A special education teacher is planning instruction for an elementary student with moderate intellectual disabilities. For the student to make maximum gains, which education approach should the teacher consider?

focus on guided discovery learning

drill and practice daily living skills

include fun arts and craft activities throughout

incorporate on level reading and math skills

During an IEP meeting, to determine placement for a special education student in the least restrictive environment (LRE), which factor listed below should be used as a guide?

The services needed by the student, considering frequency, duration, and intensity.

The expertise and qualifications of the staff that will work with the student.

Attitudes shared by former service providers.

The cost to implement services and modifications being considered for the student.

An IEP team is having a meeting for a 5th-grade student with Autism, who has experienced some challenges with transitions. The parents are unable to attend the meeting for their child. During the meeting, the IEP team recommends making adult support and daily routine changes to improve transitions. In the given situation, the IEP team is obligated to

Document team recommendations along with reasons and send the information to the parents.

Request a reevaluation to review the student’s academic supports and related services.

Notify the administrator of the changes that will be implemented.

Implement recommended changes discussed in the meeting after noting the parent's absence.

. During a co-teaching lesson, the special education teacher observed two 4th grade students from the same cultural background having difficulty paying attention during a read-aloud. The special education teacher is concerned that the students may have undiagnosed attention disorders. Which of the following should the teacher consider first as she reflects on the two students in the culturally diverse reading class?

Student’s culture influence how they learn and may not be compatible with the stories chosen by the teacher.

Development of the student’s expressive vocabulary skills may not be at a place to benefit from read-alouds.

Manifestations of learning disabilities are different in students from different cultures.

Teacher expectations may be lower for the two students than other students.

. A student with Autism Spectrum Disorder is attending a regular 3rd-grade class but spends most of her time with the paraprofessional in the back of the classroom working on activities intended to prepare her for inclusion in the class. The regular education teacher provided little effort to engage the student. After collaborating with the regular education teacher about including the student in class activities, the special education teacher agreed to assist her by coming into the regular classroom more to demonstrate ways to effectively engage the student with peers. The actions of the special education teacher best show an understanding of

advocating for the supports and rights of students with special needs.

engaging in professional development related to teaching students with special needs.

how to consult with school personnel working with students with special needs.

Segregation as related to teaching students with special needs.

Amanda is in the evaluation process to determine if she qualifies for special education services. The social worker on the pupil appraisal team wants to conduct an ecological assessment on her. This assessment includes which of the following?

IQ and academic achievement test

informal interview with the parents regarding behavior and interest

an adaptive behavior scale completed by the teacher

Paul, a 7th-grade student with mild intellectual disability, participated in a fight with another student at the school. The school’s policy mandates suspension when a student is caught fighting. Paul’s ARD committee must first conduct a manifestation determination hearing (review) to determine which of the following?

Was the behavior caused as a result of his disability?

A placement that would be appropriate for him.

A specific punishment for the school disruption.

Why the IEP didn’t address his behavior.

. Several students in Mr. Cassidy’s 6th-grade class are struggling with reading. He is implementing individual interventions for each student using the district’s Response to Intervention model. To determine if the intervention is effective, Mr. Cassidy should use which of the following?

He should meet weekly with the parents.

He should review students’ standardized test scores.

He should review reports from the students’ other teachers.

Of the following assessments, which is not a formal assessment?

Curriculum-Based Monitoring (CBM)

Patrick’s parents attended his annual ARD meeting three months ago and his parents are requesting another meeting to discuss the accommodations he is receiving in the regular classroom. According to IDEA, how should the school respond to the parent’s request?

Consider the parent’s concerns and then determine if an ARD meeting is necessary.

Schedule the meeting at a mutually agreed upon time.

Educate parents on their due process rights.

Inform the parents that the IEP will be completed annually.

. A student with an emotional disability in Ms. McKnight’s 7th-grade class has been receiving special education services for the past 5 years. At her last ARD meeting, the parents shared a concern that their child was not benefitting from his IEP and requested to have him removed from special education services. According to IDEA, what would be the appropriate response from the district?

