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WorksheetsSTE- BSNED
Total questions: 46
Worksheet time: 35mins
SNED_105 EDUCATIONAL ASSESSMENT OF STUDENTS WITH ADDITIONAL NEEDS
1. Which of the following disabilities is characterized by impairments in interactions, social perception, and nonverbal communication, but no cognitive delays?
A. Williams syndrome
B. Down syndrome
C. Asperger syndrome
D. ADHD
2. Adrian a 4-year-old Grade 2 student is identified to have Attention Deficit Hyperactive Disorder, which of the following does NOT describe the characteristics of a person with ADHD?
A. Inattention
A. Talking a lot
C. Hyperactivity
D. Impulsivity
3. Ms. Gonzales works with a preschooler who is occasionally disfluent during conversation while at the same time shows excitement during a discussion. She often makes short pauses and repeats sounds in her speech. Which of the following statements shows the most indicative observation that the student should be referred to a speech-language pathologist for an assessment?
A. The student’s disfluencies seldom happen when she speaks at a faster rate than he normally speaks.
B. The student is more disfluent with specific types of words, including new vocabulary and words.
C. The student’s speech includes more disfluencies during the ends of the day than in the morning.
D. The student manifest other behaviors, such as eye blinking or throat clearing, when he is disfluent.
4. An adolescent with mild intellectual disability receives instruction in independent and daily life skills, which of the following tasks is likely would be the most difficult for him/her?
A. Naming materials at home such as plates and towels
B. Making generalizations of previously learned skills in other situation
C. Allowing other children to use his personal things
D. Making personal choices such as in types of clothes to wear
5. Which of the following should be considered most when assessing the academic achievement of a student with diverse cultural and linguistic background?
A. Student’s prior opportunities to learn
B. Current grade level
C. Report card grades
D. Standardized assessment scores
6. Which of the following is the appropriate accommodation to implement during standardized assessment for a student who has visual impairment?
A. Allowing the student to write directly in the test booklet
B. Dividing the test into several shorter sections
C. Using large-print version of the test
D. Using a study cartel
7. Under IDEA, a student will only receive special education services when found eligible to demonstrate a disability in one of 13 categories of disabilities. Which of the following is not one of the categories identified by IDEA?
A. Severe asthma
B. Emotional disturbance
C. Intellectual disability
D. Orthopedic impairment
8. Which of the following behaviors demonstrated by a 2-year-old child is the clearest indicator that the motor development of that child may be impaired?
A. Difficulty coordinating hands and eyes
B. Inability to climb stairs with alternating feet
A. Frequently falling while running
D. Making involuntary hand movements
9. Ms. Rodriguez stops the class after a few minutes of mathematics instruction taking place at the board. She asks two questions requiring simple student responses on note cards. After quickly reviewing the cards, Ms. Smith then returns to instructing at the board. Which type of assessment is the teacher using?
A. Summative
A. Traditional
A. Alternate
D. Formative
10. An IEP team is identifying the most appropriate placement for a child with intellectual disability. If placement in general education classroom with a special education teacher and a teacher aide would not provide sufficient support, which of the following the support team should next consider;
A. Itinerant
B. Supplemental
C. Full time inclusion
D. Homebound
SNED_108 Adapted Physical Education and Recreation, Music and Health
11. Teachers must create goals that can be reasonably accomplished within the given time frame. This shows what consideration in creating goals?
A. Meaningful
B. Realistic
C. Measurable
D. Functional
12. Which of the following statements best express the meaning of functional goals?
A. Functional goals are those which the child has achieved
B. Functional goals are the goals that the student intends to do
C. Functional goals are those which people gives most attention
D. Functional goals are those, if achieved, can be implemented and practiced by the child in his/her daily activities
13. When teachers are grounded with the knowledge about what and how student learn at different age and stages of development _____________________ goals are most likely to be constructed.
A. Developmentally appropriate goals
B. Functional goals
C. Realistic goals
D. Clear goals
14. Which of the following statements is most likely the definition of a realistic goal?
A. The goal should be easy so that everyone feels successful
B. Everyone involved should approve the goals established
C. The goals should present challenges but still be doable
D. The goals should be extremely difficult to push everyone beyond their comfort zone.
15. Special education teachers need to have an expansive knowledge of all facets of the development of students with disabilities, through this, coordinating goals with age-appropriate content are developed and ensures opportunity for success.
A. Developmentally appropriate goals
B. Functional goals
C. Realistic goals
D. Clear goals
SNED_110 Instructional Adaptations in Language and Literacy Instruction
16. Problems encountered by persons with disabilities in the use of the different types of memory and metacognition are linked to all of the following EXCEPT
A. New information is immediately lost or lost before it can be transferred to long term memory
B. Difficulty in mastering strategies that best help them learn
C. Stimulus presented is unclear
D. Retrieval of information stored in the memory
17. Which of the following is NOT a difficulty faced by a child with auditory processing problem?
A. Trouble identifying first sound hear in words
B. Blending individual sounds
C. Identifying similar sounding words
D. Easily distracted by auditory stimuli
18. Which of the following auditory sub-skills is the ability of an individual to store and accurately recall information gained through hearing?
