LD

Question 1

Which of the following skills would be most difficult for a second-grade student with dysgraphia to demonstrate?
A. including appropriate spacing between written words
B. decoding text fluently
C. memorizing basic math facts
D. attending to key information when reading

Answer 1

A. including appropriate spacing between written words

Question 2

Use the information below to answer the question that follows.
A teacher of students with learning disabilities is working with a third-grade student. The teacher asks the student to read aloud a section of text at the student’s grade level. The teacher then reviews the text with the student and asks the student questions about the text. The teacher records the following notes.

Target Sounds

Vowel Diphthongs:
/ou/
✔
/ie/
✔
/ue/
✔
/oi/
✔

Accuracy: 100%

Scrambled Sentences
Simple Sentences:
2/2 100%

Compound Sentences:
1/1 100%

Oral Review
(W Questions)
Who:
✔
What:
x
Where:
✔
When:
x
Why:
x

Accuracy: 40%

Which of the following types of disabilities is most clearly characterized by this student’s performance?
A. dyslexia
B. non-verbal learning disorder
C. language processing disorder
D. dysgraphia

Answer 2

C. language processing disorder

Question 3

An eighth-grade science teacher has given a class an assignment that will be due in one week. Each student in the class is part of a lab group and is responsible for completing one section of a lab report. One of the students in the class has an executive function disorder (EFD) and difficulty maintaining motivation to complete assignments in class and at home. Which of the following actions would provide a measurable plan to promote the student’s ability to independently complete the assignment on time?
A. instilling confidence in the student to encourage completion of the assignment
B. reviewing the objectives of the assignment with the student to ensure understanding
C. reminding the student that the assignment is a group effort that is important to others
D. setting expected daily goals for the student to meet in order to complete the assignment

Answer 3

D. setting expected daily goals for the student to meet in order to complete the assignment

Question 4

Use the information below to answer the question that follows.
Joshua is a sixth-grade student with a learning disability and an associated executive function disorder (EFD). The physical education teacher has shared with the teacher of students with learning disabilities recent observational data regarding Joshua’s participation in physical education class activities. An excerpt of the data is shown in the following table.
DATE /OBSERVATION
9/13 Activity: Kickball
Watched for 25 minutes
Attempted to play for 10 minutes
Sat out for last 10 minutes
ADDITIONAL NOTES
While trying to play, Joshua appeared unsure where to stand in the outfield and when a ball was kicked to him, he missed it. After he missed the ball, Joshua went to the sideline and said he did not want to play anymore.

9/18 Activity: Crab Soccer
Watched for 15 minutes
Was encouraged by classmates to play
Played for 15 minutes
Sat out for last 15 minutes
ADDITIONAL NOTES
While playing, Joshua remained mostly stationary. He only attempted to get the ball once, though he had more opportunities.
9/20 Activity: Crab Soccer
Watched for 10 minutes
Was asked by a classmate to join in
Played for 25 minutes
Sat out for last 10 minutes
ADDITIONAL NOTES
While playing, Joshua seemed to have a better understanding of his position and the strategy of the game. He still seemed somewhat confused, but tried to respond to directions. When he missed a pass, he got up and left the game.

Which of the following actions should the teacher of students with learning disabilities implement to promote Joshua’s participation in physical education class activities?
A. scheduling time for Joshua to observe other physical education classes that are playing the same games
B. pairing Joshua with a peer during physical education class to show Joshua how to play new games
C. allowing Joshua to continue making his own choices about participating in physical education class
D. using flexible curricula with Joshua that allow him to choose physical activities from a menu to participate in independently or with a few peers

Answer 4

B. pairing Joshua with a peer during physical education class to show Joshua how to play new games

Question 5

Which of the following statements describes a key component of inclusive practice for students with learning disabilities?
A. allowing for a variety of ability groupings in order to target individualized learning goals
B. providing equitable access to the general education curriculum and instruction across content areas
C. ensuring that students’ acquisition of social skills is generalized across multiple settings
D. creating the expectation that every student will achieve grade-level academic progress
Question

Answer 5

B. providing equitable access to the general education curriculum and instruction across content areas

Question 6

A fourth-grade student with a specific learning disability in mathematics is learning to identify the name and characteristics of different triangles and angles. Which of the following learning strategies would best promote this student’s ability to efficiently master the terms for this skill?
A. assigning daily worksheet practice of the terms for homework
B. teaching the student mnemonics to develop a phrase that is associated with the terms
C. modifying the expectation for the student’s level of mastery of the terms
D. writing the terms on index cards for the student to refer to during class

Answer 6

B. teaching the student mnemonics to develop a phrase that is associated with the terms

Question 7

A third-grade student has a visual perceptual disorder that affects visual discrimination. Based on this student’s identified area of need, which of the following academic activities would most likely require scaffolding of skills?
A. contrasting properties of objects based on more than one feature
B. providing verbal responses to text-dependent comprehension questions
C. practicing new vocabulary concepts with peers
D. using mental math to add and subtract numbers from 1 to 20

Answer 7

A. contrasting properties of objects based on more than one feature

Question 8

A four-year-old preschool child has an expressive language disorder. During choice time, in which of the following classroom activities would this child demonstrate the greatest difficulty?
A. participating in an interactive role-playing game
B. building a tower with blocks of different sizes
C. looking at books in a reading center
D. creating shapes to make mosaics at the art table

Answer 8

A. participating in an interactive role-playing game

Question 9

Use the information below to answer the question that follows.
A preschool teacher is conducting a midyear oral language inventory. The teacher records the following anecdotal notes.
Zoe:
Sometimes substitutes sounds:
Says / Word
fench / fence
wings / rings
Jocelyn:
Frequent substitution of similar sounds:
(s/z, d/g)
Adrian:
Typically uses one-word utterances to communicate:
(up, get, more)
Shane:
Often uses a soft/inaudible voice.
Which of the following children is demonstrating a risk for an expressive language delay based on the teacher’s informal assessment?
A. Zoe
B. Jocelyn
C. Adrian
D. Shane

Answer 9

C. Adrian

Question 10

A sixth-grade teacher is using a strategy to check for understanding that includes setting a timer that rings periodically during independent work. When students hear the timer beep, they use the following signals to indicate their progress to the teacher.
>Thumbs up: I am understanding my work and making progress.
>Thumbs in the middle: I am making some progress but have questions or concerns.
>Thumbs down: I am making minimal progress and require assistance.
This strategy would be most effective for promoting which of the following executive functioning skills for students?
A. increasing processing speed
B. using working memory
C. developing self-motivation
D. engaging in self-monitoring

Answer 10

D. engaging in self-monitoring

Question 11

A second-grade teacher of students with learning disabilities incorporates the use of manipulatives and pictorial representations throughout mathematics instruction. This instructional strategy would most likely enable students to develop which of the following progressions of learning in mathematics?
A. interpreting information to develop long-term memory of operational math concepts
B. practicing expressive and receptive vocabulary skills through math activities
C. developing visual perceptual skills to organize various math materials efficiently for practice
D. allowing ample opportunity to develop processing speed when practicing math facts

Answer 11

A. interpreting information to develop long-term memory of operational math concepts

Question 12

Use the information below to answer the question that follows.
Every other week, a fifth-grade student with a learning disability is asked to read orally for one minute from a passage at the student’s instructional reading level. The teacher of students with learning disabilities records the following information.

