Sped ( 161) study Guide
A special education teacher has noticed that students from culturally and linguistically diverse backgrounds who have been referred for possible language disorders frequently demonstrate no language impairments. The special education teacher's best response in this situation would be to A • use a faculty meeting as an opportunity to remind classroom teachers of the importance of treating all students in an unbiased manner. B • distribute a memo to all classroom teachers urging them to investigate the distinction between language disorders and language differences. C • provide classroom teachers with data comparing typical percentages of students needing special services, by ethnic group, with referral figures at their school. D • suggest to the campus leadership team that the faculty receive in-service training on issues related to cultural influences on language development.
B • distribute a memo to all classroom teachers urging them to investigate the distinction between language disorders and language differences.
Whichofthefollowing is a requirement ofthe individualswith Disabilities Education Act (IDEA? a. Following initial placement, a student's parents/guardiansmay designate specific educational staff to serve as participants in their child's special education program b. No single assessment procedure can be used as the sole criterion in determining an appropriate I E P for astudent c. Before a student is given a formal, initial evaluation, the school must inform the , parents/guardians of their right to view and evaluate assessment instruments and criteria. d . An IEP written for a student with disabilities must be reviewed and updated at least twice each school year
d . An IEP written for a student with disabilities must be reviewed and updated at least twice each school year
. Which ofthe following theorists is best known for advocating that psychology should bea scientific, data driven discipline devoted to the collection of many observations of behaviors and the stimuli that bring about in order to devise schedules of positive and negative reinforcement? a. Maria Montessori b. AbrahamHI. Maslow C. Lev vygotsky d. B.F. Skinner
d. B.F. Skinner
Brittany, a fifth-grade student with moderate intellectual disability, receives academic instruction in a self-contained classroom, but she and a paraprofessional join other fifth graders in an inclusion classroom for art and other special subjects. The teachers in each of the special subjects can best ensure that Brittany interacts with her peers by doing which of the following? a. Arranging for advanced students from each special subject to provide Brittany with private peer tutoring b. Assigning a rotation of peer partners to assist Brittany in the classroom while the para professionals will observe. c. Providing Brittany with adapted lessons so that she can complete planned tasks with little or no assistance d. Including Brittany in small-group work a few times each marking period
d. Including Brittany in small-group work a few times each marking period.
The Individualized Education Program (IEP) must include which of the following? a. Success measures b. Progress log C. Interest inventory d. Placement options
d. Placement options
Jacob, a fourth-grade student with learning disabilities related to English and math, has taken modified coursework and is instructed in resource classrooms for both subjects. Jacob currentlyreads at about a sixth-grade level and performs math at about fifth-grade level. At his last Admission Review Dismissal (ARD) committee meeting, Jacob stated that he wants to obtain a business degree in college and work in a bank. Given Jacob's goals, which ofthe following is the most appropriate course of action for his ARD committee to take! a. Encouraging Jacob to adjust his goals according to his abilities by using self-monitoring techniques b. Giving Jacob intense remediation and helping him develop time management, study, and organizational skills c. Encouraging Jacob to meet the minimum requirements for high school graduation by taking Basic, easy courses d. Preparing Jacob for the general education environment by gradually lessening his reliance on special education services
d. Preparing Jacob for the general education environment by gradually lessening his reliance on special education services
Danielle is a fifth grader receiving special education services as a student with an emotional disturbance (ED). She is having difficulty paying attention, content assessments and following classroom rules. She often has emotional outbursts in class. Danielle attends the behavior management center (BMC) as needed for emotional support. The teacher has set up a conterence to discuss the difficulties Danielle is having in conferencing with Danielle's father, which of the following is most important for the teacher to do? a. Suggest that home support become a priority ni the family's schedule and offer some helpful strategies b. Provide him with a means of reaching Danielle's teacher at school, plus study guides in al subjects so he can help Danielle prepare fortests c. Ask about Danielle's sleep patterns and current medication because her behavior involves emotional and academic issues d. Share some of Danielle's positive attributes before discussing her academic and behavior difficulties
d. Share some of Danielle's positive attributes before discussing her academic and behavior difficulties
What is the primary reason for including a sixth-grade student with autism spectrum disorder (ASD) in an inclusion classroom? a. to prepare the student for the transition to middle school to highschool b. To provide the student with additional teacher assistance in the general education classroom C. To motivate the student to catchup to same-age peers academically d. To encourage the student to develop healthy interpersonal relations with general education peers.
d. To encourage the student to develop healthy interpersonal relations with general education peers.
