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    Section 4: Sample Multiple-Choice QuestionsWEST–E Special Education (070)Practice QuestionsWhich of the following explanations provides a strong tư vấn of the role of active listening in the classroom?How does a strong classroom management plan allow for the teaching and learning of content?How does persistence from teachers benefit students in the classroom?What is the relationship between a strong classroom management plan and a strong learning environment quizlet?

Section 4: Sample Multiple-Choice QuestionsWEST–E Special Education (070)

The sample test questions in this study guide are designed to give you an introduction to the nature of the questions included in the Washington
Educator Skills Tests—Endorsements (WEST–E). They represent the various types of questions you may expect to see on an actual test in this test field; however, they are not designed to predict your performance on the test as a whole.

Work through the sample questions carefully before referring to the answers. The correct response and test objective being assessed are provided for each question. When you are finished with the sample questions, you may wish to review the test objectives and
descriptive statements provided in the test framework for this test field.

In addition to reading and answering the sample questions, you should also utilize the following preparation materials available in this study guide:

    Read Section 2: WEST–E Test-Taking Strategies to understand how test questions are designed to measure specific test objectives and to learn important test-taking strategies for the day of the test. Review Section 3: Test
    Summary and Framework
    to familiarize yourself with the structure and content of the test. This section contains general testing information as well as the percentage of the total test score derived from each content domain described in the test framework.

Practice Questions

Expand All | Collapse All

Understanding Students with DisabilitiesObjective
0001: Demonstrate knowledge of human growth and development

1. In typical human development, which of the following gross-motor skills is usually developed last?

hopping catching a ball with two hands skipping climbing stairsEnter to expand or collapse answer.Answer expandedCorrect Response: C.

2. A teacher works with a kindergartner who is
occasionally disfluent. When the student is excited about a topic, the student often has short pauses and repetitions of sounds in speech. Which of the following observations would be most indicative that the student should be referred to a speech-language pathologist for an evaluation?

The student’s disfluencies often occur when speaking a faster rate than the student normally speaks. The student is more disfluent with specific types of words, such as new vocabulary and
compound words. The student’s speech tends to include more disfluencies the end of the day than the beginning. The student demonstrates other behaviors, such as eye blinking or throat clearing, when disfluent.Enter to expand or collapse answer.Answer expandedCorrect Response: D.

3. Compared to a young child with typical vision, a young child with a visual impairment is
likely to find it significantly more challenging to:

develop a sense of identity. acquire incidental information from the environment. maintain positive peer relationships. comprehend concrete concepts through direct instruction.Enter to expand or collapse answer.Answer expandedCorrect Response: B.

4. A seven-year-old student frequently stutters and
demonstrates difficulty with rate and smoothness of speech. Which of the following types of disorders is most closely associated with these characteristics?

receptive language disorder fluency disorder articulation disorder auditory processing disorderEnter to expand or collapse answer.Answer expandedCorrect Response: B.

5. A kindergarten student with
typically developing motor skills would most likely be able to complete which of the following self-help skills without assistance?

closing plastic bags and zipping a lunchbox lunch using the toilet packing a backpack sitting still for long periods of time without remindersEnter to expand or collapse answer.Answer expandedCorrect Response: B.

6. Which
of the following social-emotional characteristics should a typically developing second-grade student demonstrate by the end of the school year?

showing empathy and caring for others separating easily from parents/guardians using clothing choices as a form of self-expression beginning to keep secrets from adultsEnter to expand or collapse answer.Answer expandedCorrect Response:
A.

7. A special education teacher will be co-teaching a social-emotional curriculum in a ninth-grade classroom. Which of the following rationales describes the most important reason to continue developing social-emotional skills in all high school students?

preparing students for interactions and relationships in the workforce decreasing the number of conflicts with their peers and family increasing students’ self-esteem and positive
school performance reducing the need for students to require tư vấn from the school counselorEnter to expand or collapse answer.Answer expandedCorrect Response: C.

8. A first-grade student with prelingual deafness has bilateral cochlear implants and communicates with spoken language. The student is more likely than hearing peers to have difficulty developing which of the following
literacy skills?

writing letters in sequential order acquiring new sight words identifying rhyming words applying context clues to unfamiliar textEnter to expand or collapse answer.Answer expandedCorrect Response: C.Objective 0002: Understand the characteristics and needs of students with disabilities.

9. Which of the following activities would
likely be most challenging for an eight-year-old student with a mild intellectual disability?

recognizing the letters within the student’s first name following basic two-step oral directions using a previously learned skill in a new setting matching two similar objects togetherEnter to expand or collapse answer.Answer expandedCorrect Response: C.

10. Which of
the following practices will best prevent the spread of illnesses such as the common cold and the flu within an elementary school special education classroom?

encouraging students not to bring in food from home to share with classmates providing students with individual boxes of tissues to keep their desks assigning students a specific area in the classroom for storing their personal belongings having students wash their hands properly on a regular basis
throughout the dayEnter to expand or collapse answer.Answer expandedCorrect Response: D.

11. A student who has an emotional behavioral disability is likely to have the most difficulty with which of the following aspects of communication development?

interpreting a speaker’s feelings from tone of voice producing fluent speech that is không lấy phí of articulation errors
understanding new vocabulary words in context using syntax patterns that are grammatically correctEnter to expand or collapse answer.Answer expandedCorrect Response: A.

12. A special education teacher works with a student who has epilepsy involving generalized tonic-clonic seizures. If the student has a seizure in class, the teacher should first:

attempt to gently
restrain the student to minimize muscle jerks. remove objects located around or near the student that could possibly cause injury. call or locate the school nurse to attend to the student. place an object such as a belt or wallet in the student’s mouth to keep the airway open.Enter to expand or collapse answer.Answer expandedCorrect Response: B.

13. Which of the following
factors causes Down syndrome?

chromosomal abnormality prenatal exposure to high amounts of alcohol oxygen deprivation during the birthing process neural tube defectsEnter to expand or collapse answer.Answer expandedCorrect Response: A.

14. An elementary school student with severe physical disabilities requires adult assistance with feedings. Which of the
following information would be most important for the student’s special education teacher and staff who assist the student to know first in this situation?

whether the student is able to partially hold eating utensils or cups how much food and liquid the student commonly consumes home whether the student has demonstrated preferences for certain foods what type of consistency the student’s foods and liquids should beEnter
to expand or collapse answer.Answer expandedCorrect Response: D.

15. One of the leading causes for deaf-blindness in children is:

traumatic brain injury (TBI). juvenile diabetes. tuberculosis. CHARGE syndrome.Enter to expand or collapse answer.Answer expandedCorrect Response: D.

