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NES: 601 Special Education TEST
EXAM NEW VERSION LATEST UPDATE 2025-
2026 WITH ACCURATE ANSWERS
GUARANTEED PASS BEST STUDYING
MATERIAL
1. Which of the following activities would likely be the most effective for helping special education teachers begin to identify their own cultural beliefs? A. Attending multicultural workshops B. Participating in peer classroom observations C. Tracing their own backgrounds, values, and traditions D. Reviewing student demographic data Correct Answer: C Rationale: Self-reflection on personal cultural background helps teachers recognize biases and better support diverse learners. 2. The most effective way for a special education teacher to collaborate with a new paraprofessional is to: A. Give the paraprofessional a list of daily tasks B. Review together each student's IEP and discuss the paraprofessional’s role C. Allow the paraprofessional to observe instruction before discussing plans D. Delegate responsibilities without discussing student needs Correct Answer: B Rationale: Jointly reviewing IEPs ensures clarity on student goals and the para’s supportive role. 3. A special educator notices a student’s performance has declined in general education, despite receiving high grades. What is the most effective response? A. Request a parent-teacher meeting B. Meet with the general education teacher to show samples of prior work C. Refer the student back to the resource room D. Report the grades to the school counselor
Correct Answer: B Rationale: Sharing past work highlights discrepancies and facilitates accurate assessment of student needs.
4. After co-developing a math unit, what is the special educator’s next best step in collaborating with the math teacher? A. Develop new assessments B. Suggest behavior strategies C. Explain which parts of the unit will be most difficult for each student D. Create individualized lesson plans Correct Answer: C Rationale: Identifying challenges allows the team to plan appropriate supports for students with disabilities. 5. Under IDEA, parents/guardians have the legal right to: A. Decide teacher assignments B. Participate in the development of the IEP C. Select related services providers D. Choose classroom accommodations Correct Answer: B Rationale: IDEA mandates parental involvement in developing and reviewing the IEP. 6. To be identified as having an intellectual disability, a child must have below-average cognitive functioning and: A. Academic deficits B. Poor motor coordination C. Deficits in two or more adaptive behaviors D. Emotional regulation issues Correct Answer: C Rationale: IDEA defines intellectual disability as involving both cognitive and adaptive functioning deficits. 7. What has been a recent trend in educating children with autism spectrum disorder?
11. Students with which disabilities tend to receive services in more restrictive environments? A. Learning disabilities B. Emotional impairments C. Physical impairments D. ADHD Correct Answer: B Rationale: Due to behavioral challenges, students with emotional impairments often require more intensive support. 12. What factor most contributes to the overrepresentation of culturally diverse students in special education? A. Family income B. Class size C. Bias in the assessment process D. Teacher experience Correct Answer: C Rationale: Cultural and linguistic bias in testing can lead to misidentification of disabilities. 13. What must be considered in a manifestation determination hearing? A. The student’s disciplinary record B. The teacher’s report C. Whether the student's disability played a role in the incident D. The parent's opinion Correct Answer: C Rationale: Federal law requires examining if behavior was caused by the student's disability. 14. Which action violates FERPA? A. Emailing a student's grades to a parent B. Discussing a student’s progress with a counselor C. Leaving a student’s IEP in plain view during class D. Collecting student data in a locked file cabinet Correct Answer: C Rationale: FERPA protects confidential records; leaving IEPs exposed is a privacy violation.
15. Response to Intervention (RTI) is most often used to identify: A. Emotional disturbances B. Intellectual disabilities C. Learning disabilities D. Autism spectrum disorder Correct Answer: C Rationale: RTI is an early intervention model to determine if academic struggles are due to learning disabilities. 16. What is the greatest benefit of word-prediction and voice-activated software? A. Better teacher feedback B. Helping students become more independent as learners C. Speeding up homework D. Improving test scores Correct Answer: B Rationale: Assistive technology enhances access and autonomy for students with physical or sensory needs. 17. What is the most effective way to establish regular home communication? A. Weekly email blasts B. Using individual notebooks for parent-teacher communication C. Monthly report cards D. Phone calls to parents only when issues arise Correct Answer: B Rationale: Communication notebooks allow continuous, two-way updates between teachers and families. 18. Competency 1 focuses on: A. Classroom management and behavior B. Human development and characteristics of disabilities C. IEP development and implementation D. Federal education policy
C. Reading fluency D. Verbal comprehension Correct Answer: B Rationale: Dyscalculia disrupts number sense, sequencing, and arithmetic learning.
23. Intellectual disabilities are characterized by: A. Severe physical disabilities B. Delays in most areas of academic and social functioning C. Isolated language deficits D. Emotional regulation issues Correct Answer: B Rationale: Intellectual disabilities affect multiple developmental domains. 24. A speech disorder is indicated by: A. Poor grammar B. Mispronunciation of sounds and fluency issues C. Reading comprehension deficits D. Language delays due to hearing loss Correct Answer: B Rationale: Speech disorders impact articulation and fluency, separate from language understanding. 25. Articulation disorders affect: A. Word choice B. Production of specific sounds and combinations C. Reading fluency D. Social language use Correct Answer: B Rationale: Students struggle to form particular speech sounds correctly. 26. Fluency disorders include:
A. Poor vocabulary B. Hesitations and stuttering C. Slow reading rate D. Language processing difficulties Correct Answer: B Rationale: These disorders affect the flow and rhythm of speech.
