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NES: 601 Special Education TEST EXAM
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1. Which of the following has been a recent trend regarding the education of children with autism spectrum disorder (ASD)? A. Limiting services to only students with severe symptoms B. Providing services primarily in residential facilities C. Early identification and intervention D. Reducing the use of individualized education programs (IEPs) Correct Answer: C. Early identification and intervention Rationale: Research has shown that early diagnosis and intervention can significantly improve outcomes for children with ASD, making this a central trend in education. 2. A school district says it lacks the funds to provide the services listed in a student’s IEP. What is their legal obligation? A. Modify the IEP to fit the district’s budget B. Offer alternative services that are more affordable C. Meet all IEP requirements regardless of cost D. Place the student in a private school setting Correct Answer: C. Meet all IEP requirements regardless of cost Rationale: Under IDEA, schools are legally obligated to fully implement a student's IEP regardless of funding limitations. 3. A community psychologist requests access to a student's school records. What should the special educator do?
A. Send the records directly to the psychologist B. Request the psychologist sign a confidentiality form C. Obtain written parental consent before granting access D. Share only non-confidential information Correct Answer: C. Obtain written parental consent before granting access Rationale: Under FERPA, school records cannot be shared without written permission from the student's parents or legal guardians.
4. An English language learner with an orthopedic impairment needs accommodations but doesn't qualify for special education. What law applies? A. IDEA B. Title IX C. Section 504 of the Rehabilitation Act D. No Child Left Behind Act Correct Answer: C. Section 504 of the Rehabilitation Act Rationale: Section 504 ensures that students with physical or mental impairments receive accommodations, even if they don't qualify for special education under IDEA. 5. Students with which type of disability are most likely to be educated in more restrictive environments? A. Hearing impairments B. Physical disabilities C. Learning disabilities D. Emotional impairments Correct Answer: D. Emotional impairments Rationale: Students with emotional impairments often require intensive behavioral supports that are frequently provided in more restrictive settings. 6. What has historically contributed most to the overrepresentation of certain cultural groups in special education? A. Poor classroom behavior B. Teacher prejudice C. Bias in the assessment process D. Socioeconomic status Correct Answer: C. Bias in the assessment process
C. Greater learner independence D. Enhanced visual learning Correct Answer: C. Greater learner independence Rationale: These tools help students work independently, reducing reliance on others for writing or communication.
11. What is the most effective method for maintaining communication between a special educator and parents? A. Weekly phone calls B. Sending home graded work C. Using a shared communication notebook with parental consent D. Holding quarterly parent conferences Correct Answer: C. Using a shared communication notebook with parental consent Rationale: Daily or weekly notebooks facilitate ongoing two-way communication and help build consistent collaboration. 12. Competency 1 focuses on: A. Legal issues in education B. Strategies for behavior management C. Human growth, development, and student characteristics D. Effective use of assistive technology Correct Answer: C. Human growth, development, and student characteristics Rationale: Competency 1 requires understanding of both typical and atypical development and the range of disabilities educators may encounter. 13. Students with learning disabilities typically: A. Have below-average intelligence B. Show delays in physical development C. Exhibit average or above-average intelligence with academic challenges D. Require self-contained classroom placement Correct Answer: C. Exhibit average or above-average intelligence with academic challenges Rationale: Learning disabilities are defined by unexpected underachievement in one or more academic areas despite average or higher intelligence.
14. Dyslexia affects a student’s ability to: A. Use grammar correctly B. Recognize letters and sounds, and understand reading C. Focus during writing tasks D. Complete math problems Correct Answer: B. Recognize letters and sounds, and understand reading Rationale: Dyslexia impacts reading fluency, decoding, and comprehension. 15. Dysgraphia primarily affects: A. Speech articulation B. Listening skills C. Handwriting and spelling D. Memory recall Correct Answer: C. Handwriting and spelling Rationale: Dysgraphia impairs writing mechanics, making handwriting and spelling difficult. 16. Dyscalculia involves difficulty with: A. Understanding grammar B. Solving math problems and remembering steps C. Reading comprehension D. Expressing emotions Correct Answer: B. Solving math problems and remembering steps Rationale: Dyscalculia specifically affects number sense and mathematical reasoning. 17. Students with intellectual disabilities typically show delays in: A. Fine motor skills only B. Speech and language only C. Most areas of academic and social functioning D. Emotional development only Correct Answer: C. Most areas of academic and social functioning Rationale: Intellectual disabilities involve global developmental delays impacting both academic and adaptive skills.