According to IDEA, in orderfor a student to be considered ashaving aspecific learning disability, the student must show a deficiency in one or more of eight eligibility criteria areas, basic reading skills, reading fluency, reading comprehension, mathematic problem solving, mathematic calculations, oral expression, listening comprehension. Which ofthe following completes the list ofeligibility criteria? a. Spelling b. Working memory c . Processing skills d. Written expression
d. Written expression
Mr. Moore, a special education teacher whoteaches a class with multipledisabilities, has been told by Ms. Hendricks, the principal, that she isassigning Jennifer to his class effective immediately. Jennifer was failing in the general education program with special education support, Ms. Hendrickshas asked Mr. Moore to write up a new individualized Education Program (IEP) within the week. Which of the following statementsis true about Jennifer's educational placement? A. A change in educational placement can be made only by Jennifer's Admission, Review, and Dismissal (ARD) committee b. Astudent who has learning disabilities cannot legally be placed in a self-contained class c. The placement is appropriate since the IEPMr. Moore develops is considered a draft d. Jennifer's parents have no legal complaint because she was failing in the general education setting
A. A change in educational placement can be made only by Jennifer's Admission, Review, and Dismissal (ARD) committee
Which of the following types of informal assessment is most appropriate for gathering information on the frequency with which scientific behaviors occur? A. Anecdotal record B. Structured interview C. Event recording D. Graduated rating scale
A. Anecdotal record
A general education teacher , Ms. Garza is concerned about a students progress in her class. She approaches a special education teacher, Mr. Yoder for help. Which of the following is the most important first step for Mr. Yoder to take to find an effective intervention? A. Asking Mr. Garza a series of questions to clarify the problem completely. B. Researching various interventions to find one that has been proven useful C. Talking to other teachers about the student's progress in their classes. D. Screening the student for additional disabilities that might be problematic
A. Asking Mr. Garza a series of questions to clarify the problem completely.
Michael is a ninth-grade student with a learning disability in mathematics calculations. At his annual Admission Review Dismissal ( ARD) committee, he tell the group that he has an interest in auto mechanics and that he helps his older brother fix up old cars. The career and technology teacher, Mr. Jaramillo, states that his classes are difficult and many of the students struggle to keep up with the mathematics. Which of the following is the most appropriate response for the special education teacher at Michael's ARD committee meeting to give? A. Assuring Mr. Jaramillo that with accommodations and modifications Michaels can be successful in his classes. B. Recommending that Michael want to consider career interest until after he satisfies his core course requirements in mathematics. C. Asking Mr. Jaramillo what specific mathematics skills Michael needs to demonstrate to be successful in his classes. D. Encouraging the committee to consider other career options that better match Michael's learning style and abilities.
A. Assuring Mr. Jaramillo that with accommodations and modifications Michaels can be successful in his classes.
In relation to special education evaluations, use of a developmental explanation of behavior is most likely to include include an emphasis on which of the following ideas? A. Because every child is an individual, it is impossible to make meaningful generalization about " normal" or "typical" patterns of development. B. Quantitative measures are generally more accurate and useful than qualitative measures in characterizing c. Biological, psychological, and social factors can be expectedto interact continuously toshape and modify a child's development d. Broad demographic variables (e.g. age, gender, ethnicity) have far less influence on a child's development than doindividual variables
A. Because every child is an individual, it is impossible to make meaningful generalization about " normal" or "typical" patterns of development.
A Special education teacher is seeking an assessment to use for universal screening, to monitor student development and to improve instructions programs. Which of the following types of assessment best meets the teacher needs? A. Curriculum-based B. Outcome-based C. Diagnostic D. Portfolio
A. Curriculum-based
Derek , a student with an intellectual disability, has just been assigned to Ms. Maldonado first-grade class. When preparing for Derek's entry into her classroom, Ms. Maldonado should be aware that, compared with his classmates, Dereck is less likely to A. Develop learning strategies without teacher intervention B. form emotional attachments to adults C. follow typical order of learning stages D. be concerned about acceptance by his classmates
A. Develop learning strategies without teacher intervention
An elementary student who is displaying behaviors indicative of autism spectrum disorder ( ASD) is likely to exhibit which of the following? A. Inability to sustain eye contact or converse in social situations B. Difficulty processing task-related activities with assistance C. Inability to relate thoughts to to concrete situations. D. Difficulty controlling behavior or sustaining focus
