Special Education EC-12 Study Guide

AD<2H@2@C&"' @CpMeSKciQIl 2LduSKcQItiWoVn 2+0°±² ³±"±´ @CtuLdy 47uiLdMe Which of the following is the best accommodation for a student with ADHD? A. Providing the student with visual reminders of classroom routines and rules, and giving the student nonverbal cues when necessary B. Allowing the student to use augmentative communication devices to assist in completing assignments C. Giving the student a multiple choice test when the other students are completing an essay form of the test D. Keeping environmental stimuli out of the students field of vision and seating the student close to the teacher. Which of the following tasks would pose the greatest challenge to a 13 year old with a receptive language disorder? A. Following a sequence of commands B. Writing complete sentences C. Reading aloud from a passage D. Using prefixes and suffixes The leading non genetic cause of mental retardation is A. Down syndrome B. Trisomy 13 C. Fragile X syndrome D. fetal alcohol syndrome. Mark is not yet combining words and 2-word phrases, asking questions, are using a significant number of verbs. He understands about 50 words and can use 10 to 20 single words such as big, up, no, hi, mama, more, look, finish and gone. According to the patterns of normal language development, an appropriate goal for Mark would be to A. use subject pronouns such as “you”, “I”, “it” B. use agent + action (eg. “Mom eat”) C. use “wanna/gonna” to express wish/intention D. use questions. Ms. Browning is a second grade special education teacher who has a number of children in her classroom who speak different languages. Which of the following techniques would be most appropriate to use in order to help the students benefit from instruction? A. Referring them to the speech therapist for language development B. Attempting to learn important phrases in each of their native languages C. Using peer modeling, role-playing and social interaction for language acquisition. D. Assisting them individually to contact Mastery center CMC so they will get individual how to finish their work Which of the following is an example of a formal assessment that would be used with a student suspected of having a learning disability? A. Curriculum-based measurement B. Norm-referenced test C. Parent and teacher interview D. Rating scale Jonathan is learning letters, letter sounds, and language skills in a predictable, appropriate order. Jonathan scores on both teacher made assessments are curriculum-based assessments indicate that he is acquiring these skills at a much slower pace than other students his age. Jonathan’s speech and language patterns demonstrate which of the following? A. Dysgraphia B. Dyscalculia C. Dyslexia D. Dysnomia

Which of the following is the best method for evaluating the goals that are documented in an individualized education program (IEP) for a student who is being instructed in the general education classroom? A. Daily grades, teacher evaluations, for example, and classroom assessment scores B. Teacher evaluations, Texas assessment of knowledge of skills (TAKS) test scores, and self-evaluations C. Special education progress reports filled out by the general education and special education teachers D. Discussion between the special education and general education teachers to determine the students grades Which of the following is the most common relative strength of students with a learning disability and students with attention-deficit/hyperactivity disorder (ADHD)? A. Ability to attend to more than one idea at a time B. Possession of effective self motivational strategies C. Self-confidence in managing time and task D. Normal intelligence and capability to learn Which of the following is the most effective strategy for helping a student with a visual impairment develop and understanding of object permanence? A. Increasing auditory stimulation B. Increasing kinesthetic experience C. Decreasing auditory stimulation D. Decreasing kinesthetic experience Which of the following types of informal assessment is most appropriate for gathering information on the frequency with which specific student behaviors occur? A. Anecdotal Record (tantrum, outbreak quickly followed by a behavior event) B. Structured interview C. Event recording D. Graduated rating scale A student with an expressive language disorder will most likely struggle with A. Math reasoning. B. Creative writing tasks. C. Understanding directions. D. Phonological reading skills. A special education teacher has noticed that students from culturally and linguistically diverse backgrounds who have been referred for possible language disorders frequently demonstrate no language impairments. The special education teacher 's best response in this case would be A. Use a faculty meeting as an opportunity to remind classroom teachers of the importance of treating all students in an unbiased manner. B. Distribute a memo to all classroom teachers urging them to investigate the distinction between language disorders and language differences. C. Provide classroom teachers with data comparing typical percentages of students needing special services, by ethical group, with referral figures at their school. D. suggest to the campus leadership team that the faculty receive in-service training on issues related to cultural influences on language development Which of the following reading skills is most emphasized by these activities? A. Reading fluency B. Reading comprehension C. Vocabulary development D. Decoding skills

