22 Special Education: Cross-Category

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AZ-SG-FLD022-02

22 Special Education: Cross-Category

This AEPA test was replaced by a NES test. Examinees may continue to find this study guide useful as they

prepare for the NES, as the previous AEPA test may have covered objectives and content similar to the NES test.

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Copyright © 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved.National Evaluation Systems, P.O. Box 226, Amherst, MA 01004

AEPA, Arizona Educator Proficiency Assessments, and the AEPA logo are trademarks, in the U.S. and/orother countries, of the Arizona Department of Education and Pearson Education, Inc. or its affiliate(s).

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TABLE OF CONTENTSField 22: Special Education: Cross-Category

PART 1: GENERAL INFORMATION ABOUT THE AEPA® AND TEST PREPARATION

AN OVERVIEW OF THE AEPA........................................................................................... 1-1

Test Development ProcessCharacteristics of the AEPATest AdministrationHow AEPA Test Scores Are Computed and Reported

HOW TO PREPARE FOR THE TESTS ................................................................................... 1-3

Study the Test ObjectivesFocus Your StudiesIdentify ResourcesDevelop Study TechniquesAnswer the Practice QuestionsReview the Sample Answer Sheet and Written Response BookletTest DirectionsSample Answer SheetSample Written Response Booklet

WHAT TO EXPECT THE DAY OF THE TEST........................................................................ 1-12

The Morning of the AdministrationAt the Test Site

SAMPLE TEST OBJECTIVES AND QUESTIONS .................................................................. 1-13

Organization of the Test ObjectivesQuestion Formats and StrategiesSelected-Response-Question FormatsPerformance Assignment FormatsEvaluation of the Sample Written Performance Assignment Response

PART 2: FIELD-SPECIFIC INFORMATION

INTRODUCTION ................................................................................................................. 2-1

TEST OBJECTIVES .............................................................................................................. 2-2

PRACTICE QUESTIONS ...................................................................................................... 2-8

ANSWER KEY ..................................................................................................................... 2-47

PREPARATION RESOURCES............................................................................................... 2-51

STUDY GUIDE ORDER FORM

PART 1:GENERAL INFORMATION ABOUTTHE AEPA® AND TEST PREPARATION

Part 1 of this study guide is contained in a separate PDF file. Click the link below to view orprint this section:

General Information About the AEPA and Test Preparation

http://www.aepa.nesinc.com/PDFs/AZ_SGfrontmatter.pdf

Arizona Educator Proficiency Assessments Study Guide 2-1

PART 2:FIELD-SPECIFIC INFORMATIONField 22: Special Education: Cross-Category

INTRODUCTION

This section includes a list of the test objectives, practice questions, and an answer key for the selected-response questions.

Test objectives. As noted earlier, the test objectives are broad, conceptual statements that reflect theknowledge, skills, and understanding an entry-level educator needs to practice effectively in Arizona schools.The list of test objectives for each test field is the only source of information about what a specific test willcover and therefore should be studied carefully.

Practice questions. The practice questions for the selected-response and performance assignment sectionsincluded in this section are designed to give you an introduction to the nature of the questions included in theAEPA® tests. The practice questions represent the various types of questions you may expect to see on anactual test; however, they are not designed to provide diagnostic information to help you identify specificareas of individual strength or weakness or to predict your performance on the test as a whole.

When you answer the practice questions, you may wish to use the sample answer sheet and sample WrittenResponse Booklet provided in Part 1 to acquaint yourself with these materials. Use the answer key locatedafter the practice questions to check your answers. A sample response is provided immediately following thewritten performance assignment. The sample response in this guide is for illustrative purposes only. Yourwritten response should be your original work, written in your own words, and not copied or paraphrasedfrom some other work.

To help you identify how the test objectives are measured, the objective statement to which the questioncorresponds is listed in the answer key. When you are finished with the practice questions, you may wish togo back and review the entire list of test objectives and descriptive statements for your test field.

Preparation resources. The list of preparation resources has been compiled to assist you in finding relevantmaterials as you prepare to take the Special Education: Cross-Category test. This list is to be considered not ascomplete, but as representative of the kinds of resources currently available. There may be other materials thatmay be helpful to you in preparing to take the test.

You may also wish to consult a representative from an Arizona educator preparation program in your arearegarding other potential resources specific to this field. Keep in mind that the use of these materials does notguarantee successful performance on the test.

2-2 Arizona Educator Proficiency Assessments Study Guide

TEST OBJECTIVES

Field 22: Special Education: Cross-Category

SUBAREAS:

1. Understanding Students with Special Needs2. Assessing Students and Developing Individualized Education Programs (IEPs)3. Promoting Student Development and Learning4. Working in a Collaborative Learning Community

UNDERSTANDING STUDENTS WITH SPECIAL NEEDS

0001 Understand typical learning processes and the significance of various disabilities for learning.

For example: processes by which learning occurs; applications of learning theories; factors thatmay affect learning, including socioeconomic, cultural, and language differences; effects of variousdisabilities on learning; factors that may impede learning (e.g., abuse/neglect, substance abuse,medications, physiological factors); factors that may facilitate learning in students with specialneeds; and teaching strategies that are responsive to students' needs and take advantage of theirstrengths.

0002 Understand types and characteristics of emotional disabilities.

For example: major behavioral and social characteristics of students with emotional disabilities;definitions and identifying criteria associated with students with emotional disabilities; and theimplications of various types of behavioral, social, and emotional disabilities for students'educational development.

0003 Understand the effects of emotional disabilities on human development and learning.

For example: the influence of emotional disabilities on psychomotor, cognitive, social, emotional,and language development; ways in which emotional disabilities influence personal productivity,interpersonal/intrapersonal effectiveness, communication skills, self-control, and self-monitoring;and the effects of emotional disabilities on adult life roles (e.g., learning, daily living, employment,family life).

0004 Understand types and characteristics of specific learning disabilities.

For example: types (e.g., oral or written expression, basic reading skills, reading or listeningcomprehension, mathematics calculation or reasoning) and characteristics (e.g., perception andmemory disorders; difficulties with concept formation, processing, and problem solving) of specificlearning disabilities; and differences between specific learning disabilities and other types ofimpairments.

0005 Understand the effects of specific learning disabilities on human development and learning.

For example: the influence of specific learning disabilities on psychomotor, cognitive, social,emotional, and language development; and the implications of various types of specific learningdisabilities on students' educational development.

Special Education: Cross-Category


0006 Understand types and characteristics of mild, moderate, and severe mental retardation.

For example: major cognitive, behavioral, and social characteristics of individuals with mentalretardation; the concepts of intellectual functioning and adaptive behavior; known causes of,contributing factors related to, and prevention of mental retardation; and definitions and criteriaassociated with types and levels of mental retardation.

0007 Understand the effects of mild, moderate, and severe mental retardation on human development andlearning.

For example: the influence of mental retardation on orthopedic (physical), sensory, motor, adaptive,cognitive, language, social, and emotional development; learning characteristics of students withmental retardation and ways to address these characteristics; and the implications of mentalretardation on students' educational opportunities and adult life roles (i.e., domestic, recreation/leisure, community, and employment).

0008 Understand types and characteristics of orthopedic (physical) and other health impairments.

For example: types of orthopedic (physical) disabilities and health impairments and theircharacteristics; terms related to orthopedic (physical) disabilities and health impairments; theeducational implications for students with orthopedic (physical) or other health impairments;and prenatal, perinatal, and postnatal causes of orthopedic (physical) disabilities and healthimpairments.

0009 Understand the effects of orthopedic (physical) and other health impairments on human development andlearning.

For example: the effects of orthopedic (physical) disabilities and health impairments on psycho-motor, cognitive, social, emotional, and language development; the implications of various types oforthopedic (physical) and health impairments on students' educational development; and the effectsof orthopedic (physical) and health impairments on adult life roles (e.g., learning, daily living,employment, family life).

ASSESSING STUDENTS AND DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS (IEPS)

0010 Understand types and characteristics of assessment instruments and methods.

For example: basic terminology used in assessment; types, characteristics, and methods of formaland informal assessment; principles of and procedures for creating, selecting, and evaluatingeducational assessment instruments and methods, including those used in prereferral situations;and advantages, disadvantages, and limitations of various assessment instruments and methods.

0011 Understand assessment procedures of the multidisciplinary evaluation team for evaluating individualdifferences and making placement and programming decisions for students with disabilities.

