Quiz Questions

Question 1

The most successful phonics programs possess the same key elements, some of which include information connected to actual readings, planned and concise instruction, and review and application. The programs that exhibit these elements are considered to be __________________________ programs.
(analytical, application, sequenced, systematic)

Answer 1

Systematic: A systematic phonics program is considered to be a successful student approach. The elements that the program includes are structured and consider the learner. These programs feature information connected to actual readings, planned and concise instruction, not too many rules, a good pace for the audience, and review and application.

Question 2

When encouraging reading skill development in students, what is the role of visual cues?
(They reflect word comprehension, they introduce unknown words, they pronote word recognition, the demonstrate knowledge of word order)

Answer 2

They promote word recognition: A visual cue is a shape or visual configuration that permits a reader to recognize a word or group of words automatically.

Question 3

Which of the following is a strategy used in pre-teaching?

Reviewing previously learned vocabulary
Setting goals for each upcoming lesson
Utilizing advance organizers and concept maps
Accessing a library and computer station

Answer 3

Utilizing advance organizers and concept maps: Pre-teaching is a process used when students have limited background knowledge or experience with a topic. This is a particularly helpful strategy to use with learning disabled students. Pre-teaching can assist students with learning a new topic, vocabulary and concepts. Some of the strategies used in pre-teaching are: utilization of advance organizers and concept maps, recollection of prior experiences, and teaching new vocabulary.

Question 4

Which of the following letter-sound relationships is a form of an r-controlled word pattern?

-ear
-ore
spr-
tr-

Answer 4

-ear: In phonics instruction, r-controlled word patterns are those in which the ‘r’ sound is the more pronounced sound that is heard. These include: -ar, -er, -ir, -or, -ur, -oor, -ear, -our, -eer.

Question 5

When students with mild intellectual disability display reading errors while decoding, how should teachers respond?

Correct each error and have students reread the passage
Correct the errors that change the meaning of a sentence
Correct only half of the errors until students improve
Ignore the errors until students gain more confidence

Answer 5

A teacher must decide which errors are the most valuable to correct, as not all reading errors are equal. Students, especially those with mild mental retardation, should not be expected to read every word correctly. A teacher should place most value on those errors that change the meaning of a sentence and allow students time to analyze and decode.

Question 6

Which of the following would BEST assist children who are at-risk for reading difficulties with developing reading skills?

Auditory training
Explicit instruction
Fluency training
Implicit instruction

Answer 6

Explicit instruction is the same as direct instruction, which guides poor readers through the acquisition of additional skills. The instruction must be consistent and contain opportunities for practicing word decoding.

Question 7

Which phoneme awareness task is BEST represented by the instructions below?
Tell me the first sound in the word park.

Phoneme blending
Phoneme categorization
Phoneme deletion
Phoneme isolation

Answer 7

Phoneme isolation is the task of identifying a particular sound, such as the ‘pu’ at the beginning of the word park. Phoneme blending occurs when a child can put sounds together, like c/a/t. Phoneme deletion is identified when a sound is left out, and phoneme categorization occurs when a child can compare sounds in different words.

Question 8

When instructing students on the association of phonemes and graphemes, which of the following is the MOST helpful application technique?

Embed instruction in writing assignments
Focus on handwriting
Link instruction to spelling
Make a list of each phoneme and grapheme.

Answer 8

When teaching students the use of phonemes and gradually introducing graphemes, it is helpful to link it to spelling. Teachers should model dictation and free writing for the students and have them practice and apply these skills.

Question 9

Which of the following set of consonant blends should be taught first in phonics instruction?

br, cr, dr, fr
ph, sh, th, wh
sk, sm, sh, sp
spr, squ, str, thr

Answer 9

The less difficult blends are generally taught first. Of all the choices listed above, the blends “br”, “cr”, “dr”, and “fr” are the least difficult.

Question 10

Which of the following would be an example of a phonics manipulation task?

Adjusting the word order in a sentence
Changing the order of sounds introduced in class
Substituting the initial sounds in simple words.
Writing words on a word wall

Answer 10

Working with children who have auditory processing problems compounds the difficulty of teaching phonemes. Using a phonics manipulation task, like substituting the initial sounds in simple words, can support the child’s attempts to learn the phonemes and the words. Using visual cards, the students can actually see? the sounds being changed while speaking them or hearing them. This is an excellent way to reinforce the sounds and for students to retain the information.

Question 11

Which of the following informal assessments would be helpful in observing and improving a student’s fluency rate?

Cue analysis
Reading inventory
Running record
Self corrections

Answer 11

A running record is an informal assessment tool used during an oral reading session where the teacher codes reading behavior and later analyzes the student’s status regarding fluency. It also helps teachers determine a child’s difficulty with comprehension, sight words and the use of syntax.

Question 12

What words should be selected when fostering word awareness in young learners?

Words located in the basal reader
Words that represent each child’s culture
Words from the children’s environment
Words chosen by the children

Answer 12

Children are motivated by their world and the things that are found within it. When children begin to learn about words, it is recommended that the first words be taken from the child’s environment. These are words that are commonly seen and heard by the children in stores, restaurants, and home.

Question 13

What should students use in order to determine the meaning of a word that is used in several different contexts?

Predictive cues
Semantic cues
Syntactic cues

Answer 13

Semantic cues aid a student in understanding the meaning of language. The student is able to read unknown words and understand the meaning based on the other words that are in the sentence.

Question 14

Which of the following is MOST likely to cause a problem for a student with an articulation disorder who is learning consonant blends and digraphs?

br
sh
unk
ur

Answer 14

Consonant blends and digraphs are comprised of two or more consonants which create a pattern for use in more than one word. These combinations generate a particular sound and therefore we say these have a letter-sound relationship. Voiced patterns, which may cause problems for students with an articulation disorder, consist of “ch”, “sh” and “th”.

Question 15

What multi-sensory approach, using visual, auditory and kinesthetic senses, is often used to teach students with disabilities how to read?

Association Method
Herman Approach
Orton-Gillingham Approach
Sequential English Approach

Answer 15

It was discovered in the 1930’s that students with some types of learning disabilities have problems with visual memories when attempting reading and spelling tasks. The Orton-Gillingham Approach is an intensive and sequential system based on phonics. It teaches the basics of word formation before teaching word meanings. The instruction is structured and repetitive. Teachers still use this approach for students with disabilities who need to focus on visual memory, using a multi-sensory system.

Question 16

When conducting shared reading activities, what is the primary skill that is being supported?

Memorization of text
Visualization of content
Development of fluency
Effective listening

Answer 16

Shared reading is an activity where the learner follows along as a skilled reader reads the text fluently and with expression. This is not only enjoyable for the student, but it also allows the learner to make connections between print and speech, build upon the vocabulary, recognize sight vocabulary, and use prediction. Furthermore, it aids in the development of fluency and expression in reading.

Question 17

Which spelling strategy is MOST useful when studying specific content areas?

Sight words
Word family
Word list
Word wall

Answer 17

Word lists allow students to identify the new and unfamiliar words for a particular subject area. These word lists can be placed in the student’s notebook or placed on the desk for reference. As students see these words repeatedly and use them in context of the subject area, they are likely to remember them.

Question 18

What strategy should be used to help students who struggle with spelling to feel confident about their writing?

Pair students who struggle with spelling with students who have great spelling skills
Tell students to draw a circle around words that may be misspelled and come back to them later
Give students an age appropriate dictionary and thesaurus to look up the words immediately
Provide students with a list of word families for each writing assignment

Answer 18

As students learn to write, they need strategies to aid in generalizing their spelling. To aid students in becoming strong writers, the teacher should allow students to continually gain confidence in their writing and not interrupt their thoughts and fluency. It is critical that teachers do not constantly point out mistakes such as misspellings. Students will improve their spelling with practice. An excellent technique to use to promote both writing and spelling skills is to allow the student to draw a circle around the word that is thought to be misspelled and come back to it later. The student can check the spelling later when the writing piece is completed.

Question 19

Research has determined that invented spelling should be

accepted and encouraged.
corrected and rewritten.
noted, but left uncorrected.
taught and assessed.

Answer 19

accepted and encouraged.
 corrected and rewritten.
 noted, but left uncorrected.
 taught and assessed.
Answer Explanation :

Question 20

What will students be able to determine once they choose the audience for their writing assignments?

Whether misspelled words should be corrected
How long the piece should be
Which writing strategy to use
How their paper will be graded

Answer 20

By choosing an audience prior to writing, a student will be able to choose the writing strategy that will work best with the piece. It also simplifies other decisions the student will have to make during the writing process. The student would be able to identify the style of the piece, the detail to use, the technical needs of the sample and whether it should be formal or informal.

Question 21

What resource would be MOST helpful for a student with a learning disability as the student edits a written assignment?

A dictionary
A friend
Pencils
Spell Check

Answer 21

Students with learning disabilities often have difficulty with spelling. The use of a computer generated spell check program will ease the frustrating task of checking all the words in the document before finalizing the copy.

Question 22

How should punctuation be taught when teaching the writing process?