A. Phonological awareness
B. Auditory discrimination
C. Auditory memory
D. Auditory sequencing
19. Carlo is having significant difficulties in completing a series of tasks in right order. He also fails to do so even when appearing to have heard and understood the directions. Carto is facing problems with which of the following?
A. Phonological awareness
B. Auditory discrimination
C. Auditory memory
D. Auditory sequencing
20. Julio a Grade 3 pupil in Integrated Library School is seen as having difficulty with following directions and needs constant repetition a lot and seem to miss things in conversations. Julio is most likely to have problems with?
A. Phonological awareness
B. Auditory discrimination
C. Auditory memory
D. Auditory sequencing
21. Mrs. Reyes showed a printed picture to her pupil Maria and said the name of the object in it. After introducing the word Mrs. Reyes asked Maria as to what sounds does she hear in the word. Considering the activity given this will most likely enhance the student’s _______________.
A. Auditory memory
B. Auditory discrimination
C. Auditory Sequencing
D. Phonological awareness
22. This happens when certain sounds in a word are deleted.
A. Deletion
B. Cluttering
C. Omission
D. Substitution
23. An instructor gives her students a list of terms to memorize for their exam and immediately asks one student to recite the terms back to her. In this situation, with which type of memory the terms are most likely will be stored?
A. Working memory
B. Short-term memory
C. Long-term memory
D. Semantic memory
24. The simplest way to maintain information in short-term memory is to repeat the information through which of the following process?
a. Chunking
B. Revision
C. Long-term memory
D. Rehearsal
25. Which of the following aspects of communication is NOT actively used in expression?
A. Reading
B. Speaking
C. Writing
D. None of the above
SNED_111 Instructional Adaptations in Mathematics and Science Instructions
1
26. Which of the following instructional strategies will most likely support the needs of a gifted elementary student who is eligible to receive special education services?
A. Focusing on talent development while providing supports for deficits
B. Providing shortened assignments with specifically defined tasks
C. Limiting external stimulation while presenting an advanced lesson
D. Assigning classroom assignments that can be completed independently
27. Alyssa is a third grader who has been assessed and found to be significantly below her grade-level peers in mathematics calculation and problem solving. To indicate that Alyssa qualifies for special education as a student with a specific learning disability in mathematics, Alyssa’s evaluation must also show that she exhibits
A. communication deficit when describing math concepts.
B. discrepancy between achievement and intellectual ability
C. lack of ability to match concrete models with numbers or problems.
D. shorter attention span and a lesser ability to focus than her grade-level peers exhibit.
28. When choosing an assistive technology for a student with a disability, a teacher should most importantly consider which of the following?
A.
A. Will the technology reinforce the student’s strengths and eliminate the need for remediation?
B. Will the technology help the student function as he or she would without having a disability?
C. Will the technology only be considered for the student if he or she has an intellectual disability?
D. Will the technology be suitable for the student’s individual needs and be appropriate for the situation?
29. When choosing an assistive technology for a student with a disability, a teacher should most importantly consider which of the following?
A.
A. Will the technology reinforce the student’s strengths and eliminate the need for remediation?
B. Will the technology help the student function as he or she would without having a disability?
C. Will the technology only be considered for the student if he or she has an intellectual disability?
D. Will the technology be suitable for the student’s individual needs and be appropriate for the situation?
30. During mathematics lessons, a special educator has students work in groups of two or three. Which of the following strategies would be most effective for the educator to use to help the small groups of students learn the social skill of sharing?
A. Giving the groups a time limit to solve a set of problems
B. Reviewing the answers to all of the problems at the end of class
C. Having the students work with the same group for several days
D. Providing each group with only one set of materials
31. Which of the following is the best activity for reviewing the concept of fractions with fourth-grade students?
A. Using pictures to model unit fractions of a whole
B. Drawing pictures of fractions from memory
C. Writing fractions using numbers
D. Comparing fractions using a variety of materials
32. In general, math instruction for students with learning disabilities in mathematics should be characterized by
a. the development of cognitive strategies rather than a mastery of facts.
B. the development of math process skills.
C. instructional activities limited to hands-on operations with concrete objects.
D. a balanced program of concepts, skills and problem solving.
33. A third grader with special needs has been having trouble memorizing basic arithmetic facts. The student’s classroom teacher asks the special education teacher’s advice on how to help the student. In general, which of the following suggestions is most important for the special education teacher to give the teacher?
