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1
According to “Learn About Your New Students,” it is important to ask what students like outside of school in order to:
A)evaluate student home life.
B)generate conversation starters and points of interest on which to build.
C)talk to parents.
D)get an accurate picture of the student’s needs.
2
The author of “Learn About Your New Students” recommends finding the answers she suggests from:
A)formal evaluations.
B)progress reports.
C)the minds of last year’s teachers.
D)conversations with students.
3
As reported in “Learn About Your New Students,” students should always sit in the seating arrangement preferred by the teacher.
A)True
B)False
4
As reported in “Using Technology to Teach About Individual Differences Related to Disabilities,” in the unit Miller and Tank developed:
A)participating students had a variety of disabilities.
B)participating students all had the same disability.
C)the teachers previewed Web sites carefully.
D)the teachers could presume advanced Internet navigation skills.
5
As noted in “Using Technology to Teach About Individual Differences Related to Disabilities,” Special Olympics Get Into It:
A)is available free.
B)is designed specifically for elementary students.
C)must be obtained by mail.
D)deals only with physical disability issues.
6
As pointed out in “Using Technology to Teach About Individual Differences Related to Disabilities,” Web-based information can reinforce existing societal inequities and stereotypic views of individuals with disabilities.
A)True
B)False
7
As reported in “A Teacher’s Guide to Making Decisions About Accommodations,” the type of accommodation that has been studied most by researchers is:
A)setting.
B)response.
C)presentation.
D)time.
8
In comparing students with various categories of disabilities, the authors of “A Teacher’s Guide to Making Decisions About Accommodations” note that:
A)educators employ frequently used accommodations across categories of disabilities.
B)students with mental retardation are less likely to use accommodations than students with learning disabilities.
C)students with learning disabilities are less likely to use accommodations than students with emotional disorders.
D)students with behavioral disorders are most likely to use accommodations.
9
As pointed out in “A Teacher’s Guide to Making Decisions About Accommodations,” time accommodations have no effect on the accuracy of a test’s prediction of future performance.
A)True
B)False
10
The authors of “Using Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind” contend that the law:
A)makes no reference to daily instructional practices.
B)requires assessment practices that yield specific results about individual students.
C)is designed to track the education progress of groups rather than individuals.
D)mandates precise forms of written assessments that are standardized across student populations.
11
As noted in “Using Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind,” curriculum-based assessment examines student performance on the standards mandated in general education by:
A)employing a prescribed list of accommodations for students with disabilities.
B)using assessment tools that accompany curricular materials.
C)systematically increasing the difficulty in assignments and engaging in continuous assessments.
D)objective analysis of student observation.
12
As stated in “Using Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind,” student response to research-based strategies can be obtained through direct observation.
A)True
B)False
13
As reported in "Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities," a child is considered to have a LD if he/she:
A)is socially maladapted but has good academic skills.
B)admits to not enjoying reading.
C)can speak but cannot write clearly.
D)is not working to potential in at least one academic area, has trouble processing information, and does not have any other primary disability.
14
As suggested in "Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities," one value of early identification and intervention is:
A)that it provides a foundation for later learning and could therefore foster later academic success.
B)community backing for specialized programs.
C)government funding for all students would be enhanced.
D)vocational planning might not be impeded.
15
As brought out in "Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities," early intervention can rarely prevent secondary problems from occurring.
A)True
B)False
16
As reported in “Collaborative Steps,” the reauthorized Individuals with Disabilities Act emphasizes that the key decision-maker is the:
A)classroom teacher.
B)special-services coordinator.
C)school administrator.
D)parent.
17
As stated in “Collaborative Steps,” the first step in the collaborative process described is:
A)parents receiving a letter regarding kindergarten eligibility.
B)school-district personnel conduct preschool observations.
C)students begin receiving special education in the preschool setting.
D)parents conduct kindergarten observations.
18
As noted in “Collaborative Steps,” the coordinated process called for in research and best-practice publications is clearly articulated in the Individuals with Disabilities Education Act.
