Brooks

Question 1

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 fund 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
b. Refer the parent to a private school where the student may qualify for services
c. File a request for a due process hearing with the Texas Education Agency (TEA)
d. Recommend that the parent wait a full school year so that the student can be reassessed.

Answer 1

C

Question 2

A tenth-grade student who is diagnosed with a spoken language disorder does not
participate in history class discussions. The general education teacher 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 wait time for the student to respond
d. Providing the student with lower-level reading material

Answer 2

C

Question 3

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

Answer 3

B

Question 4

Leo is a third grader currently enrolled in a private school. He has struggled in school
and has not learned to read despite several interventions from this 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 to 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 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 ot 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

Answer 4

A

Question 5

Angelo, an English-language learner (ELL) who speaks limited English, has received
appropriate instruction in all academic areas but is struggling academically. Angelo’s
parents and teachers 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’s 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)

Answer 5

C

Question 6

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. CBMs are more reliable measures than norm-referenced tests
b. CBMs can be used at more frequent intervals than norm-referenced tests
c. CBMs measure a variety of skills within one test
d. CBMs can be administered only by certified evaluation specialists.

Answer 6

C

Question 7

Timothy, an eighth-grader student with autism spectrum disorder (ASD), is struggling to
obey basic classroom rules in all his classes. 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 classes
d. Conducting a Response to Intervention (RTI) meeting for Timothy

Answer 7

B

Question 8

WHich of the following types of assessments would most likely provide a special
education teacher with broad and comprehensive information about a student’s learning
strengths and needs?
a. Portfolio assessment
b. Commercial pre- and post-tests
c. Basic skills assessment
d. Norm-referenced achievement tests

Answer 8

A

Question 9

Which of the following types of informal assessment is most appropriate for gathering
information on the frequency with which scientific student behaviors occur?
a. Anecdotal record
b. Structured interview
c. Event recording
d. Graduated rating scale

Answer 9

A

Question 10

Which of the following is the most common relative strength of students with a learning
disability and students with attention-deficit/hyperactivity disorder (ADHD)?
a. Ability to 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

Answer 10

D

Question 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

Answer 11

C

Question 12

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 facility 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 influence on language development.

Answer 12

D

Question 13

An elementary student who is displaying behaviors indicative of autism spectrum
disorder (ASD) is most 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 concrete situations
d. Difficulty controlling behaviors or sustaining focus.

Answer 13

A

Question 14

A special education teacher is seeking an assessment to use for universal screening, to
monitor student development and to improve instruction programs. Which of the
following types of assessment best meets the teacher’s needs?
a. Curriculum based
b. outcome -based
c. Diagnostic
d. Portfolio

Answer 14

A

Question 15

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, Derek is less likely to
a. Develop learning strategies without teacher intervention
b. Form emotional attachments to adults
c. Follow typical order of leaning stages
d. Be concerned about acceptance by his classmates

Answer 15

A

Question 16

If a student begins to show signs of an epileptic seizure, it is important that emergency
action be 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 position on the floor to protect the body from hitting objects
c. Avoid touching the student, and call immediate for an ambulance and medical
attention
d. Cushion the head to protect the brain from trauma when the head strikes against
the floor.

Answer 16

D

Question 17

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’s spontaneous behavior to understand his or her personal
preference among school subjects.

Answer 17

C

Question 18

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 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 of required assignments and their due dates

Answer 18

B

Question 19

Shay is 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.

Answer 19

D

Question 20

Louann’s comprehensive cognitive ability was calculated to be 93 SS, with a 90%
confidence interval 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 will fall between 89 and 98, 90 times out of 100
c. Louann’s cognitive ability will fall between 89 and 98, 10 times out of 100
d. The average of Louann’s 100 repeated administration will fall between 89 and 90

Answer 20

B

Question 21

Michael is a ninth-grade student with a learning disability in mathematics calculation. At
his annual Admission Review Dismissal (ARD) committee meeting, he tells 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 Michael can
be successful in his classes.
b. Recommending that Michael wants to consider career interest until after he
satisfies his core course requirements in mathematics
c. Asking Mr. Jaramillo what specific mathematical 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 styles and abilities.

Answer 21

A

Question 22

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 students’ 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 paraprofessional and general education teachers who interact with
her students.
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● In music class, students are repeatedly blurting out answers and comments without
waiting their turn.
● During art, students are having difficulty sharing materials 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

Answer 22

C

Question 23

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 students’ 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 paraprofessional 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 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 for
improvement
b. Developing behavior contracts that outline procedures students to 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.

Answer 23

C

Question 24

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 students’ 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 paraprofessional and general education teachers who interact with
her students.
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● In music class, students are repeatedly blurting out answers and comments without
waiting their turn.
● During art, students are having difficulty sharing materials 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 essential behaviors to meet the standards for each social skills in various
settings
c. Asking students to explain how they would respond in hypothetical situations
d. Providing numerous opportunities to role-play the learned skills in different settings

Answer 24

D

Question 25

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 eligibility criteria
areas, basic reading skills, reading fluency, reading comprehension, mathematical
problem solving, mathematic calculations, oral expression, listening comprehension.
Which of the following completes the list of eligibility criteria?
a. Spel;ling
b. Working memory
c. Processing skills
d. Written expression

Answer 25

D

Question 26

Which of the following is a requirement of the Individuals with Disabilities Education Act
(IDEA)?
a. Following initial placement, a student’s parents/guardians may 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 IEP for a student
c. Before a student is given a formal, initial evaluation, the school must inform the
parents/guardians of their rights 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.

Answer 26

B

Question 27

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 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 send the 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.