A. Inability to sustain eye contact or converse in social situations.
Which of the following types of assessment would most likely provide a special education teacher with broad and comprehensive information about a student's learning strength's and needs? A. Portfolio assessment B. Commercial pre- and post-tests C. Basic skills assessment D. Norm-referenced achievement tests
A. Portfolio assessment
At an Admission Review Dismissal (ARD) committee meeting, the parents of a student recently diagnosed as having pervasive developmental disorder not otherwise specified (PDD-NOS) present to the committee a ten-page document dealing their requests for services for their child. Which ofthe following best describes how the committee should respond to parents' request for services? A. Propose to postpone the ARD meeting and reconvene afterschool personnel have had time to review the document b. Acknowledge the parent's concerns but explain to them that requests can be made only by the A R D committee c. Tell the parents that the A R D committee cannot consider the information since it was not received in a timely manner d. Inform the parents that their particular requests will have to be discussed at a mediation hearing.
A. Propose to postpone the ARD meeting and reconvene afterschool personnel have had time to review the document
An Admission Review Dismissal (ARD) meeting has been scheduled for Bobby at 9:00 am today. Bobby's guardian shows up with an uninvited guest. According to IDEA, what is the appropriate action for the A R D team to take? A. The ARD team should be allowed to meet as scheduled B. TheARD meeting should be rescheduled and an invitation sent to the uninvited guest c. If the uninvited guest is a lawyer, the meeting should be postponed until the district's lawyer can becontacted d. The guardian should be informed that only participants invited by the district are allowed at the ARD meeting
A. The ARD team should be allowed to meet as scheduled
An admission review Dismissal ( ARD) meeting has been scheduled for bobby at 9:00 today. Bobby's guardian shows up with an uninvited guest. According to IDEA, what is the appropriate actions for the ARD team to take? A. The ARD team should be allowed to meet as scheduled B. The ARD meeting should be rescheduled and an invitation sent to the uninvited guest C. If the uninvited guest is a lawyer, the meeting should be postponed until the district's lawyer can be contacted. D. The guardian should be informed that only participants invited by the district are allowed at the ARD meeting.
A. The ARD team should be allowed to meet as scheduled
Leo is a third grader currently in a private school. He has struggled in school and has not learned to read despite several interventions from his teacher and his mother. All stakeholders are concerned because he is falling significantly behind his peers. Leo's teacher and the school administrator have suggested Leo's mother that an evaluation would be beneficial to determine if he has a learning disability . His mother requested an evaluation from the administrator of the public school where Leo would attend if he were not enrolled in a private school. What guidelines would the public-school administrator apply to this situation? A. The same as for any other special education referral B. Referral of the parent to a community service agency C. Completion of a full individual evaluation after Leo enrolls in the public school. D. The private school is responsible for the evaluation.
A. The same as for any other special education referral
A student's work sample is a vital element of a teacher's assessment of the student's progress. before collecting work samples, the teacher needs to complete which of the following procedures? A. Choose which samples will be collected daily B. Establish a criterion to direct the collection of work samples C. Set aside an area within the classroom to collect and store work samples D. Give the student a printed list required assignments and their due dates
B. Establish a criterion to direct the collection of work samples
Louann's comprehensive cognitive ability was calculated in 93 SS, with a 90% confidence intervals of 89 to 98. Which of the following is a true statement? A. Confidence intervals tell us what Louann should be able to do on a good day and on a bad day. B. Louann's cognitive ability score will fall between 89and 98, 90 times out of 100 C. Louann's cognitive ability score will fall between 89 and 98, 10 times out 100. D. The average of Louann's 100 repeated administration will fall between 89 and 98
B. Louann's cognitive ability score will fall between 89and 98, 90 times out of 100.
Which of the following would be the best strategy to develop self-determination skills for a student with multiple and/or severe disabilities? A. Teaching the student to ask detailed questions when needing help with a task. B. Providing assistive technology that allows the student to communicate his or her wants an needs. C. Teaching the student how to read a simple menu to be able to make his or her own choices when eating out. D. Providing assistive technology that enables the student to write his or her name independently.
B. Providing assistive technology that allows the student to communicate his or her wants an needs.
Angelo, an English -language leaner (ELL) who speaks limited English, has received appropriate instruction in all academic areas but is struggling academically. Angelo 's parents and teacher agree that an evaluation for special education services is warranted. Which of the following is the most appropriate way to evaluate him? A. Conducting one long morning session so as to secure the most accurate evaluation of Angelo abilities at a given point in time. B. Reviewing information gathered during parent, student and teacher interviews. C. Administering tests and other instruments in his first language to evaluate his specific area of need. D. Having each member of the administration Review and Dismissal (ARD) committee Angelo in class on the same day.
