043 Special Education OAE
A ninth grade special education teacher is giving students strategies for taking a Maze test. There will be several paragraphs in which some words have been blanked out. There are five possible answers for each blank. The best approach is to A. Read all answers; mark out any that are illogical. Plug in the remaining words and mark out those that are grammatically incorrect or do not sound right. Think about context clues B. Read the first answer. If it is logical and sounds correct select the word and move on to the next question C. COver the answers and try to guess what the correct word is. Look at the five choices. Select the one closest in meaning to the word guessed. D. Do the first and last questions then one in the middle. Look for a pattern and select the remaining words accordingly
A
A resource teacher notices one of her students has made the same reading error numerous times the past few days. She decides the student wrongly believes that "ou" is always pronounced as it is in the word through. She corrects this misunderstanding by showing the student word families containing words like though, ought, ground. This strategy is called: A. corrective feedback B. positive reinforcement C. consistent repetition D. corrective support
A
A special education teacher has done intervention with an eighth grade student with a reading disability. The student can now successfully use tactics to understand the meanings of unfamiliar words, knows words such as crucial, criticism, and witness have multiple meanings and considers what she already knows to figure out a word's meaning. These features of effective reading belong to which category A. Word recognition B. Vocabulary C. Content D. Comprehension
A
A special education teacher shows parents of a dyslexic child that examined brain scans of dyslexic and non-dyslexic readers. The study demonstrated that dyselexics use (the) __________________side of their brains while non-dyslexics use (the) _____________________ side. A. both, the left B. both, the right C. left, right D. right, left
A
ADHD refers to A. Attention Deficit Hyperactivity Disorder B. Anxiety/Depression Hyperactivity Disorder C. Agression-Depression Hyperactivity Disorder D. Akinson, Draper and Hutchinson Disability
A
An ORF is: A. An oral reading fluency assessment B. an occasional reading function assessment C. an oscar reynolds feinstein assessment D. an overt reading failure assessment
A
An eighth grade student is able to decode many words and has a borderline/acceptable vocabulary, but his reading comprehension is quite low. he can be helped with intervention offering: A. Strategies to increase comprehension and build vocabulary. B. Strategies to increase comprehension and learn to identify syntax. C. Strategies to improve understanding of both content and context. D. Strategies to develop vocabulary and improve understanding of both content and context.
A
As defined by the Individuals with Disabilities Education Act (IDEA), Secondary Transition is a synchronized group of activities that are: A Results-oriented and include post-school activities, vocational education, employment support and adult services and considers the individual's strengths, preferences and interests. B. Socially structured and consider the individual's strengths, preferences and interests and vocational requirements. C. Designed to support vocational training, results-oriented and have a strong social component. D. Selected by the parent(s) or guardian because the student cannot choose for himself.
A
Autism Spectrum disorder is also known as A. Pervasive Spectrum Disorder B. Asperger's Syndrome C. Variable Developmental Disorder D. Artistic Continuum Disorder
A
By law a child with a disability is defined as one with A. intellectual disabilities, hearing, speech, language, visual, orthopedic or other health impairments, emotional disturbance, and needs special education and related services B. intellectual disabilities, emotional disturbance, autism, brain injury caused by trauma or specific learning disabilities who needs special education and related services C. a child who is unable to reach the same academic goals as his peers, regardless of cause, and needs special education and related services D. The term disability is no longer used. the correct term is other ability
A
Collaborative Strategic Reading (CSR) depends upon which two practices? A. Cooperative learning and reading comprehension. B. Reading and metacognition. C. Reading comprehension and metacognition. D. Cooperative learning and metacognition.
A
Ella, a high school student with some mental challenges is a verbal linguistic learner. This means she learns best using A. oral and written materials b. materials in both her native language and english c. songs combined with movements d. all types of visual aids
A
Emergent writers understand letters present sounds, words begin with a sound that can be written as a letter and writing is a way one person captures an idea another person will read. Emergent writers pass through the following stages: A. Scripting the end-sound to a word (KT-cat); leaving space between words; writing from the top left to the top right and from top to bottom of the page. B. Scripting the end-sound to a word (KT-cat); writing from the top left to the top right and from top to bottom of the page; separating the words from one another with a space in between. C. leaving space between the initial letters that represent words; writing from the top left to the top right and from top to bottom of the page; scripting the final sound of each word and the initial sound (KT-cat). D. Drawing a picture beside each of the initial sounds to represent the entire word; scripting the end-sound to a word (KT-cat); scripting the interior sounds that compose the entire word (Kat=cat).