Answer 27

A

Question 28

A general education teacher, Ms. Garza is concerned about a student’s progress in her
class. She approaches a special education teacher, M.r 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 Ms garza a series of questions to clergy 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

Answer 28

A

Question 29

In relation to special education evaluations, use of a developmental explanation of
behavior is most likely to include an emphasis on which of the following ideas?
a. Because every child is an individual, it is impossible to make meaningful
generalizations about “normal” or “typical” patterns of development
b. Quantitative measures are generally more accurate and useful than qualitative
measures in characterizing a child’s development
c. Biological, psychological, and social factors can be expected to interact
continuously to shape 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 do individual variables

Answer 29

C

Question 30

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 what meet the
student’s needs
b. Taking turns each week teaching lessons on the 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 of time each to work on individual goals

Answer 30

A

Question 31

The Individualized Education Program (IEP) is developed with the active involvement of
team members and
a. Offers measures to be used in assessing the program’s success
b. Includes a log where the student may track his or her progress regularly
c. Describes a useful interest-based assessment process
d. Includes only long -term objectives and strategies

Answer 31

A

Question 32

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 conference 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 in 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 all subjects so he can help Danielle prepare for tests.
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

Answer 32

D

Question 33

A new student who is medically fragile requires a feeding tube and tracheostomy tube
during normal school hours. Which of the following is most accurate regarding the
student’s medical needs.
a. The special education teacher should be trained to care for the educational and
medical needs of the student
b. The special education teacher and paraprofessionals will share in the
responsibility of caring for the student’s medical needs.
c. The school nurse is responsible for ensuring that the medical needs of the
student are met on a daily basis.
d. The school administration is responsible for deciding who will meet the student’s
medical needs while at school

Answer 33

D

Question 34

Mr. Moore, a special education teacher who teaches a class with multiple disabilities, has been told by Ms. Hendricks, the principal, that she is assigning Jennifer to his class effective
immediately. Jennifer was failing in the general education program with special
education support, Ms. Hendricks has asked Mr. Moore to write up a new individualized
Education Program (IEP) within the week. Which of the following statements is 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. A student who has learning disabilities cannot legally be placed in a
self-contained class
c. The placement is appropriate since the IEP Mr Moore develops is considered a
draft
d. Jennifer’s parents have no legal complaint because she was failing in the general
education setting.

Answer 34

A

Question 35

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 o f student work, behavior checklists, data collection sheets, and
state assessment information. How will this information be used during the meetings?
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 in her class
d. To diagnose additional learning and behavior difficulties

Answer 35

A

Question 36

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 request from the teachers to work
with a preferred partner
c. Allowing the teachers to decide how the would like to share leadership and
responsibilities
d. Using the teacher’s collaborative abilities as the primary focus of each teacher’s
final performance evaluation

Answer 36

A, C

Question 37

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 with classmates in highly aggressive ways
c. Have difficulty recalling previously learned material
d. Compete academic tasks more quickly than peers

Answer 37

A

Question 38

Ms. Charles has a 12-month-old son with a disability. She will be attending an
Individualized Family Service Plan ( I S P ) 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

Answer 38

C

Question 39

Miguel, a six-year-old English-language learner (ELL), has been 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 will send home materials written in both English and Spanish
b. Miguel’s parents will be provided with a written or audio tape 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

Answer 39

B

Question 40

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.
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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

Answer 40

B

Question 41

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

Answer 41

A

Question 42

A school is planning health-care services for students who are eligible for the special
education and related services. Which of the following questions is most important to ask
in determining whether the school is able to provide 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 presence of medical personnel?
d. Would the services be used for recreational purposes?

Answer 42

C

Question 43

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 (IEP)
d. Ask Joyce’s parents to see, at their own expense, a qualified examiner not
employed by the school.

Answer 43

B

Question 44

The Individualized Education Program (IEP) must include which of the following?
a. Success measures
b. Progress log
c. Interest inventory
d. Placement options

Answer 44

D

Question 45

Which of the following should a 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

Answer 45

B

Question 46

Which of the following theorists is best known for advocating that psychology should be
a 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. Abraham H. Maslow
c. Lev Vygotsky
d. B.F. Skinner

Answer 46

D

Question 47

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 daily 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 oxygen is restricted due to an immature circulatory system

Answer 47

D

Question 48

From the behaviorist point of view, which of the following factors is least relevant to the
goal of modifying the behavior of a student with special needs?
a. Feelings underlying the behavior
b. Environmental triggers for the behavior
c. Responses from the others to the behavior
d. Predictability of the behavior

Answer 48

A

Question 49

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 will address John’s needs in the community through age 25
b. Section 504 will safeguard John’s rights in various settings throughout his life
c. IDEA protections of John’s rights ended at age 18 and are not longer valid
d. IDEA will safeguard John’s rights in various settings throughout his life

Answer 49

B

Question 50

Which of the following would be the first step to take when beginning to plan for a 3-year
old’s transition from EarlyChildhood 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
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c. Assess the child’s current rate of progress to predict what areas of need are likely
to be greatest at the time of transition.
d. Invite representatives from possible receiving placements to visit the child in the
current setting.

Answer 50

B

Question 51

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 to 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

Answer 51

B

Question 52

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 with their requests
for services for their child. Which of the following best describes how the committee
should respond to parents’ request for services?
a. Propose to postpone the ARD meeting and reconvene after school personnel
had had time to review the document
b. Acknowledge the parents concerns but explain to them that requests can be
made only by the ARD committee
c. Tell the parents that the ARD 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 at
mediation hearing

Answer 52

A

Question 53

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
classroom with non disabled peers
c. Establishing an Individualized Education Program (IEP) to meet the academic
and social needs of students with disabilities

Answer 53

B

Question 54

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 currently reads 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 of the 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’s intense remediation and helping him develop time
management, study, and organizational skills
c. Encouraging Jacob to meet the minimum requirements for high school
graduating by taking basic, easy courses
d. Preparing Jacob for the general education environment by gradually
lessening his reliance on special education services

Answer 54

D

Question 55

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’s independent
work

Answer 55

A

Question 56

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, 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 regula, positive feedback to 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

Answer 56

A

Question 57

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 suggestions
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 to material written at her reading
level
D. Allowing her to complete only half of the class reading assignments

Answer 57

C

Question 58

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 skills

Answer 58

A. Scaffolding

Question 59

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

Answer 59

C

Question 60

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

Answer 60

D

Question 61

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
comprehend the science material?
a. Assigning an after-school tutor to help the student better understand the
eight 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

Answer 61

C

Question 62

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 of the 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
Program (IEPs) 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

Answer 62

C

Question 63

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 high school
b. To provide the student with additional teacher assistance in the general
education classroom
c. To motivate the student to catch up t same-aged peers academically
d. To encourage the student to develop healthy interpersonal relations with
general education peers

Answer 63

D

Question 64

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 paraprofessional observes
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.