Only in context of real writing
Only in isolation
Both in context of real writing and in isolation.
In isolation until the end of third grade, and only in real writing after the start of fourth grade

Answer 22

Punctuation is a complicated system. The rules and samples should be taught in isolation; however, it is a continual process and punctuation should also be taught in the context of real written work.

Question 23

What does the writing strategy represented by the acronym “COPS” teach students to do?

Add details to paragraphs
Detect and correct errors
Organize main ideas
Outline a theme paper

Answer 23

The acronym COPS represents an error-monitoring strategy. It stands for C-Capitalization, O-Overall appearance, P-Punctuation, and S-Spelling. Students learn the acronym so they may remember the steps when correcting their errors on written work.

Question 24

What strategy will assist students with learning disabilities with the recursive process?

A checklist
A peer model
Audio recordings
Note-taking

Answer 24

Students with learning disabilities benefit from the use of a checklist with the steps clearly outlined. Remembering the writing process and the detailed steps can be a challenge for a student with a learning disability, so creating a checklist that is individualized for the student will aid in the student’s ability to follow the steps.

Question 25

Which of the following describes the use of analytic scoring for evaluating student writing? Peers provide feedback up until the editing stage Students conduct a self-assessment The student scores the sample along with the special education teacher Two or more raters independently score the same sample

Answer 25

Analytic scoring is based on a scale or rubric that provides a detailed analysis of the written sample. It involves two or more raters who independently score the same sample and compare the scores.

Question 26

``` An honor roll student recently diagnosed with epilepsy must be allowed additional time to complete work due to the student's mini-seizures. If the teacher allows the student to make up the time missed away from school work, this accommodation most likely falls under which law? 504 ADA EHA IDEA ```

Answer 26

This student apparently only needs an accommodation for time missed during school. Since the student is on the honor roll, it appears that the epilepsy does not affect the student's academic achievement level. The student should be placed under a 504 accommodation so time missed from seizure activity may be made up. The other laws mentioned are specifically related to special education services and this student does not demonstrate the need for those services.

Question 27

Which of the following was included in the reauthorization of IDEA in 1997? Guidelines for implementing No Child Left Behind for special needs children More requirements on discipline for students with disabilities Information about the standards of early childhood education for the first time New categorical information for children with emotional disabilities and giftedness

Answer 27

One of the specific changes under the reauthorization of 1997 was the way in which schools were to handle the behavior infractions by students with disabilities. For example, included in the law were additional guidelines on alternative placements and administering functional behavior plans.

Question 28

According to IDEA, which of the following is the team required to determine when considering IEP goals? When students should participate in meetings What types of instructional strategies to use How the parents will be informed Who will write the objectives

Answer 28

There are three items that federal law clarifies when considering IEP goals: 1) how the goals are to be measured 2) how the parents are to be informed 3) when to gauge progress throughout the year.

Question 29

What are the expectations for students with disabilities under the No Child Left Behind (NCLB) Act of 2001? All students will be proficient in reading, writing and math. Students with disabilities can be provided special exceptions in reading and writing programs. Students with disabilities must be placed in inclusive programs by 2009. State and district testing requires full participation by all students.

Answer 29

The No Child Left Behind (NCLB) Act addresses the issue of accountability in the schools. The expectations under NCLB cover ALL children unrelated to any disability. The NCLB Act states ALL children will be proficient and at grade level in reading, writing and mathematics.

Question 30

``` Which of the following is an example of "people first" language? A blind boy A learning disabled girl Children with autism The special education bus ```

Answer 30

"People first" language has emerged as the most appropriate manner in which to label or refer to both a child and an adult with a disability. "People first" language places the gender, name of the person or the group first and then the label or name of the disability. Some examples are: the boy with cerebral palsy, the child with a hearing impairment, and the children with mental retardation.

Question 31

Which of the following is an example of an appropriate annual goal on an IEP? By October, the student will remember the 6 steps of writing a composition for English class and complete a sample for a grade of "C" or better. The student will recognize 4 mathematics formulas and demonstrate how to use them with 50% accuracy as assessed by teacher observation. The student will participate in all assemblies and programs to enhance social skills and increase the inclusion portion of the program. By May, the student will increase visual recognition of vocabulary words by adding 10 additional words from the present level with 80% accuracy as assessed by The Peabody Picture Vocabulary Test.

Answer 31

Choice D is an appropriate goal because it contains all of the required components. The goal is measurable because it can be assessed by the teacher. It also includes the skill to be targeted, the projected achievement and specifically how it will be assessed.

Question 32

When developing an IEP for a student with special needs, what are the first three factors to consider? The frequency, location and provider of services The goals, the present levels of performance, and related services. The results of the last evaluation, the parents' concerns, and the difficulty of the state assessments. The least restrictive environment, the general curriculum, and the objectives.

Answer 32

There are about ten statutory additions to consider in the development of the IEP. The main three are listed in answer B. Others include: behavior needs, second language needs, the need for Braille instruction, communication needs and assistive technology needs.

Question 33

According to IDEA, the IEP team must write goals for a student that address all of the subject areas in which the student is taking a class. the areas in which the parents prefer to have specific work accomplished. all of the items listed in the present level of performance. only the areas in which the student demonstrates a delay.

Answer 33

Under IDEA, an IEP team only needs to address the areas of need for the child when developing goals. Although the team will create a present level of performance statement, the areas identified as strengths or those on target with other children of the same age will not need a corresponding goal.

Question 34

According to IDEA, which of the following are examples of "related services"? An interpreter and special assessments A speech therapist and transportation Nursing care and specialized instruction Occupational services and extracurricular activities

Answer 34

Under IDEA, students are entitled to services that meet their educational needs based on their types of disability. Speech therapy and transportation are two types of services considered appropriate for students with disabilities under the related services section of the IEP. Other related services may include: nursing care, physical therapy, occupational therapy, interpreting services and a vision specialist.

Question 35

A middle school student has just been suspended. What is the IEP team required to do? Provide the IEP information to local authorities and terminate the student's special education services Conduct a functional behavior assessment and develop a behavior intervention plan Offer training to all staff members on how to handle the student before the student returns to school Await further direction from the principal's office regarding the suspension

Answer 35

IDEA requires a FBA (functional behavior assessment) and a BIP (behavior intervention plan) for any student who has been suspended. If the student already has a BIP, the team should re-evaluate using an FBA model and then review the current BIP for any appropriate changes.

Question 36

``` A student with a disability was placed in a self-contained program and the parents later contested the placement. Which component of IDEA should the school district impose until the issue is resolved? FAPE requirement Functional Behavior Assessment LRE option Stay-Put provision ```

Answer 36

The Stay-Put provision of the law is imposed when there is some discrepancy between the parents and the school district about the student’s program. The parents have the right to pursue mediation or due process proceedings to further debate the situation. Until the issues are resolved, the student shall "stay-put" (or remain) in the current program.

Question 37

``` When working with a special needs child from a divorced family, what must the educator determine? The custody arrangements The economic situation The environmental conditions The employment status ```

Answer 37

In any case which involves a family separation, an unwed mother, or a divorce, the educator must determine the legal status of both parents through the examination of a court document. Parents should provide a copy of the legal information agreed upon by both parties showing how each is to be involved in the child’s education. The special education teacher will then be better prepared to handle various communications and meetings with the family in an appropriate and legal manner. Knowing the status of the family situation and how to manage it is necessary to meet the requirements of the law.

Question 38

Which of the following represents a recent finding in studies on brain function and how students learn? "The brain is capable of understanding enormous math equations and high numbers, but humans only use a fraction of their capabilities." "Attention spans are capable of expanding, especially in ADD children when provided an environment of restricted movement and distractions." "Movement is the only experience that unites all brain levels and integrates both hemispheres, improving memory." "The brain retains all sensory information as it relates this input to abstract ideas and personal experiences."

Answer 38

In 2000, a study by Barron provided strong evidence of the importance of movement to the learning process. The chemicals released during physical activity keep students alert, enhance attention and improve memory.

Question 39

``` Which of the following service delivery models is described below? "An environment that addresses students' needs through a highly individualized, closely supervised program utilizing specialized instruction ." General education Itinerant model Resource class Self-contained program ```

Answer 39

The majority of the time, a self-contained program is located within a regular school. Students with moderate to severe disabilities may spend part of the day or the full day in this setting. Many times the students are placed here because they cannot be educated appropriately in the regular classes. They are often placed in a self-contained class with the same categorical grouping.

Question 40

A 16 year-old high school student has received special education services under the category of moderate intellectual disability since kindergarten. While the team is working on a transition plan for the student, the student states that one goal is to buy a car and learn to drive. The parents are supportive. Others on the team have concerns. What would be the team's BEST response to this situation? Suggest that the parents sign the student up for driver's school and look at used cars. Encourage the parents to obtain a book on the rules of the road, help the student study and allow the student to take the test Contact the department of transportation to make arrangements for student accommodations on the test Assign a peer to teach the student to drive and give an oral pre-test

Answer 40

It is sometimes difficult for parents and a team of professionals to find a balance between holding realistic, but high expectations. The professionals representing the school would not want to deny the student a chance at achieving his or her goals and they want the parents to know that they support such a family decision. More than likely this student will have difficulty learning the rules of the road and completing the test with a passing grade. However, it would be appropriate for the team to encourage the family to proceed and to make themselves available for discussion should the student fail this test. At this time, it would open the discussion to the areas that are most difficult for this student and help the entire team focus on the student’s appropriate plan.

Question 41

``` A child with a mild hearing impairment is provided with a program of full inclusion according to the IEP. Who should be primarily responsible for the transition into the regular education classroom, the collaboration among team members and the progress reports? The audiologist The general education teacher The special education director The special education teacher ```

Answer 41

The special education teacher will be the primary contact for this student’s education program. All team members will provide support and services but the special education teacher will accept the primary responsibility of case management to ensure compliance with the IEP and appropriate services for the student.

