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| 1. The primary international organization that represents the special education field is the: |
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| A. Council for Exceptional Children |
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| 2. For optimum learning to occur, teachers must use effective teaching practices based on |
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| 3. Students with special needs may have trouble following teacher directions and instructions. This characteristic is an example of: |
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| C. poor attending behaviors |
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| 4. Strategies that have proven to be successful when working with culturally diverse students with special needs include: |
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| A. reminding students of important due dates for assignments |
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| 5. The term “English language learners” (ELL) refers to students who are: |
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| B. conversing in English but struggling with the language of the academic curriculum. |
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| 6. A “critical component” for instruction of English language learners, as identified in the text, is to: |
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| C. use visual aids, such as graphic organizers, in order to reinforce auditory information |
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| 7. A strategy that has been identified as ineffective to use when planning interventions for special needs students is: |
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| D. special class placement |
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| 8. In the constructivist paradigm, learning tends to be: |
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| A. student-focused, meaning-based, and process-oriented. |
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| 9. Instructional plans that are created with the needs of all learners in mind during the initial planning phase and through all phases of instruction is: |
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| D. Universal Design for Instruction |
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| 10. The federal act which “assures that all children with disabilities have available to them..a free appropriate public education (FAPE) which emphasizes special education and related services” is called: |
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| A. The Individuals with Disabilities Education Act |
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| 1. Students who need additional time to complete tasks at the secondary level: |
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| C. may need peer pairing for support and to enhance learning |
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| 2. The four components of a behavioral objective on an IEP are: |
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| B. the learner, the target behavior, the condition, and the criterion |
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| 3. “Sharonda demonstrates grade level decoding skills, but her oral fluency rate is only 22 words correct per minute.” This statement belongs in which section of the IEP? |
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| A. present levels of performance |
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| 4. In the objective that states “Given a list of ten grade level spelling words, Michael will correctly spell eight of the ten words, for three consecutive weeks” the part that states “for three consecutive weeks” is called the: |
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| 5. An example of using the physical arrangement of a classroom to complement various cultural preferences is: |
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| B. including both tables and independent work areas |
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| 6. When a teacher bases a student’s spelling grades on the difference between a pretest given on Monday and a final test on Friday, this is an example of: |
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| C. factoring in growth rate |
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| 7. Mr. Callahan and one of his students discussed the student’s short term objectives and agreed on the level of proficiency to be reached by the end of the semester. This is an example of: |
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| D. contracting for grades |
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| 8. When scheduling pull-out programs at the beginning of the year, a special education teacher should: |
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| D. plan individual and group times to keep class size reasonable and instruction workable |
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| 9. Participation on school-based assistance teams, helping general education teachers modify curriculum, and developing and adapting materials are all examples of _____________ provided by a special educator: |
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| 10. Secondary schools operate with fixed class periods that include review, teacher presentation, controlled practice, and: |
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| 1. When Mr. Washington told Jamaal’s family “Jamaal’s cumulative assessment shows that his performance is in the lowest 25th percentile” this is an example of using: |
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| 2. Volume, pitch, and cadence of your voice are all elements of which type of communication? |
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| 3. When you sit or stand so that you are not directly in front of a person, in order to avoid appearing authoritarian, this is called a: |
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| 4. “You sound very concerned about the amount of time Juanita spends on homework” is an example of: |
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| 5. When a parent becomes confrontational during a conference, a good technique to use is to: |
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| D. remain calm, confident, and continue to listen to the parent |
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| 6. A ________________ is a collaborative effort to prevent inappropriate placement in special education by implementing behavioral and instructional interventions in a general education setting. |
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| A. prereferral intervention |
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| 7. The three core concepts of Response to Intervention include all of the following EXCEPT: |
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| C. implementation of an Individual Education Program (IEP) |
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| 8. Mrs. Rodriguez and Mr. Byron divided their class into two heterogeneous groups so that each could teach half the class and provide a better student-teacher ratio. This is an example of: |
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| 9. The best way to utilize the skills and talents of paraprofessionals is to match their skills with school needs, clearly define their roles and responsibilities, and: |
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| D. have them assist with meeting the needs of diverse populations |