A
Explicit Instruction includes: A. Clarifying the goal, modeling strategies and offering explanations geared to a student's level of understanding B. Determining the goal, offering strategies and asking questions designed to ascertain if understanding has been received C. Reassessing the goal, developing strategies and determining if further reassessing of the goal is required D. Objectigying the goal, assessing strategies and offering explanations geared to a student's level of understanding
A
Four types of Bilingual Special Education Instructional Delivery Models includes: A. Bilingual Support Model, Coordinated Services Model, Integrated Bilingual Special Education, Bilingual Special Education Model B. Bilingual Instructional Education, Coordinating Instruction, Disintegrative Support, Bilingual Special Education C. Integrated, Disintegrative, Bilingual Support, Corresponding Services D. Special Instructional Education, Bilingual Instruction, Bilingual Delivery, Special Support Education
A
It is important to teach life skills to developmentally delayed students to prepare them for life after school. Which of the following skills sets should these students be taught A. Count money, plan meals, grocery shop, recognize safety concerns B. Count money, order delivery meals, dating skills, how to drive C. How to drive, style and hygiene tips, social strategies and dating skills D. Stock market investment, hairdressing, house painting, pet care
A
Rate, accuracy and prosody are elements of A. Reading fluency B. Reading comprehension C. Math fluency D. Algabraic function
A
Research indicates oral language competency in emergent readers is essential because: A. It enhances students' phonemic awareness and increases vocabulary. B. The more verbally expressive emergent readers are, the more confident they become. These students will embrace both academic and independent reading levels. C. Strong oral language skills invite students to consider a plethora of ideas. The more they ask, the richer their background knowledge. D. It demonstrates to students their ideas are important and worth sharing. (65)
A
The family educational rights and privacy act (FERPA) is a federal law that addresses student rights regarding their records. Among the rights the law protects are the right to: a. obtain requested records within 45 days; request amendment of inaccurate information or information that violates the students privacy; be notified before personal information is shared with third parties; file a complaint with the u.s. dept of education should the school fail to fulfill these requests b. obtain records within 45 days and make amendments at the request of parents only c. obtain records within 45 days and make amendments at the request of both parents and student. Neither parent(s) nor students can obtain or amend documents alone d. be notified of all requests for personal information by third parties
A
The teacher knows there are several ways to arrive at the correct answer. she als knows if she explains them to the student he will not only be able to understand where he made errors but he might also see the relationship between various methods of solving applied math problems. The teacher should show the student how to: A. estimate the answer; think of the numbers in terms of minutes and divide the answer by 60 to determine the number of hours and minutes determine the percentage of an hour 45 minutes is and write that number as .75 create a graph B. estimate the answer; add the relevant numbers by removing the decimal points, then insert a decimal point in the answer; use a calculator to avoid problems in addition. c. estimate the answer, remove all decimal points, add all of the numbers; divide by 60 using a calculator make a graph d. estimate; create a graph; use a digital clock; add the relevant numbers together by removing the decimal points,then insert a decimal point in the answer
A
Tourette syndrome is characterized by A. facial twitches, grunts, inappropriate words and body spasms B. Inappropriate words, aggressive behavior, and tearful episodes C. Facial twitches, grunts, extreme shyness and refusal to make eye contact D. Refusal to make eye contact, rocking, spinning of objects and ritualized behavior
A
What steps are taken to identify specific skill deficits in math A. Standardized assessment tests, examining areas of weakness in student work to determine patterns, teacher observations, interviews with students b. standardized assessment tests, examining areas of weakness in student work to determine patterns, teacher observations, interviews with parents c. teacher observations coupled with examining areas of weakness in student work are sufficient d. none of the above (88)
A
A resource room teacher has a small group of second and third graders who are struggling with reading comprehension. A useful strategy would be to A. present a list of vocabulary words before students read a particular text B. ask students to create a play about the story C. Read a story aloud. Ask students to raise their hands when they hear unfamiliar word D. Have each child keep a book of new vocabulary words. Whenever an unfamiliar word is seen or heard the student should enter the word in her personal dictionary
B
A resource teacher can facilitate the greatest achievement in emergent writers who are scripting initial and final sounds by: A Suggesting they write a book to build confidence, teach sequencing, and encourage them to deeply explore ideas. B. Suggesting they read their stories to other students C. Inviting a reporter to write about her emergent writers. D. Inviting parents or guardians for a tea party at which the children will read their stories aloud. (56)
B
A special education teacher feels some of his strategies aren't effective. He asks a specialist to help him improve. the specialist suggests he: A. Begin a journal in which he considers strategies he has used. Which seemed to work? Which didn't and why? B. Meet with the specialist to discuss the teacher's goals. C. Permit the specialist to drop into his classroom unannounced to observe. This will prevent the teacher from unconsciously over-preparing. D. Set up a video camera and record several student sessions to review. They can effectively collaborate at that time. (63)
B
A student is taking a reading test in which several words have been replaced with blanks. below each blank is a series of three possible answers. The student chooses the right answer from each set. The student is taking: A. A Cloze text, which is a type of Maxe test. B. A Maze test, which is a type of Cloze test. C. A multiple-choice quiz. D. A vocabulary test incorporating a type of multiple-choice quiz.