For example: roles and functions of members of the multidisciplinary evaluation team; componentsof a full and individual evaluation used to determine eligibility for and placement within specialeducation and related services; ethical practices and legal provisions regarding unbiasedassessment; procedural requirements for conducting an evaluation; interpretation and use ofassessment data to plan a student's educational program and placement; awareness of students’behavior, communication, and assistive technology needs; the impact of cultural diversity andlinguistic differences on evaluation and placement decisions in special education; and appropriateapplication and interpretation of scores.



0012 Understand procedures and criteria for evaluating and identifying the educational strengths and needs ofstudents with emotional disabilities.

For example: principles and procedures for screening, assessing, evaluating, and diagnosingstudents with emotional disabilities.

0013 Understand procedures and criteria for evaluating and identifying the educational strengths and needs ofstudents with specific learning disabilities.

For example: principles and procedures for screening, assessing, evaluating, and diagnosingstudents with specific learning disabilities.

0014 Understand procedures and criteria for evaluating and identifying the educational strengths and needs ofstudents with mental retardation.

For example: principles and procedures for screening, assessing, evaluating, and diagnosingstudents with mental retardation.

0015 Understand procedures and criteria for evaluating and identifying the educational strengths and needs ofstudents with orthopedic (physical) or other health impairments.

For example: principles and procedures for screening, assessing, evaluating, and diagnosing thestrengths and needs of students with orthopedic (physical) or other health impairments.

0016 Understand the uses of ongoing assessment in the education of students with special needs.

For example: procedures for using and maintaining ongoing classroom assessment; methods fordetermining learning styles and strengths; application of assessment data to modify a student'seducational program; and the interpretation of assessment data to evaluate students' academicprogress, determine students’ needs, revise IEPs, and modify programming.

0017 Understand procedures for developing and implementing Individualized Education Programs (IEPs) forstudents with special needs.

For example: roles and functions of IEP team members; factors and procedures in gatheringinformation, creating and maintaining records, determining appropriate placements, and developingIEPs for students with special needs; components of an IEP; and evaluation of students’ progress withrespect to IEP goals.

PROMOTING STUDENT DEVELOPMENT AND LEARNING

0018 Understand how to establish a positive and productive learning environment for all students.

For example: ways that disabilities may affect students’ progress in the general educationcurriculum; factors in the learning environment that affect students' self-esteem and attitudes towardlearning; strategies for modifying learning environments to address diverse student needs; andindividual and group management strategies and intervention techniques for achieving instructionalmanagement goals (e.g., maintaining standards of behavior, maximizing time spent in learning).

0019 Understand approaches and techniques used to improve students' reading skills.

For example: types and characteristics of reading difficulties associated with various disabilities;principles of and methods for teaching prereading skills, phonological awareness, decoding, wordrecognition, reading comprehension, and print integration skills; various approaches to readinginstruction (e.g., skills-based, whole-language, combined approaches); and promoting appreciationfor reading.



0020 Understand strategies and techniques used to promote students' written expression.

For example: types and characteristics of written language difficulties associated with variousdisabilities; and principles and methods for improving students’ spelling, grammar, mechanics, wordusage, and syntax and for teaching students how to convey ideas logically and how to communicateto different audiences.

0021 Understand strategies and techniques used to promote students' math skills.

For example: types and characteristics of mathematical reasoning and calculation difficultiesassociated with various disabilities; and principles and methods for improving students’computation, reasoning, problem-solving, and measurement skills and application of math skills.

0022 Understand strategies and techniques used to promote students' acquisition of academic skills.

For example: ways the presence of disabilities may affect students’ progress in the generalcurriculum; various approaches for content area instruction; strategies for integrating reading,writing, and mathematics instruction into daily routines; and strategies for developing students'academic study skills.

0023 Understand strategies and techniques used to promote students' acquisition of functional skills.

For example: components of a functional curriculum; techniques for designing and implementingfunctional skills instruction (e.g., observation, task analysis, establishing behavioral outcomes,teaching in context, community-based instruction); strategies for teaching functional skills in themajor domains (e.g., self-help skills, daily living skills); and techniques for promoting skill transferand generalization.

0024 Understand strategies and techniques used to improve students' independent learning skills.

For example: principles and techniques for promoting students’ self-confidence, independence,decision making, responsibility, and personal ownership of tasks and goals; ways to help studentsapply self-management strategies; techniques for responding to the motivational characteristics ofindividual students; and strategies and activities for helping students to organize and manage time,develop productive routines, seek help when needed, follow instructions, work independently,choose and use technology, persevere at tasks, manage frustration and change, manage leisure time,and participate in problem-solving, decision-making, and conflict resolution processes.

0025 Understand the development and implementation of behavior interventions.

For example: types, characteristics, strengths, and limitations of various behavior interventionapproaches; conducting functional behavior assessments to determine the purposes of givenbehaviors; strategies and techniques for developing and implementing supports and systematicbehavior intervention plans for students with special needs (e.g., using behavioral contracts,teaching new behaviors to replace problem behaviors); appropriate ways of involving familymembers in behavior intervention plans; strategies for recognizing when plans are not working andmaking changes; and the importance of coordinating behavior intervention approaches amongpersons involved in the implementation of IEPs.



0026 Understand strategies and techniques used to improve students' transition to adult life roles.

For example: strategies and techniques that promote care for self and others, positive health andfitness habits, and travel and mobility routines; strategies for increasing students' understanding ofthe responsibilities associated with friendship, human sexuality, family life, and parenting; strategiesfor promoting students’ ability to advocate for themselves and obtain assistance as necessary(e.g., from family, government agencies, consumer organizations, advocacy groups); sensitivityto ways that cultural diversity may affect students’ attitudes toward and strategies for self-advocacy;and techniques for promoting independent and community living skills, citizenship skills,multicultural awareness, and participation in civic, leisure, and recreational activities.

0027 Understand principles of and procedures for supporting students' transition from school to employmentand/or post-secondary education and training.

For example: techniques and settings for promoting career and vocational awareness, exploration,and preparation; strategies for providing work experience and career planning services to students;and appropriate goals, objectives, activities, benchmarks, programs, and support to promotetransition into employment and/or post-secondary education.

WORKING IN A COLLABORATIVE LEARNING COMMUNITY

0028 Understand how to establish partnerships with other members of the school community to enhancelearning opportunities for students with special needs.

For example: consultation, collaboration, and communication skills and strategies for working withother school staff and support service providers, including general education teachers, to solveproblems and promote student achievement; and strategies for effectively providing services in avariety of educational contexts (e.g., coordinating instruction with other teaching professionals).

0029 Understand how to promote strong school-home relationships.

For example: strategies for establishing and maintaining communication with families from adiversity of backgrounds; how to recognize and overcome barriers to communication with families;how to work collaboratively with families to promote their participation in planning andimplementing their children's education; and how to provide information, training, support,counseling, and referrals to families whose children have special needs.

0030 Understand how to encourage school-community interactions that enhance learning opportunities forstudents with special needs.

For example: strategies for accessing and working effectively with agencies and services that canhelp meet the needs of students with special needs.

0031 Understand the history and philosophy of special education, key issues and trends, roles andresponsibilities, and legal and ethical issues relevant to special education.

For example: the historical and philosophical foundations of special education; ways in whichapproaches to special education have changed over time; legal and ethical issues in specialeducation (e.g., confidentiality, personal involvement with students and families, student disciplineand suspension); roles and responsibilities of teachers; mediation techniques; and application ofspecial education related laws (e.g., Section 504 of the Rehabilitation Act, the Americans withDisabilities Act [ADA], the Individuals with Disabilities Education Act [IDEA]), regulations, andguidelines (e.g., regarding identification, referral, evaluation, eligibility, program development,delivery of services, procedural safeguards).



DISTRIBUTION OF SELECTED-RESPONSE ITEMS ON THE TEST FORM


PRACTICE QUESTIONS


1. In general, which of the followingenvironmental factors is likely to have thegreatest effect on an elementary schoolstudent's educational progress?