Question 42

``` When a child with special needs, who has an IFSP, requires services from a district preschool program, a transition conference must occur. What position is MOST responsible for collaborating with the agency to establish a program for this child? Parent Preschool director Principal Special education director ```

Answer 42

Most public school districts have a person identified as the lead preschool teacher or a preschool director. It is a critical responsibility of that person to collaborate with all the agencies that provide services to children with special needs under Part C of IDEA. The preschool director must coordinate meetings for the transition services and ensure that all parties meet compliance requirements on the interagency agreements.

Question 43

``` If a family repeatedly has difficulty working with the school district's special education personnel, what should the district suggest to the parents? Consult an advocate Choose a different teacher Transfer to a new school Appoint a surrogate ```

Answer 43

Many state departments of education have a list of advocates who can work with parents and support them in working with the school district. These advocates are well versed on the special education process and knowledgeable about services. A positive advocate can help the parents reach a comfortable rapport with the school personnel.

Question 44

An elementary student with mild multiple disabilities is placed in a general education classroom for most of the day. The student attends a special education class for reading. Both the special education teacher and regular education teacher need to monitor the student's progress. Which of the following is the BEST example of collaboration between the two teachers? They each write a portion of the progress report that reflects the student's achievement and send it separately to the parents. They keep daily/weekly records of student progress and share it with one another on a regular basis. They can provide one another with copies of their lesson plans and check those that the student completes. They schedule a meeting each semester to discuss all of the students that they share.

Answer 44

To monitor ongoing student achievement and progress toward goals, teachers should share information on a regular and consistent basis. By compiling information daily or weekly throughout the semester, it will be easier to create a joint progress report for the parents. It is most beneficial for parents to receive one report so they do not feel that their child’s program is split.

Question 45

``` Which of the following describes a duty of a paraeducator who works in a special education classroom? Assess a child Assist the students Meet with parents Write goals for an IEP ```

Answer 45

Paraeducators are placed in classrooms with children who have disabilities to assist the students under the direction and supervision of the teacher. The other answers listed are duties of a teacher and should not be performed by a paraeducator.

Question 46

``` A team that carefully reviews the results of student evaluations, discusses the educational implications, brainstorms ideas for programming and services, and then develops appropriate goals for a child with special needs is practicing _____________________. collaborative and integrated behaviors goal attainment positive decision-making proficient associations ```

Answer 46

IEP teams are required to develop appropriate programs and identify appropriate services for students with special needs. There are standards and guidelines set by federal law to guide team members in positive decision-making. However, the decisions must rely on the knowledge and judgment of individual team members. Practicing positive team work and constructive decision-making will lead the team toward outcomes that are designed to benefit the student.

Question 47

A high school student with a learning disability is in need of a transition plan. The school will invite the state vocational agency to participate in the development of the plan. Which of the following is the MOST appropriate meeting invitation? As the state agency for vocational assistance, you should attend the transition plan meeting for this student. We request the presence of a representative from your agency to assist in the development of a transition plan for this student. Your input would be most welcome. The school plans to meet to develop a transition plan for this student and you are required to attend according to federal law. Since your agency is responsible for meeting vocational needs in a post-high school situation, we will need you to be present at a meeting about this student.

Answer 47

Inviting a representative from a vocational agency to attend the development of a student’s transition plan will develop a strong rapport that will be valuable in years to come. Additionally, asking for their input will allow them some time to research the student’s needs and bring pertinent information to the meeting. The agency should already know they are required to attend under the law, so such a reminder would not be appropriate.

Question 48

A special education teacher is preparing to write student progress reports. One third of the teacher's students are from culturally diverse homes. What should be the teacher's MOST important consideration when writing these reports to the students' parents and families? The socioeconomic status of the parents The number of people who will read the report The language and culture of the home Whether the parents attended school themselves

Answer 48

A teacher should make an effort to write a progress report or any other communication for a set of parents or a family with the language and the culture of the home in mind. Some written expressions would not be clear for some families of other cultures and some reports might need to be translated into another language.

Question 49

What should a special education teacher do if instructed by the principal to dismiss the students with disabilities from a state assessment? Tell the superintendent Change the students' IEPs so they comply Inform the parents Provide the principal with a summary of federal legislation

Answer 49

Sometimes principals do not know the laws regarding special education and most of them will appreciate information that clarifies the responsibilities of the school within the high stakes testing arena. By providing the principal with a summary of the law, specifically regarding access to general education and statewide testing, this will allow the principal a chance to rethink the situation and do the right thing.

Question 50

An elementary child with intellectual disability has just told the special education teacher that the family lives in a car. The child often comes to school unkempt and hungry. How should the special education teacher respond? Call a child abuse hotline Speak to the parents about proper hygiene and nutrition Contact a local church to adopt the family Ask the school nurse and social worker to follow up

Answer 50

Most schools have school nurses and some have social workers who are trained in accessing community agencies for families in need. They often have a list of agencies that can offer assistance and they may even have funding from community service clubs to help families in the community.

Question 51

What must teachers be aware of when utilizing standardized tests to assess all students? They are too difficult for the students in special education programs. They may discriminate against culturally diverse students. They are not useful in determining student achievement levels. They need to be retaken at each semester change to be valid.

Answer 51

Standardized tests used in schools can contain content that may be slanted toward one cultural perspective, and diverse populations are not always represented when the scoring criteria are established. Therefore, standardized tests can discriminate against culturally diverse students.

Question 52

When using a standardized test, what happens as the standard error of measurement increases? The scores become less likely to be skewed The test must be administered more often The level of uncertainty increases The questions require fewer changes

Answer 52

The SEM (standard error of measurement) is the amount of error in the test scores. If there is a large SEM, it increases the likelihood that scores will be considered uncertain.

Question 53

What is the greatest concern for teachers who must use standardized achievement tests? If students are absent there are no other assessments available that will be as thorough. Students may be evaluated on content they have not been taught. The test only determines progress within content areas. Students may not be provided modifications and accommodations on these tests.

Answer 53

Standardized achievement tests are generally written by testing companies based on general subjects with a limited sample of questions to cover the content. Therefore, students may be evaluated on material that was never covered in their school.

Question 54

Why should students with disabilities be allowed accommodations on state and district assessments? To aggregate their score with the total reported population To enable them to answer the majority of the questions correctly To allow them equal access to the information on the assessment To ensure that they have made progress on IEP goals

Answer 54

Accommodations are provided to students with disabilities through the IEP process so that these students can gain access to the general education curriculum. Under federal law, students with disabilities are allowed accommodations in the classroom and on district and statewide assessments.

Question 55

``` Which of the following is the BEST alternative to traditional test taking? Answering chapter questions Completing a project Reading a book Writing a research paper ```

Answer 55

Since many students with disabilities have been shown to struggle with taking tests, an alternative method may be used to better evaluate student knowledge and understanding of the content. The best alternative to traditional test taking is to assign a project for completion. Students who have difficulty taking tests could work with the teacher to establish guidelines for completing a project that would encompass all areas and skills that the teacher needs to evaluate. Although a teacher could use the other answer choices listed above, none of these would provide the breadth of information that completing a project offers.

Question 56

A five year old child is identified as having a speech and language delay. The child has attended a district preschool for two years and is ready to transition into kindergarten at the local elementary school. What is required of the team in order to provide the child with an appropriate program? Observe the child in the new kindergarten setting for one month before setting goals Request that the parents sign a written document allowing the child to attend kindergarten Conduct an evaluation to determine the need for continued services. Write a new IEP with the kindergarten teacher to include goals for kindergarten.

Answer 56

Children who are leaving a preschool setting to attend a program under the K-12 system must have an evaluation to determine the need for continued services and to possibly identify a new category label. Preschool labels are usually different from those for K-12. Children who receive speech language services in preschool often do not require further therapy once they transition to kindergarten. An assessment would provide this team with the necessary information to meet this child’s educational needs.

Question 57

``` What is the general range of IQ scores for students diagnosed with severe intellectual disabilities? 20-40 30-50 40-60 50-70 ```

Answer 57

A student in special education under the category of SMR (severe intellectual disability) would demonstrate an IQ level between 20 and 40. Although a student in this range would be able to develop independent self-help skills, the student may show difficulty with high academic achievement. These scores will be helpful when determining a student’s program and writing the IEP goals.