A Response to Intervention (RTI) team is having a follow -up meeting on Luis, a 4th grader has difficulty with mixed computation and placed on a Tier II support level. The teacher has collected data from weekly timed computation assessments of 40 questions each. Which of the following would be the most appropriate recommendation the RTI team could make Luis? A. Change the type of assessment being administered B. Proceed with special education testing C. Require the student be moved to a Tier III D. Continue with the intervention plan Jeanne Chall has identified five stages of reading development. At what stage of reading are students taught study skills and reading strategies to use in order to become successful readers? A. Stage 1: Decoding stage B. Stage 2: Confirmation and fluency stage C. Stage 4: Multiple viewpoints stage D. Stage 5: Construction and reconstruction stage A child with a hearing impairment might have difficulty with phonemic awareness because it involves A. Understanding words that people speak B. Distinguishing sounds within words. C. Connecting sounds with graphemes. D. Identifying sound in reading. Students in a middle school class are learning about the resources available in the reference section of the school library (e.g., encyclopedia, almanac, atlas, collection of quotations, biographical dictionary). The teacher reviews the resources with students and provides time for them to browse through the materials. As a next step, which of the following assignments would best help the teacher assess students knowledge about these resources? A. Each student selects one of the reference works io investigate in depth and writes as essay about its value as a research tool. B. Students conduct research for individual projects and include at least two encyclopedias as reference in their bibliographies. C. Small groups of students prepare oral presentations describing the types of information available in the reference section of the library. D. Students participate in a fact-finding exercise by using reference works to locate answers to specific questions provided by the teacher. A teacher is working with a small group of students who are reading and discussing a biography written at their instructional reading level. When reading a text at this level a student should A. find the text challenging but comprehend it fully with limited assistance from the teacher. B. Expect to read the text independently but require substantial teacher support to comprehend the material. C. Encounter no unfamiliar words and be able to comprehend the text easily and without teacher assistance. D. Encounter many unknown words in the text that require the use of a variety of word identification strategies. Picture arrangement, storytelling and think out loud are examples of which of the following? A. Formal reading assessments B. Informal reading assessments C. Commercial reading assessments D. Fluency assessments Week 1 Week 2 Week 3 Week 4 Week 5 12 of 40 14 of 40 18 of 40 22 of 40 28 of 40

A third grade teacher regularly uses the following activities and her language arts class. 1. word recognition activities with Sight Words 2. choral reading with small groups 3. repeated reading of texts 4. listening to stories on tape for modeling 5. readers theater Mr. Campbell, A first grade teacher, uses a circle time activity in which students use finger puppets to act out a story as he read it out loud. This exercise is most likely to support students literacy development and A. syntactic knowledge. B. phonemic awareness. C. listening comprehension. D. literary response. A class is engaging in the following activities rhyming, a segmenting words, and blending sounds. These activities are most helpful in supporting the students development in which of the following areas? A. Sight-Word recognition B. Vocabulary definitions C. Alphabetic principles D. Phonological awareness As part of a lesson on story elements, students are given a worksheet with these categories characters, setting, problem, solution, and conclusion. The students are to read and take notes on the worksheet, re-reading as necessary. This activity is helping students to which of the following? A. Check organization and structure as they read expository text B. Use elements of narrative text in order to construct meaning C. Make connections to their own experiences to enhance understanding D. Create mind pictures using the story elements A teacher is reading out loud from a big book to a group of children. As he reads, he points to each word. This practice will promote the children’s reading development most significantly by A. reinforcing the concept of the word as a unit of text B. facilitating as understanding of sentence structure C. demonstrating the alphabetic principle D. drawing attention to individual speech sounds Which of the following is the best example of multi sensory instruction