NEW
Font size
WorksheetsZ Competency 3
Total questions: 26
Worksheet time: 13mins
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?
include fun arts and craft activities throughout
drill and practice daily living skills
incorporate community-based instruction as part of a functional curriculum
focus on guided discovery learning
During a co-teaching lesson, the special education teacher observed two 4th grade students from the same cultural background having difficulty paying attention during read-alouds. 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?
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.
Student’s culture influence how they learn and may not be compatible with stories chosen by the teacher.
A student with a learning disability in Mrs. Thomas’s 3rd grade science class is having difficulty retaining information. In collaboration with the science teacher to aid the student with memory, Mrs. Thomas is using mental techniques in her lessons, such as keywords, rhymes, and jingles as cues and to organize information. These techniques are known as...
Social Stories
Problem Based Learning
Cognitive Modification
mnemonics
Martha is a 5th grade student with a 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?
Request assignments from a 2nd grade teacher since Martha is reading at a 2nd -3rd grade level.
Give Martha the same assignment until she masters it.
Consider providing assignments in Martha’s Zone of Proximal Development
Focus on a functional and life skills curriculum.
In order to change the school climate and structure by implementing full inclusion practices, the following mission statement was chosen: Educators will ensure that all students are welcome and seen as contributing and valued members of the school community. What type of grouping does the above mission exemplify?
Readiness grouping
homogeneous grouping
heterogeneous grouping
student selected grouping
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 learning to evaluate given task will become an independent skill for students
Difficult instruction is provided to groups of students without individualizing
Students learn to organize related part of diverse task
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
address the student’s behaviors directly
is applicable to the students’ lives and are age appropriate
Include music and a jingle
are student generated with no guidance
A special education teacher observes the paraprofessional working with a student. She experienced difficulties and did not adequately support the student’s needs. The teacher’s next step should include which of the following actions?
Direct the para to an online site about research based-strategies and techniques.
Report the situation to the administrator
Demonstrate the operative method of working with the students
Request another paraprofessional that can better support the students
A middle school administrator is implementing the backward design model for lesson planning. Which of the following is an advantage for using this model to plan lessons for a special education class?
It is based on a student’s style of learning and interest
It includes extended direct instruction and diverse applications or problems
It allows students to demonstrate that they are focused and following along
It begins with the end goal and aligns all activities, instruction and practices
Mr. Smith is planning an 8th grade lesson on the Articles of Confederation. He knows that he will have to build on student’s background knowledge to focus their attention on the upcoming instructional objectives. Which of the following elements of a lesson plan is most important to accomplish the task?
Engage/Activity Hook
Independent practice
Direct Instruction
Guided Practice
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 successful transition for the student?
Five minutes before the end of class, announce aloud that class will be ending in 5 minutes and set a timer.
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.
Reviewing all transitions for the day at the beginning of each school day.
A middle school teacher assigned her inclusion class a research project using the project-based learning approach. She integrated the use of laptops to construct the written portion of the project. Which of the following is the best justification for using the project-based learning approach?
Create meaningful rigor and meet the diverse needs of all students
Give students an opportunity to practice technology skills
Introduce students to the challenge of college preparation skills
Help students write complete sentence with a word processor
A middle school special education teacher works with several students in the regular education setting that are struggling with writing. Which of the following classroom management strategies is best for the teacher to use with the students?
Give student alternative to written work options
Give students examples of exemplar samples as models
Break assignment into manageable chunks and reward the student as each part is completed
Keeping a writing checklist in front of students to use as they work
A special education student with fine-motor deficits receives instruction in the general education classroom with supplementary aids and services. To best address the student’s fine-motor deficits, which of the following provisions should be included in the IEP?
Reduce the amount of work the student does using fine-motor skills
Grade the student using an altered rubric when participating in tasks involving fine motor skills
Select various accommodations for physically executing tasks including fine-motor skills
Provide opportunities for student to opt out of activities including fine-motor skills
A seven-year-old student with cerebral palsy and related language delays uses a voice output device to communicate basic needs. The communication device provides the spoken word when he touches a picture on the screen. Of the following, which is the most important gain this intervention will provide for the student’s future learning?
encouraging his development of vocabulary and communication
improving his eye hand coordination skills
providing organizational and problem-solving skills
supporting the need for less printed paperwork
An elementary school student with spinal cord injury uses a communication device with picture and words to communicate his wants and needs as well as communicate with his teachers and peers at school. The student will be transitioning to middle school; therefore, the special education teacher will meet with his new teacher to share the IEP and other information that will assist the transition. When the student transitions to middle school, which of the following would be the most important preparation to take regarding the communication device?