Answer 64

D

Question 65

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 and 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

Answer 65

B

Question 66

During transitions, a student with intellectual development disorder delays
instruction by banging on desks, approaching the teacher, 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 teacher strategies are most likely to be effective for minimizing off-task
behavior while the FBA is being conducted?
a. Stopping the class and rendering the student if her or she begins to band
on a desk or yell during transition
b. Standing physically close to the student during a transition and
maintaining eye contact
19
c. Waiting to reprimand the student for negative behaviors until after a
transition is complete and the behaviors have stopped
d. Giving the student cues to indicate that the transition is beginning

Answer 66

B, D

Question 67

A behavior intervention plan (BIP) is developed after which of the following has
been completed?
a. The interpretation of cognitive and achievement assessment
b. The functional behavioral assessment
c. The full psychiatric evaluation
d. The analyses of behavior event sampling

Answer 67

B

Question 68

Students in a second-grade class will be participating in a number of art activities
over the course of the year. Which of the following would be the best way to
adapt these activities for 8-year-old Susan, a student with severe delays in fine
motor development?
a. Providing Susan with a separate supply of art materials that are reserved
for her use only
b. Ensuring that a wide range of art materials, including some that Susan
can easily manipulate, are always available
c. Arranging for Susan to have an aide available during all art activities to
glue and past at her dación
d. Ensuring that other activities are going on the same time as the art
activities and guiding Susan to those activities instead

Answer 68

B

Question 69

Post-graduation transition planning for a student is most likely to be successful if
planning is based primarily on which of the following?
a. The special education teacher’s professional judgment Rea garden what
is best for the student
b. The employment opportunities that are available in the community
c. The student’s personal goals and priorities
d. The adult services that are available to the student locally

Answer 69

C

Question 70

Of the following, the most effective means for creating consistency from
preschool through kindergarten is to provide students with
20
a. A developmentally appropriate program in both preschool and
kindergarten that is responsive to individual differences
b. A preschool environment that strongly emphasizes the development of
socialization skills above academics
c. An environment in both preschool and kindergarten that requires children
to collaboratively plan and problem solve
d. Preschool program that stresses the development of independent work
habits and the ability to follow directions

Answer 70

A

Question 71

Will is a third-grade student with a hearing impairment in a general education
setting. His hearing loss is not significant enough to require the use of hearing
aids. His Individualized Education Program ( I P ) indicates that he benefits from
the use of assistive listening devices, which should be used during direct
instruction. Which of the following strategies would best support the use of the
assistive listening device?
a. Providing Will with a seat at the front of the class
b. Ensuring the Will is focused on the teacher before he or she speaks
c. Providing Will with written assignments at all times
d. Continuing to teach while writing on the board

Answer 71

B

Question 72

An eighth-grade student has been having difficulty with note taking in class due
to a degenerative medical condition affecting the use of his limbs but not
specifically his fingers. Which of the following accommodations would be most
appropriate to support this student’s independence in the task of note taking?
a. A Jumbo-sized pencils and pencil grip
b. A portable word processor or computer
c. A copy of the class notes
d. A tape recorder to record the lesson

Answer 72

C

Question 73

A student who has been diagnosed with an emotional disorder has engaged in a
serious violation of school rules. In this situation, the primary purpose of a
manifestation determination would be to
a. Determine an appropriate in-school consequence to impose on the
student
b. Ensure that due process is followed in considering the violation and
disciplining the student
c. Identify IEP change(s) that will help reduce the likelihood of the student
engaging in future
d. Decide if the disability is related to the behavior that is subject to
disciplinary action

Answer 73

D

Question 74

Kenneth’s oppositional behaviors at school continue to escalate despite
interventions recommended by the referral committee and sessions with the
school counselor. He is not being successful in reading or math in his third-grade
class. Based on the Texas Education Code, which of the following professionals
will evaluate and make recommendations concerning Kenneth’s emotional
behavior?
a. A special education teacher
b. An educational diagnostician
c. A school psychologist
d. An assistant principal

Answer 74

B

Question 75

A fourth-grade special education teacher receives a student with a specific
learning disability(SLD) who recently joined a new school. Which of the following
is the most appropriate course of action for the teacher to take first before
beginning instruction?

a. Administering the spelling test from the previous grading period to the
student
b. Reviewing the student’s full and individual evaluation (FIE) from previous
grades
c. Giving the student a reading assessment of atypical word list from a
grade-level passage
d. Obtaining recent data collection on the student’s reading goals from
previous years

Answer 75

B

Question 76

Which of the following should most likely be the primary focus of language
instruction for a first- grade student with delayed language development?
a. Building a large vocabulary
b. Learning about language structures
c. Developing conversation skills
d. Using correct word forms

Answer 76

C

Question 77

According to the National Reading Panel, which of the following is a
research-based method to improve a student’s reading fluency?

a. A sustained silent reading program with teacher supervision
b. Use of graphic or semantic organizers in groups with peers
c. The generation of question in a large group of peers
d. Repeated oral reading that includes guidance from the teacher

Answer 77

D

Question 78

A sixth-grade social studies teacher is teaching a unit on different types of
governments.The class will be comparing and contrasting communist regimes
and fascist dictatorships, using a reading selection from a supplemental textbook.
To best help the students with learning disabilities understand the reading
material, the special education teacher should provide the students with a copy of
a. A text in large-print to take home for homework
b. A pictorial retelling of the story which continues some facts from the
selection
c. The reading selection, so that the students can read it during sustained
silent-reading time
d. A graphic organizer to assist with identifying similarities and differences

Answer 78

B or D

Question 79

The special education teacher notices that a few students are struggling to grasp
new concepts during a mathematics lesson that utilizes whole-group guided
practice. The students are also unable to solve similar problems independently
and cannot explain the process for solving the problems. Theteacher plans to
incorporate visual representations into the lesson. Which of the following is most
likely the intention of the teacher?
a. Allowing students to copy the steps required to solve a problem for the
use with future assignments
b. Assisting the students to make an abstract concept more concrete
c. Presenting the students with a tool that is considered an effective
teaching strategy for all types of learners
d. Improving the students’ comprehension by connecting real-life objects to
mathematics problems.