16. A
special education teacher is reviewing Individualized Education Programs (IEPs) prior to the beginning of the school year and notices that several students on the caseload have asthma. Which of the following actions should the teacher take first to tư vấn the students’ needs?

notifying the students’ teachers that classrooms need to be không lấy phí from allergens such as perfume and plants reading each student’s medical authorizations and action plans to determine
additional steps that should be taken requesting a meeting with the school nurse to ensure understanding of the school’s responsibilities to the students calling the students’ parents/guardians to discuss each student’s ability to use an inhaler without assistanceEnter to expand or collapse answer.Answer expandedCorrect Response: B.

17. A special education teacher works with an
eighth-grade student who requires toileting assistance due to a disability. Which of the following tasks must the teacher complete first to most effectively tư vấn the student’s needs?

checking that all supplies and equipment are available to meet the needs of the student and staff ensuring the student’s Individualized Education Program (IEP) includes accommodations that address the needs of the student locating a separate and private bathroom to use in
the area of the school where the student receives the most instruction assigning another adult to be present when assisting the student with their toileting needs Enter to expand or collapse answer.Answer expandedCorrect Response: B.

18. A fifth-grade student with autism spectrum disorder (ASD) is reading a fiction text and completing a comprehension activity related to the text. With
which of the following aspects of this work would the student have the most difficulty, based on central characteristics of ASD?

drawing inferences from the text defining vocabulary words from the text identifying the main characters in the text quoting accurately from the textEnter to expand or collapse answer.Answer expandedCorrect Response: A.

19. A
prelingually deaf student who communicates with American Sign Language (ASL) via a full-time interpreter is entering third grade. The student receives special education services for reading but remains in the general education setting for all other classes. The student’s parents/guardians are concerned that their child does not have many friends. What suggestion could the special education teacher make to tư vấn the student in developing a sense of belonging and strong friendships?

proposing to the parents/guardians that the student attend a state school for the deaf to learn and socialize with other students who use ASL assuring the parents/guardians that the student is doing well academically and that the teacher will encourage closer friendships within the classroom creating a small lunch and recess group for the student and classmates during which the interpreter supports social communication for those in the group suggesting the
parents/guardians consider cochlear implants as an option for their child so that they can converse through speakingEnter to expand or collapse answer.Answer expandedCorrect Response: C.Objective 0003: Demonstrate knowledge of the factors affecting learning and development of students with disabilities.

20. Which of the following factors has the most significant influence in fostering
self-advocacy and independence in children who have mild to moderate intellectual disabilities?

establishing friendships with peers both with and without special needs becoming a thành viên of an advocacy group for individuals with disabilities receiving positive tư vấn from parents/guardians who believe in their potential obtaining instruction in inclusive settings with experienced educatorsEnter to expand or collapse
answer.Answer expandedCorrect Response: C.

21. A twelfth-grade student with a physical disability has experienced two severe episodes of depression within the past year and is currently taking an antidepressant medication. As the student approaches graduation and the transition from high school to college, it would be most important for the student to:

explore realistic goals for post-secondary education training or
work. develop friendships with peers who have similar disabilities. rely more on family members regarding important decisions.establish access to counseling services prior to graduation. Enter to expand or collapse answer.Answer expandedCorrect Response: D.

22. A ninth-grade student who will soon return to school after suffering a moderate traumatic brain injury (TBI) in
a bicycle accident. While in a rehabilitation center, the student received speech-language, physical, and occupational therapies. An Individualized Education Program (IEP) team is developing an IEP to tư vấn the student’s return to school. Which of the following results best describes the educational implications of the student’s TBI?

The student will be prevented from taking college preparation classes. The student’s academic course load should be modified or reduced
during the transition back into the school environment. The student will require speech-language, physical, and occupational therapies for the remainder of high school. The student will require instructional services home in addition to those provided school.Enter to expand or collapse answer.Answer expandedCorrect Response: B.

23. A twelfth-grade student has mild autism
spectrum disorder and has received special education and speech-language services since kindergarten. Based on this infor¬mation, the student is likely to have greatest difficulty with which of the following aspects of adulthood?

establishing and maintaining quality interpersonal relationships obtaining a job within a field of interest living in an apartment or house independently managing personal financesEnter to expand or
collapse answer.Answer expandedCorrect Response: A.

24. A special education teacher is concerned about test bias in evaluation of students for special education services. Which of the following outcomes in special education is most closely related to test bias?

overrepresentation of students from specific racial or ethnic groups for special education services fewer requests for parent/guardian and
classroom teacher input about students and greater reliance on assessments identification of students the elementary level for special education services more often than students the middle and high school levels reduced emphasis on informal assessment results and greater use of students’ formal assessment resultsEnter to expand or collapse answer.Answer expandedCorrect Response: A.

25. According to Individuals with Disabilities Education Act (IDEA), in which of the following ways must significant disproportionality be addressed in special education services?

determining how many students receive special education services in a school district and ensuring adequate special education resources are assigned in relation to these numbers ensuring a không lấy phí and appropriate public education is available to all students and special education services
are available to all eligible students distributing assistive technology devices and resources equitably among students receiving special education services identifying when students from any racial or ethnic group receiving special education services are placed in more restrictive settings or disciplined higher rates than their peersEnter to expand or collapse answer.Answer expandedCorrect Response:
D.
Assessment and Program DevelopmentObjective 0004: Demonstrate knowledge of types and characteristics of assessments for students with disabilities.

26. It is important to follow the established basal and ceiling levels when administering a standardized achievement test in order to:

develop the student’s individualized instructional objectives. determine the student’s grade equivalency. rank the
student’s abilities among peers. focus on the student’s specific range of academic skills.Enter to expand or collapse answer.Answer expandedCorrect Response: D.

27. A student earns a score in the 72nd percentile on a standardized achievement test. Which of the following is the best interpretation of this score?

Twenty-eight students within the test’s norm group scored lower
than the student. The student answered 28 of 100 test items incorrectly. The student scored the same as or higher than 72 percent of the students in the test’s norm group. The student answered 72 of the test items correctly.Enter to expand or collapse answer.Answer expandedCorrect Response: C.

28. Which of the following factors is most important to consider when assessing
the academic achievement of students from culturally and linguistically diverse backgrounds?

the students’ prior opportunities to learn the students’ current grade level the students’ report card grades the students’ standardized district test scoresEnter to expand or collapse answer.Answer expandedCorrect Response: A.

29. A curriculum-based assessment
provides information primarily about a student’s:

eligibility for special education services. progress in acquiring specific academic skills. aptitude for future academic success. ability to use assistive technology to perform academically.Enter to expand or collapse answer.Answer expandedCorrect Response: B.

30. The validity of an achievement test refers
to:

the consistency with which the test measures the student’s strengths and weaknesses. the degree to which the test reflects the student’s previous standardized test results. whether the test measures the student’s abilities as intended. how the student’s scores compare to the scores of a representative group of students. Enter to expand or collapse answer.Answer expandedCorrect
Response: C.

