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Strategies for Teaching Students with Disabilities, Exams of Advanced Education

Various strategies and approaches for teaching students with different types of disabilities or impairments, including those from diverse cultural and linguistic backgrounds. It covers topics such as the use of assistive technology, individualized instruction, behavior management, and community-based learning experiences. The document aims to provide special education teachers with effective techniques to create motivating and inclusive learning environments that address the unique strengths and needs of students with disabilities. The information presented could be useful for university students studying special education, educational psychology, or related fields, as well as for practicing teachers looking to enhance their skills in supporting students with diverse learning needs.

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2024/2025

Available from 09/16/2024

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Download Strategies for Teaching Students with Disabilities and more Exams Advanced Education in PDF only on Docsity! NES Special Education Exam | ACCURATE QUESTIONS AND DETAILED ANSWERS | GUARANTEED PASS | GRADED A | LATEST UPDATE 2024-2025 WITH 100+ QUESTIONS According to the Individuals with Disabilities Education Improvement Act (IDEA), the parents/guardians of a school-age child with an identified disability have the right to: a. select the members of their child's IEP team. b. have their child excused from taking state-mandated achievement tests. c. participate in the development of their child's IEP. d. choose the instructional approaches and materials that will be used with their child. - ANSWER c. participate in the development of their child's IEP. To be identified as having an intellectual disability, a child must exhibit significantly below- average cognitive functioning during development as well as: a. discrepancies between ability and achievement. b. poor fine-motor skills. c. deficits in two or more adaptive behaviors. d. limited motivation for school-related activities. - ANSWER c. deficits in two or more adaptive behaviors. Which of the following has been a recent trend regarding the education of children with autism spectrum disorder (ASD)? a. early identification and intervention. b. prevocational and vocational training. c. emphasis on providing occupational and physical therapy services. d. placement in residential schools or special day programs. - ANSWER a. early identification and intervention. The IEP for a student with multiple disabilities includes services from four different therapists, daily nursing care, and a one-on-one paraprofessional. School administrators state that they do not have enough funds to provide the services outlined in the student's IEP. Which of the following BEST describes the school district's legal obligation in this case? a. providing at least half of the services immediately and adding services as funds become available. b. meeting all of the requirements of the IEP regardless of the cost. c. arranging for the student to receive services in another school district. d. modifying the IEP to include only those services that the district is able to provide. - ANSWER b. meeting all of the requirements of the IEP regardless of the cost. A community-based psychologist contacts a middle school student's special educator and requests access to the student's school records. Which of the following steps should the teacher take before granting access to these records? a. Arrange for the school psychologist to meet with the student's psychologist to review the records. b. Notify the special education director of the request. c. Obtain written permission from the student's parents. d. Photocopy the records and remove any identifying information from the photocopies. - ANSWER c. Obtain written permission from the student's parents. An ELL student with an orthopedic impairment does not qualify for special education services but requires physical accommodations to participate school activities. Which of the following federal laws requires that an accommodation plan be developed for the student? a. Section 504 of the Vocational Rehabilitation Act. b. No Child Left Behind Act (NCLB). c. Individuals with Disabilities Education Improvement Act (IDEA). a. making a weekly phone call to each student's parents/guardians to discuss any difficulties the student experienced during the course of the week. b. establishing a policy of being available for conferences before and after school and posting a sign-up sheet for parents/guardians. c. creating a weekly newsletter for parents/guardians that highlights activities within individual classrooms as well as school-wide events. d. obtaining parental consent for individual notebooks in which the teacher and parents/guardians can write updates, questions, and comments. - ANSWER d. obtaining parental consent for individual notebooks in which the teacher and parents/guardians can write updates, questions, and comments. A fourth-grade student who attends a general education class has several individual goals related to functional living skills. Which of the following would be the most effective way for the special education teacher to collaborate with the fourth-grade teacher in promoting the student's achievement of these goals? a. volunteering to teach a whole-class lesson each week that focuses on a different life skill. b. working with the teacher to incorporate