FTCE - Exceptional Student Education (ESE) K–12

Developmentally appropriate characteristics of an 8 year old include the ability to:

A. attend to short tasks, stay seated during teacher instruction, and play cooperatively.

B. take turns, display good self-esteem, and seek constant attention.

C. raise a hand for attention, define career goals, and be prepared for class.

D. complete simple assignments without constant guidance, be echolalic, and run errands.

A. Attend to short tasks, stay seated during teacher instruction, and play cooperatively

Assistive technology must be provided by the school district when it is

A. necessary for a student's optimal functioning.

B. necessary for a student's appropriate education.

C. desired by a student's parents.

D. desired by a student.

B. Necessary for a student's appropriate education

A student with an emotional or behavioral disability is enrolled in a general education classroom with consultative services. Behavioral difficulties are escalating and interfering with the student's learning, as well as the learning of others. Another placement is being considered to better meet the student's needs. Choose the next least restrictive placement.

A. part-time ESE classroom

B. full-time ESE classroom

C. self-contained ESE classroom

D. self-contained ESE classroom at a special school

A. Part-time ESE classroom

A school psychologist has reviewed a student's evaluation data with the student's parents and the rest of the staffing committee. The committee has recommended that the student, age 13, is eligible for the program for students with emotional or behavioral disabilities. After the committee writes the goals for the student, what is the next step?

A. selecting the least restrictive environment for the student

B. requesting the student's parents to present their independent evaluation

C. asking the student to express an opinion of the decision

D. placing the student in an ESE class

A. Selecting the least restrictive environment for the student

Factors to consider while preparing the annual goals section of a student's IEP include the

A. severity of the student's disability, attention skills, and special abilities.

B. presence of different types of services.

C. availability of instruments that can be used to measure student progress.

D. competency of the student's teacher and therapy that is available at the school site.

A. Severity of the student's disability, attention skills, and special abilities

Consultative services provided by an ESE teacher include

A. continuous provisions for part-time placement services.

B. coteaching in the general education classroom.

C. parent counseling on a regular basis.

D. maintaining communication with general education teachers.

D. Maintaining communication with general education teachers

While attending a parent conference, a new ESE teacher explains that a basic classroom expectation is for students in the class to function academically at approximately half the rate of average children. A more experienced ESE teacher, serving as the meeting chairperson, waits until after the meeting to comment to the new teacher. What comment should the more experienced teacher make?

A. "It is unwise to give parents rules that, when applied, may lead them to have lower, rather than higher, expectations of their children."

B. "It is good to affirm by established rules that most students with exceptionalities are the same and this child is no different."

C. "Information that is difficult to interpret into easy-to-apply rules should be condensed."

D. "Rules for behavioral expectations should be developed by all exceptional education programs and applied to predict student behavior."

A. "It is unwise to give parents rules that, when applied, may lead them to have lower, rather than higher, expectations of their children

The findings in Diana v. State Board of Education (California) were significant in that they

A. addressed behavioral treatment at school.

B. provided for free access to public school education

C. changed procedures for identifying and placing students in special classes.

D. mandated that related services be provided to persons with mental disabilities.

C. Changed procedures for identifying and placing students in special classes

Free and appropriate public education for individuals with disabilities was, in part, the result of which court case?

A. PARC v. Commonwealth of Pennsylvania

B. Brown v. Board of Education

C. New York ARC v. Carey

D. Honig v. Doe

A. PARC v. Commonwealth of Pennsylvania

A student has received Tier 2 intervention for some time but shows no change in academic progress. Which of the following is the next step?

A. a referral to the ESE nondiscriminatory evaluation process

B. a design of a more intense teacher or classroom intervention

C. a placement for special education in a more restricted environment to improve learning outcomes

D. a Multi-Tiered System of Supports committee meeting to determine if more intensive services may be needed

D. A Multi-Tiered System of Supports committee meeting to determine if more intensive services may be needed

Which of the following behaviors is developmentally characteristic for a fifth-grade student without disabilities?

