Practice Test Flashcards
Which of the following are the most important considerations when drafting IEP goals?
A Making sure the student has the same goal from year to year to promote consistency.
B Trying to write similar goals for groups of students who are in the same classes so it will be easier for the general education teachers to assess and report progress.
C Writing goals that will be easily attainable to build student confidence.
D Identifying data-supported weaknesses the student has displayed and aligning goals to curriculum standards that will allow the student to practice and improve on their deficiency at the appropriate rigor.
D
The Every Student Succeeds Act (ESSA) specifies that no more than 1 percent of all students should take alternate assessments not aligned to the academic standards of their grade level. For which of the following students would an alternate assessment be most appropriate?
A. a student with cerebral palsy who receives instruction in general-education classrooms but lacks the fine motor control to bubble in responses on an answer document
B. a student with autism spectrum disorder (ASD) who communicates verbally and receives instruction in general-education classrooms with paraprofessional support
C. a student with a severe intellectual disability who receives all instruction in a self-contained classroom
D. a student with an emotional disturbance (ED) who requires frequent breaks during tests and difficult assignments and constantly tries to engage other students in conversation
C
Which is the most appropriate section of a student’s IEP to include information about the student’s post-secondary goals as well as activities and services that the student can access now to prepare for post-secondary education and/or employment?
A. related services
B. least restrictive environment
C. accommodations and modifications
D. transition plan
D
Of the following, which parental concern is most likely to result in an evaluation of a child under the age of three?
A failure to reach national norms of height/weight ratio
B failure to recognize and identify letters of the alphabet
C failure to meet multiple milestones of adaptive development
D failure to complete toilet training
C
John is an incoming second-grade student with autism spectrum disorder (ASD) who is enrolled in a new district and school. John’s parents have expressed concerns about his transition to the new campus. Which of the following would be the best way to help John prepare for the new school year?
A. Schedule a phone call between John’s family and his new teacher so they can get to know each other.
B. a visual schedule of a typical school day for second-grade students so John can prepare for his new environment.
C. Mail John’s parents a map of the campus so they can review the layout and location of his classroom before school starts.
D. Offer to provide a private tour of the campus during which John and his parents can meet his teachers and the administrative staff.
D
Which of the following questions should take precedent when determining the least restrictive environment for any student during the initial referral process for special education services?
A Which instructional arrangement offers the greatest amount of support for students with disabilities?
B. Which instructional arrangement will provide the best opportunity for the student to demonstrate her strengths while receiving support for her weaknesses?
C. Which instructional arrangement will give the student the easiest route to annual promotion and eventual graduation?
D. Which instructional arrangement has the lowest student-to-teacher ratio and can therefore provide the greatest possible support?
B
Samuel is a third-grade student who is attentive and hardworking in class. He has good grades in math, science, and social studies, but struggles in reading. He has poor fluency, struggles to decode unfamiliar words, takes longer than other students to copy notes from the board, and struggles to answer questions that require a written response. Which of the following disabilities is Samuel most likely struggling with?
A. attention-deficit hyperactivity disorder (ADHD)
B. intellectual disability
C. dyslexia
D. autism spectrum disorder (ASD)
C
During a parent-teacher conference, the father of a non-disabled student in an inclusion class mentions that his child has had friction in the past with another student in the class who has an emotional disturbance. The father mentions several disagreements that the two have had and then asks if any progress has been made in the disabled student’s classroom behavior. How should the teacher respond?
A. Share relevant portions of the disabled student’s IEP to show that all necessary steps are being taken to provide a safe and comfortable educational environment for all.
B. Thank the father for his time and his concerns and firmly but politely indicate that you are only allowed to discuss his own child during the parent-teacher conference.
C. Assure the father that the disabled student in question will be kept away from his child to the maximum extent possible.
D. Remind the father that the student in question has a behavioral disability and ask that he encourage his own child to be more patient.
B
Lena is an eighth-grade student with ADHD. Which of the following would be the best accommodation to help Lena succeed?
Select all answers that apply.
A. having Lena take alternate tests with limited answer choices
B. allowing Lena to take breaks at specific stopping points during assignments
C. allowing Lena to work in a quiet area of the room
D. providing Lena with a variety of reference aids, such as a math fact sheet and formula sheet
B & C
Dominic is a two year-old boy who does not yet talk or make eye contact, hates loud noises, and prefers to play by himself, usually only with jungle animals. His teacher is concerned about his overall development and feels that he is not on the same level as his peers, especially socially. The next best step for Dominic’s teacher would be to:
The teacher should not presume anything and should keep the observations to herself. It is not her place to bring these concerns up if the parents haven’t said anything.
Discuss her observations and concerns with his parents and suggest next steps, such as a referral to an early intervention program.
Keep a record of her observations throughout the year and present the data to the parents at Dominic’s final conference.
Discuss the concerns with his parents and suggest that they try a new medical therapy that is supposed to help late talkers.
B
A sixth-grade social studies classroom is learning about the Stone Age and is going to be reading a text about hunters and gatherers and highlighting key ideas and details. Which of the following is a modification that might be appropriate for a boy in the class with a Specific Learning Disability (SLD) in reading who can read independently at a third-grade level?
A. The student completes a word search to familiarize himself with key vocabulary while the rest of the class completes the highlighting activity.
B. While the rest of the class works independently, the teacher sits with the student and reads the text to him, helping them understand the more complex sentences and identify key ideas and details to highlight.
C. The teacher allows the student to work in a different space to limit distractions and help the student focus on the activity.
D. The teacher creates a text that covers most of the same material but is written at a third-grade level to allow him to participate in the highlighting activity independently.
D The teacher creates a text that covers most of the same material but is written at a third-grade level to allow him to participate in the highlighting activity independently.
This modification is appropriate because it addresses the student’s specific learning disability in reading by providing a text that matches his reading proficiency level. By creating a text written at a third-grade level, the student can independently engage with the content about hunters and gatherers and participate in the highlighting activity alongside his classmates. This modification ensures that the student has access to the same material as his peers while accommodating his individual learning needs.
Pedro, a senior student with intellectual disabilities, will be graduating in the spring. He has been working on his money handling skills in his math classes. His goal is to work at his local grocery store. In order to facilitate this transition for the student, the special education teacher should:
A. Have Pedro complete a research project about what is required to work in a grocery store.
B. Assign Pedro to complete his resume and cover letter so that he is prepared to apply to all his local grocery stores upon graduation.
C. Collaborate with the local grocery store for Pedro to job train and shadow a couple hours a week while he is preparing for graduation.
D. Continue working with Pedro on his money handling skills to prepare him for the grocery job.
C Collaborate with the local grocery store for Pedro to job train and shadow a couple of hours a week while he is preparing for graduation.
This option directly addresses Pedro’s goal of working at a grocery store by providing him with practical, hands-on experience in a real-world setting. Job training and shadowing at the local grocery store will allow Pedro to familiarize himself with the tasks and responsibilities involved in working there, as well as develop essential skills required for the job. Additionally, this collaboration facilitates community involvement and creates opportunities for Pedro to build relationships with potential employers. It offers a meaningful transition from school to the workforce and supports Pedro’s goal of gaining employment after graduation.
Rachel, a high-school student who suffers from a traumatic brain injury, struggles with keeping track of her schedule and remembering her classes. Her reading skills were affected by the TBI, but she is able to understand everything when instructions are given orally. Give an example of a strategy that her special education teacher could use to help Rachel keep track of her schedule and remember her classes.
A. The teacher gives Rachel a large, numbered map, with highlighted classrooms, that she can follow throughout the day to get to each class
B. The teacher does not need to provide any strategies for Rachel, this is not an academic issue and her peers will be able to help her.
C. The only way for Rachel to gain back her reading skills is to practice, so her teacher decides to give her a written schedule to help her find her classes.
D. The teacher can provide Rachel with a visual schedule, paired with a recorded message, that both state the order of her classes.
D. The teacher can provide Rachel with a visual schedule, paired with a recorded message, that both state the order of her classes.
This strategy leverages Rachel’s strength in understanding instructions when given orally while also providing visual support to help her keep track of her schedule. The visual schedule offers a clear and accessible way for Rachel to see the order of her classes, while the recorded message reinforces the information orally, ensuring that she can comprehend and remember her schedule effectively. By combining both auditory and visual modalities, this strategy accommodates Rachel’s needs resulting from her traumatic brain injury and supports her in managing her schedule and remembering her classes.
What is the benefit of teaching expanded notation as an alternative method of calculating two- or three-digit addition problems?
A. Expanded notation addition requires extra steps, thus forcing students to concentrate more when performing calculations.
B. Expanded notation helps students understand decimals and fractions with greater clarity.
C. Expanded notation requires a calculator to complete, so students develop a useful technological skill at an earlier age.
D. Expanded notation helps students clearly delineate between place values and understand the value that each digit in a large number actually represents.
D
Which of the following situations would be the most logical instance to provide calculation aids to a student in a sixth-grade math inclusion class?
A. The student has a specific learning disability (SLD) in written expression and is struggling to maintain adequate organization when setting up and solving multi-step problems.
B. The student has a specific learning disability (SLD) in reading fluency and is struggling to identify key information in word problems.
C. The student has attention-deficit/hyperactivity disorder (ADHD) and struggles to maintain focus when completing multi-step problems.
D. The student has a specific learning disability (SLD) in math calculation and is struggling to complete multi-step problems.
D
Which of the following situations would not be beneficial for classroom management in a seventh-grade co-taught science classroom?
A. A teacher uses a chime to indicate when it is time to transition between stations during a lab.
B. A teacher allows the class to go outside because they have worked hard that day.
C. A teacher allows students to play a game at the start of class to incentivize hard work for the rest of the period.
D. The two teachers work together to model or “role play” appropriate and safe classroom behavior.
C, allowing students to play a game at the start of class to incentivize hard work for the rest of the period, might not be as beneficial for classroom management in a seventh-grade co-taught science classroom. While incentivizing hard work is a positive approach, starting the class with a game might lead to difficulty in transitioning from the game to the academic tasks, potentially causing disruptions and loss of focus. The other options all involve structured methods for managing classroom transitions, behavior modeling, or rewards that are more directly tied to the academic tasks at hand.
At the beginning of the year, during open house, a preschool teacher always welcomes her class by reading aloud one of her favorite books. She holds the book up for everyone to see the words and pictures, and she uses her finger to move along the text as she reads. She then encourages parents to also track their progress through books at home by tracing the line of text as they read. Which of the following is the teacher’s reason for this suggestion?
A. to encourage student structural analysis of words
B. to improve student recognition of sight words
C. to teach all print concepts
D. to help students develop an understanding of print orientation
D. to help students develop an understanding of print orientation
The teacher’s reason for suggesting that parents trace the line of text as they read at home is most likely to help students develop an understanding of print orientation. This practice supports children in recognizing that print runs from left to right and top to bottom, which is a fundamental print concept.
Which of the following best describes the degree to which an assessment accurately measures what it intends to measure?
A. validity
B. reliability
C. predictability
D. agility
A. Validity
When proposing an evaluation for initial eligibility, the Individuals with Disabilities Education Improvement Act requires that:
A. the evaluation is administered by qualified professionals
B. the same evaluations are administered to all students
C. parents provide verbal consent to the evaluation
D. all students are given speech/language evaluations
A. the evaluation is administered by qualified professionals
A high school special education teacher is preparing for an upcoming ARD meeting in which they will discuss a transition plan for a 16-year-old student. When considering this upcoming ARD committee meeting and IEP, which of the following is not required?
A. The IEP must include some form of post-secondary education.
B. The student must be invited to participate in the planning.
C. The IEP must address the student’s life after high school.
D. The IEP must include measurable goals.
A. The IEP must include some form of post-secondary education
Oppositional defiant disorder, or ODD, is a behavioral disorder that is NOT characterized by which of the following behaviors?
A. vindictive behavior, seeking revenge, and harsh words
B. focused and highly intense interests
C. constant blame on others for own mistakes and misbehavior
D. frequent temper tantrums and refusal to complete tasks
B. Focused and highly intense interests
A child with severe autism is determined by the Admission, Review, and Dismissal (ARD) committee to require a one-to-one aid, but the school district insists they cannot afford to hire someone for this role. As a result, the student does not make significant progress toward their IEP goals. The parents then sue the school on the grounds that:
A. the school is failing to provide Free Appropriate Public Education (FAPE) for their child.
B. the school is violating the guideline of “separate but equal” for their child.
C. the school is violating the guideline of “least restrictive environment” for their child.
D. the school is violating the No Child Left Behind act.
A. the school is failing to provide Free Appropriate Public Education (FAPE) for their child.
Which of the following best characterizes a student with an intellectual disability?
A. a student with more than one impairment, that so significantly impacts their access to the curriculum their educational needs cannot be met under one category of special education services
B. a student with notably below sub-average intelligence, presenting during the developmental period, and with adaptive delays
C. a student with communication delays or impairments, including, but not limited to, language or voice impairment, stuttering, and articulation issues
D. a student with a developmental disability, due to delays in communication and social interaction, often with perseverated, or very focused, interests, sensitivity to change in routine, and intense sensory response
B. a student with notably below sub-average intelligence, presenting during the developmental period, and with adaptive delays.
This description encapsulates the key aspects of intellectual disability, including cognitive functioning significantly below average, onset during the developmental period, and challenges with adaptive behavior.
Which of the following statements about Extended School Year (ESY) services is accurate according to the Individuals with Disabilities Education Act (IDEA)?
A. Students who are eligible for ESY must receive ESY for all of the goals on their IEPs.
B. Eligibility for ESY is determined annually.
C. Students who were found eligible for ESY must receive ESY in subsequent years.
D. ESY may only be provided to students with multiple disabilities.
B. Eligibility for ESY is determined annually
If a student with disabilities commits a crime that is a violation of federal and state law, the Local Education Agency (LEA) must provide the special education and discipline records for consideration to the maximum extent permitted by which of the following?
A. the committee meeting minutes
B. the IEP
C. Family Educational Rights and Privacy Act (FERPA)
D. the Local Education Agency (LEA) student code of conduct
C
A teacher wishes to check student comprehension of a concept taught in today’s math class. What would be the best type of assessment for him to use?
A. formative
B. norm-referenced
C. diagnostic
D. summative
A. Formative
Maria is concerned that when she brings her 2-and-a-half-year-old daughter to the park, her daughter is often very rough with the other children, does not respect their boundaries, and often struggles to end her playtime outside. The behavior has become extreme, and Maria needs help. Maria talks with her local early intervention coordinator who suggests that they refer her daughter for evaluation. The coordinator suggests that they place extra focus on what area of development?
A. adaptive development
B. social-emotional development
C. motor development
D. cognitive development
B. Social-Emotional development
As a special education teacher, Mr. Platz wants to use an assessment that accurately reflects his students’ vast diversity of skill and knowledge, and that uses multiple forms of data, student work, and learning material to measure progress. The best assessment style to recommend to Mr. Platz would be:
A. portfolio-based assessments.
B. standardized assessments.
C. observational assessments.
D. benchmark assessments.
A. portfolio-based assessments
A student with ADHD struggles to pay attention for long assessments such as state-wide standardized tests. Which of the following is a likely testing accommodation that might appear on that student’s IEP?
A. The student will take the test in a small group rather than in the general education classroom and may take movement breaks between sections.
B. The student will take the test in their general education classroom but may take movement breaks between sections.
C. The student takes a shorter version of the test than her peers due to her disability.
D. The teacher may provide specific help such as defining key words or helping identify the operations required in difficult word problems.
A. The student will take the test in a small group rather than in the general education classroom and may take movement breaks between sections.
A student with a sensory processing disorder has extreme sensitivity to loud noises and is easily distracted by environmental sounds. To best support this student, the teacher can:
A. play quiet background music at all times.
B. allow the student to wear noise-canceling headphones whenever needed.
C. have the student sit at a desk away from other students so that they aren’t distracted.
D. make the classroom a whisper-only zone and not allow any students to talk at a high volume.
B. Allow the student to wear noise-canceling headphones whenever needed.
Which of the following was NOT part of the Individuals with Disabilities Education Act (IDEA)?
A. the requirement that parents and teachers be involved in IEP decisions
B. the least restrictive environment (LRE) guideline
C. the establishment of IEPs as a federal regulation
D. the establishment of mandated state testing for special education students
D. The establishment of mandated state testing for special education students
In an IEP meeting, which of the following would likely be provided by the parents of the student?
A. the behavior plan that should be followed
B. a list of required accommodations for testing
C. the student’s grades from their previous school
D. any relevant medical information including contact information for doctors
D. any relevant medical information including contact information for doctors
Teresa is a special education student in third grade. She is a very talented artist and conversationalist but doesn’t like to let her peers know she struggles with a specific learning disability related to reading. She will often be disruptive and chatty during group projects and work to hide this fact, so she does not have to contribute. What strategy could the teacher use to integrate Teresa into her group so that she is able to do the work being asked of her and not distract her peers?
A. The teacher could privately talk with Teresa about behavior expectations during learning time. Together they can form a plan for future projects where Teresa can contribute in meaningful ways that she feels confident with, such as through art or some other form of creative expression.
B. The teacher can compliment the students who are on task in Teresa’s learning group, hoping to encourage Teresa to get back on task.
C. Give Teresa the ultimatum that if she can’t keep from distracting her peers during group work, then she will have to work alone.
D. Reprimand Teresa in front of her peers every time she becomes off task so that she learns to work in a group and not distract her peers.
A. The teacher could privately talk with Teresa about behavior expectations during learning time. Together they can form a plan for future projects where Teresa can contribute in meaningful ways that she feels confident with, such as through art or some other form of creative expression.
Juan is 5 feet tall and casts a shadow that is 10 feet long. If the flagpole casts a shadow that is 30 feet long, how tall is the flagpole?
A. 30 feet
B. 5 feet
C. 10 feet
D. 15 feet
D. 15 feet
A special education teacher is working with the language arts teacher to promote her students’ understanding of media literacy and advertising techniques. What activity would be most appropriate to use to achieve this learning objective?
A. reading a nonfiction article about the history of commercial advertising
B. viewing commercials and having discussions about the advertising techniques used
C. working with a partner to match advertisements to the correct products
D. creating a new product and then advertising this invention
B. Viewing commercials and having discussions about the advertising techniques used
Kenny is a kindergarten student with an IEP relating to executive functioning and sensory processing issues. His teacher has created a First/Then task chart for him to use during their learning center time to help with expectations, as visual schedules are too overwhelming. The main benefit of using a First/Then task chart for Kenny is:
A. it helps him learn to manage his time and task compliance.
B. it promotes Kenny’s independence and cognitive development.
C. it lets Kenny choose whatever two activities he wants to complete, giving him control over the task.
D. it helps Kenny to understand what is expected of him, focusing on two tasks at hand without being overwhelming.
D. It helps Kenny to understand what is expected of him, focusing on two tasks at hand without being overwhelming.
A fourth-grade student with attention-deficit/hyperactivity disorder (ADHD) has demonstrated the ability to accurately perform all four primary operations (addition, subtraction, multiplication, and division) up to three-digit numbers when given problems to complete on simple worksheets, but she struggles to correctly perform these same calculations when faced with word problems. Which of the following strategies is most likely to benefit the student when solving word problems?
A. Reduce the difficulty of the word problems by editing them to allow her to work with smaller numbers.
B. Emphasize key information and trigger words to help the student determine which operation to use, and teach her to identify the integers involved and eliminate unnecessary or distracting information before performing the calculations.
C. Accommodate the assignment to provide more space on the page between problems, so the student will have more room for her calculations.
D. Provide a calculator.
B. Emphasize key information and trigger words to help the student determine which operation to use, and teach her to identify the integers involved and eliminate unnecessary or distracting information before performing the calculations.
All of the following should be done for someone having a seizure except:
A. put something soft and flat under the person’s head.
B. try to reduce movement by gently holding the person down.
C. turn the person gently onto one side.
D. remove any eyeglasses from the person’s face.
B. Try to reduce movement by gently holding the person down
Which of the following would be an appropriate intervention to help fifth-grade students with deficits in reading identify the main idea in an informational text that is appropriate for their reading level?
A. Pre-teach important vocabulary and provide a word wall in the room to help students review and comprehend the new vocabulary words.
B. Provide a story structure graphic organizer that helps them think of the story as a hill with the climax at the top and the resolution at the bottom.
C. Provide a highlighter and ask students to highlight key facts so that they can easily find them later when they are taking notes.
D. Provide a “box and bullet” graphic organizer that helps them break down the article by listing important facts before trying to identify the main idea.
D
For students in fifth grade, which of the following literacy skills is likely the focus of reading instruction?
A. fluency
B. comprehension
C. literary analysis
D. decoding
B. comprehension.
At this stage, students are expected to comprehend more complex texts, infer meaning, make connections, and analyze information. While fluency, literary analysis, and decoding are also important, they often build upon a foundation of strong comprehension skills.
Which of the following would be an appropriate intervention to help fifth-grade students with deficits in reading identify the main idea in an informational text that is appropriate for their reading level?
A. Pre-teach important vocabulary and provide a word wall in the room to help students review and comprehend the new vocabulary words.
B. Provide a story structure graphic organizer that helps them think of the story as a hill with the climax at the top and the resolution at the bottom.
C. Provide a highlighter and ask students to highlight key facts so that they can easily find them later when they are taking notes.
D. Provide a “box and bullet” graphic organizer that helps them break down the article by listing important facts before trying to identify the main idea.
D. Provide a “box and bullet” graphic organizer that helps them break down the article by listing important facts before trying to identify the main idea.
This intervention helps students organize key information from the text, making it easier for them to analyze and determine the main idea. By identifying important facts first, students can then see patterns or recurring themes that contribute to understanding the main idea.
Ms. Chen, a third-grade special education teacher, notices that one of her students with ADHD seems to be struggling more than usual in the classroom lately. He seems dysregulated and has been having more tearful moments of frustration during independent work time. Which of the following options would be the best course of action for Ms. Chen?
