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NES 601: Special Education ACCURATE
QUESTIONS AND DETAILED ANSWERS |
GUARANTEED PASS | GRADED A | LATEST
UPDATE 2025- 2026
1. Which of the following strategies would be most effective for a special educator to use in creating a motivating learning environment for students with Down syndrome? A) Planning activities that involve competition among students B) Planning activities in which students' own efforts bring them success C) Assigning extensive homework regularly D) Using mostly lectures and note-taking activities Correct Answer: B) Planning activities in which students' own efforts bring them success Rationale: Students with Down syndrome benefit from activities where their effort directly leads to success, which promotes motivation and self-esteem. 2. A special education teacher is most likely to have a positive effect on the education of students with disabilities by recognizing that: A) All students should be taught the same way B) Students’ unique strengths and needs form the basis for individualized instruction C) Group work is the only effective teaching method D) Discipline is the most important factor in learning Correct Answer: B) Students’ unique strengths and needs form the basis for individualized instruction Rationale: Effective special education requires tailoring instruction to each student’s specific abilities and needs. 3. When selecting software to supplement math instruction for students with learning disabilities in mathematics, a special educator should look for software that: A) Has colorful animations regardless of content B) Allows modification of features such as instructional level and presentation speed C) Is the most popular among students D) Requires no teacher involvement Correct Answer: B) Allows modification of features such as instructional level and presentation speed Rationale: Flexibility to adjust content to students’ needs enhances learning for students with math disabilities.
4. Which of the following behaviors best indicates that the student has begun to gain an understanding of letter-sound relationships? A) The student recites the alphabet in order B) The student writes “KR” and tells the teacher it says “car” C) The student recognizes sight words only D) The student cannot identify any letters Correct Answer: B) The student writes “KR” and tells the teacher it says “car” Rationale: This shows the student is mapping sounds to letters, an important early literacy skill. 5. A student with a mild intellectual disability (MID) can recite the alphabet and recognize all the letters individually and recognizes several sight words but does not yet understand the alphabetic principle. Which activity would best promote development in this area? A) Memorizing sight words repeatedly B) Helping the student choose pictures of favorite people or objects to create an alphabet book C) Listening to stories read aloud only D) Copying letters without sound association Correct Answer: B) Helping the student choose pictures of favorite people or objects to create an alphabet book Rationale: Linking letters to familiar objects promotes understanding of letter-sound relationships. 6. Teaching students with learning disabilities how to use concept mapping in content-area assignments would be most useful for developing which academic skill? A) Memorizing facts B) Structuring information logically C) Copying notes quickly D) Solving math problems Correct Answer: B) Structuring information logically Rationale: Concept maps help students organize and connect ideas, enhancing comprehension. 7. A student with a reading disability has trouble retaining information from content-area texts despite understanding it when reading. The special education teacher should help the student by: A) Increasing the reading speed B) Teaching comprehension strategies such as activating prior knowledge, self-questioning, and concept mapping C) Avoiding difficult texts D) Only using audio books
Correct Answer: A) Explaining the concept using familiar examples from students’ own experiences Rationale: Familiar examples make abstract concepts more accessible.
12. To help a middle school student retain new vocabulary across subjects, the most effective strategy is: A) Memorizing word lists B) Showing the student how to use a graphic organizer to link new words with known words C) Ignoring vocabulary retention issues D) Using only flashcards Correct Answer: B) Showing the student how to use a graphic organizer to link new words with known words Rationale: Graphic organizers promote deeper understanding and retention. 13. After a student successfully uses strategies to reduce negative language, the most appropriate feedback from the teacher is: A) “Try harder next time.” B) “I noticed that you remembered to take a deep breath and speak calmly to your friend when you didn’t want to play anymore.” C) “You still need to improve.” D) “Don’t speak like that.” Correct Answer: B) “I noticed that you remembered to take a deep breath and speak calmly to your friend when you didn’t want to play anymore.” Rationale: Positive, specific feedback reinforces desired behavior. 14. Which strategy best promotes an overall sense of self-confidence in middle school students with special needs? A) Providing easy tasks only B) Providing various instructional activities in which students are likely to experience success C) Ignoring student effort D) Giving strict criticism Correct Answer: B) Providing various instructional activities in which students are likely to experience success Rationale: Success experiences build self-confidence. 15. What is the most effective way to promote good manners in a kindergarten class that includes several students with disabilities? A) Punishing bad manners immediately B) Modeling good manners consistently and expecting students to do the same
C) Ignoring manners D) Only teaching manners in written form Correct Answer: B) Modeling good manners consistently and expecting students to do the same Rationale: Students learn social behaviors best through modeled behavior.