life skills into the student's daily routine. c. helping the teacher choose which assignments to replace with life skills instruction for the student. d. offering to write lesson plans for the whole class that incorporate essential life skills. - ANSWER b. working with the teacher to incorporate life skills into the student's daily routine. Which of the following is the primary benefit of involving high school students with disabilities in the planning of their own academic programs? a. Students will learn about the special education process. b. Students will be able to develop more realistic adult life goals. c. Students will be more motivated to participate in extracurricular activities. d. Students will be able to practice self-determination by advocating for their learning needs and goals. - ANSWER d. Students will be able to practice self-determination by advocating for their learning needs and goals. A special education teacher needs to learn more about universal precautions to use in the classroom to avoid blood-borne infections. Which of the following organizations would be most appropriate resource for this type of information.? a. Council for Exceptional Children (CEC). b. National Clearinghouse for Professions in Special Education (NCPSE). c. Occupational Safety and Health Administration (OSHA). d. National Dissemination Center for Children with Disabilities (NICHCY). - ANSWER c. Occupational Safety and Health Administration (OSHA). Which of the following strategies would provide a special educator with the most objective method for analyzing his or her instructional effectiveness? a. comparing students' grades from one marketing period to the next. b. videotaping a lesson and critiquing it using a checklist. c. collaborating with a peer to teach a lesson. d. reviewing lesson plans from previous school years. - ANSWER b. videotaping a lesson and critiquing it using a checklist. Which of the following strategies would likely be the most effective for helping a special educator evaluate his or her own-term professional growth? a. maintaining a record of all continuing education courses attended (e.g. in-service training, administrative meetings, professional seminars). b. creating a checklist for students to complete at the end of the school year to provide feedback on their learning experience. c. reviewing all of the student's IEP goals to determine how many were achieved during the school year. d. maintaining a teaching portfolio (e.g. samples of student work, administrative observations, self-reflection) . - ANSWER d. maintaining a teaching portfolio (e.g. samples of student work, administrative observations, self-reflection). A special educator teaches in a self-contained classroom for students with multiple disabilities. Several students receive pull-out instruction from a speech-language pathologist (SLP). In order to integrate students' speech and language goals into their regular and extended curricula, the special educator should ask the SLP which of the following questions? a. "What are the specific skills that you are working on with each student?" b. "Which students are making the most progress toward their individual goals?" c. "Which types of evaluation methods do you use regularly with students?" d. "What resources do you use to create activities for the students that address their goals?" - ANSWER a. "What are the specific skills that you are working on with each student?" Which of the following activities would likely be the most effective for helping special education teachers begin to identify their own cultural biases? a. researching current studies on educational diversity. b. reading a novel about a family with origins outside the U.S. c. taking a course to learn another language. d. tracing their own backgrounds, values, and traditions. - ANSWER d. tracing their own backgrounds, values, and traditions. A middle school special education teacher in a self-contained classroom is assigned a paraprofessional. The most effective way for the teacher to collaborate with the paraprofessional in meeting the students' learning needs is to: a. review together students' evaluation results that were used to develop their IEP. b. assign the paraprofessional a small group of students to work with exclusively. c. review together each student's IEP and discuss the paraprofessional's role in the implementation of each IEP. d. provide the paraprofessional with various articles to read on effective instructional techniques. - ANSWER c. review together each student's IEP and discuss the paraprofessional's role in the implementation of each IEP. d. relative strength in maintaining attention to the task at hand. - ANSWER a. difficulty applying newly learned skills to a different context. Which of the following gross-motor skills do children typically develop LAST? a. catching a ball with their arms held straight. b. jumping forward, taking off, and landing with two feet. c. walking upstairs using alternating feet. d. kicking a stationary ball. - ANSWER b. jumping forward, taking off, and landing with two feet. Which of the following students is demonstrating characteristics most often associated with an emotional impairment? a. a second-grade student who frequently complains of a stomach ache in the morning before going to school. b. a first-grade student who prefers to play with one particular child on the playground. c. a kindergarten student who cries on the first-day of school and clings to his parent for several minutes before joining the class. d. a first-grade student who makes