A. Contact the school nurse and ask if there has been any change in the student’s medication lately.
B. Implement a behavior plan to encourage positive behavior and get the student back on track.
C. Contact the parents to discuss the behavior and ask for their input or advice.
D. Contact the principal and have her check in with the student about his behavior.
C. Contact the parents to discuss the behavior and ask for their input or advice.
A student with Cerebral Palsy is moving from his elementary school to the district’s middle school. In his elementary school, he was placed in a general education classroom with one-on-one paraprofessional support for some of the day and spent two hours each day receiving OT (occupational therapy) and PT (physical therapy) services outside of the classroom. Which is most likely to be true of his new placement?
A. He will likely be placed in a resource setting as the academic demands will become too rigorous for him, and he will need to focus more on OT and PT goals.
B. He will likely be placed in a resource setting as middle and high schools tend to employ fewer paraprofessionals and a self-contained placement will allow him to have the academic supports he needs.
C. He will likely continue to be placed in a general education setting for the majority of the day and will spend less time with the occupational and physical therapists as OT and PT supports are limited outside of an elementary school setting.
D. He will likely continue to be placed in a general education setting for some of the day and continue to receive OT and PT support as appropriate.
D. He will likely continue to be placed in a general education setting for some of the day and continue to receive OT and PT support as appropriate.
A student who uses screen magnification software most likely has a primary classification of:
A. hearing impairment.
B. intellectual disability.
C. specific learning disability.
D. vision impairment.
D. vision impairment.
Lizzie is a high-school student who recently acquired a Traumatic Brain Injury due to a horseback riding incident. One of the lingering issues that Lizzie is dealing with is uncontrolled seizures. It will be important for Lizzie’s teachers to understand which TWO of the following, when it comes to seizure management?
Select all answers that apply.
A. Lizzie’s seizures impact her mental health
B. possible seizure triggers for Lizzie
C. what Lizzie’s seizures look like and how long they last
D. Lizzie’s medication schedule and when the teacher will need to provide her medicine to her
B & C
Regarding FERPA and the purpose of student records, personal identifiable information refers to all of the following except:
A. the mother’s maiden name.
B. the parents’ names and family address.
C. the student’s interests and hobbies.
D. the student’s social security number.
C. the student’s interests and hobbies
A sixth-grade teacher is looking for a way to improve her students’ understanding of how visual images create meaning. Which activity below would be the best way to achieve this goal?
Have students work in pairs to discuss what they like and don’t like about presented images.
Have students tell a new story using only photographs from a magazine or newspaper.
Have students view famous paintings online and write a description of the painting’s meaning.
Have students draw an image to represent a section of a pre-existing short story after listening to the story in class.
B. Have students tell a new story using only photographs from a magazine or newspaper
Mel is an elementary student diagnosed with autism spectrum disorder. In order for her to be most successful in the classroom setting, her general education teacher can support her by:
A. keeping consistent routines and expectations that are clearly stated and posted in the classroom.
B. pairing Mel with a peer to support her and keep her on track.
C. sending her to the learning support teacher’s classroom.
D. having Mel check in with her teacher at the end of every day, after she has everything ready to go home.
A. Keeping consistent routines and expectations that are clearly stated and posted in the classroom
Dylan, a high-school senior diagnosed with severe ADHD, loves fashion. She plans to work at a local boutique when she graduates. Her teacher helps to prepare her for this role, pairing with a local shop owner to give Dylan real-world experience and to create a smooth transition for Dylan after graduation. The teacher practices other skills with Dylan in school, such as customer service, self-advocacy, and clear communication. By pairing with the shop owner and helping Dylan to develop the skills to function independently and confidently, the teacher is showing that she understands which best practice?
A. The importance of only focusing on and teaching students the skills that they will need to join the workforce after graduation.
B. The importance of teaching different skills across different learning environments and how these factors can impact student learning and behavior, as well as increase independence and competence.
C. The shop owner expects employees who are competent and highly skilled. The teacher knows this and is preparing Dylan for the role.
D. The importance of developing young students to join the workforce and be ready to participate in society.
B. The importance of teaching different skills across different learning environments and how these factors can impact student learning and behavior, as well as increase independence and competence.
Liam is a second-grade student with an intellectual disability. He spends approximately 25% of his day in a general education classroom. Liam is able to count ten, identify a square and a circle, and point to the larger set when shown two sets of counters up to five. Liam’s general education teacher is currently planning lessons on comparing three-digit numbers.
Which of the following modifications would be most appropriate for Liam?
A. allowing Liam extended time to complete assignments and tests
B. providing Liam with alternative assignments that cover the comparison of one-digit numbers using pictures
C. providing Liam with alternative assignments that cover counting to twenty
D. giving Liam the same assignments as other students, but administering alternative summative assessments
B. providing Liam with alternative assignments that cover the comparison of one-digit numbers using pictures
In developing a behavior intervention plan (BIP), it is essential that each identified behavior includes baseline data related to frequency, duration, intensity, and latency. This data will enable professionals implementing the BIP to
A. monitor progress in comparison to other students
B. measure the effectiveness of interventions
C. provide consequences
D. alter antecedent events
B. measure the effectiveness of interventions
Eleanor has recently been identified with a specific learning disability (SLD) in reading after struggling but receiving passing grades in a general education setting for several years. Testing reveals that she is reading three grade levels below benchmark and struggles with comprehension. Based on this recent diagnosis, how should her services for social studies, which has a heavy reading and writing component, change to better suit her needs?
A. In this case, the least restrictive environment guideline indicates that Eleanor should stay in her general education class and complete assignments to the best of her ability as she was not failing prior to her diagnosis.
B. If possible, Eleanor should be placed in a co-taught class or attend a general education class with assignments that are modified to be appropriate for her level.
C. Eleanor should be able to decide where she would like to be placed for Social Studies.
D. Eleanor should be moved to a self-contained or resource setting so that she will not fall further behind her peers.
B. If possible, Eleanor should be placed in a co-taught class or attend a general education class with assignments that are modified to be appropriate for her level.
This option provides Eleanor with additional support in a general education setting while ensuring that the assignments are adjusted to accommodate her reading difficulties. It aims to provide her with the necessary support to access the curriculum while still being included in the general education environment to the greatest extent possible.
What is the main advantage of joining a professional organization related to special education?
A. meeting new colleagues
B. reduced number of required hours for continuing education
C. advancing knowledge with opportunities for collaboration
D. opportunities to travel for conferences
C. Advancing knowledge with opportunities for collaboration
Lucy is a special education teacher in an elementary school. She is walking down the hallway and is stopped by Sam, a general education third-grade teacher who is wondering if Lucy could stop by the classroom at some point that week to informally observe a student who the teacher believes may have an unidentified disability. What would be the most appropriate response for Lucy in this situation?
A. Ask for more details during the conversation so that she can be more prepared when she visits the room.
B. Ask Sam to follow up with an email and remind them that they should not be discussing issues in the hallway as it is a FERPA violation.
C. Politely decline as special education teachers should only be asked to assist students on their caseload.
D. Offer to visit at a time when the student will be engaged in an activity that is likely to illustrate the issue and go from there.
D. Offer to visit at a time when the student will be engaged in an activity that is likely to illustrate the issue and go from there.
Which of the following is the most advanced language arts skill?
A. analyzing instances of figurative language
B. classifying types of figurative language
C. identifying examples of figurative language
D. defining types of figurative language
A. analyzing instances of figurative language
Aman is a third-grade student who gets pulled out of his general education classroom to receive 30 minutes of special education instruction in reading each day. He is independently reading at a first-grade level and often stops reading when he gets to longer or unfamiliar words. Which of the following would be the most appropriate activity for the special education teacher to do with Aman during his pull-out time?
A. Select an interesting book and do a picture walk. Then predict what might happen in the book based on the title and the pictures.
B. Read second-grade level books together to review and practice strategies like “chunking” to help Aman improve his decoding skills.
C. Help Aman improve his fluency by having him read 3rd-grade level texts aloud, offering help when needed.
D. Play a game using Scrabble tiles that requires Aman to name each letter and make its sound.
B. Read second-grade level books together to review and practice strategies like “chunking” to help Aman improve his decoding skills.
A student’s parents have requested testing for their child as they suspect that she might qualify for special education services. The district determined that testing was appropriate and the results have just been finalized. Which of the following scenarios would be the most appropriate next step?
A. The principal calls to schedule a meeting with the parents to go over the results of the testing.
B. The special education teacher sends the results to the parents as a PDF via email or in a paper packet that is mailed to their home.
C. The special education teacher calls the parents to let them know the testing has been completed and schedules an eligibility meeting to go over the results and discuss next steps.
D. The student’s general education teacher is given the results and calls the parents to let them know whether or not their child qualifies for services based on the results.
C. The special education teacher calls the parents to let them know the testing has been completed and schedules an eligibility meeting to go over the results and discuss next steps.
Penelope’s parents meet with the ARD committee to review her initial evaluation results and discuss what happens next. They are nervous about the outcome and unsure of how to move forward based on the assessment and evaluation information. The best way for the special education teacher to support Penelope’s parents would be to:
A. explain the results of the assessments and evaluations in a thorough way that her parents understand, and then present the next steps for the parents to consider based on the information they have about Penelope.
B. take no action. The parents were told the assessment and evaluation results over the phone and they don’t need to be discussed or clarified at the meeting.
C. expect the parents to do their own research and voice what they want for Penelope, but help if they ask for it.
D. explain the results and explain that Penelope will be enrolled in a developmental preschool classroom.
A. explain the results of the assessments and evaluations in a thorough way that her parents understand, and then present the next steps for the parents to consider based on the information they have about Penelope.
An inclusion teacher is planning support for the special education students in a general education classroom for an upcoming writing assignment. During the writing process, which of the following best demonstrate the most appropriate way to support these students?
A. After writing the first draft, require the students to transfer the content of their essay into a graphic organizer to determine the best organizational structure for their writing.
B. Increase the amount of class time allotted for each stage.
C. Allow students to skip the revision and editing stage knowing that they will not be graded on spelling and grammar errors.
D. Provide students with a checklist that includes each stage in the writing process and steps to take during each stage. Stop after each stage to discuss the next stage and prompt students to take steps to engage in the next stage of writing.
D. Provide students with a checklist that includes each stage in the writing process and steps to take during each stage. Stop after each stage to discuss the next stage and prompt students to take steps to engage in the next stage of writing.
Emily, a general education social studies teacher, and Thomas, a special education teacher, are teaching a co-taught seventh-grade social studies class. They are designing a research project to teach and assess students’ inquiry skills which will ask students to select a current event to investigate from a list of options. Which of the following would NOT be an appropriate method of differentiation to include in this project?
A. providing a menu of different types of final product they could create
B. assigning topics to some students based on difficulty level
C. creating graphic organizers that are available to help students take notes as they conduct research
D. allowing students to use videos instead of written texts as resources
B. assigning topics to some students based on difficulty level
Which of the following would not be appropriate for teaching math to students with emotional disturbance?
A. creating opportunities for real-world applications of skills
B. building in rewards for positive behavior
C. modifying the pacing of units
D. involving hands-on activities
C. modifying the pacing of units.
Modifying the pacing of units might not be the best approach because it could inadvertently single out students or lead to feelings of inadequacy if they perceive themselves as falling behind their peers. It’s essential to provide appropriate support and scaffolding without compromising the rigor of the curriculum or making students feel isolated. Therefore, modifying pacing should be done discreetly and with consideration for each student’s needs. The other options (A, B, and D) are generally effective strategies for teaching math to students with emotional disturbance, as they promote engagement, positive reinforcement, and hands-on learning experiences.
A preschool aged child points to the sign that says “Target” and identifies the letters in the word, but tells her mom that the sign says “store.” What does this demonstrate about the child?
A. The child lacks and understanding of print orientation.
B. The child lacks alphabetic knowledge.
C. The child lacks phoneme awareness.
D. The child has developed print awareness.
D. The child has developed print awareness
This scenario demonstrates that the child has developed print awareness. Print awareness refers to the understanding that print carries meaning and is used for various purposes in our environment, such as labeling, informing, and communicating. The child correctly identifies the letters in the word “Target” and associates it with the concept of a store, indicating an understanding of the connection between printed words and their meanings, even if the exact word is not accurately decoded.
Which of the following is an accurate statement about the use of social skills for students with disabilities?
A. Social skills instruction is only appropriate for students with autism.
B. Social skills instruction is only provided to younger students.
C. Social skills instruction is appropriate for improving students’ interactions with peers and adults.
D. Social skills instruction must be provided by a speech/language therapist or a social worker.
C. Social skills instruction is appropriate for improving students’ interactions with peers and adults
Which of the following describes the outcome and relevance of the Supreme Court case Board of Education of the Hendrick Hudson Central School District v. Rowley (Hudson v. Rowley)?
A. The Court ruled that schools may not segregate students and overturned the previous standard of “separate but equal.” This ruling determined that racial segregation is unconstitutional.
B. The Court ruled that, because the student was reasonably successful in her classes, the school had provided a Free Appropriate Public Education (FAPE) and did not need to provide the additional services the parents were requesting. This was the court’s first ruling that defined FAPE.
C. The Court ruled that a school may not expel or indefinitely suspend a handicapped student for behavior related to their disability even if it endangers the student or others. This was a challenge of the “stay-put” provision of the Education of the Handicapped Act.
D. The Court ruled that, even if a student is making minimal progress toward IEP goals, schools must provide services that allow the student to make progress that is appropriate for their circumstances. This ruling established a guideline for how much progress is necessary in order for a FAPE to have been provided.
B. The Court ruled that, because the student was reasonably successful in her classes, the school had provided a Free Appropriate Public Education (FAPE) and did not need to provide the additional services the parents were requesting. This was the court’s first ruling that defined FAPE.
This ruling established a precedent for defining what constitutes a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act (IDEA). It clarified that FAPE does not require schools to maximize a student’s potential but rather to provide an education that is reasonably calculated to confer educational benefit.
Sasha is an eighth-grade student with an intellectual disability who learns in Mr. Abanza’s resource room. During a creative writing unit, Sasha is struggling to understand the concept of narrative structure. She often says she cannot think of anything to write about and when she does write, her “stories’’ are often one to two sentences long. For example, she may write “one day a girl got a pony. She loved the pony. The End.”
Which of the following interventions should Mr. Abanza try to help Sasha understand how to write a creative story?
A. reading a mentor text aloud and allowing her to use the story she heard as inspiration
B. allowing Sasha to use pictures to tell a story instead of requiring her to write
C. providing Sasha with sentence frames to help her structure her sentences
D. allowing Sasha to use speech-to-text technology to help her write more
A. reading a mentor text aloud and allowing her to use the story she heard as inspiration.
By exposing Sasha to well-written narratives, she can gain a better understanding of how stories are structured and how characters, settings, and events are developed. Allowing her to use the story she heard as inspiration can provide a scaffold for her own writing and help spark her creativity. Additionally, discussing the elements of the mentor text and how they contribute to the story can further support Sasha in developing her narrative skills.
A special education teacher is communicating with a high-need parent of one of her students. The parent is frustrated that the teacher sometimes does not respond to emails sent later in the day until the following school day and feels that her concerns are not being respected. The parent requests the teacher’s cell phone number so that she can text for daily updates on her child’s behavior during each day. Which of the following options would be the most appropriate course of action for the teacher?
A. Provide the parent with the cell phone number but remind her that texts will not be answered outside of business hours.
B. Tell the parent that it is inappropriate to text but agree to respond more quickly to emails sent later in the day.
C. Acknowledge the parent’s concerns and bring in an administrator to help solve the problem.
D. Suggest an in-person meeting to address the parent’s concerns.
C. Acknowledge the parent’s concerns and bring in an administrator to help solve the problem.
Which of the following assessment methods would be the most appropriate way for a teacher to quickly gauge understanding toward the end of a mini-lesson?
A. asking students to hold up their thumbs (up, down, or sideways) to rate how well they understand what was just taught
B. asking students if they have any questions following the lesson
C. monitoring student participation during a review game
D. asking students to quickly complete an exit slip
A. asking students to hold up their thumbs (up, down, or sideways) to rate how well they understand what was just taught
This method provides immediate feedback from all students, allowing the teacher to quickly assess overall comprehension. It also allows students to anonymously indicate their level of understanding, reducing potential social pressure. While the other options (B, C, and D) can also provide valuable information about student understanding, the thumb rating method is particularly efficient and straightforward for a quick check of understanding.
The LEA has the responsibility to identify, locate, and evaluate all students who reside in the state of Texas who are in need of special education or related services, including students enrolling in private schools. At what age can children begin receiving services?
A. Birth
B. Once they begin speaking
C. 5 years old or enrolled in elementary school
D. 3 years old or enrolled in preschool
A. Birth
A special education teacher has incorporated time in their 7th-grade resource class to develop the student’s study skill using materials from their core class. The teacher notices that the students need assistance comprehending non-literary texts. Which of the following strategies will support these students’ ability to understand and more easily interact with these texts?
A. mark any turning points in the text
B. identify the type of narrator in the text
C. highlight and identify the types literary devices included
D. pre-read text features and scan for organizational patterns
D. pre-read text features and scan for organizational patterns
Based on a recent Ages and Stages Questionnaire, 1-year-old Penny’s doctor is concerned about her cognitive and motor development. The doctor brings the concerns to Penny’s mom, who has also noticed these concerns and delays. Penny’s mom is unsure of what to do next. The doctor suggests:
A. Telling mom to wait it out. She feels that Penny is behind, but she should grow out of it.
B. Looking up strategies online and trying them at home. If Penny’s mom doesn’t see improvement, she can come back in six months.
C. Contacting the state early intervention program for children from birth to age three that provides free developmental evaluations and services to families.
D. Referring Penny to a new doctor who is more comfortable seeing children with cognitive and motor delays.
C. Contacting the state early intervention program for children from birth to age three that provides free developmental evaluations and services to families.
A special education teacher is teaching students to improve their understanding of texts by scanning the text to preview text features and graphic elements. Which of the following genres is best served by this reading comprehension strategy?
A. a personal journal entry
B. a persuasive letter
C. a historical document
D. an informational text
D. an informational text
Mary is a student in Ms. Jones’s special education math class. She has been asked to complete an assignment that is at her level but that requires prolonged mental effort. The teacher notices that she is near the end of the assignment but hasn’t made progress in several minutes and is instead staring out the window. Ms. Jones knows Mary can finish if she can just keep at it. Which of the following comments would be the most appropriate and beneficial way to help motivate Mary to finish the assignment?
A. “You’re so close to the end! Why don’t you go get a quick drink from your water bottle and come back and finish this up? I bet it will feel so good to finish this in class so it won’t be homework tonight!”
B. “Wow, you’ve already done so many problems! I’ll be so proud of you if you can finish before class ends!”
C. “Look! Julia is finished with her assignment and now she gets to draw! Don’t you want to finish your work, too?”
D. “You usually do such a good job finishing your work. I know you can do better!”
A. “You’re so close to the end! Why don’t you go get a quick drink from your water bottle and come back and finish this up? I bet it will feel so good to finish this in class so it won’t be homework tonight!”
This response acknowledges Mary’s progress and offers a positive reinforcement by reminding her of the benefits of completing the assignment in class. It also suggests a brief break to refresh and refocus her attention, which can help her regain the mental energy needed to finish the task. This approach encourages Mary to persist while providing support and motivation.
A student’s IEP requires access to an adapted pencil or pen and a slant board. These are best described as which type of assistive technology?
A. aids for daily living
B. mobility aids
C. low-tech assistive technology
D. high tech assistive technology
C. low-tech assistive technology.
Low-tech assistive technology refers to devices or tools that are simple and easy to use, typically not reliant on electronics or advanced technology. In this case, the adapted pencil or pen and the slant board are basic tools that provide physical support and aid in handwriting tasks without requiring complex technology. They are designed to address specific needs related to writing and positioning and are considered low-tech solutions.
Jacob is a second-grade student with a mild intellectual disability. He is able to meet most grade-level standards when the appropriate accommodations are provided. Jacob is currently having difficulty adding two-digit numbers. Which of the following would be the most appropriate step to take to support Jacob?
A. requesting a meeting with Jacob’s parents to discuss concerns
B. providing in-class one-on-one instruction reviewing place value
C. allowing Jacob to use a calculator to solve two-digit addition problems
D. providing pull-out support by the campus math interventionist
B. providing in-class one-on-one instruction reviewing place value.
This option addresses Jacob’s specific learning need by providing targeted instruction on place value, which is fundamental to understanding two-digit addition. By offering one-on-one instruction within the classroom setting, Jacob can receive personalized support tailored to his learning pace and needs while remaining engaged with his peers. This approach aligns with the principles of inclusive education and individualized support for students with disabilities.
Which of the following activities would be most effective in helping first-graders understand partitioning 2-dimensional shapes into equal parts?
A. use a ruler to measure the perimeter of different 2-dimensional shapes
B. placing cubes on top of 2-dimensional shapes to see how many cubes it takes to fill the shape
C. cutting out different shapes and having students fold them into 2 or 4 equal parts
D. watching the teacher draw a line on a 2-dimensional shape to divide it into 2 equal parts
C. cutting out different shapes and having students fold them into 2 or 4 equal parts.
This hands-on activity allows students to physically manipulate shapes and directly observe how they can be divided into equal parts through folding. It provides a concrete and visual representation of partitioning, which is particularly beneficial for young learners. Additionally, by cutting out and folding shapes, students engage in a tactile and interactive experience that promotes deeper understanding and retention of the concept.
Elijah is a twelve year old student who uses a human scribe or speech-to-text software for written responses. Elijah tested above grade level for reading and mathematics. Elijah tested slightly below grade level for writing and provided limited written responses due to difficulty with handwriting and typing skills. His speech/language therapy goal focuses on improving social interactions with peers. His occupational therapy goal is to improve typing speed and identify and utilize sensory strategies.
Which of the following eligibility classifications is most likely to be documented on Elijah’s Individualized Education Program (IEP)?
A. generalized anxiety disorder
B. orthopedic impairment
C. specific learning disability (SLD)
D. autism spectrum disorder (ASD)
D. autism spectrum disorder (ASD)
- Sensory strategies
- Social interactions
Which of the following would NOT be an appropriate classroom support for teaching the alphabetic principle in an inclusion kindergarten room?