16. A third grade student with a learning disability is anxious during computer lab and asks for frequent help. Which strategy best promotes self-confidence? A) Reducing support gradually and choosing programs with instant feedback B) Giving the student constant help C) Allowing the student to skip computer lab D) Discouraging use of the computer Correct Answer: A) Reducing support gradually and choosing programs with instant feedback Rationale: Gradual fading of support encourages independence. 17. For a kindergarten student with cerebral palsy (CP) who uses a communication board, the most important additional step to ensure effective communication is: A) Keeping the board pictures unchanged throughout the year B) Ensuring pictures are updated as necessary to represent changing wants and needs C) Only using the board at home D) Not showing the board to other teachers Correct Answer: B) Ensuring pictures are updated as necessary to represent changing wants and needs Rationale: Updating ensures communication remains relevant and effective. 18. After a fifth grade student uses anger management strategies, the teacher should follow up by: A) Ignoring the incident B) Having the student evaluate how successful he was in using the strategy C) Punishing the student anyway D) Telling the student to try harder next time Correct Answer: B) Having the student evaluate how successful he was in using the strategy Rationale: Self-evaluation promotes reflection and skill improvement. 19. To promote a kindergarten student with multiple disabilities’ ability to communicate more effectively with peers, the best strategy is: A) Teaching the student only B) Teaching the whole class basic signs and integrating signs into lessons C) Using only gestures D) Not involving peers
Correct Answer: B) Breaking down the task into a series of smaller tasks Rationale: Task analysis helps students learn complex activities step-by-step.
24. Which strategy is most effective in prompting a successful transition from middle school to high school for a student with special needs? A) Providing only written information about high school B) Providing opportunities for the student to visit the high school and meet staff who will work with him C) Avoiding discussion of the transition D) Changing schools abruptly without preparation Correct Answer: B) Providing opportunities for the student to visit the high school and meet staff who will work with him Rationale: Familiarity and relationship-building reduce anxiety about transitions. 25. To increase high school students' participation in civic activities, the most effective strategy is: A) Forcing attendance at civic meetings B) Arranging for students to attend meetings and events of civic organizations that interest them C) Giving lectures about citizenship only D) Ignoring civic participation Correct Answer: B) Arranging for students to attend meetings and events of civic organizations that interest them Rationale: Engagement increases when students connect to meaningful activities. 26. When planning nutrition lessons for students with moderate intellectual disabilities, in addition to asking about food allergens, the teacher should also find out whether students: A) Like certain foods B) Have dietary restrictions due to cultural or religious beliefs C) Can cook independently D) Prefer snacks over meals Correct Answer: B) Have dietary restrictions due to cultural or religious beliefs Rationale: Respecting dietary restrictions is essential for health and cultural sensitivity. 27. To increase middle school students' knowledge of leisure activities, the teacher should: A) Assign homework on leisure activities B) Schedule time during the week to learn and practice various games and activities C) Only discuss leisure activities theoretically D) Avoid leisure activity discussions
Correct Answer: B) Schedule time during the week to learn and practice various games and activities Rationale: Active participation fosters knowledge and skills in leisure activities
28. A special education teacher has been working with a fifth-grade student on reducing the student's anger toward peers. The student knows that when he starts to become angry, he should silently count to ten and implement a learned strategy. After the student encounters such a situation, the teacher should: A) Ignore the situation B) Have the student evaluate how successful he was in using the strategy C) Punish the student if he still gets angry D) Tell the student to avoid peers Correct Answer: B) Have the student evaluate how successful he was in using the strategy Rationale: Self-evaluation helps the student reflect on their coping strategies and encourages self-monitoring and improvement. 29. A kindergarten student with multiple disabilities communicates mainly through gestures and sign language. To promote effective communication with peers, the special education teacher should: A) Teach the student only B) Teach the whole class basic signs by consistently integrating signs into lessons and activities C) Rely only on gestures and sign language for communication D) Avoid involving other students in communication training Correct Answer: B) Teach the whole class basic signs by consistently integrating signs into lessons and activities Rationale: Peer involvement increases communication opportunities and social interaction for the student. 30. A special education teacher working with an eighth-grade student with ADHD is asked by the student's social studies teacher for advice about managing distractibility during an upcoming guest lecture. The best recommendation is to: A) Ignore the issue B) Meet with the student before the lecture to explain expectations and develop strategies collaboratively C) Remove the student from the lecture D) Rely solely on medication Correct Answer: B) Meet with the student before the lecture to explain expectations and develop strategies collaboratively Rationale: Preparing the student and setting clear expectations help reduce distractibility and increase focus.