B
A teacher has shown a mentally challenged student a website that integrates music and video clips with a variety of education games about a topic the student has shown interest in. The student is initially intimidated and fears interacting with the program might result in her breaking the computer. The teacher reassures her she cannot harm the machine and shows the girl how to manipulate the mouse and keyboard. The teacher reminds the student what she already knows about the subject. As the student becomes more comfortable with the mouse, she focuses on the images and sounds, at times responding to the program conversationally, telling it what she knows about dinosaurs. The teacher is using the computer along with which teaching strategy? A. Modular instruction B. Scaffolding. C. Linking. D. Transmutation. (66)
B
Augmentative and Alternative Communication AAC devices, forearm crutches and a head pointer are assistive devices that might be used by a student with A. severe intellectual disabilities B. cerebral palsy C. Tourette syndrome D. minor skeletal birth defects
B
Before being assigned to a special education classroom, a student must: A. Agree to the reassignment. B. have an Individualized Education Plan developed. C. Have an Independent Education Policy developed. D. Be seen by an educational psychologist to confirm her diagnosis. (61)
B
Behavior problems in special education stuents are most effectively handled with A. zero tolerance b. positive behavioral support c. acceptance and tolerance d. positive behavioral control
B
IDEA requires that students identified with learning disabilities or other special needs be educated in _______ learning environment appropriate for their needs A. the safest B. the least restrictive C. The most appropriate D. the most desirable
B
In the first week of school, a resource teacher asks her high school students to make lists of things they know how to do well. how is this activity most useful to the teacher? A. It establishes a feeling of success in her students from the start B. It is an informal assessment of their writing skills and gives the teacher an idea of each student's interests and abilities C. It is a formal assessment of prior knowledge D. It invites further discussion of each student's unique contributions and will help the class bond with mutual respect
B
Individuals with Disabilities Education Act (IDEA) requires that members of an IEP team include: A. all teachers involved with the student, the parent(s) or guardian and the student if appropriate B. The classroom teacher, a special education teacher, the parent(s) or guardian, a representative of the local education agency knowledgeable about specialized instruction, someone to interpret instructional implications, the student (if appropriate) and other people invited by the parents or the school C. The classroom teacher, a special education teacher, the principal or AP and the parent or guardian D. All teachers involved with the student, the principal or AP the parent(S) or guardian and the student
B
Reading comprehension should be evaluated A. every two months using various informal assessments. Done more than twice a year, assessments place undue stress on both student and teacher and do not indicate enough change to be worth it B. with a combination of informal and formal assessments including: standardized testing, awareness of grades, systematically charted data over a period of time and teacher notes C. with bi-weekly self assessment rubrics to keep the student aware of his progress D. by testing the students before reading a particular text to determine which vocabulary words he already knows and can correctly use
B
When a diabetic student goes into insulin shock, she should A. Call her parents to come get her B. Drink a soda or eat some hard candy C. Drink a high protein shake D. Put her head on the desk and wait for the episode to pass
B
When the transitioning from one subject to another and when she becomes anxious a student always taps her front tooth 5 times then opens and closes her eyes 11 times before leaving her desk. The child most likely has A. Repetitive Disorder B. Obsessive Compulsive Disorder C. Anxiety Disorder D. Depression
B
A special education teacher gives a struggling reader a story with key words missing: The children were hungry. They went into the _______. They found bread, peanut __________ and jelly in the cupboard. They made ___________. The __ _ the sandwiches. Then they were not __________anymore. The student is able to complete the sentences by paying attention to: A. syntax. Word order can provide enough hints that a reader can predict what happens next. B. Pretext. By previewing the story, the student can determine the missing words. C. Context. By considering other words in the story, the student can deduce the missing words. D. Sequencing. by ordering the ideas, the student can determine the missing words. (59)
C
A student with Asperger's syndrome is most likely to display which set of behaviors A. He is confontational, argumentative and inflexible B. he is fearful, shy and highly anxious C. He is socially distant, focused on certain subjects to the point of obessession and inflexible D. he is flighty, tearful and exhibits repetitive, ritualized behavior
C
A teacher has a student with dyscalculia who has trouble organizing addition and subtraction problems on paper. She can best help him by: A. Encouraging memorization of number families. Committing them to memory is the only-way. B. Demonstrating a problem in different ways. Write a problem on the board: 11 - 3. Gather 11 books and take 3 of them away. Draw 11 X's on the board and erase 3. C. Use graph paper to help him organize. Show him how to write the problems, keeping each number in a box aligned with the other numbers. D. Make a game of addition and subtraction problems. Divide the class into groups and let hem compete to see which group can solve the most problems.
