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Special Education
Q:
Explain how you would create a culturally responsive learning environment in your classroom.
Q:
Describe the unique issues when suspending or expelling students with special needs.
Q:
What are some of the social behaviors exhibited by children with visual disabilities that draw negative feedback from peers?
Q:
Which of the following is a recommended accommodation for students with TBI?
A. Large print tests
B. Allow oral responses
C. Use multiple choice rather than essay
D. Use essay rather than multiple choice
Q:
In a recent study about biased decision-making, it was shown that:
A. Students' labels really did not make much difference.
B. Teachers were more likely to rate behavior of students labeled "gifted" as off-task
C. Students' labels only mattered if they were labeled as "oppositional defiant"
D. Teachers were less likely to rate behavior of students labeled "gifted" as off-task
Q:
Describe a token economy system and its uses.
Q:
Desean is a student with conduct disorder who fights with other students and is always on the defensive. How can you help Desean decrease his inappropriate social behaviors?
A. Send Desean to the counselor for daily intervention.
B. Teach Desean appropriate social skills.
C. Seat him as far away from other students as possible.
D. Ask for a change of placement to a specialized program for behavioral problems.
Q:
In general, all behaviors occur in order to obtain or avoid three things. What are those three things?
Q:
List at least four characteristics of a culturally competent teacher.
Q:
Explain what is meant by the Least Restrictive Environment (LRE).
Q:
Each of the following is a part of the definition of emotional disturbance except:
A. An inability to learn that cannot be explained by intellectual, sensory, or health factors
B. An inability in one or more of the basic psychological processes
C. Inappropriate types of behavior or feelings
D. A general pervasive mood of unhappiness or depression
Q:
What two disability categories constitute about two-thirds of all students who are classified as having a disability?
A. Specific learning disabilities and speech or language impairments
B. Specific learning disabilities and intellectual disabilities
C. Specific learning disabilities and emotional disturbance
D. Specific learning disabilities and attention deficit disorder
Q:
Define e-texts and adapted PE and describe how they fit the philosophy of universal design for learning.
Q:
A scale developed by a teacher as a guide to scoring a student's performance should focus on:
A. Outcomes rather than a process
B. Process rather than outcomes
C. Only tasks the student can complete easily
D. State standards
Q:
What is the definition of legally blind?
Q:
Discuss the importance of collaboration when providing services for students with communication disorders in the context of facilitative language strategies.
Q:
Jodi is a student with a behavioral disorder who is rarely on-task and has difficulty learning. What would be the best course of action to help Jodi with her classroom success?
A. Give Jodi poor grades so she will learn the importance of following instructions.
B. Have Jodi remain after school to complete work.
C. Create an opportunity for service learning.
D. Have a peer buddy for Jodi who will complete her work.
Q:
What is the main purpose of conducting a functional behavioral assessment?
Q:
Approximately what percentage of students identified as having a disability are male?
A. 40 %
B. 50%
C. 70%
D. 80%
Q:
Give an example of a classroom situation that could create cross-cultural dissonance, and what a teacher can do to prevent this from occurring.
Q:
Mary is a student with cerebral palsy who has difficulty with fine and gross motor skills. Mary's resource room teacher would most likely contact an occupational therapist for help with which of the following?
A. Counseling Mary about applying to college
B. Helping Mary to walk with a cane
C. Finding a job coach for Mary's after school work
D. Teaching Mary how to paint with a brush
Q:
What are the four elements that must be present and operating in order for people to see normally?
Q:
What is assistive technology, what are its benefits, and what issues should be considered? (Note: discuss more than wheelchairs)
Q:
Which of the following is a scale developed by a teacher as a guide to scoring a student's performance?
A. A checklist
B. A rubric
C. A report card
D. An IEP
Q:
What are two benefits of using systematic screening tools as the first step in identifying students with emotional or behavioral disorders?
Q:
How should a speech and language pathologist (SLP) assess bilingual or multilingual students?
Q:
What percent of school-aged students are identified as having a disability?A. 3 %B. 6%C. 13%D. 18%
Q:
Because of anxiety, students with emotional or behavioral problems may have more difficulty:
A. Understanding test questions
B. Following instructions
C. Taking breaks
D. Completing tests
Q:
Roberto, who speaks English as a second language, has been having difficulty with reading and writing tasks in his third-grade class. After he is referred for testing, his scores on the WISC-III are significantly subaverage. His family contests the results of the testing. Which of the following principles from IDEA might they cite as inconsistent with the test?
A. Zero reject
B. Nondiscriminatory assessment
C. Parent participation
D. Individualized education
Q:
What are two things you can do to improve communication and collaboration with the parents of students in your class?