C) Limit the board’s use to the special education classroom D) Remove pictures regularly to reduce distractions Correct Answer: B) Ensure pictures are updated to reflect changing wants and needs Rationale: Updating pictures maintains communication effectiveness as the student’s needs evolve.
35. A special education teacher working with a fifth grader on anger management should follow up by: A) Ignoring the student’s emotions B) Having the student evaluate how well he used the anger management strategy C) Punishing the student for any anger D) Avoiding discussion about anger Correct Answer: B) Having the student evaluate how well he used the anger management strategy Rationale: Self-reflection promotes awareness and better coping in future situations. 36. A kindergarten student with multiple disabilities who primarily uses gestures and sign language could communicate more effectively with peers if the teacher: A) Focuses on teaching only the student B) Teaches basic signs to the whole class and integrates signs into lessons C) Discourages peers from communicating with the student D) Limits sign language to special education sessions Correct Answer: B) Teaches basic signs to the whole class and integrates signs into lessons Rationale: Inclusive communication strategies foster peer interaction and social inclusion. 37. A middle school special education teacher is consulted about an eighth grader with ADHD who may be distracted during a guest lecture. The best advice is: A) Ignore distractibility B) Meet with the student before the lecture, clarify expectations, and develop strategies together C) Keep the student out of the lecture D) Increase medication dosage without other interventions Correct Answer: B) Meet with the student before the lecture, clarify expectations, and develop strategies together Rationale: Collaboration and preparation improve student engagement and focus. 38. An elementary student with special needs struggles with transitioning between activities, needing repeated prompts. The teacher should first: A) Provide frequent visual and verbal cues about timing B) Punish the student for noncompliance
C) Avoid transitions altogether D) Reduce the number of activities Correct Answer: A) Provide frequent visual and verbal cues about timing Rationale: Cues help students anticipate changes and transition more smoothly.
39. To promote successful school-to-work transition for high school students with special needs, the most effective approach is to: A) Teach only academic content B) Provide on-the-job training opportunities while still in school C) Delay vocational training until after graduation D) Focus only on general life skills Correct Answer: B) Provide on-the-job training opportunities while still in school Rationale: Practical experience enhances employment readiness and success. 40. When teaching a middle school student with Down syndrome to make a sandwich, the most effective first step is to: A) Demonstrate the whole task at once B) Break the task into smaller, manageable steps C) Show pictures without hands-on practice D) Allow the student to watch others without guidance Correct Answer: B) Break the task into smaller, manageable steps Rationale: Task analysis helps students learn complex activities systematically. 41. To facilitate a successful transition from middle school to high school for a student with special needs, the teacher should: A) Provide opportunities to visit the high school and meet future teachers B) Avoid discussing the transition C) Give the student only written materials about high school D) Wait until the last minute to prepare the student Correct Answer: A) Provide opportunities to visit the high school and meet future teachers Rationale: Familiarity reduces anxiety and supports a smoother transition. 42. To increase high school students’ civic engagement, the most effective strategy is to: A) Force attendance at civic events B) Arrange attendance at meetings and events of organizations that interest students C) Only teach civic topics in class D) Avoid civic involvement activities Correct Answer: B) Arrange attendance at meetings and events of organizations that interest students Rationale: Meaningful participation fosters interest and involvement.