27. A specific language impairment is defined as: A. Caused by neurological conditions B. Due to emotional trauma C. Language delay without other identified causes D. Related to physical impairments Correct Answer: C Rationale: SLI is diagnosed when language development lags for no identifiable reason. 28. Emotional impairments are indicated by: A. Academic underachievement B. Inappropriate behaviors and difficulty forming relationships C. Language delays D. Sensory deficits Correct Answer: B Rationale: Emotional impairments interfere with behavior and social functioning. 29. Anxiety disorders include: A. Mood swings and psychosis B. Excessive worry, phobias, and OCD C. Aggressive outbursts D. Memory deficits Correct Answer: B Rationale: Anxiety-related disorders manifest as chronic fears or compulsive behaviors. 30. Mood disorders include:
A. Mild language delays only B. Mild to severe depending on the presentation of symptoms C. Mild motor issues only D. Emotional volatility Correct Answer: B Rationale: ASD varies widely in communication, behavior, and cognitive impact.
35. Atypical language development in students with ASD is often shown by: A. High verbal IQs B. Echolalia, poor eye contact, and difficulty with figurative language C. Fluent but fast-paced speech D. Poor articulation only Correct Answer: B Rationale: These are hallmark communication patterns associated with autism. 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?" Atypical Social Development - Ans - 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 - Ans - Tics (physical) and obsessions (attention) are common. Undesirable Behaviors - Ans - Some children with autism are aggressive toward others or engage in repetitive self-injurious behaviors. Need for Predictability - Ans - 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 - Ans - 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.
Asthma - Ans - Chronic lung condition characterized by episodic bouts of wheezing, coughing, difficulty breathing. AIDS - Ans - Acquired immune deficiency syndrome. Students cannot resist or fight off infections. Cystic Fibrosis - Ans - A genetic disease in which the body's exocrine glands excrete thick mucus that can block lungs and parts of digestive system. Muscular Dystrophy - Ans - Inherited disease marked by progressive atrophy (wasting away) of muscles. Duchenne muscular dystrophy is most common and most severe, affecting only boys. Competency 2 - Ans - Requires that you understand the various factors that affect the development of students with disabilities and the impact these factors have on their learning and daily life. The Family's Role - Ans - 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 - Ans - 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: - Ans - 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
Students with emotional or behavioral impairments may be frequently off task, refuse to follow directions, or engage in inappropriate behavior or language. - Ans - They may fight with peers or may be socially withdrawn. Special educators can support these students by teaching social skills, including conflict-resolution strategies, and creating opportunities for the students to make positive contributions to the group. Students with ADHD without hyperactivity may be inattentive, forgetful, or withdrawn while students with ADHD with hyperactivity may be restless, easily distracted, impulsive, and talkative. - Ans - In both cases, students' work is typically incomplete or disorganized, and their motivation is often low. Special educators can support these students by structuring the environment and instructional tasks to minimize disruptions. They can help students set goals and develop prompts and cues that help keep them on task. Students with intellectual disabilities may engage in distracting or inappropriate classroom behaviors. - Ans - They may lack motivation and be reluctant to try new activities. Special educators can help students learn self-regulatory skills and can provide opportunities for adaptive and community-based activities that are relevant to the students. Students may need frequent repetition of new skills and opportunities to generalize new skills to different situations. Students with severe and multiple disabilities may have limited functional skills and may not be able to read, write, or communicate effectively. - Ans - They may be unresponsive in class. Special educators can identify appropriate assistive technology and can help students learn to communicate. Students with traumatic brain injuries may act out in class or may show anxiety or depression - Ans - They may have trouble remembering and processing information and may seem confused when given instructions. Special educators can teach new problem-solving strategies and plan 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
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. Advantages of informal assessments - Ans - Can be used flexibly and can be tailored to a particular student. Can be integrated into classroom lessons. Teachers can provide quick corrective feedback and adjust instruction as needed. Teachers can create assessments that are directly linked to curriculum and instruction. Disadvantages of informal assessments - Ans - Can be subject to bias. For example. teachers may have expectations for what they expect to see and may interpret student behaviors based on those expectations. Offers limited comparative data. Takes time to prepare. Criterion-Referenced Assessments vs Norm-referenced assessments. - Ans - Designed to provide information about whether students have mastered particular educational objectives. Each student is scored against criterion- how much of the content or how many of the goals has the student met? Scores on norm-referenced assessments are determined by comparing a student's performance with the performance of others. Formative vs Summative Evaluations - Ans - Teachers use formative evaluations to answer the questions, "what are the students learning? What do the students know or what skills are they demonstrating right now?" Formative assessments - Ans - Involving frequent assessment of student progress in learning the objectives that make up the curriculum in which a student is participating. Class discussions and homework assignments can also be used as formative assessments. One important reason that
special education teachers use formative assessment is to monitor students' progress in order to adjust instruction and interventions as needed. Summative Evaluation - Ans - When teachers want an overall summary of what students have learned, such as at the end of an instructional unity, they use summative evaluation. Final exams are summative assessments; so are high-stakes achievement test. As with all assessments, it is critical that any measure design for summative assessment adhere closely to the learning objectives. Assessment Methods - Ans - Effective assessments align with the learning objectives, and certain kinds of assessments fit best with certain lessons or assignments. Written test may be the most commonly used assessment measures in a general education classroom, but alternative assessment approaches are often more effective for evaluating students with disabilities. Observations - Ans - Assessments are typically records of behaviors but can also involve observation of the environment (e.g., ecological assessments). Highly structured and require training to a level of high inter - rater reliability, or they may be informal observational notes by a teacher, parent/guardian, or other member of student's IEP team. 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).