A. the degree to which learningopportunities are available tothe student outside of school

B. the number of siblings in thestudent's family

C. the degree to which the studentinteracts with peer role models insettings outside the school

D. the birth order position of thestudent in his or her family

2. Carmita is a fifth grader with a learningdisability in reading. She has recentlydeveloped anxiety related to her readingdisability. If Carmita's anxiety is leftuntreated, it is most likely to affect herlearning by causing her to:

A. become increasingly motivated toovercome her reading disability bydoing extra assignments.

B. develop task avoidance behaviorsin relation to reading-relatedassignments due to a lack ofself-confidence.

C. develop overconfidence in heracademic strengths in order tocompensate for her readingdisability.

D. become increasingly aggressiveand hostile toward her readingteacher out of frustration.

3. Mr. Chino is a special education teacherwho works in a fourth-grade inclusionclassroom. He bases his instructionalpractices on Lev Vygotsky's socioculturaltheory of learning. Which of the follow-ing would an observer expect to see inMr. Chino's classroom?

A. Mr. Chino presenting a structuredlesson followed by a quiz in orderto provide students with immediatefeedback on their performance

B. Mr. Chino asking students todemonstrate their knowledge byhaving them work individually ondifferent projects in a variety ofmediums

C. Mr. Chino dividing the students intosmall groups to work on projectswhile he visits each group askingquestions and assisting as needed

D. Mr. Chino repeating a lessoncomponent until every studenthas mastered the concepts beforemoving on to introduce newmaterial



4. Tyler is an eighth-grade student whoinsists on washing his hands repeatedlyafter touching a doorknob. He becomesvery upset (e.g., yelling at the teacher,pacing back and forth) if not allowed todo so. Tyler is displaying behaviors mostclosely associated with individuals whoare diagnosed with which of the followingemotional disabilities?

A. post-traumatic stress disorder(PTSD)

B. generalized anxiety disorder

C. bipolar disorder

D. obsessive-compulsive dis-order (OCD)

5. Which of the following sets of behaviorswould most likely be exhibited by anadolescent diagnosed with depression?

A. bullying, truancy, a tendency towardlying to authority figures, andvandalism

B. an inability to think logically,disorganized speech patterns,and experiences of delusionsand hallucinations

C. irritability, sadness, feelings ofworthlessness, and a loss of interestin activities

D. impulsivity, an inability to sustainattention and cooperate with others,and frequent engagement in riskybehaviors

6. According to research, which of thefollowing circumstances is mostlikely to lead to an adult life markedby unemployment, poverty, andsubstance abuse?

A. a history of early childhood sepa-ration anxiety, school phobia, a shyand timid temperament, and use ofpsychological services

B. a history of a seizure disorder,ongoing pharmaceutical interven-tions, and frequent school absencesresulting in home-based tutoringservices

C. a history of learning disabilities,bipolar disorder, oppositionaldefiant disorder, and droppingout of high school

D. a history of an early identifiedgifted ability in math, no access togifted programming, and learningdisabilities in reading and writingdiagnosed in middle school



7. Ricardo is a 25-year-old man whowas diagnosed at age 14 with obsessive-compulsive disorder. This emotionaldisability would most likely affect hisadult employment in which of thefollowing ways?

A. Ricardo may experience time-consuming ritualistic behaviorsthat make him chronically late andunable to meet deadlines.

B. Ricardo may be unable toparticipate in large groups orgive presentations due to extremeshyness.

C. Ricardo may have difficultyestablishing appropriate relation-ships with co-workers due to anargumentative conversational style.

D. Ricardo may have a history ofunemployment and incarcerationdue to a pattern of lying and stealingfrom employers.

8. According to the Individuals withDisabilities Education Improvement Act(IDEA), which of the following conditionsis considered to be a specific learningdisability?

A. attention-deficit/hyperactivitydisorder (ADHD)

B. cerebral palsy

C. autism spectrum disorder (ASD)

D. dyslexia

9. Summer is a six-year-old first graderwhose hearing is within the normalrange. Her general education teacherhas observed that Summer does not followspoken directions, often appears confusedduring large- and small-group activities,is participating less in class, and is with-drawing from academic activities andsocial relationships. This set of behaviorsis most frequently associated with indi-viduals who have a specific learningdisability in which of the following areas?

A. reading comprehension

B. oral expression

C. listening comprehension

D. abstract reasoning

10. Which of the following is a commoncharacteristic of students with a specificlearning disability in basic reading skills?

A. delays in the acquisition of speechand receptive language

B. deficits in recognizing andidentifying the sounds of spokenlanguage

C. delays in retrieving previouslylearned verbal information

D. deficits in expressive languageand ability to communicate



11. Students with specific learning disabilitiesoften have metacognitive deficits thatinterfere with learning tasks. This typeof deficit is most likely responsible forthe learning problems of a student who:

A. is unable to concentrate and persistwith a task until it is complete.

B. uses the same operation for everymath problem and is unable toevaluate whether the operation isleading to sensible answers.

C. experiences difficulty workingcollaboratively with peers on a taskand is unable to use effective socialskills.

D. is unable to use phonics skills tosound out unfamiliar words in awritten text.

12. A fifth-grade student with a learningdisability associated with aphasia wouldlikely have the most difficulty with whichof the following activities?

A. completing a series of mathematicalcalculations on paper

B. retrieving words when speakingduring a class discussion

C. remaining seated during apresentation by a guest speaker

D. performing gross-motor activitiesduring a physical education class

13. Humberto is a third grader with a specificlearning disability in written expressionwho was recently determined eligible forspecial education services. The specialeducation teacher would most likelyrecommend instructional strategies tohelp strengthen Humberto's cognitivedevelopment in which of the followingareas?

A. organization of ideas and workingmemory

B. attention and concentration

C. self-regulation and intrinsicmotivation

D. concrete and abstract reasoning

14. A special diet can prevent mentalretardation in infants who are born withwhich of the following conditions?

A. anoxia

B. fetal alcohol syndrome (FAS)

C. hydrocephalus

D. phenylketonuria (PKU)



15. Marcos is a high school student withmental retardation who is preparing tomake the transition from school to adultlife. His transition team has determinedthat Marcos will need the support of ajob coach for the first six months afterhe leaves school. He will be sharing anapartment with another individual withmental retardation, and he will needassistance with managing his budgeton a monthly basis during the six-monthperiod. Marcos has learned cooking,shopping, cleaning, and hygiene skills andis self-sufficient in those areas. The levelof support that Marcos will require couldbe best described as:

A. extensive.

B. pervasive.

C. limited.

D. intermittent.

16. Kami is a 20-year-old high school studentwith moderate mental retardation. Shehas an Individualized Education Program(IEP) that provides functional academicand daily living skills instruction ina special education classroom andvocational training in the community.Kami also participates with her aide ingeneral education art, music, and physicaleducation classes. Which of the followingbest describes the most likely implicationsof Kami's moderate mental retardation forher adult life roles?

A. Kami will require support andsupervision for noncompetitive,semiskilled employment andsemi-independent living.

B. Kami will require minimal sup-port to be able to live and workindependently in the community.

C. Kami will require close supervisionand support to live in a group homeand to learn simple, rote vocationaltasks.

D. Kami will require a setting thatprovides a maximum amountof support to assist her with allaspects of daily living.



17. A 12-year-old student with mild mentalretardation would most likely be able todemonstrate which of the following skills?

A. completing mathematical wordproblems with one variable

B. reading approximately at a second-grade level

C. multiplying two-digit numbers

D. memorizing a short story

18. Orin is an eight-year-old third graderdiagnosed with Down syndrome andassociated moderate mental retardation.Which of the following best describes howOrin's speech-language skills are likely tobe affected by his disability?

A. Orin will stutter when respondingto his teacher's questions.

B. Orin will avoid making eye contactwhen engaging in conversationswith his classmates.

C. Orin will have difficulty witharticulation.

D. Orin will perseverate on a topicof personal interest during classdiscussions.

19. Which of the following circumstancesis known to be a direct cause of Downsyndrome?

A. the child's ingestion of significantamounts of lead during the firstyears of life

B. a chromosomal disorder that affectsembryonic development

C. the mother's ingestion of signif-icant amounts of alcohol duringpregnancy

D. a folic acid deficiency that affectsfetal development

20. Which of the following symptoms woulda student diagnosed with absence seizuresmost likely exhibit during a seizure?

A. staring and excessive blinking

B. dizziness and nausea

C. muscle stiffness and contractions

D. irritability and confusion



21. Elida is a 10-year-old fifth grader who isundergoing treatment for acute leukemia.Her treatment consists of a combinationof chemotherapy and radiation therapy.Before the onset of her illness, Elida wasan active class participant and an A/Bstudent. The classroom teacher is meetingwith Elida's parents, the school nurse,and the special education teacher todevelop a 504 Plan to facilitate her schoolperformance. Which of the following bestdescribes the educational implications ofElida's leukemia and treatment that herteam needs to consider?