in a reading/language arts program that would improve basic reading skills and comprehension? A. Using basa textbooks at sequential reading levels with accompanying workbooks and worksheets B. Providing learning opportunities for students using visual, kinesthetic, tactile, and auditory methods C. Encouraging students in a systematic,teacher led approach using controlled vocabulary with emphasis on sound symbol relationships D. Allowing students opportunities to review and practice sight words on a scheduled basis As part of her small group instruction with students who are reading below grade level, Ms. Mayor, a second grade special education code teacher, presents words orally to the group and then has them turn up a finger for every sound that they hear as they repeat the word. This example of segmentation and blending will most likely build which of the following? A. Fluency B. comprehension C. Phonemic awareness D. Letter-sound correspondence Students in the emergent reading stage of literacy development benefit most from A. Experience with rhyming and other word play. B. Using spelling patterns when writing short stories. C. Guidance and practice with specific comprehension strategies. D. Reading silently multiple times throughout the day. a. Reading Fluency b. Reading Comprehension c. Vocabulary development d. Decoding skills

The most effective intervention for developing reading fluency and a student with a specific learning disability (SLD) is to have the student A. Develop a vocabulary that is geared toward the specific material. B. Listen to text that is being read by a fluent reader. C. Develop decoding skills that are one level above the students current functioning. D. Repeat oral reading assignments with corrective feedback. Which of the following types of skills are most useful to the greatest number of students who are receiving special education services and are explicitly taught to students to help them function independently community? A. Academic study skills B. Team membership skills C. Problem solving skills D. Computer skills A word processing program that checks the grammar of written work would be most useful to a student who has difficulty with which of the following elements of language? A. Phonology B. Morphology C. Syntax D. Pragmatics A cooperative learning strategy in which students are responsible for a portion of learning and teaching is called A. partner reading B. Collaboration C. Peer tutoring D. jigsawing A special education teacher is considering transition goals for a student who will turn 16 by the end of the year to ensure they contain appropriate information. Which of the following must be included in the Individual transitional goals? A. Past level of performance by the student. B. Monthly educational goals for the student. C. Services and post school outcomes for the student. D. Ending dates of special education services for the student. '&('A six grade student in 43Mr° 32Lincoln the general education class testing indicates that she is reading on a fourth grade level± documented and her individualized educational program 43Mr° 32Lincoln notes on (')(Beth indicate the following to participate during group work involving reading does not complete assignments involving reading absent° 43Mr° 32Lincoln has a special education for suggestions on how to address his concerns ± Which of the following recommendations from the special education teacher is most likely to promote (')(Beths engagement and participation in work involving reading assignments%$&% '&('A° 6Proving regular± positive feedback to (')(Beth when she does participate as asked in the reading assignments (')(B° )(*)Coaching (')(Beth to be a better team member within her reading group )(*)C° '&('Assiging a peer tutor to assist and assess (')(Beth during group work involving reading assignments *)+*D° 5Offered to meet with (')(Beth so she can expressed her concerns about her needs as a reader Which of the following is the most appropriate accommodation for (')(Beth± given her below grade level reading skills%$&% '&('A° '&('Allowing her to have at least ² percent additional time to complete the class assignment° (')(B° 6Providing her with colored overlays that claim to reduce visual distortions° )(*)C° 6Provide her with curriculum related material written at her reading level° *)+*D° '&('Allowing her to complete only half of the class reading assignments°

A special education student is legally blind. Which of the following uses the technology would best help the student access the same printed information as his classmates? A. Using a Braille translator to convert any material to Braille. B. Using only worksheets that are included on a CD that can be loaded onto a computer C. Using a read aloud computer system to scan the material and listen while the computer reads it aloud D. Using a screen magnifier to place over and printed materials Jackie Is a kindergarten who is nonverbal which of the following would be the best modifications for the teacher to make for Jackie during music activities? A. Ensuring that Jackie is taught a variety of ways to respond to music. B. Having an aide sit with jackie and encourage her to join in singing activities. C. Planning