Early Childhood Special Education: OAE

An early childhood special education teacher is reviewing research on child abuse and neglect. The most effective protective factor against child maltreatment has proven to be:

A. A supportive family environment and social networks

B. Two Married parents or caregivers living together in the home

C. Large amounts of one on one time spent between the child and his or her family

D. A higher education level of the child's caregiver

A. A supportive family environment and social networks

According to research, a baby's brain continues to develop after birth primarily because of:

A. Sensory experiences

B. Environmental factors

C. Family History

D. Physical well-being

A. Sensory experiences

A kindergarten teacher observes that during many of the free-play activities two children with disabilities are often excluded and left to play by themselves. The kindergarten teacher conferences with the special education teacher to discuss ways to help all students interact more inclusevely. Which of the following strategies would be most effective for acheiving this goal?

A. Assigning different partners each day with the direction that they participate together in all activities

B. Videotaping a typical day and then showing it to the class to illustrate their exclusion practices

C. Organzing a whole- group activity or game during the beginning or each free- play time

D. Providing opportunities for small group activities with a set goal such as finishing a puzzle

C. Organizing a whole-group activity or game during the beginning of each free play time

A preschooler with dyspraxia would likely have the most difficult with which of the following activities?

A. Sitting in a circle listening to a book being read

B. Putting a puzzle together or working with small objects

C. Retelling a story in front of the class

D. Drinking from a cup without spilling

B. Putting a puzzle together or working with small objects

Dyspraxia is a developmental disorder affecting fine- and or gross motor coordination. Have problems planning, organizing and carrying out movements in the right order in situations.

According to current research, which of the following factors has the most positive impact in the social/emotional development of children with disabilities?

A. Stronger connections between child and school

B. Increased numbers of inclusive classrooms

C. Development of self-advocacy skills

D. Increased resources to enhance teacher support

C. Development of self-advocacy skills

When a child with disability is taught and encouraged to understand strengths, needs, and legal rights as well as personal goals the child will gain more confidence in their abilities. Child is more likely to succeed in school and life challenges. independence is the goal

Premature infants are at risk for delays across developmental domains. Which of the following interventions is supported by research to have a positive impact on the physical development of premature infants?

A. Increased oxygen levels in the in the incubator

B. Skin-to-skin contact with a caregiver

C. Classical music played in the neonatal intensive care unit (NICU)

D. Being read to by a caregiver

B. Skin to skin contact with a caregiver

One hour of a day with skin to skin contact with primary caregiver leads to any benefits. For premature infants it reduces stress and increases nursing and weight gain for low birth weight infants.

Encouraging children to focus on learning instead of showing how well they can perform can be effective teaching strategy.

Children who demonstrate learned helplessness expect not to be able to control outcomes.

Two five year old children in prekindergarten class are reluctant to attempt new tasks, repeatedly telling the teacher they "can't do it" and asking the teacher to "do it for me". Which of the following responses by the teacher would likely be most effective for helping children develop attitudes of greater self-confidence and motivation to learn?

A. Assigning the children extremely simple tasks and commending them for completion of tasks

B. Telling the children that no matter how well they have performed a task, they should be proud of the work they have done

C. Having the children work together on tasks and encouraging them to help one another to be successful

D. Praising the children's ability when they succeed at a task and fostering effort and persistence at tasks they find challenging

D. Praising children's ability when they succeed at a task and fostering effort and persistence at tasks they find challenging

Two teachers are planning a learning enviornment for toddlers between one and two years of age. According to theories of Erik Erikson, for children of this age it would be especially important to create an enviornment that reinforces the children's:

A. Ability to pay attention during group activities such as show and tell

B. Recognition that familiar objects and people still exist when unseen

C. Mastery of basic self-care such as toileting and feeding

D. Desire to establish close relationships, including having a best friend

C. Mastery of basic self care skills

Eriksons psycho social theories, toddlers face the developmental task of gaining a greater sense of personal control. Learning to successfully accomplish tasks independently develops a sense of self-confidence.

Sarah is three year old child who lives with her mother and one younger brother. Her mother is unemployed and without extended family nearby. The family recently moved to homeless shelter after losing their apartment. There is no predictable schedule for their day or nights. As a result of this situation, Sarah would most likely:

A. Experience adverse effects on her concentration and memory

B. Have a greater chance of developing certain disorders such as asthma

C. Experience an increase in her resilience and determination to succeed

D. Have a greater understanding of the range of humor emotions

A. Experience adverse effects on her concentration and memory

Poverty has a wide range of negative effects on the physical well being and mental health of children in various contexts at home in school and communities. Poverty has an adverse effect on academic outcomes of children living in poverty shown to affect children' s concentration and memory and ability to learn.

Which of the following is considered a developmentally appropriate practice (DAP) for preschool children?

A. Building upon what the child already knows

B. Using prepackaged curriculum

C. Having rules and regulations posted in the classroom

D. Utilizing a pretest score to drive instruction

A. Building upon what the child already knows

Building upon what the child already knows or scaffolding is DAP because it increases the child's ability to reach new levels in learning and also strengthens the child's retention on new information

Alan is a third grade student with Asperger syndrome. In which of the following areas is he more likely to have difficulty than his classmates who do not have Asperger syndrome?

A. Focusing on specific topic of interest

B. Listening to and appreciating music

C. Understanding pragmatic language

D. Learning and applying math concepts

C. Understanding pragmatic language

ASperger syndrome is a pervasive development disorder under the category of autism. It is generally characterized as difficulty with social interaction, restricted ranges of interest, repetitive behaviors and difficulty with nonverbal communication. Many with this syndrome demonstrate above average vocabulary skills, significant difficulties with processing and using figurative and pragmatic language (conversations) and conversational speech

A general education teacher and an early childhood special education teacher both co-teach a kindergarten room and they are planning for an upcoming visit from a children's book author. The author breifly discuss her life as a writer and will then read aloud one of her books from her to the class. She will also provide children with an opportunity to ask questions related to her life and her work. Each child create a thank you card for the author that includes a short message and an illustration that represent what each child learned from the visit. The teachers consider the needs of a child with a fine motor impairment in planning a task. Which of the following activities related to author's visit will most likely need to be modified to support the needs of this particular child?

A. Asking questions associated with the author's work and life

B. Remaining seated during the author's read aloud

C. Thinking of a message to include in the card

D. Drawing an illustration for the card

D. Drawing an illustration for the card

A fine motor impairment affects a child's ability to use small body movements such as in the hand or wrist. Thus drawing an illustration would be difficult for a child with a fine motor impairment

An early childhood special education teacher is working on expanding the communication skills of Esther a six month old child who has not begun to coo or babble and rarely attempts to make any verbal sounds. Her pediatrician has found no physical reason for Esthers lack of verbal communication. Which of the following strategies would be most effective for this teacher to try?