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| 10. Who should take responsibility for making sure an interpreter is present when parents do not speak English? |
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| 1. The reauthorization of IDEA 2004 allows a maximum of _______ of students in a state or district to be considered for alternative types of assessment. |
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| 2. The two different types of scoring strategies that may be used in a rubric are analytic and |
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| 3. When Mrs. Consuelas uses an interview as an informal assessment with a student who is struggling to master subtraction, she is assessing both error patterns and |
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| d. thought processes and use of strategies. |
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| 4. Text-implicit questions, also known as _______________ questions, require the reader to interact with information that is implied and not stated directly in a passage. |
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| b. inferential comprehension |
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| 5. A criterion-referenced test compares the student’s performance to |
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| c. an expected level of mastery. |
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| 6. An appropriate skill to pinpoint for remediation with precision teaching is |
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| a. Manuel writes the answers to mathematics problems. |
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| 7. Mr. Whitman wants to check Jessica’s mastery of identifying the main events in a book she read so he asks her to write the sequence of events on a graphic organizer. The input and output channels are |
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| 8. You decide to use precision teaching with a student who is struggling with multiplication facts. You gather baseline data of 18cc and 10ce, 20cc and 8ce, 19cc and 6ce. Your initial strategy for this student should be to |
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| d. plan for a new method of intervention. |
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| 9. Mr. Hasbrouck wanted to involve his students in data collection. Which of the following behaviors would be most appropriate for self-monitoring by students with special needs? |
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| b. turning in homework assignments on time |
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| 10. Instructional standards determine |
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| c. the grade level of the materials that are appropriate for instruction. |
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| 1. Mr. Coldwell gave his fifth grade students a menu of choices for their book reports. They could create a video, write a poem about a character, reenact a scene from the book, or write a newspaper review of the book. Which principle of Universal Design for Learning was he using? |
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| a. multiple means of expression |
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| 2. One way that Ms. Mazul motivates her students to learn is to |
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| d. consider their personal interests when choosing materials. |
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| 3. The academic content for students with disabilities is |
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| a. the general education curriculum. |
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| 4. In a task analysis, the terminal behavior is |
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| c. the behavior you expect the students to accomplish. |
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| 5. An effective way to control task difficulty for students with disabilities is to |
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| b. present concepts in a sequenced step-by-step fashion. |
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| 6. The opening of any lesson should include both an anticipatory set and |
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| c. an overview of prerequisite skills. |
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| 7. After lunch every day Mr. Roland reads aloud to his class from a chapter book. He pauses frequently and models the procedure of using a think-aloud. Which of the following best represents a think-aloud? |
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| b. “I wonder why the author keeps giving me facts about oceans in this story?” |
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| 8. When Ms. Martinez anticipates the errors her students may make ahead of time and uses those errors as non-examples in her lesson body she is |
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| a. scaffolding their learning. |
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| 9. Using guided notes when lecturing results in the taking of more accurate notes, improved quiz scores for secondary students with disabilities, and |
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| a. more active student participation. |
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| 10. In every lesson the evaluation procedures must be aligned with three different things. Those three things are |
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| c. lesson objectives, guided practice, and independent practice. |
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| 1. At the acquisition level in the stages of learning, materials used should provide opportunities for |
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| b. extensive teacher participation. |
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| 2. Students working to gain fluency should first practice in a(n) _____, and then in a(n) __________. |
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| c. guided and controlled situation; independent situation. |
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| 3. The problems shown below are inappropriate for a student with special needs because: 81/9 = ____ 78/3 = ____ 314/5 = ____ |
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| b. Too many concepts are presented at one time. |
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| 4. One step that can be used to modify the readability level of a text is to |
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| d. limit the amount of information on a page. |
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| 5. A clear presentation of concepts will provide visual supplements, use hands-on activities to reinforce concepts, and __________. |
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| a. supplement print material with concept-teaching procedures. |
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| 6. One key to providing students with sufficient practice is to |
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| b. provide repetition, review, and application of skills. |
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| 7. According to the text, the testing adaptations that were rated by teachers as being the most helpful for students include |
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| a. simplifying the wording of questions. |