A. creating a station that allows students to manipulate some letters in words to create other words (eg. c-at becomes b-at)
B. creating a chalkboard station where students can practice writing each letter
C. creating a sight word word wall with words and pictures to represent each word
D. labeling items in the classroom (eg. labeling the classroom door with “door”)
C. creating a sight word word wall with words and pictures to represent each word.
While a sight word word wall is a valuable resource for building sight word recognition, it does not directly support teaching the alphabetic principle. The alphabetic principle focuses on the understanding that letters represent sounds in spoken language, and that these sounds combine to form words. Sight words, on the other hand, are typically irregular words that do not follow phonetic patterns and cannot be sounded out using letter-sound correspondence rules. Therefore, while a sight word word wall may be helpful for other literacy skills, it does not specifically target the alphabetic principle.
Dylan, a first-grade student with severe medical needs related to DIPG, a form of brain cancer, has an IEP in place to help her best meet her educational goals. Due to the constant transitioning between school, home, and medical environments, Dylan has a hard time keeping up with her peers and classwork. How can Dylan’s new teacher help her to be most successful?
A. The teacher can provide additional work and activities because Dylan misses so much school to ensure that she has all the resources that she needs to be successful and meet her educational goals.
B. The teacher can review the IEP, but due to the frequent transitioning between home, school, and medical environments, the teacher does not need to prioritize Dylan’s educational goals when she is not in school.
C. Due to Dylan’s high medical needs, it is not the teacher’s responsibility to help. Dylan is better off getting support from the hospital staff since that is where she spends so much of her time.
D. The teacher can review Dylan’s IEP to ensure that she understands exactly how to support Dylan and help her reach her educational goals, applying all the appropriate accommodations and modifications that Dylan needs to succeed.
D. The teacher can review Dylan’s IEP to ensure that she understands exactly how to support Dylan and help her reach her educational goals, applying all the appropriate accommodations and modifications that Dylan needs to succeed.
Reviewing Dylan’s Individualized Education Program (IEP) is crucial for the teacher to understand Dylan’s specific needs, accommodations, and goals. Given Dylan’s medical condition and frequent transitioning between school, home, and medical environments, it’s essential for the teacher to prioritize supporting Dylan’s educational goals even when she is not in school. This includes providing continuity of instruction, coordinating with other professionals involved in Dylan’s care, and implementing appropriate accommodations and modifications to address her unique needs. This approach ensures that Dylan receives consistent support across all environments and maximizes her chances of academic success despite her medical challenges.
Which of the following is the most appropriate use of assistive technology that a teacher can implement for a student with significant fine motor deficits?
A. enlarging font size on computers and presentations to reduce eye strain
B. providing extended time to complete written assignments
C. allowing the student to keep a copy of textbooks at home
D. providing speech to text software to record written responses
D. providing speech to text software to record written responses.
Speech-to-text software allows students to verbally dictate their responses, which are then transcribed into written text by the software. This accommodation is particularly beneficial for students with fine motor deficits who may struggle with handwriting or typing. It enables them to express their ideas without the physical demands of writing, thereby reducing barriers to participation and promoting independence in completing written assignments.
Mateo uses a screen reader to complete his assignment during his social studies class. Which of the following disabilities might Mateo be diagnosed with?
A. specific learning disability in math calculation
B. hearing impairment
C. visual impairment
D. specific learning disability in written expression
C. visual impairment
A teacher had implemented the RTI process with a student who was failing to make progress on grade-level math skills, but the student did not respond to the interventions. Which of the following is the next step in the process to determine whether or not the student will receive special education services?
A. develop an IEP to support the student’s learning
B. develop a transition plan to support the student as they move from the general education setting
C. schedule a Review of Existing Evaluation Data (REED)
D. ask the students’ parent or guardian for consent to have the student evaluated
D. ask the student’s parent or guardian for consent to have the student evaluated.
Once it has been determined through the RTI process that the student is not making adequate progress despite intervention, the school district must seek parental consent to conduct a comprehensive evaluation to determine if the student qualifies for special education services. This evaluation, known as a Full and Individual Evaluation (FIE) or a Multidisciplinary Evaluation, assesses the student’s strengths and weaknesses in various areas of functioning, including academic, developmental, and behavioral domains. Based on the results of this evaluation, an Individualized Education Program (IEP) team, which includes the student’s parents, will determine eligibility for special education services and develop an appropriate educational plan, if necessary.
Having students participate in a community and repair harm through inclusive practices is known as:
A. reality therapy.
B. ecological assessment.
C. restorative justice.
D. logical consequences.
C. restorative justice.
Restorative justice focuses on repairing harm caused by misconduct or conflict by involving all affected parties in a collaborative process aimed at understanding the impact of actions, taking responsibility, and restoring relationships. This approach emphasizes accountability, empathy, and reconciliation rather than punitive measures. Therefore, option C is the correct term for the described practice.
Miss Kalie, the school secretary, gets to know Jordan, a new elementary student who has transferred to the district. The new student has obvious behavioral struggles coming to school in the morning, and has already been sent to the office many times to sit with Miss Kalie due to oppositional behaviors in the classroom. The student receives IEP services. Miss Kalie and the special education teacher have been in close contact in regards to tracking Jordan’s behaviors and time in the office to best help support Jordan. Jordan has moved into the house next door to the school secretary’s best friend, Amy. Amy keeps trying to talk to Miss Kalie about the student and what’s happening in the school. The best response Miss Kalie can give to her friend is:
A. Miss Kalie should give Amy every detail that she knows about Jordan and tell her all of the stories of his misbehavior.
B. “Jordan struggles with some behavioral disorder but I’m not really sure. I can just tell you that he receives special education services from our teacher.”
C. “Jordan is a great kid! You’re lucky to be his neighbor!”
D. “Jordan is in the office EVERY day. Sometimes multiple times per day. He has an IEP for oppositional defiant disorder and he is a handful!”
C. “Jordan is a great kid! You’re lucky to be his neighbor!”
-CONFIDENTIALITY!
When discussing a student’s performance in a research-based reading intervention program at an IEP meeting, team members may ask, “Is the student making progress?” Which of the following questions is most important to consider when discussing progress in the program?
A. Has the student increased his/her reading level by at least two grade levels in the calendar year?
B. What do peers think of the intervention program?
C. Is the student now reading on grade level?
D. Has the student increased reading fluency and/or reading comprehension skills?
D. Has the student increased reading fluency and/or reading comprehension skills?
This question directly addresses the core goals of a reading intervention program, which typically focus on improving reading fluency (speed and accuracy of reading) and reading comprehension skills (understanding and interpreting text). Monitoring progress in these areas is essential for evaluating the effectiveness of the intervention and determining whether the student’s needs are being met. While questions about reading level (option A) and reading on grade level (option C) are also important, they may not capture the full picture of the student’s progress, as reading level alone does not necessarily indicate fluency or comprehension abilities. The question about peers’ opinions (option B) is less relevant to assessing the effectiveness of the intervention program and addressing the student’s individual needs.
Which of the following interventions would be most appropriate for a student who continues to struggle to learn how to read grade-level texts fluently?
A. Working with the teacher once a week to practice sight word flash cards.
B. Reading a story with a peer and answering questions together.
C. Joining a small group session twice weekly after school for homework assistance.
D. Working with a reading specialist daily to practice decoding skills and reading strategies.
D. Working with a reading specialist daily to practice decoding skills and reading strategies.
This intervention provides intensive and targeted support directly addressing the student’s specific difficulties with reading fluency. Daily sessions with a reading specialist allow for consistent practice and feedback, which are essential for skill development and improvement. Additionally, the reading specialist can tailor instruction to the student’s individual needs, focusing on decoding skills and implementing effective reading strategies. This intensive intervention approach is likely to be most effective in addressing the student’s reading difficulties and helping them progress toward reading fluency at grade level.
A student with an IEP for an intellectual disability (ID) has been struggling in her general education science classroom. All of the appropriate accommodations and modifications listed on her current IEP have been tried by her general education teacher, but she is not making progress toward her goals and has been acting out due to frustration, which is a distraction to other students. Which of the following would be an appropriate next step for her case manager?
A. Try pulling the student into a self-contained science classroom on a trial basis and track the results to share with the Admission, Review, and Dismissal (ARD) committee at the next meeting.
B. Ask an administrator to speak to her about her behavior and explain why she shouldn’t be distracting others.
C. Communicate concerns with the Admission, Review, and Dismissal (ARD) committee members and schedule an IEP meeting to discuss data and next steps.
D. Assign a paraprofessional to work with her one-on-one in her science classroom to help her be more successful.
C. Communicate concerns with the Admission, Review, and Dismissal (ARD) committee members and schedule an IEP meeting to discuss data and next steps.
Communicating concerns with the ARD committee members and scheduling an IEP meeting allows for a comprehensive review of the student’s current situation, including her academic progress, behavioral challenges, and the effectiveness of existing accommodations and modifications. During the meeting, the committee can analyze data, discuss potential reasons for the lack of progress, and collaboratively develop new strategies or adjustments to the student’s IEP to better address her needs. This approach ensures that the student’s educational plan is regularly reviewed and adjusted as necessary to support her academic and behavioral success.
Mrs. Spisak’s goal in this lesson is to have her students use calculators to develop financial literacy. Which of the following activities best addresses this goal?
A. Have students calculate sales tax and discounts on grocery store items.
B. Multiply a monthly salary by 12 using pencil and paper for an annual budget.
C. Write out fractions on paper with the amount of a monthly bill on top and monthly income on the bottom, which students then put in simplest form.
D. Give students a checkbook register and have a race to see how fast they can find the balance.
A. Have students calculate sales tax and discounts on grocery store items.
This activity directly involves students in using calculators to perform real-world financial calculations related to sales tax and discounts, which are important aspects of financial literacy. By using calculators to determine the final cost of items after applying sales tax or discounts, students gain practical experience in using calculators as tools for financial management. Additionally, this activity reinforces concepts such as percentages and calculations involving money, further enhancing students’ understanding of financial literacy. Therefore, option A is the most appropriate activity for achieving Mrs. Spisak’s goal.
The following project would be appropriate for teaching reading at which grade level?
Students select a character from their independent reading books and complete a character analysis on that character. They must select a trait possessed by the character and find three pieces of evidence from the text to support their thesis. They use sticky notes to mark each piece of evidence and later use their analysis to write an essay.
A. 3rd grade
B. 8th grade
C. 10th grade
D. 6th grade
D. 6th grade.
At this grade level, students are often expected to analyze characters in more depth, including identifying character traits and providing evidence from the text to support their analysis. Additionally, writing essays based on textual evidence is commonly introduced and practiced in 6th-grade curriculum. While the project involves higher-order thinking skills, it is structured in a way that is achievable for students at this grade level, making option D the most appropriate choice.
A 4th-grade class is comparing and contrasting two articles, one about bats and one about birds. Which of the following strategies can the inclusion teacher implement to help his students compare and contrast these articles?
A. completing a Venn Diagram
B. discussing using think-pair-share
C. summarize each article
D. writing annotations on the articles
A. completing a Venn Diagram.
A Venn Diagram is an effective graphic organizer for comparing and contrasting two or more topics. Students can use the overlapping circles to identify similarities between bats and birds in the shared area and differences in the separate areas. This visual representation helps students organize their thoughts and see connections between the information presented in the articles. It encourages critical thinking and active engagement with the texts. Therefore, option A is the most appropriate strategy for facilitating comparison and contrast in this context.
Violet is a fifth-grader with an IEP for ADHD. She is at benchmark in all core subjects but struggles with executive functioning skills, which can affect her work completion and hurt her grades. She needs frequent check-ins to make sure she is on-task during work time and reminders about deadlines. Which of the following is the most appropriate setting for Violet?
A. a general education setting with a paraprofessional to support her
B. a special education setting
C. a self-contained resource setting
D. a general education classroom
D. a general education classroom.
Violet’s academic performance indicates that she is capable of keeping up with grade-level content in a general education setting. However, she requires additional support for her executive functioning skills, such as frequent check-ins and reminders about deadlines. These accommodations can be provided within a general education classroom through the implementation of her Individualized Education Program (IEP). Additionally, being in a general education classroom allows Violet to access the same curriculum as her peers and participate in inclusive learning experiences, which can promote her academic and social growth. Therefore, option D is the most suitable setting for Violet.
Ms. Lopez, a special education teacher, receives a concerned email from Laura, the parent of one of her students, stating that she does not want her daughter to be required to sit through the statewide standardized test due to her ADHD diagnosis. She cites her daughter’s difficult behavior and extreme stress leading up to the test and asks for her to be exempt from testing for the year. What is the best course of action for Ms. Lopez?
A. Call the parent to address her concerns. Explain that all students are required to take the statewide standardized test and offer to schedule an emergency IEP meeting to discuss testing accommodations that might help ease her daughter’s difficulty with the test.
B. Send an email reply explaining that all students are required to take the statewide standardized test and remind her that her daughter’s scores will not affect any academic grades.
C. Send an email stating that she understands Laura’s concerns and forward her email to the principal who can send the appropriate paperwork to opt-out of the test.
D. Call the parent to address the concerns and get verbal approval to change the IEP to reflect that the student will not be required to sit for the statewide standardized test.
A. Call the parent to address her concerns. Explain that all students are required to take the statewide standardized test and offer to schedule an emergency IEP meeting to discuss testing accommodations that might help ease her daughter’s difficulty with the test.
It’s important for Ms. Lopez to communicate directly with the parent to address her concerns and provide information about the importance of the statewide standardized test. Ms. Lopez can explain that the test is a requirement for all students and that accommodations can be made to support her daughter during the testing process. Offering to schedule an emergency IEP meeting demonstrates a proactive approach to addressing the student’s needs and finding appropriate accommodations that can help alleviate her stress and difficulties with the test. This approach allows for collaboration between the school and the parent to find solutions that meet the student’s needs while fulfilling testing requirements. Therefore, option A is the most appropriate course of action.
Which of the following strategies is most likely to effectively support an eighth-grade student with autism spectrum disorder (ASD) who is struggling to understand the concept of maintaining balance when solving a single-variable equation?
A. Assign the student to work with a peer partner who understands the process and can explain it in more relatable language.
B. Teach the student to input and solve the equation with a graphing calculator.
C. Use a simple balance scale with amounts of mass on each side to demonstrate that when anything is added or removed from one side, the same must be done on the opposite side to keep the scale in balance.
D. Provide the student with a laminated “cheat sheet” showing the steps to follow when solving an algebraic equation.
C. Use a simple balance scale with amounts of mass on each side to demonstrate that when anything is added or removed from one side, the same must be done on the opposite side to keep the scale in balance.
This strategy utilizes a concrete and hands-on approach to teach the abstract concept of maintaining balance in equations, which can be particularly effective for students with autism spectrum disorder (ASD) who may benefit from visual and tactile learning experiences. By using a balance scale with physical objects representing the terms of the equation, the student can directly observe the effects of adding or removing mass from one side and the need to maintain balance by making corresponding changes on the other side. This concrete representation helps make the abstract concept of equation solving more tangible and accessible for the student. Therefore, option C is the most likely strategy to effectively support the student in understanding and mastering the concept.
A student in fifth grade attends a life skills class, is preverbal, has dysphagia, has multiple orthopedic impairments, uses a wheelchair, and she also uses a communication board. What is a potential bias that educators must be aware of when working with this student?
A. the assumption that the student needs assistance to eat
B. the assumption that the student requires robust support to access education
C. the assumption that the student needs to enter and exit the school using doors near wheelchair ramps
D. the assumption that the student does not understand the communication around her
D. the assumption that the student does not understand the communication around her.
It’s important for educators to avoid making assumptions about a student’s understanding or comprehension based on their preverbal status or use of alternative communication methods such as a communication board. Just because a student is preverbal or uses alternative communication does not necessarily mean they do not understand the communication around them. Students with disabilities may have varying levels of comprehension and understanding, and it’s essential for educators to recognize and respect their individual abilities and strengths. Assuming that the student does not understand communication can lead to underestimating their capabilities and may result in missed opportunities for meaningful engagement and learning. Therefore, option D highlights a potential bias that educators must be vigilant about and strive to address through inclusive and supportive practices.
An eighth-grade special education teacher is planning a unit on argumentative writing which will require students to select a topic to study and will culminate in a podcast written and recorded by each student in which they take a stance on a controversial issue (eg. Are school sports beneficial for kids? Should uniforms be required? Are beauty pageants harmful?, etc.) and support their position with evidence from their research. Which of the following lessons would be the most appropriate start to this unit?
A. a lesson reviewing how to write a thesis statement followed by asking each student to complete a graphic organizer that provides a sentence frame for them to write their own thesis statement
B. a lesson that asks students to listen to an argumentative podcast and discuss as a whole group how the author proved their point
C. a game played as a whole group that asks students to determine if a statement is a fact or an opinion
D. a lesson in which students watch “trailers” or videos on each of the potential topics and consider which issue might interest them
A. a lesson reviewing how to write a thesis statement followed by asking each student to complete a graphic organizer that provides a sentence frame for them to write their own thesis statement
A student identified with emotional disturbance (ED) is transitioning from elementary school to middle school. In her elementary school, she spent a portion of the day working with the custodial staff collecting recycling from classrooms to work toward a behavioral goal in her IEP. This was a successful intervention for the student, so the new team at the middle school is hoping to do something similar in the new environment. Which of the following would be the most appropriate course of action for the transition team?
A. nterventions listed on the IEP must be administered by special education staff according to IDEA regulations.
B. Ask the parents what they would prefer and follow their recommendations.
C. The student should not be given the option to spend time out of the classroom as that will detract from her academic time and cause her to fall behind.
D. Give her the option to work with custodial or food preparation staff for a portion of the day on a trial basis to see if the intervention continues to be helpful for her.
D. Give her the option to work with custodial or food preparation staff for a portion of the day on a trial basis to see if the intervention continues to be helpful for her.
This option acknowledges the success of the intervention in the student’s previous school environment and allows for continuity of support in the new middle school setting. It provides the student with a familiar and effective strategy for addressing her behavioral needs while transitioning to a new school. Additionally, implementing the intervention on a trial basis allows the transition team to assess its effectiveness in the new context and make adjustments as needed. By offering the student the option to continue working with custodial or food preparation staff, the transition team can support her transition to middle school while addressing her behavioral goals outlined in her IEP. Therefore, option D is the most appropriate course of action.
A special education teacher is planning a lesson on the parts of speech. She will end the lesson with an activity in which students will make sentences independently by putting cards with words on them in an order specified by the teacher. For example, she will call for a noun followed by a verb and students will select one of each from their set to use in their sentence. Which of the following would be the most appropriate way to differentiate for this lesson?
A. Create some sets of cards that are color coded (green for verbs, red for nouns, etc.) and some that are white and allow students to choose between them.
B. Reduce the amount of different types of speech that some students are asked to learn.
C. Allow some students who may struggle to focus during the activity to use fidgets as necessary.
D. Allow students who may struggle with the task to work with a partner who is stronger with the skill.
A. Create some sets of cards that are color coded (green for verbs, red for nouns, etc.) and some that are white and allow students to choose between them.
During independent reading time, Mrs. Clarke walks around and conducts quick, individual readers’ conferences. After talking to Stephanie, Mrs. Clarke is concerned because it is clear that she is not comprehending the story. To help Stephanie read more confidently, which step should Mrs. Clarke take first?
A. Ask Stephanie to switch to a text with a lower reading level, then perform another reader’s conference.
B. Have Stephanie answer a series of multiple-choice reading comprehension questions about the story.
C. Contact Stephanie’s parents to discuss how much time is spent at home reading.
D. Perform an Informal Reading Inventory and provide a remediation lesson based on these results.
D. Perform an Informal Reading Inventory and provide a remediation lesson based on these results.
Conducting an Informal Reading Inventory (IRI) will allow Mrs. Clarke to gather detailed information about Stephanie’s reading abilities, including strengths and areas of difficulty. Based on the results of the IRI, Mrs. Clarke can identify specific skills or strategies that Stephanie needs support with and tailor her instruction accordingly. Providing a remediation lesson targeted at addressing Stephanie’s specific needs will be more effective in improving her comprehension and confidence than simply switching to a text with a lower reading level or having her answer multiple-choice comprehension questions. Therefore, option D is the most appropriate step for Mrs. Clarke to take first.
Ms. Cearing has observed that one of her students with a specific learning disability is struggling to comprehend stories read aloud in class. Which activity could she choose to support this student’s comprehension during whole-class read-alouds?
A. Ask the student to repeat new or challenging words after she says them.
B. Ask the student to respond to discussion questions after the reading is done.
C. Ask the student to visualize what is being read aloud by the teacher.
D. Ask the student to spell familiar and unfamiliar words from the reading.
C. Ask the student to visualize what is being read aloud by the teacher.
Visualizing involves creating mental images or “mind movies” based on the text being read or heard. For students with specific learning disabilities who may struggle with comprehension, visualizing can be an effective strategy to enhance understanding and engagement with the text. By asking the student to visualize the events, characters, settings, and actions described in the story, Ms. Cearing can help the student create a mental picture of the text, which can aid in comprehension and retention. This strategy encourages active engagement with the text and can improve the student’s overall comprehension skills. Therefore, option C is the most appropriate activity to support the student’s comprehension during whole-class read-alouds.
Jordan is a fourth-grade student with dyslexia who struggles with sounding out unfamiliar words. Which of the following would be the most helpful strategy to use to help Jordan get more comfortable with sounding out new words?
A. reviewing sight words with him and making a book of sight words that he can use to study at home
B. holding up flashcards with letters or words on them and asking Jordan to write them out in shaving cream
C. creating cards with phonemes and graphemes that he can manipulate to make words and work together to sound them out
D. using flashcards to review basic punctuation to help Jordan review how to read sentences based on the punctuation used
C. creating cards with phonemes and graphemes that he can manipulate to make words and work together to sound them out.
For a student with dyslexia like Jordan who struggles with sounding out unfamiliar words, a multisensory approach that involves manipulating phonemes and graphemes can be highly beneficial. This strategy aligns with the principles of structured literacy, which emphasizes explicit instruction in phonemic awareness, phonics, and decoding skills. By creating cards with phonemes and graphemes, Jordan can practice blending sounds together to form words, which can improve his ability to sound out unfamiliar words. Additionally, working together with the teacher or a peer provides opportunities for guided practice and feedback, further supporting Jordan’s learning. Therefore, option C is the most appropriate strategy to help Jordan improve his skills in sounding out new words.
Which of the following situations is a violation of FERPA (Family Educational Rights and Privacy Act)?