A)True
B)False
19
According to "Building Relationships With Challenging Children," the students in the Ahlstrom and Havighurst study who turned their lives around all had in common:
A)positive parental influences.
B)good academic progress.
C)a wholesome attitude toward adults and peers.
D)a special relationship with a teacher or work supervisor.
20
When she first arrived at her new school, the student identified in "Building Relationships With Challenging Children" as Andreen:
A)had a pleasant attitude.
B)seldom complied with the teacher's requests.
C)adjusted well to her new school.
D)was popular among her peers.
21
As observed in "Building Relationships With Challenging Children," teachers must focus on what students do wrong in order to establish better behavior.
A)True
B)False
22
According to “Build Organizational Skills in Students with Learning Disabilities,” mentoring programs:
A)have not been shown effective in students with learning disabilities.
B)should pair students with more-organized peers.
C)should allow adults to guide struggling students in improving organizational competence.
D)should involve adults monitoring student frustration levels.
23
In discussing the use of checklists to track activities, the authors of “Build Organizational Skills in Students with Learning Disabilities” note that checklists:
A)empower students to feel a sense of accomplishment.
B)are overwhelming to students.
C)should be monitored by someone other than the student.
D)should always include deadlines.
24
As pointed out in “Build Organizational Skills in Students with Learning Disabilities,” the adage “a place for everything and everything in its place” should not apply to students with learning disabilities.
A)True
B)False
25
As implied in "No More Friday Spelling Tests? An Alternative Spelling Assessment for Students With Learning Disabilities," students with learning disabilities often do well on weekly spelling tests by:
A)memorizing their lists of words, rather than by internalizing spelling strategies.
B)over-strategizing their responses.
C)indicating a willingness to try anything new and different.
D)studying intensively the night before the test.
26
As stated in "No More Friday Spelling Tests? An Alternative Spelling Assessment for Students With Learning Disabilities," a traditional spelling test does not:
A)give feedback in terms of academic achievement.
B)provide insight into the spelling cues that students use.
C)eliminate the self-esteem issue.
D)fall into the curricula requirements of most school districts.
27
As proposed in "No More Friday Spelling Tests? An Alternative Spelling Assessment for Students With Learning Disabilities," students with learning disabilities have difficulty spelling because they are less skilled at deducing and using spelling strategies and rules.
A)True
B)False
28
As suggested in “Addressing the Social and Emotional Needs of Twice Exceptional Students,” support services for twice exceptional children should:
A)focus on academics.
B)stress remediation.
C)stress social development.
D)treat the whole child.
29
In discussing the self-concept of gifted/learning-disabled students, the author notes that these students:
A)tend to set high goals.
B)tend to have higher self-concepts than normally achieving peers.
C)are not affected by the expectations others have of them.
D)tend to have higher self-concepts than other gifted students.
30
As pointed out in “Addressing the Social and Emotional Needs of Twice Exceptional Students,” the self-concepts of students who are gifted/learning-disabled vary according to the type of special-education services they receive.
A)True
B)False
31
As reported in “Assessment and Intervention for Bilingual Children with Phonological Disorders,” the first step in the protocol described is to:
A)perform a relational analysis.
B)obtain speech samples.
C)perform an error analysis.
D)work up a detailed case history.
32
As noted in “Assessment and Intervention for Bilingual Children with Phonological Disorders,” the International Dual Systems Model of phonological representation:
A)suggests that bilingual children are more likely to have phonological disorders than single-language speakers.
B)contends that a bilingual child’s two phonological systems influence each other.
C)contends that separate phonological systems do not exist in multilingual children.
D)was the first model posited.
33
As pointed out in “Assessment and Intervention for Bilingual Children with Phonological Disorders,” there have been extensive studies of providing intervention to bilingual children with phonological disorders.
