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| 1 | |
Where are the majority of students with learning disabilities taught? |
| | A) | in a pullout program |
| | B) | in the self-contained special education classroom |
| | C) | in the general education classroom |
| | D) | All of the placements are about equal. |
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| 2 | |
Which of the following must be ruled out when determining if a student has a learning disability? |
| | A) | environmental disadvantage |
| | B) | number of years retained |
| | C) | number of schools the child has attended |
| | D) | number of years retained as well as number of schools the child has attended |
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| 3 | |
Approximately what percentage of students is considered to have a learning disability? |
| | A) | 2 to 3 % |
| | B) | 5% |
| | C) | 17% |
| | D) | 7% |
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| 4 | |
In which area do most students with learning disabilities have difficulty? |
| | A) | mathematical reasoning |
| | B) | reading |
| | C) | writing |
| | D) | communication |
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| 5 | |
Problems that might indicate a learning disability related to early reading skills may be found in the area of |
| | A) | phonological awareness and rapid automatic naming. |
| | B) | phonemic awareness and alphabetic principles. |
| | C) | word recognition and fluency. |
| | D) | word recognition and reading comprehension. |
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| 6 | |
A characteristic of learning disabilities that may affect a student's ability to think about his/her own thinking is difficulty in |
| | A) | phonological awareness. |
| | B) | memory and strategy use. |
| | C) | metacognition. |
| | D) | learned helplessness. |
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| 7 | |
During the prereferral process, which types of assessments are generally used to initially identify a student? |
| | A) | observation and classroom performance measures |
| | B) | standardized tests and psychological measures |
| | C) | district-wide tests and intelligence tests |
| | D) | interviews and standardized tests |
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| 8 | |
Which of the following models has been known as the "wait to fail" model? |
| | A) | response to intervention |
| | B) | classmate-discrepancy model |
| | C) | aptitude-achievement discrepancy |
| | D) | All of the answers are correct. |
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| 9 | |
Which of the following is a step in the RTI model? |
| | A) | Students receive instruction from the classroom teacher. |
| | B) | Student's progress is monitored. |
| | C) | Those who do not respond to the instruction are provided with a different approach. |
| | D) | All the answers are correct. |
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| 10 | |
Which approach may be used in the RTI model? |
| | A) | problem-solving approach |
| | B) | standard treatment protocol approach |
| | C) | typical classroom approach |
| | D) | both the problem-solving and standard treatment protocol approaches |
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| 11 | |
Why is it still considered best practice to determine a student's IQ score in the identification of a learning disability? |
| | A) | With RTI, determining a student's IQ is not best practice. |
| | B) | If the IQ is below 75, there may be another disability present. |
| | C) | Even with RTI, a student's performance discrepancy is still required. |
| | D) | Districts receive more funds for identifying students with low IQs. |
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| 12 | |
Reading comprehension is |
| | A) | creating meaning from words. |
| | B) | critical to independence and success in school. |
| | C) | a skill that may need intervention in students with learning disabilities. |
| | D) | All the answers are correct. |
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| 13 | |
Which of the following is a true statement about task analysis? |
| | A) | It involves breaking down a task, skill, or objective into simpler components. |
| | B) | It clearly specifies the task to be taught. |
| | C) | It works particularly well in teaching students with learning disabilities. |
| | D) | All the answers are correct. |
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| 14 | |
In the direct instruction approach to teaching, a good presentation includes all but which of the following components? |
| | A) | a rationale |
| | B) | an advance organizer |
| | C) | an outline of your notes |
| | D) | a think aloud model |
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| 15 | |
Which of the following is an example of a mnemonic device? |
| | A) | ROYGBIV (the rainbow color spectrum) |
| | B) | Every Good Boy Does Fine (in music) |
| | C) | HOMES (for the Great Lakes) |
| | D) | All the answers are correct. |
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| 16 | |
Giving a student preferential seating in the classroom for particular academic subjects is an example of |
| | A) | organizing the instructional environment. |
| | B) | direct instruction. |
| | C) | instructional technology. |
| | D) | instructional grouping. |
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| 17 | |
Which of the following is an example of instructional grouping? |
| | A) | one-to-one instruction |
| | B) | small group instruction |
| | C) | whole class instruction |
| | D) | All the answers are correct. |
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| 18 | |
Which of the following definitions is most closely aligned with the IDEA 04 definition of assistive technology? |
| | A) | any electronic device which is commercially available to meet the needs of individuals with disabilities |
| | B) | any item or piece of equipment that is used to improve the functional capabilities of an individual with a disability |
| | C) | any item teachers can access that was designed to enhance the learning of students with disabilities |
| | D) | equipment specifically designed to meet the specific needs of individuals with disabilities |
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| 19 | |
Extended time for taking tests and completing assignments, varying formats, step-by-step instructions, and graphic organizers are examples of |
| | A) | adaptations. |
| | B) | modifications. |
| | C) | accommodations. |
| | D) | overlapping curriculum. |
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| 20 | |
A curriculum change in which all students study the same content, but what is to be learned within that curriculum differs for a student with a learning disability, is known as |
| | A) | an overlapping curriculum. |
| | B) | a parallel curriculum. |
| | C) | an accommodation. |
| | D) | an adaptation. |
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