A. Suspend for the present all mathematical activities other than those aimed directly at memorizing arithmetic facts.
B. Modify math instruction to focus primarily on the use of manipulatives to build conceptual understanding.
C. Address the problem now so that lack of automaticity will not impede more advanced math learning later on.
D. Discontinue memorization of facts in favor of teaching the student to use a calculator efficiently and accurately.
34. special education teacher provides math instruction in the resource room for individuals and small groups of students who have learning disabilities. When teaching the students, the teacher should follow which of the following instructional guidelines?
A. Emphasize the use of mathematics in science and technology.
B. Focus primarily on mathematical concepts that are likely to be useful in everyday life.
C. Emphasize the role of deductive reasoning in mathematics.
D. Connect mathematical concepts to concrete examples with which the students are already familiar.
35. Which of the following is a developmentally appropriate activity for a kindergartner to establish basic number sense?
A. Completing one-to-one correspondence exercise
B. Generalizing skills and applying them to new situations
C. Arranging ten objects from smallest to largest
D. Using a calculator to solve simple mathematics problems
SNED_114 Transition Education
36. The most important reason for involving a student in the creation of goals for transition from high school is that transition goals should reflect
A. the student’s independent judgment of what is best for him- or herself.
B. the plans and values of the student’s family.
C. the realities of the student’s social and economic circumstances.
D. the student’s own aspirations and interests
37. Ms. Henderson, a special education teacher, co-teaches a middle school language arts class. The class is doing a unit on media literacy, and Ms. Henderson is helping a small group of students examine the images and messages in a TV commercial aimed at their age group. Which of the following discussion questions would best promote students’ critical thinking with regard to techniques of commercial advertising?
A. What type of person do you think created this commercial?
B. How much money do you think was spent to develop and produce this commercial?
C. Why do you think advertising is such a big business in a modern economy?
D. What features of this commercial make the product seem appealing to you?
38. Based on the information in this report, which of the following would best help Walter to succeed in the general classroom?
A. A. Weekly meetings with a school social worker
B. A highly structured classroom environment
C. A behavior intervention plan
D. Daily tutoring in a resource room
39. Which of the following strategies will be most effective for providing job training to a student with intellectual disabilities for work as a server in a fast-food restaurant?
A. Pairing the student with an employee who can work beside the student and model the required tasks
B. Making a list of job tasks for the student to refer to as necessary throughout his or her work shift
C. Carefully explaining the steps of the job to the student and checking on the student at regular intervals
D. Simulating the work environment and practicing the job sequence in the classroom
40. Of the following, the most effective means of providing program continuity for children transitioning from preschool to kindergarten is to offer
A. a preschool program that stresses the development of independent work habits and the ability to follow directions.
B. a developmentally appropriate program in both preschool and kindergarten that is responsive to individual differences.
C. a preschool environment that strongly emphasizes the development of literacy skills.
D. an environment in both preschool and kindergarten that engages children in collaborative planning and problem solving.
41. Which of the following is NOT required to be included in a transition plan?
A. Course of study including curriculum and interventions.
B. Accommodations and modifications.
C. Assessments that include a broad range of skills including academic, functional, living, etc.
D. Representatives from the community, agencies or companies.
42. What is the name of the type of assessment being used when a student is assessed on skills used in applied, everyday living?
A. Standardized assessment
B. Curriculum-based assessment
C. Transition assessment
A. Functional assessment
43. Which of the following is typically not gleaned from transition assessment data?
A. Specific program requirements.
B. Parent employment information.
C. Student’s strengths and needs.
D. Guidance in how to develop goals.
44. Successful transition plans include all of the following EXCEPT
A. ensuring that parents are made aware of meetings.
B. vocational/life skills instruction.
C. engaging students in meaningful learning.
D. actively involve the student in the process.
45. Which of the following is NOT defined as a component of student development?
A. Independent living
B. Practice life skills
C. Ensuring the student is at the age of majority
D. Obtain training for employment
HOW TO PASS THE LET EXAMINATION
1. MAKE A LIST OF YOUR WEAKEST SUBJECTS WHEN YOU WERE IN COLLEGE.
2. KNOW THE FOCUS OF THE EXAM.
3. SPEND AT LEAST 1 TO 4 HOURS READING LECTURES.
4. DON’T MEMORIZE TOO MUCH.
5. GET ENOUGH SLEEP, RELAX AND DON’T FORGET TO TAKE A REST.
6. PREPARE EVERYTHING THAT YOU’LL NEED WEEKS BEFORE THE EXAMINATION.
7. DO NOT BE AFRAID DURING THE ACTUAL EXAM.
8. EITHER YOU PASS OR YOU TOPE TEH EXAM, FAILURE IS NOT AN OPTION.
9. PRAY.