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| 8. Mr. Alvarez wrote vocabulary words on one side of a card and the definition on the other side. His students used these cards to review important content vocabulary. Mr. Alvarez was using |
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| d. self-correcting materials. |
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| 9. In order to accommodate cultural and linguistic differences, it is recommended that teachers include _____ in their classrooms. |
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| 10. A teacher-made game must provide |
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| b. complete yet uncomplicated directions. |
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| 1. Cognitive strategy instruction |
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| c. begins with teacher modeling and gradually shifts responsibility to students. |
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| 2. The strategic component of the Strategic Instruction Model consists of which of the following? |
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| 3. The Strategic Instruction Model emphasizes |
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| d. mastery and generalization |
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| 4. One of the premises of cognitive behavior modification (CBM) is that overt behavior can be changed by: |
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| b. modifying a person’s pattern of thoughts. |
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| 5. Ms. Crisafi knows that cognitive strategies |
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| d. will enable her students to monitor their own progress |
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| 6. Verbal mediation includes self-instruction, self-reinforcement, self-regulation, and |
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| 7. The process of shifting the use of metacognitive strategies from the teacher’s responsibility to the student’s responsibility is called: |
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| 8. PREP, SLANT, RELATE, and WISE are all examples of interventions that will increase: |
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| 9. In a classroom where strategic teaching for students with mild disabilities is taking place you will see teachers: |
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| a. “thinking aloud” as they model the use of the strategy |
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| 10. The four strategies that make up reciprocal teaching are summarizing, questioning, clarifying, and: |
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| 1. Universal Design for Learning calls for what type of evaluation at the end of a unit? |
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| c. multiple means of expression |
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| 2. Guided notes are an effective adaptation to use |
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| 3. Each Direct Instruction Lesson includes teacher-scripted presentations with all of the following EXCEPT: |
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| a. slow-paced, repetitive formats |
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| 4. Teaching content with a single text may require various adaptations such as |
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| b. using technology to access the content |
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| 5. When planning a unit, the text suggests the first three steps should be: (1) select the unit theme, (2) brainstorm ideas, and (3) ______________________ |
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| a. group ideas into categories |
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| 6. In the Unit Organizer Routine the teacher’s role in the “Do” stage is to |
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| b. guide students in completing the graphic worksheet. |
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| 7. In Gardner’s theory of multiple intelligences, interpersonal intelligences relate to |
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| d. relationships and communications |
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| 8. In the Unit Organizer Routine the teacher and students create a graphic worksheet to identify the important |
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| c. content and relationships of a unit |
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| 9. In the field of science, lessons have become |
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| a. more focused on inquiry-based approach to learning |
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| 10. The role of the special educator in content areas has changed to become |
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| c. more of an equal team member with general educators in content areas |
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| 1. In ________________ students have more opportunities to correct errors, are given immediate feedback, and are exposed to more social and academic support than in ______________. |
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| a. peer tutoring, teacher-mediated instruction |
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| 2. One of the ways to ensure that Andrew does not monopolize the conversation in the cooperative group is to |
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| d. limit the number of times each member of the group may talk |
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| 3. Which of the following terms refers to a technique used to get children to think about their actions? |
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| 4. In __________________ the reading strategies of summarization, main idea identification, and prediction are combined with peer interactions |
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| b. Peabody Peer-Assisted Learning Strategies |
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| 5. The correct order of steps to take when using direct social skills training is: |
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| c. modeling the behavior, shaping the behavior, coaching, generalizing the behavior |
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| 6. ______________ involves two students working together, whereas __________________ usually occurs in groups of three or more |
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| d. Peer Tutoring, Cooperative Learning |
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| 7. Which of the following is NOT one of the five basic elements of cooperative learning? |
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| 8. Which of the following is true of ClassWide Peer Tutoring? |
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| d. It has proven to be equally successful across all subjects |
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| 9. Deangelo wrote a story called “When I Forgot my Homework” and then read it when the actual event occurred to see what action he should take. His teacher is using the ______________ approach to teaching social skills. |
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| 10. When using cross-age tutoring, students with disabilities perform better when |
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| c. they are the tutor and are older than the tutee by at least one grade level |