A. difficulty using pragmatic language

B. awkward gross motor skills

C. dependence on external gratification

D. reluctance to do homework

D. Reluctance to do homework

A student tells her special education teacher that she is thinking of committing suicide. The teacher should

A. refer the student for help.

B. ignore the student's comment.

C. follow school board procedures.

D. agree to keep the conversation secret.

C. Follow school board procedures

Each student with disabilities currently placed in ESE programs must have an IEP review every

A. 9 weeks.

B. 18 weeks.

C. 12 months.

D. 36 months.

C. 12 Months

Sean is a 7-year-old with severe spastic cerebral palsy and a mild intellectual disability. He also has a gastrostomy tube for feedings. He receives most of his instruction in a general education classroom and has difficulty with concept formation, learning daily skills, and accessing materials. Which professionals would most appropriately support Sean in his general education class?

A. ESE teacher, physical therapist, and nurse

B. guidance counselor, family therapist, and physical therapist

C. ESE teacher, adaptive physical education teacher, and occupational therapist

D. nurse, transition specialist, and inclusion specialist

A. ESE teacher, physical therapist, and nurse

Parents of a student in the ESE program have started making frequent, unannounced visits to the classroom, often interrupting the daily routine. An appropriate action for the ESE teacher to take would be to

A. complain to the principal about parents and the situation.

B. inform the parents that visits are welcome but must be pre-arranged.

C. tell the parents that they cause an inconvenience and ask them to stop visiting.

D. report the problem with the parents to the local police and file harassment charges.

B. Inform the parents that visits are welcome but must be pre-arranged

While addressing the needs of a student who uses a wheelchair for mobility requires toileting support, which of the following would be an appropriate resource?

A. a peer helper

B. a certified teacher

C. a parent volunteer

D. a paraprofessional

D. A paraprofessional

The Center for Autism and Related Disorders is most likely to assist with which of the following?

A. legal support services

B. psychological counseling

C. in-home support for behavior and routines

D. creation of school based instructional materials

C. In-home support for behavior and routines

Which of the following is the most likely factor that is associated with the disproportionate representation of diverse students in ESE?

A. policy and procedures

B. systemic school bias

C. teacher training

D. school location

B. Systemic school bias

Which of the following yields a work sample analysis?

A. A teacher and parents use a checklist to rate a student on motor and language development.

B. A teacher identifies the skills needed to copy numbers from the board and requests that the student arrange skills in a sequence.

C. A teacher examines a mathematics assignment to identify types of errors made in computation.

D. A teacher administers a vocabulary test that indicates how well the student compares with students of comparable age.

C. A teacher examines a mathematics assignment to identify types of errors made in computation

In terms of diagnostic testing for initial placement in ESE, the Individuals with Disabilities Education Improvement Act requires that

A. all students are assessed in social skills.

B. the assessment is conducted by a multidisciplinary team or a group of specialists.

C. assessments are administered in English.

D. the same procedure is always used as the sole criterion for identification.

B. The assessment is conducted by a multidisciplinary team or a group of specialists

A 5thfifth-grade student in ESE with an emotional or behavioral disability scored at the 10thtenth percentile in reading recognition on an individually administered diagnostic reading test. What can be concluded from this information?

A. The student's emotional problems have affected their reading recognition level.

B. The student is on the appropriate level for a 5th-grade student with an emotional or behavioral disability.

C. The student's score in reading recognition is below average for a student in the 5th grade.

D. The student scored 21%21 percent above average for a student in the 5th grade.

C. The student's score in reading recognition is below average for a student in the 5th grade

An ESE teacher taught a 5thfifth-grade ESE class a social skills unit on acceptable classroom behavior. Which of the following is the most appropriate way to document skill maintenance in the students' general education classrooms?

A. The students maintain a log documenting their use of each new skill.

B. The general education teacher places a poster with the new skill steps in a visible location of the classroom.

C. The general education teacher designates students to watch and document each time the students use each skill.

D. The school counselor observes the students' use of each new skill in the classroom.

A. The students maintain a log documenting their use of each new skill

A teacher has been informed that a student with cerebral palsy will be attending the class. The teacher conducts an assessment of the classroom to make sure that the student has access to all areas. Which of the following types of assessments has the teacher conducted?

A. transition assessment

B. ecological assessment

C. functional behavioral assessment

D. assessment of physical competence

B. Ecological Assessment

A 5th-grade student has a specific learning disability in written expression. One of the student's IEP goals is to increase the accuracy of spelling grade-level words by 80%. The ESE teacher would like to monitor the effectiveness of the individualized instructional strategies used to address this goal. Which of the following assessment methods would be most effective for this purpose?

