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NES 601 Special Education ALL VERSIONS
2025 | LATEST AND ACCURATE REAL EXAM
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Which of the following behaviors best indicates that the student has begun to gain an understanding of letter-sound relationships? A. A student writes HWG and tells the teacher it says "dragon." B. A student writes T when the teacher asks her to write the letter "T." C. A student writes KR and tells the teacher that it says "car." D. A student named Lucy writes LUCY on a painting she has just finished.
- ANSWER Answer: C In this scenario, the student demonstrates understanding of the first and last sounds in the word "car." Even though the student does not spell the word correctly, the student does realize that "car" begins with a /k/ sounds and ends with an /r/ sound. A student with a mild intellectual disability can recite the alphabet and recognize all the letters individually. The student also recognizes several sight words. However, the student does not yet understand the alphabetic principle. Which of the following activities would best promote the student's development in this area? A. Helping the student choose pictures of favorite people or objects to create an alphabet book. B. Having the student name the letters in familiar sight words in order from left to right. C. Involving the student in a variety of gross- and fine-motor activities that reinforce letter shapes. D. Asking the student to arrange scrambled sets of letters into alphabetical order. - ANSWER Answer: A
Having the student create an alphabet book in which the student selects people or objects to represent the beginning sound of each letter will help the student begin to make these associations. Teaching students with learning disabilities how to use concept mapping in content-area assignments would be most useful for developing which of the following academic skills? A. Attending to specific details. B. Distinguishing fact from opinion. C. Adjusting reading rate. D. Structuring information logically
. - ANSWER Answer: D Concept mapping is a strategy that provides students with a visual and logical way to organize information. Concept mapping also allows students to better understand relationships between concepts. A student with a reading disability has trouble retaining information from content-area texts. He tells his SPED teacher that even though he understands the content when he is reading, he often has difficulty recalling or explaining it afterward. The SPED teacher should help the student by: A. Advising him to explain the situation to his teachers and ask them to take this issue into account when grading his work. B. Suggesting that he create a study schedule that includes time for multiple readings of content-area material. C. Teaching him to use comprehension strategies such as activating prior knowledge, selfquestioning, and concept mapping. D. Encouraging him to come to the resource room whenever he is working on content-area reading assignments. - ANSWER Answer: C The student appears to have difficulty with working memory and metacognition. The SPED teacher should teach the student specific strategies to use when reading content-area texts. A 4th grade student has a perceptual deficit that interferes with her ability to track as she reads.
A SPED teacher in a middle school resource room works with a student who has an emotional impairment. The student enjoys writing, and the SPED teacher wants to help the student create a showcase portfolio of the best writing from her English language arts class. The student will collaborate with the SPED teacher to decide with pieces should be placed in the portfolio. The SPED teacher could best use this process as an opportunity to promote the student's selfassessment skills by: A. Requiring that the student reread pieces that have received high grades before adding them to the portfolio. B. Asking the student to explain why particular pieces deserve to be included in the portfolio. C. Making an initial selection of pieces and asking the student to choose the portfolio pieces from that group. D. Pointing out revisions that the student needs to make before a piece can be added to the portfolio.
- ANSWER Answer: B This response is the only one in which the student, rather than the teacher, is the individual analyzing the pieces selected for the portfolio. A SPED teacher works twice a week with a small group of students with learning disabilities. The teacher wants to promote the students' understanding of concepts that apply across subject areas. Which of the following would be the teacher's best approach for introducing such a concept? A. Explaining the concept using familiar examples from the student's own experiences. B. Setting up learning centers with exploratory activities that encourage the students to infer the concept. C. Creating hypothetical examples to illustrate the concept and then eliciting examples from the students. D. Administering fill-in-the-blank and short-answer exercises to teach the students conceptrelated vocabulary. - ANSWER Answer: A When a teacher encourages students to think about how a new concept, especially a concept that is universal across a variety of subject areas, might apply to a familiar, personal experience, students will be more likely to understand that concept.
A SPED teacher in a middle school resource room is working with a student who is having difficulty retaining new vocabulary words in various subjects. Which of the following strategies would likely be the most effective for the teacher to use in this situation? A. Encouraging the student to spell aloud each new vocabulary word five times. B. Showing the student how to use a graphic organizer to link each new vocabulary word with known words. C. Asking the student to write each new vocabulary word 10 times using various writing instruments. D. Providing the student with examples of each new vocabulary word written in a sentence. - ANSWER Answer: B Research has shown that when students connect new vocabulary with familiar words, they are more apt to remember the new definitions. A graphic organizer also provides visual cues to further assist students' retention of new words. 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? A. Administering a vocational assessment to better identify the student's strengths and needs in relation to various jobs. B. Establishing a peer support group for the student and facilitating discussions about the transition to the workplace. C. Teaching the student how to scan the help wanted ads in the local newspaper and how to reply to an ad of interest to her.