Date
1. Passage
2. WCPM
3. Errors
4. Self-Corrections
5. Meaning
6. Structure
7. Visual
10/16
1. Fall Days
2. 97
3. 15
4. 1
5. 3
6. 5
7. 7
10/29
1. The Game
2. 94
3. 9
4. 4
5. 2
6. 4
7. 3
11/13
1. Flight
2. 99
3. 7
4. 7
5. 3
6. 2
7. 2

This practice best illustrates an example of which of the following types of assessment?
A. interactive
B. norm referenced
C. formative
D. authentic

Answer 12

C. formative

Question 13

Teachers who use a functional behavior assessment (FBA) for students with learning disabilities should ensure that:
A. behavior is objectively documented as it is observed.
B. a rubric is created to evaluate student behavior.
C. students are allowed to comment on their behavior.
D. only disruptive behaviors are recorded.

Answer 13

A. behavior is objectively documented as it is observed.

Question 14

For which of the following purposes would a task analysis be most effective to use in planning instruction for students with learning disabilities?
A. providing an inventory of classroom activities that support opportunities for students who demonstrate low motivation
B. planning instruction that includes a breakdown of a student’s performance in a specific activity
C. managing students from academically diverse backgrounds who are working on different skills at the same time
D. increasing the attention span of a student who is highly distractible through a sequence of visual cues

Answer 14

B. planning instruction that includes a breakdown of a student’s performance in a specific activity

Question 15

A teacher of students with learning disabilities would like to gather data on a student with a math disability to gain insight into the student’s executive functioning. Which of the following assessment methods would provide the teacher with the most accurate information about the student’s executive functioning?
A. reviewing the student’s performance on daily math work
B. conducting an interview with the student’s parents/guardians
C. reviewing the student’s results on weekly math tests
D. conducting direct observations of the student in the classroom setting

Answer 15

D. conducting direct observations of the student in the classroom setting

Question 16

A teacher of students with learning disabilities uses summative measures to evaluate each student’s progress toward achieving learning outcomes. Which of the following types of assessment instruments would most effectively evaluate each student’s learning of standards-based objectives?
A. criterion referenced
B. diagnostic
C. anecdotal
D. norm referenced

Answer 16

A. criterion referenced

Question 17

A high school teacher of students with learning disabilities is teaching mathematics to a small group of students. Two students in the group are English Learners (ELs) who are at the beginning level of English proficiency and fluent in their primary languages. The students have recently completed a unit on pre-algebra concepts. Which of the following assessment strategies would provide the most accurate information of the students’ understanding of the new content?
A. class presentations in which each student explains some of the recent pre-algebra content to peers
B. performance-based observations of students using visual cues to support recently learned pre-algebra content-based problem solving
C. a pre-assessment of the next unit to determine students’ proficiency with recently learned pre-algebra content
D. a self-assessment checklist in which students answer questions about their levels of proficiency with recent pre-algebra content

Answer 17

B. performance-based observations of students using visual cues to support recently learned pre-algebra content-based problem solving

Question 18

A fourth-grade student is referred for a comprehensive evaluation to determine eligibility for special education services. Which of the following steps should the teacher of students with learning disabilities take prior to administering any assessments?
A. providing the student with information about the types of evaluations being used
B. requesting information from the administration about the student’s school attendance
C. obtaining a detailed summary of the student’s prior academic and school performance
D. ensuring that informed written consent has been signed by the student’s parent/guardian

Answer 18

D. ensuring that informed written consent has been signed by the student’s parent/guardian

Question 19

A multidisciplinary evaluation team (MET) conducts a full and comprehensive evaluation of a student who may have a learning disability. After the assessments are completed, the MET, including the student’s parents/guardians, will meet to discuss the results. The primary purpose of the meeting would be to:
A. determine the student’s eligibility for services.
B. plan specific intervention strategies to gather more data.
C. discuss the student’s placement for the upcoming school year.
D. consider recommending after-school enrichment activities.

Answer 19

A. determine the student’s eligibility for services.

Question 20

A teacher of students with learning disabilities and a general education teacher meet regularly to review the classwork and informal assessment data of students in the class. The teachers’ practice of reviewing students’ data would be most effective in:
A. establishing criteria to determine the grades and progress of each student.
B. comparing each student’s performance with a peer norm group.
C. identifying other students who may benefit from specialized instruction.
D. planning effective instructional activities and supports for students.

Answer 20

D. planning effective instructional activities and supports for students.

Question 21

A teacher of students with learning disabilities is preparing informational materials to present at a student’s Individualized Education Program (IEP) meeting. The student’s parents/guardians do not speak English. The teacher wants to ensure the parents’/guardians’ full participation in the proceedings. Which of the following approaches would be most effective for achieving the teacher’s goal?
A. inviting the student to attend the IEP meeting to explain information to the parents/guardians
B. sending printed copies of the information to the student’s parents/guardians prior to the meeting
C. arranging for an interpreter to be present at the meeting to provide translation of the information
D. putting the student’s parents/guardians in contact with a program for adult English Learners (ELs)

Answer 21

C. arranging for an interpreter to be present at the meeting to provide translation of the information

Question 22

A student with a learning disability in reading comprehension provides single-word or partial written responses when writing answers to literal comprehension questions. The student has a goal to use complete sentences in written responses. The student is learning to use instructional supports such as word banks, sentence frames, and graphic organizers to achieve this goal. The teacher can most effectively monitor the student’s progress toward this goal by using which of the following assessment practices?
A. designing reading assignments based on topics and materials the student prefers
B. evaluating the student’s performance by completing anecdotal observations at random intervals
C. using a rubric to evaluate the student’s use of writing conventions and grammar
D. collecting the student’s work products across multiple content areas during a specific time period