A. Elida will likely require the use ofassistive technology devices in orderto demonstrate her knowledge andperform her best academically.

B. The classroom environment willlikely need to be modified tosupport Elida's full access andparticipation in activities.

C. Elida will likely require a shortenedschool day and reduced workload due to fatigue and frequentabsences.

D. The teacher's grading standards willlikely need to be lowered in order toenable Elida to continue to achieveacademic success.

22. Lily is an 11-year-old sixth grader whowas recently diagnosed with diabetes.She, her family, and teacher are learningto manage her treatment, which includesinsulin injections, monitoring blood sugarlevels, diet, and exercise. In which ofthe following other areas of Lily's devel-opment is her diabetes likely to affecther most?

A. psychomotor functioning and fine-motor skills

B. receptive and expressive language

C. academic achievement and level ofschool success

D. self-esteem and relationshipswith peers

23. Elena is a 12-year-old seventh grader whohas a severe form of juvenile rheumatoidarthritis. Although Elena appears to behealthy, she experiences stiff and painfuljoints and tends to become easily fatiguedduring the school day. These symptomsare most likely to affect Elena's academicperformance by limiting her ability to:

A. concentrate on assigned tasks.

B. participate during group discussions.

C. understand abstract concepts.

D. generalize previously learned skills.



24. Mr. Washington, a first-grade teacher, isconcerned that one of his students, Lian,is having difficulty acquiring basic read-ing skills. Lian has trouble recognizingletters, reciting the alphabet, and readingbasic sight words. Mr. Washington shareshis concerns with the special educationteacher. Which of the following proce-dures would be most appropriate for thespecial education teacher to recommendas part of the prereferral process for Lian?

A. The school counselor should meetwith Lian's parents to obtain acomprehensive developmentalhistory.

B. Mr. Washington should administeran informal diagnostic readinginventory to Lian in order toassess specific problem areas.

C. The school psychologist shoulduse projective techniques withLian to determine the presenceof underlying emotional issues.

D. The special education teachershould administer a norm-referenced achievement test toLian to determine her learningabilities.

25. Cody is a sixth grader who has beenreceiving push-in special educationservices for a learning disability in math.Ms. Dodero, his general education teacher,has become concerned about Cody's lackof progress in math and science as well ashis increasing noncompliance with teacherdirections, incomplete assignments,and refusal to follow classroom rules.Ms. Dodero consults with the specialeducation teacher who recommends thatthe multidisciplinary evaluation team(MET) conduct a functional behavioralassessment. The greatest advantage ofthis method of assessing Cody is that itwill help the team:

A. define Cody's behavior, identifyits cause and purpose, and developa behavior intervention plan.

B. determine the specific academicskills Cody needs to develop inorder to behave more appropriatelyat school.

C. provide documentation for theschool to use in hiring additionalstaff to help manage Cody'sbehavior.

D. diagnose Cody as having an emo-tional impairment as the cause ofhis inappropriate behavior.



26. Which of the following types ofinformal assessments would givethe most information about a middleschool student's progress in developingwriting skills over a period of time?

A. teacher-made essay test

B. portfolio assessment

C. classroom observation

D. ecological assessment

27. Which of the following steps shoulda multidisciplinary evaluation team(MET) take first when conducting formalassessments of students from culturallydiverse backgrounds?

A. Select screening measures to usein identifying students' specificlearning needs that require furtherevaluation.

B. Involve students' parents by havingthem complete a developmentalinventory in their primary language.

C. Conduct a group achievement test tocompare students' results with thoseof classmates.

D. Ensure that students' parents/guardians receive, understand,and sign an informed consent formin their primary language.

28. Over several months, a third-grade studentin a general education classroom has dis-played a marked decline in appropriatebehavior and academic performance.The student has been referred for anevaluation. Which of the followingquestions must the multidisciplinaryevaluation team (MET) consider whendetermining whether this student iseligible for special education services?

A. Are the lessons and assessmentsbeing used in the classroom toodifficult for the student?

B. Is the student's behavior havinga negative impact on classmates'learning?

C. Does the student have a disabilitythat is adversely affecting schoolperformance?

D. Has the student experienced similardifficulties in previous grades?



29. A multidisciplinary evaluation team(MET) has received a referral for Stefano,a sixth grader. Stefano's teacher andparents made the referral because of theirconcerns about his increasing inabilityto control his temper. He has becomeargumentative and noncompliant, andhe has withdrawn from interpersonalrelationships and activities. Stefanoputs forth minimal effort to completehis classwork and avoids homeworkassignments. Given these referralconcerns, which of the followingprocedures would be most appropriatefor the team to use in assessing Stefano?

A. monitoring the frequency andduration of the troublesomebehaviors over the next severalmonths using teacher-madebehavioral checklists

B. analyzing samples of Stefano'swritten classwork across subjectareas to determine if there is apattern of errors that reflectsspecific learning difficulties

C. asking the school psychologist tointerview Stefano and have himparticipate in group counselingsessions to obtain an impressionof how he interacts with others

D. gathering information aboutStefano's potential to learn, levelof achievement, and social-emotional functioning

30. Rosa is a 15-year-old high school studentwho is suspected of having depression.Her teachers observe in Rosa a markedlack of motivation and interest in school,inability to concentrate, social withdrawal,sadness, and irritability. Which of thefollowing evidence would be crucial forRosa's teachers to document in order fora diagnosis of depression to be made?

A. the length of time during which theemotional and behavioral symptomshave been observed in Rosa

B. the extent to which Rosa's level ofacademic performance falls belowgrade level in one or more academicsubjects

C. the frequency of Rosa's non-compliant behaviors, includingunexcused absences and truancyviolations

D. the existence of verbal and physicalacts of aggression committed byRosa against peers and adults



31. Manuel is a third grader who recentlyperformed below his grade level ona group-administered standardizedmathematics achievement test. Theseresults, in addition to failing grades andpoor classroom performance in math,led Manuel's teacher to refer him for anindividualized comprehensive evaluation.Which of the following assessmentprocedures would be most appropriatefor the multidisciplinary evaluation team(MET) to use first with Manuel?

A. a clinical mathematics interviewwith Manuel to determine hisqualitative reasoning abilities

B. an individually administeredstandardized test to compareManuel's individual mathematicsscores with his scores from thegroup test

C. an individually administeredquestionnaire to gain insight aboutManuel's interests in mathematics

D. an informal criterion-referencedtest to determine Manuel's specificstrengths and weaknesses in mathe-matics skills

32. Which of the following informalclassroom assessments is most appropriatefor assessing a student's auditorydiscrimination?

A. asking the student to followmultistep verbal commands tocomplete a puzzle

B. asking the student to recall the exactorder of a number series presentedorally

C. showing the student two unrelatedwords and asking him or her topronounce the words

D. having the student classify pairsof recorded sounds as the same ordifferent



33. The primary purpose of making adiagnosis when assessing a studentwho is suspected of having learningdisabilities is to:

A. label the student with a specificlearning disability so that generaleducation teachers know that theymust provide modified instruction.

B. document that the student is eligiblefor special education instruction andservices based on specific learningstrengths and needs.

C. collect background informationupon which to measure the successof any special education instructionand services provided to the student.

D. determine the underlying causeof the student's learning disabilityso that proper treatment can beprovided.

34. The most effective way to determinethe academic strengths and needs of amiddle school student with mild mentalretardation is to include which of thefollowing components in the assessmentprocedure?

A. a functional behavioral assessment

B. a norm-referenced test

C. a curriculum-based assessment

D. an adaptive behavior checklist

35. According to federal regulations and bestpractices, which of the following areasmust be evaluated during the assessmentprocess in order to determine the level ofsupport needed by a student diagnosedwith mental retardation?

A. community participation

B. motivation to learn

C. emotional functioning

D. adaptive behavior



36. Paco is an elementary school studentwho has spastic cerebral palsy and alearning disability in reading. He receivesboth push-in and pull-out special educa-tion services as well as related servicesfrom an occupational therapist andspeech-language pathologist. Paco isdue for a three-year reevaluation, and hisspecial education teacher is responsiblefor assessing Paco's current educationalstrengths and needs. Which of the follow-ing guidelines is the most important forthe special education teacher to followwhen reevaluating Paco?