- ANSWER Answer: A Vocational assessments are typically used to provide information about an individual's strengths, needs, aptitudes, work habits and behaviors, and need for accommodations and modifications. 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: A. Obtain at-home services for the student through a Section 504 Plan for times when she believes a seizure may soon occur.
C. Offers the student an unlimited number of attempts to solve a given problem. D. Provides an alternative instructional approach to the one used by the teacher.
- ANSWER Answer: B When selecting educational software to supplement instruction in mathematics, it would be most important for a SPED teacher to find software that is versatile so that it may be used with several different students, each of whom may have different needs. According to the individuals with disabilities improvement act (IDEA) the parents/guardians of a school age child with an identifies disability have the right to: A. Select the members of their child's IEP team. B. Have their child excused from taking state-mandated achievement tests. C. Participate in the development of their child's IEP. D. Choose the instructional approaches and materials that will be used with their child. - ANSWER Answer: C The IDEA provides various safeguards for the parents/guardians of students with disabilities and one of them is the right to participate in the development of their child's IEP. To be identified as having an intellectual disability, a child must exhibit significantly belowaverage cognitive functioning during development as well as: A. Discrepancies between ability and achievement. B. Poor fine-motor skills. C. Deficits in two or more adaptive behaviors. D. Limited motivation for school-related activities. - ANSWER Answer: C The classification of intellectual disability includes demonstrating significantly below-average cognitive functioning during development along with at least two deficits in adaptive behavior. Which of the following has been a recent trend regarding the education of children with autism spectrum disorder (ASD)? A. Early identification and intervention.
B. Prevocational and vocational training. C. Emphasis on providing occupational and physical therapy services. D. Placement in residential schools or special day programs. - ANSWER Answer: A Experts who specialize in the diagnosis and treatment of individuals with ASD believe that the earlier a child is diagnosed and begins receiving SPED and related services, the more likely he or she will respond to approaches and interventions used during such services. The IEP for a student with multiple disabilities includes services from four different therapists, daily nursing care, and one on one paraprofessional. School administrators state that they do not have enough funds to provide the services outlined in the student's IEP. Which of the following best describes the school districts legal obligation in this case? A. Providing at least half of the services immediately and adding services as funds become available. B. Meeting all of the requirements of the IEP regardless of the cost. C. Arranging for the student to receive services in another school district. D. Modifying the IEP to include only those services that the district is able to provide. - ANSWER Answer: B A student's IEP is a legal document which, in part, details services to be provided to a student with special needs. Once all stakeholders have signed a student's IEP, the school district is obligated to meet the specifications within the IEP regardless of the expense. A community based psychologist contacts a middle school students' special educator and requests access to the student's school records. Which of the following steps should the teacher take before granting access to these records? A. Arrange for the school psychologist to meet with the student's psychologist to review the records. B. Notify the SPED director of the request. C. Obtain written permission from the student's parents. D. Photocopy the records and remove any identifying information from the photocopies. - ANSWER Answer: C
C. The development of noncategorical service delivery models. D. The potential for bias in the assessment process. - ANSWER Answer: D Historically, the potential for bias in the assessment process has been shown to be the most significant factor in the overrepresentation of students from some culturally and linguistically diverse backgrounds within special education programs. A manifestation determination hearing is taking place to decide whether a high school student with a disability should be suspended after hitting another student during gym class. According to federal law, which of the following must be considered during this hearing? A. Whether the student's disability played a role in the incident. B. Whether the student has been suspended previously. C. Whether the student was provoked during the incident. D. Whether the student's parents support suspension. - ANSWER Answer: A A manifestation determination hearing occurs when a possible disciplinary action could change the placement of a student with a disability. In this scenario, the IEP team must determine whether the hitting incident is a manifestation of the student's disability. During the hearing, the IEP team must review all relevant information and the possible relationship between the student's disability and the behavior. Which of the following actions by a special educator would be considered a violation of a student's confidentiality rights under FERPA? A. Telephoning the parents of one of his elementary students to discuss an angry comment the student made to a classmate. B. Leaving a copy of a student's IEP in plain view on her desk during class. C. Making anecdotal notes about each student he works with and keeping these notes in a private classroom file. D. Meeting individually with one of her student's general education teachers to discuss the student's progress toward IEP goals. - ANSWER Answer: B Under FERPA, an individual student's records, including the student's IEP, are confidential. These records should be stored in a proper manner to protect the student's rights to confidentiality.