A. Moving a colorful, noisy toy within Esther's visual range and giving it to her after she makes eye contact

B. Immersing Esther in sound by playing lively music or recorded stories in the background whenever she is awake

C. Arranging to have Esther participate in a weekly baby group so she will have the opportunity to interact with other infants

D. Conversing with Esther about what is happening when changing diapers dressing feeding her

D. Conversing with her during changing diaper dressing and feeding her

Babies will imitate sounds that they hear. Their favorite is the human voice, especially of a mother of caregiver. Conversations with her throughout the day would be the best way to encourage her to imitate the sound of what she hears.

Which of the following would be the most effective assessment tool to use when determining a preschooler's letter recognition skills?

A. Checklist

B. Observation

C. Anecdotal record

D. Rubric

A. Checklist

Easiest and most effective assessment tool is checklist because it involves answering yes or no question. Observation or anecdotal record would not be appropriate because interaction with the child is necessary to find out what they know and a rubric is best used when there is more detail to the answer to the question or problem

Ms. Malty teaches a class of three and four year olds with global developmental delays. Throughout the year she complies work samples from drawings for each child and keeps them in a portfolio. This type of assessment is most appropriate for which of the following purposes:

A. To identify children who might benefit from extra help

B. To monitor children's development and learning

C. To report and communicate with others

To guide classroom planning and decision making

B. Monitor children's developmental and learning

Children at this age often progress gradually in small increments. Consistent progress may not always be observed right away. A child's performance can be compared with what he or she did on the same task a month and the progress shown can be motivating for both the teacher and the child.

At the end of the school year, a preschool special education teacher assesses each of her students moving up to kindergarten. She asks each child questions and asks them to do a series of academic tasks. The kindergarten teacher will use the results of the assessments to gain an understanding of the children's strengths and weaknesses and pass this information onto the next year's teacher and the children's parents. This type of testing is limiting in its scope because:

A. Skills tested by familiar teacher often get unreliable results

B. The techniques used for oral response tests are not always well developed

C. If it is time consuming for the teacher ad hard for a five year old to complete

D. Skills are tested in isolation and may not be indicators of final performance

D. Skills are tested in isolation and may not be indicators of final performance

Children actively construct knowledge and skills when tested in isolation are not always reliable. For a young child one assessment of any kind provides only a partial picture of his or her performance. A more developmentally appropriate means of identifying strengths and weaknesses would be a portfolio of the child's work throughout the year to show progression with areas of mastery and need.

Elena is a preschooler with a form of spina bifida known as myelomeningocele. Which of the following medical conditions is most closely associated with this condition?

A. Leukemia

B. Hydrocephalus

D. Type 1 diabetes

D. Hyperactivity

B. Hydrocephalus

Spina bifida is a birth that involves the incomplete development of the spinal cord or its coverings. Myelomeningocele is the most severe form of spina bifida. It occurs when the meinges, connective tissue layers that cover the brain and spinal cord push through the hole in the back and the spinal cord also pushes through. A child born with this type of spina bifida is likely to have hydrocephalus accumulation of fluid in and around the brain.

Ashton is a five year old who has weakened bones associated with ostegenesis imperfecta (OI). He has spent most of his time in the hospital or at home with his parents and older sisters. He recently began attending a general education kindergarten class in a wheelchair with the assistance of a paraprofessional. Ashton's physical condition will most likely affect academic performance as a result of:

A. Restricted social interactions

B. Limited life experiences

C. Inexperience with classroom routines

D. Undeveloped attention span

B. Limited life experiences

Osteogenesis imperfecta (OI) or brittle bone disease is a congenital disorder that results in fragile bones that break easily. This condition often limits a child's physical exploration as well as experiences in different locations and environments. Research indicates that early childhood experiences including varied physical activities and gross motor development, have a great impact on a child's cognitive and literacy development.

Five year old Silvio a student with spina bifida will be attending a general education preschool class in the upcoming year. Silvio uses a power wheel chair, which he propels independently. Which of the following would be especially important for Silvio's preschool teacher to be aware of in order to promote his health and physical well being in the classroom?

A. Checking his wheelchair thoroughly for proper function on Monday of each week.

B. Ensuring that his pressure relief regimen is followed every day without fail

C. Isolating Silvio whenever one or more of his classmates shows any signs of illness

D. Confirming each day that Silvio has been administered his required daily medications

B. Ensuring pressure relief is followed everyday without fail

With individuals with spinal cord injuries, pressure relief is important to prevent skin breakdown due to constant pressure on one area. Necessary every 15-30 minutes. Vertical push ups, forward leans and shifts.

An early childhood special education teacher would like to incorporate technology in a reading program for Eliot, a kindergarten student with cerebral palsy to suport beginning skills in reading comprehension. Eliot has difficulty processing text visually, maintaining attention and turning pages in a picture book. Which of the following types of technology would likely be most effective to use with Eliot?

A. An audio recording of a printed text

B. A stand alone unit with optical character recognition

C. A digital tablet that reads and highlights each word

D. A desktop computer with a large color monitor

C. Digital tablet that reads and highlights each word

Children with cerebral palsy may experience frustration in trying to track later read text due to their motor weaknesses, which often affect visual motor ability. It would help maintain attention with highlighting words as it reads.

When considering which enviornment is best for providing services for a young child with disabilities on an individualized Family Service Plan (IFSP) it is important to:

A. Ascertain what resources in the community have been developed specifically for young children with this disability

B. Determine which goals can best be addressed through the child's typical routines and activities

C. Identify which is the most convient location for service providers to meet with this child, and arrange for the family to visit

D. Establish the family's willingness and ability to participate in home visits

B. Determine which goals can best be addressed through the child's routines and activities

IFSP approach includes the whole family, not just the child in developing and implementing a plan to address early intervention services in the child's natural enviornment. Most visits will be in the home however a childcare setting preschool or early education program can be considered the child's natural environment. It is developed based on comprehensive assessment of the childs needs as well as the needs and concerns of family

A kindergarten teacher and an early childhood special education teacher will be co-teaching in a class of diverse learners including two children with behavioral disabiltiies. The teachers want to design a learning enviornent in the class. Which of the following pans would be the most effective for achieving this goal?

A. Arranging for children with academic and behavioral issues to work at a slower, more comfortable pace

B. Creating clear and consistent classroom schedules and routines in order to impart a sense of security and reliability

C. Organzing small cooperative groups of children who span the academic spectrum in order to promote a sense of equality

D. Establishing a hand signal that each child can use to leave the class when they feel tired or overwhelmed

B. Consistent classroom schedules and routines

Routines and schedules can help them stay on target in the classroom

A kindergarten general education teacher is concerned about Ira, a child with an intellectual disability who is consistently interrupting other children during math centers, Ira has been observed walking around the classroom, throwing materials, poking other children and refusing to complete center activities. The teacher has been implementing the academic modifications and accommodations outlined in her IEP, and has been working closely with his paraprofessional but her behaviors continued to occur daily. Which of the following steps should the special education teacher take first to address this situation?