A. administering curriculum-based spelling probes to the student and graphing the results

B. reviewing the student's writing portfolio and entering the results of a spelling error analysis in the grade book

C. providing the student with a rubric to self-evaluate spelling on writing samples and recording the results on a checklist

D. having the student take the spelling subtest of an individual achievement test and comparing the results with previous results

A. Administering curriculum-based spelling probes to the student and graphing the results

A teacher administers a DIBELS assessment to an entire class of 3rd-grade students. This is an example of

A. teacher observation.

B. eligibility screening.

C. progress monitoring.

D. intervention programs.

C. Progress monitoring

DIBELS are a set of procedures and measures for assessing the acquisition of early literacy skills

An English language learner has been referred for testing to determine whether reading problems experienced in class are the result of a learning disability. To make such a determination, the student's evaluation must include

A. a teacher-made test in the student's heritage language.

B. the services of an interpreter to translate test items.

C. the extensive use of screening tools.

D. a variety of assessment instruments.

D. A variety of assessment instruments

Lyn disrupts her reading class by making noises, teasing her classmates, and dropping her pencils. This behavior can effectively be documented by using the

A. System of Multicultural Pluralistic Assessment.

B. Wide Range Achievement Test IV.

C. Kaufman Assessment Battery for Children, Second Edition.

D. Achenbach Child Behavior Checklist.

D. Achenbach Child Behavior Checklist

A student with medical complexity may be exempt from participating in the statewide standardized assessment. The maximum exemption that a student can receive is a

A. single exemption.

B. 2-year exemption.

C. 3-year exemption.

D. permanent exemption.

D. Permanent Exemption

Which of the following would be considered a curriculum-based assessment?

A. achievement test

B. individual portfolio

C. intelligence quiz

D. aptitude exam

B. Individual Portfolio

An ESE teacher wants to measure both the procedure and the product associated with students' learning of a given objective. Which of the following is the most effective technique to use?

A. multiple-choice test

B. performance-based assessment

C. rating scale

D. observational assessment

B. Performance-based assessment

A teacher collects quizzes, compositions, homework assignments, and daily journal entries to determine students' strengths and weaknesses in language arts. This is known as

A. dynamic assessment.

B. curriculum-based assessment.

C. criterion-related assessment.

D. portfolio assessment.

D. Portfolio Assessment

Which of the following would be the most effective data collection method when collecting data on the percentage of time a student is exhibiting on-task behavior?

A. latency

B. duration

C. intensity

D. frequency

B. Duration

In reviewing the cumulative records for a new student in the middle school ESE program, an ESE teacher notices that the student functions at a 5.5 level in mathematics and a 5.0 level in reading. The other students in the teacher's class function at a lower level. What should be the teacher's first step in meeting the student's current needs?

A. placing the student in a general education classroom for mathematics and language arts instruction

B. performing diagnostic teaching to determine the appropriate instruction for the student

C. assigning the student to the same reading and mathematics groups as the other students in the class so the student does not feel different

D. rejecting the student since the student does not have an intellectual disability

B. Performing diagnostic teaching to determine the appropriate instruction for the student

Having a classmate of similar background and gender assist a student with learning disabilities in solving both social and academic problems is an example of

A. peer tutoring.

B. team teaching.

C. direct instruction.

D. cooperative learning.

A. Peer tutoring

A student has difficulty identifying consonant and vowel sounds. The student would most likely benefit from training in

A. syntax analysis.

B. haptic processing.

C. spelling patterns.

D. phoneme discrimination.

D. Phoneme Discrimination

Select the rationale for electing to use a task analysis approach to teach a particular skill.

A. Students will learn abstract concepts more thoroughly and quickly.

B. Students who have mastered several steps will practice by repeating material learned previously.

C. Students can be kept at the same pace regardless of their skill mastery background.

D. Students can participate at their individual levels of mastery and need.

D. Students can participate at their individual levels of mastery and need

After carefully reviewing a student's reading test, the student's teacher found that the student guesses at words. Which of the following is the most appropriate remedial intervention?