31. Which of the following goals is most effectively reached by using norm-referenced measures to assess a student?

obtaining data about the student’s behavior in natural surroundings such as the playground or classroom providing a baseline against which to measure the student’s progress before and after interventions documenting how the student approaches various in-class academic assignments and activities gathering
information about the student’s experiences and interests outside of school from parents/guardiansEnter to expand or collapse answer.Answer expandedCorrect Response: B.

32. A special education teacher plans to use district norms in interpretation of norm-referenced assessment scores. For which of the following purposes would this practice be most effective?

ensuring that the normed
sample more closely represents the students who are being tested recognizing how the normed group has progressed compared to their previous year’s test results evaluating the normed sample in response to high-quality instruction and targeted interventions obtaining an understanding of how students in the normed group will likely perform academically over timeEnter to expand or collapse answer.Answer expanded
Correct Response: A.

33. A special education teacher conducts progress monitoring with a seventh-grade student who has been struggling with English language arts and mathematics assignments. Which of the following steps should the teacher take for this purpose?

asking the student’s parents/guardians to complete observations of their child’s academic progress home analyzing the student’s progress on whole-class summative assessments by
comparing test results to benchmarks requesting that each of the student’s classroom teachers complete inventories and checklists of the student’s progress in their classes using curriculum-based measurement to assess the student’s progress over time as a result of targeted interventionsEnter to expand or collapse answer.Answer expandedCorrect Response: D.Objective 0005:
Demonstrate knowledge of procedures for conducting assessments to address the individual needs of students with disabilities.

34. Results from an academic screening test indicate that the reading scores of several students in a third-grade class fall below the district benchmark. According to response to intervention (RTI) procedures, which of the following steps should the classroom teacher take first?

Continue to collect data on each student’s reading performance
using curriculum-based measures. Develop a student intervention plan for differentiating small-group reading instruction for these students. Refer each of the students for a comprehensive individualized evaluation. Request that the special education teacher provide these students with reading instruction in the third-grade classroom.Enter to expand or collapse answer.Answer expandedCorrect
Response: A.

35. Which of the following procedures must an Individualized Education Program (IEP) team follow in order to determine that a student is eligible for special education services?

documenting the student’s aptitude based on standardized achievement instruments evaluating the student in all areas of suspected disability evaluating the student’s adaptive functioning abilities with behavioral rating scales administering
formal instruments in order to obtain a standardized scoreEnter to expand or collapse answer.Answer expandedCorrect Response: B.

36. A special education teacher will be evaluating the academic achievement of a student who is also an English language learner. Which of the following procedures should the teacher follow to ensure nonbiased assessment results?

using a variety of formal and
informal assessment instruments to collect information administering assessment instruments beginning a lower grade level administering informal assessment instruments to the student in a familiar location relying primarily on standardized nonverbal assessment instrumentsEnter to expand or collapse answer.Answer expandedCorrect Response: A.

37. A fifth-grade student
who has a specific learning disability and attention-deficit/hyperactivity disorder (ADHD) has begun demonstrating disruptive behavior in recent weeks. Despite various intervention efforts, the behavior has continued. The student’s team decides to conduct a Functional Behavioral Assessment (FBA). The first step the team should take in conducting the FBA is to:

observe the student’s behavior across school settings. identify effective behavior self-monitoring
strategies. define the student’s behavior in measurable terms. develop a positive behavior tư vấn plan.Enter to expand or collapse answer.Answer expandedCorrect Response: C.

38. A special education teacher provides reading instruction to a small group of second-grade students. Each student has Individualized Education Program (IEP) goals related to increasing their sight word
vocabulary and fluency. Which of the following assessment procedures should the teacher use to monitor the students’ progress toward these goals?

administering an informal reading inventory to each student on a monthly basis developing individual portfolios in which each student collects a list of mastered sight words every week conducting an error analysis of each student’s oral reading on a monthly basis reviewing data on each student’s reading accuracy
and speed on a graph every weekEnter to expand or collapse answer.Answer expandedCorrect Response: D.

39. A special education teacher plans to tư vấn the child find mandate for children with disabilities. In which of the following ways can the teacher meet this goal?

working with teachers to increase their knowledge of and ability to provide all children with a không lấy phí and appropriate
public education (FAPE) discussing each child’s needs for accommodations and modifications in the classroom and assistive technology to tư vấn these needs informing teachers about Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) eligibility requirements using an effective process to implement developmentally appropriate universal screening measures with all children in the school districtEnter to expand
or collapse answer.Answer expandedCorrect Response: D.

40. An Individualized Education Program (IEP) team will soon be developing a transition plan for a high school student with an intellectual disability. Which of the following steps is essential for the IEP team to take first in this process?

identifying workplaces in the community where the student could participate in an internship or apprenticeship
program conducting transition assessments with the student to identify the student’s strengths and interests for specific employment or training documenting types of employment planning the student has already completed and identifying gaps in the student’s experiences asking each of the student’s teachers to advise on areas of employment in which the student would excelEnter to expand or collapse answer.Answer
expandedCorrect Response: B.

41. A student will be using a text-to-speech accommodation for English language arts (ELA) reading passages on a statewide assessment. Which of the following procedures will best prepare the student for use of the accommodation for the test?

providing the student with headphones to use during the assessment asking the student’s parents/guardians to complete practice assessments with their
child ensuring that the student uses text-to-speech during regular classroom instruction and assessments giving the student visual text to practice listening to via text-to-speech Enter to expand or collapse answer.Answer expandedCorrect Response: C.

42. A special education teacher works with a student who participated in Tier I intervention for twelve weeks the beginning of
second grade. The following data describes the student’s mathematics intervention goals and the student’s progress toward the goals.

Mathematics

The student will add and subtract within 100 with 90% accuracy. The student will demonstrate knowledge of mental mathematics strategies with 90% accuracy. The student will add two-digit numbers with 80% accuracy. The student will subtract two-digit numbers with 80% accuracy.  Student’s Pre-Intervention AccuracyStudent’s Post-Intervention AccuracyMathematics Goal #150%
90%
Mathematics Goal #230%
80%
Mathematics Goal #335%
60%
Mathematics Goal #430%
50%

Which of the following steps should the teacher take next based on the student’s performance?

recommending the student for Tier II interventions in mathematics with ongoing progress monitoring using curriculum-based assessments meeting with the student’s general education teacher to review the student’s progress and to inform them of their options in requesting a full evaluation suggesting that the student receive pull-out instruction
in composing and decomposing numbers and receive all other mathematics instruction in the general education classroom continuing Tier I interventions with the student for an additional twelve weeks to work toward achieving all intervention goalsEnter to expand or collapse answer.Answer expandedCorrect Response: A.Objective 0006: Apply knowledge of procedures for developing and
implementing individualized programs for students with disabilities.