Answer 79

C

Question 80

When reinforcing a math objective, a teacher uses math software games. Which
of the following strategies would help promote more independence in a student
whois hearing impaired?
a. Previewing the logistics of the program with the student
b. Having the student work with a peer tutor during class
c. Sending the software home with the student first
d. Giving the student an easier version of the software

Answer 80

C

Question 81

Use the information below to answer the question that follows
Teacher: I want you to say the word mat.Mat. Can you say that?
Child: Mat.
Teacher: Good! Now, tell me what is the first sound you hear in the word mat?
Child: Mmm. Mmm.
Teacher: Yes, the sound in the mat is mmm. Now, what is the last sound in mat?
23
A teacher uses the informal assessment method shown above with a child who is a
native English speaker. Using the assessment, the teacher will learn the most about the
child’s
A. Sound blending
B. Phonemic awareness
C. _____ development
D. ___________

Answer 81

B

Question 82

A second-grade student knows some letter names and letter-sound
associations,uses pictures to retell stories, and can distinguish between some
uppercase and lowercase, but often has reversals. Based on these observations,
the teacher can conclude that the student is
a. An emergent reader and writer
b. A fluent reader and writer
c. A strategic reader and writer
d. On target according to grade level

Answer 82

A

Question 83

A teacher is working with a small group of students who are reading and
discussing a biography written at their instructional reading level. When reading a
text at this level, a student should
a. Find the txt challenging but comprehend it fully with limited assistance
from the teacher
b. Expect to read he text independently but require substantial teacher
support to comprehend the material
c. Encounter no unfamiliar words and be able to comprehend the text easily
and without teacher assistance
d. Encounter many unknown words in the text that required the use of a
variety of words

Answer 83

B

Question 84

Which of the following statements would characterize best practice in an effective
co-teaching situation in which the general education and special education
teachers are working together?
a. The special education teacher provides explicit instruction to the classified
students, individualizing goals and instruction
b. The special education teacher uses a copy of the general education
teacher’s plans and applied accommodations that are explicit to each
students IEPs
c. The general education teacher delivers the main part of the lesson, while
the special education teacher students on task reteaches as needed
d. The general and special education teachers share responsibilities and
alter roles, teaching the full range of abilities represented in the classroom

Answer 84

D

Question 85

While Jada reads aloud, her teacher uses a standard scale to track her phrasing,
pace, and expression. By using this informal assessment, the teacher most likely
assessing Jada’s
a. Reading fluency
b. Vocabulary development
c. Decoding skills
d. Functional reading skills

Answer 85

A

Question 86

Which of the following approaches is most likely to promote a head-of-gearing
student’s independent use of a mathematics game software to reinforce
mathematics skills?
a. Previewing the logistics of the program with the student
b. Having the student work with a peer tutor during class time
c. Sending the software home with the students before using it in class
d. Giving the student a version of the software designed for younger
students.

Answer 86

C

Question 87

Which of the following strategies is most effective in promoting students’
automatically in recalling additional facts?
a. Scheduling extended whole-group review sessions once a week
b. Using fact charts while solving addition and subtraction word problems
c. Incorporating short daily practice sessions into the class routine
d. Using manipulatives nd stick figures to illustrate the addition facts

Answer 87

C

Question 88

A few students in a third-grade English language arts resource classroom exhibit
characteristics across several different stages of literacy. To best meet all the
students, the teacher should group them
a. Consistently by their reading ability level
b. Flexibly according to their individual reading interests
c. Variably using different grouping formats for reading
d. Repeatedly in pairs with diverse reading abilities

Answer 88

D

Question 89

A fourth-grade student has a visual processing disorder and has difficulty
recognizing the similarities and differences between visual images. In particular,
he has trouble identifying common geometric shapes. Which of the following
activities would be most helpful to the student in learning to identify shapes?
a. Finding hidden polygons or shapes on triangular grid paper
b. Outlining common shapes with a black marker and counting the number
of slides of the shape before naming the shape
c. Reading definitions of common shapes and finding shapes on a
worksheet that fit the definition
d. Creating tessellation using rotations and reflections of simple shapes

Answer 89

B

Question 90

A special education teacher prepares a group of students to read a story about a
whale by asking them what they know about whales and writing their responses
on chart paper. This activity is designed to facilitate comprehension of the story
by helping students to recognize
a. Recognize the structure of the story
b. Develop word recognition skills
c. Integrate oral and written vocabulary skills
d. Connect background knowledge to new information

Answer 90

D

Question 91

A special education teacher is using a brainstorming activity to help middle
school students generate ideas for a writing assignment. Which of the following
graphic organizers would be best to use during this pre-writing activity?
a. Cluster diagram
b. Venn diagram
c. Sequence chart
d. Compare/contrast chart

Answer 91

A

Question 92

Mr. Martinez wants his high school mathematics students to be proficient with
functional mathematics skills. The most appropriate concept to teach these
students is
a. Bill paying and balancing checkbook
b. Counting aloud by fives and tens
c. One-to-one correspondence
d. Measurement using a protractor and a ruler

Answer 92

A

Question 93

Beth, a sixth-grade student with a math disability, has difficulty solving word
problems. Beth’s difficulty is remembering the order of the steps to solve the
problems. Extra tutoring has been unsuccessful. Beth’s general education
teacher wants to help Beth and is conferring with the special education teacher.
Which of the following is the best strategy the special education teacher should
recommend?

a. Have Beth list the types of word problems she has studied
b. Have Beth diagram the steps involved in solving word problems
c. Have someone help Beth identify the steps of the problems
d. Give Beth a study guide about word problems

Answer 93

B

Question 94

Which of the following activities is most likely to reinforce logical reasoning in a
kindergarten student with a specific learning disability in mathematics?
a. Using manipulatives to solve complex word problems
b. Providing a number line to practice counting forward and backward
c. Measuring objects in the room using a measuring tape
d. Creating learning centers where shapes can be sorted and classified