Replacing the current communication device with one the is more advanced
Replacing the pictures on the communication device with words and encouraging students to use it
Model strategies for the student to increase speed in using the device so others will not have to wait for response
Replacing the words and pictures on the communication device with updated pictures for middle school needs
During extracurricular events, a third-grade student with emotional/behavioral needs get so excited during 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. Which of the following would be the best way for the special education teacher to deal with this problem?
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.
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 to have additional adult(s) present to help with the student during extracurricular events.
Marshall receives speech language services within the regular education setting twice week 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
asking the therapist to assist with clarification when Marshall provides answers during group discussions
to avoid singling Marshall out, have the speech therapist work with a group of students including Marshall during every session
arranging a space in the back of the room for the speech therapy session
A middle school special education teacher wants to ensure that her student with intellectual disabilities is retaining skills that were previously attained. Which of the following techniques would be the most successful in helping her student with retention?
allow student to participate in peer study groups
reward student for each appropriate response
Provide meaningful review of content periodically
Test and reteach as often as necessary
An inclusion teacher wants to motivate her students to develop the life-long skill of learning. She realizes that she needs to use a research-based strategy that will create the value of learning in her students. Which of the following is a research-based teaching strategy that will develop intrinsic motivation to learn?
Creating prior knowledge to begin scaffolding instruction
Regularly award and celebrate student successes
Use student interest to develop choice of activity and product to reflect their learning
Continue to reassure student especially when the task is beyond their abilities
In an inclusion class, the regular education teacher observes that some students are completing the group assignments quickly and others are struggling with the task. As she decides to regroup the students, which of the following conditions is most appropriate for the teacher to consider?
Student’s learning styles
Student’s choice by interest
Student’s ethnic background
Student’s skill and ability level
The teaching methodology of Maria Montessori influenced special education most strongly with which of the following approaches?
Special education students learn best in a highly structured age-appropriate learning environment
Hands on learning should be provided for all students
Techniques for parent in class participation as tutor in all academic subjects
Adjustment of learning activities to each student’s abilities, skills, and interest
In an elementary classroom, the special education teacher works with several students in an inclusion setting. The students are verbal and understand most concepts presented during class instruction. In planning a hands-on activity in a science class, the teacher must develop an alternative activity for a student with cerebral palsy with limited motor control. Which of the following would be the teacher’s best approach in this situation?
Arranging a way for the student to participate using a different mode, for instance using verbal prompts to guide a peer through the steps of the experiment
Allowing the student to sit where they choose to observe peers completing the activity
Providing a simulated activity in the resource classroom while the other students are completing the activity in the general
education setting.
Ensure the student has access to a video or picture book to observe experiment being illustrated correctly
A 3rd grade general education teacher is preparing her classroom for the upcoming year. She wants to ensure that her classroom is welcoming to all of her students including a little boy with mild intellectual disability. The best advice shared by the special education teacher during a consultation would be to suggest that the teacher
Arrange seating to ensure the student is close enough to her for assistance when needed
Arrange the classroom for ease of movement, grouping and centers and teach the student procedures and expectations
Arrange a buddy system to ensure that all students get to work with a buddy on a daily basis
Arrange the room in centers and give the student choice of activities on a daily basis.
A thirteen-year-old seventh grade student receives special education services with an exceptionality of other health impairment due to diabetes. The student has to test her levels several times a day, follow a strict diet and take insulin, as necessary. The student shared with her special education teacher that she will be going to visit relative during the upcoming summer months without her parents. The most appropriate steps for the IEP team to take to promote the student’s well-being during her summer vacation would be to
Helping the parents develop a plan get the student back home quickly if necessary
Ensure that the student has committed to memory all emergency contact information
Collaborate with the nurse to teach the student’s medical self-management skills and monitor them during the school year
Develop an emergency contact card with local contact information for the student to carry around with her
A high school student with mild intellectual disability is learning vocational skills as part of his transition plan. The student wants to work in the local grocery store bagging groceries and gathering carts. Which of the following will most likely help the student perform the jobs listed above?
Simulate and practice the job tasks in the classroom with peers
Making arrangements with a job coach to provide on the job training and support
Developing task card for the student to use to guide him through the job task
Provide the student with a visual schedule or what his day on the job would look like
