Developmentally appropriate characteristics of an 8-year-old include the ability to:

The appropriate characteristics for the development of an 8-year-old child include the ability to:

• attend to short tasks, remain seated during teacher instruction, and play cooperatively.

• take turns, show good self-esteem, and seek constant attention.

• raise hand to get attention, define career goals, and be prepared for class.

• complete simple assignments without constant guidance, be echolalic, and run errands.

Assistive technology must be provided by the school district when it is:

• necessary for a student's optimal functioning.

• necessary for a student's appropriate education.

• desired by a student's parents.

• desired by a student.

A student with an emotional or behavioral disability is enrolled in a general education class with consultative services. Behavioral difficulties are escalating and interfering with the student's learning, as well as with the learning of others. Another placement is being considered to better meet the student's needs. Choose the next least restrictive setting.

• part-time ESE classroom

• full-time ESE classroom

• self-contained ESE classroom

• self-contained ESE classroom in a special school

A school psychologist has reviewed the assessment data of a student with the student's parents and the rest of the personnel committee. The committee has recommended that the 13-year-old student is eligible for the program for students with emotional or behavioral disabilities. After the committee writes the goals for the student, what is the next step?

• selecting the least restrictive environment for the student

• requesting the student's parents to submit their independent evaluation

• asking the student to express an opinion about the decision

• placing the student in an ESE class

The factors to consider when preparing the annual goals section of a student's IEP include:

• severity of the student's disability, attention skills, and special abilities.

• presence of different types of services.

• availability of instruments that can be used to measure the student's progress.

• competence of the student's teacher and therapy available at the school site.

The consultation services provided by an ESE teacher include:

• continuous provisions for part-time placement services.

• co-teaching in the general education classroom.

• regular counseling to parents.

• maintaining communication with general education teachers.

While attending a parent conference, a new ESE teacher explains that a basic classroom expectation is that students in the class function academically at about half the pace of average children. A more experienced ESE teacher, acting as the chair of the meeting, waits until after the meeting to comment to the new teacher. What comment should the more experienced teacher make? Choose one answer:

• It is unwise to give parents rules that, when applied, may lead them to have lower, rather than higher, expectations of their children.

• It is good to affirm by established rules that most students with exceptionalities are the same and this child is no different.

• Information that is difficult to interpret into easy-to-apply rules should be condensed.

• Rules for behavior expectations should be developed by all exceptional education programs and applied to predict student behavior.

The findings in Diana v. State Board of Education (California) were significant because:

• addressed behavioral treatment in school.

• provided free access to public school education.

• changed the procedures for identifying and placing students in special classes.

• mandated that related services be provided to people with mental disabilities.

Free and appropriate public education for individuals with disabilities was, in part, the result of which court case?

• PARC v. Commonwealth of Pennsylvania

• Brown v. Board of Education

• New York ARC v. Carey

A student has been receiving Tier 2 intervention for some time but shows no change in academic progress. What is the next step?

• a referral to the nondiscriminatory evaluation process of ESE

• designing a more intensive teacher or classroom intervention

• a place for special education in a more restrictive environment to improve learning outcomes

• a meeting of the Multi-Tiered System of Supports committee to determine if more intensive services are needed