Answer 94

A

Question 95

A middle school student with a visual impairment receives community-based
instruction (CBI). Which of the following is an appropriate mathematics objective
for the student?
a. The student will know the cost of personal-care items and use real money
to practice buying them
b. The student will demonstrate an understanding in of positional concepts
such as “top”, “bottom”, middle”, “over”, and “under”
c. The student will use scales on maps to compute the distances between
local towns
d. The student will create a schedule for the first half of the school year
using user-friendly software

Answer 95

A

Question 96

A middle school teacher shows students videos of several television teasers -
short promotional previews of upcoming television shows. The teacher then
distributes copies of the television teaser scripts for class discussion. Which of
the following activities using the television teaser scripts would best help students
understand how persuasive messages conveyed through electronic media can
influence viewer choices?

a. Students identify specific words and phrases contained in the teaser
scripts that create drama or appeal to emotion
b. Students work in small groups to compare the styles of the different
television teasers by reading the scripts
c. Students watch a video of the entire television show referred to in a
teaser script, and the teacher models how to evaluate the show
d. Students take notes on additional teasers when watching television and
work independently to compare them to the teaser scripts

Answer 96

A

Question 97

A special education teacher asks a group of ninth graders to name as many
words as they can that contain the root vit - or viv- (e.g. vivid, vitamin, survive).
The students discuss the meanings of the words. The teacher then explains that
the root means “live.” Next, she gives the students a list of new words containing
the root (e.g., revive, vivacious, vitality) and asks students to attempt to
determine the meaning of the words.
The lesson described above is likely to promote development of vocabulary skills
primarily by helping students.
A. Understand how to use context clues to determine and recall the
meanings of targeted words.
B. Build vocabulary through repetition and memorization of targeted words
C. Recognize that the structure of a word often holds clues to its meaning
D. Webs to expand content-specific vocabulary

Answer 97

C

Question 98

Use the student-generated passage below to answer the question that
follows.
I liek to cook with my Mom. We are makeing a cake for my Dad’s birthday. We are hoping it
will be a surprize! Last time we tryed to make a cake my Mom forgot to preeheat the oven.
Then we let the cake cook to long and it got overrcooked but it was still pretty good.
This writing sample suggests that the student would benefit most from the spelling instruction
that focuses on which of the following focuses on which of the following topics?
A. Vowel digraphs
B. Prefixes and suffixes
C. ___
D. ___

Answer 98

A

Question 99

A fourth-grade student has completed a unit about how to make and use different
types of measurements. Which of the following procedures would allow the
special education teacher to most accurately assess the degree to which of the
students have obtained the measurement skills covered in the unit?
a. Ask students to measure the properties of a number of real-world objects
b. Develop multiple-choice test questions that focus on the process of
measurement
c. Ask students to write an open-ended essay about the importance of
accurate measurements in daily life
d. Interview each student separately about how measurements are collected
and used

Answer 99

A

Question 100

A third-grade student brings in the following graphic organizer to the special education room. He is to complete the graphic organizer to prepare for a writing assignment tomorrow. What type of writing is the student most likely working on?
Beginning In the beginning,
Middle Just then,
End Finally,
a. Poetry
b. Expository
c. Narrative
d. Persuasive

Answer 100

C

Question 101

Students in a middle school class are reading the following passage in a
textbook.
The growth in human population over the
last century has put a huge strain on the
natural environment and raised questions
about the use of natural resources.
Revitalizing of the city areas has led to
overdevelopment. The need for housing
materials has led to deforestation in
underpopulated areas. These changes
appear to be irreversible.
Which of the following would likely be most effective in helping students determine the
meaning of the underlined word in this passage?
a. Applying knowledge of phonics
b. Semantic cues
c. _______________
d. _______________

Answer 101

B

Question 102

Use the student work sample below to answer the question that follows.
1.05 0.07 0.9
+0.08 +0.95 +1.3
0.113 10.2 22.0
Shelly, a sixth grade student, has solved a set of decimal addition problems as shown. When
discussion Shelly’s work the teacher should begin by
a. Reminding Shelly that any number to the right of the decimal point always represents a
value of less than one.
b. Asking Shelly to look at the two addenda in each problem and estimate approximately
what the answer should be
c. Having Shelly makeup word problems that correspond to each addition problem
d. Asking Shelly to compare her answers for the answers that represent the largest
number.

Answer 102

A

Question 103

Once students become better readers and begin analyzing text, they look beyond
the printed word to draw conclusions, form generalizations and make predictions.
What critical-thinking skills does this describe?

a. Drawing inferences
b. Determining fact and opinion
c. Identifying cause-effect relationships
d. Using context clues

Answer 103

a drawing inferences

Question 104

A fifth-grade student diagnosed with a learning disability in mathematics
struggles to process newly taught concepts. Which of the following strategies
would be most effective when the student is being taught the order of operations
to solve equations?
a. Providing a calculator to solve the equations
b. Giving the students a worksheet for repeated practice
c. Assigning the student a partner who will work him or her, discuss, and
complete the equations
d. Using a mnemonic device to help the student remember the information.

Answer 104

D

Question 105

Sarah, a first-grade student, can identify most letters by name, recognizes a few
sight words, and is able to use letter-sound knowledge to decode a few words
when reading. Which of the following stages of literacy is Sarah primarily
exhibiting?
a. Emergent
b. Early
c. Early fluent
d. Fluent

Answer 105

C

Question 106

A teacher of students in the emergent literacy stage of reading development
often reads fairy tales and other traditional stories aloud. This practice is most
likely to promote students’ comprehension in which of the following ways?
a. Enhancing students’ ability to construct meaning by helping the students
recognize and anticipate common story structures
b. Improving students’ literal comprehension skills by helping the students
distinguish between main ideas and supporting details
c. Strengthening students’ meta cognitive with skills by prompting the
students to monitor the understanding of stories that are read aloud
d. Reinforcing students’ inferential comprehension by promptin the students
to draw on personal experience to interpret a literacy test

