Strategies for Supporting Students with Diverse Needs in the Classroom, Exams of Advanced Education

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During the upcoming school year, a third-grade general education class will include a student with cerebral palsy who uses a wheelchair for mobility. The special education teacher and the third-grade teacher are meeting to discuss ways to promote the student's independence in the classroom. Which of the following strategies would likely be the most effective way to achieve this goal? - Correct Answer-A. allowing the student to choose a different classmate each week to serve as a peer helper for her during classroom activities B. setting up the classroom so that there is ample room for the student to move about and placing commonly used school supplies in areas that are accessible to her C. ensuring that the student's desk is in the front corner of the classroom near the teacher's desk so that she can easily request assistance D. advocating for the student to have a paraeducator at the beginning of the school year whose assistance is reduced on a monthly basis A special education teacher works in a preschool class. One of the students in the class has a mild intellectual disability and delayed expressive and receptive language skills. Recently, the student's SLT has started teaching him some basic sign language signs to supplement his verbal language. The SLT has also taught the special education teacher these signs. Which of the following strategies would likely be most effective for the teacher to use in further enhancing the student's communication skills? - Correct Answer-A. incorporating the signs the student uses into lessons and activities so that his classmates can learn to use them as well B. providing the SLT with a list of topics students will be learning throughout the year so that the student can learn signs that correspond with each topic C. posting pictures in the classroom of how to make the letters of the American Sign Language (ASL) alphabet for the student to refer to D. asking the SLT to teach the student to combine the single signs he already knows into two- and three-sign phrases A five-year-old child has fine-motor delays that interfere with her ability to perform various age-appropriate self-help tasks (e.g., buttoning her coat, fastening her shoes). She will soon be entering a first-grade class in which most of her classmates will have acquired these skills. The child's current teachers could best promote her ability to perform such tasks successfully in her new environment by: - Correct Answer-A. prompting her to choose play activities that require the use of targeted skills (e.g., dressing dolls in clothing that snaps or zips). B. incorporating practice in relevant skills into routine daily activities (e.g., preparing to go outdoors for recess). C. having her start each day by spending 10 to 15 minutes doing isolated skill-building exercises (e.g., squeezing a small rubber ball).

D. asking classmates to demonstrate specific skills during center activities (e.g., unscrewing a lid from a jar of paint). A fourth-grade student with ADHD is a struggling reader. The student has recently begun expressing discouragement about his reading progress, and his classroom teacher and special education teacher want to help him stay motivated and positive about reading. Which of the following strategies would likely be especially helpful for this purpose? - Correct Answer-A. assigning the student to a permanent reading group that consists of classmates who read at approximately the same level that he does B. setting up for the student a classroom library shelf of easy reading books borrowed from an early childhood class C. making arrangements for the student to read aloud once a week to small groups of students in the school's kindergarten classes D. providing the student instruction using age-appropriate texts at his instructional reading level and involving him in documenting his progress A special education teacher is working on vocabulary development with two third-grade students with mild intellectual disabilities. The teacher has taught the students several new words. Which of the following strategies is likely to be most effective in helping the students incorporate these new words into their active vocabularies? - Correct Answer- A. posting the words on a word wall and leading the students in reading the words aloud regularly B. having the students complete simple word puzzles, such as word searches, which contain the words C. involving the students in activities that provide opportunities for them to see, hear, and use the words in meaningful contexts D. having the students create flashcards of the words and then practice reading their flashcards together A general education teacher and a sp ed teacher co-teach a fifth-grade class that includes several students with specific LD. During each instructional unit in s.s, the teachers write a short skit about a historical event and students rehearse and perform the skit using simple props. The primary benefit of this activity for the students with LD is that it: - Correct Answer-A. develop their interpersonal communication skills. B. improve their ability to think critically and solve problems cooperatively. C. promote their understanding of content through multisensory experiences. D. enhance their ability to compare and contrast. A sp ed teacher works in an 8thgr classroom in which there are two students with high- functioning ASD. Both students have difficulty transitioning between activities within the classroom or to different settings such as music class and the cafeteria. Which of the following strategies would likely be most effective for the teacher to try first to facilitate more successful transitions for these students? - Correct Answer-A. making an announcement to the class five minutes before each transition takes place and setting a timer for five minutes