43. An initial evaluation has been completed on a fourth-grade student who has been struggling in mathematics. Based on the student’s present level of educational performance, the Individualized Education Program (IEP) team finds the student eligible for special education services. Which of the following components must be included in the students IEP?

a detailed plan for fully supporting the student’s
upcoming transition to fifth grade a description of how the team plans to monitor the student’s progress a statement naming all designated service providers who will implement the program a statement reflecting the family’s desired academic outcome for the studentEnter to expand or collapse answer.Answer expandedCorrect Response: B.

44. Which of the following must be
included in an Individualized Family Service Plan (IFSP)?

a comprehensive list of community organizations, service agencies, and tư vấn groups available to meet the family’s needs a report explaining the results of a formal psychosocial assessment of the family’s functioning a statement describing the family’s concerns, priorities, strengths, and needs as these relate to their child’s development a projected list of dates for routine weekly family–teacher
conferences for the purpose of monitoring the child’s progressEnter to expand or collapse answer.Answer expandedCorrect Response: C.

45. An Individualized Education Program (IEP) team will be developing a transition plan for a ninth-grade student who has specific learning disabilities and attention-deficit/hyperactivity disorder (ADHD). Which of the following steps should the team take
first in supporting a successful transition for this student?

identifying long-term postsecondary goals for the student’s transition into community living assessing the student’s individual interests, preferences, and level of supports needed determining how to measure the student’s progress toward transition goals assessing the student’s need for assistive technology related to employment or postsecondary educationEnter
to expand or collapse answer.Answer expandedCorrect Response: B.

46. An Individualized Education Program (IEP) team is developing an IEP for a third-grade student with a learning disability. Which of the following contributions should the special education teacher make in this process?

deciding which program modifications will be necessary to tư vấn the student presenting IEP goals that have been designed
for students with the same learning strengths and needs discussing the third-grade general education curriculum that the student will be expected to learn providing a description of the student’s present levels of academic and functional performanceEnter to expand or collapse answer.Answer expandedCorrect Response: D.

47. A kindergarten student with an intellectual disability has
been identified as eligible to receive special education services. Which of the following processes best describes how the student’s placement will be determined?

The decision about the student’s placement will be made by recommendations to the Individualized Education Program (IEP) team by both the student’s parents/guardians and the special education teacher. The student will be placed in a general education classroom for a temporary trial in which there is a paraeducator
who can provide necessary tư vấn to the student. The decision about the student’s placement will be made by the student’s Individualized Education Program (IEP) team after the student’s IEP has been developed. The student’s initial placement will be in a resource room for half of the school day with students with comparable strengths and needs and in the general education classroom for the other half of the day.Enter to expand or collapse
answer.Answer expandedCorrect Response: C.

48. When determining the least restrictive environment (LRE) for a student, which of the following components must be considered?

determining any potentially harmful effects that the placement option may have on the student or the quality of the services the student requires establishing the number of students receiving similar services each potential placement
option within the district requesting that parents/guardians select the placement that they feel would best meet their family’s expectations ensuring that the tư vấn services are available the school located closest to where the student and the student’s parents/guardians liveEnter to expand or collapse answer.Answer expandedCorrect Response: A.

49. A referral for an
Individualized Family Service Plan (IFSP) has been provided to the Local Lead Agency for an infant. A Family Resources Coordinator (FRC) has been assigned and will contact the infant’s parents/guardians. At this stage of the process, which of the following conversations should the FRC have with the infant’s parents/guardians?

discussing available services and placements that would be most beneficial for the infant determining if the infant has an established condition that
makes the infant automatically eligible for services developing strategies to connect with community resources available to the parents/guardians and the infant providing a list of screening assessments that will be conducted with the infantEnter to expand or collapse answer.Answer expandedCorrect Response: B.

50. An Individualized Education Program (IEP) team will soon meet to
discuss a fifth-grade student’s triennial reevaluation results. Which of the following steps is necessary to ensure the student’s parents/guardians attend the meeting?

informing the student’s parents/guardians that they are required by law to attend the IEP meeting for their child to receive services and asking how the IEP team can best tư vấn their attendance asking the student’s parents/guardians to provide dates and times that would be best for them for the IEP meeting
to be held requesting that the student’s parents/guardians provide a list of attendees whom they authorize to attend their child’s IEP meeting notifying the student’s parents/guardians of the IEP meeting early enough to ensure they have an opportunity to attend or can be present a video or conference callEnter to expand or collapse answer.Answer expandedCorrect Response: D.Promoting Development and LearningObjective 0007: Demonstrate knowledge of strategies for designing and managing learning environments to promote the learning, behavioral, and social interaction skills of students with disabilities in alignment with state standards.

51. A special education teacher and a general education teacher will be co-teaching a second-grade class, and they are planning activities for the first day of school. Which of the
following strategies would be most effective for the teachers to use in promoting positive interactions between students?

creating questions for students to use in interviewing each other to find out specific information, then having students share the results of these interviews with the class asking each student to bring in a favorite family photograph to post on a classroom bulletin board pairing students who are known to be quiet with students who are known to
be more outgoing to work together on various tasks and play together recess assigning students to write a paragraph about their likes and dislikes to read aloud to the classEnter to expand or collapse answer.Answer expandedCorrect Response: A.

52. A special education teacher works with a third-grade student with a mild intellectual disability. The student often hugs peers and adults
when greeting them, and some classmates have stated that they are not comfortable with hugging. The special education teacher is planning to work with the student to reduce this behavior. Which of the following strategies would be most effective in addressing this goal?

using a verbal cue (e.g., “use your words”) to remind the student not to hug others and asking other teachers to do the same teaching the student appropriate ways to greet others and practicing these
greetings with the student throughout the school day talking with the student about classmates’ reactions to being hugged and encouraging classmates to tell the student when they feel uncomfortable providing the student with a list of appropriate verbal and physical greetings (e.g., handshake, saying “hello”) to refer to throughout the dayEnter to expand or collapse answer.Answer expandedCorrect Response:
B.

53. A tenth-grade student with posttraumatic stress disorder will soon return to school after receiving six weeks of inpatient psychiatric care. The student is stabilized, but unrelated stressors have the potential to trigger angry outbursts and symptoms of depression. Which of the following strategies should the special education teacher implement first to prevent the student from experiencing unnecessary anxiety?

meeting with the student and
reviewing the school’s code of conduct requesting that the student’s parents meet with their child each morning to review the daily schedule establishing a predictable routine for the student with advanced notice of changes providing a quiet area in the school where the student can go to calm downEnter to expand or collapse answer.Answer expandedCorrect Response: C.

54. A
sixth-grade student with attention-deficit/hyperactivity disorder (ADHD) is having significant difficulty getting started on a long-term writing assignment given by the English language arts teacher. The student tells the special education resource room teacher about feeling overwhelmed by the assignment, having difficulty finding information about the topic, and feeling unable to write the report. Which of the following responses from the special education teacher would likely be most effective
in this situation?

asking the library truyền thông specialist to research and locate information for the student on the assigned writing topic working with the student and the English language arts teacher to break down the assignment into smaller, more manageable parts scheduling a meeting with the student and the student’s parents/guardians to discuss the student’s feelings toward the assignment suggesting that the English language arts teacher provide the
student with a different topic for the writing assignmentEnter to expand or collapse answer.Answer expandedCorrect Response: B.

