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| 1 | |
Eric receives special education services within a regular third-grade classroom. Both his special and general education teachers share classroom teaching and planning responsibilities. Eric’s teachers are implementing |
| | A) | related services. |
| | B) | collaborative consultation. |
| | C) | cooperative teaching. |
| | D) | cooperative learning. |
| | E) | a pull-out program. |
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| 2 | |
When PL 94-142 was passed, many general education teachers felt unprepared for teaching special education students. Similarly, special education teachers worried their jobs would be eliminated. Much of this anxiety was due to a misunderstanding of the term |
| | A) | individualized educational program (IEP). |
| | B) | free appropriate public education (FAPE). |
| | C) | due process. |
| | D) | zero tolerance. |
| | E) | least restrictive environment. |
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| 3 | |
Perry has cerebral palsy and he spends the majority of the school day with his special education teacher and a paraprofessional. The special education teacher also consults with a grade-level general education teacher, the physical education teacher, and the arts teacher to ensure Perry is included as often as possible. The school principal works to ensure that Perry’s teachers have adequate time and resources to meet his educational needs. This is an example of |
| | A) | inclusion. |
| | B) | collaboration. |
| | C) | creative consultation. |
| | D) | sibling involvement. |
| | E) | person-centered planning. |
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| 4 | |
All of the following are key concepts of successful collaborations EXCEPT |
| | A) | competing responsibilities. |
| | B) | sharing resources. |
| | C) | parity. |
| | D) | differing levels of work. |
| | E) | achieving common goals. |
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| 5 | |
The IEP process is often intimidating to many parents. Mrs. Keyes, however, is a special education teacher who is highly successful at establishing home-school collaborations. She most likely does all of the following EXCEPT |
| | A) | introduces all participants in meetings. |
| | B) | requires important personnel to attend meetings. |
| | C) | tries to impress families by using educational jargon. |
| | D) | plans for family input and seeks that input regularly. |
| | E) | adjusts meeting schedules to accommodate family schedules. |
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| 6 | |
Ms. Johnson accompanies Tiffany, a student with multiple disabilities, to all classes and activities. Ms. Johnson’s responsibilities include: modifying and adapting Tiffany’s educational materials, implementing behavioral intervention plans, and providing personal care assistance. Ms. Johnson’s role in the collaboration process is that of a(n) |
| | A) | paraprofessional. |
| | B) | administrator. |
| | C) | general education teacher. |
| | D) | team teacher. |
| | E) | occupational therapist. |
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| 7 | |
Mary Ann is a fourth grader who has been receiving services for mental retardation since kindergarten. She is below average in reading skills as well as math, although she follows directions reasonably well and is eager to please her teachers. Mary Ann’s special education teacher will need to do which of the following to meet her educational needs? |
| | A) | Collaborate with Mary Ann’s general education teachers and family. |
| | B) | Create separate IEPs to address Mary Ann’s needs in reading and math. |
| | C) | Avoid planning lessons with the general education teachers since Mary Ann’s skills are below grade level. |
| | D) | Use reading and math materials that are separate from those used in the general education classroom. |
| | E) | All the answers are correct. |
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| 8 | |
Mrs. Espinoza thinks that Courtney may have a mild learning disability because she is slower than her classmates in understanding directions, and she has performed below average on daily seatwork and homework assignments. Mrs. Espinoza is going to gather more information about Courtney before making a formal referral for special education services. This is known as the |
| | A) | individualized education plan. |
| | B) | prereferral intervention. |
| | C) | prereferral process. |
| | D) | baseline data. |
| | E) | curriculum-based assessment. |
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| 9 | |
Cole has a severe intellectual disability and he spends part of the school day in a general education classroom and part of the day in a special education classroom. This illustrates the concept of |
| | A) | related services. |
| | B) | in-patient programs. |
| | C) | full inclusion. |
| | D) | least restrictive environment. |
| | E) | special stations. |
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| 10 | |
According to the U.S. Department of Education (2005), a little over 50% of students with disabilities ages 6-21 spent at least _______ of their time in the general education classroom. |
| | A) | 25% |
| | B) | 50% |
| | C) | 65% |
| | D) | 80% |
| | E) | None of the answers are correct. |
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| 11 | |
One of the earliest models of providing a continuum of services to students with disabilities is Deno’s Cascade of Services. Although this model was proposed more than 25 years ago, it still provides a basis for current placement options. Which of the following services ordered from least restrictive to most restrictive? |
| | A) | instruction in hospital; homebound; full-time in special class; general education class |
| | B) | general education class; full-time special class; homebound; instruction in hospital |