C
A teacher suspects one of her kindergartners has a learning disability in math. Why would the teacher suggest intervention to the child's concerned parents rather than assessment as the first step? A. she wouldn't; assessment should precede intervention B. she wouldn't kindergarteners develop new skills at radically different rates. Suggesting either intervention or assessment at this point is premature. The teacher would more likely observe the child over a three month period to note her development before including the parents about her concern C. assessing a young child for learning disabilities often leads to an incorrect conclusion because a student must be taught the subject before it's possible to assess her understanding of it. Intervention teaches the child specific skills to correct her misconceptions. If the intervention fails, assessment is the next step. D. assessment at this stage is unnecessary and wastes time and money. since an asssessment that resulted in a diagnosis of a learning disability would recommend intervention to correct it, it is more efficient to proceed directly to intervention
C
A third grade boy is new to the school. His teacher has noticed he happily plays with other children, redirects his attention without upset when another child rejects his offer to play and doesn't mind playing on his own. However, the boy doesn't pay attention when academic instruction is given. He continues to speak with other children, draws, or distracts himself. The teacher reminds him repeatedly to listen and to follow instruction. When he does not, she moves him to a quiet desk away from the others. When isolated, the boy puts his head on the desk and weeps uncontrollably, or stares at a fixed spot and repeats to himself, "I hate myself, i hate myself. I should be dead." During these episodes the teacher cannot break through to the student; his disconnection seems complete. The teacher has requested a conference with his parents, but they do not speak English and have not responded to her offer of a translator. The teacher should A. Establish a consistent set of expectations for the child. He needs to understand there are appropriate times for play and for learning. B. Isolate the boy first thing. His behavior suggests manipulation. By third grade children fully understand what they are expected to pay attention when the teacher is speaking. The boy is punishing the teacher with tears and repetitive self-hate, consciously or unconsciously attempting to make the teacher feel guilty. C. Immediately refer him to the counselor. The boy is exhibiting serious emotional distress suggesting abuse or neglect at home or outside of the school. D. Recognize the child's highly sensitive nature; offer comfort when he acts out self-loathing. Carefully explain why he must learn to pay attention so he will use reason instead of emotion when making future choices
C
According to the Assistive Technology Act, assistive devices are: A. Electronic devices that support learning such as computers, calculators, student responders, electronic self-teaching books and electronic reading devices B. Any mechanical, electrical, or electronic device that helps teachers streamline efficiency C. Any device that could help a disabled student in school or life functions D. Experimental high-tech teaching tools that teachers can obtain by participating in one of 67 government funded research projects (2)
C
Assessing silent reading fluency can best be accomplished by A. Having the student summarize the material to determine how much was understood B. Giving a written test which covers plot, theme, character development, sequence of events, rising action, climax, falling action and outcome. A student must test at a 95% accuracy rate to be considered fluent at silent reading C. Giving a three minute Test of Silent Contextual Reading Fluency four times a year D. Silent reading fluency cannot be assessed. It is a private act between the reader and the text and does not invite critique
C
At the beginning of each month, a student reads a passage or two from a book he hasn't seen before. The resource teacher notes the total number of words in the section and the number of times the student leaves out or misreads a word. If the student reads with more than a 10% error rate he is: A. Reading with full comprehension B. Probably bored and his attention is wandering C. Reading at a frustration level D. Missing contextual clues
C
Dr. Gee reads the following sentence to a group of 5th graders. "The turquoise sky is reflected in the still lake. Fat white clouds floated on the lake's surface as though the water was really another sky. It was such a beautiful day. The students were to write the word "beautiful" in the blank. One student wrote 'pretty" instead. This suggests A. the student doesn't know the meaning of the word "beautiful" B. the student is highly creative and believes he can substitute a word with a similar meaning. C. The student did not know how to spell beautiful D. The student did not hear what the teacher said. He heard pretty instead of beautiful
C
How could a teacher effectively use a picture book of folk tales from an English Language Learner's country of origin A. Share the book with other students to educate them about the ELL's culture B. Ask the ELL to rewrite the folk tale, modernizing it and using the United States as the setting C. Ask the student to tell one folk tale in her native language. The teacher writes key English words and asks the child to find them in the book. When the child finds the words they read them together D. None of the above. It's best to encourage the student to forget about her first country as quickly as possible to help her acclimate. Folktales from her country will only make her homesick
C
Language Load is A. The weight of books in a child's backpack or the damage to the child's body the weight may cause in the future B. The vocabulary a child has upon entering a new classroom C. The number of unrecognizable words an English Language Learner encounters when reading a passage or listening to a teacher D. The number of languages a person has mastered
C
Lead teaching, learning centers/ learning stations, resource services, team teaching and consultation are all used in a. innovative teaching b. strategic teaching c. collaborative teaching d. self-contained classrooms