55. A special education teacher co-teaches a third-grade class. The teachers work with students with various strengths and needs and would like to promote students’ engagement within the classroom. Which of the following actions would most effectively tư vấn this goal?

assigning a different student each day to be the classroom leader ensuring that students’ assigned classwork includes cross-curricular content asking students to model strategies to work independently for their classmates facilitating self-directed activities and learning models with studentsEnter to expand or collapse answer.Answer expandedCorrect Response: D.

56. A fourth-grade student with a learning disability in reading attends a general education class. The teacher asks the special education teacher for recommendations on how to best tư vấn the student’s understanding during whole-class instruction. The special education teacher recommends teaching the whole group to use response cards. Which of the following results describes the greatest benefit of this practice?

providing a method to track individual student participation
during whole group activities developing the students’ comprehension of content during whole group activities scaffolding the discussion appropriately for students during whole group activities ensuring students stay on-topic and do not become distracted during whole group activitiesEnter to expand or collapse answer.Answer expandedCorrect Response: A.

57. An
Individualized Education Program (IEP) team has recommended an assistive technology evaluation to tư vấn a sixth-grade student with a learning disability. The student can generate thoughts and content but has difficulty with spelling, handwriting, and organizing thoughts into written words. Which of the following steps should the IEP team take to ensure the evaluation best supports the student’s needs?

arranging for the assistive technology specialist to conduct an observation of
the student and report their findings of the student’s writing abilities identifying the specific writing tasks the student is expected to perform and the environments in which the student will perform these tasks requesting a list from the special education teacher of assistive technology devices that provide reading and writing tư vấn reviewing the student’s formal and informal assessment results to determine what accommodations have previously worked best with the
student Enter to expand or collapse answer.Answer expandedCorrect Response: B.

58. A special education teacher works with a fourth-grade student who frequently becomes frustrated. The student often expresses frustration through throwing classroom objects or knocking over chairs and tables. Which of the following actions should the teacher take to prevent the student’s aggressive episodes in the
classroom?

reviewing with the class as a whole the rules, acceptable behaviors, and consequences for students if rules are not followed creating a reward system for students who exhibit appropriate behaviors and asking these students to model classroom behaviors for classmates determining what types of events typically trigger the student’s behavior and practicing with the student alternative behaviors to engage in when these events take place discussing
the student’s behaviors with the student’s parents/guardians and asking if the student exhibits the same types of behaviors homeEnter to expand or collapse answer.Answer expandedCorrect Response: C.Objective 0008: Demonstrate knowledge of research-based strategies that promote positive academic outcomes for students with disabilities.

59. A middle school English language arts (ELA)
teacher meets with the special education teacher for advice about a student with a learning disability in writing. The ELA teacher says that while the student writes fluently and has many original ideas, the student’s inattention to punctuation makes the student’s work difficult to read. The special education teacher has worked with the student on punctuation and has seen significant improvement on exercises and drills in the resource room. The special education teacher’s best response would be
to suggest that the ELA teacher:

send the student to the resource room to review final drafts for punctuation errors before submitting her work. set a short period of time aside each day for the student to work on punctuation exercises. hold the student accountable for punctuation errors when grading the student’s work, as articulated in the IEP. ask the student and a classmate to exchange final drafts and correct each other’s punctuation errors.Enter to expand or collapse answer.Answer expandedCorrect Response: C.

60. A special education teacher meets twice a week with a ninth grader who has a learning disability in writing. When reviewing the notes the student has taken in preparation for a geography report, the teacher sees that they are excessively detailed and do not distinguish between major ideas and minor points. The teacher’s best response
in this situation would be to:

show the student how to use shorthand and abbreviations when taking notes. provide the student with index cards to limit the amount of space available for taking notes. remind the student of cut and paste options in computer software for a source that requires extensive notetaking. teach the student how to use text headings and subheadings to focus notetaking on key concepts.Enter to expand or
collapse answer.Answer expandedCorrect Response: D.

61. Which of the following is a key component of all tiers of response in a response to intervention (RTI) model?

curriculum-based measurement small-group instruction shortened classroom assignments one-on-one tutoringEnter to expand or collapse answer.Answer expandedCorrect
Response: A.

62. A special education teacher uses choral reading when working with groups of students. Which of the following results describes the greatest benefit of this practice?

encouraging students to participate without the stress of reading individually in front of a group allowing students to demonstrate their improvements in reading ability to the group and to the teacher providing students the opportunity to work with a partner
and to take turns reading aloud to each other giving students the chance to read aloud for a predetermined time before choosing a peer to read aloud nextEnter to expand or collapse answer.Answer expandedCorrect Response: A.

63. A special education teacher uses the following vocabulary activity with students.

Find the root. Find the prefixes and suffixes.
Think about what each part means. Combine the meanings of the parts. Try the possible meaning in a sentence. Ask yourself, “Does it make sense?”

Which of the following research-based strategies does this activity describe?

context clues morpheme analysis semantic mapping Frayer modelEnter to expand or collapse answer.Answer expandedCorrect
Response: B.

64. A special education teacher works with a tenth-grade student with a learning disability in writing. The teacher plans to engage the student in various prewriting activities. Which of the following results would describe the greatest benefit of this practice?

encouraging the student to generate and clarify ideas to promote production of writing ensuring the student understands the expectations of writing assignments
reviewing appropriate punctuation, grammar, and vocabulary with the student providing the student with an editing checklist to use before, during, and after writingEnter to expand or collapse answer.Answer expandedCorrect Response: A.

65. A special education teacher works with a second-grade student who struggles with place value. The teacher uses the following activity with the
student.

Teach the concept using math manipulatives, such as base ten blocks.Give the student opportunities to practice the concept using the manipulatives.Introduce pictures of the manipulatives.Model for the student how to draw or use pictures in the mathematics problems.Give the student opportunities to practice the concept using pictures.Teach the student the concept using numbers or symbols.Give the student opportunities to practice the
concept using numbers or symbols.

Which of the following instructional strategies is represented by this teaching activity?

keyword mnemonics concrete-representational-abstract (CRA) schema-broadening instruction (SBI) cover-copy-compareEnter to expand or collapse answer.Answer expandedCorrect Response: B.

66. A special education teacher
implements peer-assisted learning strategies (PALS) with a fourth-grade class during mathematics activities. Which of the following actions should the teacher take to utilize this intervention most effectively?

pairing students who have been assessed the same ability level in mathematics to work on activities together allowing students to choose partners to tư vấn comfort levels and foster confidence in mathematics skills encouraging students to practice
mathematics skills and engage in discussion while working together asking students to take turns being the “teacher” while the other is the “learner” during the mathematics activityEnter to expand or collapse answer.Answer expandedCorrect Response: C.Objective 0009: Demonstrate knowledge of research-based methods for promoting students’ adaptive, communication, and independent living
skills.