Answer 22

D. collecting the student’s work products across multiple content areas during a specific time period

Question 23

Before referring a middle school student for evaluation for a suspected learning disability, a teacher should take which of the following actions first?
A. gathering evidence that the student is underperforming in all academic areas
B. initiating a research-based academic intervention plan for the student
C. developing an individualized behavior improvement plan with the student
D. conferring with the school counselor about the student’s family background

Answer 23

B. initiating a research-based academic intervention plan for the student

Question 24

A teacher of students with learning disabilities provides consultative services for a number of elementary school students across grade levels. The teacher’s responsibilities for these students include monitoring students’ progress in their general education classes while ensuring that they are provided with specified accommodations as outlined in their Individualized Education Programs (IEPs). Which of the following practices would be most effective to monitor compliance with the students’ IEPs?
A. organizing a binder for maintaining copies of students’ quarterly report cards
B. asking general education teachers to write weekly summaries of students’ progress
C. interviewing individual students about their academic progress at regular intervals
D. collecting samples of tests and student work to track students’ progress toward their goals

Answer 24

D. collecting samples of tests and student work to track students’ progress toward their goals

Question 25

A teacher of students with learning disabilities is developing a transition plan for a 16-year-old student during an Individualized Education Program (IEP) meeting. Which of the following features must be included in this plan?
A. results from the student’s interest inventory to guide transition options
B. a statement of needed transition services for the student
C. a skills checklist completed by the student to identify potential transitions
D. postsecondary transition goals written by the student

Answer 25

B. a statement of needed transition services for the student

Question 26

Use the information below to answer the question that follows.
Setting:
Where?
When?
Characters
blank
Plot Sequence
First:
Next:
Then:
Finally:

The use of this type of graphic organizer is most effective for achieving which of the following instructional purposes?
A. improving reading comprehension
B. developing expressive writing skills
C. defining content-specific vocabulary
D. determining the author’s point of view

Answer 26

A. improving reading comprehension

Question 27

A teacher of students with learning disabilities is working with a seventh-grade student with a learning disability in writing and a related executive function disorder (EFD). The teacher has developed a curriculum-learning map to foster the student’s ability to integrate learning and organizational strategies into content-area classes. The primary benefit of using the curriculum-learning map is that it promotes the student’s ability to:
A. practice the relevant strategies without support from general education teachers.
B. select specific strategies that the student finds useful for addressing challenging material.
C. recognize the abundance of practical strategies available to apply in various settings.
D. apply assigned strategies while working with the teacher of students with learning disabilities.

Answer 27

B. select specific strategies that the student finds useful for addressing challenging material.

Question 28

An eleventh-grade student with a learning disability is interested in working in the fashion industry after college. The teacher wants to support the student’s research to identify skills and qualifications needed for entry-level positions in fashion-related jobs. Which of the following steps should the teacher include in developing an effective postsecondary transition plan with the student?
A. providing the student with sample job applications to practice filling out, both electronically and on paper
B. suggesting that the student concentrate on searching for specific jobs in the area of fashion the student is most interested in
C. arranging for the student to collaborate with other students who are interested in similar career goals
D. identifying job-related skills that the student is currently prepared to perform as well as those that will require additional training

Answer 28

D. identifying job-related skills that the student is currently prepared to perform as well as those that will require additional training

Question 29

Use the information below to answer the question that follows.
Layla is a sixth-grade student with learning disabilities who receives direct instruction in mathematics in a special education setting with a teacher of students with learning disabilities. Layla’s general education teacher has noticed that Layla is increasingly late returning to the general education classroom. The general education teacher tracks Layla’s return times as noted below and has a conversation about the situation with the teacher of students with learning disabilities.
>9/17 Layla - 7 minutes late to class
>9/20 Layla - 10 minutes late to class
>9/22 Layla - 12 minutes late to class
Which of the following interventions would be most effective for the teachers to use with Layla to promote her ability to transition between classes?
A. posting the times allowed for transitioning between classes in Layla’s planner and asking her to refer to it daily
B. assigning a peer role model to walk with Layla back to class until she masters the routine
C. creating a plan with Layla to track her time between classes each day and providing agreed-upon incentives for appropriate amounts of transition time
D. meeting with Layla’s parents/guardians to develop strategies to support Layla’s success in transitioning between classes more efficiently

Answer 29

C. creating a plan with Layla to track her time between classes each day and providing agreed-upon incentives for appropriate amounts of transition time

Question 30

To effectively differentiate a classroom of students with various strengths and needs, it is essential for a teacher of students with learning disabilities to:
A. post academic and behavior expectations at the start of the school year.
B. plan various extrinsic rewards for students who demonstrate appropriate behaviors.
C. use evidence-based instructional and behavioral strategies to address students’ goals.
D. modify classroom rules as students achieve specific developmental milestones.

Answer 30

C. use evidence-based instructional and behavioral strategies to address students’ goals.

Question 31

When choosing curriculum materials to use with students with learning disabilities in the general education classroom, it is most important for teachers to select materials that:
A. include a variety of pre- and post-assessment options.
B. have been used successfully by teachers in the past.
C. promote the understanding of objectives in multiple ways.
D. match teachers’ individual instructional styles.

Answer 31

C. promote the understanding of objectives in multiple ways.

Question 32

Use the information below to answer the question that follows.
A fourth-grade teacher of students with learning disabilities follows a structured lesson planning sequence to introduce a new spelling strategy as follows.
>Objective: Students will be able to demonstrate simultaneous oral spelling
>Set/Hook: List one approach to spelling that improves accuracy
>Stimulus: Multimedia presentation introducing simultaneous oral spelling
>Guided Learning: Modeling and whole-group practice of simultaneous oral spelling with teacher feedback
>Performance: Partner practice with constructive teacher/partner feedback
>Feedback: (ticket to leave) Use simultaneous oral spelling to spell one of this week’s spelling words
Which of the following steps should be included in the lesson planning sequence?
A. The student demonstrates the strategy using self-selected curriculum materials.
B. The student reflects on the strategy for homework before applying it to daily work.
C. The teacher informally assesses students’ learning of the strategy for ongoing planning.
D. The teacher demonstrates the strategy once again with a student who has achieved proficiency.