A. Begin Paco's assessment at leasttwo grade levels lower than hiscurrent placement to establishan accurate baseline.

B. Consider Paco's mode ofcommunication and his abilityto access assessment materials.

C. Select different standardizedtests from those used in Paco's lastevaluation to increase the reliabilityof current results.

D. Determine Paco's motivation andwillingness to participate in theassessment process.

37. Mei is a seventh grader who has severeasthma. Because of her asthma, Meivisits the school nurse three or four timesa day and is frequently absent from schoolfor several days at a time or longer ifhospitalized. Her seventh-grade teachersare concerned about Mei's lack of aca-demic progress and, in collaborationwith her parents, have referred her fora comprehensive individual evaluation.Which of the following sources ofinformation would be most importantfor the multidisciplinary evaluation team(MET) to consult in diagnosing Mei'slearning strengths and needs?

A. results from behavioral observa-tions and behavior rating scalesconducted in each of Mei's classes

B. data collected from a review ofMei's school records of absencesand grades

C. records of Mei's developmentalhistory, including medical diagnosisand treatment

D. results from a portfolio review ineach of Mei's classes and interviewswith her teachers



38. A special education teacher is preparingto conduct an assessment of a secondgrader's educational strengths and needs.The student's general education teacherand parents made the referral due toconcerns that the student may haveattention-deficit/hyperactivity disorder(ADHD). Which of the following pro-cedures used by the special educationteacher would most likely increase theaccuracy of this student's assessmentresults?

A. providing a variety of tangiblerewards to the student for exhibit-ing appropriate and cooperativebehavior

B. engaging the student in testingsessions following periods ofunstructured physical activitysuch as recess

C. scheduling several short testingsessions rather than one long sessionto maximize the student's interestand motivation

D. beginning the testing with itemswritten for children at the preschoollevel to increase the student'slikelihood of success

39. Lizandra is a fourth-grade student withlearning disabilities who receives push-inservices in reading from Mr. Romero, aspecial education teacher. Mr. Romeronotices that in her daily reading groupLizandra is demonstrating increased oralreading fluency and is able to recall detailsand events from a story accurately. Whichof the following steps should Mr. Romerotake first to determine whether Lizandrais ready for more advanced readingmaterial?

A. Meet with Lizandra's parentsand general education teacherto discuss Lizandra's currentperformance and to gatheradditional information regard-ing their observations of herreading behaviors.

B. Administer an informal readinginventory, which will provideinformation regarding Lizandra'scurrent instructional reading andcomprehension levels.

C. Invite Lizandra to participatein a more challenging readinggroup on a trial basis, and takeanecdotal notes while observingher performance.

D. Request that the school psychologistor reading specialist administer aformal standardized reading test,which will provide informationregarding Lizandra's generalrange of reading abilities.



40. Use the information below to answer the question that follows.

Mr. Duval, a third-grade special education teacher in an inclusion classroom, conducts individualinterviews with his students at the beginning of the school year. A sample of the types of questionshe typically asks during these interviews is shown below.

• Do you think that you are good at learning new things?

• Is there a subject that you feel you are especially good at?

• What do you like to do outside of school for fun?

• Do you read outside of school? If so, what do you like to read?

Mr. Duval could most appropriately usethe information obtained during theseinterviews for which of the followingpurposes?

A. to determine what type of behavior-management system is likely tobe most effective based upon astudent's personality type

B. to provide insight into whetheror not a student is likely to makesufficient academic progress

C. to gain insight into a student'sstrengths and interests for thepurpose of individualizinginstruction

D. to determine whether a student islikely to need counseling or supportservices from other staff members



41. Ms. Espinoza is a special educationteacher in a middle school. At thebeginning of the school year, she askseach of her students to fill out a learningstyle inventory. Ms. Espinoza noticesthat Douglas, a sixth grader with learningdisabilities, scored high in the categoryof bodily-kinesthetic intelligence. Giventhis information, Ms. Espinoza could bestsupport Douglas's learning by involvinghim in which of the following types ofactivities?

A. group presentations that includedemonstrations and role-playingusing props or models

B. individual projects that requirecritical thinking skills andthoughtful reflection

C. group projects that requirecollaborative problem solvingand discussion

D. individual projects that includethe creation of graphs and chartsto demonstrate concepts

42. All Individualized Education Programs(IEPs) must include which of the fol-lowing informational components?

A. a statement of the assessmentprocedures and modificationsthat were used with the studentin past academic years

B. a list of current research articlesthat have been published aboutthe student's particular disability

C. a statement of personal academicand social goals for the upcomingschool year written by the student

D. a description of the student's currentlevel of academic achievement andfunctional performance

43. An Individualized Education Program(IEP) team is meeting to design andimplement a student's IEP. The schoolprincipal attends the meeting as the localeducational agency (LEA) representative.Which of the following is the primaryresponsibility of the school principal inthis capacity?

A. interpreting the evaluation resultsfor the student's parents during theIEP meeting

B. ensuring that the school providesall of the services required by thestudent's IEP

C. mediating any disagreements thatmay arise among members of thestudent's IEP team

D. explaining to the student's parentstheir rights and responsibilities inthe IEP process



44. At the end of the school year, a teamis meeting to develop an annual Indi-vidualized Education Program (IEP)for Alejandro, a second-grade studentwith severe mental retardation. Alejandrohas attended general education classesfor the past two years while receivingsupplementary aids and services withinthe classroom. He has made very limitedprogress toward meeting his functionalacademic and social IEP goals. Whichof the following questions would bemost important for the team to considerin making a decision about the mostappropriate placement for Alejandroduring the next school year?

A. Which placement would provideAlejandro with the least restrictiveenvironment while enabling him tomake satisfactory educationalprogress?

B. Does Alejandro's school have thefunds necessary to provide him withadditional services within a generaleducation classroom?

C. Is there a third-grade teacher inAlejandro's school who has hadexperience teaching students withmental retardation in an inclusionsetting?

D. Which placement would provideAlejandro with a classroom settingwith the smallest ratio of students toteachers?

45. Donavon, a third-grade student withautism spectrum disorder (ASD), showslittle or no interest in people or hissurroundings. He is preoccupied witha collection of plastic fantasy figures,which he plays with wherever he goes.Donavon's special education teacherfrequently needs to redirect his attentionfrom his figures to his partially or care-lessly completed assignments. Which ofthe following intervention techniques islikely to be most effective for maximizingthe time Donavon spends on learning?

A. establishing time and place rulesfor Donavon to use his figuresduring the school day

B. talking to Donavon about devel-oping other interests besides hisfigures

C. asking Donavon's parents to keephis figures at home

D. withholding Donavon's figures fromhim each day until he completes allassigned tasks thoroughly



46. A seventh-grade social studies teacher isplanning a lesson on current events usinga national newspaper. Students will readselected articles and then participate in aclass discussion. Several students in theclass have learning disabilities related toreading comprehension. Which of thefollowing modifications to this lessonwould be most appropriate for facilitatingthe participation of students with learningdisabilities?

A. grouping students with learningdisabilities together to read thenews articles at their own pace

B. assigning fluent readers as tutorsto explain the content of the newsarticles to their classmates withlearning disabilities

C. dividing students into smallheterogeneous groups to read thenews articles aloud and discussthem together

D. reading the news articles aloud tothe class and having each studentwrite a summary independently

47. Ms. Ryer is special education teacherwho works in a fourth-grade inclusionclassroom. Many of her students strugglewith reading. In an effort to promote theconcept of reading for pleasure, Ms. Ryerasks the entire class to participate in tenminutes of sustained silent reading eachday after lunch. During this time, studentscan read a favorite book from home orchoose a book from the library. Ms. Ryeralso makes a variety of age- and reading-level-appropriate books and magazinesavailable to students. Which of thefollowing additional actions shouldMs. Ryer take to help ensure that sus-tained silent reading time is as effectiveas possible in encouraging students toread for pleasure?

A. Make sure that students are seatedquietly at their desks before begin-ning sustained silent reading time.

B. Have a different student read aloudquietly to her each day duringsustained silent reading time.

C. After sustained silent readingtime, have students summarizein a journal what they have read.

D. Serve as a role model by readingbooks of her choice during sustainedsilent reading time.



48. Whitney is an eight-year-old thirdgrader with a learning disability inreading comprehension. She is ableto read grade-level material fluentlywith 98 percent accuracy, but she isunable to recall essential informationfrom a story she has just read. Whitney isa visual learner who enjoys drawing andpainting. Based on these characteristics,which of the following strategies wouldlikely be most effective for a specialeducator to use in teaching Whitney toretain information she has recently read?