67. A first-grade student with cerebral palsy uses a communication board with speech output. The student will soon begin receiving instruction in a general education classroom for part of each school day. Which of the following steps should the special education teacher take first to promote the student’s communication skills within the new classroom environment?

requesting that the students in the general education class ask the student questions about the
communication board on the student’s first day in class asking the general education teacher to discuss with the class different ways in which people communicate, including using communication boards suggesting that the student show the communication board to the general education class and demonstrate how the communication board is used ensuring that the general education teacher understands how the student uses the communication board before the student’s transition
into the classEnter to expand or collapse answer.Answer expandedCorrect Response: D.

68. A special education teacher who works in a high school resource room overhears students making unfavorable remarks about themselves and their ability to obtain jobs in the future. The teacher wishes to increase students’ self-confidence so that they will be more likely to experience successful transitions from
high school into the workplace. Which of the following strategies would most effectively meet the teacher’s goal?

pairing each student with a successful adult mentor who has a similar disability who can serve as a supportive role model assigning each student to research a career that interests them and present an oral report about it asking each student to interview several adults to obtain information about the positive and negative aspects of each person’s job
encouraging students to obtain a part-time job while still in high schoolEnter to expand or collapse answer.Answer expandedCorrect Response: A.

69. A student with attention-deficit/hyperactivity disorder (ADHD) who attends a fourth-grade general education class has been having difficulty during quiet work times. The student often disturbs peers by engaging in behaviors such as tapping a pencil
loudly on the desk, humming, or stomping feet on the floor. The teacher has discussed these behaviors with the student. Which of the following strategies should the teacher use next to increase the student’s self-management skills during quiet work times?

creating a behavior chart to tally how often the student engages in distracting behaviors and providing a reward as the student reduces these behaviors developing a visual cue to use with the student to help
increase awareness of distracting behaviors asking the student to work in a separate area of the classroom when becoming distracting to others meeting with the student each morning to review behaviors to reduce and providing the student with feedback about progress the end of each dayEnter to expand or collapse answer.Answer expandedCorrect Response: B.

70. A middle school
special education teacher who works in a self-contained classroom has recently discovered that the primary leisure activities of most students involve watching television, playing on the computer, and playing video games. The teacher would like to increase the students’ participation in different types of leisure activities. Which of the following strategies would best meet this goal?

asking students to conduct a survey to determine the types of leisure activities in which their same
age-peers most commonly participate inviting guest speakers from various school clubs and extracurricular activity groups to present information to the students assigning students to research various types of leisure activities and each presenting the information to the class integrating time into the weekly schedule on a consistent basis for students to be introduced to and participate in various types of leisure activitiesEnter to expand
or collapse answer.Answer expandedCorrect Response: D.

71. A special education teacher who works with three high school students in a life skills class would like to promote the students’ food preparation skills. Which of the following strategies would best address this goal?

asking students to choose a meal they would like to prepare and working with them to write out the steps involved in preparing each food
providing direct instruction to students by planning opportunities for them to prepare various foods in school on a consistent basis arranging for students to observe cafeteria staff while they are preparing food for lunch and meeting with the students to discuss their observations sending a note to students’ parents/guardians requesting that students become involved in food preparation activities homeEnter to expand or collapse
answer.Answer expandedCorrect Response: B.

72. A third-grade student with autism spectrum disorder (ASD) demonstrates difficulty with following rules in the classroom. The teacher discusses the rules frequently with the class, but the student often prefers to engage in disruptive behaviors such as talking during quiet work time and refusing to share classroom materials with others. The special education teacher would like to
tư vấn the student’s abilities in these areas. Which of the following actions would likely be most effective for this purpose?

posting the classroom rules the front of the classroom and on the student’s desk, and asking the student to read the rules a few times each day recommending the student receives pull-out time to work on assignments one-on-one with a paraeducator during which the student does not need to follow classroom rules creating social stories
describing the importance of following rules in the classroom, including specific examples of why this is important and steps for how to follow rules successfully allowing the student flexibility with adherence to classroom rules, as long as the student is completing academic assignments Enter to expand or collapse answer.Answer expandedCorrect Response: C.

73. A seventh-grade student
with cerebral palsy uses a speech-generating device with eye-gaze software. Which of the following actions would be most important for the special education teacher to take first to tư vấn the student’s communication skills in all classes?

working with the assistive technology specialist, the speech-language pathologist, and general education teachers to understand the student’s use of eye-gaze technology obtaining additional types of assistive technology such as a
touchscreen to facilitate the student’s communication independence conducting assessments to determine if the student is working grade-level in all classes and identifying appropriate modifications assigning the student a paraeducator to assist the student in accessing materials in each class and to scribe for the student if the technology is not working correctlyEnter to expand or collapse answer.Answer expanded
Correct Response: A.

74. A special education teacher would like to promote the participation of students with physical disabilities in leisure and recreation activities. Which of the following actions should the teacher take to most effectively meet this goal?

talking with leaders of afterschool clubs and sports team coaches to determine availability in leisure and recreation groups and accessibility to meet students’ needs working with
other special education teachers to create afterschool leisure and recreation activities based on their skills and talents and inviting students to participate in the groups conducting interest inventories with students to determine their leisure and recreation interests and supporting them in becoming involved in these activities in the school community sending home information with students to share with parents/guardians about leisure and recreation opportunities available
to students through local organizationsEnter to expand or collapse answer.Answer expandedCorrect Response: C.

75. A special education teacher is working on identifying individualized transition services to tư vấn a student’s achievement of post-secondary goals through community experiences. Which of the following questions must the teacher answer to effectively identify these services?

Have these experiences been successful for other students with whom the special education teacher has worked previously? Are these experiences located near the student’s home or will transportation be required?Which skills will these experiences teach that will tư vấn the student’s ability to eventually live independently?What opportunities will the student have during these experiences that offer hands-on or practical learning experiences?Enter
to expand or collapse answer.Answer expandedCorrect Response: D.Foundations and Professional PracticeObjective 0010: Understand the philosophical, historical, and legal foundations in the education of individuals with disabilities.

76. An elementary school is implementing a positive behavioral tư vấn program for all students, including students with special needs. The basis for this
type of educational practice has its foundation in which of the following principles of behavior theory?

modeling extinction reinforcement shapingEnter to expand or collapse answer.Answer expandedCorrect Response: C.

77. The No Child Left Behind Act (NCLB) has had which of the following effects upon special education practice?

ensuring that each
student receives a không lấy phí and appropriate education mandating that schools collaborate with community agencies when planning transition services holding schools accountable for all student’s learning providing funding for educational services for young children with disabilitiesEnter to expand or collapse answer.Answer expandedCorrect Response: C.