a point of informing the teacher when other students are breaking the rules. - ANSWER a. a second-grade student who frequently complains of a stomach ache in the morning before going to school. Which of the following students is demonstrating characteristics most often associated with autism spectrum disorder (ADHD)? a. a second-grade student who prefers to play with kindergarteners, has difficulty learning new skills, and needs assistance with dressing. b. a kindergarten student who does not engage in pretend play, takes exclusively about astronomy, and misinterprets social clues. c. a third-grade student who refuses to comply with teacher requests, steals lunch money from other students, and does not hand in homework. d. a first-grade student who has difficulty with letter-sound correspondence, has poor fine- motor skills, and is physically clumsy. - ANSWER b. a kindergarten student who does not engage in pretend play, takes exclusively about astronomy, and misinterprets social clues. Which of the following is generally the MOST advanced linguistic skill a typical eight-year old can be expected to demonstrate? a. participating in a debate about a controversial issue. b. using a wide variety of connective words correctly (e.g. although, however, unless) c. telling a story that includes cause-and-effect relationships. d. understanding the meaning of figurative language (e.g. metaphors, similes) - ANSWER c. telling a story that includes cause-and-effect relationships. Which of the following social/emotional abilities typically appears for the first time during adolescence? a. understanding one's own particular strengths and taking pleasure in one's accomplishments. b. understanding that the perspective of others may be influence by their background or circumstances. c. understanding that two people can have very different emotional responses to the same situation. d. understanding how different types of body language can reflect a person's emotions. - ANSWER b. understanding that the perspective of others may be influence by their background or circumstances. Which of the following students is demonstrating characteristics most often associated with a pragmatic language disorder? a. a third-grade student who is unable to comprehend a text when asked to read it aloud but can understand the same text when reading it silently. b. a fifth-grade student who has difficulty completing written assignments and handing them in on time. c. a sixth-grade student who is unable to recall newly learn vocabulary words from various subjects. d. a fourth-grade student who has difficulty understanding conversational turn taking. - ANSWER d. a fourth-grade student who has difficulty understanding conversational turn taking. Which of the following symptoms is most characteristic of an absence seizure? a. staring blankly for a brief time. b. experiencing uncontrolled muscle spasms. c. losing consciousness for several minutes. d. having sudden muscle stiffness. - ANSWER a. staring blankly for a brief time. A student has a disability that impairs both his understanding of spatial relationships and his perceptual-motor skills. Which of the following math tasks would likely pose the greatest difficulty to the student? a. calculating the area of a given rectangle by applying a formula. b. reversing a mathematical operation to check an answer. c. constructing congruent geometric shapes on graph paper. d. eliminating irrelevant information when solving a word paper. - ANSWER c. constructing congruent geometric shapes on graph paper. A middle school student with learning disabilities in reading and writing and attention- deficit/hyperactivity disorder (ADHD) recently began taking a prescribed stimulant medication. Which of the following behavioral changes should the student's special education teacher expect to observe? a. diminished ability to interact socially. b. improved ability to present oral reports to the class. c. diminished ability to think creatively. d. increased ability to focus on academic tasks. - ANSWER d. increased ability to focus on academic tasks. A student with a mild intellectual disability and an emotional impairment frequently becomes physically aggressive when frustrated. The most effective way for the student's family to support her social/emotional development would be to: a. help resolve conflicts with her peers that result from her inappropriate school behavior. b. advocate for her to participate in a greater number of inclusive school activities. b. facilitating learning through an authentic experience. c. providing a simulated job-training experience. d. promoting development of self-determination skills. - ANSWER b. facilitating learning through an authentic experience. A kindergarten with type 1 diabetes will be attending a general education class. The student's teacher should be aware that which of the following are common indicators of hyperglycemia? a. sweating and hunger. b. frequent nosebleeds and excessive coughing. c. slurred and disfluent speech. d. increased thirst and frequent urination. - ANSWER d. increased thirst and frequent urination. As part of a three-year reevaluation, an IEP team would like to determine a student's progress in reading, writing, and math. Which of the following would be the most appropriate assessment tool for this purpose? a. a group-administered intelligence test. b. an aptitude test in each of the content area. c. an individually administered standardized achievement test. d. a performance assessment in one of the content areas. - ANSWER c. an