PROFESSIONAL EDUCATION REVIEWER SPECIAL PART III

THE NEW CURRICULUM REVIEWER

1. Which of the following high school students with disabilities is likely to have the most significant difficulty with reading comprehension?

a. a student with a language impairment who has good social communication skills but significant deficits in the areas of morphology, syntax, and semantics

b. a student with Asperger syndrome who has above-average intelligence but impaired language skills in the area of pragmatics

c. a student with a communication disorder who has good receptive language skills but uses a communication board to produce speech

d. a student with cerebral palsy who has average intelligence but great difficulty grasping and manipulating books

2. An eleventh-grade student with dyslexia has received intensive reading interventions and is progressing well toward achieving some grade-level goals. However, she continues to be uninterested and unmotivated to read voluntarily and has limited exposure to quality adolescent fiction and grade-level vocabulary. Which strategies will likely be most effective in addressing the student's demonstrated needs?

a. locating free secondhand books to give her to use for independent reading at home

b. arranging for her to attend a presentation by the school's library media specialist about various resources available in the library

c. partnering her with a peer who is an advanced reader to complete reading assignments

d. providing her with age-appropriate pocket-sized digital audiobooks on themes of interest to her that she can listen to using headphones

3. A high school history teacher consults with the school's special education teacher about strategies for addressing the reading needs of several students with learning disabilities in her history classes. The special education teacher suggests that she teach the students a particular note-taking strategy to use with class reading assignments. The special education teacher then explains and models the note-taking process for her. Which additional steps would best promote the history teacher's success in teaching the technique to students?

a. recommending that she reflect daily in a teaching journal on the effectiveness of the strategy

b. providing her with support and feedback as she implements the strategy in the classroom

c. encouraging her to apply the strategy to her independent reading before implementing it with students

d. giving her articles that provide research-based documentation on the validity of the strategy

4.  A special education teacher is working on basic literacy skills with an eleventh grader with a mild intellectual disability who has limited phonemic-awareness skills in English and her home language. Which of the following considerations would be most important for the teacher to consider when planning phonemic-awareness instruction for the student?

a. The student needs to achieve a high level of English proficiency before developing phonemic awareness in English.

b.  The student will be able to develop phonemic awareness in English once she has fully developed phonemic awareness in her home language.

c.  The student may be able to draw on her knowledge of the home language to facilitate her English literacy development.

d.  The student will likely have difficulty distinguishing English sounds that do not exist in her home language.

5. A seventh-grade student with a learning disability makes many spelling errors in writing. Which of the following interventions is likely to effectively address this student's spelling needs?

a.  prompting the student to visualize and then spell aloud the letters in a word

b. supporting the student's broad reading of a variety of texts written at the student's independent reading level

c.  giving the student detailed corrective feedback on each misspelled word

d. providing the student with explicit instruction in phonics and syllabication skills

6. Which of the following areas of reading development is considered an essential component of effective reading instruction for both beginning and older struggling readers?

a.  vocabulary development

b. literary analysis

c. academic-language development

d. research skills

7. A special education teacher meets with two ninth-grade students with reading disabilities. Their science class is about to begin a unit on weather, and the students will soon start reading a new chapter in their textbook. The special education teacher wants to help the students understand the chapter. Which of the following would be the best initial activity for this purpose?

a. talking with the students about their relevant background knowledge and experiences

b. helping the students create a glossary of the terms they are likely to encounter as they read

c. having the students locate and bookmark Web sites that may be useful

d. reviewing with the student typical ways in which science texts organize and present information

8. Wide and varied independent reading promotes adolescents' reading achievement primarily by:

a.  enhancing their vocabulary knowledge and academic language.

b. increasing their motivation to perform well in class and on assessments.

c.  facilitating their use of a variety of comprehension strategies and skills.

d. developing their awareness of differences between oral and written language.

9. A special education teacher is helping ninth-grade students with disabilities who are struggling readers prepare for a biology lesson on invertebrates. The teacher introduces vital vocabulary words (e.g., echinoderm, arthropod, mollusk) and explains the meaning of each word. Which of the following steps would be most effective for the teacher to take next to develop the student’s understanding of the words?

a. asking the students to look up the definitions of the words in a dictionary

b. prompting the students to practice pronouncing and spelling the words

c. having the students locate the words in a science text that contains them

d. providing the students with examples and non-examples of each word

10. An eleventh-grade student with a specific learning disability in basic reading skills has good listening comprehension skills but has extreme difficulty decoding printed text, which impairs his reading comprehension. Providing the student with access to and instruction in which of the following types of assistive technology is likely to best address his academic learning needs?

a. captioned/subtitled media

b. text-to-speech software

c. variable speed recording

d. voice recognition software

11. A tenth-grade student with ADHD has difficulty organizing her ideas in writing. Which interventions will likely be most effective in improving students’ writing skills?

a. providing the student with opportunities to discuss her ideas with a teacher or peers to help her clarify and elaborate her thoughts

b. engaging the student in prewriting activities in which she brainstorms lists of words and phrases related to the topic of a writing assignment

c. teaching the student how to use concept mapping that allows her to represent and manipulate her ideas visually

d. having the student free write in a journal about her ideas on the topic of a writing assignment before beginning to write

