THE NEW CURRICULUM REVIEWER
1. A 16-year-old high school student with a mild intellectual
disability will soon transition into a vocational learning environment within
the community. As part of this transition, the special education teacher plans
to assess the student's functional reading ability, ability to use a telephone,
and ability to use local public transportation. This assessment would best help
the teacher determine the student's level of:
a. aptitude.
b. intellectual
functioning.
d. interest.
2. A high school English language arts teacher has a class
that includes several students with disabilities. The teacher consults with the
special education teacher about the most effective way to assess students'
effort, progress, and achievement. Which of the following types of assessment
is most appropriate for the special education teacher to recommend?
a. criterion-referenced
b. task
analysis
d. constructed
response
3. A special education teacher works in a self-contained
classroom with high school students with moderate intellectual disabilities. At
the close of an instructional unit on nutrition, the teacher would like to
evaluate the students' newly acquired knowledge. Which of the following methods
would be most effective for the teacher?
a. an authentic assessment requiring the students to perform a real-life activity
b. a
diagnostic instrument determining the student’s progress
c. a
benchmark assessment measuring the students' mastery of the concrete concepts
d. an
informal interview engaging the students in a one-on-one dialogue
4. Which related services providers are typically responsible
for developing strategies to help secondary students with intellectual
disabilities improve their skills in daily living and personal care?
a. social
worker
c. job coach
d. physical
therapist
5. According to research, the most favorable classroom
environment for students with emotional disturbances is characterized by
frequent:
a. reminders
about the consequences of inappropriate behavior.
b. opportunities
for independent, self-directed learning.
c. praise and positive reinforcement of desired behavior.
d. reevaluation
of class rules and expectations based on student input.
6. Several students in a high school history teacher's
classes have specific learning disabilities, sensory disabilities, or attention
disorders. The history teacher seeks advice from the special education teacher
about providing accessible instruction for students with this range of needs.
The special education teacher can best respond by encouraging the teacher to
begin by providing instruction that:
a. moves from
abstract concepts to specific, concrete examples.
b. includes multisensory and
various and repeated representations of key concepts and ideas.
c. incorporates
content and skills from multiple disciplines.
d. follows a
consistent pattern of demonstration, practice, and assessment
7. A high school history teacher is preparing an end-of-unit
essay test to assess students' understanding of the concepts taught. The
teacher could best apply the principles of universal design in this situation
by ________.
a. let
students refer to class notes and other resources during the test.
b. including
multiple-choice and short-answer questions on the test.
c. offers students various options for demonstrating what they have learned.
d. assuring
the class that any student's request for extra time on the test will be
granted.
8. A teacher wishes to use positive reinforcement to address
the frequent out-of-seat behavior of a seventh-grade student with ADHD. Which
of the following teacher actions would best serve this purpose?
a. smiling at the student when he is working at his desk
b. moving toward
the student when he starts to get up from his desk
c. ignoring
the student when he leaves his desk
d. praising
the student's classmates for remaining at their desks
9. A high school student with a learning disability finds
transitions between classes confusing. At the beginning of each class, she has
difficulty orienting to the subject and attending to the teacher's
instructions. The student frequently misses essential information and must
either ask the teacher to repeat the instructions or seek assistance from a
classmate. Which of the following would be the special education teacher's best
strategy for addressing this issue?
a. helping
the student learn how to travel between classrooms quickly and efficiently so
she will have time to adjust to each new class
b. asking
each teacher to create a printout of the day's lesson plan for the student to
refer to when entering the classroom
c. taking
steps to ensure that the student is seated next to classmates who are willing
to explain the instructions to her
10. A seventh-grade student with muscular dystrophy uses
assisted ventilation to support his breathing. While co-teaching the student's
language arts class, his special education teacher notes that some of his
classmates seem reluctant to work with him and avoid sitting near him. The
teacher suspects the classmates are uncomfortable with his breathing apparatus
and unsure how to interact with him. The special education teacher can begin to
address this situation most effectively by taking which of the following
actions?
a. sending an
informational letter about the student's disability and his breathing apparatus
to his classmates' homes
b. encouraging
the general education teacher to emphasize individual activities so the student
will not feel left out
d. reminding
classmates when the student is out of the room that they may be hurting his
feelings
11. A special education teacher wants to help a group of high
school students with moderate intellectual disabilities learn social skills
needed for successful participation in school dances and other social events.