field trip is likely to be challenging for her. Which of the following strategies is likely to be most effective in helping prevent the student from having a crisis during the field trip? - Correct Answer-A. asking the student's family to make sure she gets a good night's rest and eats a good breakfast before the trip B. establishing rules for proper behavior on field trips before leaving for the trip C. talking with the student in the days leading up to the trip about the zoo and what the class will see and do there D. pairing the student with a classmate who can serve as her buddy during the field trip An 11 yr old student with Down syndrome and an associated mild intellectual disability attends a general education 6th gr class full time with a sp ed teacher providing consultation support. The 6th gr teacher notices that the student has trouble transitioning between lessons. For example, the student often mixes up the books and papers he is putting away with those he is taking out. The 6th gr teacher asks the sp ed teacher how best to address this issue. Which of the following strategies would likely be most helpful for the special education teacher to suggest? - Correct Answer-A. seating the student near the teacher's desk so that the teacher can provide direct hands-on assistance to facilitate his transitions B. helping the student color-code his materials to provide visual cues that will support his ability to make transitions independently C. developing a signal to use to alert the student ten minutes before a transition so that he can begin transitioning ahead of time D. asking classmates who sit near the student to take turns taking out and putting away materials for him during transitions Which of the following strategies by a sp ed teacher in an elementary school has the greatest potential for promoting positive attitudes toward students with disabilities by general education teachers? - Correct Answer-A. identifying for the teachers a selection of resources where they can search for information about students' disabilities B. offering to help the teachers define professional goals related to teaching students with disabilities C. explaining to the teachers the concept of least restrictive environment (LRE) for students with disabilities and how it is implemented D. providing the teachers with training on working with students with disabilities and strategies for meeting students' specific needs Which of the following adaptations to the physical environment in a fifth-grade classroom would best support the learning needs of students with ADHD? - Correct Answer-A. providing individual study spaces that are free of distractions where students can work as needed B. emphasizing the use of instructional materials with brightly colored backgrounds and high-contrast print C. providing background music or white noise while students are working independently D. labeling clearly the locations of instructional materials and supplies for various tasks

Which of the following types of words would be most typical in the vocabulary of a child in the earliest stage of first-language acquisition? - Correct Answer-A. adjectives for emotions like angry and excited B. verbs for observed actions like driving and cooking C. nouns for common objects like ball and cookie D. question words like where and who A sp ed teacher is working with a small group of kindergarten students that includes two students with developmental delays. The teacher is working on developing oral language skills that support literacy development. Which of the following teacher strategies would best address this goal? - Correct Answer-A. helping students count the number of different letters that occur in each of their names B. showing students a wordless picture book and asking them to identify familiar objects and actions in the illustrations C. asking students to sing the alphabet song while the teacher points to each letter as it is sung D. reading aloud a familiar nursery rhyme and asking students for rhyming words to replace words in the nursery rhyme Which of the following oral language activities develops skills that are prerequisites for decoding words when reading? - Correct Answer-A. breaking a spoken word into individual sounds B. spelling a word aloud correctly C. reciting the letters of the alphabet D. providing a word or phrase to complete a spoken sentence Before a first-grade student who is nonspeaking is taught how to use an AAC device such as a graphic communication board or a voice output communication aid (VOCA), the student should first have the ability to: - Correct Answer-A. choose vocabulary options that are most appropriate for his or her interests. B. produce intentional communication and understand the meaning of symbols. C. comprehend language at an age-appropriate level of competence. D. use supplementary methods to communicate with those unfamiliar with AAC devices. When a 4yr old with ASD who is nonverbal wants something, she will grab an adults hand and shove it toward the desired object. One of the childs communication goals is that she will request objects she wants. Which of the following would b the sp ed teachers best initial strategy for helping the child achieve this goal? - Correct Answer-A. making picture cards of the child's favorite objects and prompting her to present a card to the teacher when she wants a specific object B. pointing to a desired object while saying its name and requiring the child to repeat the name in order to receive the object from the teacher C. removing the child's favorite objects from sight in order to motivate her to attempt to find another way of expressing what she wants D. responding to the child's hand shoving by handing her the indicated object while modeling the words she should use to ask for it

D. research what health-care facilities will be available to her and recommend which to use if necessary. A kindergartner with a spinal cord injury uses a manual communication board. The student points to pictures or words on the communication board to indicate her wants and needs, express her feelings, and otherwise communicate with others. When the student transitions to first grade, which of the following would be the most important preparation to take regarding the communication board? - Correct Answer-A. exchanging her current communication board for a more technologically advanced communication device B. teaching her strategies for increasing the speed and efficiency with which she uses the communication board C. replacing up to half of the communication board's picture cards with word cards to better reflect the elementary school curriculum D. ensuring that the words and pictures the communication board displays are relevant to her needs in the new situation An IFSP is being developed for a two-year-old child with developmental delays. Which of the following would be an important principle to follow to ensure the effectiveness of the IFSP? - Correct Answer-A. modeling supports and services on plans that have proven successful with similar toddlers and families B. starting the process by determining the availability of various supports and services C. embedding supports and services within the child's and family's typical routines D. using a standard preschool curriculum as a guide to the types of supports and services to emphasize in the plan As specified in the individual health plan of a student with a physical disability, a sp ed teacher is using antecedent prompts to help the student learn to feed himself. Which of the following procedures should the special education teacher follow when using antecedent prompts? - Correct Answer-A. removing the prompts as soon as the student has performed the task successfully B. using uniformly strong prompts throughout the course of instruction C. continuing to use the prompts after the student has performed the task D. fading the prompts over the course of instruction A 13year old 8th grade student with cerebral palsy has expressed a strong interest in gaining greater independence in her life. The student says she wants to start by taking a lead role in making decisions at her upcoming annual IEP meeting. The student's team could best help the student prepare for this role by suggesting that she first: - Correct Answer-A. make a list of her priorities for personal development over the course of the next school year. B. complete a self-inventory of her strengths, weaknesses, learning needs, and goals. C. identify potential obstacles that she is likely to encounter as she pursues her objective. D. review the required courses, electives, clubs, and other school programs available to her in the upcoming year.