A. Conducting a functional behvaior assessment (FBA) with the IEP team

B. Observing Ira working on math assignments in the resource room for several weeks

C. Reconvening the IEP team to discuss increasing special education services during math centers

D. Creating a behavior intervention plan with input from Iras parents and kindergarten teacher

A. FBA with IEP team

FBA is a systematic process to determine the underlying function or purose of a particlar behavior so that an intervention plan can be developed. FBA first then BIP to collect data.

A special education teacher and a general education teacher co-teacher a kindergarten class that includes several children with disabilities. At the beginning of the school year, the teachers tell the class that when they want to communicate important information, one of the teachers will say "one two three eyes on me" and then wait for the children to respond one two eyes on you" the primary purpose of this strategy is to:

A. Foster a collaborative learning community

B. Teach children to focus and pay attention

C. Model how to follow classroom rules

D. Promote receptive communication skills

B. Focus and pay attention

Helps the children learn when they need to regain focus and listen for directions

Josiah, a five year old child with an emotional impairment is placed in a co-taught kindergarten class. Transitions between activities are difficult for him. He often reacts to them angrily yelling or crying and refusing to stop what he is doing. His special education teacher has been helping him develop effective transitioning skills and the parents have been reinforcing these skills at home. Which of the following additional strategies would likely be most effective for the early childhood special education teacher to use to help with his issue?

A. Permitting him to choose between activities when he transitions cooperatively

B. Establishing a cue to alert him a few minutes before transition times

C. Reminding him each morning that he should expect transitions throughout the day

D. Imposing negative consequences whenever he resists making transitions

B. A cue to alert him a few minutes before transition times

Ami is a kindergarten student with autism who is having difficulty adjusting to transition times during the day. Which of the following strategies would be the most effective to help her handle transitions?

A. Providing her with the day's schedule simply laid out in a picture format that he can check off when each activity ends

B. Handing her a picture that represents the next activity that he will be transitioning to

C. Tapping her on the arm and pointing out the various preparations his classmates are making to move on to the next activity

D. Establishing with her that the teacher will ring a bell when it is time to transition to each activity

A. Providing the schedule for the day that he can check off when the activity ends

Children with ASD tend to think in patterns and pictures therefore a schedule with a picture format is going to be easier for the child to follow especially when he can check off the activity.

The most appropriate use of the FBA would be to:

A. Create a record of a child's behavior to have on file

B. Determine the intended purpose of a child's behavior

C. Identify natural consequences to address a child's behavior

D. Monitor whether a child's behavior is improving

B. Determine intended purpose oof childs behavior

FBA uses patterns in a child's behavior and determine the purpose or function of the behavior for the child. By determining the purpose of the behavior, educational personnel can then devise strategies and interventions to teach the child replacement behaviors and coping strategies.

Teachers who have a goal of developing and supporting a sense of achievement and competence among diverse groups of children should begin by considering which of the following questions?

A. Do I allow differences in culture, language and behavior to shape my perceptions about children's motivation and ability to learn?

B. How frequently do I interact with individual children to make sure that I am meeting their learning needs?

C. Am I consistent in providing an equal amount of time to each child, regardless of ability language and behavior?

D. Have I clearly communicated my belief that the children are capable of mastering the targeted concepts and skills?

A. Do I allow differences in culture language and behavior to shape my perceptions about children motivation and ability to learn

To develop and support a positive classroom climate that promotes learning achievement and competence a teacher must view children as individuals who have unique assess and needs and provide instruction and responsive to those assets and needs. Therefore the most important first step for a teacher of a diverse groups of children is to reflect on potential personal biases or misconceptions about children

Which of the following would be a factor to considering when creating an appropriate guidance and socialization environment for preschool children?

A. developing a caring community of learners

B. providing an adult guided experience for all children

C. ensuring that the children can recite the expected learning goal for each activity

D. focusing the activities on keeping the children in their work areas

A. developing a caring community of learners

Creating a caring community of learners ensures that each child feels safe and secure in the learning environment where he or she will be able to socialize and self-regulate and reduces creativity and learning.

Three children who are English langauge learners will soon be joining Ms. Summer's prekindergarten special education class. The children are identified as developmentally delayed. She takes several steps in preparation for the children's arrival. She begins learning key phrases in the children's first language that will be relevant to their needs and activities at school. She also creates labels in their first language to place beside to the English labels posted around the classroom, and she acquires books in the classroom library her actions best reflect an awareness of the principle that:

A. English language learners continued development in their first language supports their acquisition of English

B. Enlgish language learners understanding of academic concepts in their first language leads to proficiency in academic English

C. Authentic experiences with multiple languages promote all children's ability to communicate more effectively

D. Authentic experiences withnmulticultual materials facilitate all children's active engagement in learning

A. ELL continued development in their first language supports their acquisition of English

A child's understanding of what language is and how it works increases through his or her development in their first language. The child is able to transfer this knowledge to the task of learning English.

A special education teacher has been teaching a second grade strategies for reducing the child's negative language toward others. Which of the following would be the most appropriate feedback for the teacher to give the child on a day when the child has used the strategies successfully?

A. "I am very happy with your improvement in communicating appropriately with others."

B. "Even though today you didn't yell or use words that don't belong in school, it is 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."

D. "I noticed you remembered to take a deep breath and speak calmly to your friend when you didn't want to play anymore."

A child who is working toward using less negative language toward others should be given feedback that is positive and that recognizes the new replacement behaviors the child is demonstrating. Feedback should be specific to the child's actions to effectively reinforce them and should not be attached to conditions or emotions.

Which of the following scenarios describes a child who is developing a sense of autonomy?

A. The parents of three year old Helen wait before responding to Helen's cries after she spills her milk on her clothes

B. Five year old Jackson follows his friend Jennifer around the classroom choosing all the activities that she does

C. A preschool teacher listens as four year old James explains that he is upset because the block center is closed today

D. Four year old Marcee carries her blanket to school every day and rests it in her lap during center activities

C. Preshool teacher listens as four year old James explains that he is upset because the block center closed today

Adults must be intentional about providing opportunities for young children to express themselves and make decisions in order to develop a sense of autonomy. One aspect of autonomy is the child's ability to cope with stress disappointment and changes in expectations. A child can be taught strategies for managing disappointment by appropriate responses either physically or verbally.

Clancy is four years old and has developmental disability. The preschool teacher notices that anytime she asks Clancy a question such as, "Wold you like to play in the water area?" She always responds with "No." She also becomes easily overwhelmed with the many varieties of activities in the classroom. He typically sits alone unsure of what to do next. Which of the following strategies should the teacher use to encourage Clancy to engage in classroom activities?