The teacher could best begin working toward this goal by:
a. provides the students with direct instruction and practice using common social skills.
b. showing
the students a video of a social event and then having them identify the social
skills they observe in the video.
c. Led the
students in discussing their previous experiences with different social events.
d. engaging
the students in a role-play of a familiar type of social event and then having
them critique their performance.
12. Teaching a student to use manual signs or sign language to
communicate wants and needs is most appropriate when the student's disability
primarily affects his ability to:
a. control
gross-motor movements.
b. understand
basic concepts of symbolism.
d. process
auditory signals correctly.
13. An eighth-grade student receives special education
services due to a specific learning disability in reading comprehension. The
special education teacher listens as the student summarizes a passage; she has
just read in her history textbook. Which teacher responses would best support
the student's academic-language development in this situation?
a. asking the
student to provide an example of how the historical events in the passage
relate to her life
c. asking the
student probing questions to elicit her understanding of cause-and-effect
relationships
d. asking the
student to create a timeline of the historical events described in the passage
based on her summary
14. When teaching a high school student with a moderate
intellectual disability how to engage in community-based activities that
require social skills, such as eating at a restaurant, it is essential for a
special education teacher to:
a. determine
if the student has participated successfully in such activities with friends or
family.
b. observe
the student in similar school-based activities to predict actions outside of
school.
c. ensure the
student understands the consequences of misbehaving during activities in public
situations.
d. break down each activity into discrete steps and explicitly teach each step to the student.
15. A 14-year-old student with a moderate intellectual
disability attends general education classes part-time. The student has limited
social interactions with peers in this setting. She has trouble initiating such
interactions, and her classmates, while friendly toward her, tend not to
involve her in their conversations or activities. Which strategies are most
effective in fostering the student's ability to engage in social interactions
with her fellow students?
b. asking the
student's family to plan regular outings to environments, such as school
athletic events, that provide opportunities for spontaneous social interaction
c. identifying
qualified classmates who can work with the student as one-on-one tutors in
various subject areas
d. assigning
the student a full-time paraeducator to provide her with individualized
instruction in discrete social skills
16. A high school English language learner with Asperger
syndrome has an advanced level of English proficiency but has difficulty
participating in social interactions and class discussions. He has a strong
desire to speak accurate English and always carries a bilingual dictionary and
a notebook in which he writes down lists of English words and their meanings.
Which teacher strategies will likely be most effective in helping the student
improve his English communication skills?
a. providing
him with explicit instruction in English grammar patterns and conventions to
give him practice with correct English
b. encouraging
him to practice using the words in his notebook by writing sentences that
incorporate the words
d. arranging
for him to be given frequent assignments that require him to make oral
presentations in his classes
17. A high school special education teacher will conduct a
class in the learning support room with a small group of ninth graders with
mild-moderate intellectual disabilities. Which of the following would be the
best strategy for helping the students make a smooth transition into the
learning support room?
b. handing
each student upon arrival a schedule of the day's activities that shows the
amount of time allotted for each task
c. giving
tokens to the first three students who are seated quietly at their places and
ready to begin the day's work
d. posting a
list of potential consequences for failing to enter the classroom quietly and
with minimal disruption
18. When designing instruction to teach an eighth-grade
student with multiple disabilities how to purchase an item from a vending
machine, a special education teacher should first:
a. assess
whether the student is familiar with the purpose of a vending machine.
b. performs a task analysis of the basic steps of using a vending machine.
c. determine
how many sessions it will take for the student to master the use of a vending
machine.
d. compare
and contrast the features of different types of vending machines.
19. A 19-year-old student with a mild intellectual disability
leaves school every noon to go to his afternoon job at a retail store. One day
the student's supervisor reports to the special education teacher that the
student has not been completing assigned tasks and that his coworkers are
starting to complain. The special education teacher's best initial response would be to:
a. offer to
meet with the student's coworkers to explain his disability.
b. ask the supervisor to speak to the student about the problem and remind him of his responsibilities.
c. suggest
that the supervisor arrange for the student to be monitored more closely.
d. arrange to
visit the store to modify the student's job responsibilities.
20. A high school student with spina bifida has a transition
goal of living as independently as possible after leaving school. After her
transition, the student will need ongoing physical assistance in specific functional
living areas. Which of the following would be the special education teacher's
best strategy for addressing the student's transition needs in this area?
a. developing
a script for the student to follow when interviewing applicants to serve as a
personal care assistant
b. providing
local sources of potential assistance with the student's contact information
c. encouraging the student's family to seek financial assistance to hire her a home health aide
d. helping the student research what services are provided by various agencies in the community
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