A 6th gr student with a significant intellectual disability is about to begin receiving instruction to promote her participation in leisure activities. The best first step for the special education teacher to take when initiating instruction would be to: - Correct Answer-A. help the student identify activities that are of personal interest to her. B. suggest activities at which the student is likely to experience immediate success. C. help the student choose an activity from the sports and clubs offered at the school. D. suggest activities that the student's classmates enjoy participating in. A 6th grade student with TBI participates in informal craft classes at a community center once a week after school. The student enjoys this activity very much but always becomes angry and throws materials when her family comes to pick her up. Her family members tell the special education teacher that they want to encourage her to participate in this activity, but they are concerned about her inappropriate behavior. The special education teacher's best advice in this situation would be to suggest that the family: - Correct Answer-A. establish a routine together for ending the activity and use this routine every time they come to pick her up. B. purchase craft supplies for the student to use at home instead of going to the community center. C. remind the student on craft day that she must behave appropriately if she wants to continue attending class. D. meet with community center staff to discuss arranging a one-on-one aide for the student during the activity. Reading assessments for an eight-year-old student with Down syndrome indicate that he demonstrates strength in sight-word recognition and can read simple books that contain familiar words. The student can also identify each letter of the alphabet and the most common sounds associated with each letter. However, he has not learned to use phonics to decode words, and his general comprehension of language, both written and spoken, lags behind that of his peers. Based on these assessment results, which of the following modifications would likely be most appropriate for the special education teacher to recommend for promoting the student's reading development? - Correct Answer-A. centering the student's reading instruction on functional reading skills, using texts related to daily living tasks such as grocery shopping and reading a bus schedule B. involving the student regularly in choral reading activities, such as readers theatre, to give him the experience of reading fluently with appropriate expression C. focusing primarily on increasing the student's sight-word vocabulary, with emphasis on words that he will encounter later in content-area instruction D. teaching reading skills to the student in the standard sequence, but modifying the pace of instruction by embedding additional structured guidance and repeated practice in lessons A child is able to identify individual words in spoken sentences. According to the continuum of phonological awareness, which of the following skills is the child most likely to develop next? - Correct Answer-A. segmenting spoken words into syllables

C. The teacher asks the student what words start with /sh/, and the student says "shape and shiny." D. The teacher says the sound /sh/, and the student repeats the sound while writing the letters s and h in sand. A fifth-grade student with a specific learning disability and ADHD has just finished reading a short story written at her grade level. The student has significant difficulty retelling the story and answering literal comprehension questions about it. However, when her special education teacher reads the text aloud to her, she can accurately retell the story and answer both literal and inferential comprehension questions about it. The student's reading difficulties are most likely caused by limited skills in which of the following areas? - Correct Answer-A. word consciousness and word-learning strategies B. phonics and word analysis C. background knowledge and comprehension strategies D. oral fluency and vocabulary Which of the following factors is likely to have the most significant impact on a preschooler's emerging literacy development? - Correct Answer-A. the quality and variety of the child's oral vocabulary experiences B. the child's level of interest in interacting with peers C. the amount of information the child can retain in short-term memory D. the child's sense of curiosity about the physical environment A fourth-grade student with dysgraphia is likely to have most difficulty with which of the following tasks? - Correct Answer-A. identifying two written words that start with the same letter B. segmenting and blending the individual sounds in a spoken word C. forming letters on paper using a writing instrument D. grasping the concept that written letters correspond to spoken sounds A sp edu teacher is providing reading intervention for a group of 1st grade students who are struggling readers. Prior to having students read a new book, the teacher guides the students in making predictions about the story by previewing the book's cover, title, pictures, and other features. This strategy is likely to support the students' comprehension of the book primarily by: - Correct Answer-A. encouraging their active engagement with the text. B. increasing their awareness of the structure of the text C. promoting their fluent reading of the text. D. developing their knowledge of key vocabulary in the text A 5th gr student with a specific learning disability in reading comprehension is struggling with textbook reading assignments. His sp edu teacher wants to scaffold his comprehension by promoting his ability to recognize the structure of a text. The teacher could best address this goal by: - Correct Answer-A. reading aloud a text section-by- section with him and asking him to summarize each section.