a different activity for jackie in another part of the room. D. Scheduling music activities to last no more than 10 minutes. A Kindergarten student who experience prenatal exposure to drugs and who exhibits self-regulatory problems is likely to be best served in the classroom in which A. Individual activities are emphasized over group activities. B. Children are assigned to specific activities rather than permitted to choose. C. Routine, activities, and caretakers are consistent and predictable. D. Teachers and aides generally refrain from being overtly directive. A teacher notices that a student cannot write legibly and has Serious problems with other fine motor task. Who determines whether the student receives occupational therapy? A. The educational diagnostician, with consultation from the teacher. B. The occupational therapist, after observing the student. C. The admission review dismissal (ARD) committee. D. The campus administrator, after speaking with the students parents. A school’s special education staff has begun collaborating with local employers to develop an institute program for community-based vocational training. Students will spend several weeks at each site receiving training in a very variety of jobs. Such a program would be especially useful for A. helping students develop a high degree of proficiency at a wide range of jobs B. building community support for the school’s special education program by providing local employers with volunteer workers C. assessing students competence, interest, and needs in regard to specific type of employment D. facilitating early exit from high school for those students who demonstrate aptitude for particular jobs A special educator has been teaching Wanda, a second grade with Cerebral palsy, how to brush her teeth and school using a specialized toothbrush and toothpaste pump. To help Wanda generalize the scale, it would be most effective to have her A. Watch a video abot dental hygiene B. Try several flavors of toothpaste and choose her favorite C. Brush her teeth several times during the school day D. Practice brushing her teeth at home The core of any behavior involves which of the following components? A. Stimulus, response, and consequence B. Function, context, and description C. Observation, reinforcer, and discipline D. Response. Observation, and reinforcer Which of the following would be the best strategy to develop self determination skills for student with multiple end or several disabilities? A. Teaching a student to ask detailed questions when needing help with a task. B. Providing assistive technology that allows the student to communicate his or her wants and needs C. Teaching the student how to read a simple menu to be able to make his or her own choices when eating out D. Providing assistive technology that enables the student to write his or her name independently

The intent of the individualized family service plan (IFSP) is to A. intervene and support family centered outcomes for infants and toddlers. B. create educational goals for students transitioning from elementary school to middle school. C. provide accommodations for pre school students as they transition to kindergarten. D. plan transition to employment for graduating secondary students. Alternate keyboards, option head pointers, and voice recognition software would be most helpful to students who have difficulty A. focusing attention visually. B. Interpreting visual information. C. processing auditory information. D. physically accessing standard technology. Teacher assessment indicates that Les, a student with mental retardation, has consistent difficulty retaining skills during long school holidays and summer breaks. Les also requires a significant amount of time to recoup mastered skills from the previous school year. In this situation, the administration review dismissal (ARD) committee should discuss and consider which of the following options? A. A tutor provide by the school district at the beginning of each school year B. Remedial level classes C. Summer school D. Extended school year (ESY) During a functional behavior assessment (FPA), the special education teacher looks for events that trigger the behaviors. Which of the following would be an example of an antecedent? A. A sensory relief B. An ignored behavior C. A directive to begin work D. An anger management problem Which of the following behaviors demonstrated by a 2-year-old child is the clearest indicator that the motor development of that child may be impaired? A. Difficulty coordinating hands and eyes B. Inability to climb stairs with alternating feet C. Frequently falling while running D. Making involuntary hand movements A fifth grader has diabetes and manages her illness through insulin injections. Which of the following symptoms should indicate to a teacher that this student may be experiencing insulin shock? A. Trembling and irritability B. A high fever C. Muscle and joint pain D. An increased level of thirst Which TWO of the following characteristics are common to students with both autism spectrum disorder and a hearing impairment? A. Displaying social isolation or awkwardness B. Exhibiting difficulty with word endings or quiet speech sounds C. Manifesting difficulty with comprehending contextual or alternate meanings of words D. Engaging in repetitive activities or rituals Ms. Smith stops the class after just a few minutes of mathematics instruction, which is taking place at the board. She asks two questions requiring simple student responses on note cards. After quickly reviewing the cards, Ms. Smith returns to instructing at the board. Which type of assessment is the teacher using? A. Summative B. Formal C. Formative D. Alternate