A. application of word attack skills

B. language experience approach

C. perceptual training

D. visual tracking training

A. Application of word attack skills

A 5-year-old student in ESE who is hypertonic with quadriplegic cerebral palsy has limited grasping skills. The student is having difficulty eating with a standard spoon. An appropriate adaptation for the student is a

A. swivel-spoon with built-up handle.

B. spoon-like fork.

C. teacher's aide to spoon-feed the student.

D. long-handled spoon.

A. Swivel-spoon with built-up handle

A 1st-year teacher would like to use a refereed professional journal to gain knowledge regarding best practices in ESE. Which of the following characteristics would assist in identifying the refereed professional journal?

A. uses jargon related to the profession

B. contains input from paid contributors

C. reviewed by an expert in the field

D. length of 10 or more pages

C. Reviewed by an expert in the field

While teaching a reading lesson to students with disabilities, a teacher models appropriate responses and uses hand signals, and the students respond verbally when cued. This technique is an example of

A. psycholinguistic approach.

B. demonstration approach.

C. pluralistic instruction.

D. direct instruction.

D. Direct instruction

Ronald, a 13-year-old student, is placed in Mr. Wright's 6th-grade classroom for science and social studies. Ronald's IQ score is reported to be 68, and he is currently reading at the 3rd-grade level. Because Mr. Wright uses the unit method of instruction, his major concern should be providing

A. curriculum materials covering several levels of reading difficulty.

B. a special study guide for students who progress more slowly than others.

C. library time to select alternate reading material on the subject being covered.

D. a peer buddy to help Ronald with the grade-level materials and instruction.

A. Curriculum materials covering several levels of reading difficulty

In school, a student counts money with no difficulty. The student can tell the teacher that a quarter equals 25 cents and that 4 quarters equal 1 dollar. In line at a fast-food restaurant, however, the student has difficulty identifying a quarter, especially when the restaurant is crowded and noisy. The teacher should

A. instruct the student to wear headphones when visiting a fast-food restaurant.

B. discuss with the student the differences between a quarter and other coins.

C. provide opportunities for the student to practice counting money in different situations.

D. set up a simulated fast-food restaurant in the classroom for practice.

C. Provide opportunities for the student to practice counting money in different situations

What type of instruction is taking place when a teacher provides approaches that consist of data-based instruction, in which specific target learning tasks are identified, analysis of the behavior and learning is conducted, and progress to achieving targets is charted?

A. differentiated instruction

B. corrective instruction

C. strategy instruction

D. direct instruction

D. Direct Instruction

A middle school student with a learning disability communicates well orally but is unable to write a simple sentence. Which of the following method of intervention would be most appropriate for the student's teacher to use?

A. encouraging the student to gain more experiences through extracurricular activities

B. having the student write names of objects first, then expand to sentences

C. giving the student extra reading assignments to increase his vocabulary

D. asking the student to say the sentence aloud before writing it

D. Asking the student to say the sentence aloud before writing it

While planning a lesson, in order to ensure an appropriate match between instructional supports and student needs, a teacher considers which students need modifications or additional in-depth problem solving. Using the multi-tiered system of supports approach, which level of intervention is the teacher preparing for?

A. tier 1

B. tier 2

C. tier 3

D. tier 4

B. Tier 2

Nobu has recently moved from his native home in Hawaii to Jackson, Wyoming, where he is enrolled in an ESE class. References to mufflers, galoshes, and toboggans require that the teacher provide additional explanation for Nobu. The teacher's actions are an example of

A. assimilation.

B. acculturation.

C. cultural bias.

D. cultural sensitivity.

D. Cultural Sensitivity

Which of the following is NOT an appropriate accommodation for a student in ESE with expressive language problems?

A. reading the student's writing aloud for him or her

B. allowing the student to use word prediction software when writing

C. reducing the length of the student's written assignments

D. letting the student use a thesaurus to find words to say

A. Reading the student's writing aloud for him or her

Mr. McQuesten teaches a middle school class for students with varying exceptionalities that includes primarily students who have an emotional or behavioral disability. Select the best activity for him to use during affective instruction.

A. reading and discussing current events from the newspaper

B. teaching students how to write a friendly letter

C. watching the 24-hour news channel and discussing current events

D. playing a board game that teaches communication skills

D. Playing a board game that teaches communication skills

Which of the following strategies reflects a student-directed approach for assignment completion?

