NES Test Special Education-with 100% verified solutions- 2024-2025.docx, Exams of Advanced Education

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NES Test Special Education-with 100% verified

solutions- 2024-202 5

Competency 1 focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter Students who experience delays in domains (e.g., cognitive, behavioral, socioemotional, commutative, physical) require supports so that they can gain the greatest benefit from their education. one or more The requirements for support are specified by the federal government under the Individuals with Disabilities Education Act (IDEA). All children and adolescents exhibit differences from one another, for example in their physical size and motor skills, their cognitive abilities and preferences, their speech and language. However, there are identifiable patterns in the way most children and adolescents grow and change. Knowing these typical growth patterns can facilitate identifying children and adolescents who diverge from the patterns enough to warrant special attention possibly educational intervention. Examples of Typical Development Patterns By this age... 3 months Most children will... Support upper body with arms Open and shut hands Babble Prefer to look at complex, contrasting patterns Recognizing mother's face in a photo Examples of Typical Development Patterns By this age... 6 months

Most children will... Roll over from tummy to back Sit with minimal support Reach for and grasp objects Visually track moving objects Bang, drop, and throw objects Imitate familiar adult actions after a delay Display signs of all basic emotions Examples of Typical Development Patterns By this age... 12 months Most children will... Pull self to stand Walk holding on to things Grasp small objects by using thumb and forefinger Say first word (s) Show anxiety and fear of strangers Look to caregiver for cues Examples of Typical Development Patterns By this age... 18 months Most children will... Walk without help Stack 2 blocks Grasp crayon to scribble Produce two-word utterances Examples of Typical Development Patterns By this age... 2 years Most children will... Walk up and down stairs while holding on to person or railing Toss, roll, and kick a large ball Search for and find a hidden object Engage in pretend play Show empathy towards peers

Examples of Typical Development Patterns By this age... 3 years Most children will... Run effortlessly Ride tricycle using pedals, unassisted by an adult Recognize others' perspectives Tell autobiographical narratives Examples of Typical Development Patterns By this age... 4-5 years Most children will... Climb and descend stairs, one foot per step (alternating feet) Use scissors Control pencil to print name Pronounce most words correctly Use complete and complex sentences Adjust speech to meet social expectations Understand gender constancy and engage in gender-typical play Examples of Typical Development Patterns By this age... 6-8 years Most children will... Ride bicycle Selectively attend to events and information Effectively use memory strategies such as rehearsal Regulate emotions and conform to appropriate display rules Prefer same-sex friends Examples of Typical Development Patterns By this age... 9-12 years Most children will... Develop increased muscle control and coordination Reason logically about concrete objects Begin to understand others' points of view Understand and produce non-literal language Engage in rough-and-tumble play and organized sports

Examples of Typical Development Patterns By this age... 13-15 years Most children will... Reach adult height (girls) Display abstract reasoning skills Establish gender identity Develop autonomy Examples of Typical Development Patterns By this age... 16-18 years Most children will... Reach adult height (boys) Interact in mixed sex group and as romantic couples Disabilities are categorized based on the domain or behavior that is most affected, although some individuals are identified as having multiple disabilities. Students with learning disabilities have average or above average intelligence but an unexpected academic weakness in one or more content areas. Compared to peers without learning disabilities, students with learning disabilities: Hold less information in working and/or long-term memory Do not have strong metacognitive skills, such as reflecting on their own learning Acquire, organize, and prioritize key information more slowly and less systematically More often express concerns that they are not smart or cannot learn Make friends just as easily Examples of specific learning disabilities include Dyslexia Dysgraphia Dyscalculia