Q:
Compare and contrast the causes of cerebral palsy, spina bifida, epilepsy, and asthma.
Q:
When schools' and families' sets of beliefs clash, it is important that
A) teachers adjust their classroom expectations to match those of the family.
B) teachers and parents talk openly and frankly about the differences.
C) family members adjust their expectations at home to match those of the school.
D) an external mediator be utilized to avoid an escalation of conflict.
Q:
What percent of students with TBI spend 80-100% of their time in general education settings?
A. About 45%
B. 23%
C. Only 9%
D. Over 70%
Q:
Why is there a discrepancy between the actual number of students with emotional and behavioral disorders, and the number of students receiving special education services for this disability?
Q:
Each of the following is true of mastery learning EXCEPT:
A. It is used to determine whether it is time to move on to the next concept.
B. It has been used with many students, but not with those with emotional or behavioral problems.
C. The teacher asks questions of the whole class to determine if a concept is mastered.
D. The teacher should use a cooperative learning strategy.
Q:
Summarize the causes of speech and language disorders.
Q:
Joey, a second-grade student in a general education classroom, has been having difficulty in school since kindergarten. He was identified as having learning disabilities and Attention Deficit/Hyperactivity Disorder. His biggest challenges are his lack of progress in learning how to read and staying on-task in the classroom. His teacher has consulted with a special education teacher to try to accommodate Joey in her classroom, but he continues to fall behind his classmates. The teacher, the special education teacher, and Joey's parents have been considering having him spend more time in a resource classroom to receive specialized instruction. This is consistent with which aspect of the principle of least restrictive environment?
A. Full inclusion, all the time
B. Parent's involvement in due process
C. Availability of a continuum of services
D. The zero-reject policy
Q:
Define self-awareness and list 4 strategies to promote it.
Q:
Explain the difference between cooperative learning and peer tutoring.
Q:
Describe the four types of articulation disorders and give an example of each.
Q:
Which of the following is NOT a crucial method through which parents increase expressive and receptive language development in children with visual disabilities?
A) explaining to the child the exact nature of the visual disability
B) repeating or rephrasing communications
C) facilitating turn-taking
D) responsiveness in complying with the child's requests
Q:
Identifying relevant alternative options, identifying consequences of the alternative, identifying the probability of each consequence, determining the value placed on each option or alternative, and integrating values and consequences to select a preferred option are steps of which of the following?
A. Collaborative teaming
B. Problem solving
C. Cooperative learning
D. Decision making
Q:
What percent of students with emotional or behavioral problems spend 80-100% of their time in general education settings?
A. 60%
B. 20%
C. 80%
D. 40%
Q:
Define epilepsy and briefly describe the types of epilepsy.
Q:
Each of the following is an indicator used to gauge the success of outcomes related to students with disabilities EXCEPT:
A. Their overall satisfaction with their jobs
B. Their overall satisfaction with life
C. The numbers receiving post-secondary education or employment
D. Their household circumstances and community involvement
Q:
Describe the social interaction theory and how it evolved.
Q:
Define spina bifida and briefly describe the types of spina bifida.
Q:
Each of the following is a skill typically involved in teaching problem solving EXCEPT:
A. Solution generation
B. Asking for help
C. Problem identification
D. Problem definition
Q:
Define graphic organizers and give two examples.
Q:
Define cerebral palsy and briefly describe the types of cerebral palsy.
Q:
Which of the following teaches students conflict-resolution through the use of a neutral party?
A. Cooperative learning
B. Structured controversy
C. Mediation
D. Negotiation
Q:
Ensuring that people with disabilities will be provided with opportunities to engage fully in income-producing work or unpaid work that contributes to a household or community is which of the following goals?
A. Equality of opportunity
B. Full participation
C. Independent living
D. Economic self-sufficiency
Q:
List the four characteristics most often associated with schizophrenia.
Q:
Give an example of a statement made using conversational English (BICS) and another example using classroom English (CALP).
Q:
How are assistive technology (AT) and augmentative and alternative communication (AAC) systems related?
Q:
One way of assessing students individually during cooperative learning activities is to:
A. Watch the group to see who is working
B. Have the students rate each others' performance
C. Assign each student a discrete task that contributes to the whole group
D. Individual assessment is not appropriate for cooperative learning activities
Q:
What is the topographical classification system for physical disabilities?
Q:
Which of the following involves teaching students in small groups in which they focus together on common learning task or activity?
A. Cooperative learning
B. Classroom-centered intervention
C. Check and Connect
D. Mediation
Q:
A local chamber music society would like to make their performances more accessible to people with visual disabilities, and come to you for advice. You should recommend that they
A) do nothing, as their music will be easily accessible to people with visual disabilities.
