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Pearson Content test
Demonstrate knowledge of characteristics of typical and atypical human growth and development in various domains - correct answer Recognizing when a child's growth or development differs enough from typical patterns to warrant further evaluation by specialists. Demonstrate knowledge of the types and characteristics of various disabilities and the similarities and differences among students with and without diabilities - correct answer Understanding specific disability features and how they can impact students with disabilities. Learning Disabilities - correct answer average or above average intelligence but an unexpected academic weakness in one or more content areas Students with learning disabilities: - correct answer 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. Dyslexia - correct answer 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 - correct answer impacts a student's ability to learn to write, often their handwriting and/or spelling Dyscalculia - correct answer Impacts a student's ability to understand numbers and mathematical operations, remembering math facts and the sequence of steps in math problems
Intellectual Disabilities - correct answer developmental delays in most aspects of academic and social functioning. significantly below-average general intelligence and adaptive behavior. Students with intellectual disabilities: - correct answer do not have strong social skills, conceptual skills (reading and self-determination), or practical skills used for daily living. more likely to forget information successfully learn strategies to compensate (using cues or rehearsal) need support learning how to transfer skills from one context to another benefit from opportunities to learn how to transfer materials and in community- based settings frequently externally motivated may communicate less fluently or effectively as their peers. Communication Disorders: - correct answer more likely to mispronounce sounds and have speech that lacks fluency are identified as having a speech disorder Those who misunderstand other's language are identified as having? - correct answer A receptive language disorder those who are slow to formulate and communicate their ideas are described as having? - correct answer expressive language disorders Articulation disorders - correct answer affect a student's ability to produce certain sounds and sound combinations hesitation and stuttering - correct answer fluency disorders delay in a student's language development, the student shows not other conditions that would cause such a delay in language development.
Atypical language development and communication delays Atypical social development Repetitive behavior, including movement or verbalizations Undesirable behavior Need for predictability Sensory and movement disorders Intellectual disabilities - correct answer Autism Spectrum Disorder characteristics (ASD) Atypical language development and communication delays - correct answer communicate successfully using spoken language i.e. echolalia, repeating part of a sentence they just heard limited eye contact or extreme focus or interest in one topic of conversations difficulty understanding figurative language and humor does not seem to recognize or respond to others' emotions, social cues, and nonverbal signals. Do not interact with others during play and/or do not engage in reciprocal interactions - correct answer Atypical Social Development physical (tics) and attentions (obsessions) are common - correct answer Repetitive behavior (movement and verbalizations) Aggressive toward others or engage in repetitive self-injurious behaviors - correct answer Undesirable behavior Need for predictability - correct answer gain security from environmental structure. experience anxiety in unfamiliar situations. focus intensely on adherence to routines. become upset if things are out of place or sequence.
Sensory and movement disorders - correct answer overresponsive or underresponsive to sensory stimuli show atypical movement of the head, trunk, and limbs clumsiness or posture awkward language delays; early intervention is crucial; affects a student's ability to articulate sounds and moderate tone and volume; learn speech and speech reading; ASL - correct answer Hearing Loss Visual Imparinments - correct answer totally blind if they cannot receive any meaningful visual input; rely on other senses; functionally blind have limited visual input; braille for reading and writing; low vision can read print but may need some type of assistive technology or adaptations; early intervention is crucial Physical disabilities - correct answer May be caused by congenital anomaly, disease or injury; may need to use supports Cerebral Palsy - correct answer Disorder of voluntary movement and posture; physical disability; spastic movement; display uncoordinated or abrupt involuntary movements; seizures; sensory; and/or language impairments Congenital malformation of the spinal cord or vertebrae; physical disability; mildest form (occulta); more serious form (meningocele) do not show challenges with movement; myelomeningocele form typically have leg weakness and are unable to control their bowels or bladder; does not affect intelligence - correct answer Spina Bifida health impairment; seizures caused by abnormal electrical discharges in the brain; most severe cases are uncontrollable jerking, stops breathing and loses consciousness; partial seizures are more common; altered state of consciousness and some alterations in movement; children experience learning disabilities and range of intelligence is similar - correct answer Epilepsy
- Monitoring appropriate placement and programming by the school
- Providing info about their child that the school may not know, to help set appropriate and reachable goals on the IEP.
