Competency 3

Question 1

Which of the following statements best describes how the objectives in a student’s Individualized Education Program (IEP) should relate to the Texas Essential Knowledge and Skills (TEKS)?
A. The IEP objectives should be identical to those of the TEKS, with modifications in grade level only.
B. The IEP objectives should be developed independently and then correlated with the TEKS.
C. The IEP objectives should reflect the TEKS as closely as possible.
D. The IEP objectives should be developed to meet student needs, with no reference to the TEKS.

Answer 1

C. The IEP objectives should reflect the TEKS as closely as possible.

because a formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of students’ comprehension and learning needs to adjust their instruction.

Question 2

Which of the following strategies will be most effective for providing job training to a student with intellectual disabilities for work as a server in a fast-food restaurant?
A. Pairing the student with an employee who can work beside the student and model the required tasks
B. Making a list of job tasks for the student to refer to as necessary throughout his or her work shift
C. Carefully explaining the steps of the job to the student and checking on the student at regular intervals
D. Simulating the work environment and practicing the job sequence in the classroom

Answer 2

A. Pairing the student with an employee who can work beside the student and model the required tasks

because the student will learn the job of a fast-food server best through hands-on training and by having the tasks broken down into smaller, more manageable tasks.

Question 3

39. Which THREE of the following scenarios best describe instructional activities that are appropriate for the student and aligned with the Texas Essential Knowledge and Skills (TEKS)?
A. Sixth-grade reading students are expected to independently read two nonfiction articles and compare and contrast the authors’ points of view. Tazio, a student with a learning disability, is provided with a digital graphic organizer that includes pictorial representations to help him complete the assignment.
B. Ninth-grade biology students are expected to create a food chain representative of a local ecosystem. The teacher encourages students to use drawings and photographs to show the transfer of energy from one living thing to another. Maria, a student with a severe visual impairment, is allowed to write a song about the predator-prey relationship in a local food chain and teaches her class the lyrics.
C. Third-grade math students are expected to solve one- and two-step problems using data from bar graphs and pictographs. After modeling how to create a bar graph about favorite foods, the teacher asks Neda, a student with dyscalculia, to shade in the number of students whose favorite food is pizza.
D. Tenth-grade United States history students learn about major historical figures in the Civil War era. Cooperative groups are expected to study an influential person and write and perform a eulogy for that person. Alex, a student with a mild orthopedic impairment, reads aloud the eulogy that he and other group members prepared.
E. Twelfth-grade English students are assigned a classical work of fiction. They are expected to analyze how the work is shaped by the narrator’s point of view and then support their ideas with evidence from the text. Robert, who has severe dyslexia, listens to the text via audiobook and draws and labels a scene from the book with the help of a paraprofessional.

Answer 3

A. Sixth-grade reading students are expected to independently read two nonfiction articles and compare and contrast the authors’ points of view. Tazio, a student with a learning disability, is provided with a digital graphic organizer that includes pictorial representations to help him complete the assignment.
B. Ninth-grade biology students are expected to create a food chain representative of a local ecosystem. The teacher encourages students to use drawings and photographs to show the transfer of energy from one living thing to another. Maria, a student with a severe visual impairment, is allowed to write a song about the predator-prey relationship in a local food chain and teaches her class the lyrics.
D. Tenth-grade United States history students learn about major historical figures in the Civil War era. Cooperative groups are expected to study an influential person and write and perform a eulogy for that person. Alex, a student with a mild orthopedic impairment, reads aloud the eulogy that he and other group members prepared.

Option A is correct because special education students are guaranteed curriculum access by using digital graphic organizer. Option B is correct because allowing visually impaired students to present projects in a nonvisual format ensures that they have access to the TEKS-based curriculum. Option D is correct because participating in the research and writing process and the group presentation allows students equitable access the curriculum.