B) provide sign language interpreters for every performance.
C) offer their concert programs in standard and enlarged print, and in braille if possible.
D) provide braille printouts of all the sheet music, to help listeners better understand the music.
Q:
List the three types of speech disorders (with brief, parenthetical descriptions of each).
Q:
List four types of internalizing behaviors.
Q:
List at least three high-stakes testing accommodations that you could make for students in your class who are English Language Learners.
Q:
Jaquan is a student with asthma. He appears to be overwhelmed by class activities when he is feeling fatigued. How can you help Jaquan in your classroom?
A. Tell him that he may be tired but he has to complete his work.
B. Excuse him from the classroom work when he is tired.
C. Tell his parents to keep him at home when he is fatigued.
D. Specify appropriate length of work and rest periods for him in a plan.
Q:
List the five components of the English language system (with brief, parenthetical descriptions of each).
Q:
Bernard has a visual disability. Which type of assistive technology would he use to access print on the chalkboard or overhead screen?
A) CCTV
B) magnifier
C) telescope
D) a tactile input device
Q:
Janice is a student with spina bifida who uses a wheelchair. She is being added to your classroom as a new student. What is one of the most important considerations before Janice comes to your classroom?
A. How her classmates will accept her?
B. How you will grade Janice?
C. Is the classroom accessible to Janice and her wheelchair?
D. What is Janice's academic level?
Q:
Compare and contrast accents and dialects.
Q:
Which of the following goals ensures that people with disabilities will have the opportunity to fully participate in decision making and to experience autonomy in making choices about how to live their lives?
A. Equality of opportunity
B. Full participation
C. Independent living
D. Economic self-sufficiency
Q:
Mark is a student with spastic cerebral palsy. He is above grade level academically, but due to his physical problems he becomes very anxious when he is not able to complete assignments at the same speed as his classmates. How can you help Mark decrease his anxiety and complete assignments in a timely manner?
A. Develop a plan that incorporates the use of technology.
B. Lessen the amount of work Mark has to complete.
C. Have him dictate his responses to you so you can write for him.
D. Exempt Mark from assignments that are too rigorous for him.
Q:
Which of the following refers to linking students together so one cannot succeed unless all group members succeed?
A. Problem-solving
B. Positive interdependence
C. Collaborative teaming
D. Evidence-based instructional strategy
Q:
A program for reducing dropout rate that includes mentoring, regular checking of progress, and partnering with families is:
A. Check and Connect
B. Wraparound
C. Multimodal learning
D. KidTools
Q:
Second-grade teacher Mrs. Grimes teaches in a diverse classroom with students from various cultures, socioeconomic levels, and linguistic levels. She is a keen observer of language in her classroom. Which of the following students in Mrs. Grime's classroom shows an example of someone having difficulty with pragmatics?
A. Jose mispronounces his "s" so that it sounds like "th."
B. Jill requests a crayon by saying, "Give it to me now!"
C. John says, "I know answer!"
D. Joan says "doggy" when she sees any animal with four legs.
Q:
Which of the following accommodations may be specific to students with physical disabilities?
A. Additional time to take the test
B. Frequent breaks during the test
C. Physical access to the testing site
D. Oral testing rather than written testing
Q:
Ensuring that people with disabilities have the opportunity to be involved in all aspects of their community, and to be protected from any attempts at segregation on the basis of their disability is which of the following goals?
A. Equality of opportunity
B. Full participation
C. Independent living
D. Economic self-sufficiency
Q:
Give a brief definition of emotional or behavioral disorders.
Q:
Positive interdependence and individual accountability are characteristics of:
A. Cooperative learning
B. Collaborative teaming
C. Wraparound
D. Problem-solving
Q:
Which of the following combines mastery learning and a good-behavior game?
A. Family-school partnership
B. Classroom-centered intervention
C. Service learning
D. Cognitive-behavior therapy
Q:
Briefly discuss three behaviors of teachers who hold low expectations for students, and then explain the impact this has on student outcomes.
Q:
Tommy has difficulty with syntactically complete sentences when speaking or writing. He avoids writing tasks and is sometimes teased about his speech. What can you do to help Tommy with his syntax during classroom activities?
A. Provide visual and verbal models of complete sentences.
B. Make Tommy stop and think before he speaks or writes.
C. Tell the other students that Tommy has a problem and not to tease him.
D. Excuse Tommy from writing activities and limit speaking situations.
Q:
When given a lengthy assignment involving extended reading, students with severe visual disabilities should be expected to
A) complete the assignment on the assigned due date.
B) try their best but not worry about completion.
C) complete the assignment on an extended but definite due date.
D) complete the assignment at their leisure.