SPE370: PECT Review 2

A special education teacher wants to monitor the progress of a group of fourth-grade students who receive intensive literacy interventions within a multi-tiered system of supports. Which of the following assessments would be an appropriate choice for this purpose?

• Curriculum-based measurement (CBM) in reading

• Reading achievement test

• informal reading inventory

• Reading portfolio

A parent contacts her child's 5th grade teacher and demands that the child receive adapted reading materials, class assignments, homework, and assessments. The parent explains that the child is struggling with reading comprehension at home and that special education and related services must be provided by the teacher and school district immediately. According to the Individuals with Disabilities Education Improvement Act (IDEA), what is required before a student can receive special education for the first time?

• A documented diagnosis must be provided by the child's pediatrician prior to the child receiving educational services

• A full and comprehensive evaluation must be conducted to identify the special services required to meet the child's needs

• The teacher must observe the same learning struggles as the parent for the child to receive special education or related services

• The parent must initiate interventions with his or her child at home to resolve the educational challenges that the child is facing in the classroom

When a 5th grade student with ADHD reads, he often loses his place, skips lines, and omits words. The student would likely benefit most from which of the following uses of assistive technology?

• Reading a version of the text that has been copied on separate pieces of paper

• Placing a sheet of transparent non-glare plastic over the text as he reads

• Copying new vocabulary words onto sticky notes affixed to each page

• Moving a large index card from left to right under each line of text as he reads

A special education teacher is developing a plan to maximize opportunities for his students with Autism Spectrum Disorder (ASD) to interact positively with their peers in the general education setting. In creating this plan, it is important for the special education teacher to understand that:

• Typical peers usually initiate and maintain grade-expected social skills with students with ASD

• Classroom design should include ample unstructured space and time to allow for social interactions between peers

• Peer-to-peer interactions should be structured and facilitated to build reciprocal relationships

• Students with ASD usually respond to inferential social cues when they are given by same-age peers

Kendall is 11 years-old and has a moderate intellectual disability. She is in a general education 6th grade classroom and is supported by a paraprofessional throughout the day. At the most recent IEP meeting, Kendall's parents explained they are happy with Kendall's placement but would like to see her become more involved with social and leisure activities. Which of the following steps should the special education teacher take first in support of this goal?

• Giving Kendall a choice of two appropriate after-school activities that support her interests

• Looking in the community for an activity that supports both Kendall's interests and students with developmental disabilities

• Asking Kendall's parents what activities they would like her to participate in

• Finding a peer with similar interests to accompany Kendall to an after-school activity