A)True
B)False
34
As highlighted in "A Speech-Language Approach to Early Reading Success," according to most theories of reading development today, phonological decoding:
A)is essential to reading.
B)rarely brings success to reading challenges.
C)only confuses the reader.
D)cannot be used by those with learning disabilities.
35
As suggested in "A Speech-Language Approach to Early Reading Success," phonemic-awareness training has caused reading and spelling improvement that has:
A)maintained a very small place in the overall curriculum design for students with speech and language problems.
B)benefits that have lasted beyond the end of training.
C)incomparable value only to speech pathologists.
D)necessitated excessive investment of time and money.
36
As indicated in "A Speech-Language Approach to Early Reading Success," failure in response to conventional phonics instruction is frequently due to attempts to match the abstract form of a letter to a sound that is not perceived.
A)True
B)False
37
As reported in “Filling the Potholes in the Road to Inclusion,” some teachers remain philosophically opposed to making accommodations in the general-education classroom because:
A)it makes more work for them in the classroom.
B)they believe students need to learn to cope with academic demands.
C)they believe it is unfair.
D)they believe it is patronizing.
38
The author of “Filling the Potholes in the Road to Inclusion” suggests that differentiating instruction means:
A)all instruction is geared toward successful formal assessment.
B)students are treated equally by teachers and their peers.
C)starting with goals and working backwards.
D)starting where students are rather than with the curriculum guide.
39
As noted in “Filling the Potholes in the Road to Inclusion,” successful differentiation requires systemic change both in teacher practices and classroom culture.
A)True
B)False
40
As mentioned in "Service-Learning Opportunities That Include Students With Moderate and Severe Disabilities," students with moderate and severe disabilities rarely have:
A)open-ended discussions about their future.
B)integrated classroom settings in which to learn.
C)library access.
D)the opportunity to plan their learning activities and how they would like to contribute to their community.
41
As related in "Service-Learning Opportunities That Include Students With Moderate and Severe Disabilities," the community volunteer work in which students with moderate and severe disabilities are involved also:
A)offers time out of necessary classroom participation.
B)gives the community a chance to perceive students with disabilities in a new light.
C)requires parental notification in stages.
D)is mandated by federal guidelines.
42
As indicated in "Service-Learning Opportunities That Include Students With Moderate and Severe Disabilities," educators are increasingly recognizing service learning as an important learning tool for all students.
A)True
B)False
43
As reported in “Fitting In,” characteristics of autism-spectrum disorders that impact communication include:
A)talking too much.
B)use of sarcasm.
C)figurative speech.
D)odd prosody.
44
As pointed out in “Fitting In,” the key in helping the student with an autism-spectrum disorder fit into the inclusive class is:
A)educating other students.
B)strict disciplinary standards.
C)discretion.
D)compassion.
45
As stated in “Fitting In,” characteristic skills of popular boys are all the same as those of popular girls.
A)True
B)False
46
Concerning depression and other mood disorders, the authors of "Psychiatric Disorders and Treatments: A Primer for Teachers" observe that such disorders:
A)are extremely uncommon in children and adolescents.
B)are more common that Attention Deficit Hyperactivity Disorder.
C)do not respond well to medication.
D)cause significant distress or functional impairment.
47
Regarding oppositional-defiant and conduct disorders, the authors of "Psychiatric Disorders and Treatments: A Primer for Teachers" note that:
A)both conditions are usually treated with medication.
B)primary treatment for both conditions is behavioral therapy.
C)the conditions are generally considered equally troublesome.
D)both conditions involve violent behavior.
48
As reported in "Psychiatric Disorders and Treatments: A Primer for Teachers," titration is somewhat easier with stimulants than with other medications.
A)True
B)False
49
As indicated in "I Want to Go Back to Jail," the teacher working in the maximum security facility was:
A)a more honest, more effective teacher.
B)terrified of the environment.
C)unable to help those who needed it the most.
D)not willing to be there alone.
50
As suggested in "I Want to Go Back to Jail," in the stark jail environment the educational power of kindness and respect was:
A)ignored.