C
Response to Intervention (RTI) is: A. Parents, classroom teacher, special education teacher and other caring persons stage an intervention to express how a student's socially unacceptable behavior upsets them B. an opportunity for a student to openly and freely respond to specific interventions without fear of reprimand C. a strategy for diagnosing learning disabilities in which a student receives research supported interventions to correct an academic delay. if the interventions do not result in considerable improvement, the failure to respond suggests casual learning disabilities D. a formal complaint lodged by a parent or guardian in response to what they consider an intrusion by a teacher into private matters
C
The four required activities described by the Assistive Technology Act (AT ACT) of 1998 are a public awarenes program, coordinating activities among state agencies, technical assistance and training and A> specialized training for special education teachers and support b. outreach to underrpresented religious groups ethnicities and urban populations c. outreach to underrepresented and rural populations D. new technologies training on a quarterly basis for special education teachers and support (73)
C
When asked a question, the new student answers with as few words as possible. he prefers to draw airplanes over and over again rather than play with the other children. The classroom teacher isn't sure how to help the child. The special education teacher suggests the teacher: A. Leave the child alone. he is likely adjusting to the new situation and will come out of his shell soon enough. B. Remind other children in the class to include the new student. C. Observe the child over the course of a week or two. Draw him into conversations to determine if vocabulary is limited. Note how the child interacts with others in the class. Does he initiate conversation? If another child initiates, does he respond? D. Refer him to the school counselor immediately. It is likely the child is suffering from serious problems at home
C
howard gardner's theory of multiple intelligences organizes learners into what types of intelligences? A> Verbal linguistic, mathematical, musically attuned, visual special, body embraced, interpersonal, naturalistic, existential B. emphatic, recessive, aggressive, assertive, dogmatic, apologetic, determined, elusive C. verbal linguistc, mathematical logical, musical, visual spatial, body kinesthetic, interpersonal, naturalistic, existential D. dramatic, musical, verbal, mathematical, dance-oriented, sports-oriented, scientific, socially concerned
C
A resource teacher wants to design a lesson that will help first and second graders learn sight words so all the students can read their lists. She should teach them how to: A. Divide sight words into syllables. Considering one syllable at a time provides a sense of control and increases confidence B. Recognize word families. Organizing similar words allows patterns to merge C. Sound out the words by vocalizing each letter. Using this approach students will be able to sound out any sight word D. Memorize their lists by using techniques such as songs, mnemonic devices and other fun activities. By definition, sight words cannot be decoded but must be recognized on sight
D
A seventh grader with mild intellectual disabilities is having considerable trouble with algebra. His stepfather is trying to help, but the more he drills the girl, the less she seems to understand. The teacher suggests: A. he continues drilling and enhances with pop quizzes. it may take the student longer to understand algebraic terms, expressions and equations, but with hard work she will eventually learn them. B. he calls a moratorium on at-home algebra work. The student is becoming less willing to work at school and the teacher is concerned she is losing confidence due to failure at home C. he continues drilling but breaks the study sessions into no more than 3 five-minute periods per day D. he substitutes fun activities for math drills. Incorporating algebra blocks, math games, and applications of algebra to real-life situations will make math more fun and more relevant
D
A special education teacher is creating a developmental history for a high school student. She wants to know when the teen reached certain behavioral, academic and developmental milestones. She should consult: A. the student's previous teachers. This information should be in the file B. the student. involving him in the process will make him more interested in his progress C. the student's doctor and therapist. these professionals know how to elicit and document this information D. the parent or guardian because he or she has known the student from the beginning
D
A special education teacher working with a group of third graders is about to begin a unit on birds. She asks the children what they know about birds, They tell her birds fly, lay eggs and build nests. She asks the students to draw a picture of a bird family. Some children draw birds in flight; one draws a mother bird with a nest of babies; another draws an egg with the baby bird inside the egg. These pre-reading activities are useful because A. They help assess prior knowledge B. They establish a framework in which to integrate the new information C. They create a sense of excitement and curiosity D. All of the above
D
A student has been identified with a cluster of learning disabilities. She will be joining a special education classroom. She is understandable nervous about making the change to a different teacher and group of classmates. In order to help her make the transition, the child should: A. have a party to which her new classmates are invited along with some friends from the fifth-grad class she is leaving. B. Prepare to begin classes with her new teacher the next day. once the decision has been made, nothing will be gained by postponing the inevitable. C. Be brave and understand life will be full of transitions. this is an opportunity to learn new skills that wills server her well in the future. D. Visit the classroom, meet the teacher and her new classmates and be given the opportunity to ask questions about the change she is about to make.