22. Students with emotional impairments often show: A. Strong academic achievement B. Typical social behaviors C. Inappropriate emotional responses and difficulty forming relationships D. Advanced communication skills Correct Answer: C. Inappropriate emotional responses and difficulty forming relationships Rationale: Emotional impairments often affect behavior, emotional regulation, and social interaction. 23. Anxiety disorders are best characterized by: A. Rapid mood swings B. Consistent aggressive behavior C. Excessive worry, fear, or phobias D. Delayed language development Correct Answer: C. Excessive worry, fear, or phobias Rationale: These disorders include phobias, OCD, and separation anxiety and often interfere with daily functioning. 24. Mood disorders include conditions such as: A. ADHD and dyslexia B. Depression and bipolar disorder C. Anxiety and PTSD D. Autism and OCD Correct Answer: B. Depression and bipolar disorder Rationale: Mood disorders impact emotional states, such as prolonged depression or mood swings in bipolar disorder. 25. Oppositional Defiant Disorder (ODD) is often demonstrated through: A. Poor reading comprehension B. Difficulty with mathematical operations C. Hostile and defiant behaviors D. Stuttering and hesitations Correct Answer: C. Hostile and defiant behaviors
Rationale: ODD involves argumentative, irritable, and uncooperative behaviors with authority figures.
26. Students with conduct disorders are most likely to: A. Struggle with speech fluency B. Show consistent antisocial behavior C. Exhibit physical coordination problems D. Display emotional withdrawal Correct Answer: B. Show consistent antisocial behavior Rationale: Conduct disorders are marked by frequent rule-breaking, aggression, and disregard for others' rights. 27. ADHD primarily affects a student’s ability to: A. Recognize letters B. Stay on task and filter distractions C. Understand social cues D. Pronounce words correctly Correct Answer: B. Stay on task and filter distractions Rationale: ADHD involves inattention, hyperactivity, and impulsivity, affecting focus and behavior. 28. Autism Spectrum Disorders (ASD) typically vary based on: A. Hearing acuity B. Degree of academic achievement C. Severity of characteristic traits D. Family medical history Correct Answer: C. Severity of characteristic traits Rationale: ASD is a spectrum, meaning individuals show a range of abilities and challenges. 29. Students with ASD often struggle with: A. Visual tracking B. Figurative language and social communication C. Basic motor skills only D. Mathematical reasoning
D. Open-ended schedules Correct Answer: B. Predictable routines and structure Rationale: Consistency helps reduce anxiety and improves functioning for many students with ASD.
34. Sensory processing issues in autism may involve: A. Excellent physical coordination B. Over- or under-responsiveness to sensory stimuli C. Delayed puberty D. Exceptional sense of smell Correct Answer: B. Over- or under-responsiveness to sensory stimuli Rationale: Many students with autism respond atypically to sound, touch, light, or movement. 35. More than half of students with autism also have: A. Visual impairment B. Intellectual disabilities C. Hearing loss D. ADHD Correct Answer: B. Intellectual disabilities Rationale: There is a high rate of co-occurrence between ASD and intellectual disability. 36. Which of the following are the two most common sensory disorders in special education? A. ADHD and ODD B. Hearing and visual impairments C. Learning disabilities and dyslexia D. Autism and Down syndrome Correct Answer: B. Hearing and visual impairments Rationale: These impairments affect access to learning and require accommodations and support services. 37. Hearing loss in students often leads to: A. Superior reading abilities B. Math calculation difficulties C. Language delays
D. Physical coordination issues Correct Answer: C. Language delays Rationale: Hearing is critical for language acquisition, and delays often occur if hearing loss is undetected.