B. helping him create graphic organizers that represent how key concepts in a text are related and organized. C. having him scan a text for unfamiliar words and try to determine the meanings of the words based on context D. prompting him to make predictions about a text based on pictures and other graphic features in the text A sp edu teacher works with several middle school students who have emotional disturbance and specific learning disabilities in written expression. These students are often so concerned about spelling and mechanics when writing that they have difficulty developing coherent ideas. Which of the following activities is likely to be most effective in supporting these students writing development? - Correct Answer-A. reading and analyzing examples of high-quality student writing B. completing daily language exercises in grammar, punctuation, and spelling C. participating in peer reviews of their own and other students' written work D. engaging in daily, ungraded free writing on topics of their own choice A sp edu teacher works with a group of third-grade students with disabilities who are struggling readers. After the group reads a book about a boy who writes interesting words on slips of paper and puts them in a box, the teacher provides each student with a box and slips of paper. The teacher encourages students to collect their own interesting words like the boy in the story did and then share words from their boxes with the group. The primary rationale for using this strategy is that this type of activity: - Correct Answer-A. enhances students' word recognition skills. B. prompts students' use of word-learning strategies C. promotes students' word awareness. D. develops students' knowledge of academic words. A 7th gr student with a specific LD in reading comprehension attends general education classes and receives support from a special education teacher in a resource room three hours each week. The student reads slowly and often struggles to complete class reading assignments in the allotted time. The student's sp ed teacher wants to teach her how to skim a content-area text for important ideas and begins by giving her a basic explanation of skimming. Which of the following steps would be most appropriate for the teacher to take next? - Correct Answer-A. guiding the student in skimming a current reading assignment for one of her classes B. modeling for the student the process of skimming using a sample content-area text C. asking the student to describe the benefits of using skimming as a content- area reading strategy D. providing the student with a checklist of steps to follow when skimming a content- area text A 4th grade student with a specific LD in mathematics has just failed a mathematics quiz. When the student shows the quiz to his special education teacher, she sees that he has made the same error repeatedly, as illustrated by the following example: 239 + 446 = 6715. The sp ed teacher arranges to meet later that afternoon with the student's

When a 5th gr student with ADHD reads, he often loses his place, skips lines, and omits words. The student would likely benefit most from which of the following uses of assistive technology? - Correct Answer-A. reading a version of the text that has been photocopied on separate sheets of paper B. placing a sheet of transparent nonglare plastic over the text as he reads C. copying new vocabulary words onto sticky notes affixed to each page D. moving a large index card from left to right under each line of text as he reads A highly creative student who is gifted attends an 8th gr English language arts class where students have weekly writing assignments. The student also has a LD in written expression that makes it difficult for her to organize information, and her writing, though colorful and engaging, often lacks coherence. The English language arts teacher wants to increase the student's awareness of both her writing strengths and the areas in which she needs to improve. Which of the following strategies would likely be most effective for this purpose? - Correct Answer-A. providing the student with copies of high-quality writing assignments by other students to use as models B. holding regular individual conferences with the student to analyze her writing assignments C. showing the student how to keep an ongoing log of the comments she receives on her writing assignments D. arranging for the student to have a peer review her writing assignments before she turns them in A 4th gr student with a specific LD is unable to perceive the difference between the outline of a square and the outline of a rectangle in his mathematics textbook. Which of the following activities would most effectively help the student distinguish between these shapes? - Correct Answer-A.identifying classroom objects that are shaped like squares and rectangles B.placing a piece of red paper in the shape of a square over a piece of blue paper in the shape of a rectangle C.tracing the outlines of a square and a rectangle with his finger D.using a ruler to measure the sides of squares and the sides of rectangles in his mathematics textbook A 2nd gr student with ADHD has difficulty remaining seated and staying on task for math work. Although the student demonstrates competence in + and - two-digit numbers, he performs poorly on worksheets with rows or columns of 2-digit + and - problems. The student tends to skip around and usually leaves several problems blank. Which of the following teacher strategies is likely to be most effective in helping the student successfully complete math worksheets? - Correct Answer-A. assuring the student that he can have as much time as needed to complete worksheets and regularly allowing him to finish them during free time or bring them home to complete B. providing the student with a set of manipulatives to use during worksheet activities to reinforce the concepts of place value and equalities

C. cutting or photocopying worksheets into small sets of problems and having the student complete one set at a time, providing positive reinforcement as he completes each set D. periodically reviewing with the student the rules for adding and subtracting two-digit numbers, including procedures for carrying and borrowing