B. Reviewing information gathered during parent, student and teacher interviews.
During transition, a student with intellectual development disorder delays instruction by banging on desks, approaching the teacher, and yelling, and yelling. The teacher plans to complete a functional behavioral assessment ( FBA) to determine possible causes of the disruptive behavior. Which two of the following teachers strategies are most likely to be effective in minimizing off-task behavior while the FBA is being conducted? A. Stopping the class and redirecting the student if he or she begins to bang on a desk or yell during transition. B. Standing physically close to the student during transition and maintaining eye contact. C. Waiting to reprimand the student for negative behavior until after a transition is complete and the behaviors have stopped. D. Giving the student cues to indicate that a transition is beginning.
B. Standing physically close to the student during transition and maintaining eye contact. D. Giving the student cues to indicate that a transition is beginning.
Timothy, an eight-grader student with autism spectrum disorder ( ASD), is struggling to bey basic classroom rules in all his class. His teachers have submitted numerous discipline referrals to his case manager. Which of the following is the most appropriate next step for the case manager to take? A. Developing a behavioral intervention plan ( BIP) for Timothy. B. Conducting a functional behavioral assessment ( FBA) of Timothy C. Accompanying Timothy to his class. D. Conducting a Response to Intervention ( RTI) meeting for Timothy
C. Accompanying Timothy to his class.
When the progress of a student is being monitored, which of the following is an advantage of curriculum-based Measurement (CBM) over norm- referenced tests? A. CBM's are more reliable measures than normal-referenced tests. B. CBM's can be used at more frequent intervals than norm-referenced tests C. CBM's measure a variety of skills within one test. D. CBM's can be administered only by certified evaluation specialists
C. CBM's measure a variety of skills within one test.
Ms. Hara , a special education teacher, has been providing direct instruction to social skills to her second-grade self-contained class. Her students are with their typically developing peers and a professional for electives, lunch, and schoolwide activities. Ms. Hara has asked for feedback on the student's ability to generalize the taught skills in the various settings to help guide future instruction. The following information was provided to Ms. Hara from the para professional and general education teachers who interact with her students. - In music class, students are repeatedly blurting out answers and comments without waiting their turn. - During art, students are having difficulty sharing materials and working collaboratively. - During lunch, students are having difficulty waiting for their turn in the lunch line. To help students develop self-awareness and modify their inappropriate social behaviors, Ms. Hara should take which of the following actions first? A. Asking students to describe their behaviors and help them identify areas of improvement. B. Developing behavior contracts that outline procedures students follow C. Completing a task analysis and creating visual representation of how to achieve target behaviors. D. Providing behavior-modification training for staff members who have daily interaction with the students
C. Completing a task analysis and creating visual representation of how to achieve target behaviors.
A student has been assessed for special education and based on the school's evaluation, does not qualify for services. The student's parents disagree and would like the school district to find an Independent education Examination ( IEE). Based on this request and legal guidelines, the district may agree to incur the expense of the evaluation or A. Provide a new evaluation that has been completed by a district-level representative
C. File a request for a due process hearing with the Texas Education Agency ( TEA)
A tenth-grade student who is diagnosed with a spoken language disorder does not participate in history class discussions. The general education asks the special education teacher to recommend an intervention to use with the student. Which of the following interventions would be most effective for the general education teacher to try first? A. Speaking louder and slower to the student B. allowing the student to work independently C. Increasing the wait time for the students response D. Providing the student with lower-level reading materials
C. Increasing the wait time for the student's response
Ms. Hara , a special education teacher, has been providing direct instruction to social skills to her second-grade self-contained class. Her students are with their typically developing peers and a professional for electives, lunch, and schoolwide activities. Ms. Hara has asked for feedback on the student's ability to generalize the taught skills in the various settings to help guide future instruction. The following information was provided to Ms. Hara from the para professional and general education teachers who interact with her students. - In music class, students are repeatedly blurting out answers and comments without waiting their turn. - During art, students are having difficulty sharing materials and working collaboratively. - During lunch, students are having difficulty waiting for their turn in the lunch line. Given the feedback received, additional instruction in which of the following skills will be most beneficial for Ms. Hara's students? A. Conflict resolution B. Problem solving C. Interpersonal D. Functional
C. Interpersonal
Which of the following is the best way to ensure that a student with an autism spectrum disorder ( ASD) feels comfortable in the school environment. A. Offering multiple lunch choices B. Providing a predictable school routine C. Offering varying leadership opportunities D. Providing outside recess time
C. Providing a predictable school routine
Behavior sampling would most likely be used by a special education teacher to A. understand how a student is doing based on his or her behavior in general education classroom B. Anticipate disruptive or dangerous behaviors by a student C. collect data about the duration or frequency of a particular behavior exhibited by a student. D. Use a student spontaneous behavior to understand his or her personal preferences among school subjects