A. arranging for Whitney to listen tothe story on tape before she reads it

B. showing Whitney how to fill in astory map while she reads

C. asking Whitney to read eachassigned story more than once

D. pairing Whitney with anotherstudent to act out the story aftershe reads it

49. Mr. Tome is a special education teacherin an elementary school. He is teachinga lesson to a small group of emergentreaders. Mr. Tome writes the word playon the board and asks students to say otherwords that rhyme with play. As studentsmake suggestions, he writes each word onthe board and prompts all of the studentsto say the word aloud. This activity islikely to be most effective for developingstudents' skills in which of the followingareas?

A. phonological awareness

B. concepts of print

C. vocabulary knowledge

D. reading fluency



50. Use the information below to answer the question that follows.

A special education teacher creates the following activity for his third-grade students to complete:

Directions: Read each pair of sentences. Then fill in the blank in the second sentence with anappropriate word.

1. Marie is wearing her new shoes today. Yesterday, Marie __________ her old shoes.

2. Thomas is writing a letter to his pen pal today. Yesterday, Thomas __________ a letter tohis aunt.

3. Carlos is going to the grocery store with his grandmother today. Yesterday, Carlos __________to the grocery store with his father.

4. Alaina is seeing a movie with her brother today. Yesterday, Alaina __________ a movie with herbest friend.

This type of activity would be most usefulfor promoting students' understanding of:

A. irregular verb forms.

B. plural nouns.

C. comparative adjectives.

D. uses of adverbs.



51. Tara, a seven-year-old second graderwith learning disabilities, performs poorlyon weekly spelling tests. Tara's specialeducation teacher completes an erroranalysis of her work and determinesthat she consistently makes errors witheither medial vowel sounds or consonantclusters. Which of the following wouldlikely be the most effective interventionfor the special education teacher to usein addressing Tara's spelling difficulties?

A. Have Tara use each of the weeklyspelling words in her journalwriting.

B. Provide Tara with direct instruc-tion in spelling rules and common,reliable letter patterns.

C. Ask Tara to say and spell each wordaloud before writing it.

D. Discuss the errors with Tara andremind her frequently to checkher work for such errors.

52. Maurice is a sixth grader with Aspergersyndrome who attends an inclusionlanguage arts class. He is very creativeand can tell a highly detailed story orally.However, when he is asked to write astory, he becomes frustrated becausehis handwriting is illegible to others.On several occasions, he has refused tocomplete writing assignments. Maurice'slanguage arts teacher asks his specialeducation teacher for advice regardinghow to address this situation. Whichof the following strategies would likelybe the most effective for the specialeducation teacher to recommend first?

A. having Maurice complete hiswriting assignments for home-work if he does not completethem in class

B. teaching Maurice how to create anoutline before beginning a writingassignment

C. providing Maurice with additionaltime to complete in-class writingassignments

D. allowing Maurice to use a wordprocessing program to producewriting assignments



53. A special education teacher providesmath instruction to high school studentswith learning disabilities. Wheneverthe teacher presents a new math concept,she makes sure to review it again withthe class in the days immediately follow-ing. She also assigns in-class practiceactivities, during which she closelymonitors students as they work. Forstudents with learning disabilities inmathematics, such monitoring isespecially important in order to:

A. correct students' possiblemisconceptions and makesure they are not reinforced.

B. reduce the amount of time theteacher devotes to whole-classinstruction.

C. discourage students from copyingone another's work.

D. limit the amount of time studentsneed to spend checking theirown work.

54. A special education teacher will beteaching a math computation skillto a small group of elementary studentswith mental retardation. The teachercan most effectively promote learningif she understands that these students:

A. will learn best if the teacher startsthe lesson by explaining in detailhow the skill will be useful in theirdaily lives.

B. will profit most from a combinationof direct instruction and extensiveopportunities to practice the skill.

C. will learn best if the teacher startsthe lesson by assuring the class thatthe skill is no more difficult thanother skills they have learned.

D. will profit most from discoverylearning that includes ongoingopportunities for divergent thinking.



55. Clive is a fifteen-year-old tenth graderwith a learning disability in mathematics.He receives math lessons from Ms. Suazo,his special education teacher. Clivehas developed an expectation of failureand gives up readily when confrontedwith problems he considers too difficult.Ms. Suazo could best help Clive developgreater confidence and higher expectationsfor his own performance in math by usingwhich of the following strategies?

A. ensuring that Clive is presented forthe most part with math problemsthat he can solve quickly and easily

B. establishing a reward system thatwill allow Clive to engage in a self-selected activity after completing anagreed-upon math task

C. praising Clive highly for his effortsin math, whether or not they resultin correct solutions

D. designing math instruction that ischallenging to Clive at a level thatwill allow him to establish a patternof success

56. A special education teacher works witha group of middle school students withhigh-functioning autism spectrum dis-order (ASD). Which of the followingapproaches to content-area instructionwould likely be most effective with thesestudents?

A. thematic units related to students'interests

B. direct instruction using basal texts

C. daily drill-and-practice of basic facts

D. independent study on teacher-assigned topics



57. Mr. Landers is a special education teacherwho works in a middle school resourceroom. One of his students, Sierra, is aseventh grader with a learning disabilityin reading comprehension. Mr. Landershas been teaching Sierra a readingcomprehension strategy to use in under-standing informational texts. She hassuccessfully used this strategy withMr. Landers in the resource room fora few weeks, and he would like her togeneralize this strategy to her generaleducation classes. Which of the follow-ing would likely be the most effectivefirst step for Mr. Landers to take inhelping Sierra generalize the readingcomprehension strategy to her otherclasses?

A. Write out a detailed description ofhow to use the strategy for Sierra tobring with her and refer to duringher general education classes.

B. Schedule a meeting to revise Sierra'sIndividualized Education Program(IEP) to include the use of the strat-egy in her general education classes.

C. Arrange to attend Sierra's generaleducation classes with her for oneday, and prompt her to use thestrategy in various situations.

D. Meet with Sierra's general educationteachers to discuss the strategy andto brainstorm how they can eachincorporate its use in class.

58. Andrea is a fourth grader with attention-deficit/hyperactivity disorder (ADHD)who attends an inclusion class. A fewweeks into the school year, Andrea'sspecial education teacher receives aphone call from her parents. They dis-cuss Andrea's difficulty with completinghomework assignments and set up ameeting to discuss their concerns. Duringthe meeting, Andrea's parents report thatshe is having difficulty concentrating onher homework assignments, and they askfor suggestions. Before Andrea's specialeducation teacher can make a recommen-dation, it is most important for her todetermine which of the following?

A. Have Andrea's parents tried usinga tangible reward system with her?

B. Does Andrea have a quiet area inwhich she can work with limiteddistractions?

C. How much assistance do Andrea'sparents give her with homeworkeach night?

D. At what time of day is Andrea mostlikely to be doing her homework?



59. The father of Regina, a 17-year-oldstudent with mild mental retardation,tells the special education teacher thathe is going to have to increase his hoursat work. This change means that Reginawill have to let herself into the houseafter school and take care of herself forabout an hour until her father gets home.The father wants to make sure that Reginaunderstands how to keep herself safeduring this time. Which of the follow-ing responses by the teacher would bestmeet this need?

A. arranging for Regina to watchvideos that illustrate common safetyhazards in the home (e.g., frayedelectrical cords, wet floors, brokenglass)

B. taking advantage of safety-relatedactivities at school such as fire drillsto promote Regina's developmentof safety-related behaviors andattitudes

C. working with Regina and herfather to develop a set of rules,create a checklist of tasks forher (e.g., locking the door), andmake sure that she knows howto access help

D. inviting fire, police, and otherprofessionals to Regina's classto discuss home safety principles,demonstrate key safety practices,and answer students' questions

60. In preparation for teaching a student withmultiple disabilities how to purchase asnack from a vending machine, a specialeducation teacher completes the entireprocess herself, noting each step alongthe way. She then further breaks downeach step to enable the student to learnthe process in manageable increments.In this situation, the teacher is usingwhich of the following instructionalstrategies or techniques?

A. behavior modification

B. task analysis

C. partial participation

D. applied behavior analysis



61. Alfonso is a sixth grader with mildmental retardation who receives servicesin a general education classroom. Thesixth-grade teacher includes cooperativelearning among her regular instructionalstrategies. The teacher wants to usethe cooperative group format to fosterAlfonso's self-confidence and personalownership of learning tasks. Which ofthe following would be the teacher'sbest strategy for achieving this goal?

