ESE Competency 3

In reviewing the cumulative records for a new student in the middle school ESE program, an ESE teacher notices that the student functions at a 5.5 level in mathematics and a 5.0 level in reading. The other students in the teacher's class function at a lower level. What should be the teacher's first step in meeting the student's current needs?

• pacing the student in a general education classroom for mathematics and language arts instruction

• performing diagnostic teaching to determine the appropriate instruction for the student

• assigning the student to the same reading and mathematics groups as the other students in the class so the student does not feel different

• rejecting the student since the student does not have an intellectual disability

Having a classmate of similar background and gender assist a student with learning disabilities in solving both social and academic problems is an example of

• peer tutoring

• team teaching

• direct instruction

• cooperative learning

A student has difficulty identifying consonant and vowel sounds. The student would most likely benefit from training in

• a syntax analysis

• haptic processing.

• spelling patterns

• phoneme discrimination.

Select the rationale for electing to use a task analysis approach to teach a particular skill.

• Students will learn abstract concepts more thoroughly and quickly.

• Students who have mastered several steps will practice by repeating material learned previously.

• Students can be kept at the same pace regardless of their skill mastery background.

• Students can participate at their individual levels of mastery and need.

After carefully reviewing a student's reading test, the student's teacher found that the student guesses at words. Which of the following is the most appropriate remedial intervention?

• application of word attack skills

• language experience approach

• perceptual training

• visual tracking training

A 5-year-old student in ESE who is hypertonic with quadriplegic cerebral palsy has limited grasping skills. The student is having difficulty eating with a standard spoon. An appropriate adaptation for the student is a

• swivel-spoon with built-up handle.

• spoon-like fork.

• teacher's aide to spoonfeed the student.

• long-handled spoon.

A 1^st first-year teacher would like to use a refereed professional journal to gain knowledge regarding best practices in ESE. Which of the following characteristics would assist in identifying the refereed professional journal?

• uses jargon related to the profession

• contains input from paid contributors

• reviewed by an expert in the field

• length of 10 or more pages

While teaching a reading lesson to students with disabilities, a teacher models appropriate responses and uses hand signals, and the students respond verbally when cued. This technique is an example of

• psycholinguistic approach.

• demonstration approach.

• pluralistic instruction.

• direct instruction.

Ronald, a 13-year-old student, is placed in Mr. Wright's 6^th-grade classroom for science and social studies. Ronald's IQ score is reported to be 68, and he is currently reading at the 3^rd-grade level. Because Mr. Wright uses the unit method of instruction, his major concern should be providing

• curriculum materials covering several levels of reading difficulty.

• a special study guide for students who progress more slowly than others.

• library time to select alternate reading material on the subject being covered.

• a peer buddy to help Ronald with the grade-level materials and instruction.

In school, a student counts money with no difficulty. The student can tell the teacher that a quarter equals 25 cents and that 4 quarters equal 1 dollar. In line at a fast-food restaurant, however, the student has difficulty identifying a quarter, especially when the restaurant is crowded and noisy. The teacher should

• instruct the student to wear headphones when visiting a fast-food restaurant.

• discuss with the student the differences between a quarter and other coins.

• provide opportunities for the student to practice counting money in different situations.

• set up a simulated fast-food restaurant in the classroom for practice.