- Helping their other children to understand the special needs of the child with a disability and to be empathetic and supportive siblings.
- Serving as advocates for their children and for other families who live with disabilities.
- Promoting partnerships between school and home.
- Encouraging open communication at home and school about the students' strengths and needs.
- Helping the student work towards skills that increase independence and helping the families learn ways to encourage those skills at home.
- Setting up social/emotional support networks for families and/or students
- Identifying or recommending respite care or other professional support (if necessary)
- Participating in IEP planning and follow-up meetings.
- introducing parents to national networks (parent training and information centers or community parent resource centers supported by U.S. Department of ED.)
- Organizing training sessions for parents/guardians with similar concerns and needs - correct answer Special educators can support families in these roles: Ways the community can support individuals with disabilities - correct answer
- providing for physical supports (modified walkways or ramps)
- Providing access to public areas (restrooms, voting booths, and government offices)
- Supporting assisted living centers and vocational training programs
- offering opportunities for students to engage in community-based service projects and interships Apply knowledge of the implications of various disabilities for education and learning, development and other aspects of an individual's life - correct answer identify characteristics of disabilities that affect the development and growth of students with disabilities.
Students with learning disabilities may show inconsistent or poor academic performance and may be disruptive to other students in the classroom. - correct answer difficulty working independently, give up easily support students by: teaching strategies to organize their work schedule, using differentiated instruction and providing frequent assessment and feedback regarding progress Students with communication disorders may be reluctant to participate in class discussions and writing tasks. - correct answer Withdraw from large-group activities or social interactions during free-play periods support students by: providing assessments that reduce writing or speaking, scaffolded activities for writing and reading and small-group instructional activities. Students with emotional or behavioral impairments may be frequently off task, refuse to follow directions, or engage in inappropriate behavior or language - correct answer fight with peers or socially withdrawn. support students by: teaching social skills; conflict-resolution strategies, and creating opportunities for the students to make positive contributions to the group Students with ADHD WITHOUT hyperactivity may be inattentive, forgetful or withdrawn while students with ADHD WITH hyperactivity may be restless, easily distracted, impulsive, and talkative - correct answer typically incomplete or disoganized and low motivation support students by: structuring the environment and instructional tasks to minimize disruptions; set goals and develop prompts and cues that help keep them on task lack motivation and reluctant to try new activities. support students by: learning self-regulatory skills, can provide opportunities for adaptive and community-based activities that are relevant to the students. need frequent repetition of new skills and opportunities to generalize new skills to different situations - correct answer Students with intellectual disabilities may engage in distracting or inappropriate classroom behaviors. support students by: identify appropriate assistive technology and help students learn to communicate. - correct answer Students with severe
muscle tone. - correct answer tonic-clonic seizure - vomiting or cessation of breathing - seek medical assistance if seizures are long-lasting of rapidly repeated. less severe seizures - reassure the student and provide a place to lie down or rest if necessary epileptic seizures - managed with anticonvulsant medication - can cause drowsiness or dizziness too high - may be excessively hungry or thirsty; may need to urinate frequently. if levels remain high - diabetic ketoacidosis (life threatening) too low - dizzy, drowsy, irritable, or faint take insulin, administered by injection or a pump, diets must be monitored carefully
- correct answer Students with diabetes are at risk of hyperglycemia, or high blood sugar concentration students who use orthopedic devices, such as braces... - correct answer may develop sores from pressure of their orthoses on joints heart or gastrointestinal disorders, thyroid disorders, or compromised immune systems at possible - correct answer Students with Down syndrome often need corrective lenses or have trouble hearing assessment process (4 parts of this complex process) - correct answer 1. choose appropriate assessments from the wide variety of types
- assess in all the developmental domains that reflect a student's individual strengths and needs
- use valid strategies for administering assessments, scoring assessments, and interpreting the assessment results
- maximize the usefulness of assessment information to meet the unique needs of each student. Demonstrate knowledge of basic assessment terminology and the characteristics, uses, and limitations of various types of formal, informal, and alternative assessments - correct answer an understanding of how and when different assessments are used
process of systematically gathering evidence that documents student knowledge, skills, and behaviors and using this evidence to determine if a student's performance matches expectations and standards. using the information to make instructional and diagnostic decisions in order to improve student and teacher performance - correct answer educational assessments when are assessments given? - correct answer before instruction - baseline and following instruction the difference in scores is attributed to learning Formal assessments definition and examples - correct answer highly structured and provide specific guidelines and procedures for administering, scoring and interpreting results; can be used to inform eligibility and placement decisions and to develop goals for specialized instruction. standardized tests, standardized checklists
- have associated data regarding their reliability and validity
- teachers can use one assessment measure to gather the same information from all students and can then screen a large number of students at one time - correct answer formal assessment advantages (2) limitations of formal assessments (3) - correct answer 1. usually take instructional time to administer
- if standardized formal assessments are used, special education teachers must be sure that they are appropriate and/or adapted for use with their students.