C. collect data about the duration or frequency of a particular behavior exhibited by a student.
11. A nine-year-old student diagnosed with an emotional disturbance recently transferred to a new school. The student's family moved from a Native American reservation. The general education teacher notes that the student has difficulty relating to peers and adults, demonstrating quiet, withdrawn behavior and rarely making eye contact. At times, the student reacts to teacher directives with physical aggression. When the Admission Review Dismissal (ARD) committee designs behavioral interventions for the student, it is most critical to? A. ignore the behavior that is culturally influenced. B. focus first on what the student is most motivated to change. C. consider the student's background when deciding which behaviors to target. D. provide professional development on multiculturalism for the teacher.
C. consider the student's background when deciding which behaviors to target.
Which of the following is a requirement of the Individuals with Disabilities Act ( IDEA)? A. following initial placement, a student's parents/guardian may designate specific educational staff to serve as participants in their child's special education B. No single assessment procedure can be used as the sole criterion in determining an appropriate IEP for a student C. Before a student is given a formal, initial evaluation, the school must inform the parents/guardian of their rights to view and evaluated assessments instruments and criteria. D. An IEP written for a student with disabilities must be reviewed and updated at least twice each school year.
D. An IEP written for a student with disabilities must be reviewed and updated at least twice each school year.
If a student begins to show signs of an epileptic seizure, it is important that emergency actions taken immediately to protect the student's body from damage, Which of the following is the first step that should be taken when a student is expecting an epileptic seizure? A. Slip a soft object in the mouth to prevent damage to the tongue. B. Hold the student in one position on the floor to protect the body from hitting objects C. Avoid touching the student, and call immediately for an ambulance and medical attention D. Cushion the head to protect the brain from trauma when the head strikes against the floor.
D. Cushion the head to protect the brain from trauma when the head strikes against the floor.
Shay a second-grade student who has been diagnosed as having attention-deficit/hyperactivity disorder ( ADHD). Which of the following is a sign of ADHD that Shay is most likely to display? A. Sleeps during reading time B. Cries frequently over minor frustrations C. Shows an inflated sense of self-importance D. Forgets to turn in homework on a daily basis
D. Forgets to turn in homework on a daily basis.
To the maximum extent appropriate, Early Childhood Intervention (ECI) services must be provided in which of the following type of settings? a. Preschool-type settings with a wide range of toys and games highly appealing to young children b. Settings that provide opportunities for interaction with peers with similar disabilities c. Highly structured settings that promote focused, on-task learning of targeted skills and behaviors D. Home and community settings typical for peers without disabilities
D. Home and community settings typical for peers without disabilities
Which of the following is the most common relative strengths with a learning disability and students with attention-deficit/hyperactivity disorder ( ADHD) A. Ability of attend more than one idea at a time. B. Possession of effective self-motivational strategies C. Self-Confidence in managing time and tasks D. Normal intelligence and capability to learn.
D. Normal intelligence and capability to learn
Ms. Hara , a special education teacher, has been providing direct instruction to social skills to her second-grade self-contained class. Her students are with their typically developing peers and a professional for electives, lunch, and schoolwide activities. Ms. Hara has asked for feedback on the student's ability to generalize the taught skills in the various settings to help guide future instruction. The following information was provided to Ms. Hara from the para professional and general education teachers who interact with her students. - In music class, students are repeatedly blurting out answers and comments without waiting their turn. - During art, students are having difficulty sharing materials and working collaboratively. - During lunch, students are having difficulty waiting for their turn in the lunch line. Which of the following strategies will best help the students to generalize the newly learned social skills in a variety of settings? A. Using a T-chart to define appropriate behaviors associated with each setting B. Modeling the essential behaviors to meet the standards for each social skill in various settings C. Asking students to explain how they would respond to hypothetical situations. D. Providing numerous opportunities to role-play the learned skills in different settings
D. Providing numerous opportunities to role-play the learned skills in different settings
Which of the following best reflects the primary reason why premature infants are at risk for developmental delays? a. Digestive tract disorders reduce the infant's ability to feed, so that weight gain is difficult to achieve b. The skin is easily infected, and these infections spread quickly to the central nervous system C. Bones are soft and unable to provide protection to the body D. The flow of oxygen is restricted due immature circulatory system.