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| 1. The introduction of study skills at the elementary level should be followed by |
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| d. continuous instruction and monitoring throughout middle and high school. |
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| 2. Which of the following is good note-taking tip to give students to help them organize, understand and retain information for later recall? |
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| c. Use a marking system to distinguish main ideas from details and examples. |
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| 3. Which type of study guide would be LEAST helpful to a student with poor reading skills who is unsure how to use an index? |
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| 4. Which general test taking strategy is most likely to be helpful to students? |
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| c. Brainstorm and review past quizzes to predict questions on the test. |
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| 5. Which step from the RCRC study strategy is incorrectly identified below? |
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| 6. When using three-column note taking, students should use the third column to write: |
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| b. definitions of key terms |
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| 7. Many special education students in inclusive settings have difficulty taking notes due to |
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| b. their inability to organize ideas or concepts |
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| 8. The Concept Mastery Routine, which is effective for helping students acquire and organize information, consists of: |
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| a. a set of linking steps used to develop the Concept Diagram |
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| 9. One of the 10 components that students should look at when previewing a textbook is |
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| 10. When using graphic organizers in instructions, teachers should: |
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| d. provide opportunity for student input |
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| 1. A student is writing a paper, and upon typing “ca” the following list appears on the screen: camera capital candle career candy catapult. What type of software is this student using? |
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| 2. An important point to consider when using a computer program to create an IEP is |
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| b. Computerization should not reduce the number of people involved in creating the IEP |
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| 3. The premise of universally designed learning is that instructional materials can be designed so that |
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| a. learning goals may be achieved by individuals, regardless of their disability, culture, or experience. |
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| 4. Students with poor organizational skills, illegible handwriting, and memory deficits can help compensate for these issues by using: |
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| b. personal data assistants. |
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| 5. Which of the following Acts allows teachers to use copyrighted materials in the “digital classroom” without prior permission from the copyright holder as long as certain measures are met? |
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| b. Technology Education and Copyright Harmonization Act |
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| 6. When creating a digital portfolio for a student, and you want his/he parents to view at home, _____________ is the best software to use. |
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| 7. Which is considered by many to be the most important application for technology for students with learning disabilities? |
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| 8. Mr. Townsend is trying to make a responsible software selection for use by his students. In the “Analyze Needs” step, the major question he must ask is: |
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| d. Is the computer the most appropriate medium to meet the instructional objectives? |
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| 9. Which of the following technologies would be most helpful to a student who is a visual learner and is trying to understand an abstract algebraic concept? |
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| 10. Which of the following did the No Child Left Behind Act accomplish? |
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| c. It provided incentives to use technology in the education of students and their teachers. |
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| 1. Which of the following transition practices has been substantiated through data-driven studies of student outcomes? |
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| 2. At what state in life would it be most appropriate to complete a vocational aptitude and interest inventory for a student in order to help them prepare for their transition out of school? |
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| c. identifies academic skill areas critical to functioning in the world of work. |
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| 4. Planning for the transition process for students with disabilities should start |
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| d. the day the disability is diagnosed |
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| 5. Most job-related skills can be taught in school but are even more appropriate to teach in |
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| d. community related experiences |
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| 6. The Transition IEP is different from a student’s previous IEP in that |
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| a. the content must address post-school desires and needs |
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| 7. What is the most significant difference between high school and postsecondary education for a student with disabilities? |
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| b. The burden of advocacy shifts away from teachers and parents to the student. |
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| 8. The individuals with Disabilities Education Act mandated that all IEP’s address needed transition services no later than |
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| c. age 16, and annually from that date forward |
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| 9. The appropriate process for a situational assessment is |
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| b. Planning, Scheduling, Reporting |
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| 10. After teaching a lesson in fractions, a teacher asks his students to brainstorm ways that they might use fractions in everyday life. This is an example of which approach to teaching life skills in the school setting? |
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| a. Embedding life skills into academics |
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