individually administered standardized achievement test. A special education teacher would like to recommend instructional strategies to use with a fifth- grade student who has a learning disability in math. Which of the following assessments would be most appropriate for this purpose? a. a standardized achievement test. b. an ecological assessment. c. a standardized aptitude test. d. a curriculum-based assessment. - ANSWER d. a curriculum-based assessment. A special education teacher is preparing to conduct an initial evaluation of an ELL student. To minimize bias most effectively, the teacher should administer: a. assorted formal and informal tests in the student's primary language. b. nonverbal assessments in an environment free of distraction. c. standardized tests in English with the help of an interpreter. d. adaptive behavior assessments in a variety of settings. - ANSWER a. assorted formal and informal tests in the student's primary language. A special education teacher is preparing to conduct an evaluation of a kindergarten student who has fragile X syndrome. An adaptive behavior assessment would provide the teacher with information about: a. effective classroom management strategies to use with the student. b. the student's ability to learn using assistive technology. c. the student's self-help and social skills. d. appropriate arrangements of the physical environment for the student. - ANSWER c. the student's self-help and social skills. A special education teacher would like to identity where a student needs instructional help in learning to solve math word problems. The most effective strategy for the teacher to use would be to: a. review the student's math portfolio. b. conduct a math task analysis. c. administer an individual achievement in math. d. review the student's statewide math achievement test scores. - ANSWER b. conduct a math task analysis. A special education teacher will be participating in a functional behavioral assessment (FBA) of a student who has recently become physically disruptive in class. Which of the following is the first step in conducting an FBA? a. Observe the student across school settings. b. Describe the student's behavior in concise, observation-based terms. c. Identify the student's academic strengths and weaknesses. d. Modify the classroom environment to meet the student's needs. - ANSWER b. Describe the student's behavior in concise, observation-based terms. A portfolio assessment primarily provides an IEP team with documentation of: a. a student's strengths and evidence of progress that has occurred over time. b. the effectiveness of the instructional methods used to elicit a student's instructional growth. c. a student's level of achievement compared to that of other students in the classroom. d. the potential of a student to learn skills and concepts in a particular content area. - ANSWER a. a student's strengths and evidence of progress that has occurred over time. An IEP team is preparing to conduct a three-year reevaluation of a high school student with learning disabilities and attention-deficit/hyperactivity disorder (ADHD). Which of the following strategies would likely be the MOST effective when administering a standardized achievement test to this student? a. reducing the length of the test by eliminating select subtests and extending limits on timed tasks. b. beginning the testing session with items that are below age and grade level to instill a sense of self-confidence. c. pre-teaching test-taking strategies and presenting an overview of the topics to be covered by the test items. d. repeating oral directions as needed and providing frequent breaks during testing sessions. - ANSWER d. repeating oral directions as needed and providing frequent breaks during testing sessions. Which of the following describes a limitation of using a standardized test with a student who has a learning disability? a. It is difficult to use the test results to develop effective instructional strategies. b. It is difficult to measure how the student performs relative to peers. c. It is difficult to select the point at which to begin administering the test items. b. a special school program. c. a general education classroom with push-in services. d. a substantially separate classroom. - ANSWER c. a general education classroom with push-in services. Which of the following terms must be specified in the IEP for a student who is 16 years old? a. transition services. b. extracurricular activities. c. parental support services. d. volunteer activities. - ANSWER a. transition services. Which of the following types of support would be the most appropriate for an IEP team to implement in order to integrate a first grader with a mild intellectual disability into a general education classroom? a. pull-out resource room services. b. a one-on-one paraprofessional. c. assistive technology devices. d. a modified academic curriculum. - ANSWER d. a modified academic curriculum. A fourth-grade student with disabilities will soon be participating in statewide achievement testing. Which of the following must be true in order for the student to receive testing accommodations? a. The student's parents must make a formal written request for accommodations to school administrators. b. The student's parents placement must be in a specific education classroom or special program. c. The student's teachers must submit documentation of the student's academic needs to state officials. d. The student's IEP must document the student's need for consistent accommodations. - ANSWER d. The