Answer 106

A

Question 107

Which Of the following techniques is most effective in teaching reading
comprehension to a student?
a. Asking the student to refrain from forming questions about the text until
finishing the text
b. Encouraging the student to read the text slowly enough so that every
word can be understood
c. Prompting the student to think of questions before and during the reading
of the text
d. Ensuring that the student is allowed ample time to read the text in its
entirely in one setting

Answer 107

C

Question 108

Alec is a third-grade student in a general education classroom who is blind.
Alec’s teacher has noticed that he is struggling to complete multiplication
problems even though he has a solid knowledge of multiplication facts. Which of
the following devices will best help Alec with his multiplication problems?
a. Cranmer abacus
b. Talking calculator
c. Raised-line graph paper
d. Talking money identifier

Answer 108

A

Question 109

Which of the following statements accurately explains why teachers use
manipulatives during mathematics instruction to teach students with learning
disabilities?
a. The use of manipulatives provides students with concrete representations
of abstract math concepts
b. The use of manipulatives allows students to commit fact families to
long-term memory through trial and error
c. The use of manipulatives help students from math algorithms in less time
with greater accuracy
d. The use of manipulatives motivates students to complete assignments on
time with minimal help

Answer 109

A

Question 110

A teacher has noticed that several of his first graders with developmental delays
can say the numbers from 1 to 10 but don’t understand the concept of one-to-one
correspondence. Which of the following activities is most likely to help the
students develop a beginning understanding of the concept?
a. Competing dot-to dot pictures by connecting numbered dots in the correct
sequence
b. Placing the pegs from a plastic bag into the holes in a pegboard, counting
aloud as they do so
c. Pointing to the correct number on a chart as the teacher calls out the
number
d. Putting the numbers from 1 to 120 from sandpaper in order from least to
greatest

Answer 110

B

Question 111

A student of average ability who is receiving special education services is diagnosed
with attention- deficit/hyperactivity disorder (ADHD. Which of the following is a classroom
management technique that will best support the needs of the student?
a. Using fast-paced instructional activities that include rapid questioning sessions
b. Setting the same time requirements for all students to complete tasks
c. Focusing on an auditory approach when delivering content instruction
d. Establishing clear classroom rules and consistent routines

Answer 111

D

Question 112

Which of the following types of skills are most useful to the greatest number of students
who are receiving special education services and are especially taught to students to
help them function independently in the community?
a. Academic study skills
b. Team membership skills
c. Problem-solving skills
d. Computer skills

Answer 112

C

Question 113

A middle school student with a receptive language disorder is experiencing difficulty
comprehending instruction provided during social studies. Which of the following
teaching strategies is most likely to support the student’s needs as a learner?
a. Teaching the student self-monitoring strategies
b. Altering the tone of voice during instruction
c. Providing visuals corralled with direct instruction
d. Reducing visual distractions in the classroom

Answer 113

C

Question 114

Which of the following types of assistive technology is most appropriate for a sixth-grade
student with a disability in writing?
a. A screen reader
b. Text-to-speech software
c. An audiobook
d. Speech-to-text software

Answer 114

D

Question 115

An elementary level special education teacher could have the most positive effect on a
student’s motivation by
a. Offering general praise to the student thought each school day
b. Maintaining explicit standards of individual performance and offering an honest
appraisal of the students work
c. Avoiding the use of letter grades in favor of anecdotal comments
d. Praising the student only when his or her work reflects effort above and beyond
the minimum required for a given assignment

Answer 115

A

Question 116

The primary benefit of incorporating numerous cooperative learning opportunities for
students with disabilities is that the opportunities
a. Increase the ability of students to complete tasks without an authority figure
present
b. Provide students practice in using essential social skills in a realistic setting
c. Enable students to monitor their understanding as they complete projects
d. Improve the capacity of students to regulate their behaviors around their peers

Answer 116

B

Question 117

Compared with a remedial curriculum, a functional curriculum for students with
disabilities is more likely to
a. Be based on academic goals and objectives that are designed to address
identified student needs
b. Focus on development of basic academic skills, such as reading, math, and
language arts
c. Be implemented in a separate resource room and program rather than in a
inclusive setting
d. Emphasize development of life skills to meet expectations associated with
various environments

Answer 117

D

Question 118

Which of the following general instructional approaches would most significantly help an
English- language learner with a receptive language disorder grasp concepts taught in
the classroom?
a. Emphasize discovery learning
b. Using an English-language immersion approach
c. Augmenting direct instruction with peer tutoring
d. Providing new information in context

Answer 118

A

Question 119

Jesse is a 19-year-old student whose Individualized Education Program (IEP) specifies
that he learn a number of functional living skills, including washing and drying his clothes
at a self-service laundry. In order to develop competence at this task, it is most important
that Jesse is provided with opportunities to

a. Go through the process of washing and drying clothes at a self-service laundry
b. Fully master each of the discrete skills involved before attempting to combine
them all in a practical application
c. Discover independently the proper operation of commercial laundry machines
through the use of trial-and-error procedures
d. Observe people as they model and describe step by step the use of washers and
dryers

Answer 119

B

Question 120

A student with a learning disability is being moved from a special education
mathematics class to a general education mathematics class with a special education
inclusion teacher. To ensure that the student receives proper instruction in this class, the classroom teacher and the special education teacher should

a. Seat the student in a designated area of the classroom so that the special
education teacher can hello the student quickly if needed
b. Assign the student a peer tutor to help ensure the student succeeds with all the
lessons and class procedures
c. Collaborate on both instruction and assessment in order to successfully meet the
goals on the student’s Individualized Education Program (IEP)
d. Prepare a schedule for the special education teacher to pull the student out for
specialized instruction during instruction during challenging lessons.