D
A student with ___________ has a great deal of difficulty with the mechanical act of writing. She drops her pencil , cannot form legible letters and cannot decode what she has written A. nonverbal learning disorder B. Dyslexia C. Dispraxia D. Disgraphia
D
A teacher asks an english language learner to do a picture walk in a book and describe what he thinks the story is about. This helps the students's awareness of the story's ____. A. Deeper meaning B. Theme C. Context D. Events
D
A teacher is introducing a new subject to her special education student. she reminds the student what she knows about the subject, offers a graphic organizer with which she can organize her leraning, teaches key vocabulary and models an activity the student will undertake in her study. The teacher is providing a. building blocks b. strategic framing c. multiple learning style techniques d. scaffolding
D
An intellectually disabled teen has been offered a job by an elderly neighbor. The neighbor wants the teen to work alongside her in the garden twice a week. They will plant seeds, transplant larger plants, weed, lay mulch, water and fertilize. Later in the season they will cut flowers and arrange bouquets, pick produce and sell them at the neighbor's roadside stand. The neighbor, the teen's mother and special education teacher meet to discuss the proposal. The plan is: A. Tentatively accepted. Because the teen is excited about having a job, her mother and teacher reluctantly agree. They both know the girl is likely to lose interest quickly and caution the neighbor that if she truly needs help she may want to look elsewhere. However, no one wants to disappoint the girl and all decide the experience will be good for her. B. Rejected. Despite the teen's insistence, she can manage these tasks, her mother and teacher believe she cannot. They fear trying will set her up for failure C. Rejected. The teacher and her mother are very uncomfortable with the neighbor's offer. THey suspect the elderly woman is simply lonely or may be a predator who has selected an intellectually disabled victim because such children are particularly vulnerable. D. Enthusiastically accepted. The adults discuss a background check and the possibility the teen might discover gardening is not for her and want to quit. However, this is most likely to happen early in her employment, giving the neighbor sufficient time to find another helper.
D
At what point should a resource teacher who is "facilitating the greatest achievement in emergent writers who are scripting initial and final sounds", offer the children picture books and ask them to read to her? A. When the children are able to script initial sounds, end sounds and interior sounds,. She should wait until this point to avoid frustration. B. After the teacher has read the picture books several times, the children can 'practice reading' to her, while learning to handle books, turn pages, and pay attention to context clues. C. After the children have learned the sight words. D. From the first day of school. Picture walks help young readers understand books are arranged sequentially. Pictures provide narrative coherence and contextual clues. Holding a book and turning pages also gives young readers a familiarity with them.
D
How can a teacher teach spelling effectively? A. Students who have an understanding of letter-sound association do not need to be taught to spell. If they can say a word, they can spell it. B. Students who have an understanding of letter-sound association and can identify syllables and recognize when the base word has a Latin, Greek or Indo-European ancestry don't need to be taught to spell. They can deduce what is most likely the correct spelling using a combination of these strategies. A teacher who posts charts is organizing words into their ancestor families, phonemic units and word-sound families is efficiently teaching spelling. The rest is up to the student. C. Students who spell poorly will be at a disadvantage for the rest of their lives. It is essential students spend at least 15 minutes a day drilling spelling words until they know them forward and backward. The teacher should alternate between students individually writing a new word 25 times and the entire class changing the words. D. Students should be taught writing is a process. by applying spelling patterns found in word families, the splellin of many words can be deduced.
D
Sixth graders Alfie and Honesty ride the same bus. Honesty constantly teases Alfie. Alfie is embarrassed because he believes she is berating him. The bus driver told their teacher it was possible that Honesty is actually interested in Alfie, but doesn't express it well. The best form of conflict resolution would be for the teacher to: A. Take honesty aside and explain boys don't like overly aggressive girls B. take honesty aside and teach her less embarrassing methods of getting a boy's attention C. explain to alfie that honesty probably teases him because she likes him and he should take it as a compliment D. suggest to alfie that if he is disturbed by honesty's teasing he have a calm assertive conversation with her and tell her he doesn't like it and insist she stop
D
Strategies to increase reading fluency for English Language Learners include A. Tape assisted reading B. Reading aloud while students follow along in their books C. Asking parents to read with the child each evening D. A and B
D
Verbal dispraxia is A. Trouble with the physical act of writing B. Refusal to speak C. Misplacing letters within words D. A motor skill development disorder which includes inconsistent speech errors
D
a high school student has been diagnosed with ODD. some of the manifestations of the diagnosis are: a. obsessive and compulsive activities such as hand washing, counting and ritualistic behaviors b. he is self-occupied, depressed and disorganized. he keeps to himself, is considered odd by his classmates and could be suicidal c. the student is overly occupied with others, defending them from imagined slights and determined they recognize his concern as real rather than psychotic d. he goes out of his way to annoy others, is defiant and goes into childish rages in which he blames others
D
79
79
A diabetic first grader is very pale, trembling and covered in a fine sweat. The teacher attempts to talk to the child, but the girl's response is confused and she seems highly irritable. She is most likely experiencing: A. Diabetic hypoglycemia B. Lack of sleep C. Hunger D> Diabetic hyperglycemia
A
A high school student is not a strong reader. She loses her place often and misreads key words. She doesn't try to correct her errors, even when they make no sense. She can give only a rudimentary summary of what she read. Which type of instructional focus would be most beneficial? A. Well-organized coaching in decoding, sight words, vocabulary and comprehension several times a week. The more systematic the lessons, the better the chance the intervention will succeed. B. Weekly instruction on one area of reading; more, and the the student will become overwhelmed and likely shut down. C. Instruction aimed at helping her become self-motivated and disciplined in her approach to learning.D. Strategies to help her understand the general meaning so that she can gather context clues.