D. The flow of oxygen is restricted due immature circulatory system.
According to IDEA, in order for a student to be considered as having a specific learning disability, the student must show a deficiency in one or more of eight eligibilities criteria areas, basic reading skills, reading fluency, reading comprehension, mathematic problem solving, mathematics calculations, oral expression, listening comprehension. Which of the following completes the list of eligibility criteria? A. Spelling B. Working memory C. Processing skills D. Written expression
D. Written expression
Which TWO of the following administrative practices best promote successful collaboration between general education teachers and special education teachers working in elementary school inclusion classrooms? a . Providing teachers with common planning time to prepare lessons and grade assessments b. Building co-teaching teams based on personal requests from the teachers to work with a preferred partner c. Allowing the teachers to decide how they would like to share leadership and responsibilities d. Using the teachers' collaborative abilities as the primary focus of each teacher's final performance evaluation.
a . Providing teachers with common planning time to prepare lessons and grade assessments. c. Allowing the teachers to decide how they would like to share leadership and responsibilities.
Of the following, a fourth grader has been diagnosed with obsessive-compulsive disorder is most likely to exhibit a tendency to a . ask the teacher an excessive number of questions. b. interact withclassmates inhighly aggressive ways. c. have difficulty recalling previous learnedmaterial. d. complete academic tasks more quicklythan peers.
a . ask the teacher an excessive number of questions.
A general education teacher, Ms. Garza is concerned about a student's progress in her class. She approaches a special education teacher, Mr. Yoder for help. Which of the following is the most important first step for M.r Yoder ot take ot find an effective intervention? a. Asking Ms. Garza a series ofquestions to clarify the problem completely b. Researching various interventions to find one that has been proven usetul c. Talking to other teachers about the student'sprogress in their classes d. Screening the student for additional disabilitiesthat might be problematic
a. Asking Ms. Garza a series ofquestions to clarify the problem completely
Fromthe behaviorist point of view, which of the following factors is least relevant to the goal of modifying the behavior ofa student with special needs? a. Feelings underlying the behavior b. Environmental triggers for the behavior c. Responses from the others tothe behavior d. Predictability of the behavior
a. Feelings underlying the behavior
Use the passage below to answer the question that follows. Beth is a sixth-grade student in Mr. Lincoln's general education class. Testing indicates that she is reading on a fourth-grade level, and this is documented in her Individualized Education Program (IEP). Mr. Lincoln's notes on Beth indicate the following: reluctant to participate during groupwork involving reading assignments, does not complete assignments involving reading, and frequent absences. Mr. Lincoln has asked the special education teacher for suggestions on how to address his concerns. Which of the following recommendations from the special education teacher is most likely to promote Beth's engagement and participation in work involving reading assignments? a. Providing regular, positive feedbackto Beth when she does participate as asked in the reading assignments b. Coaching Beth to be a better team member within her reading group. c. Assigning a peer tutor to assist and assess Beth during group work involving reading assignments d. Offering to meet with Beth so she can express her concerns about her needs as a reader
a. Providing regular, positive feedbackto Beth when she does participate as asked in the reading assignments
A special educator and a general educator are assigned to co-teach in a third-grade classroom. The general educator plans the lessons and gives the special educator a copy at the start of each week. Which of the following would be the most effective way to encourage more collaboration between these two teachers? a. Scheduling a common period to discuss and plan lessons that meet the student's needs b. Taking turns each week teaching lessons onthe basis of teacher's expertise c.Encouraging the entire faculty to attend staff development workshops related to inclusion d. Agreeing to pull out of the students who receive special education services for a certain amount oftime each to workon individual goals
a. Scheduling a common period to discuss and plan lessons that meet the student's needs
When teachers are collaborating with the parents of their students with disabilities, the teachers are morally obligated to a. ensure that the parents are aware of their child's educational rights b: keep accurate records of parental visits c. discuss the child's home life with the parents d. share only the positive aspects of the child's performance.
a. ensure that the parents are aware of their child's educational rights
The Individualized Education Program (IEP) is developed with the active involvement of team membersand a. offers measures to be used in assessing the program's success b. includes a log where the student may trackhis or her progress regularly c. describes a useful interest-based assessment process d. includes only long-term objectives and strategies
a. offers measures to be used in assessing the program's success
A third-grade student who has a learning disability in mathematics struggles to keep his place while working on three-digit by two-digit multiplication problems. Which of the following strategies would most likely remediate the issue for the student? a.) Allowing student to use graph paper for completing the assignment b. Providing different ways for the student to internalize mathematics facts c. Introducing key mathematics vocabulary terms to use while solving the problems d. Organizing mathematics centers to facilitate the student'sindependent work
a.) Allowing student to use graph paper for completing the assignment.