Question 58

How can a regular education teacher BEST support a student with a stuttering problem in the classroom? Maintain eye contact when the student speaks Limit the student's participation in oral group activities Assist the child by supplying words or completing sentences Reward the student for small attempts at using expressive language

Answer 58

Fluency disorders are common in young children, and while varying in specificity, they can become serious. When students have a fluency disorder it is often the adult who becomes uncomfortable and tends to accommodate the child in ways that are not helpful for the child’s development. The regular education teacher should work closely with the speech and language therapist to determine which adaptation is best for each student that has a fluency issue, as not all fluency disorders are the same. The most common type of fluency disorder is stuttering, and it is to the student’s benefit that the teacher maintains eye contact when the student is speaking.

Question 59

In a classroom setting, which of the following should be considered when using praise to respond to students' correct answers? Once praise is given, students need more of it on a daily basis. Teachers must give praise in very limited amounts so that students will thrive on it. When praise is only given to a few students, others feel negative about themselves. Teachers should only offer praise for improvement made on the most negative behaviors.

Answer 59

Research by Ginott and Gordon (1970’s-1989) showed that when a select group of students in a classroom (for example the lower achieving students) are the only ones receiving praise, others in the class feel as though they are not performing at the level that is acceptable and begin to develop negative feelings about themselves. Teachers should find ways to praise all students, but only when students have accomplished a task well.

Question 60

According to research on students with emotional and behavioral disabilities, what is the direct result of increasing the students' opportunity to respond? Decreased retention of information and decreased standardized scores Increased attendance and increased standardized scores Decreased task engagement and increased disruptive behaviors. Increased correct answers and decreased disruptive behaviors

Answer 60

Students with emotional and behavioral disabilities often need continued positive stimulation to remain attentive. When these students were actively responding to academic situations, the number of correct responses increased and the disruptive behaviors decreased.

Question 61

``` How often should a teacher require student responses? Several times per minute Three to four times per hour Several times per hour Three to four times per day ```

Answer 61

To ensure that student participation is at a constant and highly interactive level, it is critical for teachers to ask for student responses several times per minute. Such responses might be requested by saying, writing or doing something related to the concept being presented. Students who remain actively engaged experience greater success in the classroom.

Question 62

What is the teacher's primary reason for collecting data on correct student responses? To create a sense of competition among students, which will increase participation To reward students for their correct responses To determine participation grades To guide instructional decisions

Answer 62

Teachers should be familiar with data-based decision making and they should use this process in the classroom. Although it may seem cumbersome at first to record the students’ correct responses, the documented figures will make a powerful impact on instructional decisions that must be made in the classroom.

Question 63

``` What is BEST way to ensure that a student's need for special services is valid? Administer untimed tests Allow the parents to observe Explain directions carefully Use multiple measures ```

Answer 63

When assessing a student for possible placement in special education, assessments need to be non-discriminatory for use with all types of children. The use of multiple measures increases the validity of the data, which is especially important during an initial evaluation for placement. A student might not be performing well one day, so administering another measure on a different day will offer a good comparison. It is best practice to administer multiple tests by different evaluators on different days in different settings, in order to obtain the finest data on a student.

Question 64

In an inclusion setting, what is the main reason for providing high school students with mild disabilities with an adaptation or accommodation for the class textbook? Students with mild disabilities are usually pulled out to a resource room and do not have the same time to read the text that the other students have. Some of the text will not be relevant to students with disabilities and they should not be required to learn that material. Students with mild disabilities are often not able to comprehend materials at the textbook reading level. Teachers from general education classes do not have time to modify the curriculum for every student with a disability.

Answer 64

At times the class textbook may be so difficult for the students that they struggle with the content and the class material. The texts may be confusing or disorganized, so accessing the information can be frustrating. Often students with mild disabilities do not want to attend class due to the difficulty of the text. In this situation, teachers should modify the curriculum program by adapting or accommodating for the textbook, so that the material is accessible to these students.

Question 65

A student with a traumatic brain injury is required to prepare a term paper for a history class. The student is capable of gathering information and organizing it, however, the injury has affected the student's ability to write. Which of the following would be BEST to help the student complete this assignment? Allow the student to work with a group of other students Ask the parent to complete the writing portion Change the assignment for the student Give the student access to technology supports

Answer 65

There are many different types of technology supports available that would help this student meet the requirements for this assignment. There are computer programs that can write the paper based on voice recognition if the person speaks directly into a computer microphone. There are also programs that allow a person to type a couple of words that are then formed into a sentence. The IEP team should look for the appropriate computer program that would allow this student to complete this assignment as independently as possible.

Question 66

``` A student with a mild disability is often unaware of his or her own behavior issues, and doesn't know how or when to use strategies to correct these behaviors. What ability is this student lacking? Memory recall Metacognition Selective attention Social skills ```

Answer 66

Students with mild disabilities can have problems self-applying behavioral strategies because they are not aware of their behavior issues or how and when to use corrective strategies. Students with mild disabilities should be taught to be aware of their behaviors before being expected to change them. Metacognition is an individual’s awareness of one’s own cognitive performance, and how to alter behaviors based upon this awareness. Metacognitive skills include the strand of self-monitoring of behaviors.

Question 67

``` Which type of individual student data is a record of unanticipated events, classroom successes, and skill acquisition? Anecdotal records Event records Observation records Running records ```

Answer 67

Anecdotal records are brief statements or descriptions of events or other class occurrences. Teachers can jot written accounts in a notebook, or on small slips of paper to place in a student’s file for later reference when assessing progress.

Question 68

``` When an educator needs information about state-wide tests that students must pass in order to graduate, what is the BEST agency to contact? County School Consortium Department of Education District Administrative Offices Office of the Curriculum Director ```

Answer 68

Many states require that all students, including students with special needs, pass a high-stakes test before they can graduate. In those states, the State Department of Education monitors and enforces the implementation. If teachers have questions or need further information they should contact a representative at the Department of Education. Not all districts have a curriculum director and even for those that do, that person may not have all the information that is needed.

Question 69

``` An elementary teacher completed a unit on insects by administering a brief quiz. The teacher will use the quiz data to determine which portion of the unit to reteach and to identify students that will be grouped for instructional review. The unit quiz is being used as an alternative assessment. a criterion-referenced test. a curriculum-based measure. a functional assessment. ```

Answer 69

A curriculum-based measure is used to assess learning from a particular unit of study so that the teacher can gain information about the students’ educational achievement levels. Then the teacher may make alterations to the instruction for the next unit if needed.

Question 70

What is the primary role of a special education teacher when developing transition plans at the secondary level? To organize a team of professionals, collect data from the team, and interpret the results of assessments To write a comprehensive evaluation report, develop IEP goals from the assessment data, and work with the parents To select the team members, contact outside agencies, administer the vocational assessment, and support the student at the meeting To provide information about the student's disability, needs, and abilities, and to assist the student in establishing accommodations.

Answer 70

The special education teacher is in a prime position to explain the student’s disability and how it impacts daily function and academic learning. The special education teacher should provide information about the student’s strengths and needs, and relate how these needs might be met through services and accommodations.

Question 71

``` The transition team for a high school student with moderate to severe intellectual disability is preparing for the student to leave high school and enter a program for adults. Which program would be BEST for this student? Community Rehab Center Program Tech Prep Program Vocational Education Program Work Study Program ```

Answer 71

Since this student has a moderate to severe disability, the best program is the Community Rehab Center. It provides adult interactions with an employment model designed for persons with more severe disabilities. The Vocational Program is a high school program that provides a series of courses to develop skills prior to leaving high school. The Work Study Program teaches functional skills at the secondary level with both typical students and students with special needs through actual on and off campus jobs. Tech Prep is a designed course of study that leads to an AA degree or a 2 year certificate from a vocational school.

Question 72

In addition to providing information about students' career interests and abilities, what is the other important way that team members should use vocational assessment results? To provide information about the student to potential employers To choose the student's learning environment To determine the present levels of performance in an IEP To design the student's class schedule for the next year

Answer 72

There are many types of vocational assessments and career exploration inventories and there are different reasons for using them. Transition assessments offer an abundance of information that may be very helpful in developing the student’s annual IEP. The present levels of performance (PLP) portion must include a student’s strengths and needs. Gathering data from the vocational assessments will aid in identifying the students academic, vocational and career interests, which will be valuable in a PLP.

Question 73

What organizational skills strategy will help students with mild disabilities improve at following directions? Have students repeat directions to check for understanding Print the directions in a larger font than the rest of the assignment to focus attention Read the directions at least three times, reword the directions each time Write the directions on the board for all the students to see

Answer 73

Students with mild disabilities often have trouble following directions. Students may demonstrate problems by answering the wrong set of questions, bringing incorrect materials to school, or completing an assignment inappropriately. Sometimes students tune out the directions portion of a class assignment. To help students improve, teachers should have students restate the directions after presenting them to check for understanding. Teachers should also encourage students to ask questions about the directions if they are not clear.

Question 74

``` What is the BEST advice for a 15 year old student who is just starting to explore career and vocational information and needs help with identifying career interests and preferences? Explore jobs on the internet Participate in job shadowing Read articles about careers Talk to friends and family ```

Answer 74

Although all of the choices would give the student some insight, job shadowing is a very good method to use with a younger student who is unsure about what career path to follow. In job shadowing, the student leaves the school campus for 1-2 hours on a regular basis to "shadow" someone in the community who works in a job or has a career that may be of interest to the student. The student chooses some of the areas to explore and works with the teacher to set up a schedule so that the student can be placed as a "shadow" with various community workers. Once the student has shadowed a variety of people, it will be easier for the student to narrow down his or her preferences and interests.