A high school student with multiple disabilities is preparing to make the transition from the school setting to adult life. Which of the following resources would typically play the most significant role in facilitating this transition? - ANSWER The state department of vocational rehab and local service agencies that provide training or direct services and support with various living arrangements. A high school senior who has a moderate intellectual disability has expressed a desire to find a job after she graduates. Her parents are concerned that she will require a great deal of assistance in preparing for and obtaining a job that gets her skills, interests, and limitations. Which of the following strategies should the special education teacher use first to assist the student in determining the type of employment most suitable for her? - ANSWER Administering a vocational assessment to better identify the student's strengths and needs in relation to various jobs. A high school student who has a learning disability and epilepsy tells her sped teacher that she occasionally has physical symptoms before experiencing a seizure. Based on this information, it would be most important for the teacher to: - ANSWER Work with the student to create strategies for the student to use to protect herself when she recognizes the physical symptoms that indicate she will soon have a seizure. A student with a learning disability in reading will be attending college in the fall. The student tells her sped teacher that she is concerned that her college classes will be too difficult. Which of the following strategies would likely be the most effective in helping this student make a successful transition? - ANSWER Discussing with the student how to self-identify at the college's office of disability services. A special education teacher in a middle school wishes to establish a token economy system with the students in his self-contained classroom. Which of the following guidelines would be most important for the teacher to follow in helping ensure this system's effectiveness? - ANSWER Provide tokens immediately after student's demonstrate a targeted behavior. A new special educator will be teaching elementary students with autism in a self-contained classroom. Which of the following guidelines would be most important for the special educator to follow in planning and managing the learning environment? - ANSWER Develop consistent predictable daily routines.
A special education teacher will be working in a self-contained classroom with elementary students. Which of the following strategies would be most effective for the teacher to use in creating classroom rules? - ANSWER Working with students to create a list of five to seven positively stated classroom rules and using modeling to teach students with behaviors reflected by these rules. A middle school student with learning disabilities and a moderate bilateral hearing loss who wears behind the ear hearing aids will be attending general education classes throughout the school day. A special educator will be serving as a consultant to the student's general education teachers. To promote the student's success in the general education setting, the special educator's first step school be: - ANSWER Ensure that the teachers understand the students communication needs and accommodations for meeting those needs. A second grade student with spastic cerebral palsy and a moderate intellectual disability will begin attending general education class for two hours twice a week. Which of the following approaches would be the most effective for a special education teacher to use in facilitating the student's integration into this new setting? - ANSWER Working with the general education teacher to modify activities so that the student can participate to the best of his ability. A special education teacher would like to create a classroom climate that fosters student's respect for diversity. Which of the following strategies would likely be the most effective for this purpose? - ANSWER Ensuring that instructional materials reflect the diversity of students. An elementary school special education teacher routinely assigns jobs to students in his selfcontained class. This practice would be especially effective for helping the students: - ANSWER Develop a sense of responsibility as members of the classroom community. A special education teacher has noticed an increase in verbal arguments between two middle school students in his self contained class. The teacher is concerned that the students' arguments will escalate into physical altercation. Which of the following steps should the teacher take first in an effort to prevent this behavior from escalating? - ANSWER Meet with the students to discuss why they have been arguing and discuss possible solutions.