Answer 32

C. The teacher informally assesses students’ learning of the strategy for ongoing planning.

Question 33

A teacher of students with learning disabilities is working with a seventh-grade student who demonstrates low self-confidence. The student is often unwilling to try new tasks independently, gives up easily, and turns in assignments that are not completed. This behavior is affecting the student’s academic grades and progress. Which of the following approaches should the teacher incorporate to build the student’s self-confidence?
A. asking general education teachers to verbally compliment the student’s efforts
B. providing the student with frequent opportunities to attain successful academic outcomes through independent effort
C. encouraging the student to participate in extracurricular activities outside of school, such as sports or the arts
D. reducing the student’s academic workload incrementally until it is at a manageable level

Answer 33

B. providing the student with frequent opportunities to attain successful academic outcomes through independent effort

Question 34

A second-grade student is very excited to tell the teacher of students with learning disabilities a story about the family dog. The student says, “My dog runned into the kitchen and ated its food in one bite!” The student’s sentence indicates that the student has difficulty with which of the following language components?
A. semantics
B. phonology
C. syntax
D. morphology

Answer 34

D. morphology

Question 35

A fifth-grade student with a learning disability has difficulty following verbal instructions, including times when the verbal instructions are brief. Which of the following teacher strategies would be most supportive of the student in situations that challenge short-term memory skills?
A. offering the student a previously agreed-upon reward when verbal instructions are followed
B. providing the student with visual cues that coincide with the sequence of verbal instructions
C. recommending that the student write out all verbal instructions as soon as they are given
D. reducing the amount of the student’s classwork that involves following verbal instructions

Answer 35

B. providing the student with visual cues that coincide with the sequence of verbal instructions

Question 36

A general education teacher co-teaches a kindergarten class with a teacher of students with learning disabilities. A six-year-old in the class has been diagnosed with apraxia of speech. At the student’s most recent Individualized Education Program (IEP) meeting, the speech and language pathologist (SLP) recommended that the student begin to use a picture communication board to facilitate expressive language. This recommendation would most effectively support the student in which of the following ways?
A. familiarizing classmates with the student’s assistive technology
B. decreasing the student’s frustration with speaking
C. justifying the student’s need for continued speech services
D. ensuring that the student’s family understands the student’s oral communication

Answer 36

B. decreasing the student’s frustration with speaking

Question 37

A teacher of students with learning disabilities is having a conversation with a third-grade student with dysnomia, which affects the ability to recall specific words in conversation. An excerpt of a conversation between the teacher and student is shown below.
Teacher: What did you do over the weekend?
Student: I went to the movie theater with my brother and my father. We drank soda and ate salty … um, uh, you know.
Teacher: It starts with the sound /puh/.
This practice primarily supports the student’s expressive language through which of the following communication strategies?
A. providing phonemic cues to promote precise word retrieval
B. facilitating semantic access through visual cues
C. engaging in a multisensory technique to remember events
D. highlighting graphemic relationships between unfamiliar terms

Answer 37

A. providing phonemic cues to promote precise word retrieval

Question 38

A third-grade student with a learning disability that affects short-term memory experiences challenges during social interactions and prefers to work and play alone. The classroom teacher and teacher of students with learning disabilities have noticed that this student has particular difficulty working in cooperative learning groups. Which of the following strategies would be most beneficial for the teachers to incorporate into the instructional program to support the student’s participation in group activities?
A. assigning a socially skilled peer as a role model for the student during cooperative learning activities in the classroom
B. monitoring how often social interactions are initiated by the student during cooperative learning experiences on a weekly data chart
C. allowing the student the choice of working individually or within a group during lessons that involve cooperative learning groups
D. creating a social story with the student that illustrates step by step how to participate effectively in cooperative learning groups

Answer 38

D. creating a social story with the student that illustrates step by step how to participate effectively in cooperative learning groups

Question 39

A teacher of students with learning disabilities has developed several strategies to increase the communication skills of a first-grade student with an expressive language disorder. The teacher wants to encourage the student’s use of the strategies at home to establish more consistent communication across environments. Which of the following actions would facilitate the student’s use of the strategies at home?
A. writing a detailed description of each strategy for the parents/guardians to reference and refer to when monitoring the student’s use of the strategies
B. arranging a meeting with the parents/guardians to determine whether they are ready to implement the strategies consistently
C. convening a team meeting including the parents/guardians to have the strategies incorporated into the student’s classroom accommodations
D. collaborating with the student’s parents/guardians on how to use the strategies and maintaining frequent contact with them to evaluate the effectiveness of the strategies

Answer 39

D. collaborating with the student’s parents/guardians on how to use the strategies and maintaining frequent contact with them to evaluate the effectiveness of the strategies

Question 40

Which of the following instructional strategies does research identify as providing a strong foundation in early literacy development?
A. reading aloud to preschool students for 20–to 30 minutes every day
B. teaching preschool students to recognize letter patterns within text
C. using flash cards to quiz preschool students in word recognition skills
D. asking preschool students to retell story details in their own words

Answer 40

B. teaching preschool students to recognize letter patterns within text

Question 41

Use the information below to answer the question that follows.
A teacher of students with learning disabilities provides small-group reading instruction to five third-grade students. To begin a lesson, the teacher gives the students a handful of pennies and a sheet of paper with four square boxes inside, as shown below.
( Four squares in a rectangle)
When the teacher says a word such as sled, the students place one penny in a square for each sound they hear in the word. This instructional activity can be considered most effective for teaching students which of the following phonological skills?
A. discriminating
B. manipulating
C. segmenting
D. blending

Answer 41

C. segmenting

Question 42

A first-grade teacher of students with learning disabilities is playing a game with a small group of students. The teacher says two words with one common sound (e.g., dog and goat). The students find and cover the pictures on their boards that share the common sound. Which of the following emergent literacy skills are the students practicing?
A. phonemic awareness
B. segmentation
C. phonics
D. alphabet knowledge

Answer 42

A. phonemic awareness

Question 43

A kindergarten teacher of students with learning disabilities is developing a unit featuring alphabet books of various content-area themes, including science, art, and social studies. The teacher plans to use these books during read-alouds. Which of the following pre-reading skills will this practice most directly address?
A. phonics development
B. letter-sound recognition
C. letter knowledge
d. phonological awareness

Answer 43

C. letter knowledge

Question 44

Use the information below to answer the question that follows.
A third-grade teacher of students with learning disabilities is previewing an upcoming science chapter for students with reading skills that are below grade level. The teacher begins with a word study, as shown below.