A. allowing each student to decide the criteria for grading

B. allowing the students to set a schedule of reinforcement

C. allowing the students additional time to turn in their papers

D. allowing each student to decide how long the paper should be

B. Allowing the students to set a schedule of reinforcement

Students in a teacher's class are loud and disruptive when walking from the classroom to the lunchroom. The teacher tells the students that if they walk in a straight, quiet line for 5 consecutive days, they will have an ice cream party. All of the students agree to the deal. Which of the following behavior management techniques is the teacher using?

A. tension decontamination

B. shaping

C. interest boosting

D. group contingency

D. Group Contingency

In recording the occurrence of target behaviors for use with a behavior intervention program, it is essential that each behavior be exactly defined in observable terms. This will enable the recorder to

A. decide if a class change is necessary.

B. count the desired behavior accurately.

C. understand a child more completely.

D. diagnose a student's behavior.

B. Count the desired behavior accurately

A 7-year-old 2nd grader has difficulty remaining on task for more than 5 or 10 minutes at a time. The student's teacher decides to reward the student every 10 minutes when the student remains on task. This is an example of

A. intermittent reinforcement.

B. fixed-interval reinforcement.

C. fixed-ratio reinforcement

D. continuous reinforcement.

B. Fixed-interval Reinforcement

A student is having difficulty getting along with peers in the ESE class. The student frequently calls out in class and often uses foul language. The student's teacher develops a plan with the student that allows rewards when the student's behavior is controlled and specific consequences when it is not. The teacher and the student meet to develop an agreement.

This strategy is an example of

A. planned ignoring.

B. positive consequences.

C. negative practice.

D. contingency contracting.

D. Contingency Contracting

A middle school student who has an emotional or behavioral disability is assigned a seat in art class near the whiteboard. As the student walks by the board, they often grab a dry erase marker and write on the board. Which of the following would be the best intervention plan?

A. teaching the student to walk in a straight line

B. teaching the student to respect the teacher

C. teaching the student to study in their seat

D. teaching the student to respect property

D. Teaching the student to respect property

Student A is raising their hand and Student B is talking out. Using peer modeling, the teacher reinforces Student A's hand raising and ignores Student B's talking. Student B then raises a hand and the teacher continues with the lesson. The teacher forgot which step of peer modeling?

A. identifying the disruptive behavior of the child

B. praising the appropriate behavior once corrected

C. acknowledging the model who is showing the appropriate behavior

D. stating the general behavior of the model who is showing appropriate behavior

B. Praising the appropriate behavior once corrected

Reinforced behaviors are likely to recur, while behaviors which go unrewarded or corrected are likely to decrease. These are principles of

A. operant conditioning.

B. classical conditioning.

C. cognitive conditioning.

D. respondent conditioning.

A. Operant conditioning

An ESE student with an emotional or behavioral disability has been suspended for 8 days during the school year. The student has had a functional behavior assessment has been following a behavior intervention plan focusing on aggressive verbal outbursts. The student has punched another student in the face. What would be the next step for school administration to take?

A. transferring the student to an alternative school

B. holding a manifestation determination meeting

C. suspending the student from school for 5 days

D. placing the student in a self-contained class

B. Holding a manifestation determination meeting

The behavioral checklist generated by the general education classroom teacher who brought a student to the child study team last year can be used by the ESE teacher to customize teaching strategies for the student. The checklist indicated that the student was off task more than they were on task.

Which of the following might be a possible course of action?

A. using proximity control

B. establishing a behavioral intervention program with a reward system

C. punishing the student

D. having the student's parents schedule conferences on a regular basis

B. Establishing a behavioral intervention program with a reward system

A teacher determines from observational data that student off-task behavior increases after lunch. Which course of action is most consistent with the model of positive behavior support?

A. limiting cognitively challenging academic tasks after lunch to accommodate all students' needs

B. adjusting the schedule after lunch to include activities that engage student interest

C. requiring students to eat lunch in the classroom to avoid transitioning issues

D. assigning detention to students who misbehave after lunch

B. Adjusting the schedule after lunch to include activities that engage student interest

A high school student, who is able to navigate the halls independently, is frequently tardy to class right after lunch. Which of the following is the best method to influence the student's behavior?

A. pairing the student with a peer escort

B. assigning detention whenever the student is late

C. developing a contingency contract to reinforce being on time

D. following the policy for tardies stated in the school discipline plan

C. Developing a contingency contract to reinforce being on time

A student speaks with a harsh tone when called upon in class. The teacher implements a token reinforcement system to target the behavior of concern. First, the teacher specifies the desired behavior that will earn a token reinforcer. Then the teacher and the student agree on back-up reinforcers.