A fifth-grade special education teacher will participate in several Administration Review Dismissal (ARD) meetings for fifth-grade students who are transitioning to middle school. She will bring samples of student work, behavior checklists, data collection sheets, and state assessment information. How will thisinformation be usedduring themeetings? a.) To reveal the students' progress over the past year and help determine the least restrictive environment for the next school year b. To determine if the students will continue to qualify for special education services in middle school c. to show the parents how their child compares with other students inher class d. To diagnose additional learningand behavioral difficulties.
a.) To reveal the students' progress over the past year and help determine the least restrictive environment for the next school year.
Miguel, a six-year-old English-language learner (ELL), hasbeen found eligible for special education services. His parents' native language is Spanish and they do not speak English. In this situation, the school is legally obligated to ensure that a Miguel's teacher wil send home materials written in both English and Spanish b . Miguel's parents will be provided with a written or audiotaped transcription of his Individualized Education Program (IEP) in Spanish c. Miguel's special education teacher will be fluent in both English and Spanish d. Miguel's parents will be provided with adult English-language learner (ELL)classes taught within the school district
b . Miguel's parents will be provided with a written or audiotaped transcription of his Individualized Education Program (IEP) in Spanish
Which ofthe following should special education teacher be most aware of when communicating with parents of a child with disability? a. Giving feedback that concentrates solely on the progress of academic skills b. Being aware of the professional jargon used in conveying important information c : Communicating only information that has been documented d. Refraining from providing advice about behavior management at home
b. Being aware of the professional jargon used in conveying important information
Section 504 of the Rehabilitation Act of 1973 (PL 93-112) provides which of the following guarantees for persons with disabilities? a. The assurance of education in the least restrictive environment b. Civil rights protection in programs and activities that receive federal financial assistance c. Federal funding for needed services such as transportation, vocational training, and assistive technology d. Access to a student's school life by the parents of students under 18, and by students when they reach age 18
b. Civil rights protection in programs and activities that receive federal financial assistance
Which of the following would be the first step to take when beginning to plan for a 3-year old's transition from Early Childhood Intervention (ECI) services to services provided through the public school system? a. Encourage the child's parents to begin visiting the school settings that represent potential for their child b. Establish a timeline of transition activities, beginning approximately one year prior to the transition date C. Assess the child's current rate of progress to predict what areas of need are likely to be greatest at the time oftransition d. Invite representatives from possible receiving placements to visit the child in current setting
b. Establish a timeline of transition activities, beginning approximately one year prior to the transition date
Joyce is an 8-year-old student who was found eligible to receive special education and related services based on a diagnosis of an intellectual disability and speech impairment. Joyce's parents do not agree with the education provided by the school. According to Texas law, which of the following is the first action the school must take? a. Require Joyce's parents to explain why they disagree with the evaluation and to provide evidence to substantiate their claim b. Provide information about the school's evaluation guidelines and how to obtain an independent education evaluation (IEE) c. Show evidence of the school examiner's qualifications and proceed to draft Joyce's individualized Education Program (LEP) d. Ask that Joyce's parents seek, at their own expense, a qualified examiner not employed by the school
b. Provide information about the school's evaluation guidelines and how to obtain an independent education evaluation (IEE).
The Individuals with Disabilities Education Act (IDEA and Section 504 of the Rehabilitation Act of 1973 both offer specific guidelines and protections for people with disabilities. Which of the following statements most accurately describes how these laws apply to John, a 21-year-old transitioning into a community living setting from a specialized support classroom? .a IDEA wil address John's needs in the community through age 25 b. Section 504 wil safeguard John's rights in various settings throughout his life c. IDEA protections of John's rights ended at age 18 and are nolonger valid d. IDEA will safeguard John's rights in various settings throughout his life
b. Section 504 wil safeguard John's rights in various settings throughout his life
Ethan, a third-grade student, receives mathematics instruction in a resource classroom. His general education teacher, Ms. Whittin, asks to see the results from his most recent mathematics assessment. Which of the following is the most appropriate way for Ethan's special education teacher respond to Ms.Whittins's guest? a. Indicating that Ms. Whittin must obtain written permission from Ethan's parents to see the assessment results b. Sharing Ethan's assessment results with Ms. Whittin because she has a legitimate educational interest in requesting them C. Consulting Ethan's Individualized Education Program (IEP) for instructions about sharing the information with Ms. Whittin d. Asking Ethan's Admission Review Dismissal (ARD) committee for permission to share the assessment results with Ms. Whittin
b. Sharing Ethan's assessment results with Ms. Whittin because she has a legitimate educational interest in requesting them.