If the parent puts their request in writing, all special education services will be removed.

Suggest to the parents to bring up their concern again at the next ARD meeting in a year.

Tell the parents according to their due process rights, they would have to file for mediation.

Inform the parents that their consent for services is still valid and cannot be revoked.

A few of Mrs. Young’s 2nd-grade students are struggling with reading, therefore she wants to begin interventions. As she considers interventions, Mrs. Young should choose interventions that are…

chosen by the school leadership team.

the same ones she used with other students in her class.

used for other students with learning disabilities, since she suspects they may qualify.

. Martha is a 5th-grade student with mild intellectual disability. She says she always fails her assignments and tests. Her teacher struggles with getting her to complete assignments during class. Of the options below, what should Martha’s teacher consider when planning for her?

Consider providing assignments in Martha’s Zone of Proximal Development.

Give Martha the same assignment until she masters it.

Focus on a functional and life skills curriculum.

Request assignments from a lower grade teacher.

. Mr. Bailey teaches reading to a group of middle school students with mild intellectual disabilities. He has been teaching them word attack skills and would like to test their ability to transfer these skills to reading a newspaper article. Which of the following options would promote the transfer of these skills?

She should hand-pick articles from the local newspaper for the students to read.

She should create teacher-made newspaper articles for the students to read.

She should generate writing exercises with words from the curriculum.

She should plan worksheet exercises using sentences from a newspaper article.

According to IDEA, of the following conditions, which one would qualify a student with having a hearing impairment?

A hearing loss that affects the student's academic performance.

A student with hearing loss that benefits from speech-language therapy.

The student has chronic ear infections that affect the student"s attendance in school.

A hearing loss of at least 100 decibels and does not benefit from a hearing aid.

Alicia is a student with specific learning disabilities in math calculation and problem-solving in Ms. Gail’s 3rd-grade class. Which of the following is a method of curriculum-based assessment in mathematics that is appropriate for Ms. Gail to use with Alicia?

She should use progress monitoring of Alicia’s IEP objectives to evaluation her progress and adapt instruction accordingly.

She should use standardized benchmark scores to track Alicia’s progress in the school district’s curriculum.

She should use Response to Intervention (RTI) to compare Alicia to her age peers.

She should use IQ tests to determine whether Alicia is making progress.

In the court case of Burlington School Committee v. Massachusetts Department of Education (1985), the court’s decision gave parents the right to receive

reimbursement for private school placement if the placement provided FAPE when the public school placement didn’t.

supports and services that will allow the student to capitalize on his academic potential as it is cost effective.

related services for their child with special needs to achieve their academic potential.

an interpreter for their child with a diagnosis of deafness regardless of the level of hearing.

A 9-year-old student in Ms. Peterson’s class has been evaluated and has mild-expressive language delay. She is functioning in the age-appropriate range in all other areas including hearing. The IEP team has to consider placement for this student at the ARD meeting. If no additional information is provided, which of the following placements would be most appropriate?

full-time general education classes with speech and language services

part-time in a resource room to maintain current skills in oral reading

full-time general education classes with a focus on reading support

self-contained special education class to concentrate on academics

. A nonverbal student in Mrs. Johnson’s self-contained class needs functional language training. Which of the following examples would be most appropriate for Mrs. Johnson to use?

Praising the student for a vocalization approximating sounds the teacher introduced.

Encouraging the student to repeat site words daily.

Encouraging the student to point to the door when he is ready to leave.

Praising the student for every vocalization made when she looks at the teacher.

The ARD committee decided that Will, a 5th-grade student receiving special education services with the exceptionality of specific learning disability, would benefit from the use of a word processor and speech recognition software to assist with his written assignments. To encourage the effective use of assistive technology, which of the following strategies would be the best option?

provide a copy of the same software for home/school use

limit amount of written assignments

assigning written homework nightly

Monica, a student with autism spectrum disorder, is transitioning to middle school. Which of the following supports will make the transition successful?

provide a visual schedule of Monica’s daily activities

arrange for a paraprofessional to support Monica with the transition

afford a timeout room for Monica to get away from her peers when she has an outburst

set up a tour of the campus for Monica and her parents

Ms. Kelly, a special education teacher uses task analysis to instruct her students with disabilities. Which of the following is the best rationale for using this approach?