- must be administered by staff who are trained to do so. informal assessments
criterion-referenced assessments - correct answer designed to provide information about whether students have mastered particular educational objectives. scored against the criterion - how much of the content or how many of the goals has the student met? norm-referenced assessments - correct answer determined by comparing a student's performance with the performance of others What are the students learning? What do the students know or what skills are they demonstrating right now? - correct answer formative evaluations answer what two (2) questions? some examples of formative assessments are... - correct answer curriculum-based measurements, class discussions and homework to monitor students' progress in order to adjust instruction and interventions as needed. - correct answer one IMPORTANT reason special education teachers use formative assessments is: overall summary; end of an instructional unit; final exams; high-stakes achievement tests; adhere closely to the learning objectives - correct answer summative assessments 6 different assessment methods - correct answer 1. observations
- achievement and aptitude tests
- rating scales
- portfolio assessments
- performance assessments
- curriculum-based measurement
typically records of behaviors but can also involve the environment. can be highly structured and require training to a level of high inter-rater reliability. can be informal notes by a teacher, parent/guardian or other member of the student's IEP team. behavior- used to identify students as having certain disabilities or to refer them to specialists for further testing. records data about a target student and peers. limited largely by the note takers skills and the structure of the environment - correct answer Observations designed to measure academic progress - what students have learned; standardized - correct answer achievement tests designed to predict academic success; standardized - correct answer aptitude tests uniformity in the content and administration of an assessment measure; help to reduce bias in testing and scoring - correct answer standardization requires an observer to evaluate a student's behavior using an ordinal scale; structured and may be standardized so that ratings can be compared to a norm reference sample of a criterion; may have a personal biases that affect evaluations or may inadvertently fall into a response pattern; can be difficult to interpret meaningfully. - correct answer Rating Scale collections of a student's work systematically collected over an extended time period; include many kinds of items (writing samples, projects, photographs, audiotapes, or videotapes, students personal evaluations and descriptions of their work and their feelings of their achievements); capture a broad picture of a student's interests, achievements, and abilities and to summarize student performance on complex tasks; difficulty comparing performances across students - correct answer Portfolio assessments best used for assessment of procedural knowledge; evaluating motor skills and adaptive skills; structured rubric for scoring performance assessments helps keep
format that require students to select a response rather than write freely, use of assistive technology emotional or behavioral disorder accommodations - correct answer extended time, taking the test individually, taking breaks during testing ADHD accommodations - correct answer taking breaks, testing environment with few distractions autism spectrum disorder accommodations - correct answer frequent positive reinforcement, being assessed by a familiar person, following the usual class schedule as much as possible health impairments or physical disabilities accommodations - correct answer extended time, having the test presented via computer, frequent breaks, having a scribe to record responses deaf or hard of hearing accommodations - correct answer extended time, having a person interpret the directions, having an opportunity to learn about and practice the test format in advance visual impairment accommodations - correct answer extended time, having a person read instructions or items that do not access reading ability directly, having a person to record responses, access to a computer for writing, frequent breaks, an environment with few distractions severe and multiple disabilities accommodations - correct answer use of alternative assessments i.e. performance and portfolio-based assessments more significant modifications - correct answer change the format of test items to ensure they are understood or provide parallel test formats at lower difficulty levels; change the grading criteria; use alternatives to letter and number grades Apply knowledge of strategies and procedures for administering assessments, including strategies for using technology and procedures to avoid bias during the