Question 75

Under IDEA, what is the school's specific responsibility regarding those students who are approaching majority age? To tell parents that they are responsible for their child's programs until the student graduates To inform students of their rights one year prior to reaching majority age To advise the parents and students that securing an advocate will aid in IEP development To remind parents and students that the student will need to obtain a driver's license and a social security card for employment

Answer 75

The ultimate goal for students with disabilities is to encourage them to seek and maintain independence so they can function as contributing members of society when they become adults. The majority age is that age which is set by each state that defines when a child is considered an adult. In many states that age is 18 years. Under IDEA, the school is responsible for notifying all students of the rights that will be transferred to them once they are of majority age. The school must inform the students one year prior to the majority age birthday and also provide parents with the notice that they will no longer have those rights, unless they have legally been granted authority.

Question 76

Children identified as having language impairments are BEST served in an instructional program where language and remediation are handled in a home therapeutic program. emphasized throughout the curriculum. provided in an individualized therapeutic setting. conducted in group therapy sessions.

Answer 76

Children with language impairments must learn to maintain and generalize skills they learn in therapy from a speech/language pathologist. However, therapy in isolation is not the best program for these children. The teacher and the pathologist must work together to share information and techniques that work. The teacher needs to know how these children’s language delays impact learning and discover the relationship between the children’s language, the teacher’s language, and the language in the environment.

Question 77

``` When a child's vestibular processing is impaired, the child may have difficulty mastering which of the following skills? Fine motor skills Gross motor skills Oral motor skills Visual motor skills ```

Answer 77

Vestibular processing is the sense of movement. A child with an impaired vestibular system will demonstrate difficulty with gross motor skills, such as jumping or riding a bike. The child may also have difficulty with such actions as climbing stairs and using playground equipment. These gross motor activities require coordination of both sides of the body.

Question 78

``` Which of the following is an effective instructional strategy to utilize with students diagnosed as having emotional disabilities? Hypnosis therapy Occupational therapy Psycholinguistic training Social skills training ```

Answer 78

Students classified with emotional disabilities generally exhibit either externalizing or internalizing behaviors and these students require specialized instructional programs. One program that focuses on the development of appropriate social skills involves social skills training.

Question 79

``` Echolalia can be prominent in children diagnosed with intellectual disability, autism, and language disorders. What is this condition? Flapping of the hands Repeating words and phrases Shouting obscenities Small intermittent tics ```

Answer 79

Generally children without disabilities may produce echolalic speech between 18-24 months as they are in an imitative stage of development. In a child with disabilities, particularly those with mental retardation, autism, and language disorders, it may be more pronounced for a longer period of time and correlate with a mental age of 30 months. It is an indicator of a speech and language delay if it occurs after the indicated developmental stage or continues past that stage.

Question 80

When a teacher is working with students from diverse cultures who exhibit misbehaviors, what should the teacher do before disciplining the students or imposing a consequence? Call an interpreter to contact the parents Think about how other students were disciplined for the same behavior Consider the reasons for the misbehavior and identify an appropriate consequence Use the same consequence for all behaviors for consistency

Answer 80

When working with students from diverse cultures, teachers must be prepared to understand the reasons for behaviors even though the behaviors may be unacceptable. The teacher should deal with the cultural aspect of the behavior and discipline in order to show respect for the student’s concerns.

Question 81

``` Testing alone does not adequately represent a child's present levels of performance. The results of one test may be a misrepresentation of the child if not supported by medical information, school records, classroom performance, and ______________. behavior interventions parent input teacher ratings writing samples ```

Answer 81

Under federal law, parent involvement is a required component for evaluation, identification, and placement of the child. Without input from the parents, a school may not accurately identify a child. Parents can supply schools with information about the child in a separate setting, information on family history, and opinions regarding cultural influences, all of which will give a clearer picture of the child. The other choices listed are items found in school records and would not all be necessary for all children.

Question 82

Which of the following is the BEST way to create a learning environment that embraces the diversity of students in the classroom? Administer a quiz about the various cultures in the world Request that a child of a minority culture speak in his or her native language Describe different types of cultures to the students Introduce cultures through books, tapes, movies, and projects

Answer 82

The best way to embrace diversity in a learning environment is to provide students with information on a variety of cultures through multimedia sources and to involve them in projects about the cultures. Letting the children research and participate in the exploration of the subject will make the subject more meaningful.

Question 83

At a meeting to review results of an initial evaluation on an elementary child, the parents demand that their child receive speech and language therapy. However, the other team members are not able to qualify the child for special education services under state or federal guidelines. How should the team members respond? Listen to the parents and show respect for their opinions. Tell the parents that services will not be considered. End the meeting and deny any future services to the child. Suggest that the parents transfer the child to another school.

Answer 83

Positive parent participation is vital to developing an appropriate program for a child. Parents’ input, concerns, and opinions should be heard and respected. Developing mutual respect will aid in resolving conflict, so listening and respecting the parents’ opinions in this situation is the proper response.

Question 84

``` Which of the following ethnic groups is MOST often labeled as a mildly intellectual disability? African-American American Indian or Alaskan Native Asian or Pacific Islander Hispanic ```

Answer 84

African-Americans are identified as mildly mentally retarded more often than other ethnic groups. This issue is of concern to educators. While it is believed that discrimination is one factor, there are other factors as well. Research shows that the effects of poverty can hinder typical development and, in a comparison among ethnic groups, a higher percentage of African-Americans live in poor urban and rural areas. However, research has also determined that many of the assessments and methods in the assessment process are often biased against certain ethnic groups. Educators must be cognizant of the validity and cultural fairness of an assessment when working with children of specific ethnic origin.

Question 85

An elementary teacher is reading a story for Mother's Day and a student indicates that both parents are female. What should the teacher do? Tell the class that there are only certain family types recognized by most people. Politely ask the child to wait until they can talk alone about the family. Take the opportunity to explain all the different types of families that exist. Finish reading the story and tell the children to get ready for the next lesson.

Answer 85

There are different types of diversity that exist in classrooms and children enter classrooms with varying values that have an impact on their educational experiences. It is important for teachers to be comfortable with and demonstrate respect and acceptance for the diversity of the students and families they will work with. Teachers must be able to recognize the various types of diverse backgrounds that exist in our society. The cultural factors of each home will have a tremendous impact on a child’s life. Some other types of diversity include: racial and ethnic diversity, gender and sexual orientation, religious diversity, intellectual differences, and linguistic differences.

Question 86

``` The parents of a child with a disability are involved in a disagreement about their child's education and believe that it cannot be resolved informally. Under IDEA, what is an available option? Submitting a dissenting vote Requesting a due process hearing Conducting an independent evaluation Scheduling an IEP meeting ```

Answer 86

Under IDEA, parents are provided their rights, called procedural safeguards. These safeguards ensure that the rights of the parents and child are protected during the assessment and delivery of services. Should a disagreement occur and remain unresolved at the school level, parents may request mediation, which is the first step in due process. It would be conducted by an impartial hearing officer.