Response to intervention RTI is a current trend in the identification of which of the following types of disabilities? A. Intellectual Disabilities B. Emotional Impairments C. Autism Spectrum Disorders D. Learning Disabilities - ANSWER Answer: D RTI is a tiered process that helps with the early identification of students who are struggling so that they can receive appropriate intervention before they fall far behind their classmates. As a result, RTI helps minimize the number of students who are identified as having learning disabilities. Which of the following describes the greatest effect that word-prediction and voice-activated software have had on the education of students with physical and/or sensory disabilities? A. Helping students become more independent as learners. B. Fostering student's social skills during peer interactions. C. Influencing students to enter vocational training programs. D. Improving students' attention during whole-class lectures and discussions. - ANSWER Answer: A Word-prediction and voice-activated software are helpful tools for students with physical and/or sensory disabilities because they require fewer or no keystrokes compared with conventional software. Both word-prediction and voice-activated software enable students to work independently rather than rely on support from others. In general, which of the following would be the most effective way for an elementary school SPED teacher to establish regular communication with each students' parents/guardians? A. Making a weekly phone call to each student's parents/guardians to discuss any difficulties the student experienced during the course of the week. B. Establishing a policy of being available for conferences before and after school and posting a sign-up sheet for parents/guardians. C. Creating a weekly newsletter for parents/guardians that highlights activities within individual classrooms as well as schoolwide events.
A SPED teacher needs to learn more about the universal precautions to use in the classroom to avoid blood-borne infections. Which of the following organizations would be the most appropriate resource for this type of information? A. Council for Exceptional Children (CEC). B. National Clearinghouse for Professions in Special Education (NCPSE). C. Occupational Safety and Health Administration (OSHA). D. National Dissemination Center for Children with Disabilities (NICHCY) - ANSWER Answer: C In this scenario, the SPED teacher needs specific information about universal precautions for blood-borne infections. The OSHA would be an appropriate resource because it publishes a number of brochures and fact sheets regarding safety and health hazards. Which of the following strategies would provide a SPED educator with the most objective method for analyzing his or her instructional effectiveness? A. Comparing students' grades from one marking period to the next. B. Videotaping a lesson and critiquing it using a checklist. C. Collaborating with a peer to teach a lesson. D. Reviewing lesson plans from previous school years. - ANSWER Answer: B The most objective method for a teacher to use in analyzing his or her instructional effectiveness would be to videotape a lesson and then use a checklist to evaluate the instructional strengths and weaknesses in the lesson. The checklist will allow the teacher to step back and objectively critique the lesson. Which of the following strategies would likely be the most effective for helping a special educator evaluate his or her own long term professional growth? A. Maintaining a record of all continuing education courses attended (e.g., in-service training, administrative meetings, professional seminars). B. Creating a checklist for students to complete at the end of the school year to provide feedback on their learning experience. C. Reviewing all of the students' IEP goals to determine how many were achieved during the school year.
D. Maintaining a teaching portfolio (e.g., samples of student work, administrative observations, self-reflection). - ANSWER Answer: D Maintaining a portfolio would provide the educator with the most comprehensive method of gathering information to evaluate professional growth. A SPED educator teaches in a self-contained class for students with multiple disabilities. Several students receive pull out instruction from a speech language pathologist. In order to integrate students' speech and language goals into their regular and extended curricula, the special educator should ask the SLP which of the following questions? A. "What are the specific skills that you are working on with each student?" B. "Which students are making the most progress toward their individual goals?" C. "Which types of evaluation methods do you use regularly with students?" D. "What resources do you use to create activities for the students that address their goals?" - ANSWER Answer: A In this scenario, the SPED teacher wishes to integrate students' speech-language skills into the regular and extended curricula. In order to do so, the teacher should first ask the SLP for information about skills the students are working on during pull-out sessions with the SLP. Which of the following activities would likely be the most effective for helping SPED teachers begin to identify their own cultural biases? A. Researching current studies on educational diversity. B. Reading a novel about a family with origins outside the United States. C. Taking a course to learn another language. D. Tracing their own backgrounds, values, and traditions. - ANSWER Answer: D One way to prevent cultural bias is for SPED educators to take professional responsibility for examining their own heritage and how it influences their decisions and perceptions about students. A middle school SPED teacher in a self contained classroom is assigned a paraprofessional. The most effective way for the teacher to collaborate with the para in meeting the students' learning needs is to:
B. Prepare worksheets that accommodate each student's individual learning needs. C. Create supplemental lessons to address the individual learning needs of each student. D. Select specific students to work in pairs or small groups to complete each of the activities. - ANSWER Answer: A In this scenario, a special educator collaborates with a GENED mathematics teacher to create instructional activities for a math unit. In order to make accommodations and modifications for the students with learning disabilities, the teachers should first determine which parts of the activities are likely to be problematic for the students. Once the problematic areas have been identified, the special educator can then suggest appropriate accommodations and modifications. Which of the following describes atypical development for a first-grade student? A. Frequent changes in the friend group. B. Recurring fear and crying when dropped off at school by a parent. C. Challenging rules, such as the established bedtime. D. A desire to do many things independently. - ANSWER Answer: B Most typically developing first graders will be able to separate easily from a parent at a familiar place, such as school. In what grade do most typically developing children form an understanding of the difference between reality and make-believe? A. Preschool (Age 3) B. Prekindergarten (Age 4) C. Kindergarten (Age 5) D. First Grade (Age 6) - ANSWER Answer: C Typically developing kindergartners generally develop an understanding of the difference between reality and make-believe. Tristan is a third grader who's struggling with identification of sight words and letter-sound correspondence. What can be said about Tristan?