A. A teacher shares some details of a student’s IEP with a classroom volunteer who will be working with the student in a small group.
B. A teacher speaks with an occupational therapist about a student’s IEP goal progress during class.
C. A teacher discusses details of a student’s IEP with a teacher from another school without disclosing the student’s name.
D. A teacher lists some details of a student’s IEP in the classroom’s substitute teacher folder.
D. A teacher lists some details of a student’s IEP in the classroom’s substitute teacher folder.
FERPA protects the privacy of student education records, including Individualized Education Program (IEP) details. Sharing details of a student’s IEP, such as accommodations or goals, in a substitute teacher folder would violate FERPA because it exposes sensitive information to individuals who do not have a legitimate educational interest in the student’s records. It is important to maintain the confidentiality of student records and only share information on a need-to-know basis with individuals directly involved in the student’s education. Therefore, option D represents a violation of FERPA.
A student who uses a wheelchair and needs healthcare services related to a breathing machine is enrolled in special education services. He is considered medically fragile and requires nursing care 24 hours a day. The school would like to share the cost of the nurse with the family. How the cost be legally shared?
A. The school can work with the insurance company to share costs, but there cannot be a cost to the family.
B. The school covers the same percentage amount as the family’s insurance company.
C. The school can share costs with the family if it allows them to select the nurse who provides services.
D. The school requires the family to apply for Medicaid services in order to share costs with another state fund.
A. The school can work with the insurance company to share costs, but there cannot be a cost to the family.
As part of her first-week student survey, Mrs. Walker asks students to provide the titles of two books they enjoyed, one book they started and never finished, one book they finished but didn’t love, and their favorite genre(s) to read. Which of the following would be the most reasonable purpose for gathering this information?
A. assessing student reading level in order to ensure you assign appropriately leveled books in the future.
B. evaluating student mastery of previous year’s reading goals
C. gaining an impression of student reading habits and interests for consideration when choosing class readings
D. gaining a first impression of student writing and spelling skills
C. gaining an impression of student reading habits and interests for consideration when choosing class readings.
This information would help Mrs. Walker understand what types of books and genres her students enjoy reading, as well as their preferences and experiences with different books. With this insight, she can select class readings that are more likely to engage her students and cater to their interests. Understanding students’ reading habits and interests can also help Mrs. Walker create a more personalized and effective reading curriculum that meets the needs and preferences of her students. Therefore, option C is the most reasonable purpose for gathering this information.
A first grade student is continuing to struggle with blending onsets and rimes. Most of the class has grasped this skill and is ready to move on. The teacher recognizes the need to back up and review a previous skill with the student before continuing with instruction on blending onsets and rimes. Which of the following would be the most reasonable skill for her to back up and review with the student?
A. syllable awareness
B. word awareness
C. letter to sound correspondence
D. phoneme substitution
A. syllable awareness
A new eighth-grade teacher is finding that her class gets rowdy quickly, and she has a hard time keeping them focused during direct instruction. Which of the following factors is likely to be the root cause of her issue?
A. She often builds opportunities for movement into her lessons.
B. She often moves around the classroom as she is teaching a lesson.
C. She often speaks quickly and in an excited tone.
D. She often allows students to eat the school snack at the beginning of class.
C. She often speaks quickly and in an excited tone.
Speaking quickly and in an excited tone can inadvertently contribute to a classroom environment that becomes rowdy quickly and has a hard time staying focused. When a teacher speaks quickly, it can be difficult for students to process the information being presented, leading to confusion and distraction. Additionally, an excited tone can inadvertently convey a sense of urgency or excitement that may energize students and lead to increased chatter and restlessness. Therefore, option C is likely the root cause of the teacher’s issue in maintaining focus during direct instruction.
A 4th-grade student has recently begun taking ADHD medicine. The student’s parents have asked the teacher to let them know if she notices any changes in the student throughout the school day. Which of the following is a common side effect associated with common ADHD medicine?
A. dizziness
B. night terrors
C. seizures
D. lack of hunger
D. lack of hunger
One common side effect associated with many ADHD medications is a decrease in appetite or lack of hunger. This side effect can result in reduced food intake, which may affect a student’s energy levels and overall well-being throughout the school day. Therefore, if the teacher notices changes in the student’s appetite or eating habits, it could be a potential side effect of the ADHD medication.
Scarlett is a student in sixth grade who qualifies for special education as having an intellectual disability. To be academically successful, Scarlett requires her curriculum to be modified to a kindergarten level in all content areas.
What would be an appropriate goal in Scarlett’s IEP?
A. By the end of the second grading period, when given objects and a visual for a number, Scarlett will demonstrate an understanding of the quantities that numbers to 10 represent by counting out the designated number of objects with 90% accuracy in four out of five trials over four sessions, as measured by observation, data, and work samples.
B. Scarlett will identify groups of ten similar concrete objects, such as ten coins, ten bricks, or ten pencils.
C. the end of the second grading period, Scarlett will demonstrate an understanding of multiplication fact families with 80% accuracy in four out of five trials over four sessions, as measured by observation, data, and work samples.
D. By the end of the second grading period, Scarlett will demonstrate an understanding of commutative property with 80% accuracy in four out of five trials over four sessions, as measured by observation, data, and work samples.
A. By the end of the second grading period, when given objects and a visual for a number, Scarlett will demonstrate an understanding of the quantities that numbers to 10 represent by counting out the designated number of objects with 90% accuracy in four out of five trials over four sessions, as measured by observation, data, and work samples.
Option A presents a goal that aligns with Scarlett’s academic level, focusing on her ability to understand quantities represented by numbers up to 10. This goal is appropriate because it is tailored to Scarlett’s current level of functioning and provides a specific target for her to achieve within a defined timeframe. The goal also includes measurable criteria for determining Scarlett’s progress, which is essential for effective monitoring and adjustment of her educational program.
A special education teacher is struggling with the classroom behavior of one of her students who is identified as having an emotional disturbance (ED). She feels she needs advice but would need to share specific identifying details about the student and his IEP to best convey the situation. Who would it be most appropriate for her to seek advice from?
A. another special education teacher at a different school
B. to adhere to FERPA, she may not discuss details of the student’s IEP with any other staff
C. the student’s parent
D. the in-school social worker that works with the student and attends all of the IEP meetings
D. the in-school social worker that works with the student and attends all of the IEP meetings
The in-school social worker is already involved in the student’s case and is likely familiar with the student’s needs, behaviors, and IEP goals. Seeking advice from the social worker would be appropriate because they have firsthand knowledge of the situation and can provide guidance based on their professional expertise and experience working with the student. Additionally, since the social worker attends IEP meetings, they are aware of the student’s individualized plan and can offer insights into how to effectively support the student within the framework of their IEP.
A life skills classroom with several non-verbal students and students with significant motor-control deficits is beginning a unit on reading comprehension. The teacher will provide a 2-3 sentence story and ask two simple questions about what the students have read. Which of the following would NOT be an appropriate support to include in the instructional design?
A. one-on-one support from a paraprofessional to help students indicate their answers
B. picture supports in multiple-choice answers
C. large print on white paper to make the writing as clear as possible
D. dobbers (large circular stamps) to allow them to easily select their answers
C. large print on white paper to make the writing as clear as possible
While large print can be helpful for students with visual impairments or those who may have difficulty reading small text, it may not be beneficial for students with significant motor-control deficits or non-verbal students. These students may require alternative methods of accessing and interacting with the text, such as using assistive technology, communication devices, or tactile materials. Large print alone may not adequately address their needs and may not be the most effective support for facilitating reading comprehension in this context.
All of the following are assessed using a functional behavior assessment (FBA) except:
A. the cause of negative behavior.
B. skills that can be taught to help lessen the negative behavior.
C. what negative behaviors are being exhibited.
D. rewards that might help motivate the student to lessen the negative behavior.
D. rewards that might help motivate the student to lessen the negative behavior.
A functional behavior assessment (FBA) is primarily focused on understanding the function or purpose of the behavior, identifying the antecedents (triggers) and consequences that maintain the behavior, and determining the environmental factors that may influence the behavior. It seeks to answer questions about the function of the behavior (i.e., why the behavior is occurring), the specific behaviors being exhibited, and the skills or interventions that can be implemented to address the behavior. While identifying potential rewards or incentives to encourage positive behavior change may be part of the behavior intervention planning process that follows the FBA, it is not typically a component of the FBA itself.
At an initial Admission Review Dismissal (ARD) committee meeting for a 3-year-old who was referred to the team for suspected developmental delays in the cognitive, communication, and adaptive domains, the evaluation team must make sure to obtain the parents’ informed written consent before they begin the evaluation process. What would the next step be for the team to take?
A. Establish a time and location for the developmental evaluation.
B. Determine what areas the team will evaluate.
C. Send the parents an invitation to an early-enrollment event offered for their preschool.
D. Determine who will complete the assessment and provide services to the child.
A. Establish a time and location for the developmental evaluation.
A 2nd-grade teacher and a special education teacher are planning a co-taught reading and writing block. They are planning to partner students for buddy reading and use those same partners for the first project in which students will read a book and retell the story with puppets. Which of the following would be the most appropriate way to group the students?
A. Use the data from a student interest survey collected at the beginning of the unit to indicate what the students are interested in reading.
B. Use the data from the previous year-end developmental reading assessments.
C. Use the data collected from parents about their child’s needs and preferences for partnerships.
D. Use the data from the first developmental reading assessment of the year administered by the teacher.
D. Use the data from the first developmental reading assessment of the year administered by the teacher.
The most appropriate way to group the students for buddy reading and the puppet project would be to use the data from the first developmental reading assessment of the year administered by the teacher (Option D). This assessment would provide insights into each student’s current reading level, strengths, and areas for growth. Grouping students based on their reading abilities ensures that each pair is balanced and that students can support each other effectively during buddy reading sessions and collaborative projects.
Ben’s parents are struggling with how they are going to support their son, who suffers from a mild intellectual disability, in his transition from high school to post-high school life. Ben has been enrolled in vocational training and is prepared to work after graduation. He would like to move out of his parents’ home, but struggles to keep to a routine and remember to do daily care tasks. Which of the following is a helpful solution that his teacher might be able to suggest to this family?
A. Hire an in-home care assistant to help Ben with his daily tasks so his parents won’t have to worry about him.
B. Call a local group home that is designed for individuals with disabilities to live as independently as possible.
C. It is not the teacher’s place to make these types of suggestions to the family.
D. Ben is not able to care for himself independently. He must live with his parents.
B. Call a local group home that is designed for individuals with disabilities to live as independently as possible.
Group homes often provide structured environments where individuals with disabilities can receive support with daily tasks while also fostering independence. This option allows Ben to live semi-independently while still receiving the necessary support to maintain a routine and complete daily care tasks. It’s important to consider all available options that meet Ben’s needs and preferences while also ensuring his safety and well-being.
Mr. Amendola teaches an inclusive ninth-grade science class where he has weekly quizzes on learning material but uses a flexible approach to grading. He provides opportunities for additional instruction and allows all of his students to repeat quizzes multiple times. Mr. Amendola most likely takes this approach because:
A. it allows him to have the same procedures and expectations for the general education and special education students in the class.
B. it gives him a way to continuously collect data on student progress in order to differentiate his instructional methods based on his students’ learning needs.
C. he has heard the best way to build rapport with students is to let them repeat quizzes to raise their grades.
D. he has a really big heart and does not want to see any of his students fail.
B: it gives him a way to continuously collect data on student progress in order to differentiate his instructional methods based on his students’ learning needs.
By allowing students multiple attempts to demonstrate their understanding, Mr. Amendola can gather valuable information about their areas of strength and areas needing improvement. This data allows him to tailor his instruction to better meet the diverse needs of all students in his inclusive classroom.
A first-grade teacher is finishing a unit on place value and composing/decomposing numbers using hundreds, tens, and ones. Which of the following would help to ensure that students continue practicing this skill even after the unit is finished?
A. a “number of the day” that students model using hundreds, tens, and ones
B. an online game in which students identify the hundreds, tens, and ones place
C. counting each day of school by adding a popsicle stick to a jar and making groups of tens when applicable
D. all of the above
Option D, “all of the above,” would help ensure that students continue practicing place value skills even after the unit is finished.
A. A “number of the day” activity allows students to regularly engage with place value concepts by modeling numbers using hundreds, tens, and ones.
B. An online game that requires students to identify the hundreds, tens, and ones place reinforces their understanding of place value in a fun and interactive way.
C. Counting each day of school and grouping objects into tens when applicable provides ongoing practice with place value as students see how numbers are composed of hundreds, tens, and ones.
By incorporating these activities, students can continue to reinforce and apply their understanding of place value beyond the specific unit on the topic.
Kylie is a second-grade student who is struggling with fine motor tasks such as holding a pencil, writing her name, and cutting with scissors. Her parents suspect that she may have a disability. Which of the following professionals would be most likely to evaluate Kylie?
A. school psychologist
B. second grade teacher
C. occupational therapist
D. school nurse
C. occupational therapist
A first grade student is struggling to develop reading skills. A teacher noted the student’s reading challenges while screening first grade students for possible learning disabilities. Challenges with which of the following specific reading skills is most likely to signal to the teacher the student may have a reading disability?
A. reading fluency
B. phonological awareness
C. morphology
D. listening comprehension
Option B, phonological awareness, is most likely to signal to the teacher that the student may have a reading disability.
Phonological awareness refers to the ability to recognize and manipulate the sounds of spoken language, including identifying and blending individual sounds (phonemes) to form words. Difficulties with phonological awareness, such as struggling to identify or manipulate sounds, are often early indicators of potential reading difficulties or dyslexia.
While reading fluency, morphology, and listening comprehension are all important components of reading development, challenges with phonological awareness are particularly significant in identifying potential reading disabilities, especially in early elementary grades like first grade.
Which of the following would NOT be an appropriate use of formative assessment data?
A. determining student comprehension of a skill or concept taught
B. using the data to group students into small instructional groups
C. gathering self-reported data on how comfortable students feel with a concept or unit
D. determining mastery of unit skills
Option D, determining mastery of unit skills, would NOT be an appropriate use of formative assessment data.
Formative assessment is designed to provide feedback on student learning while instruction is still ongoing, helping teachers adjust their teaching to better meet students’ needs. It is typically used to monitor student progress, identify areas of strength and weakness, inform instructional decisions, and guide ongoing learning. Formative assessment is not typically used to determine mastery of unit skills; instead, summative assessments are generally used for that purpose. Summative assessments are administered at the end of a unit or period of instruction to evaluate student learning and determine mastery of specific skills or standards.
An occupational therapist may be asked to consult with teachers and share recommendations for which of the following situations?
A. A student who is wheelchair-bound is learning to independently transfer to the toilet.
B. A student with an emotional disability was hospitalized due to depression and is preparing to return to school.
C. A student with sound errors is reluctant to participate in class for fear of teasing from peers.
D. A student who has arthritis is having difficulty holding a pencil and writing legibly.
D. A student who has arthritis is having difficulty holding a pencil and writing legibly.
Occupational therapists specialize in helping individuals develop, recover, or maintain daily living and work skills. In an educational setting, they often work with students who have physical, developmental, or cognitive challenges that affect their ability to participate in school activities. For a student with arthritis who is struggling with handwriting due to difficulty holding a pencil and writing legibly, an occupational therapist can provide recommendations for adaptive tools, strategies, and interventions to help improve the student’s handwriting and overall participation in classroom activities.
Hanna is a ninth grade student who has been diagnosed with attention deficit hyperactivity disorder (ADHD) and asthma. Hanna takes medication for both conditions inconsistently. Hanna is failing all classes despite accommodations. Which of the following statements best describes the most appropriate services for Hanna?
A. Hanna has a physical impairment which only allows eligibility under Section 504.
B. Hanna’s performance requires referral to the special education team for consideration of eligibility for an Individualized Education Program (IEP).
C. Hanna is ineligible for additional support until she agrees to take medication as directed by her physician.
D. Hanna requires homebound instruction to prevent exposure to illness from peers.
B. Hanna’s performance requires referral to the special education team for consideration of eligibility for an Individualized Education Program (IEP).
Given Hanna’s diagnoses of ADHD and asthma, along with her inconsistent medication use and academic struggles despite accommodations, it’s likely that she requires more targeted support beyond what is typically provided through Section 504 accommodations. An IEP would allow for a more comprehensive evaluation of her needs and the development of specific interventions and services to address her academic, behavioral, and health-related challenges. This process would involve the special education team, including assessments by relevant professionals, to determine eligibility and appropriate services tailored to Hanna’s needs.
An Admission, Review, and Dismissal (ARD) committee is meeting for a fourth-grade student’s annual IEP review in September. The case manager notices that many of the listed accommodations have been in place without any change for several years but the student has matured significantly over the past year and many of the accommodations may be outdated. Which of the following would be the best course of action for the case manager?
A. Ask the parents to look through the list and remove any accommodations that they do not feel are appropriate for their child at this time.
B. Review each listed accommodation and remove any that are no longer appropriate. Ask the special education administrator to review all changes before finalizing them.
C. While facilitating the meeting, make sure to take time to list all of the accommodations and get input from the student, parents, and general education teachers about which may be appropriate and which can be removed.
D. Prior to the meeting, remove all accommodations that seem outdated and use the data from the most recent exams to compile a list of possible accommodations to be reviewed by the ARD committee.
C. While facilitating the meeting, make sure to take time to list all of the accommodations and get input from the student, parents, and general education teachers about which may be appropriate and which can be removed.
This option involves a collaborative approach where all relevant stakeholders, including the student, parents, and general education teachers, provide input on the effectiveness and relevance of the accommodations. By engaging in discussion and considering different perspectives, the ARD committee can make informed decisions about which accommodations are still necessary and which ones may need to be updated or removed based on the student’s current needs and progress. This ensures that the student’s IEP reflects their current level of functioning and provides appropriate support for their continued growth and success.
Liam is a 5th-grade student who is twice-exceptional; he has an ADHD diagnosis and a gifted and talented placement. His teacher notices that he is struggling with writing, often missing words or letters in words, leaving out spaces, and leaving out punctuation. She reaches out to the special education teacher to ask for advice. Which of the following would NOT be a beneficial intervention for Liam?
A. allowing him to use speech-to-text software on big assignments instead of handwriting
B. encouraging him to organize his thoughts on a graphic organizer before beginning to write
C. encouraging him to skip lines when he is writing to help slow him down and give him room to edit
D. encouraging him to read his writing out loud and editing before moving on to a new idea
B. encouraging him to organize his thoughts on a graphic organizer before beginning to write
Sebastian, a second-grade student, struggles with an auditory processing disorder and attention issues during learning periods. The IEP team has decided to try an assistive technology device to see if it improves Sebastian’s attention and ability to process what he is hearing. The assistive technology device that would best suit the student’s need is a(n):
A. Dynavox
B. FM Listening system
C. graphic organizer
D. audio recorder
B. FM Listening system
An FM Listening system would be particularly beneficial for Sebastian’s auditory processing disorder and attention issues during learning periods. This system helps by reducing background noise and amplifying the teacher’s voice directly into Sebastian’s ears, making it easier for him to focus on and process spoken information. This can enhance his ability to comprehend what is being said in the classroom despite his auditory processing challenges and attention issues.
Dominique is a sixth-grade student with a specific learning disability (SLD) in math calculation. His teachers have noticed that he struggles to solve problems involving proportion, despite the use of calculation aids specified in his IEP. Which of the following is the logical next step to diagnose the source of Dominique’s trouble with proportions?
A. Assess his understanding of the relationship between fractions, decimals, and ratios and his ability to combine and compare them.
B. Assess his ability to solve one-variable equations.
C. Assess his ability to identify the correct operation to perform when solving word problems.
D. Assess his ability to graph the slope of a line represented by an equation.
A. Assess his understanding of the relationship between fractions, decimals, and ratios and his ability to combine and compare them.
Since Dominique is struggling with proportions, which involve the comparison of different quantities, assessing his understanding of fractions, decimals, and ratios, as well as his ability to combine and compare them, would be the logical next step. This assessment would help pinpoint any specific areas of weakness or misunderstanding that may be contributing to his difficulties with proportions. By evaluating his foundational understanding of these mathematical concepts, educators can better tailor interventions and support to address Dominique’s needs.
A middle-school student with a mild intellectual disability and hearing impairment spends her language arts and math blocks in a special education setting and is in the general education classroom for science and social studies. Which of the following aspects of her IEP would be most important for the special education teacher to review with the general education teachers prior to the start of classes at the beginning of the year?
A. special education teachers should not discuss a student’s IEP with others
B. her academic goals for the upcoming year
C. her most recent academic grades
D. the list of classroom accommodations and modifications
D. the list of classroom accommodations and modifications
Reviewing the list of classroom accommodations and modifications with the general education teachers would be the most important aspect of the student’s IEP to discuss prior to the start of classes. These accommodations and modifications are designed to support the student’s access to the general education curriculum and ensure that she can participate and make progress in the classroom. By understanding the specific supports outlined in the student’s IEP, the general education teachers can effectively implement strategies to meet her individual needs and provide appropriate accommodations during instruction.
A middle school language arts teacher has received notification a new special education student has transferred to the school and will be joining her class. As the teacher prepares lesson plans for the upcoming week, which of the following is the most important resource for the teacher to use when planning for the new student’s learning goals in language arts?
A. the student’s IEP
B. a conversation with the student’s tracking teacher
C. a conversation with the student’s preview ELA teacher
D. the state standards for ELA
A. the student’s IEP
The student’s Individualized Education Program (IEP) is the most important resource for the teacher to use when planning for the new student’s learning goals in language arts. The IEP outlines the student’s specific learning needs, accommodations, modifications, and goals related to language arts instruction. By reviewing the student’s IEP, the teacher can gain valuable insights into how to best support the student’s learning and ensure that instruction is aligned with the student’s individual needs and goals.
Mariam, a fourth-grader, arrives in her classroom and informs Mr. Greene, her homeroom teacher, that she is fasting for Ramadan and she may not have any food or water during the day. Which of the following would be the most appropriate course of action for Mr. Greene?
A. Announce to the class that, out of respect for Mariam’s religious beliefs, all students should avoid eating or drinking in front of Mariam.
B. Express to the student that not drinking water all day is unhealthy and suggest that she drink some water when she feels she needs to.