78. An initial evaluation
has just been completed for a sixth-grade student. During the Individualized Education Program (IEP) team meeting, the team informs the student’s parents/guardians that the has a specific learning disability in reading comprehension. The team recommends pull-out services three times a week in the resource room. The student’s parents/guardians disagree, and the team cannot reach an agreement during the meeting. According to federal law, which of the following actions best describes the next step
in this process?

The student begins to receive the IEP team’s recommended services until an agreement is reached. The student’s parents/guardians initiate due process and take the issue to mediation. The student is reevaluated independently by a community-based psychologist who reports the results to the team. The student’s parents/guardians and their attorney take the issue to a fair hearing.Enter to expand or collapse
answer.Answer expandedCorrect Response: B.

79. A fourth-grade teacher is concerned that an English language learner (ELL)’s academic achievement is significantly below grade level. The prereferral team decides to try providing the student with a paraeducator to translate assignments. The teacher is also asked to keep anecdotal records regarding the student’s informal verbal interactions with classmates. The prereferral team’s
actions are likely to be most useful for providing information about:

whether the student’s academic difficulties are related to language differences. whether the student is motivated to achieve in school. whether the student’s learning style is compatible with the teacher’s instructional style. whether the student is exhibiting a delay in social-emotional development.Enter to expand or collapse answer.Answer
expandedCorrect Response: A.

80. Full inclusion models of special education are based on the idea that students with disabilities are best served in which of the following environments?

the school within the students’ district which the students’ needs can best be met a substantially separate classroom but attending the same school as general education peers social opportunities with general education
peers but academic work in a separate setting a general education classroom with age-level peers for the majority of the school dayEnter to expand or collapse answer.Answer expandedCorrect Response: D.

81. In which of the following ways does the Americans with Disabilities Act (ADA) tư vấn students with physical disabilities?

ensuring accommodations provide access to public
schools and buildings for students with physical disabilitiesrequiring public schools to develop appropriate Individualized Education Programs (IEPs) for students with physical disabilities affirming that students with physical disabilities should not be excluded from any program or activity that receives federal financial assistance allowing due process hearings if parents/guardians of students with physical disabilities disagree with Individualized Education Program
(IEP) accommodationsEnter to expand or collapse answer.Answer expandedCorrect Response: A.

82. A special education teacher’s familiarity with the developmental stages of learning English as an additional language is most likely to result in:

better collaboration with families of linguistically diverse students who receive special education services. a more accurate assessment
of special education needs of linguistically diverse students. greater rate of progress for linguistically diverse students who receive special education services. the identification of the language proficiency levels of linguistically diverse students who receive special education services. Enter to expand or collapse answer.Answer expandedCorrect Response: B.

83. In which of
the following ways did the court case Honig v. Doe affect special education services?

instituting the rights of students with disabilities to extended school year services ruling that intelligence quotient (IQ) tests cannot be used as the sole basis for determining if a student is eligible for special education services determining that students with disabilities cannot be expelled from school for misbehavior that is related to their disabilities
establishing the rights of all students to equal opportunity for an education Enter to expand or collapse answer.Answer expandedCorrect Response: C.Objective 0011: Apply knowledge of strategies for communicating and collaborating with others to help students with disabilities achieve desired learning outcomes.

84. A high school special education teacher will be leading Individualized
Education Program (IEP) team meetings that involve numerous service providers within the school and community. Which of the following collaborative approaches would likely be most effective for the teacher to use in facilitating these team meetings?

monitoring team members’ interactions closely to minimize conflicts assigning specific tasks to each team thành viên to complete before each meeting organizing meetings so that each thành viên has a set time limit for presenting
information to the team listening actively to clarify and summarize team members’ input during discussionsEnter to expand or collapse answer.Answer expandedCorrect Response: D.

85. A second-grade teacher is notified that a new student will be joining the class. The student has a specific learning disability and has severe asthma that requires medication several times per day. In
preparation for the student’s arrival, the second-grade teacher, the special education teacher, and the school nurse meet to discuss the student’s needs. Which of the following best describes the second-grade teacher’s primary role?

modifying the content of the general education curriculum creating specialized educational materials providing specific details and expectations of the general education curriculum monitoring the implementation of tư vấn
servicesEnter to expand or collapse answer.Answer expandedCorrect Response: C.

86. A paraeducator is assigned to a general education classroom that includes several students with learning disabilities. Which of the following best describes a responsibility of the paraeducator in this setting?

assisting the students with learning disabilities during small-group instruction
scheduling related tư vấn services for the students with learning disabilities planning weekly lessons and activities for the students with learning disabilities administering formal classroom assessments to the students with learning disabilitiesEnter to expand or collapse answer.Answer expandedCorrect Response: A.

87. An elementary special education teacher holds monthly group
meetings for students’ parents/guardians to share information and discuss their concerns. Several parents/guardians have asked the teacher to speak to the group about ways they can tư vấn their children’s learning home. Which of the following guidelines would be most important for the teacher to keep in mind when developing suggestions for the parents/guardians?

Each task should be accompanied by a simple way to measure and document progress. Activities should provide
remedial practice in skills that students are learning school. Each task should be designed so that families will need to work together for several weeks to complete it. Activities should be meaningful and should fit easily into the family’s daily schedule.Enter to expand or collapse answer.Answer expandedCorrect Response: D.

88. A special education teacher is collaborating
with a fifth-grade general education teacher. Four of the students in the class have disabilities. Several times in the past month, the special educator has noticed that the general education teacher does not actively involve the students with disabilities in class activities. Which of the following steps should the special educator take first in addressing this situation?

Discuss the concerns with the general education teacher. Describe concerns with another
colleague and ask for advice on how to handle the situation. Ask the school psychologist to observe in the classroom. Question the four students about how they feel about their involvement in the class.Enter to expand or collapse answer.Answer expandedCorrect Response: A.

89. An Individualized Education Program (IEP) team would like middle school students who receive special
education services to be actively involved in their own education. Which of the following actions would most appropriately promote this goal?

sharing student work samples annual IEP meetings to demonstrate progress interviewing the students to ask about the redevelopment of new IEP goals inviting the students to attend and provide input their annual IEP meetings allowing the students to review draft IEP goals before they are approved by
parents/guardians Enter to expand or collapse answer.Answer expandedCorrect Response: C.

90. At an Individualized Education Program (IEP) team meeting for a kindergarten student, the student’s parents/guardians state that they would like to be involved in their child’s education. The IEP team decides that a home-school communication notebook would be beneficial for the student’s teachers and the
parents/guardians. In which of the following ways could the home-school notebook most effectively tư vấn the parents’/guardians’ involvement?

allowing the parents/guardians to monitor the provision of services provided to the student during the school day providing a reliable alternative for teachers to using email or phone calls for contacting parents/guardians about important topics giving data to the parents/guardians about the student’s academic performance,
test results, and topics covered in the curriculum promoting teachers’ and parents’/guardians’ understanding of events home and school that can have an influence on the student’s behaviorEnter to expand or collapse answer.Answer expandedCorrect Response: D.

