EC-12 Part 3

Jacob, a fourth-grade student with learning disabilities related to English and math, has taken modified coursework and is instructed in resource classrooms for both subjects. Jacob currently reads at about a sixth-grade level and performs math at about fifth-grade level. At his last Admission Review Dismissal (ARD) committee meeting, Jacob stated that he wants to obtain a business degree in college and work in a bank. Given Jacob's goals, which of the following is the most appropriate course of action for his ARD committee to take?

• Encouraging Jacob to adjust his goals according to his abilities by using self-monitoring techniques

• Giving Jacob's intense remediation and helping him develop time management, study, and organizational skills

• Encouraging Jacob to meet the minimum requirements for high school graduating by taking basic, easy courses

• Preparing Jacob for the general education environment by gradually lessening his reliance on special education services.

A third-grade student who has a learning disability in mathematics struggles to keep his place while working on three-digit by two-digit multiplication problems. Which of the following strategies would most likely remediate the issue for the student?

• Allowing student to use grade paper for completing the assignment

• Providing different ways for the student to internalize mathematics facts

• Introducing key mathematics vocabulary terms to use while solving the problems

• Organizing mathematics centers to facilitate the student's independent work

Use the passage below to answer the question that follows. Beth is a sixth-grade student in Mr. Lincoln's general education class. Testing indicates that she is reading on a fourth-grade level, and this is documented in her Individualized Education Program (IEP). Mr. Lincoln's notes on Beth indicate the following: reluctant to participate during group work involving reading assignments, does not complete assignments involving reading, and frequent absences. Mr. Lincoln has asked the special education teacher for suggestions on how to address his concerns. Which of the following recommendations from the special education teacher is most likely to promote Beth's engagement and participation in work involving reading assignments?

• Providing regular, positive feedback to Beth when she does participate as asked in the reading assignments.

• Coaching Beth to be a better team member within her reading group.

• Assigning a peer tutor to assist and assess Beth during group work involving reading assignments.

• Offering to meet with Beth so she can express her concerns about her needs as a reader.

Use the passage below to answer the question that follows. Beth is a sixth-grade student in Mr. Lincoln's general education class. Testing indicates that she is reading on a fourth-grade level, and this is documented in her Individualized Education Program (IEP). Mr. Lincoln's notes on Beth indicate the following: reluctant to participate during group work involving reading assignments, does not complete assignments involving reading, and frequent absences. Mr. Lincoln has asked the special education teacher for suggestions on how to address his concerns. Which of the following is the most appropriate accommodation for Beth given her below-grade-level reading skills?

• Allowing her to take at least 50 percent additional time to complete the class assignments.

• Providing her with colored overlays that claim to reduce visual distortions.

• Providing her with curriculum related to material written at her reading level.

• Allowing her to complete only half of the class reading assignments.

A special education reading teacher is working to move his students to become more independent readers. Which instructional technique should the teacher consider while modeling a desired learning strategy or task as he gradually shifts responsibility for learning to the class?

• Scaffolding
• large-group instruction

• computer-based tutorials

• word-attack skills

Jana is a tenth-grade student who has been diagnosed as having Down's syndrome. She hopes to work with animals at the zoo and live in an apartment with her cousin after her high school graduation. Her educational needs include learning skills related to independent living, self-care, and social relationships. Which of the following will be the most appropriate transition statement on her Individualized Education Program (IEP)?

• Jana will complete job application forms for competitive employment in the community

• Jana will participate in a curriculum that addresses skills and content needed to care for animals

• Jana will participate in a curriculum that addresses functional daily living and work skills

• Jana will complete career inventories and job shadowing to identify goals for her life after high school

To the maximum extent appropriate, Early Childhood Intervention (ECI) services must be provided in which of the following type of settings?

• Preschool-type settings with a wide range of toys and games highly appealing to young children

• Settings that provide opportunities for interaction with peers with similar disabilities

• Highly structured settings that promote focused, on-task learning of targeted skills and behaviors

• Home and community settings typical for peers without disabilities

An eighth-grade student with a specific learning disability who reads at a fourth-grade level is in an inclusion science class. The science teacher is concerned that the student cannot comprehend the material in the course textbook. Which of the following strategies is most likely to help the student comprehend the science material?

• Assigning an after-school tutor to help the student better understand the eighth grade material

• Setting high expectations for the student to master the eighth-grade skills

• Obtaining a modified textbook that covers the eighth grade concepts at the student's reading level

• Designating a peer buddy during class to explain the eighth-grade concepts to the student using easier vocabulary

In preparing for a classroom with general and special education students, the general education teacher may have to make modifications for students with disabilities. Which of the following actions should the teacher take?

• The teacher should publicly distinguish between general and special education students

• The teacher should expect to allow all students in the classroom to have extra time on any timed assessment

• The general education teacher should review the Individualized Education Program (IEPs) of the students who have them with the special education teacher

• The teacher should construct lesson plans with just students with disabilities in mind

What is the primary reason for including a sixth-grade student with autism spectrum disorder (ASD) in an inclusion classroom?

• To prepare the student for the transition to middle school to high school

• To provide the student with additional teacher assistance in the general education classroom

• To motivate the student to catch up with same-aged peers academically

• To encourage the student to develop healthy interpersonal relations with general education peers