B)misunderstood.
C)rediscovered.
D)never enough to handle the difficult issues.
51
As reported in "I Want to Go Back to Jail," the GED test is given in-house about every two months, and the pass rates equals and sometimes exceed those on the outside.
A)True
B)False
52
According to “Classroom Behavior Management,” the most effective form of management in the classroom is:
A)positive reinforcement.
B)teaching empathy.
C)tolerance.
D)prevention.
53
As reported in “Classroom Behavior Management,” research shows that students with severe emotional and behavioral problems:
A)do not respond to positive verbal reinforcement.
B)get less reinforcement than other students.
C)need less reinforcement than other students.
D)respond better to stop than start requests.
54
As pointed out in “Classroom Behavior Management,” time out should be viewed by students as a place they must go.
A)True
B)False
55
As reported in “Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior,” the characteristics displayed by students that would indicate emotional/behavioral disorders include all of the following except:
A)inability to maintain satisfactory interpersonal relationships with peers.
B)general mood of depression.
C)inappropriate feelings under normal circumstances.
D)difficulty expressing feelings.
56
As noted in “Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior,” the behavior issues in the student identified as Chris involved:
A)aggression during transitions.
B)lack of task commitment.
C)noncompliance with teacher instructions in the classroom.
D)damage to school property.
57
As pointed out in “Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior,” the student identified as Alexa spends part of every day in the Emotional/Behavioral Disorders classroom.
A)True
B)False
58
As reported in “The Debate Over Deaf Education,” the debate concerning the education of deaf students in the United States:
A)has little impact on the way students are actually taught.
B)has been affected by recent medical advances.
C)began in the middle of the twentieth century.
D)is fueled by scientific research showing that oral instruction is intrinsically more effective.
59
As noted in “The Debate Over Deaf Education,” the most common cause of deafness is:
A)brain injury.
B)German measles.
C)damaged inner ear.
D)neurological deficits.
60
As stated in “The Debate Over Deaf Education,” the strongest trend in recent years in academic departments has been a growing openness to whatever works with individual children.
A)True
B)False
61
Overall conclusions about tactile adaptations reached in "Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities" include that:
A)they should be limited to students with multiple disabilities.
B)sighted classmates should not be involved.
C)they require careful planning on the part of the teacher.
D)teachers should standardize all tactile experiences.
62
As noted in "Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities," characteristics of tactile information that differ from visual information include that:
A)touch provides the whole of an object at once.
B)it takes more time to examine an object tactilely than it does to examine it visually.
C)all tactile representations of concepts are meaningful to students.
D)abstract concepts are easier to teach tactilely than visually.
63
As pointed out in "Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities," touching an item to the student's body is less intrusive than manipulating the student's hand to take the object.
A)True
B)False
64
As reported in "Making Inclusion a Reality for Students With Severe Disabilities," the inclusion of students with severe disabilities into general education classrooms:
A)is mandated by the Individuals with Disabilities Education Act.
B)has become less prevalent.
C)requires professional cooperation among teachers.
D)offers no benefits to students without disabilities.
65
As noted in "Making Inclusion a Reality for Students With Severe Disabilities," in the cascade of integration options, the least restrictive inclusion option features:
A)different activities, same objectives.
B)different setting, different objectives.
C)different activities, objectives, and setting.
D)same activities, objectives, and setting.
66
As pointed out in "Making Inclusion a Reality for Students With Severe Disabilities," inclusion requires that students with special needs perform at a level comparable to peers without disabilities.
A)True
B)False
67
According to “Classroom Interventions for Students with Traumatic Brain Injuries,” the first step in a student’s return to school after a traumatic brain injury is to:
A)complete physical healing.
B)make an accurate assessment.
C)conclude recovery therapies.
D)advance communication and coordination between parties.
68
As reported in “Classroom Interventions for Students with Traumatic Brain Injuries,” greater difficulty with executive function is associated with injuries to the:
A)anterior lobe.