A. making sure that every groupmember has a specific role andthe appropriate level of supportto perform that role

B. establishing a grading system inwhich a group's grade depends oneach member's participation

C. assigning a presentation at the endof every project in which each groupmember reports on one aspect of thegroup's activities

D. creating groups at the beginningof the year whose membership willremain constant throughout the year

62. Noor, a student with a learning disability,attends a middle school inclusion class-room. Noor has a hard time focusingon assignments because she is easilydistracted by routine classroom events(e.g., a student walking to the teacher'sdesk, someone sharpening a pencil, twostudents holding a quiet discussion).The general education teacher asks Noor'sspecial education teacher for advice onhow to address this issue. Which of thefollowing would be the special educationteacher's best suggestion?

A. "Send Noor to the resource roomonce you have finished giving alesson and the class is starting towork on individual assignments."

B. "Institute classroom rules that willeliminate the kinds of distractionsthat are making it difficult for Noorto do her work."

C. "Set up some study carrels and helpNoor develop the habit of workingat one when she is having difficultyconcentrating."

D. "Establish a system whereby Noorwill earn a reward for concentratingon her work for an agreed-uponamount of time."



63. A special education teacher wants tohelp a 12-year-old student with moderatemental retardation become more indepen-dent in managing his schoolwork. Whichof the following would likely be theteacher's most effective initial strategyfor this purpose?

A. asking the student every Monday tocreate a calendar of the assignmentshe has due in the upcoming week

B. having the student check offassigned tasks on a chart aftercompleting each one

C. asking the student every Mondayto select one new academic skillto master by the end of the week

D. having the student estimatehow much time each of his dailyassignments is likely to take

64. Camille is a kindergarten student withpervasive developmental disorder (PDD).Camille's kindergarten teacher reportsthat she has been exhibiting tantrums inthe classroom, her outbursts seem to beincreasing in frequency and intensity,and they occur during a variety ofactivities. The kindergarten teacherasks the consulting special educationteacher for assistance in developing aplan for Camille to promote positivebehavior. Which of the following actionswould be the most appropriate first stepfor the special education teacher to takein this situation?

A. Conduct a functional behavioralassessment in order to generate ahypothesis concerning the eventsthat trigger Camille's tantrums andthe consequences of the behaviorthat may serve to reinforce theproblem behavior.

B. Suggest that the kindergartenteacher implement a communica-tion system with Camille's parents,informing them of her behavior eachday and requesting that they providepositive reinforcement at home forappropriate behavior at school.

C. Conduct an interview with Camilleto gather information regarding herinterests both inside and outsidethe classroom, and then use thisinformation to choose appropriatereinforcers to reward positivebehavior.

D. Create a written behavioralintervention plan for Camille thatoutlines behavioral goals, proposedinterventions aimed at reinforcingappropriate behaviors, and atimeline for implementation.



65. Sara is a fifth grader who often disruptspeers during her general education scienceclass. Sara's special education teachercollaborates with the science teacherto develop a behavioral intervention toreduce the number of incidents of disrup-tive behavior. The teachers observethat Sara finds sitting with her friends atlunchtime rewarding. Her teachers thendecide that Sara will begin science classwith five star stickers placed on an indexcard. Each time that she disturbs anotherstudent, a star is crossed off. At the endof class, Sara must have at least two starsleft in order to eat lunch with her friends.In this situation, Sara's teachers are usingwhich of the following types of behavioralinterventions?

A. token economy

B. positive reinforcement

C. preventive discipline

D. response cost

66. Dustin is an 18-year-old student whohas mild mental retardation and a severebilateral hearing loss. At the end of theschool year, he is scheduled to moveinto a supported-living apartment runby a local agency for individuals withdisabilities. He will require severaladaptive devices, including a TDD anda bed that shakes to wake him. As theend of the school year approaches, Dustinbegins expressing concerns on a dailybasis to his special education teacherthat he thinks the agency will not pro-vide the devices he needs. Which ofthe following responses would be mostappropriate for his special educationteacher to give Dustin in this situation?

A. reassuring Dustin that the agencyis required to provide the devicesfor him

B. guiding Dustin in using the Internetto research the types and costs ofvarious adaptive devices in theevent that he needs to purchasethem himself

C. providing Dustin with brochuresfrom various resources that com-monly assist individuals withdisabilities in obtaining adaptiveservices and products

D. arranging for Dustin to meet witha representative of the agency todiscuss his concerns



67. Mr. Munez is a special education teacherwho works in a self-contained classroomwith high school students who have mod-erate mental retardation. He would liketo promote students' ability to choosenutritious foods. Which of the followingstrategies would likely be the mosteffective for accomplishing this goal?

A. asking the school's health educatorto speak with the students about thebenefits of eating healthy foods

B. presenting lessons regularly inwhich students practice preparinghealthy snacks for themselves

C. asking students to survey eachother about the types of foods theycommonly eat for meals and snacks

D. arranging for students to take a tourof the school's cafeteria to see howtheir lunches are prepared

68. Ms. Lente is a high school specialeducation teacher who is preparing acivics lesson on voting for the studentsin her self-contained class. One of theinstructional objectives of this lesson isto develop students' understanding of thevoting process. Which of the followingwould be the most effective instructionalstrategy for Ms. Lente to use in achievingthis objective?

A. simulating an election with thestudents and having them par-ticipate in a mock vote

B. giving students an assignmentto conduct Internet research onvarious candidates running forlocal elections

C. having students interview theirparents/guardians about theirparticipation in past elections

D. having students watch a videothat focuses on an individual'sright to vote and then discussingthe contents of the video with them



69. Luisa is a 16-year-old student who hasmild mental retardation. She tells herspecial education teacher that she wouldlike to obtain a job during the summer.Her parents are supportive of this goaland ask her teacher to assist her in thisprocess. Which of the following wouldlikely be the most effective first step forLuisa's teacher to take in this situation?

A. Contact local business owners todiscuss Luisa's strengths and needsin the work environment.

B. Provide opportunities for Luisa torole-play various situations thatcommonly occur in the workplace.

C. Obtain various types of job appli-cations for Luisa to practicefilling out.

D. Determine Luisa's strengths andinterests through observation andan informal inventory.

70. Evita is a 17-year-old student with amoderate traumatic brain injury (TBI)from a bicycle accident. As part of aschool-to-work program, Evita works afew hours each week at a grocery storebagging items and helping with cleaningthe front of the store. The store's managerrecently called Evita's special educationteacher with concerns regarding how Evitasometimes makes rude comments aboutcustomers' purchases while she is baggingtheir items. Which of the followingstrategies would likely be most effectivefor Evita's special education teacher touse in addressing this situation?

A. role-playing with Evita sociallyacceptable conversations withcustomers and keeping in regularcontact with the store's managerregarding her progress

B. encouraging the store's manager totake away Evita's responsibilitiesthat involve direct interactions withcustomers until she becomes moreaccustomed to the workplace

C. asking the store's manager to pairEvita with an experienced cashieron a routine basis who can beresponsible for limiting herconversations with customers

D. collaborating with the store'smanager to write a list of work-place rules for Evita to take withher and refer to whenever she isworking at the store



71. Ms. Guarez is a special education teacherwho works in a self-contained classroomat a middle school. She has been assignedto supervise a paraprofessional who willbe working with her during the upcomingschool year. Which of the followingwould be the most appropriate and effec-tive way for Ms. Guarez to establish apositive working relationship with theparaprofessional?

A. On the first day of school, pro-vide the paraprofessional with adetailed job description, and statethat evaluations will be based onthe paraprofessional's ability tofulfill the described duties.

B. For the first few weeks of school,have the paraprofessional observein the classroom, and then ask theparaprofessional to choose two orthree students to assist on a regularbasis.

C. At the beginning of the schoolyear, set up a schedule of regular,monthly meetings to provide theparaprofessional with generalfeedback about ongoing jobperformance.

D. Before the school year begins, meetwith the paraprofessional to buildrapport and to define the anticipatedroles and duties of the teacher andparaprofessional.

72. Which of the following would be the mosteffective procedure for coordinating thework of teachers and support personnelwho are participating in a behaviormanagement program for a particularstudent?

A. Make available to all involved staffmembers a series of videotapesexplaining the implementation ofclassroom behavior managementprograms.