Complex instructional tasks are delivered in a sequence of smaller reachable steps and activities to encourage achievement.

Students learn to organize related parts of a diverse task.

Students learning to evaluate a given task will become an independent skill for students.

Difficult instruction is provided to groups of students without individualizing.

Ms. Jackie, a 5th-grade special education teacher, is teaching her students to add variety to their sentence writing. She taught the lessons to her students in the resource room. Which of the following is the best way for Ms. Jackie to determine if the students were able to generalize the skills they worked on in the resource room?

She should take the students to the playground for a group writing assignment.

She should ask the students teachers about their writing progress.

She should set up a peer editing session to evaluate students writing in the resource room.

In the regular education classroom, reinforce taught skills with a writing assignment.

A toddler is receiving early intervention services for developmental delays under Part C of IDEA, the official form that document and drive services is called which of the followed?

Individualized Family Service Plan (IFSP)

Individualized Transition Plan (ITP)

According to the Individuals with Disabilities Education Act (IDEA), the purpose of the Child Find mandate is which of the following?

The school district must develop a process of screening to identify, locate and evaluate children who may need special education and related services.

Ensures that all student are attending school on a regular basis.

Limit access to a student’s academic records without parental consent.

Provides tutoring after school and during the summer for students who are performing well in school.

Co-teachers in a 2nd-grade mathematics class are designing a learning center lesson together. The general education teacher wants to use some resources in the center that the special education teacher feels may not be manageable by the special education students. To promote communication and collaboration, the special education teacher should use which of the following strategies?

Communicate with the regular education teacher about the challenges the suggested resources may pose and offer alternate supplies.

Arrange a separate center with appropriate materials for the special education students.

Print out reading material to share with the general education teacher that will justify the resources she is suggesting for the students with special needs.

Allow the general education teacher to create the center alone and support the students as needed to adapt to the resources provided.

Mr. Bush, an elementary school social worker is planning a social skills lesson for a group of students with special needs. To ensure an effective lesson, the social worker should confirm that the play-act and training activities

is applicable to the students’ age level and their life.

address the student’s behaviors directly.

are student-generated with no guidance.

. The parents of an early childhood student with developmental delays are concerned about how they can support their child’s learning at home. During an ARD meeting, they decide to ask the special education teacher for suggestions. Which of the following recommendations giving by the teacher will have the most significant long-term impact on the child’s literacy development?

Choose a variety of fiction and nonfiction books and read aloud daily with her.

Assist her with writing names of items around the house.

Allow her to color freely to express her creativity.

Purchase a set of letter flashcard and practice with her daily.

. Data from a universal screening provided three times during the school year to a special education student is done predominantly for which of the following purposes?

Form a baseline to begin monitoring individual learner growth.

To pinpoint students that are at risk and in need of behavior and academic supports.

Help the teacher determine which students need accommodation and special education instruction.

Used by the regular education teacher to efficiently develop academic content.

A 6-year-old student in Ms. Muller’s 2nd-grade class is having difficulty recalling the letters of the alphabet in consecutive order and is unable to make letter-sound associations. After consulting with the school’s multidisciplinary team, the student is referred for a comprehensive individual evaluation. As the team review assessment instruments for the above situation they should first ponder the instruments capability to

Yield data applicable to the student’s educational needs.

Provide a starting point to begin assessing the progress of the student.

Quantify the student’s growth across various areas.

Adapt to the student’s disability and accommodation needs.

Aaron is a 13-month old toddler with Cerebral Palsy who met criteria for early intervention services. The special education teacher is planning to collect observational data when she makes weekly home visits. Which of the following data collection

developmental milestones checklist

criterion-referenced assessment

A five-year-old student has just met criteria for special education services as a student with Autism Spectrum Disorder. The multi-disciplinary team has to meet with the parents to review the evaluation report. Which of the following reflects the best practice in communicating the evaluation results with the child’s parents?