Which of the following should the teacher do next?

A. give the student a record-keeping chart

B. move the student to the front of the classroom

C. tell the student inappropriate behavior will not be tolerated

D. describe the rules for the acquisition and exchange of tokens

D. Describe the rules for the acquisition and exchange of tokens

A middle school teacher is taking data on a student who exhibits repetitive behavior in class. What type of data should be collected on the student?

A. latency recording

B. intensity recording

C. duration recording

D. frequency recording

D. Frequency Recording

While conducting an antecedent-behavior-consequence chart, a teacher recorded the following observations.

Antecedent: 10:35 Student A is singing loudly in class.Behavior: Student B walks up to Student A and punches Student A.

Which of the following would be the most appropriate consequence to record?

A. the teacher called Student B's parent

B. Student A was removed from class

C. the class dismissed for lunch

D. Student A begins to cry

D. Student A begins to cry

The sequence of behaviors related to language development in children has several stages. Which of the following stages follows the babbling stage in language development?

A. cooing

B. echolalia

C. crying

D. modulation

B. Echolalia

A student, with or without disabilities, has reached the highest level of language development when the student uses different rules of language in different contexts. This level is called

A. phonology.

B. morphology.

C. pragmatics.

D. syntax.

C. Pragmatics

A student who is nonverbal and has an orthopedic impairment is ready for augmentative communication evaluation when the student has

A. established vocalization patterns.

B. learned to read.

C. developed communicative intent.

D. discriminated sounds.

C. Developed communicative intent

An 11-year-old student attends an inclusive 5th-grade classroom. The student's expressive language skills and reading skills are significantly lower than those of classmates. The student refuses to read from appropriate grade-level books and materials because "They are too hard" or "This stuff doesn't interest me—it's boring." What linguistically sound strategy should the student's teacher use?

A. a language experience approach

B. a rebus symbol method

C. precision teaching

D. augmentative communication

A. A language experience approach

LEA is a method for teaching literacy based on a child's existing experience of language.

Poor listening skills have frequently been identified as a receptive language deficit for ESE students. Which of the following pairs of strategies would be most appropriate for a teacher to employ when communicating instructions?

A. using short and clear directions; pairing spoken messages with visual stimuli

B. using a question-and-answer technique; previewing work sample sheets

C. using visual stimuli; reminding students to listen carefully

D. using positive reinforcers; modeling by role-playing

A. Using short and clear directions; pairing spoken messages with visual stimuli

When discussing the outcomes of augmentative and alternative communication systems, several questions must be considered to answer the question, "Does it work?" Which of the following questions is considered the most important?

A. What effects, if any, are there on the student's other areas of functioning?

B. How is the augmentative and alternative communication user accepted by others?

C. Has the student increased communication ability?

D. Is the communication system voice natural sounding and not synthesized?

C. Has the student increased communication ability?

The most appropriate initial step for building vocabulary is

A. listening to speakers with large vocabularies.

B. copying new vocabulary words five times.

C. memorizing lists of words.

D. having primary concrete experiences related to the new words.

D. Having primary concrete experiences related to the new words

What is the term used to describe the smoothness with which speech units flow together?

A. rhythm

B. duration

C. fluency

D. sequence

C. Fluency

Jack, a 4th-grade student with learning disabilities, has difficulty creating complex sentences. The ESE teacher plays word association games with Jack and gives him oral practice in constructing sentences using verbs, prepositions, and adjectives. Jack is experiencing difficulty with

A. fluency.

B. form.

C. syntax

D. content.

C. Syntax

Creating an atmosphere of ease and relaxation, allowing students to complete their own sentences, maintaining eye contact, and providing opportunities for choral reading are interventions primarily used to improve

A. articulation.

B. semantics.

C. fluency.

D. syntax.

C. Fluency

Audrey, a student who cannot use her hands, is able to complete her assignments on a computer by

A. activating a wireless telephone.

B. using an eyegaze system.

C. engaging a smart switch.

D. typing on an adaptive keyboard.

B. Using an eyegaze system

Eyegaze system is a way of accessing your computer or communication aid using a mouse that you control with your eyes

A student is struggling to read the required content in the grade-level science text. What stage of reading is this student unable to complete?

