (12% achieved exactly this point) - ~ about 3/4 of candidates achieved higher scores than this level.
2 low (90%)
 
7%
2) Indicator 4–11%, ~ 89% achieved a higher score, ~ 4% achieved a lower score (7% achieved exactly this point) - ~ about 90% of candidates achieved a higher level than this level.
1 very low (96%)
 
4%
1) Indicator 0-4%, ~ 4% below points, ~ 96% achieved a higher score (4% achieved exactly this point) - ~ Almost all candidates received higher scores than this level.

The [9] Scale: Represents the percentile of population that will reach or surpass this grade.
This implies the majority of the population will score 4, 5 or 6 and only a fraction will score 9 or 1.

personality
(7 sections distribution)
7 Very high (5%)
 
5%
Might 96-100%, top 5% of the population, 95% have a lower score (5% have just reached this mark) About 5% of the population is in this grade, which means they are individuals of virtue.
6 High (15%)
 
10%
Masons 86-95%, 5% scored higher, 85% scored lower (10% scored exactly) - about 15% of the population is (or higher), which means a small proportion of the population.
5 Average high (35%)
 
20%
Masons 66-85%, 15% have a higher score, 60% have a lower score (20% have just reached this score), and about 35% of the population is (or higher), which means the level is slightly above average.
4 Average (50%)
 
30%
Masons 36-65%, 35% have a higher score, 35% have a lower score (30% have just scored) This is the average grade, half the people score higher and half lower score.
3 Average low (65%)
 
20%
Masons 16-35%, 65% scored higher, 15% scored lower (20% scored exactly), and 65% of the population achieved higher than this level, which means the level is slightly below average.
2 Low (80%)
 
10%
Masons 6-15%, 85% scored higher, 5% scored lower (10% scored exactly), and 85% of the population achieved higher levels than this.
1 Very low (95%)
 
5%
Masters 0-5%, 5% lower grades, 95% scored higher (5% scored exactly), almost all examinees achieved higher levels than this.

The [7] Scale: Represents the percentile of population that will reach or surpass this grade.
This implies the majority of the population will score 3, 4 or 5 and only a fraction will score 7 or 1.

The Personality Report is based on research conducted by Logipass that observed how a person ranks himself, his views and the way others rate him.

The scores range from "very high" to "very low" and are statistically relative, i.e. "very high" is relatively high in comparison to the population and in other words reflects the fact that the majority of people rank lower in a specific metric.




Tests and features

Candidates being tested for this position may be required to take the following tests:

Mental Arithmetics 5
Numerical ability Didactic ability
Memory Test - Chores 5
Everyday memory Verbal ability Didactic ability
Verbal Analogies 6
General thinking ability Abstract thinking Verbal ability Analysis ability
Number Sequences 9
General thinking ability Numerical ability Analysis ability
Verbal Reasoning 8
Verbal ability Analysis ability
Memory Test - Names 4
General thinking ability Everyday memory Verbal ability Didactic ability
Sequence Matching 4
Agility and accuracy

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