A flowchart is shown with the word “Organism” and the definition “a living thing” at the top. There is one line extending from the word “Organism” to the word “Traits” and the definition “how it looks, behavior”. Under that definition is written “Examples dash color, shape, instincts”. Another line connects the word “Organism” to the word “Adaptations” and the definition “changes that promote survival”. Under the word “Adaptations” is written “Examples dash tortoise/tough shell, oregano/strong smell”.
Which of the following instructional strategies should follow next to best support meaningful student interactions with the text?
A. creating a multimedia presentation of the content rather than using the text
B. writing bulleted lists of main ideas and vocabulary words as a reference for students to copy
C. using simplified language to develop students’ understanding of important concepts
D. asking guided and open-ended key questions during a read-aloud of the content

Answer 44

D. asking guided and open-ended key questions during a read-aloud of the content

Question 45

Best practice has shown that increasing reading fluency for young children with learning disabilities can best be supported by instructional practice that:
A. encourages students to look for onsets and rimes within words.
B. relies primarily on the foundations of whole-language theory.
C. tracks individual progress through frequent running records.
D. engages students in read-alouds at their instructional levels.

Answer 45

A. encourages students to look for onsets and rimes within words.

Question 46

A teacher of students with learning disabilities teaches reading to a small group of second-grade students. At the beginning of every month, the teacher asks each student to read aloud a passage for one minute. Afterward, the teacher analyzes errors and counts the number of words the student read correctly. Using this assessment strategy, the teacher is able to effectively chart students’ progress in:
A. letter knowledge.
B. decoding.
C. fluency.
D. comprehension.

Answer 46

C. fluency.

Question 47

Use the information below to answer the question that follows.
A third-grade student with a learning disability in reading is reading aloud an excerpt of unfamiliar grade-level text. The teacher records the following notes.
October 16
Student - Marley
Reading quality - some inflection, slow rate but appropriate phrasing, marked limited accuracy with phonetically correct multisyllabic words
The teacher’s notes indicate that this student would benefit most from instruction in which of the following reading skills?
A. fluency
B. comprehension
C. decoding
D. vocabulary

Answer 47

C. decoding

Question 48

A second-grade teacher of students with learning disabilities is working with a student who is demonstrating mastery segmenting three sounds within words. A sequenced-based instructional strategy would be to next introduce words that:
A. have an open syllable.
B. combine two phonograms.
C. include up to four phonemes.
D. illustrate morphemes in syllables.

Answer 48

C. include up to four phonemes.

Question 49

A student has been diagnosed with dyslexia. Based on characteristics of this learning need, which of the following skills will be most difficult for the student to learn?
A. reading multisyllabic words
B. following two-step directions
C. recalling the meaning of vocabulary
D. spelling phonetically correct CCVC words

Answer 49

A. reading multisyllabic words

Question 50

A high school teacher of students with learning disabilities notices through recent assessments that several students are demonstrating limited comprehension of passages at their instructional reading levels. Which of the following strategies would best promote increasing literal, inferential, and critical/evaluative reading comprehension for these students?
A. teaching and practicing close reading techniques through direct instruction
B. modifying assignments to those primarily at students’ independent reading level
C. providing graphic organizers for students to complete during independent reading
D. assigning and reviewing individually assigned comprehension selections for daily homework

Answer 50

A. teaching and practicing close reading techniques through direct instruction

Question 51

Use the information below to answer the question that follows.
A seventh-grade teacher of students with learning disabilities is planning instruction to develop students’ skills in drafting text-based responses by incorporating the following process.
>Introduction—restate the prompt.
>Summarize a key point.
>Support the key point with “text evidence.”
>Provide explanation in your own words of the relevance of the “text evidence.”
>Conclusion—restate the introduction, but use different words.
Which of the following teaching practices would be most effective to use with students to illustrate the steps of the process?
A. modeling each step using and expanding on student-generated ideas to complete a graphic organizer
B. explaining each step separately and waiting for students to complete each step before continuing on to the next step
C. allowing small groups of students with similar learning styles to work cooperatively to develop their drafted responses for each step
D. posting proficient examples of final drafts of the assignment that were completed by students in other classes

Answer 51

A. modeling each step using and expanding on student-generated ideas to complete a graphic organizer

Question 52

Use the information below to answer the question that follows.
A third-grade student with a learning disability in reading enjoys writing stories. The student is challenged by assignments that involve longer written responses due to spelling difficulties. Recently, the student was working on the following story.
Sonday it wuz winty and I hav a nu kite. I ran to the pairk. It is don the steet for my hose. I wen there and I for gut my sting! So I had to ran bak to my hose but then it wuz geeting
Which of the following strategies should the teacher of students with learning disabilities implement to promote the student’s success with improved spelling in written expression?
A. pairing the student with a peer to brainstorm ideas prior to writing
B. supporting the student in developing a word bank applicable to the writing topic
C. providing the student with sentence frames to promote sentence development in writing
D. assigning the student to participate in peer editing of writing assignments

Answer 52

B. supporting the student in developing a word bank applicable to the writing topic

Question 53

A fourth-grade student who was recently diagnosed with dysgraphia verbally explains the following rationale to the teacher of students with learning disabilities during a writing assignment.
“It’s too hard to remember all the things I need, like periods and capital letters. It’s just easier to write a few short sentences.”
Which of the following approaches would be most effective for the teacher to take to promote the student’s writing skills?
A. teaching the student grammatical rules to memorize and apply when writing
B. chunking each writing task assigned to the student into smaller, more manageable units
C. encouraging the student’s parents/guardians to facilitate more handwriting opportunities at home
D. providing generalized positive feedback for any writing the student produces

Answer 53

B. chunking each writing task assigned to the student into smaller, more manageable units

Question 54

A tenth-grade student with a learning disability that affects basic writing attends a science class that requires students to record daily notes for use on open-book unit tests. Which of the following strategies would most effectively support the student’s access to accurate notes necessary for review of the content?
A. providing the student with frequent practice of recording efficient notes
B. allowing for additional time to complete notes
C. using voice-to-text software to develop notes
D. encouraging the student to draw pictures to represent concepts in notes

Answer 54

C. using voice-to-text software to develop notes

Question 55

A first-grade student has a language processing disorder that affects both expressive and receptive language. Based on these learning needs, which of the following academic tasks would likely require accommodations for the student?
A. memorizing math facts
B. developing ideas in writing
C. forming letters correctly
D. reading aloud fluently

Answer 55

B. developing ideas in writing

Question 56

A fourth-grade teacher of students with learning disabilities is planning instruction for the next unit in mathematics. Which of the following evidence-based assessment strategies should the teacher include in the planning for this unit?
A. administering a formative assessment and conducting an error analysis to determine students’ level of knowledge
B. using a summative assessment as a pretest to document students’ growth at the end of the unit
C. engaging students in a performance-based assessment of key unit concepts to identify potential misunderstandings
D. considering students’ data from the previous end-of-unit assessment to plan for homogeneous learning groups

Answer 56

A. administering a formative assessment and conducting an error analysis to determine students’ level of knowledge

Question 57

When teaching the use and application of problem-solving strategies, the most effective evidence-based practice is for the teacher to:
A. model each problem-solving strategy for students while thinking aloud.
B. provide a written list of problem-solving strategies for students to follow.
C. present only one problem-solving strategy that can be used for a variety of problems.
D. ask students to apply a problem-solving strategy to a new concept before providing instruction.