student's IEP must document the student's need for consistent accommodations. Which IEP team member is responsible for assessing a student's gross-motor skills? a. the school nurse. b. a physical therapist. c. an occupation therapist. d. the school psychologist. - ANSWER b. a physical therapist. Which of the following must occur after a comprehensive individual evaluation in order for a student to receive special education services? a. The evaluation team must meet to determine whether the student has a disability that adversely affects the student's learning. b. The student's parents/guardians must write a letter to the evaluation team accepting the evaluation results. c. The evaluation team must develop a transition plan to prepare the student for an alternative educational placement. d. The student's parents/guardians must be given a comprehensive list of effective instructional strategies. - ANSWER a. The evaluation team must meet to determine whether the student has a disability that adversely affects the student's learning. Which of the following procedures should a preferral team follow before making a formal referral to evaluate a student's eligibility for special education services? a. selecting appropriate instruments to use to obtain accurate results. b. identifying the type of scores to be reported for each assessment. c. documenting the effects of intervention strategies. d. conducting a comprehensive developmental history. - ANSWER c. documenting the effects of intervention strategies. A special education teacher in a middle school wishes to establish a token economy system with the students in his self-contained classroom. Which of the following guidelines would be most important for the teacher in helping ensure this system's effectiveness? a. Provide tokens immediately after students demonstrate targeted behavior. b. Emphasize group rewards rather than individual rewards for earning a specific number of tokens. c. Give at least one verbal warning before taking tokens away for inappropriate behavior. d. Chart the number of tokens each student earns so that students can easily compare their performances. - ANSWER a. Provide tokens immediately after students demonstrate targeted behavior. A new special educator will be teaching elementary students with autism spectrum disorder (ASD) in a self-contained classroom. Which of the following guidelines would be most important for the special educator to follow in planning and managing the learning environment? a. Incorporate multisensory experiences into instruction. b. Establish behavioral expectations that are the same for all students. c. Provide a variety of activities each day to maintain students' attention. d. Develop consistent and predictable daily routines. - ANSWER d. Develop consistent and predictable daily routines. A new special education teacher will be working in a self-contained classroom with elementary students. Which of the following strategies would be most effective for the teacher to use in creating classroom rules? a. writing a list of classroom rules on a board in front of the classroom and having students copy the list to keep at their desks or in their notebooks for reference. b. working with students to create a list of five to seven positively stated classroom rules and using modeling to teach students the behaviors reflected by these rules. c. telling students the classroom rules on the first day of school and beginning each day by briefly reviewing behavioral expectations with them. d. sending home a list of rules for parents/guardians to review and having students sign a contract stating that they agree to follow the rules. - ANSWER b. working with students to aggression. Which of the following steps would be most important for the teacher to take in preparing for the upcoming school year? a. Request that a full-time aide be assigned to the class specifically to monitor students' behavior. b. Collaborate with other team members to establish a crisis intervention plan. c. Meet with the class before the school year begins to discuss classroom expectations. d. Read recent journal articles regarding the use of behavior management techniques. - ANSWER b. Collaborate with other team members to establish a crisis intervention plan. A fourth-grade teacher asks the special education teacher to recommend a strategy for helping a student with an emotional impairment make transitions between academic tasks. The most appropriate initial response from the special educator would be to: a. identify in measurable terms the specific behaviors expected of the student. b. assign the student a peer who can model appropriate behaviors. c. create a visual or auditory prompt tp cue the student before a new task. d. post a daily schedule prominently in the classroom to which the student can refer. - ANSWER a. identify in measurable terms the specific behaviors expected of the student. Which of the following strategies would be most effective for a special educator to use in creating a motivating learning environment for students with Down syndrome? a. providing tangible rewards from teachers and support staff continuously throughout the day. b. planning activities in which the students' own efforts bring them success. c. encouraging students to master one skill completely before moving on to a new skill. d. focusing on independent activities to avoid having students compare their performance with that of their peers. - ANSWER b. planning activities in which the students' own efforts bring them success. A special education