A. decoding

B. construction

C. comprehension

D. multiple viewpoints

A. Decoding

A student's spelling errors include ligible for legible, fotographic for photographic, and compareson for comparison. Which of the following instructional approaches would be most appropriate?

A. phonetic awareness

B. semantic mapping

C. structural analysis

D. syllable blending

A. Phonetic Awareness

Which of the following is most likely to improve reading fluency for a student who reads accurately but slowly?

A. timed repeated reading

B. oral paired reading

C. choral reading

D. echo reading

A. Timed repeated reading

A student with a learning disability struggles with recalling facts and retaining information. To most appropriately meet the student's needs, the student should be provided with

A. graphic organizers.

B. peripheral devices.

C. timed practices.

D. peer supports.

A. Graphic Organizers

With teacher guidance, a small group of students take turns writing known letters and familiar words while composing a message on a piece of chart paper. This activity best illustrates which of the following instructional approaches?

A. persuasive writing

B. expository writing

C. interactive writing

D. narrative writing

C. Interactive writing

A teacher creates a study guide for a student with a learning disability who needs support for reading comprehension. By making the study guide available to other students, the teacher is providing

A. individualized instruction.

B. differentiated instruction.

C. group instruction.

D. direct instruction.

B. Differentiated Instruction

Students receive instruction in filling out employment applications and comparing prices for items they might purchase. This is an example of a

A. basic skills remediation curriculum.

B. functional curriculum.

C. work-study curriculum.

D. learning-strategies curriculum.

B. Functional Curriculum

A 12thtwelfth-grade student has been involved for 2 years in ESE community-based instruction and work-experience training at a local dry cleaners. Upon completion of the school year the student will continue to work at the dry cleaners with additional training as needed. This model is called

A. job shadowing.

B. sheltered work.

C. supported employment.

D. career education.

C. Supported Employment

During an IEP meeting, the committee recommends that a 16-year-old student increases their vocational skills. The IEP team decides that the student needs to enhance their communication, punctuality, and self-advocacy skills. What type of career education would best meet the student's needs?

A. job shadowing

B. simulation training

C. competitive job placement

D. community-based instruction

D. Community-based instruction

As part of a job placement program, a high school student with an emotional disability will soon begin working after school at a local restaurant. Which of the following actions by the ESE teacher would be most effective in promoting the student's success in the job?

A. Establishing communication with the restaurant manager to facilitate collaborative support of the student

B. obtaining a copy of the restaurant's menu in order to familiarize the student with the types of food that are served

C. providing a copy of the student's IEP to the restaurant owner to ensure that the student's needs will be understood

D. helping the student brainstorm problems that might arise at the restaurant to allow the student to problem-solve ahead of time

A. Establishing communication with the restaurant manager to facilitate collaborative support of the student

A 17-year-old ESE student in 10thtenth grade is in their IEP meeting. The student's grades and behavior are good. The student wants to know what area of personal development needs to be a priority before graduating from high school.

Which of the following would be the most important self-determination skill for the student to focus on for the next 2 years?

A. interacting effectively with peers

B. self-advocating in the classroom

C. maintaining grade point average

D. developing independent living skills

D. Developing independent living skills

A teacher is working with students to help them identify their interests, strengths, preferences, needs, and possible resources. Which of the following skills are being taught?

A. self-determination

B. communication

C. vocational

D. social

A. Self-determination

A goal for a student on a transition IEP states that the student will walk to an off-campus site while following safety and traffic guidelines. Under which transition service domain would this goal most appropriately fit?

A. instructional

B. community experiences

C. employment or postschool adult living

D. daily living skills and functional evaluation

B. Community Experiences

A high school senior with an orthopedic impairment will be transitioning to adult life, and the student's ESE teacher is concerned about the student's motor abilities in regard to a specific task of daily living. Which of the following professionals would be most appropriate to consult?

A. orientation and mobility specialist

B. occupational therapist

C. vocational education teacher

D. guidance counselor

B. Occupational Therapist

Which of the following resources for students with disabilities provides employment guidance, training, and placement services to assist with a successful transition to community living?

A. Florida Department of Children and Families

B. Florida Alliance for Assistive Services and Technology

C. Florida Department of Labor

D. Florida Division of Vocational Rehabilitation

D. Florida Division of Vocational Rehabilitation