SPED Test 5

A 4th-grade student with ADHD is struggling to stay in his seat during mathematics class and rarely completes assignments. The student demonstrates competency with multiplication and division but usually leaves several answers blank and skips around the page on worksheets or lengthy assignments. Which of the following strategies is likely to be most effective in helping the student remain in his seat and on task to complete the assignment?

• Arranging fewer problems on a page, rewarding the student after each set of problems is complete

• Schedule study time to practice fact families and reward students success

• Permitting the student to take an incomplete worksheet home to finish if he remains seated

• Arranging a study corral to limit distractions and allow student to focus

An 8th-grade student with mild intellectual disability is having difficulty with algebra concepts. Her parent is trying to help at home by drilling the skills, but it’s causing more frustration and she is still not getting the concepts. During an ARD meeting, the teacher suggests that

• The parent alternate drills with questions and discussions about algebra

• The parent substitute drills with fun real life algebra activities

• The parent discontinues providing drills at home as it is affecting classroom performance.

• The parent continue to provide drills at home but decrease the time of the drills

A student with a specific learning disability and ADHD loses his place during reading aloud. He sometimes avoids lines and disregards words. Which of the following strategies would the student likely profit most from?

• Using a blank card under each line of text as a marker when reading across the page

• Using transparent color filters over the text as he reads

• Highlighting text as he reads and underlining words that are unfamiliar

• Using a photocopy of the text to allow for student manipulation

An 8th-grade student with a learning disability in reading comprehension is having a difficult time with reading assignments in her social studies class. She has difficulty with identifying important concepts and subsequent details to study. Of the following strategies, which one would the student likely profit most from?

• Research topics on the internet that she is unfamiliar with

• Reading and summarizing one paragraph at a time

• Using nonfiction text features to construct an outline to study

• Using an electronic dictionary to describe unfamiliar terms

A student with a physical disability is working with a small group using manipulatives to solve a mathematics problem. It is challenging for the student to handle the manipulatives. To facilitate the student’s involvement in the learning activity with his peers, which of the following strategies would be most effective?

• Designing manipulatives that the student will be able to use with his peer group

• Allowing the student to work on a computer program

• Arranging for the student to monitor his peers and verbally share his responses

• Suggesting that the student with a physical disability observe the group through the activity

A special education student with a specific learning disability in mathematics is receiving instruction that is scaffolded. First, the teacher models the problem while the student watch and listens, then the teacher guides the student through the next problem as the student verbalize each step as they complete the problem together. To complete the next problem, which of the following approaches would be the most appropriate for the student and the teacher to use?

• The student says the steps silently as he works the problem, with the teacher monitoring and providing support as necessary

• The student completes the next three problems and turns them in to be checked later by the teacher

• The student refers to an anchor chart on the wall and completes the problem independently

• The student reviews all the steps orally with the teacher, then joins his peers to complete the remainder of the problems

A third-grade student with a specific learning disability in math computations and ADHD is attending a general education math class but takes her test in the resource room with the special education teacher. When the special education teacher reviewed the test she noticed the student made similar mistakes across the test in adding and subtracting decimals. The special education teacher will meet with the regular education teacher to return the test. When she does, her best suggestion would be that the general education teacher

• Assign the student a peer buddy to review basic math drills

• Allow the student to come to the resource the entire math lesson

• Reduce the number of math problems on the test

• Assign practice problems with adding and subtracting decimal and decimal placement

A middle school student with a specific learning disability in reading comprehension receives support for reading in the resource room but attends the general education class for the remainder of the language arts instruction. The student is not fluent in her reading and struggles in all core academic classes with lengthy reading and writing assignments. The special education teacher is beginning to teach the student the skills of skimming content area text for main ideas. As the special education teacher plans her next lesson, which of the following steps would be most appropriate for her to follow with?

• Ask the student to research skimming and share the benefits with her teacher

• Demonstrate the process of skimming for the student using content area text

• Monitor the student through the skimming process using a reading assignment

• Offer the steps of a skimming checklist for the student to use when reading

Ms. Peterson, a special education teacher, has his students use a computer program daily to drill and practice basic math facts. The primary purpose of this activity is most likely to

• Monitor and maintain existing skills

• Provide the student with an opportunity to learn new math skills

• Allow the student to extend their skills

• Ensure the students are able to generalize skills taught in her class

Mr. Roberts, a special education teacher, has a student with a specific learning disability in reading comprehension. The student has achieved several annual goals and he would like to update her IEP. According to IDEA what are the possibilities for altering the IEP?

• A full ARD meeting would need to be scheduled to discuss any proposed changes

• Schedule an ARD meeting with the administrator, change the IEP goals and send a copy home to the parents with an explanation of the changes

• Change the goals on the IEP without a meeting as long as the consent of the parent and the school administrator are obtained

• Make the necessary changes to the goals without a meeting and send a copy home to the parent.