teacher is most likely to have a positive effect on the education of students with disabilities by recognizing that: a. teacher need to use the same instructional strategies throughout teach students school experience. b. students understand themselves better than anyone else and know the instructional strategies that are best for them. c. teachers need several months to experiment with a variety of curriculum modifications before finding one that works. d. students have unique strengths and needs that form the basis for individualized instruction. - ANSWER d. students have unique strengths and needs that form the basis for individualized instruction. When selecting software to supplement math instruction for students with learning disabilities in math, a special educator should look for software that: a. presents discrete concepts or tasks using a variety of problem types and formats. b. allows the modification of features such as instructional level and presentation speed. c. offers the student an unlimited number of attempts to solve a given problem. d. provides an alternative instructional approach to the one used by the teacher. - ANSWER b. allows the modification of features such as instructional level and presentation speed. Which of the following behaviors best indicates that the student has begun to gain an understanding of letter-sound relationships? a. A student writes "hwg" and tells the teacher it says "dragon." b. A student writes "T" when her teacher asks her to write the letter T. c. A student writes "kr" and tells his teacher that it says "car." d. A student named Lucy writes "Lucy" on a painting she has just finished. - ANSWER c. A student writes "kr" and tells his teacher that it says "car." A student with a mild intellectual disability can recite the alphabet and recognize all the letters individually. The student also recognizes several sight words. However, the student does not yet understand the alphabetic principle. Which of the following activities would BEST promote the student's development in this area? a. helping the student choose pictures of favorite people or objects to create an alphabet book. b. having the student name the letters in familiar sight words in order from left to right. c. involving the student in a variety of gross- and fine-motor activities that reinforce letter shapes. d. asking the student to arrange scrambled sets of letters into alphabetic order. - ANSWER a. helping the student choose pictures of favorite people or objects to create an alphabet book. Teaching students with learning disabilities how to use concept mapping in content-area assignments would be most useful for developing which of the following academic skills? a. attending to specific details. b. distinguishing fact from opinion. c. adjusting reading rate. d. structuring information logically. - ANSWER d. structuring information logically. A student with a reading disability has trouble retaining information from content-area texts. He tells his special education teacher that even though he understands the content when he is reading he often has difficulty recalling or explaining it afterward. The special education teacher could best help the student by: a. advising him to explain the situation to his teachers and ask them to take his issue into account when grading his work. b. suggesting that he create a study schedule that includes time for multiple readings of content-area material. c. teaching him to use comprehension strategies such as activating prior knowledge, self- questioning, and concept mapping. d. encouraging him to come to the resource room whenever he is working on content-area reading assignments. - ANSWER c. teaching him to use comprehension strategies such as activating prior knowledge, self-questioning, and concept mapping. A fourth-grade student has a perceptual deficit that interferes with her ability to track text as she reads. For example, when reading down a page, she often rereads lines she has just read. Similarly, she often skips lines of text and then becomes confused about the meaning of the text. The special education teacher could be help the student compensate for the perceptual deficit in this situation by teaching her to: a. use an overlay device that enables her to focus on targeted sections of text. b. "Even though today you didn't yell or use words that don't belong in school, it's still one of your daily goals." c. "Your parents will be so proud that you've been good today and that you remembered to be nice to your friends." d. "I noticed that you remembered to take a deep breath and speak calmly to your friend when you didn't want to play anymore." - ANSWER d. "I noticed that you remembered to take a deep breath and speak calmly to your friend when you didn't want to play anymore." Which of the following teacher strategies would best promote an overall sense of self- confidence in middle school students with special needs? a. ensuring that students understand behavioral and academic expectations. b. encouraging students to participate in extracurricular activities after school. c. providing students with various instructional activities in which they are likely to experience success. d. maintaining an environment in which students can freely express their emotions. - ANSWER c. providing students with various instructional activities in which they are likely to experience success. Which of the following strategies would be most effective for promoting the use of good manners in a kindergarten class that includes several students with