| | C) | general education class; special stations; homebound; full-time special class |
| | D) | part-time special class; full-time special class; general education class; instruction in hospital |
| | E) | general education class; full-time special class; part-time special class; homebound |
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| 12 | |
Proponents of full-time inclusion assume that the least restrictive environment for all students with disabilities |
| | A) | varies according to the needs of each child. |
| | B) | includes attendance in a part-time special class. |
| | C) | varies based on the category and severity of the disability. |
| | D) | is being accompanied full-time by a special education teacher. |
| | E) | is the general education class. |
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| 13 | |
Mr. Johnson is a fifth-grade general education teacher, and his classroom includes several students with disabilities, ranging from mild to moderately severe. He is highly competent in his ability to problem solve and informally assess the current and needed skills of his students. As a successful teacher, Mr. Johnson most likely exhibits all of the following additional competencies EXCEPT |
| | A) | valuing academic skills above all others. |
| | B) | providing daily success for all students. |
| | C) | developing alternative assessments. |
| | D) | setting high and appropriate expectations for all students. |
| | E) | designing classroom activities with different levels to include all students. |
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| 14 | |
David has a learning disability, and a collaborative group is discussing program placement options for him. David has many friends in his general education classroom and feels secure in his current learning environment. Which of the following should be considered when making placement decisions about David? |
| | A) | Consider potential harmful effects on David when selecting the least restrictive environment for him and note his social nature and strong connections with peers. |
| | B) | Remember that the least restrictive environment is the primary IDEA mandate, and program appropriateness is secondary. |
| | C) | Regardless of David’s IEP, he should be placed in a program based on his disability category. |
| | D) | Since David has so many friends in the general education classroom, it should be assumed that full inclusion is the best placement choice. |
| | E) | Once the placement is made, it won’t be revisited for another three-five years, so the placement must be viewed as a semi-permanent choice. |
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| 15 | |
Terry, a first grader, has delayed reading skills and shows other signs of being at risk for developing a significant learning problem. Her parents are not worried and insist that she will naturally “catch up” over time. Which of the following statements about Terry is true?
a. Research finds that most children do grow out of early learning problems. |
| | A) | Research finds that most children do grow out of early learning problems. |
| | B) | Research finds that learning problems tend to worsen as children age, and Terry would benefit from early intervention. |
| | C) | Research shows that early screening, identification, and intervention are costly and will not result in long-range improvements Terry’s academic skills. |
| | D) | Research shows that early intervention will not prevent the development of Terry’s disorders. |
| | E) | Research shows that early intervention is not necessary as long as Terry exhibits protective factors, such as high self-esteem and good social support. |
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| 16 | |
Lisa is visually impaired and has received a comprehensive evaluation, including the learning media assessment. Within her IEP, it is recommended that she use Open Book, in which a scanner takes a picture of a page, translates it into understandable text, and then speaks the text aloud or outputs to Braille. Open Book is an example of |
| | A) | a speech synthesizer. |
| | B) | a Braille Embosser. |
| | C) | a talking word processor. |
| | D) | assistive technology. |
| | E) | a classroom adaptation. |
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| 17 | |
_______ is/are the most widely used related service(s). |
| | A) | Physical and occupational therapy |
| | B) | Counseling services |
| | C) | Orientation and mobility services |
| | D) | Social work services |
| | E) | Speech and language therapy |
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| 18 | |
Regarding the education and transition of infants and toddlers with disabilities under IDEA, Part C services are to _______, as Part B services are to ______. |
| | A) | disorder; independent living plan |
| | B) | culturally diverse students; limited English proficiency (LEP) |
| | C) | adult living; school readiness |
| | D) | individualized family service plan (IFSP); individualized education plan (IEP) |
| | E) | pre-literacy and language skills; number and computation skills |
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| 19 | |
Mrs. Lansdowne is concerned about eight-year-old McKenna’s grammar ability. Mrs. Lansdowne reviews the errors in her workbook and sees that she writes “runned” instead of “ran” or “feeled” instead of “felt”. Mrs. Lansdowne develops a plan to teach McKenna the past tense of irregular verbs. This teacher is engaging in |
| | A) | error analysis. |
| | B) | curriculum-based assessment (CBA). |
| | C) | task analysis. |
| | D) | gathering baseline data. |
| | E) | norm-referenced testing. |
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| 20 | |
To determine if a child has a learning disability, teachers would most likely use which of the following during the process of identification? |
| | A) | observation |
| | B) | baseline data |
| | C) | norm-referenced test results |