A. Giving her directions such as "I think its time for you to play in the block center"

B. allowing clancy to stay at one special area throughout indepedent center time

C. offering her a choice such as, "Which center would you like to do now? The paint or block center.

D. providing her time to begin to purse his own interests at his own pace

C. offering her a choice

Offering a child a choice is one of the first steps in developing a sense of autonomy. Children who do not develop a sense of autonomy are more likely to be dependent on others and overly influenced by peers. Also builds functioning skills such as cause effect, problem solving skills and critical thinkning

A kindergarten student with Down syndrome has begun sweeping objects off of his desk and other surface he passes and then laughing. When his early childhood special education teacher asks why he is doing this, the child replies, "it is funny" The teacher has explained verbally and through the use of a social storybook why this behavior is not appropriate. Which of the following strategies would be most effective for his teacher to use next?

A. Communicating that the child must pick up the objects himself and cannot move on to a preferred activity until it is done

B. Modeling picking up the objects for him and having a coworker comment on how much better they look where they belong

C. monitoring the child's arms hands and general manner to avoid the situation before it occurs

D. arranging a lunch group with several staff and peers to discuss how everyone feels when personal things are pushed onto the floor

A. communicating that the child must pick up the objects himself and cannot move on to a preferred activity until it is done

Having the child pick up the items that were purposefully knocked to the floor is a natural consequence of the action. The items need to be placed in their original location. Taking time to do this instead of moving on to a preferred activity will most likely make the action less entertaining and eventually diminish or eliminate it.

Bobby is seven year old enrolled in second grade. he speaks clearly and has a large vocabulary compared to his peers. Bobby has difficulty relating information in conversation, telling stories in sequential manner, interpreting nonverbal cues during conversation. Which of the following intervention strategies would be most effective for addressing Bobby's pragmatic communication skills?

A. using social stories and scripts to practice in responses during peer interactions

B. teaching concentration skills, the following of rules, self management and organizaional skills

C. employing linguistic scaffolding techniques to ensure that he has a way to appropriately express his needs and wants

D. teach turn taking through board games, hitting a balloon back and forth, telephone conversations, or bouncing a ball back and forth.

A. using social stories and scripts to practice in responses during peer interactions

Children with pragmatic language difficulties may be unable to vary their language use to meet situational requirements, may relate information or stories in a disorganized way, or may say inappropriate or off topic things during conversations. A child with this disorder will have difficulty following the ordinary social rules of communication. Role play activities can help children with pragmatic communication disorders understand appropriate language use in a variety of settings and situations.

Sara is a three year old who attends an inclusive preschool class that is co taught by a general education teacher and a special edcuation teacher. She has good receptive language but very little expressive speech and is often misunderstood by others. The speech language pathologist has recommended that Sara use a low tech picture board to help make choices in addition to using speech. Which of the following situations would be the best time for the teachers to begin to incorporate the AAC system into Sara's school day?

A. while singing songs in morning meeting

B. while playing at recess with her friends

C. during snack time in the classroom

D. during free play right after she arrives at school

C. during snack time in the classroom

AAC system is used to enhance expressive and receptive communication. Using a picture board during snack allows her to make choices and answer questions.

Mr. Long an early childhood special edcuation teacher works with Ms. Smith and her six year month old daughter Melanie, who is developmentally delayed. Mr. Long has a goal of promoting the development of a healthy emotional attachment between Melanie and her mother. Which of the following strategies would best support this goal?

A. showing Ms. Smith ways to create a visually stimulating environment for Melaine

B. encouraging Ms. Smith to quickly respond to Melanie's cues for various needs, such as comfort

C. modeling to Ms. Smith playful ways to interact with Melanie , such as in a game of peekaboo

D. recommending to Ms. Smith a variety of high interest toys for Melanie to choose from

B. encouraging Ms. Smith to quickly respond to Melanie's cues for various needs, such as comfort

Understanding an infants cues for food, comfort, and other needs and attempting to respond to them is crucial in developing a trusting, attached relationship. The infant to trust that his or her needs will be met by the caregiver.

At the beginning of the school year, a third grade teacher administers a whole class reading comprehension assessment in which children read a grade level narrative text and then retell the story in writing. Children may draw pictures or create other graphic organizers to support their retelling. The primary disadvantage of using this assessment for disgnoistic purposes is that:

A. the teacher will likely use the results to compare childrens skills and plan flexible homogenous groupings for instruction

B. the results are not likely to provide reilable comprehension evidence for children who read significantly above or below grade level

C. children who do not understand basic story structure will likely have difficulty identifying main events and details in a narrative text

D. the written format of the test will likely prohibit children with weak composition skills from demonstrating their comprehsnsion of the text

As an assessment tool, reteling has the potential for supplying more information about a child's comprehension of a text than his or her answers to explicit questions about the text can yeild. The assessment should be given at the child's reading proficiency level, which is not necessarily his or her grade level. Giving children a test at the wrong level yields unreliable information about their skills and abilities.

What should special education teachers keep in ind when conducting language development evaluations for children from linguistically and culturally diverse backgrounds?

A. translation of norm referenced assessments into the childs dominant language is considered best practice

B. language assessment are free from bias because linguistic differences are indepedent of race class ethnicity and culture.

C. children from diverse backgrounds might assign different meaning and importance to words presented during language assessments

D. Children from bilingual families should receive assessments at younger age because they generally begin talking earlier than chidlren from monolingual families.

C. children from diverse backgrounds might assign different meaning and importance to words presented during language assessments

Teachers should be aware of the need to look at the meaning and importance that a child might assign to the assessment material based on the cultural background of the child before looking at a learning disorder diagnosis.

A preschool special education teacher would like to improve children's auditory processing skills during morning circle time. Which of the following strategies would best promote this goal?

A. incoproating activities that require active listening comprehension (identifying the sources of various sounds, identifying rhyming or non rhyming words

B. reminding children to use their good listening ears whenever verbal information is about to be presented

C. presenting challenging language concepts that require children to listen attentively in order to determine the meaning

D. providing children with frequent verbal reminders to take turns and listen to one another during circle time discussions

A. incoproating activities that require active listening comprehension (identifying the sources of various sounds, identifying rhyming or non rhyming words

Auditory processing problems can significantly affect children's learning and behavior. Children with auditory processing delays will often recieve speech language therapy and wil require explicit strategies practice and accommodations in the classroom to support generalizations of skills.

An early childhood special education teacher over hears a four year old say to a friend, "lets play with the little mouse in the block corner" Which of the following responses to this statement would be most appropriate for the teacher to make in this situation?

A. "there are toy mice in the block corner"

B. "when you have more than one mouse they are called mice"

C. "have fun playing with the little mice in the block corner"

D. "you can choose between playing with one mouse or with several mice"

C. "have fun playing with the little mice in the block corner"

By using the correct form of the plural "mice" the teacher is modeling the appropriate syntax for the children. When the child hears the correct usage he or she is ore likely to repeat it correctly.

A kindergarten student with cerebral palsy communicates primarily through the use of digital 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 education teacher and the child show the child's other teachers and classmates how to use the board to communicate with the child. Which of the following additional steps would be most important for the special educator to take in helping ensure that the child is able to communicate effectively throughout the school year?