assessment process: - correct answer how to remove assessment barriers for students in order to get accurate representation of their skill level accommodations that alter the procedure - correct answer extra time, quiet room, oral instructions it is IMPORTANT that any ________ maintain the integrity of the test itself and do not introduce bias - correct answer accommodations 5 strategies for reducing bias during assessment - correct answer
- considering each student's needs and background individually to ensure that assessment measures are appropriate
- following guidelines in the IEP without introducing other accommodations that are not specified
- using a rubric or checklist to score responses
- recording oral responses for later review by an additional rater
- establishing rapport with the student while maintaining a professional role rapport is IMPORTANT with conducting one-on-one assessments. 5 strategies for establishing and maintaining rapport - correct answer
- introducing oneself
- explaining to the student the goal/purpose of the assessment, providing instructions, and ensuring that the student understands what the assessment involves
- introducing and/or modeling any technology
- providing enough wait time for the student to respond
- paying careful attention to nonverbal signals Functional behavioral assessments are also common tools. 8 procedures for conducting FBA - correct answer 1. identifying the target behavior and defining it in terms that are specific, observable, and measurable
- identifying factors that may contribute to the behavior
- is the student make some progress, but not enough to move to Tier 1? should he/she continue in Tier 2 intervention?
- is the student making very little progress, thereby requiring him/her to be moved to Tier 3, the tertiary level with intensive curricular interventions? Tier 3 of RtI - correct answer ... Assessment - correct answer involves gathering information about a student's strengths and needs in all areas of suspected disability. individualized intelligence tests, individualized achievement tests, curriculum-based assessments, rating scales, direct observations, ecological assessments, portfolio assessments, and/or interviews When scheduling and conducting the IEP meeting, the school staff must... (7) - correct answer 1. contact the participants, including the parents/guardians
- notify parents/guardians early enough to make sure they have an opportunity to attend
- schedule the meeting at a time and place mutually agreeable to parents/guardians and the school.
- tell the parents/guardians the purpose, time, and location of the meeting
- tell the parents/guardians who will be attending
- tell the parents/guardians that they may invite people to the meeting who have knowledge or special expertise about the child
- if the parents/guardians have a limited proficiency in English or are deaf, make reasonable efforts to arrange for an interpreter during meetings pertaining to their child's educational placement Interpret and use information from formal and informal assessments to collaborate with the team in making eligibility, program, and placement decisions; and planning monitoring, and evaluating instructions - correct answer the teacher's ability to interpret assessment data, to communicate assessment results to the team, and to use assessments for the purpose of informing educational decisions
- student's strengths
- parents'/guardians' concerns and ideas for enhancing their child's education
- results of recent evaluations or reevaluations
- student's performance on state and district-wide tests
- special factors to be considered
- supports the student needs - correct answer discuss assessment results in the context: (6) Diagnostic assessments - correct answer baseline data for comparing how much learning has occurred after the learning activity is completed; can guide the special education teacher in determining where to target instructional intervention Identify components of the Evaluation Team Report (ETR) and the roles of special education teachers, gen. ed. teachers, students with disabilities, parents/guardians, related services providers, and others play in planning and implementing IEPs, transition plans, behavioral intervention plans, and other individualized plans - correct answer an understanding of how special education teachers collaborate in the development and implementation of individualized education IEP team (7 in attendance) - correct answer 1. the parents/guardians of a child with a disability
- at least one general education teacher who instructs the student
- at least one special education teacher or special education provider for the student
- a representative from the school who is qualified to provide or supervise individualized education and is knowledgeable about general and specialized resources and curricula
- an individual who can interpret the instructional implications of evaluation results
- other individuals who have knowledge or special expertise regarding the student, if desired by the parent or the school
- the student with a disability, as appropriate
