THE NEW CURRICULUM REVIEWER
1. A graduate student from local university contact a special
education teacher at a high school and requests to review the educational
records of ninth- and tenth-grade students with ASD as part of a class
assignment. In this situation, it would be most appropriate for the special
education teacher to respond to the graduate student's request in which of the
following ways?
b. scheduling
a meeting with the graduate student to discuss further details of how the student’s
records will be used for the class assignment
c. providing
the graduate student with a set amount of time to view student records under
the supervision of a school staff member
d. encouraging
the graduate student to submit a formal written request to the school
district's board of education
2. A tenth-grade student with a specific learning disability
tells her special education teacher that she wants to find a job after
graduation that allows her to work with animals. Which of the following would
be the special education teacher's best initial
step in collaborating with the student to support this long-term goal?
a. providing
the student with course catalogs from a variety of agricultural colleges and
universities
b. encouraging
the student to write a list of the pros and cons of a career that involves
working with animals
d. advising
the student to take as many science classes as possible while she is in high
school
3. Which strategies by a special education teacher best facilitate
effective communication during conferences with secondary students with
disabilities and their parents / guardians?
a. asking
permission to record discussions for later reflection
b. having
resources on hand to research questions or concerns that arise
c. sharing a
humorous anecdote to open discussions on a positive note
d. using straightforward
language that is free of educational jargon
4. A team that includes personnel from several community
agencies will facilitate the transition of a high school student with cerebral
palsy from school to independent living. Which conditions are most critical to
effective communication and collaboration between the student, agency
personnel, exceptional education staff, and others on the team?
a. designation
of one individual as a team leader who has final authority in decisions
b. similar
backgrounds and experiences among team members
c. regular opportunities for the team to meet, discuss ideas and develop relationships
d. oversight
of team discussions and processes by a neutral party
5. Which of the following 12-year-olds most likely
demonstrate typical cognitive development?
a. Student A
takes up new hobbies enthusiastically but tends to lose interest in them after
a few weeks.
b. Because
Student B believes he is immune to physical harm, he ignores safety warnings.
c. Student C
volunteers at a food pantry in his neighborhood after reading about families
living in poverty.
6. Signs of depression in a high school student would most
typically include:
a. irritability.
b. pervasive
feelings of sadness.
c. rapid
weight gain.
d. absenteeism.
7. In the typical sequence of cognitive development, which of
the following abilities would an individual generally acquire first?
a. logical
thought
c. abstract
reasoning
d. self-regulation
8. Which of the following behavior patterns in an
eighth-grade student most clearly indicates a delay in social-emotional
development?
a. expressing
uncertainty about personal life goals
b. choosing
to interact primarily with same-gender peers
c. exhibiting
moodiness and sensitivity in interactions with adults
d. tantruming, tearing papers, or blaming others when frustrated
9. Which of the following disabilities is characterized
primarily by impairments in social perception, interactions, and nonverbal
communication but no significant cognitive delays?
a. Williams
syndrome
b. pervasive
developmental disorder
d. ADHD
10. Which of
the following symptoms typically distinguishes psychotic disorders from other
types of emotional disturbances?
a. delusions and hallucinations
b. social
phobia and pervasive feelings of unhappiness
c. panic
attacks and mood swings
d. persistent
anxiety and repetitive, ritualistic behaviors
11. Compared
to peers without disabilities, a 17-year-old student with a mild intellectual
disability is likely to have more difficulty with which of the following
vocational tasks?
a. completing
a two-step task while being coached by a job trainer
b. recalling
a specific sequence of job tasks that a supervisor stated a few minutes
earlier
c. using
appropriate greetings when arriving at a job site
d. communicating
with coworkers in a friendly way during an assigned task
12. A
tenth-grade student has a moderate traumatic brain injury (TBI) that has
affected his short-term memory and concentration ability. He also has
difficulty processing auditory input and expressing himself verbally. The
student learns best when supported by visual stimuli, and he uses an assignment
book to keep track of his work in various classes. His English teacher has
assigned students a research project that involves conducting research on a
topic of their choice and writing a report. Given the student's
characteristics, which of the following project parts is likely to be most
difficult for him?
a. making a
list of potential research topics and then selecting one of these topics for
his report
b. following
a checklist as he edits a final draft of his report
c. using a
graphic organizer to help structure the first draft of his report
13. Which of
the following factors is likely to have the most significant positive impact on
the quality of the adult life of a student with ADHD?
b. the number
of years the student spends receiving special education services
c. the degree
to which the student is aware of the legal rights to full participation and
access to academic and nonacademic services
d. the age at
which the student begins to receive training in career or vocational skills
14. A special
education teacher who works in a high school learning support room makes a
habit of incorporating into instruction scientific, literary, and artistic
contributions that individuals from diverse cultural backgrounds have made in
the last few decades. The teacher strives to include individuals with cultural
backgrounds similar to those of the students in her classes. The teacher's use
of this approach is likely to be most effective for promoting students' ability
to:
a. recognize
that various cultures view disabilities in different ways.
b. learn how
to compensate for their disabilities as fully as possible.
c. appreciate their own and
others' distinct cultural characteristics.
d. feel as
comfortable as possible in their general education classes.
15. An
eighth-grade student has recently begun taking prescribed stimulant medication
for ADHD. The student's teachers should be aware that common side effects of
taking such medicines include:
a. low blood
pressure and feeling faint.
b. insomnia and loss of appetite.
c. fidgeting
and inability to concentrate.
d. poor
circulation and chills.
16. A high
school student with a mild intellectual disability receives instruction in
daily living skills. Which related tasks would likely be most difficult for
this student?
a. recognizing
everyday materials such as cups and towels
b. generalizing previously learned skills to different environments
c. sharing
materials with other students in the class
d. developing
personal preferences such as types of food items
17. A special
education teacher is planning an initial discussion about the post-school
transition with a 14-year-old student and her parents. Which factors are most
important to consider in this discussion?
a. the number
of local organizations that offer the possibility of future employment
b. the
student's current level of knowledge about the skills needed for various jobs
c. the types
of vocational training that are available at the school
d. the
family's values and expectations regarding the student's adult life
18. A special
education teacher works with several students with specific learning
disabilities in reading who have very little motivation to read for pleasure.
Which strategies will likely be most effective in promoting students' interest
in independent reading activities?
a. giving
public recognition to other students who demonstrate good reading habits
c. arranging
for the students to spend time in the school library regularly
d. establishing
a reward system through which students receive special privileges when they
engage in independent reading
19. A high
school student with a moderate intellectual disability will transition into the
community after graduation. The student plans to live in a group home and
secure competitive employment. Before the student graduates, the special
education teacher would like to evaluate the student's ability to ask for
assistance, handle money while making purchases, and prepare meals. Which of
the following instruments would be most appropriate for the teacher to use to
evaluate these skills?
a. Functional
Behavioral Assessment (FBA)
b. structured
clinical interview
c. adaptive behavior rating scale
d. task
analysis
20. Which is
the most appropriate way to administer timed subtests on a standardized
assessment instrument?
a. providing
prompts if the student fails to respond before the allotted time expires
b. moving on
to the next subtest, if the student makes two consecutive errors
c. explaining
to the student how much time is available to respond
d. beginning the time
immediately after the subtest is presented to the student
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