C. Politely explain to Mariam that discussing religious beliefs in school is inappropriate and that she should not discuss Ramadan with her peers while at school.
D. Thank Mariam for letting him know and show her an alternative place she can go during the class’s snack time if she wishes.
D. Thank Mariam for letting him know and show her an alternative place she can go during the class’s snack time if she wishes.
In this situation, it’s important for Mr. Greene to acknowledge and respect Mariam’s religious beliefs and practices while also ensuring her well-being during fasting. Offering her an alternative place to go during snack time allows Mariam to observe her fast while also providing her with a comfortable environment away from food and drink. This approach demonstrates sensitivity to Mariam’s religious needs while also accommodating her within the classroom environment.
A fifth-grade teacher is preparing to launch a unit focused on multiplying and dividing fractions. Which of the following concepts should he include on the pre-unit diagnostic test?
A. FOIL
B. decimal place value
C. PEMDAS
D. finding simplest form
D. finding simplest form
Including questions on finding the simplest form of fractions would be most relevant to assess students’ readiness for the upcoming unit on multiplying and dividing fractions. This concept is foundational to understanding fractions and aligns directly with the skills needed to work with fractions effectively. It serves as a good indicator of whether students have grasped basic fraction concepts before moving on to more complex operations like multiplication and division of fractions.
Phonemic awareness is a strong predictor of future reading success and is, therefore, a key part of literacy instruction. Based on current research, which of the following best describes a successful approach to phonemic awareness instruction for elementary-aged students?
A. Students at all levels of elementary should be receiving explicit instruction on phonemic awareness skills.
B. PreK teachers should expose their young students to phonemic skills, and explicit instruction should be added to exposure activities beginning in kindergarten.
C. Teachers should explicitly teach phonemic awareness to young students, and teachers of older students should continue to directly teach phonemic awareness as needed for students still struggling with the skill.
D. Many students will generally develop phonemic awareness naturally and explicit instruction should not begin until second grade for those who have not developed it on their own.
C. Teachers should explicitly teach phonemic awareness to young students, and teachers of older students should continue to directly teach phonemic awareness as needed for students still struggling with the skill.
Phonemic awareness instruction should begin early in a child’s education and continue as needed throughout elementary school. Explicit instruction in phonemic awareness is crucial for young students to develop foundational literacy skills. While some students may develop phonemic awareness naturally, many will benefit from direct instruction to strengthen these skills. Teachers should regularly assess students’ phonemic awareness and provide targeted instruction to support their development.
A special education teacher is planning a lesson for her first-grade resource ELA class to support the development of phonemic awareness amongst her students. Which of the following students is demonstrating phonemic awareness?
A. a student who is asked to name a rhyming word for sweep, and says heap
B. a student who can identify the number of words in a sentence that is read aloud
C. a student who recognizes that happiness contains 3 syllables
D. a student who can listen to the word sit read aloud and identify that the first sound is /s/
D. a student who can listen to the word sit read aloud and identify that the first sound is /s/
Phonemic awareness involves the ability to identify and manipulate individual sounds (phonemes) in spoken words. In this scenario, the student demonstrating phonemic awareness is the one who can listen to the word “sit” read aloud and identify the first sound as /s/. This shows an understanding of the individual phonemes within the word.
Which of the following activities is most likely to be used to teach reading comprehension?
A. asking students to take turns reading a story out loud
B. asking students to participate in a trivia game about the current read-aloud book
C. asking students to draw a picture of the main character in the class read-aloud book based on how the author describes them
D. asking students to identify difficult words in a story and use them to make an individualized spelling list that they can practice
C. asking students to draw a picture of the main character in the class read-aloud book based on how the author describes them.
This activity encourages students to visualize and understand the details of the story, which is a key aspect of reading comprehension. It also helps students engage with the text on a deeper level by connecting visual representations with textual descriptions.
Mrs. Dubarry has a second-grade student with oppositional defiant disorder (ODD) in her classroom and has been struggling to find effective strategies to help him join in play with peers. To better understand the student and to come up with more effective strategies, with parent permission, Mrs. Dubarry pairs with the school counselor to help brainstorm effective strategies to help the student engage with his classmates. What are some activities the teacher and counselor could practice with the student?
A. activities that reinforce teamwork and cooperation within the classroom
B. activities that reinforce positive self-image and incorporate relaxation techniques
C. activities that focus on developing flexibility and using appropriate language
D. activities that focus on recognizing when to take a break and building emotional resilience
A. activities that reinforce teamwork and cooperation within the classroom
A middle school student who has an orthopedic impairment, impacting his ability to walk and use one arm, will be transferring to a new classroom. In order for his teacher to best prepare the classroom environment she can:
A. make a few minor changes to the environment, but really it is the parents’ responsibility to inform the teacher of what the student will need.
B. prepare the classroom based on what the teacher knows about the incoming student’s needs, with plans to adapt after the student joins the classroom. The teacher creates clear accessways, gathers adapted materials, learns how to use appropriate assistive technology devices, and creates an inclusive environment.
C. observe how the student interacts the first few weeks of school, then make any changes based on observations. It is best to wait to see how successful the student will be so the teacher doesn’t need to make unnecessary changes.
D. do nothing. The student will learn to navigate the environment, just like they would in the real world. The teacher does not need to make changes.
B. prepare the classroom based on what the teacher knows about the incoming student’s needs, with plans to adapt after the student joins the classroom. The teacher creates clear accessways, gathers adapted materials, learns how to use appropriate assistive technology devices, and creates an inclusive environment.
Preparing the classroom in advance based on the known needs of the student demonstrates proactive and inclusive teaching practices. This approach ensures that the student can access the learning environment from the start and minimizes potential barriers to their participation. Additionally, it shows a commitment to creating an inclusive and supportive learning environment for all students.
Public Law 94-142:
A. is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education that is tailored to their individual needs.
B. prohibits discrimination against people with disabilities in programs that receive federal financial assistance and was a predecessor of the Americans with Disabilities Act.
C. is a 1990 civil rights law that prohibits discrimination based on disability.
D. was signed into law in 1975 and requires all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities.
A. is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education that is tailored to their individual needs.
Public Law 94-142, also known as the Individuals with Disabilities Education Act (IDEA), was signed into law in 1975. It mandates that children with disabilities are entitled to a free and appropriate public education (FAPE) in the least restrictive environment possible. This law ensures that students with disabilities receive special education and related services tailored to their individual needs.
There is an upcoming annual Admission Review Dismissal (ARD) committee meeting for eighth-grade student Navian. Navian struggles with a language processing disorder. He will turn fourteen at the end of the week and attend the meeting for the first time. They will discuss his transition to high school and class schedule for the fall. The meeting will include all other participants except:
A. a special education teacher.
B. a peer of Navian’s choosing.
C. Navian’s parents.
D. a speech-language pathologist.
B. a peer of Navian’s choosing.
Typically, an ARD committee meeting for a student with special needs includes key stakeholders such as a special education teacher, the student’s parents, and relevant specialists like a speech-language pathologist. While students are encouraged to participate in their ARD meetings, they typically don’t have the authority to invite peers to the meeting. Therefore, the option that does not belong is “B. a peer of Navian’s choosing.”
A student who has recently arrived in America after a long immigration process and periods living in refugee camps often gets up and wanders around the room during instruction and continually blurts out answers without waiting to be called on. Which of the following would be the most appropriate course of action for the teacher to take?
A. Make a connection with the student and review classroom procedures and norms with him and confer with the ELL case manager to share information.
B. Call the student’s parents and inform them that his behavior in class has been inappropriate.
C. Refer the student for ADHD testing and provide fidgets to help the student focus during class.
D. Set up a behavior plan with the student with the goal of reducing disruptive behavior.
A. Make a connection with the student and review classroom procedures and norms with him and confer with the ELL case manager to share information.
Given the student’s recent immigration and potential exposure to trauma, it’s important for the teacher to approach the situation with empathy and understanding. Building a connection with the student and reviewing classroom procedures and norms can help clarify expectations and provide structure. Additionally, conferring with the ELL case manager can provide insights into the student’s background and potential support strategies. This approach prioritizes building a supportive relationship with the student while addressing any underlying issues that may be contributing to the behavior.
Mr. Hutchison, a learning support teacher, and Mrs. Weber, a general education teacher, will be co-teaching a fourth-grade social studies course together. Mrs. Weber has already prepared the curriculum mapping for the year, and has the lessons mapped out for the first quarter. What could Mr. Hutchison do to best support Mrs. Weber in their planning and co-teaching?
A. After reviewing his caseload and the needs of the students in the classroom, Mr. Hutchison can prepare instructional strategies and supports that align with Mrs. Weber’s plans, checking in with her to make sure that they are on the same page in regards to planning and instructional strategies.
B. Mr. Hutchison can prepare a series of lessons that coincide with Mrs. Weber’s lessons for the first quarter, so that he can pull out the learning support students and make sure they are getting the support they need in an outside setting.
C. Mr. Hutchison can check in with Mrs. Weber to see what instructional strategies she suggests and make his plans based on what she knows about the students.
D. Mr. Hutchison decides to wait to begin his planning until after observing how Mrs. Weber works with the students. He feels he can best support her as a co-teacher after he gets an idea of the learning environment and what strategies are already in place.
A. After reviewing his caseload and the needs of the students in the classroom, Mr. Hutchison can prepare instructional strategies and supports that align with Mrs. Weber’s plans, checking in with her to make sure that they are on the same page in regards to planning and instructional strategies.
Collaboration between Mr. Hutchison and Mrs. Weber is essential for effective co-teaching. By reviewing his caseload and understanding the needs of the students, Mr. Hutchison can tailor instructional strategies and supports that align with Mrs. Weber’s curriculum plans. Regular communication and checking in with Mrs. Weber ensure that both teachers are working towards common goals and utilizing cohesive instructional strategies to support all students in the classroom.
Each week, Mr. Rivera asks his students to reflect on their reading for the week. They rate the books on a scale of 1-5 and write down one topic that they liked and one topic that they did not like. What can Mr. Rivera do with the information he is collecting?
A. He can use this information to develop reading quizzes.
B. He can use this information to discover students’ hobbies and interests for personalized writing assignments.
C. He can use this information to select future independent reading books for his students.
D. He can use this information to determine whether or not the student understood their reading.
C. He can use this information to select future independent reading books for his students.
Adrian is a 7-year-old boy who receives weekly services from a speech-language pathologist. He has trouble producing speech sounds and struggles with tongue and jaw movement. What is the most likely reason that Adrian is seeing a speech-language pathologist?
A. orthopedic impairment
B. dyscalculia
C. attention deficit hyperactivity disorder
D. apraxia
D. apraxia
Apraxia refers to a motor speech disorder where the brain has difficulty coordinating the movements necessary for speech. Adrian’s challenges with tongue and jaw movement and difficulty producing speech sounds suggest symptoms consistent with apraxia. Seeing a speech-language pathologist is common for individuals with apraxia to receive targeted therapy to improve their speech production skills.
A first-grader with autism spectrum disorder is in a general education classroom all day except for 30 minutes a day when she is pulled out for occupational therapy to work on sensory and motor function. She is above benchmark in her reading skills but lately has been adding in extra details when reading aloud that are not written in or depicted in the book. They are often the same details from book to book and she “reads” them as if they are written on the page. Which of the following would be an appropriate next step to help with this behavior?
A. Ask the special education teacher to informally observe to see if additional services might be appropriate.
B. Call an IEP meeting to discuss the behavior and consider working a reading goal into the plan.
C. Remind her of the difference between reality and make believe and ask her to only read what is on the page.
D. Encourage her to use her finger to follow the words that she is reading when she reads aloud and point out when she is adding details that are not written down.
D. Encourage her to use her finger to follow the words that she is reading when she reads aloud and point out when she is adding details that are not written down.
Using her finger to track the words while reading aloud can help the student focus on the text itself and reduce the tendency to add extra details. Pointing out when she adds details that are not written in the book can also help her become more aware of this behavior and learn to distinguish between the text and her own additional interpretations.
Eduardo is a kindergarten student with a production-related communication disability. He often struggles to explain himself and is unable to retell stories. Which of the following would be the most appropriate intervention to help Eduardo improve his communication skills?
A. setting up a role-playing station with puppets and encouraging students to work together to retell the day’s read-aloud book
B. avoiding calling on Eduardo during whole-group instruction so that he will not feel embarrassed if he struggles to explain himself
C. modifying the writing assignments to allow Eduardo to draw pictures instead of writing
D. pairing Eduardo with a more advanced student in his class during play time to help him develop social skills
A. Setting up a role-playing station with puppets and encouraging students to work together to retell the day’s read-aloud book.
Using puppets and role-playing can provide a supportive and interactive environment for Eduardo to practice communication skills in a fun and engaging way. It allows him to act out scenarios, express himself, and retell stories without the pressure of direct questioning or writing tasks. Additionally, working collaboratively with peers provides opportunities for social interaction and peer modeling, which can further support his communication development.
Jen, a seventh-grade language arts teacher, and Zach, a special education teacher, are working together to co-teach for the first time this year. Each of the following are activities that Jen typically includes in her practice to gauge student comprehension. Which assessment method should Zach encourage her to move away from as it would not be equitable for students with disabilities?
A. silent sustained reading using their independent reading book for an entire 40 minute class period
B. using reading logs that require brief written summaries as a weekly grade to measure progress toward the standard: “range of reading and level of text complexity”
C. an exit ticket that checks for comprehension by asking students to summarize the events of that day’s read-aloud by writing one sentence
D. a partner activity that teaches grammar by having students use colored strips of paper to create silly sentences that include different parts of speech
B. using reading logs that require brief written summaries as a weekly grade to measure progress toward the standard: “range of reading and level of text complexity”
At an annual Admission Review Dismissal (ARD) meeting, the school psychologist referenced the results from a BASC test administered to both teacher and parents. The Behavioral Assessment System for Children (BASC) is a standardized assessment used to monitor emotional and behavioral changes in children. The psychologist can best explain a standardized assessment to the family as:
A. a formal type of assessment that requires all participants to answer the same questions, usually in the same conditions, is widely used, and is scored against a standard and consistent set of data or criterion.
B. a form of assessment that a teacher created to use in the classroom to provide information on how a student is doing.
C. a form of assessment that the school psychologist created and uses when a child is struggling with behavioral issues.
D. a form of assessment that uses both formal and informal data to measure and provide information relating to assessment.
A. a formal type of assessment that requires all participants to answer the same questions, usually in the same conditions, is widely used, and is scored against a standard and consistent set of data or criterion.
Which of the following statements is true of the Every Student Succeeds Act (ESSA)?
A. 1% of students per state may be eligible for alternative assessment.
B. Students must participate in standardized testing annually between grades 3 and 12.
C. Special education teachers must have multiple areas of certification.
D. The federal government will determine supports and consequences for low-performing schools.
A. 1% of students per state may be eligible for alternative assessment.
Mrs. Morgan has been working to teach her kindergarten students alphabetic principles. Monday, she began by describing the sound made by the letter s. Which of the following would be the most logical next step of instruction?
A. Have all students write a list of words that start with the letter “s.”
B. Describe the sounds made by the rest of the letters in the alphabet.
C. Read a book where many words start with the letter “s” and ask students to tally how many times they hear it.
D. Point out examples of “s” in familiar words and names.
D. Point out examples of “s” in familiar words and names.
Nevaeh is a young girl with an IFSP. She will be turning three in four months, and a transition meeting is being held to determine her current educational needs and special education options for the future. When holding this transition meeting, it is important for the service coordinator, Janell, to explain which THREE of the following items?
Select all answers that apply.
A. the different options available to Nevaeh for preschool programs
B. how services will be provided to Nevaeh, from what providers, and at what frequency and duration
C. the transition process and the difference between early intervention and special education services
D. what medical appointments she will need to schedule and make before entering a school program
A. the different options available to Nevaeh for preschool programs
B. how services will be provided to Nevaeh, from what providers, and at what frequency and duration
C. the transition process and the difference between early intervention and special education services
In a fourth-grade inclusion classroom, which of the following would NOT be appropriate for helping students transition from snack time back into academic time?
A. Create an individualized incentive system that allows students to get a point toward a reward if they are cleaned up and ready for learning at the end of snack time.
B. At the end of snack time, set a timer and challenge students to try to clean up as quickly as they can.
C. Create an anchor chart with three expectations for what it looks like to be ready for learning time (eg. food away, in your seat, book ready).
D. Provide five-minute and two-minute warnings before the end of snack time to help students prepare to transition.
B. At the end of snack time, set a timer and challenge students to try to clean up as quickly as they can.
Which of the following behaviors can likely be addressed by a functional behavior assessment (FBA)?
A. Sean has difficulty interpreting social cues and engaging in conversation with peers.
B. Sean has difficulty solving math problems without the use of a calculator.
C. Sean breaks pencils, tears his paper, and leaves without permission the classroom during science class.
D. Sean is frequently absent from class due to hospitalizations and is falling behind in school work.
C. Sean breaks pencils, tears his paper, and leaves without permission the classroom during science class.
Which of the following scenarios would suggest that a student needs additional instruction or remediation in phonemic awareness?
A. A first-grader is frequently leaving vowels out of words (eg. writing “cat” as “ct.”).
B. A fourth-grader is writing letters in the incorrect order when spelling a word (eg. spelling “does” as “odes”).
C. A kindergartener is writing letters backwards (eg. writing “b” instead of “d”).
D. A second-grader is struggling to decode unfamiliar words when reading aloud.
A. A first-grader is frequently leaving vowels out of words (eg. writing “cat” as “ct.”).
Which of the following is NOT a required component of an IEP?
A. measurable annual goals, both academic and functional
B. a list of accommodations to be provided during assessments
C. the most recent academic grades for the student
D. a schedule of all services including start date, location, duration, and frequency
C. the most recent academic grades for the student
Which of the following activities to build understanding of the alphabetic principle would be the most advanced?
A. as a whole group, students list words that all begin with the same phoneme
B. as a whole group, the class lists the syllables in words
C. in independent small groups, students play a memory game in which they need to match letters with an image of something that starts with that letter
D. in independent small groups, students use block manipulatives with letters and graphemes on each of the sides to make and sound out new words
D. in independent small groups, students use block manipulatives with letters and graphemes on each of the sides to make and sound out new words
A fourth-grade student who has attention-deficit/hyperactivity disorder (ADHD) has a testing accommodation of extra time. What could be the reasoning behind this accommodation?
A. The student frequently asks for breaks during testing to go to the bathroom or get a drink of water to refocus, and extra time allows the student to take the breaks without being penalized for time running out during a test.
B. All students with ADHD need extra time as a testing accommodation.
C. The student has to be frequently reminded to stay on task, and extra time allows the teacher to talk to the student more often during the test to give the reminders to stay on task.
D. The student is often off task and requires an extended amount of time to complete work and tests.
A. The student frequently asks for breaks during testing to go to the bathroom or get a drink of water to refocus, and extra time allows the student to take the breaks without being penalized for time running out during a test.
Jayce is a first-grade student struggling with comparing two-digit numbers. Which two of the following manipulatives could his teacher use to provide support for Jayce?
Select all answers that apply.
A. Unifix cubes
B. counters
C. base ten blocks
D. Cuisenaire rods
A. Unifix cubes
C. base ten blocks
Abby is a high school student with a learning disability. She is enrolled in a general education English class with Mrs. Yuhn. Her special education teacher, Mr. Scotty, wants to ensure a successful year for Abby. What is one way that Mr. Scotty could create effective collaboration with Mrs. Yuhn to best support his student?
A. Mr. Scotty can check in with Abby to see how she feels about everything, but doesn’t need to worry about speaking with Mrs. Yuhn directly.
B. Mr. Scotty believes it is Mrs. Yuhn’s responsibility to ask for help if she needs it.
C. Mr. Scotty can send out a monthly newsletter about Abby’s progress towards her IEP goals to all of Abby’s teachers, including Mrs. Yuhn.
D. Mr. Scotty can make sure that Mrs. Yuhn understands Abby’s learning goals and needs at the start of the year, and regularly partner with her throughout it to best support Abby.
D. Mr. Scotty can make sure that Mrs. Yuhn understands Abby’s learning goals and needs at the start of the year, and regularly partner with her throughout it to best support Abby.
Mr. Parsons will be teaching a special education class composed of a small group of students who attend an alternative school for part of the school day. Mr. Parsons is planning on meeting with the teacher at the alternative school to help address his students’ needs and make sure that they have a successful year. What would be the best way for Mr. Parsons to prepare for the meeting?
A. Mr. Parsons should call the alternative school teacher to discuss instructional plans and strategies for each student and get an idea of the teacher’s instructional methods.
B. Mr. Parsons should prepare a list of common instructional strategies and tactics that the alternative school teacher could use throughout the year.
C. Mr. Parsons should meet with his students’ past teachers to discuss what instructional methods work best for his students.
D. Mr. Parsons should review all of his students’ IEPs so that he is aware of their current levels of performance, goals, and progress towards their outcomes to help determine instructional goals.
D. Mr. Parsons should review all of his students’ IEPs so that he is aware of their current levels of performance, goals, and progress towards their outcomes to help determine instructional goals.
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
B. structural analysis
The Every Student Succeeds Act (ESSA) specifies that no more than 1 percent of all students should take alternate assessments not aligned to the academic standards of their grade level. For which of the following students would an alternate assessment be most appropriate?
A. a student with cerebral palsy who receives instruction in general-education classrooms but lacks the fine motor control to bubble in responses on an answer document
B. a student with autism spectrum disorder (ASD) who communicates verbally and receives instruction in general-education classrooms with paraprofessional support
C. a student with a severe intellectual disability who receives all instruction in a self-contained classroom
D. a student with an emotional disturbance (ED) who requires frequent breaks during tests and difficult assignments and constantly tries to engage other students in conversation
C. a student with a severe intellectual disability who receives all instruction in a self-contained classroom
Which of the following are the most important considerations when drafting IEP goals?
A. Making sure the student has the same goal from year to year to promote consistency.
B. Trying to write similar goals for groups of students who are in the same classes so it will be easier for the general education teachers to assess and report progress.
C. Writing goals that will be easily attainable to build student confidence.
D. Identifying data-supported weaknesses the student has displayed and aligning goals to curriculum standards that will allow the student to practice and improve on their deficiency at the appropriate rigor.