A
A kindergarten teacher is showing students the written alphabet. The teacher pronounces a phoneme and one student points to it on the alphabet chart. The teacher is presenting A. Letter-sound correspondence B. Rote memorization C. Predictive Analysis D. Segmentation
A
A new high school student is being assessed. He reads a 500 word text. He misreads 35 words. At what level is he reading? A. Instructional Level B. Independent Level C. Unsatisfactory level D. Merit level
A
Phonological awareness activities are A. Oral B. Visual C. Both A and B D. Semantically based
A
A child has been losing strength in her muscles over a period of time. The loss is very gradual, but the teacher is concerned and would like the child to see a doctor. The possible diagnosis is: A. Cerebral Palsy B. Muscular Dystrophy C. Muscular Sclerosis D. Spastic Muscular and Nerve Disorder
B
A cloze test evaluates a student's A. Reading fluency B. Understanding of context and vocabulary C. Phonemic Skills D. Ability to apply the Alphabetic Principle to previously unknown material
B
A resource room teacher has a middle school student recently diagnosed with depression. The student has been put on an antidepressant. The teacher knows the student may develop certain transitory reactions to the medication. One reaction might be A. extreme sleepiness B. increased, persistent thirst C. Anxiety, coupled with an urge to verbalize a continuous inner dialogue D. Inappropriate anger
B
identifying specific skills deficient in special education math students is important so the teacher can decide how to remediate. problems can include an inability to recall math facts, understand mathematical oeprations and formula and how rules are used in solving problems or focusing on attention to details. Such students might be: A. able to solve math problems when they haven't been taught an operation required to do so B. Unable to locate errors in their own work C. Able to solve math problems in another language d. unable to count higher than 100
B
A kindergarten teacher has a new student who will not make eye contact with anyone so she doesn't appear to be listening. She often rocks back and forth and does not stop when asked or give any indication she has heard. She avoids physical contact. Sometimes the teacher must take her arm to guide her from one place to another. Occasionally the student erupts, howling in terror and fury. The most likely diagnosis is: A. Asperger's Syndrome B. Obsessive Compulsive Disorder C. Autism D. Antisocial Psychosis
C
A middle school student is preparing to transition from a self-contained special education classroom to a general education classroom. This transition should be made: A. With proper preparation. A student this age needs to acclimate socially and can best do so with the same group of students in every class. B. At the beginning of the next school year so the student doesn't have a stigma when joining the new group. C. Once class at a time with the special education teacher supervising academic and social programs. D. By transitioning into classes he is most interested in because he is most likly to succeed with subjects he cares about. The confidence he gains from academic success will support him as he transitions into classes he's less interested in.(72)
C
Jacob a high school student, destroyed his motorcycle in an accident on a rainy night. He did not appear to be seriously injured. A previously excellent student, after the accident he became extremely moody and defiant. His school work became spotty. While on occassion he does quite well, more often he fails to turn in homework or doesn't write down the assignment. These behaviors are often found in A. all teens and should not be cause for alarm B. Emotionally troubled teens; sometimes these teens "act out" by putting themselves in danger, such as riding a motorcycle in bad weather C. teens that have suffered a traumatic brain injury D. Students learning they are responsible for their own actions. Jacob is most likely angry his motorcycle was destroyed and is expressing his reluctance to take responsibility by behaving like a child
C
A four year old child has difficulty sorting plastic cubes, circles and triangles by color and shape, doesn't recognize patterns or groups and doesn't understand the relationship between little/big, tall/short, many/few. the child enjoys counting but does not say the numbers in proper order nor recognize the meaning of different numbers. This child is most likely A. exhibiting signs of intellectual disabilities B. is developing within an acceptable range C. has dysgraphia D. Has dyscalculia
D
Which classroom environment is most likely to support a student with ADHD? A. students with ADHD become bored easily so a classroom with distinct areas for a multitude of activities will stimulate her. When she loses interest in one area, she can move to the next and continue learning. B. Students with ADHD are highly aggressive and easily fall into depression. The teacher needs to provide a learning environment in which sharp objects such as scissors, tacks or sharpened pencils are eliminated. This ensures greater safety for both student and teacher. C. Students with ADHD are highly creative. A room with brightly colored mobiles, a multitude of visual and physical textures (such as striped rugs and fuzzy pillows) and plenty of art-based games will stimulate and encourage learning D. Students with ADHD are extremely sensitive to distractions. A learning environment in which visual and audio distractions hae been eliminated is best. Low lighting, few posters and a clean whiteboard help the student focus
D