Answer 57

A. model each problem-solving strategy for students while thinking aloud.

Question 58

Several students with learning disabilities in mathematics are having difficulty with addition and subtraction and struggle to apply the appropriate operation when trying to solve simple equations. Which of the following strategies would be most effective for the teacher to use to support the students’ learning in this situation?
A. administering daily timed worksheets to the students to improve their fluency with addition and subtraction facts
B. demonstrating addition and subtraction concepts for the students using a number line with demarcations for 20 numbers
C. providing the students with a set of addition/subtraction flash cards and opportunities to practice with the flash cards during school and at home
D. teaching the students to use calculators to self-check their equations and make necessary corrections

Answer 58

B. demonstrating addition and subtraction concepts for the students using a number line with demarcations for 20 numbers

Question 58

A teacher of students with learning disabilities co-teaches a tenth-grade algebra class with the general education mathematics teacher. The students in this class have recently begun their first algebra unit. The teacher of students with learning disabilities notices immediately that many of the students are challenged by several new concepts. In which of the following ways could the teacher of students with learning disabilities most effectively address this situation?
A. meeting with the general education teacher to discuss and plan how to effectively promote key concept development
B. assisting the students with learning disabilities and allowing the general education teacher to work with the other students
C. working individually with each student who requires support when they communicate their needs to the teachers
D. suggesting that the struggling students visit the academic support room if they want additional instruction

Answer 58

A. meeting with the general education teacher to discuss and plan how to effectively promote key concept development

Question 58

A middle school teacher of students with learning disabilities has been progress monitoring students’ results from using instructional strategies designed to reteach and remediate student deficits in the areas of mathematics (e.g., computation, reasoning, applications). In analyzing the data, which of the following drawbacks of curriculum-based ongoing assessment is essential for the teacher to consider?
A. implications of standardized achievement testing validity for reevaluations
B. placement of students based on homogeneous need-based academic grouping
C. factors related to implementing increasingly intense teaching methodology
D. emphasis on mastery learning rather than maintenance or generalization

Answer 58

D. emphasis on mastery learning rather than maintenance or generalization

Question 58

Use the information below to answer the question that follows.
A teacher of students with learning disabilities notices that several students in the teacher’s second-grade class regularly seek teacher support during typical routines even though they are capable of independently managing themselves at these times. The teacher makes the following chart and explains it to the class.

A chart is pictured with the title Choice Time Menu. A thought bubble extends from the title and Hmm…?? is written inside the thought bubble. Then the menu reads Before Snack and After Recess, followed by the words Pick one for 15 minutes!. Below that it reads, Today’s Specials are… Library, Art Table, Puzzle Rug, Helpers.
Which of the following skills would this activity best promote with the students?
A. application of coping strategies
B. development of personal interests
C. socialization between peers
D. individual decision making

Answer 58

D. individual decision making

Question 59

A sixth-grade student with a learning disability that interferes with executive functioning has been progressing academically with frequent home-school communication about homework expectations. The student’s parents/guardians check and sign off on homework every night. The teacher of students with learning disabilities would like to encourage the student to demonstrate more independence. Which of the following teacher strategies would be most effective to add for promoting this goal?
A. assigning a homework buddy that the student can rely on to write down and then check off each day’s homework assignments
B. providing the student with an assignment notebook and showing the student how assignments are recorded and then checked off when completed
C. reducing the amount of homework that is assigned until the student demonstrates full responsibility for completing and returning it
D. gradually eliminating the involvement of the student’s parents/guardians by reducing the homework sign off to once a week

Answer 59

B. providing the student with an assignment notebook and showing the student how assignments are recorded and then checked off when completed

Question 59

A fifth-grade teacher of students with learning disabilities has a goal to improve student behavior during periods of transition throughout the day. Which of the following strategies is supported by research to most effectively achieve this teacher’s goal?
A. greeting students as they enter the classroom and providing consequences for inappropriate behavior
B. teaching and practicing expected transition routines explicitly and reteaching as necessary
C. creating a variety of classroom jobs for students to complete during classroom transitions
D. providing a reward to the whole class when all students demonstrate successful self-management of classroom transitions

Answer 59

B. teaching and practicing expected transition routines explicitly and reteaching as necessary

Question 59

A third-grade teacher of students with learning disabilities has noticed that some of the students who spend a majority of their school days together are demonstrating lack of understanding and awareness for the personal space of others. Which of the following strategies will most effectively facilitate respectful awareness of personal space in the classroom setting?
A. designating a quiet area and directing students who violate classroom rules to go there to reflect
B. allowing students who seem to have excess energy or impulsivity to walk around the building until settled
C. teaching students through explicit instruction and modeling about the concept of boundaries
D. identifying set boundaries for students’ desks and students’ places in line

Answer 59

C. teaching students through explicit instruction and modeling about the concept of boundaries

Question 59

A sixth-grade teacher of students with learning disabilities would like to develop students’ active listening skills to promote more productive engagement in the learning environment. At the beginning of the school year, the teacher guides several instructional discussions on what active listening looks like, sounds like, and feels like while simultaneously recording student-generated ideas. The teacher then incorporates explicit practice of active listening during instructional activities. Which of the following steps will most effectively reinforce the expectation of active listening skills for the students?
A. asking students to copy the active listening indicators into their journals as an additional reference
B. requesting that teachers of the students’ other classes incorporate active listening skills into their teaching as well
C. posting an active listening visual cue and reminding students through gestures and nonverbal signals to apply its features
D. pausing instruction frequently and asking if students have any questions prior to continuing the lesson

Answer 59

C. posting an active listening visual cue and reminding students through gestures and nonverbal signals to apply its features

Question 60

A teacher of students with learning disabilities has the following dialogue with a student who has a behavioral intervention plan (BIP).
Teacher: I noticed that when you completed your independent work just a few minutes ago, you took out your book and began reading ahead.
Student: Yes, I really wanted to see what happened to the character!
Teacher: That’s a productive way to manage your time while not interrupting others.
A guiding principle in behavior management regarding teacher feedback to a student is that it should be:
A. specific and clearly communicated.
B. given in front of other students.
C. used to extinguish new behaviors.
D. short and easy for the student to remember.