D. Identifying data-supported weaknesses the student has displayed and aligning goals to curriculum standards that will allow the student to practice and improve on their deficiency at the appropriate rigor.
This option aligns most closely with best practices in drafting Individualized Education Program (IEP) goals. It emphasizes the importance of basing goals on specific, measurable data about the student’s needs and focusing on areas where the student requires support and improvement. Goals should be tailored to the individual student’s abilities and challenges and should align with curriculum standards to ensure they are meaningful and relevant to the student’s educational progress.
Which is the most appropriate section of a student’s IEP to include information about the student’s post-secondary goals as well as activities and services that the student can access now to prepare for post-secondary education and/or employment?
A. related services
B. least restrictive environment
C. accommodations and modifications
D. transition plan
D. transition plan
The transition plan section of a student’s Individualized Education Program (IEP) is the most appropriate place to include information about the student’s post-secondary goals as well as activities and services to prepare for post-secondary education and/or employment. This section specifically focuses on planning for the student’s transition from school to adult life and typically includes goals, activities, and services related to post-secondary education, vocational training, employment, independent living skills, and community involvement.
Of the following, which parental concern is most likely to result in an evaluation of a child under the age of three?
A. failure to reach national norms of height/weight ratio
B. failure to recognize and identify letters of the alphabet
C. failure to meet multiple milestones of adaptive development
D. failure to complete toilet training
C. failure to meet multiple milestones of adaptive development
Concerns about a child’s failure to meet multiple milestones of adaptive development are most likely to result in an evaluation of a child under the age of three. Adaptive development involves skills related to daily living activities such as feeding, dressing, and interacting with others. Delays in adaptive development can be indicative of developmental delays or disabilities and may prompt early intervention services to support the child’s development. Early intervention services are often provided for children under the age of three who are identified as having developmental delays or disabilities, so concerns related to adaptive development are particularly relevant in this context.
John is an incoming second-grade student with autism spectrum disorder (ASD) who is enrolled in a new district and school. John’s parents have expressed concerns about his transition to the new campus. Which of the following would be the best way to help John prepare for the new school year?
A. Schedule a phone call between John’s family and his new teacher so they can get to know each other.
B. Send a visual schedule of a typical school day for second-grade students so John can prepare for his new environment.
C. Mail John’s parents a map of the campus so they can review the layout and location of his classroom before school starts.
D. Offer to provide a private tour of the campus during which John and his parents can meet his teachers and the administrative staff.
D. Offer to provide a private tour of the campus during which John and his parents can meet his teachers and the administrative staff.
For a student with autism spectrum disorder (ASD) like John, a private tour of the campus would likely be the most beneficial option to help him prepare for the new school year. This allows John and his parents to familiarize themselves with the physical layout of the school, including locating his classroom, the cafeteria, restrooms, and any other important areas. Meeting his teachers and administrative staff in person during the tour can help John feel more comfortable and ease his transition. Additionally, it provides an opportunity for John’s parents to ask questions and share information about John’s needs and preferences, fostering a collaborative relationship with the school staff from the beginning.
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.
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.
This option describes an appropriate use of a behavioral redirection placement. The redirection room serves as a supportive environment where Marisol can go when she becomes overwhelmed by anxiety in her general-education classes. It provides her with a quieter, calmer space where she can regulate her emotions and regain control before returning to her classroom. This use of the redirection room aligns with the goal of providing appropriate support for students with emotional disturbances to help them manage their emotions and succeed in the classroom.
Which of the following questions should take precedent when determining the least restrictive environment for any student during the initial referral process for special education services?
A. Which instructional arrangement offers the greatest amount of support for students with disabilities?
B. Which instructional arrangement will provide the best opportunity for the student to demonstrate her strengths while receiving support for her weaknesses?
C. Which instructional arrangement will give the student the easiest route to annual promotion and eventual graduation?
D. Which instructional arrangement has the lowest student-to-teacher ratio and can therefore provide the greatest possible support?
B. Which instructional arrangement will provide the best opportunity for the student to demonstrate her strengths while receiving support for her weaknesses?
Samuel is a third-grade student who is attentive and hardworking in class. He has good grades in math, science, and social studies, but struggles in reading. He has poor fluency, struggles to decode unfamiliar words, takes longer than other students to copy notes from the board, and struggles to answer questions that require a written response. Which of the following disabilities is Samuel most likely struggling with?
A. attention-deficit hyperactivity disorder (ADHD)
B. intellectual disability
C. dyslexia
D. autism spectrum disorder (ASD)
C. dyslexia
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.
B. a list of colleges and universities that offer online degrees in website development
Based on the available information, Charles has a career goal that could be aided by continuing his education after high school. Additionally, an online degree program would allow Charles to access the post-secondary curriculum without the added stress and anxiety of leaving home and living independently before he is ready to do so.
During a parent-teacher conference, the father of a non-disabled student in an inclusion class mentions that his child has had friction in the past with another student in the class who has an emotional disturbance. The father mentions several disagreements that the two have had and then asks if any progress has been made in the disabled student’s classroom behavior. How should the teacher respond?
A. Share relevant portions of the disabled student’s IEP to show that all necessary steps are being taken to provide a safe and comfortable educational environment for all.
B. Thank the father for his time and his concerns and firmly but politely indicate that you are only allowed to discuss his own child during the parent-teacher conference.
C. Assure the father that the disabled student in question will be kept away from his child to the maximum extent possible.
D. Remind the father that the student in question has a behavioral disability and ask that he encourage his own child to be more patient.
B. Thank the father for his time and his concerns and firmly but politely indicate that you are only allowed to discuss his own child during the parent-teacher conference.
What is the primary benefit of having students paraphrase or summarize a text after they’ve read it?
A. It increases metacognition and is the purest way for a student to prove he or she understands the text.
B. It improves fluency by requiring students to prove that they have read the passage when they write their summaries.
C. It forces students to slow down while reading and pay more attention to unfamiliar vocabulary.
D. It helps students connect the new text to other passages they’ve read, solidifying the new information in their memory.
A. It increases metacognition and is the purest way for a student to prove he or she understands the text.
Paraphrasing or summarizing a text requires students to engage with the material at a deeper level, as they must not only comprehend the content but also rephrase it in their own words. This process enhances metacognition, which is the awareness and understanding of one’s own thought processes. By summarizing or paraphrasing, students must reflect on what they have read, identify the main ideas, and articulate them in a coherent manner. This active engagement fosters a deeper understanding of the text and allows students to demonstrate their comprehension in a meaningful way.
Which of the following difficulties displayed by a third-grade student with a specific learning disability (SLD) in math calculation could be supported by allowing the student to complete his work on graph paper?
A. neglecting to complete all steps of a calculation
B. incorrectly calculating basic math facts
C. performing the wrong operation
D. keeping place value consistent when performing calculations
D. keeping place value consistent when performing calculations
Allowing the student to complete his work on graph paper can support difficulties related to keeping place value consistent when performing calculations. Graph paper provides a structured layout with clearly defined squares, which can assist the student in aligning numbers properly and maintaining place value. The grid lines can help the student organize digits in columns, making it easier to perform multi-digit calculations accurately. This accommodation can help mitigate difficulties related to spatial organization and place value understanding, which are common challenges for students with specific learning disabilities in math calculation.
Which landmark special education court decision held that school districts may be required to reimburse parents of students with special needs for the costs of private education in certain situations?
A. Burlington School Committee v. Massachusetts Board of Education
B. Irving Independent School District v. Amber Tatro
C. Honig v. Doe
D. Schaffer v. West
A. Burlington School Committee v. Massachusetts Board of Education
Burlington School Committee v. Massachusetts Board of Education is the landmark special education court decision that held that school districts may be required to reimburse parents of students with special needs for the costs of private education in certain situations. This case established the principle of “tuition reimbursement,” which allows parents to seek reimbursement for the cost of private education if the school district fails to provide a free appropriate public education (FAPE) to their child and the private placement is determined to be appropriate.
All of the following are benefits of using pre-planned visual cues to remind a student of available behavior supports EXCEPT:
A. it reminds the student that she is in control of her choices and that she has options for managing her emotions and behavior.
B. it can help the student recognize that she is engaging in behavior that may result in consequences.
C. it allows the teacher to give notice that behavior needs correction without calling the student out in front of the class.
D. it allows the teacher to remove the student from class if the behavior continues because the visual cue counts as a correction.
D. it allows the teacher to remove the student from class if the behavior continues because the visual cue counts as a correction.
A teacher is planning a formative assessment to determine how well his students can differentiate between the concepts of area and volume. Which of the following formative assessments would be the most appropriate for this topic?
A. sorting drawings of shapes into area and volume categories
B. writing a short essay describing areas and volumes in daily life
C. defining area and volume
D. calculating the areas and volumes of figures
A. sorting drawings of shapes into area and volume categories
Callie is a 4-year-old who has been diagnosed with autism spectrum disorder (ASD) by a private diagnostician at her parents’ expense. Callie has not previously been enrolled in preschool or daycare because both her parents work from home and have provided care themselves. After receiving the diagnosis, Callie’s parents want to have her enrolled in the Preschool Programs for Children with Disabilities (PPCD) to help prepare for her transition to public school. Which of the following is the logical next step in this process?
A. Callie can be enrolled immediately based on the recommendation of her licensed private diagnostician.
B. Callie is not eligible for PPCD because her parents are able to provide care at home.
C. Callie must be enrolled in a private daycare or preschool to allow for a complete evaluation in a school-like environment before determining her eligibility for PPCD.
D. Callie needs a full individual evaluation (FIE) to determine if she is eligible for PPCD before being enrolled.
D. Callie needs a full individual evaluation (FIE) to determine if she is eligible for PPCD before being enrolled.
Mr. Jackson is a seventh-grade science teacher who teaches multiple inclusion classes. Before beginning a unit of study on cell structure and function, Mr. Jackson instructs his students to combine their knowledge and complete a chart detailing what they already know and questions they have about specific cell organelles. The primary benefit of this type of frontloading activity is that:
A. it shows students that they can use one another as a resource when they don’t understand something.
B. it allows students to work collaboratively to develop original classroom materials.
C. it lets Mr. Jackson know which parts of the unit he can skip over.
D. it stimulates background knowledge and gives Mr. Jackson insight into the level of understanding his students possess.
D. it stimulates background knowledge and gives Mr. Jackson insight into the level of understanding his students possess.
A special education teacher in a first-grade inclusion class uses index cards to label places and objects in the room, like doors, windows, shelves, and desks. Which of the following concepts is the teacher most likely trying to reinforce?
A. consonant blends
B. the idea that words (symbols) represent real-world objects
C. phonemic awareness
D. parts of speech
B. the idea that words (symbols) represent real-world objects
Alfredo is a fourth-grade student with a specific learning disability (SLD) in reading comprehension. During a small-group activity that incorporates oral reading, Alfredo’s special education teacher notes that while he correctly pronounces most grade-level words, he reads in a robotic, monotonal voice and that his pauses and pacing do not match the punctuation of the text. Which of the following would be the best way for Alfredo’s teacher to help him improve his reading comprehension during future small-group work?
A. Give Alfredo the option of taking his turn to read or following along silently while others read.
B. Utilize dramas with stage directions that cue emotional affect and break the speaking parts into short lines among multiple characters.
C. Offer the choice of several high-interest texts and let Alfredo pick which passages the group will read.
D. Allow Alfredo to pre-read the text selections, so he will feel more prepared during small-group work.
B. Utilize dramas with stage directions that cue emotional affect and break the speaking parts into short lines among multiple characters.
Which of the following functional goals would most likely be found in the IEP of a student on the autism spectrum who receives speech therapy once per week?
A. The student will wait for his turn without complaint in 3 out of 5 tries while participating in a preferred activity with a teacher and peer.
B. The student will complete 10 assisted (modified resting position) pushups without stopping.
C. The student will button and unbutton a dress shirt without missing any buttons in 7 out of 10 attempts.
D. The student will understand new vocabulary and use it correctly when speaking and writing.
A. The student will wait for his turn without complaint in 3 out of 5 tries while participating in a preferred activity with a teacher and peer.
Students in Mrs. Wilson’s class have mastered multiplication and have been introduced to division. Mrs. Wilson gave a test over introductory concepts in division and found that a number of students struggled. Which of the following strategies is best to help improve the students’ understanding of division?
A. Use manipulatives to model division and connect it to multiplication.
B. Teach that multiplication and division are opposites, and have students memorize times tables to make division easier.
C. Provide a new study guide with division problems and give a new test again in two days.
D. Separate the class into groups and have at least one student that understands division in each group. The higher-level students can reteach the struggling students the concept through peer tutoring.
A. Use manipulatives to model division and connect it to multiplication.
Ms. Echeveria is a special education case manager for a group of fifth-grade students. A social studies teacher who works with several of the students on Ms. Echeveria’s caseload is absent due to the flu for several consecutive days. Ms. Echeveria is concerned that the substitute teachers may not understand how to provide necessary supports without explicit instructions, including IEP information specific to each student’s qualifying disability. Which of the following would be the best way for her to approach the situation?
A. Provide relevant sections of each student’s IEP to any substitute who will work with the class and make sure they understand how to implement appropriate accommodations.
B. Ms. Echeveria should take no action because the contents of student IEPs are confidential information not to be shared with non-certified district personnel.
C. Ms. Echeveria should pull all students with an IEP during social studies class and provide instruction herself until the general-education teacher returns.
D. Assign a paraprofessional to provide support to the substitutes until the general-education teacher returns.
A. Provide relevant sections of each student’s IEP to any substitute who will work with the class and make sure they understand how to implement appropriate accommodations.
If a student with epilepsy suffers a grand mal seizure during class, the best thing the teacher can do is:
A. position the affected student on the floor with support for his head and neck and send a classmate to the nearest adult to get help.
B. put something hard between the student’s teeth so he doesn’t swallow his tongue.
C. immediately go get the school nurse.
D. hold the student firmly with both arms wrapped around his chest so his spasms are minimized.
A. position the affected student on the floor with support for his head and neck and send a classmate to the nearest adult to get help.
A kindergarten teacher is planning a unit on financial literacy. What are some elements that the teacher should plan to include in this unit?
A. money models (pretend money), children’s books, guest speakers
B. at-home projects, independent work, money-counting activities
C. posters, worksheets, videos
D. student-created savings plans, class reward system, show-and-tell
A. money models (pretend money), children’s books, guest speakers
Which of the following would be the most appropriate use of wall space for a sixth-grade inclusion classroom consisting of multiple students with various disabilities?
A. Post pictures of the teachers and their families on the front wall to encourage students to get to know their instructors better.
B. Keep the space around the primary focal point of the room (smartboard/whiteboard) mostly clear and utilize space on the side walls toward the rear for anchor charts that reinforce key concepts and processes.
C. Post the best examples of student-created projects on the front wall as motivation for students to put forth their best efforts.
D. Keep all walls as bare as possible to limit potential distractions.
B. Keep the space around the primary focal point of the room (smartboard/whiteboard) mostly clear and utilize space on the side walls toward the rear for anchor charts that reinforce key concepts and processes.
Marvin, a sixth-grade student with a specific learning disability (SLD) in reading fluency also receives speech therapy for a slight stutter and is hesitant to read aloud during class. Which of the following strategies would best help Marvin gain confidence for oral reading and allow him to work on his fluency?
A. Provide Marvin with a preview of any text to be read aloud in class so he can practice the night before. Then, encourage him to volunteer to read as much or as little of the text as he’s comfortable with.
B. Provide a blank notecard as a placeholder, so Marvin won’t get lost during whole-group oral reading.
C. Allow Marvin to choose a seat near friends in class so that he feels supported and comfortable.
D. Excuse Marvin from any whole-group oral reading activities to avoid making him uncomfortable.
A. Provide Marvin with a preview of any text to be read aloud in class so he can practice the night before. Then, encourage him to volunteer to read as much or as little of the text as he’s comfortable with.
Which of the following would be an appropriate method of assessment when reporting progress on an IEP goal that measures a student’s ability to understand and use newly acquired vocabulary?
A. Ask the student to choose from a word bank the vocabulary word that best fits the blanks in a series of sentences.
B. Ask the student to identify the meanings of various prefixes and suffixes and explain how they change the meanings of the words to which they are affixed.
C. Give the student a matching activity that requires them to connect vocabulary words to their definitions.
D. Ask the student to provide two synonyms and two antonyms for each vocabulary word.
A. Ask the student to choose from a word bank the vocabulary word that best fits the blanks in a series of sentences.
Mr. Sanders, a special education teacher in a language arts inclusion classroom, is working to improve the reading comprehension of several students in his class. Which of the following strategies is Mr. Sanders most likely to use?
A. emphasizing the use of context clues to help decode text
B. diagramming sentences from the text
C. increasing the rate at which the students read
D. identifying figurative language when reading
A. emphasizing the use of context clues to help decode text
Which of the following supports would be most beneficial in helping a fifth-grade student who is deaf participate in an activity that requires students to listen to selected song lyrics to identify and decode examples of figurative language?
A. Provide a transcript of the lyrics with multiple choice options to help identify the figurative language in each song.
B. Turn on the video’s subtitles so the student can read along with the songs.
C. Have a deaf education specialist deliver the lyrics using sign language.
D. Plan an alternative activity for the student.
A. Provide a transcript of the lyrics with multiple choice options to help identify the figurative language in each song.
Which of the following supports would be most beneficial in helping a fifth-grade student who is deaf participate in an activity that requires students to listen to selected song lyrics to identify and decode examples of figurative language?
A. Provide a transcript of the lyrics with multiple choice options to help identify the figurative language in each song.
B. Turn on the video’s subtitles so the student can read along with the songs.
C. Have a deaf education specialist deliver the lyrics using sign language.
D. Plan an alternative activity for the student.
A. Provide a transcript of the lyrics with multiple choice options to help identify the figurative language in each song.
Malcolm is a third-grade student with a mild intellectual disability. He reads with fluency that is only slightly below grade level but struggles to demonstrate comprehension of texts. Malcolm is significantly below grade level in written expression and often guesses at answers when given multiple-choice questions. Which of the following alternative means of assessment could best help Malcolm’s teachers establish a baseline for his reading comprehension level?
A. Have Malcolm retell the story to a peer partner after reading.
B. Allow Malcolm to draw pictures representing important elements of the texts he reads.
C. Provide Malcolm with lower-level texts to build his confidence.
D. Have Malcolm write a summary immediately after reading a text, while it is still fresh in his mind.
B. Allow Malcolm to draw pictures representing important elements of the texts he reads.
Which of the following would likely be most important for a sixth-grade English language arts teacher to keep in mind when planning instruction for a class that includes a student with muscular dystrophy?
A. Make sure all lessons and assignments allow for the use of text-to-speech software.
B. Be prepared to assign homework when in-class assignments are not completed.
C. Build in breaks during written assignments to allow for muscle fatigue and recovery.
D. Arrange for the student to receive audio versions of all class novels, since reading for extended periods is likely to be tiring.
C. Build in breaks during written assignments to allow for muscle fatigue and recovery.
Special education teacher Mr. Brown has been invited to observe Amanda, a sixth-grade student with attention deficit hyperactivity disorder (ADHD), who is on his caseload. Amanda’s science teacher reports that Amanda and several other children are disruptive and unruly during whole-group instruction and asks for Mr. Brown’s help in changing the behavior. The first thing Mr. Brown notices is that the front wall of the classroom is covered with vibrant, colorful, motivational posters, as well as student work. Additionally, when the teacher is delivering direct instruction, she positions herself at the front of the room near the smartboard and rarely moves. What advice should Mr. Brown offer after his observation?
A. The science teacher should rearrange her room so that the desks all face the side wall.
B. The science teacher should remove some of the clutter that decorates the front wall of the room and try to move around more as she delivers instruction.
C. The science teacher should make sure to always have plenty of tasks at the ready to keep her students busy.
D. The science teacher should change her seating chart to separate Amanda and some of the other students from one another.
B. The science teacher should remove some of the clutter that decorates the front wall of the room and try to move around more as she delivers instruction.
Which of the following could be considered assistive technology for a physical education class that includes several students with disabilities that impair their movement and force generation?
A. letting students walk when the curriculum calls for running in an activity
B. lowering the basketball hoop
C. using a beep-ball for kickball
D. using the competition scoreboard to track completed exercises
B. lowering the basketball hoop
According to the Individuals with Disabilities Education Act (IDEA), IEP goals must meet all of the following criteria except:
A. IEP goals must include a standard of performance against which progress will be measured.
B. IEP goals must be applicable to a trade or vocation.
C. IEP goals must include a clear statement of when progress will be reported.
D. IEP goals must be measurable.
B. IEP goals must be applicable to a trade or vocation.
Who should be interviewed when collecting data for a functional behavior assessment (FBA)?
A. only the student’s special education teachers, as they should be well-versed in behavior analysis
B. the parents of the student in question
C. multiple people who have observed the target behavior in a variety of settings and conditions
D. the individual who wrote the most recent discipline referral related to the target behavior
C. multiple people who have observed the target behavior in a variety of settings and conditions
Bryce is a student with autism spectrum disorder (ASD) who performs at grade level in math but whose reading ability is multiple grade levels below his current fifth-grade placement. Bryce has received instruction in a co-taught classroom for the last four years. At his annual IEP meeting, in preparation for his transition to middle school, his special education case manager recommends that Bryce be placed in a resource class for language arts to accommodate his lower reading level. His parents argue against this placement, saying that they don’t want Bryce to feel singled out. Which of the following is the most appropriate response to this concern?
A. Emphasize to Bryce’s parents that their input will always be a valuable component to any decisions regarding their child’s education and explain how the lower student-to-teacher ratio in resource classes allows for more personalized instruction and support.
B. Have the office staff call Bryce out of class to participate in the meeting and get his input regarding next year’s placement.
C. Show the parents Bryce’s language arts assessment data and compare it to the performance of general education students who read at grade level.
D. Table the discussion and suspend the IEP meeting so that both sides can gather data to support their opinions, then schedule a mediation to determine Bryce’s placement.
A. Emphasize to Bryce’s parents that their input will always be a valuable component to any decisions regarding their child’s education and explain how the lower student-to-teacher ratio in resource classes allows for more personalized instruction and support.