B)frontal lobe.
C)medial lobe.
D)brain stem.
69
As noted in “Classroom Interventions for Students with Traumatic Brain Injuries,” for purposes of the Rehabilitation Act of 1973, learning is considered a major life activity.
A)True
B)False
70
As suggested in "Empowering Students With Severe Disabilities to Actualize Communication Skills," the first step toward developing skill actualization goals for students with severe mental retardation is to create:
A)participatory events for outside community members.
B)communication profiles.
C)conferences for the families.
D)films that are interesting.
71
As brought out in "Empowering Students With Severe Disabilities to Actualize Communication Skills," a functional communication model must include:
A)modifications to the physical environment and the structure of the curriculum.
B)standards of approval.
C)computer-analyzed data.
D)one-on-one weekly sessions.
72
As shown in "Empowering Students With Severe Disabilities to Actualize Communication Skills," a critical aspect of functional communication is that it emphasizes skill actualization.
A)True
B)False
73
In discussing progeria, the author of "Savior Parents" notes that the condition:
A)is fairly common in the United States.
B)causes accelerated aging.
C)is caused by wide-ranging chromosomal abnormalities.
D)is rarely terminal.
74
As noted in "Savior Parents," Leslie Gordon and Scott Berns are committed to:
A)raising money for research on genetically based diseases.
B)protecting their son from thoughtless people.
C)understanding why their son died.
D)the idea that their son should just be a kid.
75
As reported in "Savior Parents," the neurologist who examined Elizabeth Cody found that her problems with speaking were due to impaired hearing.
A)True
B)False
76
As referred to in "Accommodations for Students With Disabilities: Removing Barriers to Learning," an accommodation is:
A)required for persons with disabilities by the Americans with Disabilities Act.
B)a guarantee of success or a specific level of performance.
C)an adjustment that removes a barrier presented by a disability.
D)an unfair advantage for persons with disabilities.
77
As addressed in "Accommodations for Students With Disabilities: Removing Barriers to Learning," a 504 Plan, from Section 504 of the Federal Rehabilitation Act of 1974:
A)describes how a retirement plan is to be funded for disabled persons.
B)details the type of accommodation that is required for a disabled student, employee, or citizen.
C)mandates a special-education placement for a disabled student.
D)requires diagnosis of a student's, employee's, or citizen's disability but does not address a remedy.
78
According to "Accommodations for Students With Disabilities: Removing Barriers to Learning," in normal classroom activities, teachers may make accommodations as needed; however, accommodations for standardized tests must be designated in IEPs or 504 Plans.
A)True
B)False
79
According to “ADHD Among Students Receiving Special Education Services,” demographic characteristics demonstrated by the study included that:
A)special-education students with ADHD were disproportionately female.
B)special-education students with ADHD were more likely to be in the economic middle class than their non-ADHD peers.
C)the majority of students with ADHD were taking medication.
D)there was a strong correlation between ADHD and two-parent households.
80
As pointed out in “ADHD Among Students Receiving Special Education Services,” the disability classification with the highest percentage of students identified as Attention Deficit Hyperactivy Disorder was:
A)Speech-Language Impairment.
B)Other Health Impairment.
C)Mentally Retarded.
D)Learning Disabled.
81
As stated in “ADHD Among Students Receiving Special Education Services,” Hispanic students are more likely to be identified as having Attention Deficit Hyperactivity Disorder than non-Hispanic Caucasians.
A)True
B)False
82
As stated in "Finding What Works," medication helps many kids, but:
A)parents always want to push their children to use too many drugs.
B)drugs are never the answer.
C)it is hard to know which drugs will work for which kids.
D)diagnosis becomes impossible.
83
As brought out in "Finding What Works," medicine aimed at one set of symptoms can:
A)never be prescribed for those in the first grade and above.
B)remain totally out of bounds for kids with ADHD.
C)never be accurately calibrated.