Question 87

``` According to federal law, a transition plan developed for a high school student with a disability should discuss the responsibility of which of the following support services? Community centers Interagencies The parent-teacher association The special education director ```

Answer 87

Federal law requires that transition plans include a statement describing the responsibility of the interagencies that will support the student while in school and provide necessary services after leaving school.

Question 88

Which of the following is a right allowed to parents of a child with a hearing impairment according to the related service section of the federal law IDEA? To get a physician's evaluation for their child at no charge To have all the child's siblings tested for a hearing loss To obtain a tutor in the home for their child To receive counseling and guidance related to the hearing loss

Answer 88

Related services are defined as services necessary for the student to benefit from special education. Usually related services are focused on the student, but they can also be provided for the family’s benefit. In the regulations under IDEA, audiology is defined to include counseling and guidance for parents related to a hearing impairment.

Question 89

Which of the following is the MOST effective strategy for helping parents to provide homework support to their students with disabilities? Give homework assignments only one time per week in a select subject Post the teacher's phone number and encourage parents to call any time if they have questions Establish a regular communication log that accompanies the homework assignments Send the homework assignment a week ahead of the actual date so parents have time to try it out.

Answer 89

Students with disabilities can experience significant problems with homework due to their short attention spans and lack of organizational skills, and they may require support for this task. Establishing a regular communication log is an excellent strategy to use with parents of children with disabilities, not just for homework assignments, but for behavior management and daily activities. Providing a log for the homework assignments will give parents a place to jot down questions and comments about how well the child performed and record their opinions about the progress their child is making. It will be useful documentation to use at a parent-conference, particularly when holding an annual review conference.

Question 90

What major issue that is not covered by a transition plan will the parents of a child with a severe disability face when their child graduates from high school? Continuing education Employment Involvement in the recreational activities of the community Placement of their child in a group home setting

Answer 90

Children with disabilities are required to have a transition plan at the high school level, and areas such as education, employment and recreation are included within this plan. Living arrangements are discussed in planning a transition, but parents are often responsible for following through with the placement of children with severe disabilities into a group home setting, and it can be very difficult for the parents to place their child outside the home.

Question 91

``` In addition to conflict resolution skills, what other skill set promotes responsible behavior for students with disabilities as they move across various settings? Impulse responses Listening skills Self-management skills Verbal responding ```

Answer 91

In a 1996 research study by Dollard, two skills were identified as having the most value to students with disabilities as they move across diverse settings. Students were found to perform and adjust better to the various environments if they possess conflict resolution and self-management skills.

Question 92

``` What conflict resolution technique requires both parties agree to cooperate so that each party saves face, but also gives up a little of what each wanted? Active listening Apology Compromise Negotiation ```

Answer 92

The skills of compromise are not the simplest to master, but it is the most common conflict resolution technique. Both parties must understand the concept of compromise, knowing that they each must give something up and allow the other person to have something. Each student may not have exactly what they wanted, but will have come to an agreement on what is acceptable. Techniques for conflict resolution between students should be taught at the elementary school level.

Question 93

``` When developing a positive behavioral support system, what is the initial step? An alternative test A behavior meeting A functional assessment An observation ```

Answer 93

Positive behavioral support systems link interventions to the functions of behaviors. Therefore, the first step in creating this system is to conduct a functional assessment. The completion of a functional assessment is critical to making successful behavioral changes.

Question 94

The type of feedback that is MOST important to students is feedback that is both critical and corrective. helps students notice their own progress. rewards students in front of their peers. compares students to one another.

Answer 94

Students must receive feedback, but it should be provided in an appropriate manner. When students can see that they are making progress and acquiring new skills based on the feedback they receive, they are more apt to perceive their learning process positively and continue to progress.

Question 95

What is the purpose of using the instructional model called cooperative grouping with a classroom of students? It allows for individual independence. It emphasizes academic and social objectives. It focuses on deductive reasoning. It stimulates careful observations and critical thinking.

Answer 95

In cooperative grouping students are enagaged in face-to-face interaction, which helps them to develop social skills. Students are ensured a model that reflects positive interdependence and group processing while requiring individual accountability. This model has been shown to increase student achievement scores.

Question 96

A student with autism is placed in a general education classroom and is doing well academically. However, the student often exhibits self-destructive behavior at transition times. What strategy might the teacher try to use to prevent this behavior? Provide a picture schedule and announce the schedule change 5 minutes ahead of time while setting a timer Write the schedule changes on the board and have a peer notify the student with autism of each change Tape a schedule to the student's desk and have the student make the transition when ready Set a goal with the IEP team to alert the student each morning of the transitions that will occur

Answer 96

Providing a picture schedule each day to a student with autism will assist in overcoming the language barrier and allow the student to manipulate the schedule independently as the day moves forward. Announcing each change ahead of time gives the student time to process the pending change, and setting a timer will aid the student in being visually aware of the coming event.

Question 97

Which of the following is a proven benefit of an effectively organized classroom environment? It provides a pleasant atmosphere for visiting parents. It allows teachers to learn from one another. It improves the quality of student interactions. It increases student participation.

Answer 97

The manner in which a classroom is organized affects student learning and behavior. A study from 1999 showed that effective organization of a classroom contributes to increased academic learning, lessens disruptions, and improves student interactions.

Question 98

What is a research based strategy for increasing student motivation? Build relationships targeting students who are at-risk, as all other students are capable of adult interactions. Provide classroom performance expectations and behavior requirements in consistent and clear terms. Compliment students for completed assignments even if the work does not meet the criteria. Give extrinsic rewards for every task accomplished by each student.

Answer 98

Skinner and Belmont (1991) researched various aspects related to student motivation. They determined that one of the better ways to increase students’ motivation to learn was to help each student understand the criteria for class assignments and the expectations for acceptable classroom behaviors.

Question 99

``` Which of the following is the BEST example of social reinforcement geared toward a student? A teacher's smile A note from the counselor Sitting with a peer Conversing with the principal ```

Answer 99

Social reinforcement uses other people’s behavior to increase the frequency that a student produces a behavior. When used appropriately, social reinforcement is a simple but effective method. Other examples are: head nod, shaking hands, verbal praise, eating lunch together.

Question 100

``` What behavior technique decreases the probability of a response by withholding a previously reinforcing stimulus? Extinction Punishment Reinforcement Satiation ```

Answer 100

Extinction is a basic principle of the behavior techniques used with students who are identified with special needs. The purpose of using this form is to eliminate the inappropriate behavior by taking away the influencing stimulus.

Question 101

Which of the following would identify a student as a person with an intellectual disability? Intellectual functioning ability is below 75 and above 60. Individual demonstrates appropriate fine and gross motor skills, but social skills are well below the norm. Intellectual functioning ability is 75 or below. Individual possesses limitations in two or more adaptive behavior skill areas with the onset occurring in childhood. Intellectual functioning ability is 50 or below. Individual is two standard deviations below the norm in language prior to third grade. Intellectual functioning ability is between 50 and 65. Individual demonstrates no adaptive behavior deficits with minimal language ability.

Answer 101

A student may be identified under the category of intellectual disability if at least three of the most basic factors are confirmed. An IQ score of 75 or below indicates the limited mental capacity and is identified under the special education category of intellectual disability. Included in the definition are the limitation of adaptive behavior skills and the onset of these factors occurring in childhood. This ability level would substantially limit functioning and would adversely affect a child’s education

Question 102

What was a key act of federal legislation that afforded aid to schools for children at the poverty level and prompted initiatives for children with special needs? ADA (Americans with Disabilities Act) EHA (Education of the Handicapped Act) ESEA (Elementary and Secondary Education Act) IDEA (Individuals with Disabilities Education Act)

Answer 102

In 1965, the federal government enacted the ESEA and for the first time, financially supported states in the education of children. Although this Act was aimed at children in poverty, it spurred initiatives that supported children in schools for the blind, the deaf and the retarded.

Question 103

Under the federal special education law, the school district is required to seek parental consent prior to providing special education services. Under IDEA 2004, what happens If the parents refuse to provide consent for the services? An IEP meeting shall be scheduled even without parent consent. The district may file a due process procedure on behalf of the student. Services will be provided to a student identified with special needs even if the parent refuses. The district does not have to provide the services.

Answer 103

Previously under IDEA 97, a district could file a due process procedure on behalf of the student to obtain the appropriate and necessary services if the parent refused. An IEP meeting could also occur if the district made at least three attempts to contact the parents. However, under IDEA 2004, a district does not have to provide services or write an IEP if the parent refuses or does not answer the request.

Question 104

In IDEA 2004, there is a provision that supports "early intervening services." The purpose of this new provision is to identify children for appropriate services before age 3. reduce the number of referrals for special education and related services. define the number of at-risk children who need special education placement. decrease the amount of reading instruction needed in third grade classes across the nation.

Answer 104

Early intervening services are different from early intervention services under IDEA 2004. This provision targets at-risk students in general education. Special education funds are to be used by school districts to support these struggling students who do not yet need special education or related services by providing interventions at various levels. The hope is that these students will not need to be referred to special education on account of this early support, but rather will receive their entire education through general education programs.

Question 105

``` Under IDEA 2004, transition services shall begin no later than age ____. 14 16 18 21 ```

Answer 105

When IDEA was re-authorized in 2004, the age that transition services must begin was changed to age 16. Previously, the law stated that transition services should begin no later than age 14, but that requirement is no longer in place.

Question 106

``` Which of the following disabilities accounts for the greatest number of students served under IDEA? Autism Emotional disability Learning disability Intellectual disability ```

Answer 106

``` Which of the following disabilities accounts for the greatest number of students served under IDEA? Autism Emotional disability Learning disability Intellectual disability ```

Question 107

``` The IEP team decided that a student with a particular disability requires specialized transportation to attend school. In which part of the IEP should this be included? Modifications Objectives Present levels Related services ```

Answer 107

Specialized transportation is a related service under the components of an IEP. If a student needs transportation to access the educational program, it is necessary to write this into the IEP as a related service including the other requirements such as the person responsible and the frequency and duration of the service.