A. double the size of the child's communication board so that it can hold a greater number of pictures at a time

B. pair the child with a peer who can use the child's communication board and can act as an interpreter as needed

C. ensure that pictures on the child's board are updated as necessary to represent changing wants and needs

D. arrange for one on one aide who can encourage the child to interact with others by using the communication board

C. ensure that pictures on the child's board are updated as necessary to represent changing wants and needs

A digital communication board provides a child with a speech impairment with a clear and consistent way to express his or her wants and needs independently. The needs of the child are likely to change from time to time so it is important to ensure the pictures are updated on a regular basis.

Research suggests that children with an expressive language delay in a preschool classroom differ significantly from their typical same age peers in their ability to:

A. follow a teachers two step directions

B. engage in functional play

C. participate in show and tell activities

D. understand and enjoy group read alouds

C. participate in show and tell activities

a preschool aged child with an expressive language delay has difficulty conveying or expressing information in speech, writing, sign language or gesture. A show and tell activity in which the expectation to talk about an object or share a story in front of the class would be very difficult for a child with an expressive language delay.

Alexandria a six year old kindergartner with high functioning autism. She is verbal but has difficulty with other children socially. Every day at recess she plays alone in the sandbox moving a truck back and forth in front of her. The special education teacher would like to teach her how to ask other children if they would like to play with her. Which of the following instructional strategies would likely be most effective for helping her learn this skill?

A. explaining to her that she cannot make any friends if she sits by herself in the sandbox

B. role playing conversation with her about asking a friend to play

C. giving her a special sticker each time she asks a friend to play at recess

D. showing her a video of children talking and playing together

B. role playing conversation with her about asking a friend to play

Role playing has been shown to be an effective strategy for helping children with ASD develop communication and social skills. Teaching her how to ask a friend to play and practicing this type of conversation with her will give her the tools she needs to use these same skills in a real setting.

A first grade student with a visual impairment draws a picture and then asks the special education teacher to write a story below it, which the child begins to dictate. These actions are typical of a child who has developed which of the following concepts of print?

A. recognizing sentence representations in print

B. understanding how to track print connected text

C. recognizing the directionality of print

D. Understanding the function of print

D. Understanding the function of print

By asking the teacher to transcribe a story below the drawing the child demonstrates an understanding of one of the functions of print, that is, that print can be used represent verbatim a spoken message.

Which of the following actions by a kindergarten teacher would most likely support development of children's emergent writing skills?

A. posting a weekly list of simply spelling words

B. marking corrections on children's written work

C. explaining basic rules of punctuation to children

D. providing many examples of print in the classroom

D. providing many examples of print in the classroom

A prekindergarten special education teacher says a common rime (-op) to a small group of children and then says a word that contains the rime (hop). The teacher then asks the children to generate more words on this model. The teacher repeats this procedure with several common rimes and notices that one child in the group is able to repeat only the modeled words each time. The teacher could best differentiate the lesson for this child by first focusing on which of the following skills?

A. recognizing when pairs of spoken words sound alike or different

B. blending a series of separate phonemes to form familiar words

C. recognizing a shared letter in a pair of words that sound different

D. segmenting a series of simple words into separate phonemes

A. recognizing when pairs of spoken words sound alike or different

The child demonstrates difficulty performing a phonological awareness task that calls for producing rhyming words. Being able to perceive and identify rhyming words is a skill that is perquisite to being able to produce them. The teacher should begin instruction by developing the child's ability to identify when two words are phonologically similar.

In an informal screening assessment, a third grade student reads aloud an unfamiliar grade level passage and scores significantly below the grade level benchmark for oral reading fluency. When evaluating the child's performance and the underlying cause of the child's difficulty, which of the following questions should the special education teacher consider first>

A. did the child consistently read the passage naturally and expressively

B. has the child developed adequate decoding skills to read a text at this level

C. did the child appear to be at ease and engaged with the text while reading

D. does the child have the background knowledge needed to understand the passage

B. has the child developed adequate decoding skills to read a text at this level

A typical informal oral reading fluency assessment yields a measure of the child's reading performance in terms of correct words per minute. A child may score below grade level benchmarks performance in terms of correct words per minute. A child may score below grade level benchmarks because the child lacks rapid automatic decoding skills or because the text includes phonics elements or requires the use of word analysis skills the child has not yet required.

The parents of Anika a five year old child with an intellectual disability, consulted her early childhood special education teacher about teaching Anika how to independently put on her own snow clothes. They had Anika practice by following a linear picture chart and dressing her doll in snow clothes similar to her own. Despite this practice, she is not able to independently put on her snow clothes. Her teacher understands that Anika most likely:

A. would be more interested in learning to dress herself if paired with a peer mentor

B. finds it easier to have her parents dress her as they always have done

C. has difficulty transferring the skill of dressing her doll correctly to dressing herself

D. cannot follow the linear sequence of a picture chart format

C. has difficulty transferring the skill of dressing her doll correctly to dressing herself

Multi step processes and the transfer of skills can be difficult for young children. The parents attempt at providing opportunities for her to practice was a positive first step. The next step would be to provide a task analysis and teach incremental steps through backward or forward chaining *putting on coat, buttoning/zipping independently and gradually increasing the level of Independence)

A special education teacher is teaching a six year old child with autism to independently wash his hands each time after using the bathroom. Which of the following instructional activities should the special education teacher integrate into the curriculum to address this skill?

A. showing a video during recess that presents children washing their hands after coming out of the bathroom

B. planning a drawing activity as part of art class that involves various life skills that need to be reinforced

C. implementing a whole group writing activity around this topic that involves the class in the learning process

D. creating a social story to read with the child that provides clear expectations and a visual sequence

VD. creating a social story to read with the child that provides clear expectations and a visual sequence

Social stores are an evidence based intervention that supports children with ASD in learning routines, expectations, vocab and language skills. Social stories can be used to teach and reinforce appropriate behavior by presenting the information in a visual concrete format.

Fiona a prekindergarten student with a developmental delay eats all her food with her fingers. Her early childhood special education teacher would like to begin instruction for her to learn to use utensils when eating. The teacher contacts her parents to coordinate teaching and using this skill at school and at home. Her parents feel this skill will be too difficult for her, and they don't have time during meals to help her. This situation most closely reflects which of the following conclusions?

A. parents/guardians often view skills learned at school as separate and disconnected from those learned at home

B. adaptive skills taught at school should reflect only those skills that can be practiced with parents/guardians at home

C.parents/guardians expectations may affect the growth of adaptive skills in young children with disabilities

D. adaptive skills curriculum should not take precedence over academic curriculum unless agreed upon by parents/guardians

C.parents/guardians expectations may affect the growth of adaptive skills in young children with disabilities

Adaptive skills are those practical skills that are needed for daily independent functioning. There are ten skill areas that include, self care, communication, social-personal, health safety skills. We learn these skills in our everyday interactions with and observations of others and the world around us.