Dyslexia impacts a student's ability to learn to read, to recognize sound segments or letters, following along in text and comprehending what they read Dysgraphia impacts a student's ability to learn to write, often their handwriting and/or spelling Dyscalculia impacts a student's ability to understand numbers and mathematical operations, remembering math facts and the sequence of steps in math problems Students qualify as having an intellectual disability when they show developmental delays in most aspects of academic and social functioning. Testing indicates simnifically below- average general intelligence and adaptive behaviors. Many students with intellectual disabilities do not have strong social skills, conceptual skills such as reading and self-determination, or practical skills used for daily living Intellectual disabilities can be mild, moderate, severe, or profound. Students will intellectual disabilities often are most likely to forget information than their peers without disabilities, but they can successfully learn strategies to compensate, such as using cues or rehearsal. Students with intellectual disabilities often need support learning how to transfer skills from one context to another, and they benefit from opportunities to learn using concrete materials and community-based settings. They are frequently externally rather than internally motivated and may communicate less fluently or effectively as their peers. Communication Disorders Students who are more likely to mispronounce sounds or have speech that lacks fluency are identified as.

Those who misunderstand others' language are identified as having a receptive language disorder, and those who are slow to formulate and communicate their ideas are described has having expressive language disorders. Some specific examples of communication disorders include -Articulation disorders, which affect a student's ability to produce certain sounds and sound combinations -Fluency disorders, such as hesitations or stuttering -Specific language impairment, which manifests as a delay in a student's language development but the student shows no other conditions that would cause such a delay in language development (e.g., autism, deafness). Children with SLI are more likely than their peers to need support with morphology (e.g., adding suffixes to words to indicate tense or plurality). Articulation disorders which affect a student's ability to produce certain sounds and sound combinations Fluency disorders such as hesitations or stuttering Specific language impairment which manifests as a delay in a student's language development but the student shows no other conditions that would cause such a delay in language development (e.g., autism, deafness). Children with are more likely than their peers to need support with morphology (e.g., adding suffixes to words to indicate tense or plurality). Emotional Impairments Typically, children who are identified as having show behaviors or emotions that are not appropriate for the setting. Often they have trouble making friends, working in groups, and maintaining personal relationships. Examples of emotional impairments that can affect children in the classroom include -Anxiety disorders, which are considered characterized by excessive fears or worry. Phobias, separation anxiety, and obsessive-compulsive disorder are anxiety disorders -Mood disorders, including depression and bipolar disorder (i.e., swings between elevated or manic mood and depression). Students who are depressed may cry often,

lose motivation for things that were once enjoyable, lose weight and disregard hygiene, or have suicidal thoughts. -Oppositional defiant disorder, in which students show hostile and defiant behaviors, including temper tantrums, arguments, and irritability

• Conduct disorders, in which students consistently engage in antisocial behaviors that interfere with others. Attention Disorders Students with attention-deficit/hyperactivity disorder (ADHD) are more easily distracted and divide their attention between multiple stimuli instead of staying on task when compared to others at the same developmental level. They may miss details, stop working before a task is complete, or become easily distracted by stimuli in the environment. Many are disorganized and lose things more often than their peers. Some students with ADHD have trouble controlling activity level and/or impulses. Such students may move excessively, for example getting up to wander around the room when they are expected to be seated, fidgeting, talking excessively. Those who are impulsive may have trouble waiting for a turn or shout out answers before the teachers finishes talking many experience conflicts with friends, families, and teachers and may feel rejected. Autism Spectrum Disorders range from mild to severe based on the degree to which they show the following characteristics: Atypical language development and communication delays Atypical social development Repetitive behavior, including movement and verbalizations Undesirable behavior Need for predictability Sensory and movement disorders Intellectual disabilities Atypical language development and communication delays (Autism Spectrum Disorders characteristics) Many never learn to communicate successfully using spoken language. Some engage in echolalia, repeating part of a sentence that just heard. Many show limited eye contact or extreme focus or interest in one topic of conversation. Students often have difficulty understanding figurative language and humor.