A special education reading teacher is working to move his students to become more independent readers. Which instructional technique should the teacher consider while modeling a desired learning strategy or task as he gradually shifts responsibility for learning to the class? A. Scaffolding B. Large group instruction C. Computer based tutorials D. Word attack drills Early in the school year, the students in a fifth-grade class have been demonstrating exclusionary behavior. There are two dominant cliques, and there are several children, including two with disabilities, who are generally treated as outcasts. When considering how to respond, the classroom teacher should be aware that A. it is imperative to institute a program specifically designed to build a learning community in which all students feel safe and accepted. B. l C. j D. h Mrs. Brown is teaching a cooking class to students who have multiple disabilities and have been diagnosed as having mild to moderate mental retardation. Roman has demonstrated success at using a hand can opener, which was one of his learning objectives. The next step the teacher should have Roman take is to A. Transfer the skill to another activity. B. Learn to use an electric can opener C. Attend an admission review and dismissal (ARD) committee meeting to update Roman’s Individualized Education Program (IEP). D. Invite Roma’s parents into the class to watch him use the can opener. To ensure a safe, positive, and supportive classroom environment for a student recently diagnosed with an auditory impairment, which of the following classroom strategies would be most appropriate for a teacher to implement? A. Allowing the student to sit where the student can make the most of what is when amd heard and use visual aids of all types during lessons. B. Assigning work within the ability of the student, using exaggerated gestures, utilizing group experiences, and using abstract examples. C. Proving a peer buddy who will write down the teachers verbal directions so that the student is able to complete assignments. D. Allowing the student to select the curriculum content so that differentiated lessons can be provided. When schools collaborate with families to plan transition activities, which of the following is the most important to take into account? A. Documentation of parent income and ability to provided for the students long term care, including housing B. Family expectations regarding the students ability to gain and maintain employment C. The students present level of performance in academic areas D. Identification and development of goals to help the student succeed after high school. Before transferring a student with special physical needs either into or out of specialized equipment, which of the following service personnel should be consulted to ensure proper procedures are followed? A. Vision teacher B. Orientation and mobility specialist C. School nurse D. Physical therapist

43Mr° Smith± a six grade special education teacher± is developing annual goals for one of his students who functions well below grade level in math° -/.He is beginning with Texas assessment of knowledge and skills ³T'&('A21KS´ objective µ and wants to develop a goal that provides access to the general curriculum using pre¶requisite skills° T'&('A21KS objective one *)+*Dash the student will demonstrate an understanding of numbers± operations and quantitative reasoning° Which of the following would be a prerequisite skill that would provide an access point to link the students instructional program to grade level student expectations in the area of task objective one%$&% '&('A° Use concrete models of hundreds± tens and ones to represent a given whole number ³up to $ $ $ ´ in various ways (')(B° Use tables of data to generate formulas representing relationships involving perimeter± area± volume of a rectangular prism± etc° )(*)C° .0/Identify and describe right± acute and obtuse angles *)+*D° +*,+Estimate volume in cubic units Augmentative and alternative communication (AAC) might be necessary to assist students with cerebral palsy, autism, amyotrophic lateral sclerosis (ALS), stroke and other disabilities. Which of the following groups of professionals is most likely to be consulted in making a decision about AAC for a particular student who needs this technology? A. Doctor, audiologist, and physical therapist B. Assistive technology specialist, occupational therapist, and speech language pathologist C. Behavior specialist, vision specialist, and district computer consultant D. Family psychologist, computer specialist, and communications consultant A high school student with down syndrome has expressed an interest in obtaining a job after high