Word recognition is A. one of the building blocks of learning B. Useful only to fluent readers C. Culturally based D. Especially important to English Language Learners and students with reading disabilities
D
the ADA is a. the americans with disabilities act b. the anti-discrimination act c. the american diabetes association d. the alternatives to discrimination act
a
A special education teacher has a child who doesn't understand the relationship between ones, tens, and hundreds. He is a bodily kinesthetic learner. The teacher should a. draw a colorful chart and put the numbers in the appropriate columns b. teach him how an abacus works c. create a song and dance about the numbers family d. show him the relationship using monopoly money (85)
b
a middle school language arts teacher begins each class with 10 minutes of journal writing. students are free to write about whatever they choose. she reminds them this is the perfect place to react to something they've read, write about a problem and try to think of solutions, track a project they've undertaken and otherwise interact honestly with themselves. the teacher should periodically a. collect the journals and select an entry to edit; this will show the student how his writing can improve b. suggest new and innovative ways students can use their journals, including automatic writing, found poetry, lists and collages c. collect and review the journals to identify students at risk for drugs, alcohol or sexual abuse d. say nothing about the journals during the school year. they are intensely private and discussing them in any way with the students violates trust
b
explain the philosophy of inclusion a. all children should be included in decisions affecting their education b. children withs pecial needs are as much a part of the educational community as any other child and necessary services that allow these students to participate in the learning community should be provided c. parents are part of a child's learning community and should be included in academic decisions d. all teachers and support persons including para pros translators and other assistants should be allowed to participate in academic decisions
b
the development of an IEP is a(n) _________ process a. indirect b. collaborative c. mathematical d. single
b
A classroom teacherhas a student with learning disabilities that affect her ability to do math. The teacher consults with the special education teacher and decides she will modify the work the child is given by reducing the number of problems let her have extra time to finish and provide her with a multiplication chart. The teacher is a. giving the student an unfair advantage. letting her have extra time should be sufficient b. giving the student an unfair advantage. providing a multiplication chart should be sufficient. with that she should get her work done on time c. making appropriate modifications. each child is different. in this case, she consulted with the special education teacher and concluded the child needs multiple supports d. modifying the student's work because it makes it easier on the teacher. there is less to explain and less to grade
c
A second grader finds it impossible to remain in her seat. She wanders around the room, sprawls on the floor and rolls back and forth when asked to do math problems and jumps up and down when waiting in line. When the teacher tells her to sit down, she rolls her eyes in apparent disgust and looks to other students for support. When she finds a student attached to good behavior the girl is consistently able to control her actions for long periods of time. But when reprimanded without the promise of a reward, she becomes angry, tearful and pouts. This child is most likely manifesting A. Tourette's Syndrome B. Attention Deficit Hyperactivity Disorder C> Lack of sufficiently developed behavior and social skills D. Psychosis
c
Binh, a high school senior is concerned his school records might contain inaccurate information. He has requested them, By law the school must A. obtain permission from his paretns first B> provide the records within 7 days c. provide the records within 45 days d. the school can refuse, by law, they own the records and may share them as they fit, regardless of requests
c
A fifth grade lead teacher and the special education teacher have schedule a parent conference to discuss the behavior problems of the student. They anticipate the boy's mother will be anxious and defensive as she has been at previous conferences. The best approach for the teachers to take is to A. draw the parent out about issues in her own life so that she will feel reassured and trusting. point out possible conenctions between the mother's emotions about her own life and her son's behaviors and reactions B. be very firm with the mother, explain the penalties and disciplines her son can expect if the behavior continues and stress neither the parent nor the child has input regarding punishment C. stress the teachers will not do anything without the parent's approval since they do not want to face liability issues D. begin by welcoming the motehr adn telling her about her son's academic improvements. Stress the teachers the mother and the child share goals for the student's success. explain the behavior poblems and ask if the mother has any insights to share
d
a teacher working with students who have math disabilities has had success with a variety of multi sensory techniques including a. estimating, converting fractions, multiplication families, graphic organizers b. graphic organizers, math textbooks, multi-step problems, converting fractions c. memorizing tables, drawing graphs, converting fractions, charting information d. power point presentations that include music, manipulatives, graphic organizers, clapping games
d