12. An eighth-grade student with a specific learning disability in reading has developed decoding skills but has difficulty comprehending what she reads because her task is slow and laborious. The student will likely benefit most from a reading intervention designed to improve her skills in which of the following areas?

a.  automaticity in word recognition

b. higher-order thinking skills

c.  accuracy in word identification

d. phonemic-awareness skills

13. A special education teacher uses a reciprocal teaching approach with a small group of struggling readers. The teacher begins by leading a dialogue about the content of a given text and modeling four reading strategies: making predictions, generating questions, clarifying meaning, and summarizing information. Over time, as the students become familiar with this approach, the teacher has them take over leadership of the discussions. This approach illustrates which of the following elements of effective reading instruction?

a.  promoting habits of wide and varied independent reading

b. connecting reading to individual students' daily lives

c.  encouraging self-assessment of one's reading progress

d. scaffolding students' development of reading skills

14. A ninth-grade student receives special education services due to learning disabilities. In geography class, the student has difficulty locating geographic formations on maps. His special education teacher plans an activity during which the student will identify the Allegheny Mountains on a map of Pennsylvania. First, the teacher cues the student to find the Allegheny Mountains on the map. Then the teacher waits ten seconds for him to respond. When he does not, the teacher describes how to find the Allegheny Mountains on the map. When the student still does not respond, which of the following prompts should the teacher use next?

a. pointing to the Allegheny Mountains on the map

b. physically guiding the student through finding the Allegheny Mountains on the map

c. giving the student a checklist of steps for finding the Allegheny Mountains on the map

d. modeling finding the Allegheny Mountains on the map

15. According to recent research, peer tutoring of secondary students with mild intellectual disabilities is most effective when peer tutors participate in which of the following activities before they begin tutoring?

a.  observing experienced peer tutors as they work with students

b. discussing their expectations and concerns with a teacher

c.  receiving training from a teacher in explicit instructional strategies

d. learning about the causes and effects of mild intellectual disabilities

16. A ninth-grade student with ADHD generally comprehends content while reading his content-area textbooks but has significant difficulty retaining and retrieving information after reading. The student would likely benefit most from instruction in which of the following strategies?

a. recognizing the organizational structure of a text

b. asking himself questions about what he has read

c. using context clues to determine word meanings

d. frequently pauses to paraphrase what he has read

17. In preparation for an upcoming statewide standards-based assessment, a special education teacher provides direct instruction in test-taking strategies to a small group of students with specific learning disabilities. Which instructional activities would most effectively help the students build confidence and fluency in the test-taking methods they have learned?

a. providing the students with several tasks and materials that gradually increase in difficulty to practice applying the strategies

b. offering a reward to the student whose score on the standards-based assessment shows the most significant improvement

c. encouraging the students to use the strategies on tests and quizzes in their general education classes

d. creating acronyms that will help the students recall critical elements of each strategy

18. A special education teacher works with seventh- and eighth-grade students on money-handling skills such as counting money and making changes for given amounts of money. Which teaching strategies effectively enable students to understand and apply these math skills?

a. having students play board games regularly that require them to use money-handling skills

b. arranging for students to run a mini-business where teachers and staff can purchase items from the students, requiring them to handle real money

c. bringing in various containers with a mixture of coins and bills and asking the students to separate the different coins and bills

d. designing class and homework sheets that require students to add sums of various coins and determine the correct change to purchase a given item

19. A special education teacher has been teaching learning strategies to a tenth-grade student with a learning disability. The teacher could best facilitate the student's generalization of these strategies to her content-area assignments by:

a. developing a series of fill-in-the-blank and matching exercises that ask the student to link a type of assignment with an appropriate learning strategy.

b. asking the student to start each new content-area assignment by identifying the learning strategy that would be most effective to use.

c. develop a notebook for the student that contains examples of content-area assignments annotated with appropriate learning strategies.

d. asking the student's content-area teachers to include students' use of learning strategies as one of their standard grading criteria.

20. An eighth grader with a learning disability has mathematical reasoning and problem-solving difficulty. He receives instruction from the special education teacher for 30 minutes each school day to address this need. Which strategies for closing each session would best support the student's development of the targeted skills?

a.  having the student verbalize the concepts he has learned during the session

b. assigning the student a problem like those presented in the session to solve for homework

c.  giving the student a brief multiple-choice quiz on the material covered in the session

d. providing the student with a copy of the lesson plan the teacher followed during the session

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PROFESSIONAL EDUCATION REVIEWER SPECIAL PART II

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.

c. adaptive behavior.

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

c.  working portfolio

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

b. occupational therapist

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

d. working with teachers to establish a set of consistent cues to help the student become focused when the day's activities are being introduced

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

c. assisting the student in explaining to his classmates the purpose of the breathing apparatus and how it works

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.

c.  produce oral language.

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

b. asking the student follow-up questions that require her to clarify or elaborate on certain statements

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?

a. arranging for selected peers to participate regularly with the student in leisure activities, such as board games and art projects

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

c. engaging him in role-play activities that prompt him to practice using English spontaneously for a variety of purposes

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?

a. establishing a routine in which the students have a specific sequence of steps to follow as they enter

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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