A child with short term memory deficits would likely have the most difficulty with which of the following tasks?

A. reciting the alphabet

B. self-correcting written work

C. following multistep oral directions

D. recognizing sight words

C. following multistep oral directions

A child with short term memory deficits would find retaining new information to be difficult. Following multistep oral directions would require the child to use auditory short term memory. The use of visual materials presented along with verbal information to allow for greater understanding and processing of new learning and less dependence on auditory short term memory.

An early childhood education teacher plans activities to promote the cognitive development of Anna, a nine month old with a developmental delay. The teacher would like to specifically focus on her understanding of cause and effect. Which of the following activities in most appropriate for this goal?

A. reading a board book that includes vivid images to Anna

B. singing familiar songs with rhyming words to her

C. encouraging Anna to shake various rattles

D. encouraging Anna to touch a variety of textured materials

C. encouraging Anna to shake various rattles

the development of cause and effect is one important step in the process of cognitive development for infants. As very young children acquire and consolidate knowledge, they expand their abilities in a variety of domains- including language, motor, perceptual reasoning. Infants learn cause and effect by shaking rattles. They learn quickly when they move the rattle (cause) it makes noise (effect). In developing an understanding of cause and effect relationships, infants begin to develop problem solving skills and predictive knowledge of the world around them.

An early childhood special education teacher is working with a five year old with n intellectual disability. Which of the following activities would be most effective for prompting the development of this child's cognitive skills?

A. stringing large beads onto a shoelace

B. sorting buttons according to color, shape or size

C. creating shapes with modeling clay

D. playing follow the leader through an obstacle course

B. sorting buttons according to color, shape or size

Sorting buttons according to color shape or size would strengthen the child's skill of classification. Sorting objects requires the child to identify an aspect of the object based on specific features and categorize the object which requires a level of cognitive processing.

A preschool special education teacher is introducing the concept of patterns to a group of four year olds. Which of the following would be an effective activity to introduce the concept of patterns?

A. having the children line up and then count off "one two three" and so on

B. introducing a movement game such as "clap, stomp, clap, stomp, jump".

C. placing numbered cards on a table and having them put them in the numerical order

D. putting out different size blocks and asking them to put them in order by height

B. introducing a movement game such as "clap, stomp, clap, stomp, jump".

Preschool students learn best when they are actively involved in the learning process. They can learn while practicing their motor skills.

Mr. Carlton is a special education teacher who words in an elementary school resource room. He teaches a mathematics class of five third grade students. He is working on reinforcing adding and subtracting skills using play money. He creates a mini store in the classroom and has children take turns making purchases by counting out the play money and being the cashier by making change. The situation best describes which of the following types of assessment?

A. criterion referenced

B. portfolio

C. authentic

D. curriculum based

C. authentic

An authentic assessment is an assessment procedure that requires the child to demonstrate a specific task in a realistic manner. IN this situation children are demonstrating their understanding of math skills in a classroom store that simulates real life setting.

(connecting classroom with real life experiences)

An early childhood special education teacher is using a criterion referenced test to evaluate the academic performance of a kindergarten student. This type of assessment would be most useful for:

A. monitoring the child's ability to remain on task while taking a timed assessment

B. measuring the child's ability to apply the information and skills that have been taught

C. comparing the child's performance to that of other kindergarten students

D. determining the child's cognitive ability and current learning strengths and needs

B. measuring the child's ability to apply the information and skills that have been taught

Criterion referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards.

For ex, a driving test is a criterion referenced test because the goal is to see whether the test taker is skilled enough to be granted a drivers license, not to see whether one test taker is more skilled than another test taker. In education, criterion referenced tests are used to evaluate whether students have learned a specific body of knowledge of acquired a specific skill set.

Norm-referenced refers to standardized tests that are designed to compare and rank test takers in relation to one another. Norm-referenced tests report whether test takers performed better or worse than a hypothetical average student,

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 child

B. the child's ability to learn using assistive technology

C. the child's abilities with daily living and social skills

D. appropriate arrangements of the physcial environment for the child

C. the child's abilities with daily living and social skills

Information about a child's conceptual, social and practical skills helps teachers determine the level of support the child needs in order to be successful. A teacher is assessing a child with fragile X syndrome using an adaptive behavior assessment. This type of assessment would help the teacher determine the child's abiltiies and skills in the areas of interpersonal relationships, self determination and daily living.

An early childhood educator plans developmentally appropriate activities to promote knowledge of basic social studies concepts in program that severs children ages 12 to 18 months. Which of the following children's activities are most appropriate for this goal?

A. drawing pictures of various landscapes to gain an understanding of geography

B. creating personal photo albums to depict their family and neighbor hood

C. making maps of the town to gain an understanding of location and community

D. visiting a variety of businesses to develop an understanding of the world around them

B. creating personal photo albums to depict their family and neighbor hood

Children between the ages of 12 and 18 months are developing the ability to differentiate between strangers and familiar people and frequently visited locations. Through creation of personal photo albums they are able to solidify their understanding of family and the greater world, which is a foundation social studies skill. The other choices would be more appropriate for older children.

A prekindergarten student recognizes that there are seven words in spoken sentence, "The bird flies high in the sky." this child is demonstrating:

A. print awareness

B. letter sound correspondence

C. phonological awareness

D. oral language fluency

C. phonological awareness

Phonological awareness is the knowledge that the spoken language is composed of smaller linguistics units, including words, syllables and phonemes. Phonological awareness skills entail discerning or manipulating linguistic units. The child demonstrates phonological awareness by accurately discerning and counting the words in an utterance.

Every morning Mr. Harris a preschool special education teacher, reds aloud a short story. On this day after reading "Goldilocks and the three bears" Mr. Harris provides the children with a drum, a tambourine and a wooden flute. As he retells the story Mr. Harris pauses strategically for children to add musical accompaniment. At the conclusion of the story retell he encourages the children to perform the story in the drama center using the instruments and their own dialog. Embedding music into the literacy lesson is likely to be most effective in achieving which of the following goals?

A. supporting children's acquisition of beginning reading comprehension skills

B. increasing the likelihood that children will play a musical instrument in the future

C. promoting the benefit of both reading and writing music

D. assessing children's advanced phonemic awareness skills

A. supporting children's acquisition of beginning reading comprehension skills

Purposeful and systematic use of music embedded within and throughout curriculum activities can be a powerful tool to developing children's language, auditory processing and literacy skills. Effectiveness of linking music to literature to enhance development of reading comprehension skills. Pre-emergent and emergent comprehension skills such as identifying characters, emotions sequence of events and the problem/solution of a story can be easily brought to life through music.

Taran is a four year old child with Down syndrome. he is very social and enjoys music and dance. Which of the following is the most appropriate music activity for promoting Taran's cognitive development?