38. Total blindness means a student: A. Can read large print B. Sees only shadows C. Receives no meaningful visual input D. Can see with corrective lenses Correct Answer: C. Receives no meaningful visual input Rationale: Students who are totally blind rely entirely on non-visual input. 39. Cerebral palsy most commonly affects: A. Writing and spelling B. Muscle movement and posture C. Social behavior D. Hearing and vision only Correct Answer: B. Muscle movement and posture Rationale: CP is a neuromotor disorder impacting voluntary movement, often resulting in spasticity. 40. Students with spina bifida may: A. Lose their ability to speak B. Experience leg weakness and bladder/bowel control issues C. Have delayed cognitive development D. Become completely paralyzed Correct Answer: B. Experience leg weakness and bladder/bowel control issues Rationale: Especially in the myelomeningocele form, spina bifida affects mobility and continence but not necessarily intelligence. 41. Epilepsy is best described as: A. A behavioral disorder B. A form of intellectual disability
D. Emotional dysregulation Correct Answer: C. Progressive muscle wasting Rationale: This inherited disorder weakens muscles over time; Duchenne type is most severe and affects boys.
46. Competency 2 requires understanding: A. Reading strategies for advanced learners B. Behavior reinforcement theories only C. Developmental and environmental factors affecting students with disabilities D. Classroom seating arrangements Correct Answer: C. Developmental and environmental factors affecting students with disabilities Rationale: Competency 2 focuses on the whole-child approach, considering all influences on learning and development. A fourth grade student who attends a general education class has several individual goals related to functional living skills. Which of the following would be the most effective way for the special education teacher to collaborate with the fourth grade teacher in promoting the student's achievement of these goals?
- Ans - Working with the teacher to incorporate life skills into the students daily routine. Which of the following is the primary benefit of involving high school students with disabilities in the planning of their own academic programs?
- Ans - Students will be able to practice self-determination by advocating for their learning needs and goals. A special education 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?
- Ans - Occupational safety and health administration (OSHA) Which of the following strategies would provide a special educator with the most objective method for analyzing his or her instructional effectiveness?
- Ans - Videotaping a lesson and critiquing it using a checklist. 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?
- Ans - Maintaining a teaching portfolio A special 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?
- Ans - "What are the specific skills that you are working on with each student?" Which of the following activities would likely be the most effective for helping special education teachers begin to identify their own cultural beliefs?
- Ans - Tracing their own backgrounds, values, and traditions. A middle school special education 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 : - Ans - Review together each students IEP and discuss the paraprofessionals role in the implementation of the IEP. A middle school student with a learning disability in written expression has recently made a transition from the resource room to the general education classroom for language arts instruction. While monitoring the students' progress, the special educator notices that the student's performance has declined while attending general education class. Despite this performance, the general education teacher has given the student above-average grades. The special educator's most effective response would be to:
- Ans - Meet with the general education teacher to show samples of the student's prior work that reflect her capabilities. A high school mathematics teacher will be teaching a class that includes several students with learning disabilities in math. In preparation, the special educator has collaborated with he math teacher in developing instructional activities for an upcoming math unit. Which of the following steps should the special educator take next in collaborating with the math teacher?