school graduation. The most appropriate action to take in order to support the student in preparing for the goal would be to do which of the following? A. Identifying in the students individualized education program (IEP) opportunities to develop the skills needed for obtaining employment. B. Arrange employment within a large corporation in order to provide a vast array of opportunities for the student C. Request that the student be hired by the school district and work in the school cafeteria following graduation D. Assess the student in all academic areas to determine the most appropriate placement based on the test scores A 3-year-old with down syndrome, including a heart defect, was brought to the attention of a local school. Of the following, which statement is most accurate concerning the child’s eligibility for services? A. Education for all handicapped children act (EHA) authorizes early intervention services for infants and toddlers with developmental delays or disabilities and their families. B. Federal legislation mandates services for children with developmental delays or disabilities beginning at age 6. C. A heart defect id s medical condition, therefore, services for the child are not included in federal legislation. D. Individuals with disabilities education act (IDEA) requires that services for all children with down syndrome occur in county facilities for people with mental retardation. A fifth grade general education mathematics teacher, working in an inclusion environment, is going to teach the following problem to the class how many 1.5 yard pieces of ribbon can be cut from a 60 yard spool of ribbon? Which of the following expressions could be simplified to answer the problem? A. 3/2 x 60 B. 3/2 : 60 C. 60 : 2/3 D. 63 : 3/2

'&('A fifth grade general education mathematics teacher± working in an inclusion environment± is going to teach the following problem to the class° -/.How many µ° yard pieces of ribbon can be cut from a !² yard spool of ribbon%$&% 5One of the students in the class has a mathematics disability° When the special educator is discussing possible strategies with the general educator± which of the following should be recommended to assure better success for the students%$&% '&('A° '&('Allow the students to write down the steps of the problem and talk them through to assure understanding° (')(B° '&('Allow the student to work on the concept that are already mastered to assure greater success in the class )(*)C° '&('Allow for a peer tutor one afternoon a week from a higher grade to reteach the concepts that are not mastered *)+*D° '&('Agree to give the student extra problems on the test so that each problem counts less in case a great number are incorrect A first grade teacher is developing a lesson on place value. Based on Piglet‘s theory, the teacher should do which of the following activities first? A. Use craft sticks to represent numbers and group them by ones and tens. B. Have the students darken squares on graph paper to represent numbers in the ones place and the tens place. C. Have the students draw pictorial representations of each other. D. Use numerals to explain where each value lies on a number line. After several lessons of adding three digit numbers with regrouping, some students are still making regrouping errors like the one shown above. During reteaching which of the following tips is most likely to help students develop a sense that their answers are reasonable? A. “After you have computed your answer by hand, let the person next to you see your work and make any corrections” B. “Do the problem one more time and see if your second answer is the same as your first.” C. “Write each addend using expanded notation. Add the expanding numerals, and then covert the expanded sum back to standard notation.” D. “Add the numbers given. Then, round each number to the nearest hundred and add those numbers. Compare your sums. They should be close to one another”. A student with mathematics related learning disability has difficulty solving word problems. Which of the following instructional techniques is most likely to help the student learn to be successful at solving world problems? A. Identifying important relationships among concepts and skills that the student must see B. Providing the student with a significant number of work examples to study before attempting problems independently. C. Reviewing what was taught at the end of each days lesson and previewing the next days lesson D. Developing a study guide that can be used by all students who need help with solving problems A special education teacher is working with a ninth grader with a learning disability on study strategies to use in contact area classes. The teacher could best promote the student’s application of such strategies by A. Requiring that the student keep a list of the strategies in a regular place so that she will always have it with her. B. Focusing on one particular strategy at a time to use in all content areas for a period of two or three weeks. C. Teaching the strategies in the context of actual assignments and materials from the students classes D. Giving her a chart that associates specific strategies with specific types of assignments.