A. providing him with time every day to listen to his favorite music CD

B. encouraging him to free style dance to music in the movement room

C. supporting his use and exploration of a variety of musical instruments

D. arranging for him to sit in on some music classes in the upper grades

C. supporting his use and exploration of a variety of musical instruments

Exploration and hands on learning are effective instructional strategies. By providing instruments individually and independently he will practice and learn concepts related to unrelated music. As he becomes familiar with these instruments and the sounds they produce the teacher can introduce vocab to help the child explain what he hears and how the instruments work.

The children in a preschool class enjoy marching to music, and their teacher has collected a number of classical recordings that include musical tracks for marching. Which of the following mathematical concepts would be best reinforced by this type of music and movement activity?

A. one to one correspondence

B. greater than and less than

C. part to whole relationships

D. serration and ordering

A. one to one correspondence

Marching music has a strong rhythm with a highly regular beat. When children march to such music, they stamp each foot alternately to the rhythmic pulse of the music. The act of stamping each time they hear the strong beat as they march across the floor sets up a strong one to one pattern. Even though the children are not actually counting they are physically responding to a one to one pattern, that kinesthetically reinforces their understanding of the concept of one to one correspondence.

The parents of a seven year old girl have expressed concern to her second grade teacher that their daughter climbs stairs using two feet on each step shows frustrations during transitions from one activity to another, does not use the computer keyboard, and sometimes stutters when under stress. Which of these developmental traits is atypical for a child this age?

A. two-feet stair climb

B. transition frustration

C. lack of keyboard use

D. stress induced stuttering

A. two-feet stair climb

It would be atypical for a child who is seven years old to be unable to walk upstairs using alternating feet. Typically this gross motor skill would be demonstrated before the age of four years old.

An early childhood special educator is working with a small group of preschoolers. The teacher has various activities planned in centers around the room. In one area is an art center, which encourages the use of clay, in the music center, children can perform songs with finger puppets, the kitchen center includes place settings and cooking utensils. The teacher is primarily targeting the development of which of the following skills?

A. numeracy skills

B. cognitive skills

C. fine motor skills

D. early literacy skills

C. fine motor skills

Each of these center activities promotes the development of fine motor skills. Fine motor control refers to control over the small movements of hands and fingers. Developing fine motor control is integral to a child's development. Good control of the hand muscles is the foundation needed for learning handwriting.

Felix is a five year old preschooler with an orthopedic impairment that affects the coordination of both gross and fine motor skills. He has difficulty with throwing and catching balls and other objects. His early childhood special education teacher would like to make it easier for him to develop these skills safely so he can participate more with classmates on the playground. Which of the following strategies would be most effective for achieving this goal?

A. tossing small beanbags into a board with multiple openings

B. using a ball and mitt with velcro attachments

C. moving further and further away when throwing a ball

D. throwing underhand instead of overhand

B. using a ball and mitt with velcro attachments

This would help the child concentrate on hand eye coordination without the addition of closing hands around the ball. The child gets the feel of throwing and catching without the pressure of learning everything at once. Gradually his skills and dexterity he can improve to a glove and ball.

Mario is a first grade student who has Duchenne muscular dystrophy and uses braces to help him walk. The classroom teacher asks the special education teacher for advice on the most appropriate way for Mario to participate in recess activities. The special education teacher should recommend that Mario:

A. interact with other children during recess through playing a game such as walking tag or swinging on swings

B. spend time at recess with other children and his physical therapist on strengthening activities such as jumping

C. play games such as dominoes or chess with a different child each day during recess

D. participate with other children in any recess activities in which he shows interest with the supervision of his para educator

A. interact with other children during recess through playing a game such as walking tag or swinging on swings

The goals of recess include incorporating an unstructured play time into an otherwise structured school day and promoting physical recreation and peer focused social development. This activity will promote his social interactions with peers while he engages in developmentally appropriate recess activities in which he can participate safely.

Mr. Amir a preschool teacher learns that a new student with multiple disabilities will be joining his class. According to the child's individualized Education Plan (IEP) the child will be receiving related services from several in school and itinerant interventionists. Which of the following would be an important first step for Mr. Amir to take in order to meet the needs of this child?

A. meeting with the special education teacher to schedule the interventionist services and decide which services take priority.

B. coordinating schedules to enable services to be provided within the natural setting of the classroom when possible

C. creating a system for providing the child's parents with weekly progress reports

D. establishing a plan to address the child's goals and objectives to ensure physical and academic progress.

B. coordinating schedules to enable services to be provided within the natural setting of the classroom when possible

The child will experience less disruption in his or her regular school day if services are provided within the natural setting. He is the general education teacher therefore it is his responsibility to make sure that the interventionists have a workable schedule to ensure transition to their participation in the classroom as possible. A positive correlation between the inclusion of related services for young children in a natural environment and the likelihood of greater success with these interventions for the child.

Emily is a second grader with a cognitive disability. Her IEP states that she will be included in a general education second grade class with consultation support from the special education teacher. Twice since school has started, the second grade teacher has approached the special education teacher and explained that Emily does not fit in with the other children, is not making expected academic progress, and belongs full time in a resource room. The IEP team has identified accommodations for her within the general education class. The special education teacher meets weekly with the general education teacher to provide support. The second grade teacher continues to show resistance to including Emily. Which of the following steps should the special education teacher take next?

A. arranging for the school psychologist to observe her in class to determine the nature of the problem

B. scheduling an IEP meeting to discuss amending her IEP to change her placement

C. suggesting that the second grade teacher observe in an inclusive classroom to learn effective teaching strategies

D. arranging to meet with the second grade teacher and the school principle to discuss the issues

D. arranging to meet with the second grade teacher and the school principle to discuss the issues

having met with the second grade teacher several times to collaborate on her academic program, the special education teacher's next step would be to include the principal in discussions regarding her access to the general education environment and the implementation of the accommodations written into the IEP. In the role of the advocate for the child, as well as with understanding of policies and procedures, the special education teacher should involve the school administration to support the child's access and success in the least restrictive environment.

A special education teacher is meeting with the parents of Michaela, a kindergarten student who has an orthopedic impairment. her parents are anxious about speaking to the evaluation team members at the upcoming meeting. Both parents are worried that they will become overwhelmed and unable to speak about their child. Which of the following suggestions would be most helpful for the teacher to recommend that the parents do before the meeting?

A."consider hiring an advocate to accompany you to the eligibility team meeting"

B. "observe her in school for a day to get a better understanding of her school routine."

C. "prepare a simple statement and some questions regarding your concerns about her and school."

D. "read a book on special education rights and laws to familiarize yourselves with the process."

C. "prepare a simple statement and some questions regarding your concerns about her and school."

one of the many important considerations discussed when determining eligibility and placement and in developing an IEP is the concerns of the parents/guardians for improving their child's education. Suggesting that her parents write down their questions and concerns before the meeting will allow them to be prepared and less anxious or overwhelmed during the team meeting.