Answer 120

C

Question 121

A high school student with a behavior disorder has been exhibiting persistent
aggressive behaviors. The student’s Admission Review and Dismissal (ARD) committee
has recommended that a functional behavioral assessment be conducted. Which of the
following procedures would most likely be included in this assessment?
a. Administering one or more proactive tests to the student
b. Documenting any history of aggressive behavior in the student’s family
c. Conducting interviews to determine the precise nature and timing of the student’s
problem behavior
d. Having the student keep a journal to clarify his or her perceptions regarding the
aggressive incidents

Answer 121

C

Question 122

Use the information below to answer the question that follows.
A high school history teacher involves students each year in an oral history project. Students
interview longtime residents of the area, recording their stories and reminiscences on audiotape and videotape. Students start their projects by working with a partner to brainstorm questions they wish to ask during their interviews. Then they schedule interviews, conduct their interviews
and design presentations to share the information they gather. The information will be used to produce an exhibit for the town’s annual fair. Edited versions of the tape will be donated to the town library.
How does this activity best promote the functional living skills of students who have special
needs?
a. It involves them in meaningful interactions with people in a community setting b. It provides them with an authentic experience that enhances their understanding of the
concept of time
c. It gives them an opportunity to make many connections among various subjects they are
studying in school
d. It helps them recognize that people in the community use skills and information taught in
school every day

Answer 122

A

Question 123

A high school history teacher involves students each year in an oral history project. Students
interview longtime residents of the areas, recording their stories and reminiscences on
audiotapes and videotapes. Students start their projects by working with a partner to brainstorm
questions they wish to ask during their interviews. Then they schedule interviews, conduct their
interviews and design presentations to share the information they gather. The information will be
used to produce an exhibit for the town’s annual fair. Edited versions of the tapes will be
donated to the town library.
One student in the class has a speech that is very difficult to understand. The most appropriate
way to include this student in the interviewing process would be to
A. Arrange from him to attend and observe the interview without actively participating in it
B. Help him create a written version of his questions for the interview to refer to during hte
interview
C. Assign him responsibility for special tasks that do not require speaking, such as logging
in and labeling tapes of the interviews conducted by his classmates
D. Have him work with a partner who will monitor his effectiveness and take over from him if
the interview start going badly

Answer 123

B

Question 124

A first-grade student in a self-contained special education classroom has educational
goals involving fine motor skills. Which of the following activities is most appropriate for
targeting these skills?
a. Jumping rope
b. Stringing beads
c. Playing tag
d. Typing words

Answer 124

B

Question 125

Ms. Evans, a ninth-grade special education teacher in a self-contained classroom, has
implemented a formal social-skills curriculum for her students for the first six months of
school. When examining her students’ progress on social-skills goals and objectives, she
notes that they have made limited progress. Which of the following is the most
appropriate response to the progress data that Ms. Evans can make?
a. Providing students with multiple opportunities to apply social skills in a variety of
settings
b. Increasing the amount of time students spend on social-skills instruction during
the instructional day
c. Setting up scripted sessions in general education classrooms with nondisabled
student volunteers
d. Teaching students that social expectations are similar across home, community,
and school settings.

Answer 125

A

Question 126

A school’s special education staff has begun collaborating with local employers to
develop and institute a program of commonly-based vocational training. Students will
spend several weeks at each site receiving training in a variety of jobs. Such a program
would be especially useful for
a. Helping students develop a high degree of proficiency at a wide range of jobs
b. Building community support for the school’s special education program by
providing local employers with volunteer workers
c. Assessing students’ competence, interest, and needs in regard to specific types
of employment
d. Facilitating early exit from high school for those students who demonstrate
aptitude for particular jobs

Answer 126

C

Question 127

An early intervention teacher can best support the transition process of children and their
families who are moving from infant/toddler programs to preschool by
a. Ensuring that the new program will continue to follow guidelines for
developmentally appropriate instructional practices
b. Knowing the individual children and the differences and similarities between their
current programs and the one the children willenter
c. Collaborate on both instructional assessment in order to successfully meet the
goals in the student’s Individualized Education Program (IEP)
d. Prepare a schedule for the special education teacher to pull the student out for
specialized instruction during instruction during challenging lessons

Answer 127

A

Question 128

Life-skills lessons are effective if which of the following occurs?
a. The skills become routine in classroom
b. The skills transfer across settings
c. Students are expected to reach the same goals
d. Assessments indicate student knowledge is increasing

Answer 128

B

Question 129

Samuel is a ninth grader diagnosed with a learning disability (LD). He receives special
education services to improve his reading skills. He comprehends best when information is
provided through lecture or whole-class discussion. Ms. Larson, his English teacher, suggests
that the Administrative Review Dismissal (ARD) committee investigate an assistive device to
help Samuel better comprehend printed materials. Which of the following accommodations
should be considered when developing Samuel’sIndividualized Education Program (IEP)?
a. Augmentative communication software
b. electronic organizer
c. Text-to-speech software
d. Electronic spelling and grammar checker

Answer 129

C

Question 130

Teachers can enhance a student’s ability to learn spelling words by differentiating instruction
according to a student’s particular learning style. Which of the following strategies would most
likely promote learning in a kinesthetic learner?
a. The student acts out the meaning of the spelling word in a guessing game
b. The student says and spells each word into a tape recorder and playback the tape
c. The teacher provides tic-tac-toe or crossword patterned and directs the student to fill in
words
d. The teacher reads a short story and asks the students to clap when the spelling word is
heard.

Answer 130

A

Question 131

A math teacher has taught a unit on positive and negative numbers, which is a difficult
concept for special education students to understand. Which of the following tools would best
help teach the concept of positive and negative numbers?
a. Geoboards
b. Venn diagrams
c. Protractors
d. Number lines

Answer 131

D

Question 132

A fifth-grade general education mathematics teacher, working in an inclusion environment, is
going to teach the following problem to the class.
How many 1.5-yard pieces of ribbon can be cut from60-yard spool of ribbon?
Which of the following expressions could be simplified to answer the problem?
a. 3/2 x 60
b. 3/2 ÷ 60
c. 60 ÷ ⅔
d. 60 ÷ 3/2