| | D) | classroom performance |
| | E) | All these would be used. |
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| 21 | |
Washington Elementary School implements the response to intervention (RTI) model in such a way that students who need extra help receive one universal validated intervention. This is an example of |
| | A) | the problem-solving approach. |
| | B) | the standard treatment protocol. |
| | C) | learned helplessness. |
| | D) | response to intervention norm-referenced testing. |
| | E) | process tests. |
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| 22 | |
Annie is a middle school student who exhibits signs of emotional disorders and is particularly stressed by peer group interactions. Mrs. Larson analyzes what happens before Annie’s antisocial behavior occurs and what happens immediately after the behavior occurs. Mrs. Larson is conducting a(n) |
| | A) | behavior rating scale. |
| | B) | personality inventory. |
| | C) | informal observation. |
| | D) | projective test. |
| | E) | functional behavior assessment. |
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| 23 | |
Julio is an English language learner who has learning disabilities. Julio’s teacher, Ms. Tanner, observed that he struggles to comprehend many instructions as well as lecture content. Ms. Tanner additionally noted that Julio had difficulty fitting in with his classmates. In order to deliver adequate services to Julio, Ms. Tanner should do all of the following EXCEPT |
| | A) | integrate culture-rich activities that celebrate diversity into the curriculum. |
| | B) | use more visuals to supplement oral instructions and lectures. |
| | C) | use complex vocabulary during lessons to expedite language learning. |
| | D) | utilize cooperative learning and peer tutoring. |
| | E) | provide many opportunities for students to use oral and written language. |
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| 24 | |
A local health-service agency has determined that three-year-old Tamika has not reached important developmental milestones for her age. This information, as well as information obtained from other medical professionals, will be used to establish and implement appropriate interventions for Tamika. This type of related service(s) is/are |
| | A) | social work services. |
| | B) | school nurse services. |
| | C) | early identification and assessment. |
| | D) | physical and occupational therapy. |
| | E) | psychological services. |
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| 25 | |
Trinh Min Duy, a recent immigrant from Vietnam, is struggling in his new second-grade classroom. In addition to being an English language learner, Trinh’s teacher suspects that he has learning disabilities, and she plans to evaluate him to determine eligibility for special education services. IDEA 04 outlines appropriate, nondiscriminatory evaluation procedures for determining if a child has a disability. When assessing Trinh Min Duy, evaluators should do all of the following EXCEPT |
| | A) | select assessments that are not racially or culturally discriminatory. |
| | B) | assess him in the most serious area of suspected disability. |
| | C) | administer assessments in Vietnamese, if at all possible. |
| | D) | be trained and knowledgeable about assessment procedures. |
| | E) | ensure reliability and validity when interpreting and using test results. |
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| 26 | |
Originally mandated in IDEA 97, students with disabilities must participate in all general, state, and district-wide assessments, if possible. The provision also states that accommodations can be provided. Which of the following is NOT an acceptable accommodation? |
| | A) | increased time to take the assessment |
| | B) | taking the test in a different setting |
| | C) | taking the test in a revised format (such as enlarged print) |
| | D) | being allowed to provide a different response type (such as oral vs. written) |
| | E) | All of these are acceptable accommodations. |
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| 27 | |
Several teaching approaches are particularly effective with students with learning disabilities. One approach utilizes several sequential components, including: daily review, presentation, guided practice, independent practice, and weekly and monthly reviews. This instructional approach is known as |
| | A) | task analysis. |
| | B) | direct instruction. |
| | C) | cognitive strategies. |
| | D) | metacognitive strategies. |
| | E) | reciprocal teaching. |
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| 28 | |
Mrs. Poway individualizes instruction for her students, including students with disabilities, by using a flexible grouping practice. This strategy enables her to present different material to different students and to give her students the opportunity to work with a variety of classmates. Mrs. Poway is implementing which of the following instructional grouping practices? |
| | A) | one-to-one instruction |
| | B) | small group instruction |
| | C) | whole class instruction |
| | D) | peer tutoring |
| | E) | assistive technology |
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| 29 | |
Terrance is a young adult with intellectual disabilities and he is participating in a program that emphasizes functional academics. All of the following would be included in a functional academics program EXCEPT |
| | A) | reading a classic like For Whom the Bell Tolls |
| | B) | reading recipes. |
| | C) | counting out money to pay for the bus. |
| | D) | telling time to be punctual for work. |
| | E) | balancing a checkbook. |
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| 30 | |
Although transition planning is not required to begin until age 16 for students with disabilities, younger children can begin to develop the skills necessary for future independence and success. Teachers who provide opportunities for choice making, self-evaluation, problem solving, goal setting, and goal attainment are helping children to develop |