Question 108

``` Which of the following is excluded from the definition of educational records under FERPA? Anecdotal notes Discipline notes Health documents Testing results ```

Answer 108

Anecdotal notes are considered private notes created for a single person. If these notes are in the sole possession of one person and have not been revealed to anyone, making these notes accessible would be considered an invasion of privacy. If a teacher keeps anecdotal notes on students, that information may only be shared with a substitute, under the law, and still remain private. However, anecdotal records or notes may be subpoenaed by the courts.

Question 109

When faced with a situation that questions their ethics and morals, educators should review the code of ethics for special education adopted by the Association for the Education of Special Children (AESC) Council for Exceptional Children (CEC) Office of Special Education (OSE) Special Educator's Association (SEA)

Answer 109

The CEC is a professional organization for special educators and it provides a great amount of information in this field. They have adopted guidelines to help teachers to use ethical practices when working with children, especially those with special needs. This Code of Ethics may be found on their website.

Question 110

A special education teacher is seeking employment for a student with a communication disorder. What should the special education teacher send all potential employers to provide information about the student's disability? A copy of the student's most recent evaluations and the IEP A report on the type of disability and the impact of the condition as it relates to each employment setting An introductory overview of the student's strengths, abilities and skills for the job A list of the goals and objectives pertinent to the job that the student has successfully mastered

Answer 110

It is imperative that the special education teacher not disclose information directly related to the student’s disability to a group of people who do not need to know about this condition. It is appropriate to introduce the student to potential employers by preparing a brief narrative that outlines the student’s strengths, skills, and abilities which would be beneficial in the position that the student is seeking. The employer may need to know about a student’s disability and needs related to the disorder, but a potential employer does not.

Question 111

``` A special education teacher regularly meets with a general education teacher to discuss a strategy, accommodation and modification for a learning disabled student who is placed in the regular classroom. This is an example of a co-teaching model. a consultation model. an itinerant model. a resource model. ```

Answer 111

One of the roles of a special education teacher is to support students in the regular classroom, while providing information and materials to the regular classroom teacher. The consultation model is one in which the teachers meet regularly about specific students to determine needs and review progress.

Question 112

``` Which of the following is an appropriate service for students with severe speech impairments? A writing tablet An interpreter/translator Assistive technology devices Sign language ```

Answer 112

Assistive technology devices are very useful when working with students who have severe speech impairments. The use of augmentative communication devices and alternative devices, whether low or high tech, assist the student with speaking until the student reaches an independent state.

Question 113

A child who is categorized as "Other Health Impaired" has limited strength, vitality or alertness which must be considered a degenerative condition. limits the ability to develop interpersonal relationships. is accompanied by a severe sensory impairment. adversely affects educational performance.

Answer 113

The definition of "Other Health Impaired" is limited strength, vitality or alertness, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and adversely affects a child’s educational performance. Some examples are diabetes, epilepsy, leukemia, and sickle cell anemia.

Question 114

``` Research shows that a child's first learning experiences are cognitive. communicative. linguistic. motoric. ```

Answer 114

Motor development is the first domain of learning that a child experiences. Their very earliest experiences from the womb involve physical contact such as sucking, eating, a parent’s touch, rocking, grabbing and bathing. And later, as they begin to notice themselves, they begin to touch their feet, bite on things, crawl and react to another person’s touch. Children gather enormous amounts of data through motor development.

Question 115

``` A child who experiences chronic otitis media will most likely be affected in which of the following areas of development? Cognitive Gross motor Speech and language Vision ```

Answer 115

Chronic otitis media is an infection that affects a child’s ears and if it persists, may also cause a sensori-neural hearing loss. When the infection is active, a mild to moderate conductive hearing loss may be found which causes a problem with the way the child hears typical speech sounds. Children with persistent chronic infection will most likely experience a delay in speech and language development which may become permanent if the infection is not treated and cleared.

Question 116

What are two basic methods that teachers should utilize to encourage attendance at parent-teacher conferences? Create a comfortable setting and plan to limit the time for the meetings Send a survey to parents about the classroom and set-up a tape recorder for the meetings Make early positive contact with parents and send a reminder with an agenda ahead of the meeting Collect all of the students' work and publicly recognize the parents of the highest achieving students.

Answer 116

It is highly recommended that teachers make early positive contacts with parents via phone calls, letters and face-to-face contacts. Once it is time for parent-teacher conferences, the parents will seem more willing to attend. Teachers would best serve parents by sending a friendly reminder of the upcoming conference time and a brief, but clear outline of the meeting (agenda), so parents are prepared ahead of time to discuss their child.

Question 117

``` When creating a transition plan for high school students with learning disabilities, a key person who should be present at the meetings is the parent. principal. student. vocational teacher. ```

Answer 117

The transition plan should be developed with the students’ skills and desires at the forefront. Therefore, it is essential for high school students to be present at transition plan meetings to express their interests and plans for the future.

Question 118

``` A child with autism may exhibit perseveration for a number of inappropriate behaviors. When this occurs what is the BEST approach to minimize these behaviors? Set consequences for the student Use humor with the student Redirect the student Implement choices for the student ```

Answer 118

A child who perseverates repeats a behavior over and over again without end. A child who perseverates often has great difficulty switching tasks or stopping the behavior once it starts. Redirecting the student will shift the focus onto something else. Then the teacher can return to the behavior in question later and address it when the student is ready to focus on the remedy.

Question 119

``` Research has shown that the MOST effective method of positive behavior support is crisis management. individual intervention. school-wide prevention. targeted small group instruction ```

Answer 119

A school-wide prevention approach is the method that is most likely to be successful as students learn self-discipline. When the entire staff is committed to utilizing the same approach, it is consistent and understandable to the students. A school-wide approach also allows students to apply the behaviors that are modeled and learned on a regular basis in a more natural setting. It addresses the students with chronic and challenging behaviors in a more positive and successful manner.

Question 120

According to the research on phonological awareness, children at risk for reading failure are most successful when ___________________. they practice silent reading more than 30 minutes each day the systematic interventions are presented in small groups of 3 to 4 children they increase the number of vocabulary words used daily the materials used for reading instruction are the same throughout the year

Answer 120

In research completed by Foorman and Torgesen (2001), they found that small group instruction (3-4 children) of systematic interventions greatly contributed to a child’s reading success. The other 3 factors which benefit children are: instruction in phonological awareness, the use of intensive instruction, and knowledge of the alphabet and the sounds of the language.

Question 121

Using the concept of universal design in an educational setting allows teachers to organize students in small group activities so they are all graded in a similar manner. coordinate the units and lessons with other teachers at the same grade level so children approach standards using the same methods. develop a master plan, so all teachers can share materials, set goals and document progress. establish an environment of respect and be responsive to all learners.

Answer 121

Universal design is the creation of an educational environment designed so individual students with a wide range of abilities will have meaningful access to the general curriculum and participate in general education. It means that teachers must be flexible in their approach, and use various strategies, methods and materials that are appropriate for different individuals. This creates an environment of respect that is responsive to all learning styles and all students.

Question 122

For students with disabilities, it is often difficult to remember all the rules imposed in the different classes they take. Which of the following is the BEST method to help students recall the rules? Post a list of 3-8 class rules for students to read daily. Review the rules with students every Monday morning. Use the same rules every year so students will expect them. Send the rules home for parents to review regularly with their child.

Answer 122

Posting rules, whether written or in picture form, is an effective method to help all students remember them -- not only those with disabilities. A teacher should first work with students to develop the rules of the classroom and then "teach" the rules. Once students are familiar with the rules, a teacher could review them periodically. However, the teacher should always have them posted for individual student review.

Question 123

A high school student with a learning disability in reading and writing is given an essay test in history to demonstrate the student's knowledge of curriculum content. What should be considered when scoring the student's exam? The test validity has been compromised. An error analysis will be inaccurate. The student should be graded on a curve. The student's spelling should not be counted.

Answer 123

The student has a disability in the areas of reading and writing which affects how the student reads the test and writes the answers. Therefore, the essay test will not accurately assess what history the student knows.

Question 124

``` There are several strategies that support students in their acquisition of knowledge. The strategy that involves giving hints, suggestions, or ideas to students is called ___________. coaching modeling preteaching scaffolding ```

Answer 124

The coaching strategy guides students into thinking about and being more involved in their learning. A teacher can provide hints, ask a question or give suggestions so students will discover the answer.

Question 125

Which of the following is the MOST important criterion to remember when giving feedback to students? Teachers should respond generally to incorrect responses. Students must be given feedback before moving on to the next task. Feedback requires that corrective action be taken. Feedback should be immediate, clear and specific.

Answer 125

Teachers should learn specific techniques for providing feedback to students for correct and incorrect responses. Feedback should be immediate, clear and specific. It should not interfere with the timing of the lesson or students will lose the ability to recall the information and lose interest in the academic task.

Question 126

``` Which of the following would be MOST useful when learning techniques for questioning students during a lesson? Bloom's Taxonomy Dunn's Learning Styles Fox's Brain Research Piaget's Cognitive Theory ```

Answer 126

Bloom’s Taxonomy helps the instructor learn to match objectives, ask questions, and conduct assessments. It specifically shows the level of question to use while teaching a lesson. Teachers should practice asking different types of questions. Asking questions throughout a lesson allows the teacher to conduct an ongoing assessment of student achievement.