D)exacerbate other symptoms.
84
As indicated in "Finding What Works," to help children get the most effective treatment, experts say that front-line physicians need better support.
A)True
B)False
85
As noted in "Understanding the Young Gifted Child: Guidelines for Parents, Families, and Educators," in order to foster a realistic view of the world, schools should:
A)provide gifted children with exposure to intellectual peers.
B)keep gifted children in general classrooms.
C)encourage gifted children to conform.
D)prevent teasing of gifted children.
86
As reported in "Understanding the Young Gifted Child: Guidelines for Parents, Families, and Educators," the goal of acceleration is to:
A)satisfy legal requirements.
B)prevent boredom.
C)eliminate misbehavior among gifted students.
D)provide curricular flexibility.
87
As stated in "Understanding the Young Gifted Child: Guidelines for Parents, Families, and Educators," gifted children tend to be less well adjusted than other students.
A)True
B)False
88
As suggested in "Read All About It," increased understanding of the neural building blocks of successful reading may:
A)eliminate the need for remediation.
B)inspire improved forms of reading instruction.
C)reduce the incidence of spelling deficits.
D)produce more scholars.
89
As mentioned in "Read All About It," good readers learn a complex skill:
A)by thoughtful application of intelligence.
B)through nearly lifelong practice.
C)immediately.
D)with other limited functions.
90
As stated in "Read All About It," word reading galvanizes two related parts of the frontal left brain, but only in experienced readers.
A)True
B)False
91
According to “Academic Strategies that Work for Gifted Students with Learning Disabilities,” the most flexible of the educational resources is:
A)media.
B)curriculum.
C)time.
D)perception.
92
As noted in “Academic Strategies that Work for Gifted Students with Learning Disabilities,” Alfred North Whitehead identified inert knowledge as that which:
A)we cannot technically know.
B)does not change over time.
C)is important for daily life.
D)we cannot activate and use for any meaningful purpose.
93
As pointed out in “Academic Strategies that Work for Gifted Students with Learning Disabilities,” all students do better in testing situations if they are given extended time.
A)True
B)False
94
According to "The Transition from Middle School to High School," research on students with learning disabilities indicates that such students:
A)have adequate compensating strategies to succeed in high school.
B)are more likely than others to experience problems in the ninth and tenth grades.
C)are not given strenuous programs in high school.
D)tend to be more successful in the transition to high school than students without disabilities.
95
As noted in "The Transition from Middle School to High School," one difference between the students in the study with learning disabilities and those without was that students with disabilities:
A)were not involved in extracurricular activities.
B)were involved in fewer extracurricular activities.
C)had not made friends in high school.
D)did not benefit from contact with older students.
96
As reported in "The Transition from Middle School to High School," typically, high schools offer fewer support services for students with learning disabilities than middle schools do.
A)True
B)False
97
As reported in “Postsecondary Academies,” the largest percentage of students attending postsecondary academies was those with:
A)autism.
B)learning disabilities.
C)emotional disturbance.
D)mobility impairment.
98
As noted in “Postsecondary Academies,” the most popular activities were:
A)tours.
B)small groups.
C)student panels.
D)sessions on self-advocacy.
99
According to “Postsecondary Academies,” the postsecondary academies were mostly held on college campuses.
A)True
B)False
100
As reported in “What Happens When They Grow Up,” in exploring brain size, scientists have found that children with autism:
A)are born with smaller-than-average brains.
B)are born with larger-than-average brains.
C)develop larger-than-average brains.
D)have brains that shrink throughout childhood.
101
As pointed out in “What Happens When They Grow Up,” the high-functioning end of the autism disorders spectrum is:
A)PDD-NOS.
B)Rett’s Disorder.
C)Childhood Disintegrative Disorder.
D)Asperger’s Syndrome.
102
According to “What Happens When They Grow Up,” most theories suggest that autism is caused by a single defective gene.
A)True
B)False





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