Using actual examples observed to define the child’s behavior

Using broad statements that will help the parents understand the need for collecting behavioral data.

Using normative samples to relate the child’s behavior.

Using educational verbiage to support the information in the evaluation report.

Marshall receives speech-language services within the regular education setting two times weekly for a pragmatic language disorder. During collaboration, the regular educator, special educator and speech therapist discussed ways to best support Marshall’s language needs. Which of the following strategies would be most beneficial to address Marshall’s needs in the regular education setting?

Planning for the speech therapist to work with Marshall during cooperative group discussions.

Arranging a space in the back of the room for the speech therapy session.

Avoid singling Marshall out, have the speech therapist work with a group of students including Marshall during every session.

Asking the therapist to assist with clarification when Marshall provides answers during group discussions.

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Authored by maria emmons

Special Education

KG - 12th Grade

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

During extracurricular events, a third-grade student with emotional/behavioral needs gets so excited during the transition that his behavior becomes difficult to manage. The third-grade general education teacher has asked the special education teacher not to send the disruptive student during these times. Which of the following would be the best way for the special education teacher to deal with this problem?

Offer the student the opportunity to stay home since he will not be allowed to participate in the extracurricular activities with his peers.

Help the regular education teacher arrange for additional staff to help with the student during extracurricular events.

Inform the general education teacher that special allowances should be made for the students’ behaviors in these kinds of situations.

Agree to allow the students with emotional/ behavioral concerns to remain in the special education classroom with a member of the nonprofessional staff during extracurricular events.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

. A student with high functioning Autism Spectrum Disorder is attending a 7th-grade inclusion class. The student has difficulty with transitioning from one area of campus to another or between activities within the classroom. Which of the following strategies would be most effective for the special education teacher in the 7th-grade inclusion class to first try to facilitate a successful transition for the student?

Reviewing all transitions for the day at the beginning of each school day.

Encourage the student to follow his peers.

Developing and posting a visual schedule for the student that shows the day’s list of activities in the order in which they will occur.

Five minutes before the end of class, announce aloud that class will be ending in 5 minutes and set a timer.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Mr. Smith, a special education teacher, is planning instruction for a new student that uses a walker for mobility. The student attends the regular education mathematics class. In collaboration with the regular education teacher regarding lesson plans, they should first consider the

environmental conditions.

available teaching materials.

needs of other students in the class.

general education curriculum goals.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

To monitor progress toward a student’s annual Individualized Education Program (IEP) goal, the special education teacher is using a portfolio based assessment. A principal benefit of using this type of assessment will provide the teacher with

several types of data and materials to measure progress.

work that the student decided to include in his portfolio.

a lengthy period of time to provide instruction before determining progress.

a comparison of the student to his peers.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

. An elementary student with Asperger Syndrome is receiving speech therapy services. The therapist is more than likely working on oral language development in which of the following areas?

usage of appropriate intonation and inflection

construction of complex spoken sentences

increasing his expressive vocabulary

use of different tenses

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The IEP team is developing a transition plan for a 15-year-old student with Down syndrome who will be entering high school. To most effectively engage the parents as collaborative partners in the transition planning process, the service coordinator or special education teacher should do which of the following?

Refer the parents to an online resource that offer support and training materials about the transition planning process.

Ask the parents to come prepared to share future visions for the student, including concerns and resources.

Interview the parents in advance of the meeting and share their comments with the IEP team.

Have the parents attend the meeting and observe the planning process.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

. It is time for the annual IEP meeting for a 4th grade EL student. The parents require the services of an interpreter, which has been arranged. It is the first time that the special education teacher is meeting with the parents. During the meeting, the teacher looks at the interpreter as she asks questions. As the interpreter asks the parents’ questions and listens to responses, the teacher looks down and records meeting notes. The most significant problem with the teacher’s approach is that

She does not value the parents as the responsible party with information to share.

She assumes the parents would be comfortable with an interpreter.

She chose not to ask the student to interpret for her parent during the meeting.

She is documenting the meeting including parent concerns and comments.

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