Question 127

``` Adaptive behaviors are MOST commonly taught by using behavior modification. chained responses. modeling. scaffolding. ```

Answer 127

An adaptive behavior skill is best taught through the use of chained responses. A chained response is the breakdown of the steps necessary to complete a task and then linking the steps together to perform a more complex task.

Question 128

``` A student with a hearing impairment who receives assistance from a hearing aid has started turning toward sounds, slightly cocking the head. The teacher has also noticed that the student grimaces when others are speaking. What technology device should the team consider to help this student? A fonator An FM system Computer activated speech program Personal speakers ```

Answer 128

An FM system is a technology device that amplifies and transmits speech via a microphone to the earphones that a student can wear. As long as the student receives a benefit from the hearing aid, the FM system is a supportive device that can be used in a classroom to increase the input for a student.

Question 129

``` What method is used to assess how students apply knowledge and skills to the real world? authentic assessment life skills assessment portfolio assessment standard assessment ```

Answer 129

Authentic assessment is a method used to motivate and engage the learner in a planned task, as it verifies the relevancy of the learning. The more authentic the task, the more involved the learner will be. Some examples of authentic assessments include: science fair projects, piano recitals, and presenting a speech.

Question 130

``` Some students with disabilities score low on curriculum-based measures. According to the research, what is the BEST method of instruction for improving achievement levels for these students? Group instruction Individual silent learning One-to-one tutoring Peer role model ```

Answer 130

For learners who have difficulty with achievement levels on curriculum-based measures, the teacher may need to alter the instruction so the student gains more knowledge and remembers the information prior to the assessment. An advantage to the group instruction format is that students learn by observing the performance of their peers.

Question 131

What is the BEST method that special education teachers can use to keep current with a student's shifting interests and preferences for post-secondary placement? Conduct a student interview Have parents keep a journal of the student's wishes Talk with the student every three months about careers Administer an interest inventory

Answer 131

Plans and preferences for the future often change. It is possible that when a student creates a transition plan, the student lists interests and preferences for the future that are different than those written in a plan three years earlier. Utilizing an interest inventory will give the team an idea of the direction in which the student is moving. It is a checklist of questions, that when scored, provides data on the student’s interests, skill areas, and preferences for future employment. These may be administered yearly and compared so the team can gather facts about the student’s future needs.

Question 132

``` Which of the following would be the BEST opportunity for a student to practice self-advocacy skills? Completing a research paper Developing a class schedule Learning to use the library Trying out for a sports team ```

Answer 132

Self-advocacy means that a student with disabilities will make informed decisions and take responsibility for them. When a student develops a class schedule, there are certain decisions to be made based on student’s needs and preferences and the student will be responsible for the results.

Question 133

``` A middle school student with ADHD is learning to self-monitor "attending" behaviors in the regular education classroom. What strategy should the teacher use to encourage the student to self-monitor while not interrupting the others in the class? Consequences Cues Praise Tally sheets ```

Answer 133

When a student needs some encouragement or a reminder to address a particular behavior, a system of cues can be used. The student and teacher agree upon a cue, such as using a special word, a noise, the blinking of lights, or a tap on the shoulder that will notify the student that the behavior is emerging. The student can then make the effort to readjust the behavior and record the incident. Other students will not be affected or interrupted by this system and it should not draw any attention to the student.

Question 134

A child who has been identified with a delay in pragmatics lacks the ability to recognize letters and put sounds together to form words and phrases. recognize speech sounds from written symbols. understand how words sound and how they are represented in written language. understand the functional use of language, including the ability to engage in conversation.

Answer 134

Functional language use, particularly the ability to engage in conversation, is the part of the linguistic system called pragmatics. A child with a delay in pragmatics often has difficulty appropriately using nonverbal behaviors, such as maintaining eye contact, taking turns when speaking and stopping to listen to others. Most children with a pragmatic delay are labeled with a special education category such as speech/language delayed, autism, mental retardation and learning disabilities.

Question 135

``` Which of the following factors has the MOST impact on effective reading outcomes? Assignments Books Grouping Seating ```

Answer 135

Research by Vaughn (2003) found that when focused on outcomes, it was apparent that grouping students was a significant factor. Although the other answers may influence the outcomes, the manner in which students are grouped for instruction had a more obvious impact.

Question 136

``` The phrase "on the same page" would be BEST taught to a second language learner in a picture. in a sentence. in isolation. in their language. ```

Answer 136

The use of idioms with English language learners is important, but can be difficult. Idiomatic expressions are an important part of the English language and they should be taught within context so the phrases are not misinterpreted or misused. Teaching an idiom in isolation does not provide the clues that a second language learner would get from its use in a complete sentence. Using a picture does not capture the entire meaning and providing the idiom expression in a different language does not always translate appropriately.

Question 137

What are three signs that a child is reading fluently? Sounding out different words, reading with gestures, and comprehending the passage Reading with expression, reading aloud and retelling, and comprehending the passage equally when it is read by someone else Reading independently, defining sight word vocabulary, and retelling the story with accuracy Identifying errors in pronunciation, reading with expression and gestures, and understanding the questions related to the story

Answer 137

Individual read aloud time between a child and the teacher will allow the teacher to informally assess a child’s fluency skills. Fluency is an essential reading skill that is necessary for comprehension and ultimately enjoyment of reading. Students who are skilled in fluency read for meaning. When a teacher is assessing a student for fluency, the three key identifiers of a fluent reader are: reading a passage with expression, reading a story aloud and being able to retell it accurately, and comprehending the passage equally when it is read by someone else.

Question 138

``` A student with a learning disability often makes reading errors by substituting letters that change the words. This results in sentences that do not make sense. This is called a benchmark. miscue. probe. substitution. ```

Answer 138

By examining a student’s miscues in an error analysis, the teacher can construct ways for the student to improve reading skills. In this case the teacher would have the student stop reading after each sentence and check to see if the sentence made sense. The teacher can monitor student progress based on the error analysis of the miscues.

Question 139

``` When teachers help students read unfamiliar words by guiding them to recognize a familiar segment in the new word, this is a form of _____________________. analogy phonics analytic phonics embedded phonics synthetic phonics ```

Answer 139

This situation describes analogy phonics. Students might read a word like cat and understand that "–at" is part of other words they know, like bat and hat and sat.

Question 140

Sometimes students with disabilities are not able to recognize the separate sounds made within a word, as they are more focused on hearing the word as a whole. Which of the following techniques would BEST assist students in this situation to improve their ability to identify the separate sounds? Experiment by blending the first two letters Find the medial sound and repeat it several times Say the word phoneme by phoneme Try rhyming the word with other words

Answer 140

To assist students in recognizing separate word sounds, encourage them to say the word phoneme by phoneme. Model the word first and then have the students repeat the word. For example: Model the word dog as d-o-g. Then have the students say d-o-g. Point out that each phoneme is a separate sound that creates a word.

Question 141

A student with a mild intellectual disability demonstrates difficulty pronouncing the correct endings for words. What should the teacher do? Review all the letters and sounds in their alphabetic order. Reteach vowel sounds. Have the student practice pronouncing new words daily. Focus on larger word parts and identify word families.

Answer 141

Errors made at the ends of words are common. Utilize materials where the answers are multiple choice words and those words only have a change at the end of the word. For example: cat, cab, can. Present these words both visually and auditorily.

Question 142

In the synthetic approach to phonics instruction, which of the following is taught first? Blending wording Identifying common phonemes in a set of words The letter names Lists of frequently used words

Answer 142

The three steps in a synthetic approach are 1) learn to recognize letters, 2) blend words, and 3) read words as connected to text.

Question 143

``` Research has determined that when spelling instruction is integrated into the curriculum for language arts, students with learning disabilities find the task to be easier. are not affected. find the task to be harder. will not recall the fundamental rules. ```

Answer 143

A number of researchers have studied the needs of students with learning disabilities in the process of learning to spell. Many have determined that learning to spell becomes easier for students with learning disabilities if it is incorporated into the language arts curriculum.

Question 144

``` An efficient and effective method for teaching phonetic patterns related to spelling is sometimes referred to as word power. Which of the following patterns would help a child to develop word power ? -at, -ike, -in qu-, re-, un- a, as, at /f/, /v/, /w/ ```

Answer 144

Students should be given opportunities to explore word patterns. When a child becomes aware of the relationship of patterns in words and internalizes this knowledge, they quickly improve their spelling. For example, when a child notices that with the pattern ‘at’, other words can be made (bat, cat, hat, mat, sat) then the child has developed word power.

Question 145

``` What is a method used to assess students' overall writing abilities which encompasses organization, fluency, and general mechanics? Analytic scoring Holistic scoring Peer assessment Self-assessment ```

Answer 145

Holistic scoring bases the assessment on the overall writing sample. It does not give detailed information about a student’s specific abilities in writing, but rather a general impression of the student’s writing ability.