disabilities? a. holding a class discussion to help students understand why using good manners is an important skill to learn. b. modeling the use of good manners consistently and expecting students to do the same when they interact with each other. c. posting and frequently referring to a list of rules in the classroom that includes the use of good manners. d. creating a bulletin board that features pictures of children interacting with one another appropriately. - ANSWER b. modeling the use of good manners consistently and expecting students to do the same when they interact with each other. A third-grade student with a learning disability often becomes very anxious during computer lab. The student repeatedly asks the teacher and classmates for help or approval before she will move on to the next step. Which of the following teacher strategies would best promote the student's self-confidence in this setting? a. explaining the day's assignment to the whole class at the beginning of computer lab and reassuring the students that they are smart and capable. b. offering the student extra time to complete computer lab activities provided that she completes them with minimal teacher assistance. d. reducing the amount of support given to the student gradually and choosing computer programs for her to use that provide instant feedback. - ANSWER d. reducing the amount of support given to the student gradually and choosing computer programs for her to use that provide instant feedback. A kindergarten student with cerebral palsy communicates primarily through the use of a simple communication board. the board contains spaces for up to 12 pictures that can be easily removed or changed. At the beginning of the school year, the special educator and the student show the student's other teachers and classmates how to use the board to communicate with the student. Which of the following additional steps would be most important for the special educator to take in helping ensure that the student is able to communicate effectively throughout the school year? a. Double the size of the student's communication board so that it can hold a greater number of pictures at a time. b. Pair the student with a peer who can use the student's communication board and can act as an interpreter as needed. c. Ensure that pictures on the student's communication board are updated as necessary to represent changing wants and ne - ANSWER c. Ensure that pictures on the student's communication board are updated as necessary to represent changing wants and needs. A special educator has been working with a fifth-grade student or reducing the student's anger toward peers. The student knows that when he starts to become angry in a situation, he should silently count to ten and implement a learned strategy. After the student has encountered such a situation, it would be most beneficial for this teacher to follow up by: a. having the student evaluate how successful he was in using the strategy. b. recording pluses or minuses on a behavior chart posted where the student can easily see it. c. providing the student with a tangible reward of his choice for using a strategy. d. encouraging the student to work with a peer to brainstorm other appropriate responses. - ANSWER a. having the student evaluate how successful he was in using the strategy. A kindergartener with multiple disabilities speaks a few words but primarily uses gestures and sign language to communicate. Her special education teacher wishes to promote the student's ability to communicate more effectively with peers in the kindergarten classroom. Which of the following teacher strategies would best address this goal? a. acting as an interpreter for the student whenever she wishes to communicate with peers. b. teaching the whole class basic signs by consistently integrating signs into lessons and activities. c. focusing on increasing the student's spoken vocabulary to communicate her basic wants and needs. d. pairing the student with a verbal, outgoing peer to work on classroom activities. - ANSWER b. teaching the whole class basic signs by consistently integrating signs into lessons and activities. A special educator in a resource room works with an eighth-grade student who has ADHD. The student's social studies teacher is concerned that the student's distractibility might be a problem during an upcoming guest lecture and asks the special educator for advice. Which of the following would be the most appropriate recommendation for the special educator to give in this situation? a. "Talk with the guest speaker about the student and ask the speak to discreetly let you know if the student becomes too disruptive during the lecture." b. "Let me know when the guest lecture is scheduled to be in the classroom, and I will arrange to have the student in the resource room during that time." c. "Let's make plans to meet with the student before the guest lecturers' visit, explain our expectations, and work together to develop some strategies." d. "Inform the student's parents about the guest lecture and ask them to provide - ANSWER c. "Let's make plans to meet with the student before the guest lecturers' visit, explain our expectations, and work together to develop some strategies." At the beginning of the school year, an elementary school student with special needs is having difficulty transitioning from one activity to the next within her classroom. The special education d. have dietary restrictions due to cultural or religious beliefs. - ANSWER d. have dietary restrictions due to cultural or