Answer 60

A. specific and clearly communicated.

Question 60

A tenth-grade student with a learning disability related to an auditory processing disorder has demonstrated strong interest in photography. The student has taken every photography class offered at the high school. The student’s parents/guardians have contacted the teacher of students with learning disabilities to convey that they have arranged for their child to take a photography class at the local community college. Which of the following teacher strategies would be most effective to use initially with the student to facilitate a smooth transition to this class?
A. contacting the college’s photography teacher to review the student’s academic issues and learning style to increase potential for success
B. coordinating a meeting between the student and a student at the college with an auditory processing disorder to discuss any issues that might occur
C. advising the student to get the photography syllabus and course textbook from the college to review assignments with the student
D. arranging for the student to contact the office at the community college that supports students with learning disabilities

Answer 60

C. advising the student to get the photography syllabus and course textbook from the college to review assignments with the student

Question 60

Use the information below to answer the question that follows.
Kirsten is an eighth-grade student with a learning disability who displays inappropriate behaviors that can become disruptive in the classroom. The teacher of students with learning disabilities has developed a behavior contract with Kirsten, who has agreed upon a predetermined incentive for achieving a weekly goal. The following is an excerpt of the weekly self-monitoring form Kirsten uses.
Weekly Goal: To participate appropriately in the classroom.
I will raise my hand.
I will wait to be called on.
I will use appropriate and relevant language.
Class: Math
Day: Monday ✔
check
Tuesday ✔
check
Wednesday ✔
check
Thursday
Friday ✔
check

(Student will check if goal is met.)
Additional Notes: Thursday I was calling out a lot, but other kids were too.
Which of the following rationales describes the primary benefit of this type of behavioral intervention?
A. illustrating for the student through self-regulation how time-consuming tracking disruptive behavior is for the teacher
B. demonstrating the way in which keeping track of a behavior over time causes the behavior to be extinguished
C. eliminating the possibility that the student will perceive the teacher’s role as mainly a disciplinarian
D. providing the student with a sense of responsibility through self-assessment of behavior

Answer 60

D. providing the student with a sense of responsibility through self-assessment of behavior

Question 61

Use the information below to answer the question that follows.
Robert is a seventh-grade student with a learning disability who attends general education classes for all academic areas. Lately, his behavior in these classes has become increasingly disruptive. The teacher of students with learning disabilities has observed Robert on three different occasions and documented the following anecdotal notes.
1. Date
2. Class
3. Observed Behavior
1. 12/5
2. Social Studies
3. Robert was laughing loudly while banging on his desk, trying to gain peer attention.
1. 12/11
2. Science
3. Robert responded with verbal aggression toward the teacher when redirected to return to his seat.
1. 12/17
2. PE
3. Robert aggressively pushed another student who missed a foul shot while playing basketball. The other student fell and scraped his leg.

Which of the following steps should the teacher take immediately given this situation?
A. contacting Robert’s parents/guardians about his recent behavior at school and asking them to talk to Robert
B. convening an Individualized Education Program (IEP) meeting to review Robert’s accommodations and add a behavioral goal
C. meeting with the school counselor and Robert’s parents/guardians to discuss a plan to address this behavior
D. requesting that the school psychologist review and assess Robert’s behavior over the course of the next few weeks

Answer 61

C. meeting with the school counselor and Robert’s parents/guardians to discuss a plan to address this behavior

Question 61

Use the information below to answer the two questions that follow.
A seventh-grade team of educators is implementing an evidence- and research-based social-emotional curriculum for the upcoming school year. The team is planning to provide instruction in small heterogeneous groups three times a week during 30-minute periods. Each small group will receive explicit and systematic instruction and practice of an identified targeted skill designed to promote social-emotional awareness and self-regulation. The team has also identified key terms and common language so that skills can be generalized effectively across various academic settings.
Question 1
The teacher of students with learning disabilities plans to support students with learning disabilities in understanding the content from the social-emotional curriculum. Which of the following strategies would be most effective for the teacher to incorporate on a regular basis during instructional time to promote the students’ internalization of the concepts from the social-emotional curriculum?
A. reviewing new concepts with students during daily 20-minute mini-lessons
B. assigning students daily homework based on the social-emotional curriculum
C. including books in the classroom library about relevant concepts for students to access
D. asking students to demonstrate newly learned skills daily during transition times

Answer 61

D. asking students to demonstrate newly learned skills daily during transition times

Question 61

Use the information below to answer the two questions that follow.
A seventh-grade team of educators is implementing an evidence- and research-based social-emotional curriculum for the upcoming school year. The team is planning to provide instruction in small heterogeneous groups three times a week during 30-minute periods. Each small group will receive explicit and systematic instruction and practice of an identified targeted skill designed to promote social-emotional awareness and self-regulation. The team has also identified key terms and common language so that skills can be generalized effectively across various academic settings.
Question 2
As the year progresses, student behavioral data show that a few of the students with learning disabilities are demonstrating challenges with self-regulation and are not effectively responding to the Tier One supports of the social-emotional curriculum. Which of the following Tier Two supports would be most effective for the teacher of students with learning disabilities to implement to promote social-emotional growth for these students?
A. initiating a check-in/check-out plan for students to meet with a trusted adult to prioritize and set self-regulation goals each morning and reflect on progress in the afternoon
B. creating crisis intervention plans for students that outline students’ triggers and a safe location in the building for individuals to apply self-regulation strategies and process incidents
C. forming a de-escalation response team to remove students from academic settings when they are feeling frustrated and demonstrating challenges with self-regulation
D. encouraging students to self-advocate when feeling anxious about applying self-regulation strategies in certain settings and leave those areas quietly to work in a “buddy room”

Answer 61

A. initiating a check-in/check-out plan for students to meet with a trusted adult to prioritize and set self-regulation goals each morning and reflect on progress in the afternoon