- Ans - Explain which parts of the unit activities will pose the most difficulty for each student. 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:
- Ans - Participate in the development of the IEP To be identifies as having an intellectual disability, a child must exhibit significantly below average cognitive functioning during development as well as: -
structured outlines and rubrics that describe curricular plans and assignments over a long period of time. They may need to slow the pace and instructions. Students may tire easily and need modifications. They may have difficulty with social skills and impulsive behaviors. Students with autism spectrum disorders may be inattentive, may learn slowly, or may be withdrawn with peers. - Ans - Some may exhibit self-injurious behaviors (e.g., head banging) or may become aggressive toward others when there is a change in the daily routine. Special educators can teach social skills and communication skills. Positive behavioral supports are particularly effective with these students. Unique Medical Needs and Possible Effects of Medications. - Ans - Many students with disabilities come to school with unique medial needs that affect their performance and ability in the classroom. Often these needs result in numerous absences from school. In some cases, they may have symptoms that arise in class and should be monitored by a teacher. In other cases, they require special medications or health procedures during the day. Students with limited mobility or paralysis may have trouble controlling their bladders or bowels. - Ans - These students may require daily catherization from a trained school staff member; many can learn safe techniques for self-care. Students with cerebral palsy or epilepsy may develop seizures, resulting in uncontrolled movement, loss or altered state of consciousness, or sudden change in muscle tone. - Ans - If a student experiences a tonic-clonic seizure, which can include vomiting or cessation of breathing, special educators should seek medical assistance if seizures are long-lasting or rapidly repeated. For less severe seizures, special educators should reassure the student and provide a place to lie down or rest if necessary. Epileptic seizures can be managed with anticonvulsant medication, although these can cause drowsiness or dizziness. Students with asthma experience difficulty breathing. - Ans - They may cough or wheeze. Many treat themselves with inhalers filed with medication to open the airways; special educators should seek medical assistance if the student' slips and fingernails turn blue or if the student cannot complete a sentence or has trouble walking. Children with cystic fibrosis show respiratory distress and have frequent lung infection. - Ans - They may use inhalers to aid in breathing and take pills to aid in digestion. Students with ADHD may take stimulant medication that increases their focus. - Ans - At proper dosage, these medications are safe and effective. Student with diabetes are at risk of hyperglycemia, or high blood sugar concentration. - Ans - If it is too high, the student may be excessively hungry or thirsty and may need to urinate frequently; if levels remain high, the student may experience diabetic ketoacidosis, which is life-
threatening. If blood sugar falls too low, the student may become dizzy, drowsy, irritable, or faint. To control their blood sugar levels, students with diabetes usually take insulin, administered by injection or a pump, and their diets must be monitored carefully. Students who use orthopedic devices such as braces - Ans - May develop sores from pressure of their orthoses Students with Down syndrome often need corrective lenses or have trouble hearing. - Ans - Many have heart or gastrointestinal disorders, thyroid disorders, or compromised immune systems. Competency 3 - Ans - Requires knowledge of procedures for selecting, adapting, modifying, designing, and using various types of formal and informal assessments in contest. Assessment Basics - Ans - Educational assessment is the process of systematically gathering evidence that documents student's knowledge, skills, and behaviors and using this evidence to determine if a student's performance matches expectations and standards. Assessments also involves using the information to make instructional and diagnostic decisions in order to improve student and teacher performance. Formal Assessments - Ans - Highly structured and provide specific guidelines and procedures for administering scores, and interpreting their results. Include standardized test (e.g., achievement, aptitude, intelligence), standardized adaptive behavior scales, and standardized checklists. Some assessments are designed to be administered to a group of students as a screening tool while others are designed to be administered to an individual student. Advantages of formal assessments - Ans - Formal assessments have associated data regarding their reliability and validity. Teacher can use one assessment measure to gather the same information from all students and can thus screen a large number of students at one time. Limitation of formal assessments - Ans - Usually take instructional time to administer. If standardized assessments are used, special education teachers must be sure that they are appropriate and/or adapted for use with their students. Assessments must be administered by staff whoa re trained to do so. Informal assessments - Ans - Less structured, nonstandardized methods of evaluating a student's progress, such as teacher-made quizzes and test, observations and interviews. Informal assessment strategies include: - Ans - Asking students direct questions to see if they understand the material presented in a lesson. Conducting a curriculum-based assessment to measure a student's progress with the curriculum. Observing young children during play. Observing students to see if they are performing skills properly, following safety procedures, or staying on task.