Which of the following is the best activity for reviewing percentages with fifth-grade students?
A. coloring in 100-blocks to represent percent
B. using a variety of methods and scenarios to determine percentage
C. writing percentages from decimal or fraction conversions
D. comparing percentages from their test scores throughout the year
B. using a variety of methods and scenarios to determine percentage
Which of the following are the best ways for a teacher to help students develop independent reading skills?
Select all answers that apply.
A. Pick all student reading for them to be sure it is a good fit.
B. Provide in-class time for students to choose independent reading books and some time for quiet reading.
C. Facilitate peer conversations about their reading.
D. Only allow students to choose their independent reading books from teacher-selected lists.
B. Provide in-class time for students to choose independent reading books and some time for quiet reading.
C. Facilitate peer conversations about their reading.
Which of the following accommodations would NOT be helpful for a medically fragile sixth-grade student who struggles with mobility and gross motor control?
A. adaptive physical education
B. paraprofessional support during transitions
C. transcription support
D. large-print textbooks and assignments
D. large-print textbooks and assignments
When helping a general education teacher plan instruction for a student with a specific learning disability, the first thing the special education teacher is likely to share is:
A. the student’s testing accommodations in the IEP.
B. the student’s most recent state assessment data.
C. the relevant sections of the student’s present levels of academic achievement and functional performance (PLAAFP) in the IEP.
D. the student’s most recent testing data from the last full individual evaluation (FIE).
C. the relevant sections of the student’s present levels of academic achievement and functional performance (PLAAFP) in the IEP.
Brandi, a seventh-grade student with autism spectrum disorder (ASD) has violated the district code of student conduct, and the campus discipline matrix stipulates that she will be placed in the district’s disciplinary alternative education program for a minimum of 30 days. Since this placement would take Brandi out of the general education setting for more than 10 consecutive days, the admission, review, and dismissal (ARD) committee must hold a manifestation determination review (MDR). The purpose of an MDR is to prevent:
A. students from being punished for behaviors that are a direct result of their disability.
B. students with disabilities from being disciplined in the same manner as non-disabled peers.
C. students with disabilities from being removed from the least restrictive environment.
D. students with disabilities from having discipline referrals added to their permanent records.
A. students from being punished for behaviors that are a direct result of their disability.
Which of the following activities is most likely to aid a seventh-grade student with a specific learning disability (SLD) in written expression who frequently writes incomplete sentences?
A. Work to increase the student’s vocabulary so that he has more words to choose from when composing sentences.
B. Have the student copy complete sentences repeatedly until he understands the structure and grammar.
C. Teach the proper conventions of punctuation so that the student can correctly punctuate his sentences.
D. Teach the student to diagram his sentences and identify which parts of speech are missing when he writes sentence fragments.
D. Teach the student to diagram his sentences and identify which parts of speech are missing when he writes sentence fragments.
Mrs. Smallwood is a third-grade teacher in an inclusion classroom. Which of the following activities introducing her students to the concept of fractions is most likely to engage kinesthetic learners of all ability levels?
A. Show a short video demonstrating how to add and subtract fractions with different denominators.
B. Have the students color pie charts on a worksheet to represent different fractional relationships.
C. Have the students stand up and arrange themselves into groups of varying sizes to represent fractions related to the makeup of the class.
D. Have the students complete a worksheet requiring them to identify fractions depicted by graphics.
C. Have the students stand up and arrange themselves into groups of varying sizes to represent fractions related to the makeup of the class.
A special education teacher is working on reinforcing foundational reading skills in order to support her student’s literacy development. She writes the letter H on the board and makes the /h/ sound. She asks the class to name as many words as they can that start with the letter H. Which of the following is this activity most focused on improving?
A. print awareness
B. letter recognition
C. phonemic awareness
D. word awareness
C. phonemic awareness
Which of the following practices by a first-grade teacher is the most important to developing independent readers?
A. facilitating a variety of literary experiences
B. requiring high level texts for independent reading
C. maintaining consistently accountable expectations that are monitored through the use of reading logs
D. sharing the teacher’s own love of reading
A. facilitating a variety of literary experiences
To help encourage a third-grade student with attention-deficit hyperactivity disorder (ADHD) to maintain focus and complete assignments, which of the following would be the best approach?
A. Allow him to choose which assignments he will complete and in which order.
B. Set a goal for days on task during a six-week grading period with a reward at the end.
C. Remind the student to focus and stay on task with constant verbal reminders.
D. Offer him short-term incremental rewards that add up for the opportunity to earn larger rewards.
D. Offer him short-term incremental rewards that add up for the opportunity to earn larger rewards.
Following the distribution of periodic IEP goal progress reports, the parent of a seventh-grade student contacts Ms. Simpson, a special education case manager, to express concern over her child’s lack of progress in her math goal. How should Ms. Simpson respond?
A. Forward the parent’s concerns to a campus administrator and request that they respond.
B. Schedule an admission, review, and dismissal (ARD) committee meeting to reevaluate and revise the appropriateness of the student’s IEP goals and supports.
C. Provide copies of assignments and tasks used to compile the data for the progress report and explain how the work relates to the student’s goal while soliciting parent input for how to provide better support for the student.
D. Send a detailed report of the student’s performance in the relevant domains on state assessments over the last three years to emphasize that this lack of progress is not uncommon.
C. Provide copies of assignments and tasks used to compile the data for the progress report and explain how the work relates to the student’s goal while soliciting parent input for how to provide better support for the student.
Which of the following is the first step in drafting an effective behavior intervention plan (BIP)?
A. charting behavior to identify its antecedent
B. identifying the behavior that is to be replaced
C. selecting an appropriate substitute for the behavior that will serve the same function
D. identifying the function of the behavior
B. identifying the behavior that is to be replaced
Following the second reading fluency assessment of the school year, a third-grade teacher noticed that a few of her students have shown no or very little fluency growth from the first assessment nine weeks before. Which of the following would be the least effective way to support their fluency development?
A. facilitate opportunities for the students to read aloud to themselves or with a partner
B. increase the difficulty of their independent reading
C. provide them opportunities to reread texts
D. incorporate choral reading into the classroom routines
B. increase the difficulty of their independent reading
What is the primary benefit of educating students with disabilities in general education classrooms alongside non-disabled peers?
A. Inclusion classrooms reduce undesirable behaviors from special education students by allowing them to observe and imitate the conduct of non-disabled peers.
B. Special education students in general education classes benefit from accessing the gen-ed curriculum and gaining the same social and emotional experiences as their non-disabled peers.
C. Teachers are able to enlist the help of non-disabled peers to assist special education students with academic and social situations.
D. Inclusion classrooms provide an enriching experience for non-disabled students, who get to learn about the challenges and unique abilities of their special education peers.
B. Special education students in general education classes benefit from accessing the gen-ed curriculum and gaining the same social and emotional experiences as their non-disabled peers.
Caleb is a tenth-grade student with a learning disability and currently reads at a second-grade level. Which of the following is the most appropriate accommodation for Caleb’s math teacher to provide during assessments?
A. alternate questions that reflect Caleb’s reading level
B. oral administration of tests and assignments
C. extended time to complete tests and assignments
D. frequent breaks to prevent Caleb from become overwhelmed
B. oral administration of tests and assignments
As part of the prereferral intervention in cases where a disability is suspected but not yet confirmed, all of the following are acceptable means of gathering data EXCEPT:
A. engaging in an informal conversation with the student to assess his level of comfort with a range of academic skills.
B. placing the student in a resource class for a brief time to see if his performance improves.
C. giving the student a variety of standard accommodations across a range of tasks to analyze which are likely to be helpful.
D. allowing the student to complete written assignments using a word processor to assess the potential benefit of assistive technology.
B. placing the student in a resource class for a brief time to see if his performance improves.
A first-grade student with a visual impairment has been added to an inclusion class. Which of the following would be most important for her teachers to keep in mind when arranging the classroom?
A. The student should be seated near non-impaired peer partners who can help explain content that is shared visually.
B. The student should be seated near enough important visuals for her to engage with material that is shared visually.
C. The student should be seated near the back of the classroom so that she will not be embarrassed when the teachers help her complete assignments.
D. The student should be seated near the front of the room so that she can hear the teacher during whole-group instruction.
B. The student should be seated near enough important visuals for her to engage with material that is shared visually.
Student groups are given a six-sided die, with each side labeled a number 1 through 6. Each student group rolls the die 75 times and records the number that is rolled. If there are 8 groups of students participating in this activity, which of the following is most likely the total number of times a 4 was rolled?
A. 13
B. 98
C. 75
D. 154
B. 98
Which of the following procedural safeguards is included in the Individuals with Disabilities Education Act (IDEA)?
A. Students may not be removed to an interim alternative educational setting due to weapons, drugs, or serious bodily injury if the behavior was a manifestation of the child’s disability.
B. Parents may not pursue mediation prior to requesting a due process hearing.
C. Parents have the right to obtain an Individual Education Evaluation (IEE) if they are in disagreement with the school district’s evaluation.
D. Parents are required to be present at all IEP meetings.
C. Parents have the right to obtain an Individual Education Evaluation (IEE) if they are in disagreement with the school district’s evaluation.
According to the Individuals with Disabilities Education Act (IDEA), which of the following must be communicated to parents prior to the implementation of an IEP?
Select all answers that apply.
A. data on present academic performance
B. detailed descriptions of all special education services to be received by the child
C. medical records that are relevant to the diagnosis or services to be provided
D. identifying information about the student’s classroom teacher
A. data on present academic performance
B. detailed descriptions of all special education services to be received by the child
A kindergarten teacher begins each class by reciting the Pledge of Allegiance. The teacher has a poster with the words to the Pledge of Allegiance and taps each word as the class recites the Pledge. By tapping the word on the poster in correlation with reciting the word, the teacher is best demonstrating which of the following?
A. phonological awareness
B. alphabetic principle
C. decoding
D. concepts of print
D. concepts of print
If the parents of a student with an IEP express to the student’s special education case manager that they are dissatisfied with the progress their child is making, which of the following would be the best response for the case manager to make?
A. Share informal reports from the child’s teachers about his classroom behavior and habits that may explain why he is not making progress.
B. Offer to change some of the supports in the student’s IEP to see if his performance improves.
C. Assure the parents that they will be able to voice their concerns at the child’s next annual IEP meeting.
D. Ask the parents if they would like to request an admission, review, and dismissal (ARD) committee meeting to discuss potential changes to the IEP.
D. Ask the parents if they would like to request an admission, review, and dismissal (ARD) committee meeting to discuss potential changes to the IEP.
Transparency and open communication between district representatives and the parents of students with special needs is vital to helping the students succeed. Therefore, it is important to make sure parents know what their options are when requesting information or changes to their child’s IEP. A parent can request an admission, review, and dismissal (ARD) committee meeting at any time for any reason, and concerns over their student’s progress is certainly an acceptable reason to request such a meeting.
During its financial literacy unit of study, a seventh-grade math resource class has been introduced to and mastered the concept of computing credits and debits to keep a balanced checking account. Which of the following would be the logical next step in teaching this unit?
A. Teach the process for computing and planning for the cost of attending college.
B. Teach the difference between static expenses and variable expenses.
C. Teach the difference between simple and compound interest.
D. Teach the process for making change as part of a cash purchase.
B. Teach the difference between static expenses and variable expenses.
Once students understand how to balance a checking account, the logical next step is to teach them how to plan and budget for various types of expenses that they may incur.
Maxwell is a fifth-grade student with attention-deficit hyperactivity disorder (ADHD). During his annual IEP meeting, the special education teacher shares the results of Maxwell’s most recent unit tests in the four core subjects. This data falls under which type of assessment?
A. summative assessment
B. formative assessment
C. norm-referenced assessment
D. informal assessment
A. summative assessment
A summative assessment evaluates student learning at the end of a unit of study grading each student’s work based on a rubric or aligned standard.
Which of the following actions by a teacher is most likely to help a second-grade student with attention-deficit hyperactivity disorder (ADHD) maintain focus and limit impulsive behaviors?
A. Assigning the student small chores that allow her to assist the teacher and require her to get up and move around at regular intervals during the school day.
B. Moving the student’s desk next to a window so that she can take occasional sensory breaks to check on what is going on outside.
C. Arranging the student’s desk so that she faces a blank wall to limit the likelihood of her becoming distracted.
D. Assigning a peer partner to redirect the student and help keep her on task.
A. Assigning the student small chores that allow her to assist the teacher and require her to get up and move around at regular intervals during the school day.
Turning a fidgety student into a teacher aide can be an effective way to build in time for movement and talking during the day without disrupting the flow of instruction. Students with ADHD often need frequent breaks during the school day to move around and engage with others in their environment to help them reset their ability to focus.
Which skill is the focus of an activity in a second-grade resource class requiring students to look at animal pictures and say the letter sound that begins each animal name?
A. phonemic awareness
B. sight word practice
C. reading fluency
D. vocabulary expansion
A. phonemic awareness
Phonemic awareness is the ability to identify and manipulate individual sounds in spoken words. The activity as described would be focused on improving phonemic awareness.
What is the value of allowing students in a fourth-grade language arts inclusion class to select books from their favorite genres during silent sustained reading?
A. Students are more likely to engage meaningfully with a text if it matches their personal interests.
B. Silent sustained reading with a self-selected book is likely to increase fluency by giving the students a text they are excited to read.
C. Freedom of choice makes it more likely that students will select a book that they find challenging.
D. Silent sustained reading with a self-selected book allows the students to connect their text to personal experiences.
A. Students are more likely to engage meaningfully with a text if it matches their personal interests.
Meaningful engagement with a text leads to greater metacognition through skills like inferencing and questioning. Allowing students to choose their own books for this activity makes it more likely that they will care about what they are reading and spend more time thinking about it.
Transcription support, such as having an adult bubble in an answer document, would most likely benefit a student with which of the following disabilities?
A. specific learning disability (SLD) in math problem-solving
B. attention-deficit hyperactivity disorder (ADHD)
C. emotional disturbance
D. specific learning disability (SLD) in written expression
D. specific learning disability (SLD) in written expression
Students with a specific learning disability in written expression typically suffer from poor fine motor control, so transcription support would likely be a helpful accommodation for such students.
A key consideration when determining the least restrictive environment for a student is to consider:
A. the number of times restraint holds must be used to therapeutically de-escalate a student.
B. whether the student is able to receive education to the maximum extent appropriate alongside peers who are not disabled.
C. whether the student is able to move in the room with little permission from the teacher.
D. the number of staff members assisting the student at any given time.
B. whether the student is able to receive education to the maximum extent appropriate alongside peers who are not disabled.
A key consideration when determining the least restrictive environment is to consider whether the student is able to receive education to the maximum extent appropriate alongside peers who are not disabled.
A teacher in the district’s Disciplinary Alternative Education Program (DAEP) is preparing to receive a new student with a specific learning disability (SLD) in reading comprehension. What steps should the teacher take to prepare for the student’s arrival?
A. Request and review the student’s most recent full individual evaluation (FIE), gather low-level, high-interest texts, adjust the classroom lighting to be softer.
B. Request discipline records from administration, adjust the classroom to a more calming arrangement, develop a reward system to encourage positive behaviors.
C. Request behavior reports from the student’s teachers, draft new IEP goals for the DAEP placement, contact the student’s parents to set behavior expectations.
D. Contact the case manager, request and review the IEP, request and review the student’s most recent assessment data in core classes.
D. Contact the case manager, request and review the IEP, request and review the student’s most recent assessment data in core classes.
When receiving a new special education student who is experiencing a change in placement, it is crucial for the teacher of record to access and utilize existing IEP paperwork and assessment data to drive instruction and maintain academic progress.
Regan is a ninth-grade student with a specific learning disability (SLD) in reading comprehension. During Regan’s annual IEP meeting, her father requests that she be dismissed from special education services since her last report card showed As and Bs in all core classes. The most appropriate response to Regan’s father is to:
A. refer him to Regan’s most recent full individual evaluation (FIE) to review all her G scores.
B. agree with him and recommend that Regan no longer receive special education services.
C. point out that the classroom accommodations Regan receives as part of her IEP are likely contributing to her academic success and that she may struggle or regress without these supports.
D. recommend moving Regan out of her inclusion classes and into advanced classes so she will have access to more challenging curriculum.
C. point out that the classroom accommodations Regan receives as part of her IEP are likely contributing to her academic success and that she may struggle or regress without these supports.
It is important to communicate clearly with parents when discussing IEP supports and the impact they have on student success. A more appropriate first step–that may also serve as a compromise–would be to evaluate which accommodations Regan no longer needs and analyze her progress without these supports.
Matilda is a fourth-grade student who has a specific learning disability (SLD). Matilda’s parents have asked the special education teacher to provide some suggestions for how to make homework completion more manageable. Which of the following recommendations is most appropriate for the special education teacher to advise Matilda’s parents to try at home?
A. Encourage Matilda’s older siblings to check her homework for accuracy.
B. Allow Matilda to take ownership of homework completion. If she chooses not to do it, she will face the consequences.
C. Read aloud with Matilda and ask questions to aid in comprehension.
D. Offer Matilda a five minute screen-time break for every 10 minutes of homework she completes.
C. Read aloud with Matilda and ask questions to aid in comprehension.
Reading aloud with Matilda will help her to focus on comprehension of the content. By asking questions, her parents will be able to keep her engaged and determine her level of understanding.
Which part of the transition planning process is most valuable in helping students establish a purpose for education as they move into high school and toward post-secondary life?
A. Providing opportunities for community members to meet with and encourage students.
B. Creating the transition plan so that it matches the student’s academic strengths.
C. Encouraging all students to continue their formal education following high school graduation.
D. Creating the transition plan with the student so that it focuses on and reflects the student’s true interests and goals for their future.
D. Creating the transition plan with the student so that it focuses on and reflects the student’s true interests and goals for their future.
Student buy-in is a crucial element of successful transition planning; therefore, any good transition plan should start with an honest and open inventory of the student’s interests and goals. These interests and goals should also be reevaluated annually while making appropriate adjustments to the transition plan.
Which of the following is not a component of print concepts?
A. identifying basic punctuation
B. understanding the difference between letters, words, spaces, and sentences
C. phonemic awareness
D. awareness of the left-to-right, top-to-bottom progression of text
C. phonemic awareness
Phonemic awareness is the recognition of individual sounds that make up words. It is not a print concept.
Richard is an eighth-grade student with autism spectrum disorder (ASD). At his annual IEP meeting, Richard’s parents expressed a desire to dismiss him from speech therapy services since he has no trouble speaking clearly, and they are concerned that his weekly sessions with the campus speech therapist are causing him to fall behind in his classes. The speech therapist has previously told Richard’s case manager that their sessions focus on intentionally teaching Richard how to interpret the facial expressions and body language of others and how to positively engage in social interactions through reciprocal communication. What is the best response to Richard’s parents’ concerns?
A. Produce data that proves Richard’s academic performance is not suffering due to his weekly speech therapy sessions.
B. Accept the parents’ recommendation without dissent, since they know their child better than anyone else.
C. Share anecdotal evidence from personal observations that prove that Richard is struggling to make friends and, therefore, needs to continue speech therapy.
D. Encourage the speech therapist to share data that measures Richard’s ability to engage in and maintain a conversation and how their sessions aim to help him build this skill.
D. Encourage the speech therapist to share data that measures Richard’s ability to engage in and maintain a conversation and how their sessions aim to help him build this skill.
All admission, review, and dismissal (ARD) committee decisions should be data-backed and supported by research. Students with ASD often require direct instruction to learn social behaviors that developmentally typical students absorb and implement naturally.
The parents of an eighth-grade student with autism spectrum disorder (ASD) email their son’s language arts teacher with concerns about his lack of progress in writing. They request that he be allowed to type his essays on a computer instead of writing them by hand. Which of the following would be the most logical course of action for the teacher to take before drafting a reply?
A. Evaluate the student’s available written work in various formats to determine if he is more successful on written assignments when using word processing software.
B. Review the student’s list of state assessment accommodations to evaluate the appropriateness of using word processing software for class writing assignments.
C. Compare the student’s essay grades to those of his non-disabled peers to determine the need for additional support on written assignments.
D. Evaluate the state standards related to writing to determine if use of word processing software is allowed.
A. Evaluate the student’s available written work in various formats to determine if he is more successful on written assignments when using word processing software.
Gathering data to compare the student’s written work when typing vs. writing by hand is the logical step to take before replying to the parents’ request. It is important to honor parent concerns and use data to drive decision-making when it comes to accommodations.
Which of the following activities is most likely to help assess and build reading comprehension among students in a fifth-grade language arts inclusion class?
A. In small groups of three to four, have students independently read a passage, then work together to answer a brief series of related multiple-choice questions.
B. In small groups of three to four, have students read and discuss a passage, then develop a group summary to share with the class.
C. Have students engage in silent sustained reading of a common text, then allow volunteers to share important observations they made about the passage.
D. Have students independently read and annotate a text passage and then write their own questions related to the passage.
B. In small groups of three to four, have students read and discuss a passage, then develop a group summary to share with the class.
Discussion of a text with peers increases metacognition during reading, and collaborating to construct a suitable summary requires the use of higher-level thinking to weed out unimportant details and prove that the students understand the main ideas or themes of the passage.
A special education teacher has been working with a student on phonological awareness skills. Which of the following skills is most likely to be the final phonological awareness skills that the student will master before the teacher transitions from phonological awareness to explicit phonics instruction?
A. identifying syllables
B. manipulating phonemes
C. counting syllables
D. recognizing rhymes
B. manipulating phonemes
Manipulating phonemes is a more complex aspect of phonological awareness and would likely be one of the last skills prior to explicit phonics instruction.
Syllable awareness is a basic component of phonological awareness. The student would still require further instruction on phonological awareness before moving on to explicit phonics instruction.
Which of the following should be part of post-secondary schooling transition planning for a high school sophomore with autism spectrum disorder (ASD)?
A. Helping the student obtain a driver’s license to travel to and from work.
B. Encouraging the student to apply to as many colleges as possible.
C. Arranging job interviews on the student’s behalf for positions deemed appropriate to his abilities.
D. Establishing whether the student plans to live independently or in a supportive environment.
D. Establishing whether the student plans to live independently or in a supportive environment.
An important part of transition planning involves making sure the student and his family are considering options for the future, such as where and with whom the student plans to live. The student’s input and preference are valuable parts of the planning process that can help guide decisions to make adequate preparation for the transition from secondary school to adult life.