Answer 132

D

Question 133

A fifth-grade general education mathematics teacher, working ini an inclusion environment, is
going to teach the following problem to the class.
How many 1.5-yard pieces of ribbon can be cut from a 60-yard spool of ribbon?
One of the students in the class has a mathematics disability. When the inclusion teacher is
discussing possible strategies with the general education teacher, which of the following should
be recommended to assure better success for the student?
a. Allow the student to write down the steps of the problem and talk them through to assure
understanding
b. Allow the student to work on the concept that are already mastered to assure greater
success in the class
c. Allow for a peer tutor one afternoon a week from a higher grade to reteach the concepts
that are not mastered
d. Agree to give the student extra problems on the test so that each problem counts less in
cases great number are incorrect

Answer 133

A

Question 134

A second-grade resource teacher wants to help the students with learning disabilities
develop phonics skills. Which of the following student activities would most appropriately
address the goal?
a. Using letter tiles to spell words with similar patterns
b. Practicing in oral spelling bees on a regular basis
c. Spelling vocabulary words correctly within context
d. Creating a chart of irregularly spelled words

Answer 134

B

Question 135

Henry is a seventh-grade student with a specific learning disability in the area of reading
comprehension. Which of the following is the best strategy for a teacher to use to increase
Henry’s reading comprehension of expository texts?
a. Encouraging Henry to read an assignment without stopping and then asking him to
summarize what he read
b. Allowing Henry to alternately read an assignment aloud with another student
c. Providing Henry with a list of vocabulary words that are found in the assignment
d. Teaching Henry to monitor and reflect on his thinking while he is reading.

Answer 135

D

Question 136

A student in fourth-grade mathematics class is struggling with word problems. His
computational skills are strong, and he has mastered mathematical facts. He is able to complete
multiple-step computational equations but cannot process the same problem when it is
presented as part of a word problem. Which of the following strategies would best support the
student’s needs?
a. Reminding him to use self-correcting strategies to chekc his work for accuracy
b. Continuing practice of computation skills daily to improve his accuracy rate
c. Allowing him extra time to complete all assigned tasks
d. Providing direct instruction on key vocabulary words

Answer 136

D

Question 137

A fourth-grade student was diagnosed with a severe learning disability in reading and found
eligible for special education and related services. Assessment results indicated that the
student’s oral reading fluency is 143 words per minute at grade level. The student scored in the
70th percentile on a test of basic word identification and the 23rd percentile in reading
38
comprehension. Given the results of the data, which of the following strategies is most critical for
the special education teacher to use to address the student’s reading needs?
a. Teacher letter-knowledge activities and phoneme segmentation strategies
b. Using choral reading activities and repread reading of the same test
c. Teaching a systematic phonics program combined with explicit vocabulary instruction
d. Using prediction strategies and story-mapping activities

Answer 137

D

Question 138

Fourth-graders in inclusion language arts class are working on persuasive compositions.
This includes practice with spelling and punctuation within the revision phase of the writing
process. The primary benefit of practicing these skills within the revision phase rather than in
isolation is that it
a. Provides students the option to work with peer partners to complete necessary revisions
b. Allows the teacher to target student needs in writing mechanics at a later time
c. Decreases student frustration by allowing them to focus more on the writing processed
d. Creates a thematic lesson structure to increase retention of knowledge

Answer 138

D

Question 139

Hank is an 8-year-old student who currently receives special education and has difficulty
understanding new concepts and following directions. Which of the following best indicates
Hank’s difficulty?
a. A fluency communication disorder
b. A receptive language disorder
c. An articulation communication disorder
d. An expressive language disorder

Answer 139

B

Question 140

Ava is a second-grade student with a specific learning disability in mathematics. She is
learning how to solve simple word problems. Her teacher asks her to solve the following word
problem.
Three mother ducks are swimming in the pond. Each mother duck has 2 ducklings with her.
How many ducks are in the pond altogether?
Which of the following strategies is the most effective way to help Ava solve the word problem?
a. Reading the world problem aloud several times
b. Having her create a visual representation of the problem
c. Showing her how to highlight relevant information in the word problem
d. Letting her use a calculator to add and multiply the numbers in the problems

Answer 140

B

Question 141

When a student is reading at the “instructional reading level” what should the student be able to do?
a. expect to read the text independently but require substantial help to understand the text
b. find the text challenging due to all the new vocabulary
c. encounter no unfamiliar words and be able to comprehend text completely, no teacher help

Answer 141

C

Question 142

Which of the following is an appropriate use of a behavioral redirection placement?

A. Carol, a seventh-grade student with attention-deficit/hyperactivity disorder (ADHD), is sent to the redirection room when she is too disruptive with inappropriate comments during whole-group instruction.

B. Maverick, an eighth-grade student with an intellectual disability is allowed to visit the redirection room when he gets frustrated by the tasks he’s expected to complete in his math resource class.

C. Marisol, a sixth-grade student with an emotional disturbance, is allowed to visit the redirection room when she gets overwhelmed by anxiety due to the amount of activity and noise in her general-education classes.

D. Alex, a fifth-grade student with autism spectrum disorder (ASD) is sent to the redirection room when he finishes his assignments early because he is restless and distracting when he is not occupied.

Answer 142

C

Question 143

A first-grade student is struggling to decode words containing multiple syllables. While investigating what could be causing the problem, the teacher notices that she is able to read and spell single-syllable words accurately most of the time. What skill should the teacher revisit to help improve this student’s decoding skills?
a. phoneme recognition
b. Structural analysis
c. blending and segmenting phonemes
d. rhyme recognition

Answer 143

B
structural analysis is a strategy that is used to facilitate decoding as students become more proficient readers

Question 144

Charles is a high school junior with autism spectrum disorder (ASD). He performs above grade level in all core subjects, but struggles with decision-making in non-school settings and suffers extreme anxiety when dealing with the unexpected. During transition planning prior to his annual IEP meeting, Charles has expressed interest in web development as a career, even though he has not gained any real-world training or experience in this pursuit. Which of the following resources would be most helpful for a member of the admission, review, and dismissal (ARD) committee to provide to Charles and his family?

A. enrollment in a seminar teaching attendees how to start and grow their own web-development business

B. a list of colleges and universities that offer online degrees in website development

C. a list of junior college campuses within a 60-mile radius of Charles’s home, so he can attend college and still have the support of living at home

D. provide a wireless hotspot and laptop for Charles’s home so he can use district-managed technology to pursue his interests.

Answer 144

B