Achievement and aptitude tests - Ans - Achievement test are designed to measure academic progress-what students have learned. Aptitude test are designed to predict academic success. Most commonly standardized test. Standardized procedures include giving all students the same amount of time, having students take the test in the same room, and giving students the same instructions before beginning. Rating scales - Ans - Is an instrument that requires an observer to evaluate a student's behavior using an ordinal scale (e.g., never, sometimes, always). Are structured and may be standardized so that ratings can be compared to a norm reference sample or a criterion. The evaluations are based on raters' subjective observations, and different raters do not always interpret the scales or rate behaviors int eh same way (e.g., one rater may score a behavior exhibited three times each week as occurring sometimes and another may interpret the behavior as often). Portfolio assessments - Ans - Are collections of a student's work systematically collected over an extended time period. Includes many kinds of items, such as writing samples, projects, photographs, audiotapes, or videotapes. Performance assessments - Ans - Best used for assessment of procedural knowledge (e.g., skills). Well suited for evaluating motor skills and adaptive skills (e.g., ability to take public transportation from home to a work environment). Teacher can observe how students perform a particular skill, such as whether they use one or two hands to bounce a ball or whether they accurately balance a checkbook. Curriculum-based measruement - Ans - CBM refers to an assessment method in which teachers regularly evaluate student performance on a particular skill (e.g., reading comprehension, spelling, and math). Typically, the student is tested weekly on a small selection of material from the general education curriculum. Selecting Appropriate Assessments - Ans - Special education teachers must consider the type of information needed to make the decisions that are driving the assessment, as well as individual student characteristics. Example: behavioral assessments, adaptive behavior scales, intelligence tests, or achievement test scores may be needed to diagnose a particular disability. Example of Characteristics that Teachers should consider when making a selection includes: - Ans - Whether the assessment instrument was designed for all/or normed for use with similar students. Whether the instrument is reliable and valid. The length of time the assessment requires. Whether special training is needed for administration. Assessments may be adapted so that they are conducted in a student's home language or preferred mode of communication (e.g., sign language). Accommodation used for students with disabilities - Ans - Students with learning disabilities benefit from extended time to c complete an assessment, having a person or a computer read
the instructions and questions aloud, using a calculator for assessments that require computation, and having the test presented via computer. Students with intellectual disabilities benefit from extended time to complete an assessment. Students with ADHD benefit from taking breaks during testing and a testing environment with few distractions. Strategies for reducing bias during assessments. - Ans - Considering each student's needs and background individually to ensure that assessment measures are appropriate. Following guidelines in the IEP without introducing other accommodations that are not specified. Recording oral responses for later review by an additional rater. Rapport - Ans - A close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well. Strategies for establishing and maintaining rapport: - Ans - Introducing oneself, if necessary. Explaining to the student the goal/purpose of the assessment, providing instructions, and ensuring that the student understands what the assessment involves. Introducing and/or modeling any technology, including assistive technology, if necessary. Paying careful attention to nonverbal signals such as posture, attention, and fatigue, and adjusting the testing procedures as necessary. Functional Behavior Assessments - Ans - Common tools for special educators. Procedures for conducting FBA: - Ans - Identifying the target behavior and defining it in terms that are specific, observable, and measurable. Identifying factors that may contribute to the behavior. Developing a method for collecting data regarding the behavior and/or the contributing factors. Competency 4 - Ans - Requires an understanding of eligibility procedures, the IEP components and process, the process for developing and implementing related plans such as transition plans and behavioral intervention plans, the continuum of placements and services available to students with disabilities, and effective strategies for selecting and implementing curricula and technologies for students with disabilities. Prereferral - Ans - General education teacher often provide support and interventions for students who are falling behind their peers academically or socially in the general education classroom. Helps reduce the number of referrals of students who are ultimately not eligible for special education. Prereferral interventions are conducted by a multidisciplinary team usually composed of professionals such as special education teachers and specialists who collaborate with a presenting teacher. Response to interventions (RTI) - Ans - Is a schoolwide instructional model for preventing learning or behavioral difficulties and provides a framework for monitoring the progress of all