Jasiel is a third grade student with a specific learning disability in matheatics and moderate ADHD. HIs IEP goals for math address completing assignments and solving word problems. The special edcuation teacher recently received his not from his parent:

Dear Teacher:

The math teacher called yesterday and told me that she did not pass the last four math tests and is failing math this grading period. Also he hasnt been doing his homework because he says he doesnt understand it. I try to help, but she says I am wrong and he gets very upset. I am worried that he is getting further behind and will fail third grade. Please suggest something we can do to help her so she does not fail.

Which of the following steps should the special edcuation teacher take next to address the parent's concerns?

A. scheduling a meeting with the math teacher to review her classwork and test scores

B. observing her during math class to evaluate his behavior and class participation

C. sending the parent a written response that includes homework suggestions and math practice websites

D. calling the parent to schedule an IEP meeting to discuss her math progress and needs

D. calling the parent to schedule an IEP meeting to discuss her math progress and needs

When a child is failing a class it is recommended that the IEP team meet to address the status of the child's progress on IEP goals. The IEP should be continuously revisited to determine its effectiveness and success. When evidence is present that indicates a child is unsuccessful, the IEP team should meet to discuss and determine appropriate next steps.

Mr. Barnes is a special edcuation teacher in an elementary school that serves a highly diversve population, including a large number of non English speaking families. He recognizes the importance of creating a culturally responsive classroom that meets the needs of all students. Which of the following practices should he engage in first to address cultural competence?

A. review the school's curricular materials to identify bias and sterotyping

B. examine personal attitudes, expectations and beliefs about various cultural groups

C. observe children in the classroom to identify their learning preferences

D. host an after school event that celebrates diversity and features specific cultures

B. examine personal attitudes, expectations and beliefs about various cultural groups

Development of culturally responsive schools and classrooms through critical reflection by all stakeholders. The analysis of ones own cultural assumptions provides the opportunity for learning, discussion and growth. Reflection on tightly held cultural assumptions is necessary to dislodge misconceptions and stereotypes.

Which of the following statements is the most commonly cited legal rationale for avoiding predetermination during the evaluation, IEP, and placement process?

A. it results in student placement outside of the least restrictive environment

B. It is considered a violation of the student's rights to a free appropriate public education

C. It leads to a students ineligibility for special education services

D. it makes it difficult to describe the student's present level of academic performance

B. It is considered a violation of the student's rights to a free appropriate public education

Predetermination occurs when a district or school "preselects" or presents to the parents a recommendation of placement and services prior to the IEP team meeting or to the development of the IEP. Predetermination amounts to a denial of FAPE

Harry is a five year old kindergartener. He was recently evaluated by the school's multidisciplinary team since he completed the Response to intervention process without making adequate progress. At an initial meeting where the staff members shared evaluation results with Harry's parents, his parents disagree with the team's decision that Harry is eligible for special education services. According to IDEA Harry's parents have the option to:

A. ask for an independent evaluation for Harry

B. suggest an alternative evaluation process for Harry

C. request Harry's evaluation process be delayed for one year

D. select the school personnel to reevaluate Harry

A. ask for an independent evaluation for Harry

In IDEA the parent of the child with a disability have the right to obtain an independent educational evaluation of the child. Harry's parents disagree with the school's evaluation results so they have the right to request an independent evaluation.

Which of the following obligations is mandated by the individuals with Disabilities Education Act (IDEA)?

A. offer free educational services to children with disabilities from birth to age 18

B. stipulate that students with disabilities must be educated in their neighborhood schools

C. prohibit discrimination against people with disabilities in school and businesses

D. provide education programs in the least restrictive environment for all students with disabilities

D. provide education programs in the least restrictive environment for all students with disabilities

Districts and schools provide education in the least restrictive environment (LRE) for all students with disabilities. The LRE is a principle that guides the placement and delivery of services to all children eligible for special education services.

A two year old w=child with developmental delays has been receiving early intervention serices. She is approaching age 3 and will be transitioning from an IFSP to an IEP. Which component is included in the IFSP but would not appear in the IEP?

A. present levels of development or performance

B. desired outcomes and methods to measure progress

C. description of services and supports to be provided

D. information about the family's resources

D. information about the family's resources

Major difference between an IFSP and IEP is that the IFSP focuses on the child and the family and the services that a family needs to help them enhance the development of their child. IFSP uses an intergency y approach coordinating services across differences agencies in the community. Information regarding the family's resources is important in determining each agency's role and financial responsibility in the child's plan. IEP focuses primarily on the educational needs of the child within the school environment.

According to the National Association for the Education of young Children (NAEYC) Code of ethical conduct which of the following statements best reflects a primary ethical responsibilty of prekindergarten-grade 4 teachers in regard to student assessment?

A. students should only be assessed in comparison to peers with a similar academic profile

B. standardized achievement measures, which include normative assessment, should focus most on showing students' performance in relation to their previous performance

C. Students' grade level curriculum should not be modified based only on most current projective achievement results

D. Appropriate assessment systems which include multiple sources of information about students' learning and development

D. Appropriate assessment systems which include multiple sources of information about students' learning and development

NAEYC guidelines were originally developed in 1992 and are updated on a regular basis. Best practices for assessments for young children were added to the code of ethical conduct in 2005 revision, based on input from early childhood teachers and service providers. The consensus among early childhood educators is the use of assessment methods that are developmentally appropriate. free language, or cultural bias, supportive of a child's daily activities and inclusive of families.

Which of the following best describes a major trend since the re authorization of IDEA in 2004 regarding the identification of students with specific learning disabilities?

A. an expanded reliance on the results of formative and summative assessments

B. an increase in the proportion of students diagnosed with specific learning disabilities rather than ASD

C. a shift from the significant discrepancy model to the RTI process

D. a tendency to focus on information provided by teachers as opposed to information provided by assessments

C. a shift from the significant discrepancy model to the RTI process

The original method for determining a child's eligibility for special education services due to a specific learning disability is known as the discrepancy model. IN this model a child's IQ was compared with his or her academic achievement. If there was a significant discrepancy between the IQ and achievement scores, the identification of a learning disability was generally determined. Due to weaknesses in this model, there has been a trend among educators to replace the discrepancy model with the RTI process, wherein general education classroom teachers rigorously document their attempts to improve students performance using research and evidence based interventions. If despite these focused interventions a child is not responding to the degree expected, then the child would be referred for a comprehensive individual evaluation for special edcuation services.

Which of the following statements best represents the concept of Universal Design for Learning (UDL)?

A. adjusting the amount of work required for each child according to his or her individual learning goals and objectives

B. providing children with alternative materials that are closely aligned with their current cognitive level

C. providing a variety of ways for children to demonstrate what they have learned, such as group projects and oral presentations

D. using assistive technology to support children's interest in classroom and increase time on task

C. providing a variety of ways for children to demonstrate what they have learned, such as group projects and oral presentations

UDL is an inclusive strategy that incorporates multiple means of representation, expression and understand so that all children can achieve equality of learning and content not just participation.