91. A middle-school special education teacher works with students who receive specific instruction in life skills. The teacher
would like to collaborate with the school’s speech language pathologist (SLP) on coteaching during a cooking lesson. Which of the following parts of the lesson would be most appropriate to ask the SLP to address with the students?

showing students which cooking utensils are required to complete the recipe ensuring students understand and follow safe food handling recommendations and guidelines assisting students in understanding the vocabulary and sequence of the
steps in a recipe supporting students’ development of functional skills involved in measuring ingredientsEnter to expand or collapse answer.Answer expandedCorrect Response: C.

92. A special education teacher provides consultation services for several elementary students who participate in classes within the general education setting. Which of the following actions by the special education
teacher would be most critical in meeting the students’ academic needs?

scheduling weekly sessions with the general education teacher to plan modifications to the curriculum as the teacher is creating upcoming lesson plans implementing direct services if the student is making less progress than expected with existing modifications to instruction creating individualized materials to send home with the students to provide additional practice for content areas and
academic skills regularly observing the student in the classroom and providing feedback to the general education teacher on the student’s progress toward goalsEnter to expand or collapse answer.Answer expandedCorrect Response: A.Objective 0012: Demonstrate knowledge of the professional responsibilities of the special education teacher.

93. A special education teacher has recently
heard about a new instructional method for teaching problem-solving skills to students with learning disabilities in mathematics reasoning. Which of the following resources would contain the most reliable research-based information on this instructional method?

a mission statement posted by the Web site of a company that publishes materials based on the new instructional method a peer-reviewed article about the new instructional method published in a special education
journal testimonials by teachers a statewide conference who have used the new instructional method in their classrooms postings about the new instructional method on a listserv for special education teachersEnter to expand or collapse answer.Answer expandedCorrect Response: B.

94. A new paraeducator has just begun working with a student with multiple disabilities who attends a
general education sixth-grade class. The special education teacher is responsible for overseeing the work of three other paraeducators in the school. Which of the following actions should be the special education teacher take to monitor the services that the new paraeducator is providing to the assigned student?

meeting with the paraeducator the beginning and end of each week to conduct planning and debriefing sessions asking the four paraeducators to spend some of their
không lấy phí time observing one another to provide mutual advice and tư vấn scheduling a weekly meeting with the four paraeducators to conduct a comprehensive discussion of their activities and concerns collaborating with the general education teacher in planning and supervising the work of the new paraeducatorEnter to expand or collapse answer.Answer expandedCorrect Response: D.

95.
Which of the following organizations was founded to advocate for the rights and full participation of all children and adults with intellectual and developmental disabilities?

Council for Exceptional Children Project HOPE The Arc of the United States Make-A-Wish FoundationEnter to expand or collapse answer.Answer expandedCorrect Response: C.

96. A special
education teacher has noticed that a student with an intellectual disability regularly shows considerable academic regression during breaks in the school schedule. The teacher is becoming increasingly concerned that the student may experience significant setbacks over summer vacation. Under these circumstances, the teacher could best advocate for the student by:

referring the student’s parents/guardians to tutors they could engage to work with their child in the summer.
meeting with the student’s assigned teacher for the next year to suggest ways to assist the student in making up for missed learning. providing the student’s family with materials and activities designed to tư vấn the student in maintaining the skills learned in the current year. making a recommendation that the student receive extended educational services during the upcoming summer.Enter to expand or collapse answer.Answer
expandedCorrect Response: D.

97. A special education teacher observes a student with attention-deficit/hyperactivity disorder (ADHD) who attends the second-grade general education classroom for most of the school day. The student is showing significant changes in behavior. During a lesson, the student frequently gets up and walks around the classroom and engages in unrelated activities, such as lining up pencils on the desk and folding and
crumpling paper. These activities and behaviors interfere with the student’s participation in the general education setting and have begun to distract classmates. Which of the following actions should the special education teacher take to most effectively tư vấn the student?

scheduling a meeting with the Individualized Education Program (IEP) team to discuss the situation changing the student’s educational placement to include more pull-out time with a paraeducator
conducting standardized academic assessments to determine the cause of the student’s behaviors contacting the student’s parent/guardian to discuss the behaviors and to suggest referral to a specialistEnter to expand or collapse answer.Answer expandedCorrect Response: A.

98. A special education teacher supervises several paraeducators who each work with an individual student who
receives special education services. The special education teacher can best provide these paraeducators with current and relevant training by:

sharing reputable Web sites with information on students with disabilities. instructing them in how to enroll in formal coursework related to special education. providing feedback on their performance based on information from general education teachers. arranging school-based professional development opportunities
for them.Enter to expand or collapse answer.Answer expandedCorrect Response: D.

99. A special education teacher reads a research article about a software program that supports students with learning disabilities in reading. Which of the following reasons would be the most appropriate to cause the teacher to question the accuracy of the research?

The research was conducted on students
younger than the students with whom the teacher works. The research was sponsored by and posted on the manufacturer’s Web site. The research results were replicated by several other researchers. The research was published in an academic journal that recently went out of print.Enter to expand or collapse answer.Answer expandedCorrect Response: B.

100. A special education
teacher is interested in purchasing materials from a Web site that sells content created by teachers. The teacher is interested in using these materials for specific lessons with individual students. Which of the following actions is most important for the teacher to engage in before purchasing any materials?

prioritizing searches on materials that have received good reviews asking students’ parents/guardians about their preference of materials for their children
choosing materials that have appealing graphic images and are easy to implement ensuring materials align with research-based learning practicesEnter to expand or collapse answer.Answer expandedCorrect Response: D.

Which of the following explanations provides a strong tư vấn of the role of active listening in the classroom?

Which of the following explanations provides a strong tư vấn of the role of active listening in the classroom? Teachers are able to pose questions that allow for individual students to think more deeply about the content area.

How does a strong classroom management plan allow for the teaching and learning of content?

How does a strong classroom management plan allow for the teaching and learning of content? Classroom management gives students the structure they need in order to engage in academic lessons. According to Fred Jones, “Proactive management is more than a set of procedures. It is a mindset.

How does persistence from teachers benefit students in the classroom?

Specifically, teacher persistence may promote high expectations for students, the development of teaching skills, teachers’ reflectiveness, responsiveness to diversity, teaching efficacy, effective responses to setbacks, and successful use of reformed teaching methods.

What is the relationship between a strong classroom management plan and a strong learning environment quizlet?

What is the relationship between a strong classroom management plan and a strong learning environment? In a well-managed classroom a teacher has taken time to build relationships with students and they feel safe and secure as a result.
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