A. His cognitive development is typical of his age and grade. B. He is ready to begin the transition from learning to read to reading to learn. C. He could benefit from further practice on distinguishing cause-and-effect relationships. D. He could be targeted for interventions as his development is atypical. - ANSWER Answer: D By third grade, Tristan should definitely have mastered letter-sound-correspondence and recognition of most sight words. Mrs. Howard gives a math activity to her pre-k class in which she asks them to write the different addition equations that lead to an answer of ten (Ex: 9+1, 8+2, etc). What will be the likely result? A. Most students in this class will not be able to complete this activity as it is not developmentally appropriate. B. Assessment tool to enable a screen for developmental delays. C. Typically developing children will be able to complete this activity independently. D. " with some scaffolding. - ANSWER Answer: A This is more appropriate for an elementary school class, not a prekindergarten class. Marcus' a 1st grader in Mrs. Hyatt's class who very rarely speaks. She notices that he's unable to answer the following question: "When's your birthday?" What would her most likely reaction be? A. She would not be concerned since a 1st grader wouldn't be expected to know this answer. B. She would likely be concerned about a possible speech or language problem. C. She would assume his family doesn't celebrate birthdays. D. She would have concerns about a possible emotional disturbance. - ANSWER Answer: B Marcus's inability to respond to a simple "when" question and his uncommunicativeness are concerning and might indicate a speech or language problem. Zack, a 2nd grader, is overhead by his teacher using a mildly profane word. What would be her best response? A. To call his parents to express concern that he likely had an emotional disturbance.
D. John Watson - ANSWER Answer: D John Watson was a behaviorist. He is often considered to be the one who coined the term behaviorism. A kindergarten teacher notices that after one of the students in the class begins wearing the macaroni necklace she made in art class on her head, several other students also put their necklaces on their heads. Which learning theory might be observed in action? A. Social Learning Theory B. The Sensorimotor Stage C. Operant Conditioning D. The Cognitive Theory of Development - ANSWER Answer: A Bandura's social learning theory suggests that children learn by observing and imitating the behavior of those around them. One of the criticisms of behaviorism is that... A. It lacks any empirical evidence. B. It fails to account for both positive and negative behaviors. C. It does not explain change over time. D. It does not make any distinction between humans and animals. - ANSWER Answer: D True behaviorists are often criticized for lumping humans and animals together as having identical responses to stimuli. Mrs. Reyes gives a piece of candy to each student who scores 100 percent on the weekly spelling test. What's this an example of? A. Intrinsic Motivation B. Extrinsic Motivation C. Attribution Theory D. Self-Determination Theory - ANSWER Answer: B Giving students rewards, like candy, is an example of extrinsic motivation.
Rebecca's a 6th grader who works very hard in school and maintains good grades. She begun to socialize with a new group of friends, joins them as they throw food in the lunch room (detention). What can be said about Rebecca? A. Needs retraining to attribute her behavior to an external locus of causality. B. Lost intrinsic motivation to follow school rules. C. Responds to a high need for affiliation with this peer group. D. Benefits from more choice and autonomy to increase intrinsic motivation. - ANSWER Answer: C It would appear that Rebecca is being motivated by a need to be accepted by her peer group. Which of the following is an example of an intrinsic motivation to read for enjoyment? A. The desire to improve reading skills, to get good grades. B. The feeling of pleasure gleaned from the act of reading. C. The craving for praise from those who see one in the act of reading. D. The desire to be "well-read" in order to garner envy from classmates. - ANSWER Answer: B Learning for the joy of learning very much describes intrinsic motivation. Which type of learning disability is characterized by difficulty with the motor movements required for written expression? A. Dyslexia B. Dysgraphia C. Dyscalculia D. Dysrhythmia - ANSWER Answer: B Dysgraphia is a learning ability characterized by difficulty performing motor movements required for written expression.