| | A) | memory skills |
| | B) | social skills. |
| | C) | metacognitive skills. |
| | D) | self-determination skills. |
| | E) | cooperative learning skills. |
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| 31 | |
When arranging the physical environment for preschool students with intellectual disabilities, teachers should set up different learning centers so that a student realizes a particular behavior is expected or required there. Which of the following scenarios illustrates a potentially confusing classroom arrangement for all students, including those with intellectual disabilities? |
| | A) | A doll and plastic bathtub are in a daily living area. |
| | B) | Math manipulatives are in a work area associated with arithmetic and number grouping. |
| | C) | A bell and tambourine are in a performing arts center. |
| | D) | A tape recorder, headset, and CDs are in the silent reading area. |
| | E) | Art supplies are in a learning center with an easel and smock. |
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| 32 | |
Michelle suffers from an emotional disorder that has negatively affected her self-confidence and prevented her from making close friends. She is currently participating in a program in which she completes community projects and contributes meaningfully to society. Michelle is participating in a(n) ______ program. |
| | A) | violence prevention |
| | B) | aggression replacement training |
| | C) | service-learning |
| | D) | social skills intervention |
| | E) | vocational skills |
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| 33 | |
Mr. Garrison tells his students that they will receive ten extra minutes of recess time if everyone turns in their book reports on time. This is an example of |
| | A) | the Premack Principle. |
| | B) | differential reinforcement. |
| | C) | a behavioral intervention plan. |
| | D) | a token economy. |
| | E) | extinction. |
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| 34 | |
Linda is a third grader who stutters. Her teacher should do all of the following EXCEPT |
| | A) | pay attention to what Linda is saying, not how she is saying it. |
| | B) | encourage Linda to relax and slow down while speaking. |
| | C) | allow Linda to speak at her own pace and not interrupt her. |
| | D) | call on Linda early when asking students to answer questions. |
| | E) | talk to the speech-language pathologist about effective ways to help Linda. |
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| 35 | |
has low vision but is quite mobile within his classroom and easily accesses the learning materials. Most likely, Perry’s teacher understands the importance of maintaining a(n) ________ instructional environment when teaching students with visual impairments. |
| | A) | emotional |
| | B) | changing |
| | C) | restrictive |
| | D) | simple |
| | E) | consistent |
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| 36 | |
Joshua has a severe physical disability and he spends half of his day in the general education classroom. Joshua’s general education teacher is highly effective in involving him in his own management and care. A key factor in this success is the teacher’s frequent use of information about Joshua’s communication skills, mobility, medications, and eating, feeding, and toileting needs. This type of information is included in |
| | A) | an individualized health (care) plan (IHP). |
| | B) | an individualized education plan (IEP). |
| | C) | an adaptive equipment plan. |
| | D) | transition planning. |
| | E) | a student’s self-evaluation. |
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| 37 | |
Lucy has cerebral palsy and requires the use of a walker. When arranging the classroom, which of the following factors should Lucy’s teacher consider? |
| | A) | architectural barriers |
| | B) | portability of the walker and other equipment |
| | C) | accessibility of space and materials |
| | D) | appropriate training |
| | E) | All these factors should be considered. |
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| 38 | |
Seven-year-old Eric has autism, and he experiences frequent frustration when interacting with peers. He often grunts, pulls at his hair, and uses tantrums to express his needs. To alleviate Eric’s frustration in social situations, which of the following should be included as a key component in his education plan? |
| | A) | orientation and mobility training |
| | B) | functional communication skills |
| | C) | second language learning |
| | D) | negative reinforcement |
| | E) | transition planning |
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| 39 | |
Which of the following instructional environments would cause the MOST stress for a student with autism spectrum disorders? |
| | A) | Mrs. Martinez gives a two-minute warning before transitioning to a new activity. |
| | B) | Mr. Li organizes a whole-class kickball game at recess. |
| | C) | Laurence, a sophomore, waits for the bus after school. |
| | D) | Ms. Miller starts every morning in the same way with a story. |
| | E) | Robert, a middle school student, has a peer buddy to accompany him while changing classes. |
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| 40 | |
Which of the following seating arrangements would provide the MOST support for a student with attention deficit/hyperactivity disorder (AD/HD)? |
| | A) | The student’s desk is close to the windows. |
| | B) | Student desks are arranged in groups of four. |
| | C) | The teacher’s activity schedule frequently changes. |
| | D) | The teacher includes opportunities for physical activity within her lectures. |
| | E) | Students are restricted from moving around the classroom. |
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