15 - (-3) + (-4 - 5) Which of the following problem solving strategies would be the most effective to use with a student having trouble solving the problem above? A. Recalling the order of operations. B. Using a calculator C. Estimating a possible solution D. Breaking the problem into parts A fourth grade student has a learning disability in mathematics. For a mathematics unit on area which of the following materials would be most helpful in supporting the students learning? A. A tape recorder with headphones for repeated instruction B. A highlighter to emphasize important information C. A geoboard and pattern clocks for modeling D. A calculator for computations. A coordinator of the mathematics department has requested that all students complete both pretest and post test whenever a new topic is taught. Which of the following is the best rationale for the direct. A. It tracks each students grade in mathematics B. It monitors each students skills progression in mathematics. C. It provides a developmental history of each students accomplishments in mathematics D. It documents the development of each students critical thinking ability in mathematics Mrs. Sweeney works with middle school students who have learning disabilities in math. She regularly discusses the reasons for learning specific math skills with students and elicits ideas for students about every day situations in which a skill may be useful. Mrs. Sweeney also uses a wide array of representations, models, and problem formats to present lessons on specific skills. These practices especially effective in promoting students A. Generalization of math skills across contexts. B. Overlearning of computational skills C. Recognition of necessary and unnecessary information. D. development of strategy static approaches to problem-solving. After teaching a small group mathematics lesson, a special education teacher has the students minutes on computation practice. Which of the following would be the most important guideline teacher to follow during this activity? A. Offer frequent, generalized praise to motivate the students to do their best work. B. Create an atmosphere of friendly competition to make the activity fun for the students. C. Encourage the students to complete as many problems as possible within the allotted time.find D. Monitor students work closely to ensure that they do not inadvertently introduced and errors. An eighth grade student who has been identified as having a specific learning disability in mathematics reasoning is placed in an inclusion general education class. Which of the following situations would be the best reason for allowing the students to use a calculator in class? A. When teaching basic computation skills. B. When asking questions involving higher order thinking skills. C. When working on tasks designed to increase mathematics fluency D. When assessing mathematics skills using an alternate response to traditional paper and pencil test. Which of the following is a characteristic of effective mathematics instruction for a student who identified as having a specific learning disability in the area of mathematics? A. Giving the answer to the problem if it has not been solved in five minutes. B. Making an intentional error to the problem, which the student will locate. C. Using visual presentation systematically to explain and clarify problems. D. Providing mathematics terms, req uesting that the student provide definitions.

A teacher has noticed that several of her first graders with developmental delays can say the number 1 to 10 but do not understand the concept of one-to-one correspondence. Which of the following is most likely to help the students develop beginning understanding of the concept? A. Completing dot to dot pictures by connecting numbered dots in the correct sequence. B. Placing the pegs from a plastic bag into the holes in a pegboard, counting aloud as they do. C. Pointing to the correct number on a chart as the teacher calls out the number. D. Putting the numbers from 1 to 10 cut from sandpaper in order from least to greatest. Mr. Martinez wants his high school mathematics students to be proficient with functional matter skills. The most appropriate concept to teach these students is A. bill paying and balancing a checkbook. B. counting aloud by fives and tens. C. one to one correspondence. D. Measurement using a protractor and a ruler. At the annual administration review dismissal (ARD) committee, the teacher conveys to the committee that Sherry has developed an understanding of one-to-one correspondence. As a result of mastering in which of the following activities is Sherry most likely to do well? A. Writing numbers when given a verbal prompt. B. Counting by twos, fives, and tens. C. Using her finger to show how old she is. D. Matching a napkin with each plate at snack time. The primary purpose for using culturally unbiased assessments instruments and procedures in special education programs is to A. Ensure that the special education teacher plans activities that target a students specific area of needs. B. Evaluate how a given students home environment is likely to affect the students academic performance. C. Ensure that the best representation of a student strength and needs is obtained. D. Create a testing atmosphere in which the student being assessed feeld relaxed and comfortable. Every local school district is responsible for providing services to students with disabilities in accordance with federal regulation and Texas administrative code. The Texas administrative code states that special education student is placed in a general education setting, the students individualized educational program IEP most specifically must specify which of the following? A. Services to enable the student to progress appropriately in the general education curriculum in accordance with the students IEP. B. Plans to transition implementation of the students IEP from the sepcial education personnel to general education teacher. C. Goals for the student to eventually access the general education curriculum without modifications. D. Sessions with a social worker to help the student and the students family transition to the less restrictive environment. Which of the following extends services to children with disabilities from infancy to preschool years mandates services for children’s ages 3 to 5 with disabilities? A. The education for all handicapped children act of 1975 B. Section 504 of the rehabilitation act C. Individuals with disabilities education act (IDEA) D. No child left behind act Working in collaboration with the general education teacher, special education teacher would best fit the classroom instruction by A. Modifying the content of he curriculum and providing all the instruction in the special education classroom. B. Supporting the inclusion classroom teacher by helping to write IEP goals. C. Proving the inclusion classroom teacher with the support he or she request. D. Implementing the documented modifications along with the general education teacher.