When collaborating with stakeholders about the goals and services for a student who receives special education services, a key aspect of the collaboration is:
A. to focus on state standards.
B. to ensure that the student is successful and learns.
C. to come to a consensus regarding the goals and services.
D. to document the notes from every conversation between school personnel and stakeholders.
B. to ensure that the student is successful and learns.
The focus should always be on the success and learning of the student.
If a student who uses a feeding tube at school experiences nausea or vomiting during or shortly after feeding, which of the following is the most likely cause?
A. insufficient formula
B. improper cleaning of tube
C. not enough water or fiber
D. too much formula or too high a feeding rate
D. too much formula or too high a feeding rate
The amount and rate of delivery of formula should be specified in the student’s IEP and closely monitored by caregivers who assist with feeding at school, as changes in either variable can lead to nausea or vomiting.
The most effective way to ensure that IEP goals are properly written and implemented is to align them to:
A. state standards which are likely to be assessed in upcoming grading periods.
B. state standards in which the student has displayed a strength over multiple assessment opportunities.
C. state standards in which the student has displayed a weakness over multiple assessment opportunities.
D. state standards which are at least two grade levels below the student’s actual grade placement.
C. state standards in which the student has displayed a weakness over multiple assessment opportunities.
IEP goals should reflect an academic weakness that would benefit the student if improved upon. Accurate identification of strengths and weaknesses requires multiple data points and, possibly, multiple modes of assessment.
Mr. Carter is a special education teacher who works with middle school students. He receives a request from a sixth-grade science teacher to help evaluate data for a new student whose primary home language is Spanish. Upon reviewing the student’s data, Mr. Carter finds that the student performs well on lab assignments and other hands-on tasks with visual elements, but that she struggles with tasks involving grade-level academic vocabulary. Which of the following would be the most logical next step for Mr. Carter to take?
A. Refer the science teacher to the campus contact for ESL support.
B. Begin the referral process to have the student tested for special education services.
C. Provide the science teacher with some options for including visual aids when introducing and testing new vocabulary and check back to see if the student’s performance improves.
D. Pull the student for individual instruction in strategies for decoding and using new vocabulary.
C. Provide the science teacher with some options for including visual aids when introducing and testing new vocabulary and check back to see if the student’s performance improves.
Since it is likely that the student is struggling with connecting new vocabulary to existing knowledge as a result of her status as an English language learner, the logical first step is to provide visual aids as a support to see if her comprehension and performance improve.
Bailey, a fourth-grade student with a specific learning disability (SLD) in math problem-solving, struggles to solve word problems that require multiple computations. Which of the following would be an appropriate support for Bailey’s math teacher to implement?
A. Simplify the vocabulary in the word problems so Bailey does not get confused.
B. Give Bailey a calculator, so she can focus on decoding the word problems instead of completing the calculations.
C. Instead of word problems, allow Bailey to complete worksheets with math facts that require the same operations.
D. Highlight the key information and operational signal words within the word problems on Bailey’s worksheets and give her direct instruction on how to find and emphasize this information herself.
D. Highlight the key information and operational signal words within the word problems on Bailey’s worksheets and give her direct instruction on how to find and emphasize this information herself.
Emphasizing key information is an effective strategy for students who struggle with multi-step problems. Bailey still gets to practice reading and solving word problems with the support of guidance toward identifying which numbers and operations to use.
Which of the following assistive technology devices would be most appropriate in supporting a medically fragile student who has lost the ability to speak clearly?
A. A whiteboard for writing down messages and requests.
B. A touchscreen text-to-speech tablet programmed with key words and phrases the student can identify.
C. A flipchart with pictures of common tasks and requests the student can show to communicate his needs.
D. A laptop computer that takes dictation and transcribes speech to text.
B. A touchscreen text-to-speech tablet programmed with key words and phrases the student can identify.
Text-to-speech technology is the best analog for a student who is unable to speak himself. Pre-programming key words and phrases and displaying them in a manner that is accessible to the student is also beneficial, since the student may not possess the typing skills necessary to communicate clearly.
Which of the following is the most prevalent cause of due process hearings in the state of Texas?
A. disputes regarding placement
B. disputes regarding identification
C. disputes regarding evaluation
D. disputes regarding the IEP
D. disputes regarding the IEP
According to a 2017 study conducted by Sage Journals, in which the authors analyzed 139 due process hearings in Texas between 2011 and 2015, 62% of all hearings included a dispute over the IEP.
According to a 2017 study conducted by Sage Journals, in which the authors analyzed 139 due process hearings in Texas between 2011 and 2015, 37% of all hearings included a dispute over placement of students with disabilities.
Which of the following would be most helpful in aiding a high school junior with a mild intellectual disability to prepare for a job placement as a stocker at a retail business?
A. Training her to use a cash register and make change for cash payments.
B. Help her practice categorizing, organizing, and displaying various products that could be sold at the location.
C. Discuss marketing theory relative to how to build and arrange product displays.
D. Practicing the route from home to work, so she can drive independently.
B. Help her practice categorizing, organizing, and displaying various products that could be sold at the location.
Sorting and arranging products would be effective and applicable practice for the student’s job as a stock-person at a retail location.
Hafsa, a first-grade student diagnosed with a developmental delay, has begun to recognize familiar words in the environment or in text. Which of the following literacy skills is she most likely to be working on during small-group guided reading?
A. phonological awareness and manipulating graphemes or phonemes to make new words (eg. sch-ool becomes dr-ool, m-at becomes b-at)
B. practicing reading with fluency and understanding punctuation
C. recognizing sight words and using illustrations and writing patterns to help decode each sentence
D. chunking words to help sound out longer or compound words
C. recognizing sight words and using illustrations and writing patterns to help decode each sentence
This would be the most appropriate skill for Hafsa to be working on in a small group considering her reading level. Supported by the teacher in a small group, she would encounter sentences and read books that hinge on learning a sight word. For example, the book may be called “I like” and follow a pattern using sight words. A page might say: “I like to ride my bike” and have a picture of the character riding a bike. The student would know the pattern and see the picture and be able to read the sentence with prompting.
What is the primary benefit of framing behavior redirection responses in a positive manner (telling the student what they SHOULD do), rather than a negative manner (telling the student what they SHOULDN’T do)?
A. Positive redirection takes less time than negative redirection and allows the teacher to get back to the task at hand more quickly.
B. This practice avoids the risk of hurting the student’s feelings and putting them on the defensive.
C. Positive redirection is less embarrassing for a student to deal with than negative redirection.
D. Modeling or describing the desired behavior creates a more positive interaction and gives the student a positive expectation to try and meet instead of a negative limit to stay within.
D. Modeling or describing the desired behavior creates a more positive interaction and gives the student a positive expectation to try and meet instead of a negative limit to stay within.
Behavior research shows that the most effective way to change undesired behavior is to teach the student to replace it with a better option.
Connie is a fifth-grader with an emotional disturbance who frequently has angry outbursts when she is required to work with others in a group setting. The best way for her teacher to help her is to:
A. make time for a private conversation with Connie about what is upsetting her and how to help her work more cooperatively with others.
B. give Connie a pass to go see the school counselor when she gets upset so she doesn’t have these outbursts in front of the class.
C. step in and verbally reprimand both Connie and her group partners in front of the class so she doesn’t feel singled out.
D. give Connie independent assignments when the rest of the class is doing group work.
A. make time for a private conversation with Connie about what is upsetting her and how to help her work more cooperatively with others.
Private discussions about behavior are always preferable to implementing discipline in a group setting, especially for students with emotional disturbance or behavior disorders. If Connie is able to take ownership of the plan for future group work she may feel like she has more control over the situation and may be able to avoid whatever anxiety she has been experiencing in group settings.
A teacher wants to model for students how to pull the main idea(s) from a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?
A. Read a text that’s projected for the class and take notes in the margins while reading.
B. While reading a text projected for the class, the teacher highlights transition words and phrases used in each paragraph.
C. While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues.
D. Provide student with a teacher-written summary of a text after the class has read it together.
A. Read a text that’s projected for the class and take notes in the margins while reading.
By modeling his thought process while reading, the teacher is able to demonstrate how a strong reader summarizes information during reading. The teacher is also demonstrating an effective tool students can use when they read on their own to find and summarize main ideas.
Which of the following behaviors would most likely be exhibited by a student with attention-deficit hyperactivity disorder (ADHD)?
A. inability to focus on one task or subject for extended periods and poor impulse control
B. perseverative focus on narrow areas of interest and extreme sensitivity to sensory stimuli
C. average development of general cognitive skills with a pronounced deficit in one area
D. extreme nearsightedness
A. inability to focus on one task or subject for extended periods and poor impulse control
Students with ADHD struggle to maintain focus for extended periods and tend to display impulsive behaviors and speech.
A second-grade student has shown strength in memorizing sight words and reading common, familiar words in books, but she consistently struggles with unfamiliar words even if they are decodable. Based on her specific challenge, in which of the following skills does she require further instruction?
A. prosody
B. structural analysis
C. direct phonics instruction
D. contextual analysis
C. direct phonics instruction
Direct phonics instruction teaches students to sound out words. This described student is able to read familiar words, but not new words, so she appears to be depending on her memory to recognize words and not her ability to sound them out.
A kindergartener has started showing the ability to decode words by breaking them into simple forms. Which of the following best describes this student’s current stage of literacy development?
A. Proficient
B. Beginning Reader
C. Emergent Literacy
D. Early Fluent
B. Beginning Reader
Beginning readers are beginning to make sense of the text on the page. They will begin to decode and recognize more words.
The emergent stage of development is when children understand that written language communicates meaning and will recognize some common words like their own name.
Mrs. Price is a language arts teacher in a sixth-grade inclusion class. She is preparing to have her students compose an expository essay answering the following question: Why is honesty important? Which of the following types of graphic organizer would be most effective in helping Mrs. Price’s students with a specific learning disability (SLD) in written expression compose an essay that aligns with the prompt?
A. a Venn diagram
B. a brainstorming web with space for personal observations related to a specific topic
C. a flow chart
D. a heart map showing interests and dislikes
B. a brainstorming web with space for personal observations related to a specific topic
A web encouraging students to note their own ideas related to a specific topic is an effective first step toward organizing their thoughts into a format that fits the style of an expository essay, where they are required to support their thesis with multiple examples.
A teacher has provided her class with a descriptive writing assignment. The students have chosen a topic and are now filling out a sensory-focused graphic organizer in which they list descriptions that align with each of the five senses. What step in the writing process are the students most likely to be in?
A. editing
B. prewriting
C. drafting
D. revising
B. prewriting
Before beginning descriptive writing, students should brainstorm ways in which they might describe the topic. The graphic organizer is created for this purpose.
Which of the following behaviors are appropriate for learners in the Early or Beginning stage (Stage 2) of literacy development?
A. self-correction when what is read is unclear
B. memorizing texts in order to appear to “read” them
C. using a finger to move through a text, word-by-word
D. recognizing the first letter of their name
C. using a finger to move through a text, word-by-word
It is appropriate for learners in the Early or Beginning stage (Stage 2) of literacy development to “finger-point” as they move from word to word within a text.
Which of the following strategies aimed at reducing disruptive behavior is most likely to effect lasting change?
A. Assign a peer partner to remind disruptive students of class norms when they exhibit negative behavior.
B. Remove disruptive students from the classroom so the rest of the class can focus.
C. Provide praise and reward appropriate behavior while ignoring negative behavior.
D. Calmly but firmly correct the disruptive behavior every time it happens.
C. Provide praise and reward appropriate behavior while ignoring negative behavior.
Research-backed behavior theory indicates that rewarding desired behavior is significantly more effective than punishing unwanted behaviors. The goal in behavior modification should always be to REPLACE the unwanted behaviors, not simply eliminate them. Thus, feeding the positive behavior with praise and attention and starving the negative behavior is the path to long-term change.
Which of the following is the best method for demonstrating the concept of equivalent fractions to a group of fourth-grade students in an inclusion math class?
A. Divide the class into various groups based on individual traits (eye color, hair color, age) and compare the resulting fractions of each group to the others.
B. Provide a picture of two pizzas of equal size cut into different numbers of slices.
C. Show a brief video explaining the process of simplifying fractions to find lowest common denominators for the process of comparing fractions.
D. Using sidewalk chalk, explore how many student-length segments it would take to equal two teacher-length segments.
D. Using sidewalk chalk, explore how many student-length segments it would take to equal two teacher-length segments.
This activity provides visual cues to solidify understanding, and it also requires hands-on learning opportunities and cooperation with peers to complete. This is an advantage in inclusion settings as it involves multiple modalities to engage a diverse group of learners.
Which of the following would be illegal when considering a child for special education services?
A. testing all children in English
B. allowing a committee to make the decision if services are appropriate
C. qualifying a child in high school that has been able to pass previous grades
D. using multiple tests to assess a disability
A. testing all children in English
Children must be tested in their native language. It is illegal to require all students to test in English.
In reviewing the parent questionnaire before an initial IEP meeting for a second-grade student, a diagnostician discloses the following:
The student did not begin talking in complete sentences until his fourth year.
The student prefers soft fabrics and loose, elastic waistbands.
The student tends to melt down and throw tantrums when his hands get dirty.
The student is excessively interested in trains and only wants to discuss this topic, despite repeated attempts to engage his attention in other topics.
Based on this information, the student should be tested for:
A. attention-deficit hyperactivity disorder (ADHD)
B. autism spectrum disorder (ASD)
C. specific learning disability (SLD)
D. emotional disturbance
B. autism spectrum disorder (ASD)
The combination of speech delay, sensory issues, and consistent perseveration in a narrow area of interest are typically associated with ASD and further testing is appropriate.
What is the first step in initiating a referral when the district suspects a student may require special education services?
A. Draft and implement an initial IEP for the student to see if her academic performance improves.
B. Contact the student’s parents or guardians to request that they seek an outside diagnosis of any possible disability.
C. Request consent from the student’s parents or guardian to begin an evaluation for possible disability.
D. Convene an admission, review, and dismissal (ARD) committee meeting to discuss relevant data and possible interventions.
C. Request consent from the student’s parents or guardian to begin an evaluation for possible disability.
The first step in any initial evaluation for special education services is to obtain parental consent for evaluation.
Marisol is a second-grade student with a specific learning disability (SLD) in math calculation. Which of the following supports can best help Marisol learn to complete two-digit subtraction problems?
A. concrete reinforcers, such as counting sticks and blocks
B. flashcards
C. oral administration of the problems
D. a calculator
A. concrete reinforcers, such as counting sticks and blocks
Concrete reinforcers, like connecting blocks or tokens, can help a student who struggles with basic calculation to better visualize and understand what a math problem is asking her to do.
How might a specific learning disability (SLD) in reading comprehension impact a student’s ability to demonstrate mastery in math?
A. Students with reading comprehension deficiencies will likely struggle to decode and solve word problems.
B. Students with reading comprehension deficiencies will likely struggle to solve multi-step equations.
C. Students with reading comprehension deficiencies will likely struggle with spatial reasoning and geometry problems.
D. Students with reading comprehension deficiencies will likely struggle to maintain proper organization when performing calculations.
A. Students with reading comprehension deficiencies will likely struggle to decode and solve word problems.
Students with deficiencies in reading comprehension often lack sufficient vocabulary and background knowledge to decode word problems and understand what is being asked of them; therefore, they may struggle to solve these problems.
Maddie is a first-grade student with a specific learning disability, specifically dyscalculia. During mathematics, Maddie’s class is working on adding two-digit and one-digit numbers. One strategy that Maddie’s special education teacher suggests to support Maddie in learning addition within the general education classroom is:
A. to not worry about Maddie’s progress towards math-related goals since she struggles with dyscalculia.
B. to have Maddie sit next to a peer to double-check her work with them for accuracy.
C. to give Maddie the answer key so that she can see how the problems are solved.
D. to allow Maddie to use graph paper to help her keep track of the placement of the numbers.
D. to allow Maddie to use graph paper to help her keep track of the placement of the numbers.
Allowing Maddie to use graph paper is the best strategy to support her in two and one-digit addition in the classroom. Students with dyscalculia often struggle with maintaining appropriate place value when adding or subtracting numbers with multiple digits, so performing these calculations on graph paper can help Maddie stay organized.
Which of the following is the proper next step for a local education agency (LEA) to take once it has received communication from a parent within its district who believes her preschool-aged child may have a developmental disability?
A. Inform that parent that she can request a full individual evaluation (FIE) for her child once the child is enrolled in school.
B. Investigate the parent’s concerns, and, if necessary, initiate the procedure for completing a full individual evaluation (FIE) of the child.
C. Provide a list of trusted private diagnosticians to the parent so she can schedule a full individual evaluation of the child.
D. Refer the parent to helpful resources to better educate her about the challenges her child may face once she begins school.
B. Investigate the parent’s concerns, and, if necessary, initiate the procedure for completing a full individual evaluation (FIE) of the child.
As part of the Individuals with Disabilities Education Act (IDEA), public schools are required to identify, locate, and evaluate any child who may need special education. Schools are not required to agree to every request for evaluation, but the school must consider every request.
After reading Cloudy With a Chance of Meatballs by Judi and Ron Barrett, the teacher shows a short film clip of the animated feature film by the same title. This least enhances the comprehension skill of:
A. compare and contrast.
B. extended meaning.
C. story recall and retelling.
D. visual complementing.
C. story recall and retelling.
Comparing the animated version to the written would not best enhance the student’s ability to recall story points.
During independent reading time, a teacher walks around and holds mini book conferences with each student. She asks basic comprehension questions like, “What’s happening now?” or “How did the character respond to X?” While conferencing with Jane, the teacher has trouble getting Jane to relate anything that has happened other than the characters’ names. In order to help Jane succeed, what is the first step the teacher should take?
A. Assess Jane’s current reading level and make sure the text is not above her frustrational reading level.
B. Assess Jane’s current reading level and compare the reading level of the text she’s currently reading to texts she has read previously.
C. Assess Jane’s current reading level and make sure the text is not at her instructional reading level.
D. Assess Jane’s current reading level and make sure the text is not above her independent reading level.
D. Assess Jane’s current reading level and make sure the text is not above her independent reading level.
Finding Jane’s current reading level and ensuring that her novel selection is within an appropriate range is a good first step for helping Jane read texts that she can comprehend and discuss with less difficulty.
A student’s frustrational reading level is the level at which a student can read with extensive teacher assistance. Because this text is for independent reading time, Jane needs a text at her independent reading level, not her frustrational reading level.
Who is responsible for understanding and implementing the IEP of a student with a disability?
A. the student’s special education case manager
B. the student’s parents
C. the school counselor
D. any individual with a direct educational interest in the student
D. any individual with a direct educational interest in the student
All of the teachers and paraprofessionals who interact with a disabled student during the course of a normal school day should understand and follow relevant portions of the student’s IEP.
A seventh-grade student with an intellectual disability is working on basic algebra problems. His special education teacher notices the following mistake:
Problem: 6x = 24
/6
x = 24
Which of the following would be the best intervention to try with the student?
A. Provide a quiet alternative space for him to work so that he can focus on the problems and get more work done.
B. Use counters to help illustrate the concept of finding the variable by beginning with the total number, removing the number of counters called for in the problem, and finding X as the remaining number of counters.
C. Write the algebra problem as a word problem that asks the student to do the operation required to find the value of a variable, so that he understands what he is solving for.
D. Use an equal arm balance scale and dried beans to illustrate the concept of adding and removing things to and from both sides to keep the scale even.
D. Use an equal arm balance scale and dried beans to illustrate the concept of adding and removing things to and from both sides to keep the scale even.
Because the student only divided 6 from one side of the equation, the teacher can assume that the student is struggling with the central algebraic concept of keeping both sides equal. Using a hands-on intervention that demonstrates why you cannot take something from one side if the equation needs to remain equal would help the student understand and remember that he needs to alter both sides each time he performs an operation.
Which of the following is NOT an example of augmentative and alternative communication (AAC)?
A. American Sign Language (ASL)
B. picture boards
C. cochlear implants
D. text-to-speech software applications
C. cochlear implants
Cochlear implants are electronic devices worn in and behind the ear that stimulate the cochlear nerve, allowing people with hearing loss to hear and interpret sound. They are not considered AAC devices, since they do not aid in the wearer’s ability to express ideas or needs to others.
Mrs. Gonzalez is a special education teacher assigned to co-teach with the sophomore English language arts team. At the team’s first common planning time meeting, team members are establishing norms and choosing which of the shared responsibilities they will take on. Which of the following roles would be the most logical fit for Mrs. Gonzalez?
A. make recordings of all lessons to post in virtual classrooms for students to review
B. convert all assessments to a digital platform for more flexible administration of tests
C. change the pace of instruction to better fit the needs of students with disabilities
D. make needed accommodations to assignments and tests
D. make needed accommodations to assignments and tests
The special education teacher who partners with an instructional team should be the group’s subject-matter expert on how to accommodate or modify assignments and tests.
A formative assessment is intended to:
A. determine the efficacy of a method of instruction.
B. assess a student’s overall developmental capability.
C. measure learning at various incremental points within a larger unit of study.
D. assess a student’s progress when compared to that of non-disabled peers.
C. measure learning at various incremental points within a larger unit of study.
Formative assessments are intended to monitor student learning to provide ongoing feedback as the class progresses through a unit of study.
Which organization below specifically provides information to parents, communities, educators and the general public on specific disabilities; programs and services for infants, children, and youth; U.S. special education law; and effective educational practices?
A. Council for Exceptional Children (CEC)
B. American Association of People with Disabilities (AAPD)
C. The American Association on Intellectual and Developmental Disabilities (AAIDD)
D. The National Dissemination Center for Children with Disabilities (NICHCY)
D. The National Dissemination Center for Children with Disabilities (NICHCY)
The National Dissemination Center for Children with Disabilities (NICHCY) provides information to parents, communities, educators and the general public on specific disabilities; programs and services for infants, children and youth; U.S. special education law; and effective educational practices.
AAPD advocates for full civil rights for the over 60 million Americans with disabilities by promoting equal opportunity, economic power, independent living, and political participation.