Atypical social development (Autism Spectrum Disorders characteristics) Many students with autism do not seem to recognize or respond to others' emotions, social cues, and nonverbal signal. Many do not interact with others during play and/or do not engage in reciprocal interactions Repetitive behavior, including movement and verbalizations (Autism Spectrum Disorders characteristics) Tics (physical) and obsessions (attention) are common. Undesirable behavior (Autism Spectrum Disorders characteristics) Some children with autism are aggressive toward others or engage in repetitive self- injurious behaviors. Need for predictability (Autism Spectrum Disorders characteristics) Many students with autism gain security from environmental structure and experience anxiety in unfamiliar situations. Some focus intensely on adherence to routines and become upset if things are out of place or sequence. Sensory and movement disorders (Autism Spectrum Disorders characteristics) Some children are over responsive to sensory stimuli, whereas others are unresponsive. Some show atypical movement of the head, trunk, and limbs; clumsiness or posture; or an awkward (i.e., not smooth) gait. Intellectual disabilities (Autism Spectrum Disorders characteristics) Although students with autism spectrum disorders may have very high intelligence or lower intelligence, more than half also have an intellectual disability. Sensory Disorders Hearing and visual impairments are the two most common sensory disorders that special education teachers encounter. -Hearing loss -Visual Impairments Hearing loss (Sensory Disorders)

Students who are deaf or hard of hearing often experience language delays, particularly if their hearing loss goes undetected. Early intervention is crucial for students to communicate effectively and learn literacy skills. Hearing loss can affect a student's ability to articulate sounds and moderate tone and volume. There are number of different philosophies regarding teaching students who are deaf or hard of hearing. Some students learn speech and speech reading, others learn a manual language such as American Sign Language (ASL), while others may learn both as part of the Total Communication philosophy. Visual Impairments (Sensory Disorders) Individuals are considered totally blind if they cannot receive any meaningful visual input. They rely on input from other senses. Students who are functionally blind have limited visual input. They may use Braille for reading and writing. Students with low vision can read print but may need some type of assistive technology (e.g., magnifier) or adaptations (e.g., large print, enhanced contrast). Early intervention is crucial for students with visual impairments because they need supports to learn concepts that other students learn incidentally. Physical Disabilities May be caused by congenital anomaly, disease, or injury such as fractures, burns, or loss of a limb. Some students with may need to use supports such as a wheelchair, braces, or orthoses to assist with mobility. Examples of physical disorders include Cerebral palsy Spina bifida Cerebral Palsy Disorder of voluntary movement and posture. The majority of students with show spastic movements, although others may be likely to display uncoordinated or abrupt involuntary movements. Some students with also experience seizures. Many have sensory (i.e., hearing or vision) and/or language impairments well. Spina bifida Congenital malformation of the spinal cord or vertebrae. Students with the mildest form (occult) or the more serious for known as meningocele do not show challenges with movement, but students with the myelomeningocele form typically have leg

weakness and are unable to control their bowels or bladder. does not usually affect intelligence. Health impairments can include diseases and other acute disorders Examples include Epilepsy Asthma AIDS Cystic fibrosis Muscular dystrophy Epilepsy A condition in which individuals experience seizures, caused by abnormal electrical discharges in the brain. In the most severe cases the individual experiences uncontrollable jerking, stops breathing, and loses consciousness. During partial seizures, which are more common, the individual is morel likely to experience an altered state of consciousness and some alteration in movement (e.g., twitching). Children with are more likely to experience learning disabilities than students who do not have , although their range of intelligence is similar. Asthma Chronic lung condition characterized by episode of wheezing, coughing, difficulty breathing. Students with are often tired because their breathing challenges keep them awake at night. AIDS Acquired immune deficiency syndrome. Students with cannot resist or fight off infections. Cystic fibrosis A genetic disease in which the body's exocrine glands excrete thick mucus that can block lungs and parts of digestive system Muscular dystrophy Inherited disease marked by progressive atrophy (wasting away) of muscles. Duchenne dystrophy is most common and most severe, affecting only boys.