religious beliefs. A middle school special education teacher wishes to increase students' knowledge of and participation in different types of leisure activities. Which of the following strategies is likely to be most effective in addressing this goal? a. scheduling time during the week for students to learn and practice a variety of games and activities. b. obtaining brochures from local parks and recreation centers for students to take home. c. making books available in the classroom library about various leisure activities. d. having each student interview two neighbors or teachers about the adults' preferred leisure activities. - ANSWER a. scheduling time during the week for students to learn and practice a variety of games and activities. A high school special education teacher provides copies of checkbook registers with a balance of $50, fake checks, and $30 in play money to the students in her resource room. The teacher then gives the students several advertising circulars from various stores and asks them to make lists of items they need and want. Students pay for the items with their money as they wish and then discuss their purchases. Which of the following best describes the primary benefit to students of this type of activity? a. Students will gain a greater knowledge base regarding how to choose quality products. b. Students will be motivated to seek jobs in which the potential for earning higher salaries is greater. c. Students will increase their fluency in basic math skills such as addition and subtraction. d. Students will begin to learn basic money management skills necessary for becoming independent adults. - ANSWER d. Students will begin to learn basic money management skills necessary for becoming independent adults. A high school student with multiple disabilities is preparing to make the transition from the school setting to adult life. Which of the following resources would typically play the most significant role in facilitating this transition? a. volunteer organizations that provide avenues for socialization with other members of the community. b. community recreation agencies that provide support and accommodations for individuals with disabilities to participate in leisure and sporting activities. c. the state department of vocational rehabilitation and local service agencies that provide training or direct services and support with various living arrangements. d. online discussion boards specific to the student's disabilities on which the student can post questions and obtain responses. - ANSWER c. the state department of vocational rehabilitation and local service agencies that provide training or direct services and support with various living arrangements. A high school senior who has a moderate intellectual disability has expressed a desire to find a job after she graduates. Her parents are concerned that she will require a great deal of assistance in preparing for and obtaining a job that meets her skills, interests, and limitations. Which of the following strategies should the special education teacher use FIRST to assist the student in determining the type of employment most suitable for her? a. establishing a peer support group for the student and facilitating discussions about the transition to the workplace. b. administering a vocational assessment to better identify the student's strengths and needs in relation to various jobs. c. teaching the student how to scan the help wanted ads in the local newspaper and how to reply to an ad of interest to her. d. having the student write a statement regarding a job that interests her and the skills she believes she need - ANSWER b. administering a vocational assessment to better identify the student's strengths and needs in relation to various jobs. A high school student who has a learning disability and epilepsy tells her special education teacher that she occasionally has physical symptoms before experiencing a seizure. Based on this information, it would be most important for the teacher to: a. obtain at-home services for the student through a Section 504 Plan for times when she believes a seizure may soon occur. b. work with the student to create strategies for the student to use to protect herself when she recognized the physical symptoms that indicate she will soon have a seizure. c. have the student write a complete summary of the physical symptoms she has noticed to include in her annual IEP. d. advocate for the student to obtain a larger dose of seizure medication when she feels that a seizure may soon occur. - ANSWER b. work with the student to create strategies for the student to use to protect herself when she recognized the physical symptoms that indicate she will soon have a seizure. A student with a learning disability in reading will be attending college in the fall. The student tells her special education teacher that she is concerned that her college classes will be too difficult. Which of the following strategies would likely be the most effective in helping this student make a successful transition? a. suggesting that she obtain copies of her college textbooks to start reading during the summer. b. reassuring the student by reviewing with her the progress she has made toward her individual learning goals. c. discussing with the student how to self-identify at the college's office of disability services. d. providing the student with a list of activities for boosting her self-esteem. - ANSWER c. discussing with the student how to self-identify at the college's office of disability services.