Emotional Impairments - ANSWER Typically, children who are identified as having emotional impairments show behaviors or emotions that are not appropriate for setting. Often they have trouble making friends, working in groups, and maintaining personal relationships. Anxiety Disorders - ANSWER Characterized by excessive fears or worry. Phobias, separation anxiety, and obsessive-compulsive disorder. Mood Disorders - ANSWER Including depression and bipolar disorder (i.e., swings between elevated or manic mood and depression). Students who are depressed may cry often, lose motivation for things that were once enjoyable, lose weight and disregard hygiene, or have suicidal thoughts. Oppositional Defiant Disorder - ANSWER Students show hostile and defiant behaviors, including temper tantrums, arguments, and irritability. Conduct Disorders - ANSWER Students consistently engage in antisocial behaviors that interfere with others. Attention Disorders - ANSWER Students with attention deficit/hyperactivity disorder (ADHD) are more easily distracted and divide their attention between multiple stimuli instead of staying on task when compared to others at the same developmental level. Autism Spectrum Disorders (ASD) - ANSWER Range from mile to severe based on the degree to which they show characteristics. Atypical Language Development and Communication Delays - ANSWER Many never learn to communicate successfully using spoken language. Some engage in echolalia, repeating pars of a sentence they just hear. Many show limited eye contact or extreme focus or interest in one topic or conversation. Students with ASD often have difficulty understanding figurative language and humor.
Atypical Social Development - ANSWER Students with autism do not seem to recognize or respond to others' emotions, social cues, and nonverbal signals. Many do not interact with others during play and/or do not engage in reciprocal interactions. Repetitive Behavior, Including Movement and Verbalizations - ANSWER Tics (physical) and obsessions (attention) are common. Undesirable Behaviors - ANSWER Some children with autism are aggressive toward others or engage in repetitive self-injurious behaviors. Need for Predictability - ANSWER Many students with autism gain security from environmental structure and experience anxiety in unfamiliar situations. Some focus intensely on adherence to routines and become upset if things are out of place or sequence. Sensory and Movement Disorders - ANSWER Some children are over-responsive to sensory stimuli, whereas others are under-responsive, some show atypical movement of the head, trunk, and limbs; clumsiness or posture; or an awkward (i.e., not smooth) gait. Intellectual Disabilties - ANSWER Although students with autism spectrum disorders may have very high intelligence or low intelligence, more than half also have an intellectual disability. Sensory Disorders - ANSWER Hearing and visual impairments are the two most common sensory disorders that special education teachers encounter. Hearing Loss - ANSWER Students who are deaf or hard of hearing often experience language delays, particularly if their hearing loss goes undetected. Visual Impairments - ANSWER Individuals are considered totally blind if they cannot receive any meaningful visual input. They rely on input from other senses. Physical Disabilities and Health Impairments - ANSWER May be caused by congenital anomaly, disease, or injury such as fractures, burns, or loss of a limb.
The Family's Role - ANSWER Parents/guardians wear many hats raising children with disabilitiesthey are caregivers, providers,teachers, counselors, behaviors support specialist, parents of other children without disabilities, marriage partners, information specialist/trainers of significant other family members and advocates. Role of the Parent - ANSWER Providing transportation to school, activities, medical care, and other locations Learning about the focus of the child's school program and reinforcing those learning and behavior efforts in the home Implementing interventions if necessary, such as behavior management Teaching their children social skills so that they interact successfully with others Helping their children to develop a circle of friends or peer network to increase social acceptance Encouraging and scaffolding their children to become independent and self-determined Providing support for successful completion of homework Attending school activities, conferences, and IEP meetings Monitoring appropriate placement and programming by the school Providing information about their child that the school may not know, to help set appropriate and reachable goals on the IEP Helping their other children to understand the special needs of the child with a disability and to be empathetic and supportive siblings
Serving as advocates for their children and for other families who live with disabilities Special Educators can Support Families in these roles: - ANSWER Promoting partnerships between school and home Encouraging open communication about the student's strengths and needs, both within the family and with educators Helping the student work toward skills that increase independence and helping the families learn ways to encourage those skills at home Setting up social/emotional support networks for families and/or students Identifying or recommending respite care or other professional support, if necessary Participating in IEP planning and follow-up meetings Introducing parents to national networks such as the Parent Training and Information Centers or the Community Parent Resource Centers supported by the U.S. Department of Education Organizing training sessions for parents/guardians with similar concerns and needs The Community's Role in Supporting Students with Disabilities: - ANSWER Support students with disabilities through physical, social services, and training supports. Providing for physical supports, such as modified walkways or ramps. Providing access to public areas such as restrooms, voting booths, and government offices. Implication for Education and Learning: - ANSWER Students with disabilities show characteristic patterns of behavior that can affect their learning and development. Special educators should recognize.