Which of the following statements most accurately describes free appropriate public education (FAPE) as mandated by the individuals with Disabilities Education Act (IDEA? a. Providing financial assistance to the parents of students with disabilities to pay for private school placement b. Using federal funding to educate students with disabilities in general education classrooms with non disabled peers c. Education students with disabilities in a self-contained classroom using appropriate accommodations and modifications d. Establishing an Individualized Education Program (IEP) to meet the academic and social needs of students with disabilities.
b. Using federal funding to educate students with disabilities in general education classrooms with non disabled peers.
Ms. Charles has a 12-month-old son with a disability. She will be attending an Individualized Family Service Plan (IFSP) meeting at which outcomes will be developed for her son. Which of the following processes would the service providers most likely to use for developing functional outcomes? a. Developing outcomes based on assessment b. Presenting outcomes for the family to choose from c . Developing outcomes through collaboration with the family D. Using standard outcomes based on the child's disability
c . Developing outcomes through collaboration with the family.
An eighth-grade student with a specific learning disability who reads at a fourth-grade level is in an inclusion science class. The science teacher is concerned that the student cannot comprehend the material in the course textbook. Which of the following strategies is most likely to help the student a. Assigning an after-school tutor to help the student better understand the eighth-grade material B. Setting high expectations for the student to master the eighth-grade skills c . Obtaining a modified textbook that covers the eighth-grade concepts at the student's reading level d. Designating a peer buddy during class to explain the eighth-grade concepts to the student using easier vocabulary
c . Obtaining a modified textbook that covers the eighth-grade concepts at the student's reading level.
A special education reading teacher is working to move his students to become more independent readers. Which instructional technique should the teacher consider while modeling a desired learning strategy or task as he gradually shifts responsibility for learning to the class? a. Scaffolding b. Large-group instruction c. Computer-based tutorials d. Word-attack drills
c. Computer-based tutorials
Jana is a tenth-grade student who has been diagnosed as having Down's syndrome. She hopes to work with animals at the zoo and live in an apartment with her cousin after her high school graduation. Her educational needs include learning skills related to independent living, self-care, and social relationships. Which of the following will be the most appropriate transition statement on her Individualized Education Program (IEP)? a. Jana will complete job application forms for competitive employment in the community b. Jana will participate in a curriculum that addresses skills and content needed to care for animals c. Jana will participate in a curriculum that addresses functional daily living and work skills d. Jana will complete career inventories and job shadowing to identify goals for her life after high school
c. Jana will participate in a curriculum that addresses functional daily living and work skills.
Use the passage below to answer the question that follows. Beth is a sixth-grade student in Mr. Lincoln's general education class. Testing indicates that she is reading on a fourth-grade level, and this is documented in her Individualized Education Program (IEP). Mr. Lincoln's notes on Beth indicate the following, reluctant to participate during group work involving reading assignments, does not complete assignments involving reading, frequent absences. Mr. Lincoln has asked the special education teacher for suggestion on how to address his concerns. Which of the following is the most appropriate accommodation for Beth given her below-grade-level reading skills? a. Allowing her to take at least 50 percent additional time to complete the class assignments b. Providing her with colored overlays that claim to reduce visual distortions c. Providing her with curriculum related material written at her reading level D. Allowing her to complete only half of the class reading assignments
c. Providing her with curriculum related material written at her reading level.
A school is planning health-care services for students who are eligible for the special education and related services. Which ofthe following questions is most important to ask in determining whether the school is able toprovide appropriate health-care services? a. Would the services be available outside of school hours? B. Would the services require the aid of a paraprofessional? c. Would the services require the presenceof medical personnel? d. Would the servicesb e used for recreational purposes?
c. Would the services require the presenceof medical personnel?
In preparing for a classroom with general and special education students, the general education teacher may have to make modifications for students with disabilities. Which ofthe following actions should the teacher take? a. The teacher should publicly distinguish between general and special education students b. The teacher should expect to allow all students in the classroom to have extra time on any timed assessment c.) The general education teacher should review the Individualized Education Programs ( IEP s ) of the students who have them with the special education teacher d. The teacher should construct lesson plans with just students with disabilities in mind
c.) The general education teacher should review the Individualized Education Programs ( IEP s ) of the students who have them with the special education teacher