Question 62

Which of the following strategies would be most appropriate for ensuring ongoing effective communication between school and home for students with learning disabilities?
A. creating a Web site for parents/guardians featuring information about homework assignments and classroom happenings
B. sending home a monthly newsletter containing parenting tips and academic advice
C. facilitating two-way communication with parents/guardians at regular intervals in their preferred method of contact
D. hosting informal after-school meetings for parents/guardians about issues pertaining to their children and other suggested topics

Answer 62

C. facilitating two-way communication with parents/guardians at regular intervals in their preferred method of contact

Question 63

A teacher of students with learning disabilities is meeting with the parents/guardians of a sixth-grade student with a learning disability for the first time, and after appropriate greetings begins with the following remarks.
Teacher: It’s been a wonderful experience getting to know your child Xavier as the new school year has gotten underway. He arrives at class every morning and transitions almost immediately to the academic routine. I am aware that reading is an ongoing challenge for him, but we are planning to continue to use and monitor instructional strategies designed to increase his current achievement level.
Which of the following outcomes does the teacher’s approach at the beginning of the meeting best support?
A. facilitating mutual respect and trust between the school and Xavier’s parents/guardians through positive communication
B. giving Xavier’s parents/guardians specific information about his beginning-of-the-year academic performance
C. ensuring that the parents/guardians will become active participants on Xavier’s educational team
D. encouraging Xavier’s parents/guardians to ask purposeful questions about his Individualized Education Program (IEP)

Answer 63

A. facilitating mutual respect and trust between the school and Xavier’s parents/guardians through positive communication

Question 64

Use the information below to answer the question that follows.
A teacher of students with learning disabilities teaches students in first grade, second grade, and third grade and has support from a paraprofessional throughout the day. The teacher creates student groups and both he and the paraprofessional conduct small-group lessons in reading, writing, and mathematics. The teacher develops the following lesson-tracking page that he and the paraprofessional complete after each class.
Class:
Teacher:
Date:
Lesson Goal:
Materials:
Anecdotal Notes:
Which of the following additional strategies would be most appropriate for the teacher to use for monitoring and supporting the paraprofessional’s effectiveness with small-group activities?
A. ensuring that the paraprofessional participates in professional development courses
B. asking the paraprofessional to observe instructional groups prior to facilitating them
C. writing down specific instructions for the paraprofessional to follow while teaching each small group
D. building time into the weekly schedule for coaching and communicating with the paraprofessional

Answer 64

D. building time into the weekly schedule for coaching and communicating with the paraprofessional

Question 65

Use the information below to answer the question that follows.
A teacher of students with learning disabilities teaches students in the lower elementary grades and works with 20 students throughout the day. Several of the students receive additional services from providers as indicated in the following excerpt of the schedule.
Monday
9:00 Occupational Therapy
(Amir, Cayden)
10:00 Speech/Language
(McKenna, Samira)
Tuesday
9:00 Physical Therapy
(Justin, Mya)
10:00 Counseling
(Sarah)
Wednesday
9:00 Occupational Therapy
(Amir, Cayden)
10:00 Counseling
(Bryce)

The teacher wants to ensure that students receive services as outlined on the service delivery grid of their Individualized Education Programs (IEPs). Which of the following strategies would be most effective for the teacher to use to monitor the service providers’ appointments with students?
A. showing the students how to keep track of service providers’ sessions by placing stickers on personalized charts posted in the classroom
B. requesting that students’ parents/guardians maintain contact with the service providers to oversee the additional services
C. checking in with the service providers each time they visit the classroom to work with or meet students
D. asking the service providers to send an e-mail on days when they are unable to meet with students as scheduled

Answer 65

D. asking the service providers to send an e-mail on days when they are unable to meet with students as scheduled

Question 66

A student is evaluated and determined eligible for special education services under the category of learning disabilities. With regard to providing specialized instruction and supplementary aids and services, which of the following issues is the IEP team required to address during placement decisions?
A. determining whether extended school year or after-school tutoring services are recommended to support the student’s academic progress
B. identifying where in the student’s schedule to include support from a paraprofessional for a portion of the school day
C. considering any possible negative effects on the student or on the quality of services identified when determining the least restrictive environment
D. calculating the approximate length of time that is reasonable to expect the student to demonstrate measurable academic progress

Answer 66

C. considering any possible negative effects on the student or on the quality of services identified when determining the least restrictive environment

Question 67

A student with a specific learning disability in mathematics and attention-deficit/hyperactivity disorder (ADHD) receives special education services. It is the legal right of the student’s parents/guardians to:
A. select the school personnel to oversee their child’s Individualized Education Program (IEP).
B. determine what materials their child will use for mathematics.
C. participate in the development of their child’s Individualized Education Program (IEP).
D. specify which school their child will attend.

Answer 67

C. participate in the development of their child’s Individualized Education Program (IEP).

Question 68

According to Michigan state law, which of the following criteria regarding the role of a mandated reporter must be used by school administrators, counselors, and teachers who think that a student may be abused or neglected?
A. A report must be made unless they believe that filing a report may place the child at an increased risk of abuse or neglect.
B. A report must be made only after they have determined that abuse or neglect has actually occurred.
C. A report must be made when they have reasonable cause to suspect abuse or neglect.
D. A report must be made subsequent to notifying the student’s parents/guardians of concerns.

Answer 68

C. A report must be made when they have reasonable cause to suspect abuse or neglect.

Question 69

The family of a student with a learning disability has hired a tutor who is a retired teacher from the same school the student currently attends. The family has asked the teacher of students with learning disabilities to provide the tutor with their child’s academic assessment records from the past two years. To legally comply with this request, the teacher must:
A. request permission from the school principal and district superintendent to release the records.
B. meet with the tutor to evaluate whether it is essential to release the records before beginning the tutoring process.
C. convene the student’s multidisciplinary evaluation team (MET) to request permission for the release of the records.
D. obtain written permission from the student’s parents/guardians before releasing the records.

Answer 69

D. obtain written permission from the student’s parents/guardians before releasing the records.

Question 70

A teacher of students with learning disabilities recently read an article on teacher action research and its value to professional growth and school improvement. The teacher is interested in developing an action research project in the context of co-teaching with general education teachers. Which of the following questions should the teacher address first in setting up the project?
A. What elements of the current practice should be investigated?
B. Have similar projects already been pursued by other teachers in the school?
C. When should the students be informed about the new plan?
D. Will the general education teachers participate?

Answer 70

A. What elements of the current practice should be investigated?