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FTCE ESE Certification Practice Questions and Answers (Verified)
1. Level 1
: Regular classroom, including students with disabilities able to learn with regular class accommodations, with or without medical and counseling services
2. Level 2
: Regular classroom with supportive services (consultation, inclusion)
3. Level 3
: Regular class with part-time special class ( itinerant services, resource room)
4. Level 4
: Full-time special class (special schools)
5. Level 5
: Special Stations (special schools)
6. Level 6
: Homebound
7. Level 7
: Residential (hospital, institution)
8. Diana v. The State Board of Education (1970)
: A ruling pertaining to the use of evaluation procedures later consolidated in Public Law 94-142 resulted form which court case listed?
9. The Individuals with Disabilities Education Act (IDEA) was signed into law in and later
reauthorized through a second revision in what years ?: - 1990-
10. How was the training of special education teachers changed by the No Child Left Behind Act of
?: If a special education teacher is teaching a core subject, he or she must meet the standard of highly- qualified teacher in that subject
16. Effective transition was included in
: Public law 101-476 and President Bush's 1990 State of the Union Message
17. Free Appropriate Public Education (FAPE): 1.Public expenditure and stan- dard to the state
educational agency. 2. provided conformity with each student's in- dividualized education program, if the program is developed to meet requirements of the law 3. Including preschool, elementary, and/or secondary education in the state involved.
18. Which of the following must be provided in a written notice to parents when proposing a
child's educational placement: A list parental due process safeguards
19. Zero rejects requires all children with disabilities be provided with what?-
: Free, appropriate public education
20. Mild Level of Severity: Students who receive special services in a regular classroom with
consultation generally have academic and/or social-interpersonal performance deficits at which level of severity
21. The greatest number of students receiving special services is enrolled primarily in: regular
classroom
22. Institutional setting: the most restrictive environment in which an individual might be placed and
receive instruction
23. The law affects required components of the IEP; elements required by the IEP and the law
are: 1. present level of academic and functional per- formance;statement of how the disability affects the student's involvement and progress; evaluation criteria and timeliness for instructional objective achievement; modifications of accommodations 2. projected dates for service initiation with anticipated frequency, location and duration; statement when parent will be notified; statement of annual goals 3. extent to which child will not participate in regular education program; transitional needs for students at 14 and above
24. In order to be eligible for IDEA a student: must have a disability that fits into one of the categories
listed in the law
25. Changes in requirements for Current Level of performance require: a student voice in each
present level of perfomance
28. The definition for Other Health Impaired (OHI) in IDEA: Is the definition that accepts heart
conditions
29. Which is an educational characteristic common to students with mild intellectual learning and
behavioral disabilities: require modification in class- room instruction
30. Characteristics of students with learning disabilities include: a discrepan- cy between
achievement and potential
31. Some of the characteristics of persons with learning disabilities are: 1. Hyperactivity: a rare of
motor activity higher than normal 2. Preceptual difficulties: visual, auditory, and haptic perceptual problems
- Perceptual-motor impairments: poor integration of visual and motor systems, often affecting fine motor coordina- tion 4. Disorders of memory and thinking; memory deficits, trouble with problem solving, concept formation and association, poor awareness of own metacognitive skills 5.Impulsiveness; acts before considering consequences, poor impulse con- trol, often followed by remorselessness 6. Academic problems in reading, math, writing or spelling; significant discrepancies in ability levels
32. Characteristics of individuals with mental retardation or intellectual dis- abilities: 1.IQ of 70 or
below 2. Limited cognitive ability; delayed academic achievement, particularly in language-related subjects
- Deficits in memory, which often relate to poor initial perception, or inability to apply stored information to relevant strategies
- Impaired formulation of learning strategies 5. Difficulty in attending to relevant aspects of stimuli; slowness in reaction time or in employing alternate strategies 6. Deficits in many adaptive behavior skills.
33. Children with emotional/behavioral disorder: 1. display poor social skills 2.are poor academic
achievers 3.Immaturity; attention seeking 4. average or above average scores on intelligence test 5. unsatisfactory interpersonal skills 6 aggressive, acting out behavior
34. Mild emotional behavioral disorder can be described as: attention seeking
35. Autism: Separate exceptionality category in IDEA
36. Autism defined: 1. Absent or distorted relationship with people inability to relate with people except as
objects 2. Extreme or peculiar problems in commu- nication absence of verbal language or language that is
not functional such a echolalia, misuse of pronouns, neologism made up meaning, talks that bears little or no resemblance to reality 3. self stimulation repetitive stereotyped behavior that seems to have now purpose other than providing sensory stimulation (flapping