Johnny is a third grade student who has mastered all of his mathematics objectives in his individualized educational program (IEP). He currently receives mathematics instruction in a resource room. The education teacher would like to recommend Johnny to receive mathematics instruction in a general education classroom. According to law, the most appropriate action a the special education teacher should ask A. Have a discussion with johnny’s parents regarding the special education teachers recommendations. B. Request an admission review dismissal (ARD) committee meeting to discuss Johnny‘s classroom placement with all team members. C. Schedule a meeting with the general education teacher and principal to discuss the special education teachers recommendations. D. Ask the general education teacher if johnny can attend the general education class on a temp basis to see if he can be successful. Joyce is an eight-year-old student who was found eligible to receive special education and related services on a diagnostic diagnosed of mental retardation and speech impairment. Joyce’s parents do not agree with the evaluation provided by the school. According to Texas law, which of the following is the first action the school mistake? A. Require Joyce’s parents to explain why they disagree with the evaluation and to provide evidence substantiate their claim B. Provide information about the schools evaluation guidelines and how to obtain an independent educational evaluation (IEE) C. Show evidence of the schools examiners qualifications and proceed to draft Joyce individual education program (IEP) D. Ask that Joyce’s parents seek, at their own expense, a qualified examiner not employed by the school Mr. Moore, a special education teacher who teaches a class of students with multiple disabilities, has been told by Ms Hendrix, the principal, that she is assigning Jennifer to his class effective immediately. She was failing in general education program with special education support. Ms Hendrix has asked Mr. Moore to write up a new IEP within the week. Which of the following statements is true about Jennifer educational placement? A. A change in educational placement can be made only by Jennifer’s IEP team. B. A student who has learning disabilities cannot legally be placed in a self contained class. C. The placement is appropriate since the IEP MR.Moore develops is considered a draft. D. Jenniders parents have no legal complaint because she was failing in the general education services At an admission review dismissal ARD committee meeting, the parents of a student recently diagnosed as having pervasive developmental disorder not otherwise specified (PDD-NOS) present to the committee page document detailing their request for services for their child. Which of the following best describes the community committee should respond to the parents request for services? A. Propose to postpone the ARD meeting and reconvene after school personnel have had time to review document B. Acknowledge the parents concerns but explain to them that request can be made only by the ARD committee C. Tell this parents that the ARD committee cannot consider the information since it was not received in a timely manner D. Inform the parents that their particular requests will have to be discussed at a mediation hearing Which of the following would be most appropriate for co-teachers to do first after establishing classroom rules and responsibilities? A. Deciding how to pair students for peer work. B. Discussing possible seating arrangements for the students. C. Reviewing the individualized educational program of all students in the class with IEP. D. Establishing objectives for writing lesson plans for each semeste r.

A Student with a learning disability had the following standard scores on the Woodcock Johnson-III Based on the given scores, for which of the following subjects is this student most likely to need special education instruction? a. Math b. Math and Writing c. Reading and Math d. Reading Shown below are representations of two numbers in a certain base ten number system. What is a possible representation of the following sum in the system? Written Expression 113 Basic Reading Skills 106 Reading Comprehension 103 Reading Fluency 96 Math Calculation Skills 86 Math Reasoning 73 + A. B. C. D.