B. Distribute to all staff membersinvolved in the program detailedwritten information about theprocedures to be followed.

C. Assign staff members who areinvolved in the program to observeand record the student's behaviorduring the same time period.

D. Routinely convene team meetings inwhich all involved staff membersdiscuss the progress of the behaviormanagement program.



73. Paula, an eighth grader with learningdisabilities, has just been mainstreamedfor math, science, and social studies.Paula's mother is concerned becausePaula, who is normally honest and a hardworker, has been attempting to hide mathassignments. When confronted, Paulaasks to be transferred back to the resourceroom for instruction. Paula's mother feelsthat Paula needs to stay in the regularmath class "so that she will learn not togive up easily." Which of the following isthe best initial response for the teacher tomake to Paula's mother?

A. Meet with Paula and her mother todiscuss what has been happening.

B. Compile standardized test data onPaula's math skills and send copieshome with explanatory comments.

C. Meet with Paula's mother and giveher an opportunity to talk about herconcerns.

D. Arrange for Paula's mother to meetwith the math teacher in order tobetter understand Paula's mathskills.

74. Ms. Lopez is a special education teacherwho works with David, a fifth graderwith an emotional disability. During aparent-teacher conference, Ms. Lopezand David's parents discuss the variousbehavioral strategies that have been usedwith him in the classroom and at home.After discussing each of the strategies,they agree that they should be consistentin using the same strategies with himwhenever possible. Which of thefollowing actions by Ms. Lopez wouldlikely be most effective for promotingconsistency between the behavioralstrategies used at school and at home?

A. providing David's parents with alist of several Web sites related toeffective behavioral interventionsspecifically for children withemotional impairments

B. inviting David's parents to observehim in the classroom for the courseof a school day and providing timeto discuss their observations afterschool

C. establishing a notebook for Davidthat is sent home and returned toschool each day in which Ms. Lopezand his parents write questions,comments, and observations

D. scheduling a monthly parent-teacherconference for David's parents tolearn about any changes made to hisschool routine and new strategies tosupport these changes



75. Victoro is a first-grade student whowas recently diagnosed with musculardystrophy. During a parent-teacherconference, his parents tell the specialeducation teacher that they feel over-whelmed and distressed by his diagnosis.Which of the following would be themost appropriate approach for the spe-cial education teacher to take in helpingVictoro's parents cope with theirconcerns?

A. establishing weekly meetings withVictoro's parents to monitor theprogression of his disability

B. providing Victoro's parents withprofessional research articles abouthis condition

C. suggesting that Victoro's parentsreexamine their assumptions abouthis future

D. referring Victoro's parents toa support group for parents ofchildren with similar disabilities

76. Ms. Chen teaches middle school studentswith learning disabilities. Many of herstudents demonstrate at-risk behaviors(e.g., aggression, absenteeism), andMs. Chen feels strongly that they wouldbenefit from an enrichment programlike the one in the neighboring district.The neighboring district's program isfully funded by community resourcesand features classes and activities(e.g., computer programming, basketball,theater) conducted by local professionals.Ms. Chen has received approval from herdistrict to pursue this idea. Which of thefollowing steps should Ms. Chen take firstin her efforts to make this idea a reality?

A. Write an opinion piece for thelocal newspaper proposing sucha program and inviting citizens torespond.

B. Create a list of local businessesand civic organizations to targetfor donations of time, money, orpersonnel to staff the program.

C. Meet with the organizers of theneighboring district's programto learn from their experience ofsetting up a successful program.

D. Survey her students to determinewhether they would be interestedin taking part in such a program ifit were available to them.



77. A job coach is working with Tina, ahigh school student with Down syndrome.Tina is very reliant on the job coach fordirection. For example, she frequentlyasks, "What do I do next?" after complet-ing a task. Tina's employer recentlycontacted her special education teacherwith concerns that Tina does not seemto know what to do when the job coachis not there. The special education teacherwould like to help Tina become moreindependent at her job site. Which of thefollowing strategies would likely be mosteffective for the teacher to use for thispurpose?

A. collaborating with the job coach tocreate a checklist for Tina to followat work

B. asking the employer to remind Tinaabout her specific responsibilities atthe beginning of each work session

C. role-playing with Tina how to askother employees for assistance whenthe job coach is not available

D. requesting that the job coach makea list of job-related tasks that Tinacould practice performing at school

78. Which of the following statements bestdescribes the primary significance of theIndividuals with Disabilities EducationImprovement Act (IDEA) to the field ofspecial education?

A. No students, regardless of theirdisabilities, will be excluded fromparticipation or denied benefitsunder any educational program oractivity available in their state ofresidence.

B. All students, regardless of theirdisabilities, must attend an appro-priate school, as dictated by theirstate of residence, until the age ofsixteen.

C. No students, regardless of theirdisabilities, will be denied access tothe best public school facilities andprograms available within a 30-mileradius of their home.

D. All students, regardless of theirdisabilities, must receive a freeand appropriate public educationin the least restrictive environmentpossible.



79. An evaluation team determines that thespecial educational needs of a studentwould be most appropriately met throughenrollment in a private facility. Which ofthe following parties is responsible fortuition and associated fees?

A. the student's parents

B. social service agencies

C. the public school system

D. private foundation sources

80. A fourth-grade student receives specialeducation services to address learningdisabilities in math calculation andreasoning. The student attends aninclusion class full time with a specialeducation teacher serving as a consultantto the general education teacher. Whichof the following best describes the specialeducation teacher's primary role in thissituation?

A. to collaborate with the student andgeneral education teacher on theachievement of IndividualizedEducation Program (IEP) goals

B. to act as the education liaisonamong the school, the student, thegeneral education teacher, and thestudent's parents

C. to develop an alternative mathcurriculum to meet the needs ofthe student within the inclusionclassroom

D. to provide the student withindividual tutoring in math whilethe general education teacherinstructs the rest of the class



Below are the directions for the Special Education: Cross-Category performance assignment.

DIRECTIONS FOR THE PERFORMANCE ASSIGNMENT

This section of the test consists of a performance assignment. The assignment can be found on the nextpage. You are asked to prepare a written response of approximately 2–3 pages on the assigned topic. Youshould use your time to plan, write, review, and edit your response for the assignment.

Read the assignment carefully before you begin to work. Think about how you will organize your response.You may use any blank space in this test booklet to make notes, write an outline, or otherwise prepare yourresponse. However, your score will be based solely on the version of your response written in WrittenResponse Booklet B.

As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. Inyour response to the assignment, you are expected to demonstrate the depth of your understanding of thecontent area through your ability to apply your knowledge and skills rather than merely to recite factualinformation.

Your response will be evaluated based on the following criteria.

• PURPOSE: the extent to which the response achieves the purpose of the assignment

• SUBJECT MATTER KNOWLEDGE: accuracy and appropriateness in the application of subjectmatter knowledge

• SUPPORT: quality and relevance of supporting details

• RATIONALE: soundness of argument and degree of understanding of the subject matter

The performance assignment is intended to assess subject knowledge content and skills, not writing ability.However, your response must be communicated clearly enough to permit scorers to make a valid evaluationof your response according to the criteria listed above. Your response should be written for an audience ofeducators in this field. The final version of your response should conform to the conventions of editedAmerican English. This should be your original work, written in your own words, and not copied orparaphrased from some other work.

Be sure to write about the assigned topic. Please write legibly. You may not use any reference materialsduring the test. Remember to review your work and make any changes you think will improve your response.



Below is the scoring scale for the Special Education: Cross-Category performance assignment.

SUBJECT TESTS—PERFORMANCE ASSIGNMENT SCORING SCALE

ScorePoint Score Point Description

4The "4" response reflects a thorough knowledge and understanding of the subject matter.• The purpose of the assignment is fully achieved.• There is a substantial, accurate, and appropriate application of subject matter knowledge.• The supporting evidence is sound; there are high-quality, relevant examples.• The response reflects an ably reasoned, comprehensive understanding of the topic.

3The "3" response reflects an adequate knowledge and understanding of the subject matter.• The purpose of the assignment is largely achieved.• There is a generally accurate and appropriate application of subject matter knowledge.• The supporting evidence is adequate; there are some acceptable, relevant examples.• The response reflects an adequately reasoned understanding of the topic.

2The "2" response reflects a limited knowledge and understanding of the subject matter.• The purpose of the assignment is partially achieved.• There is a limited, possibly inaccurate or inappropriate, application of subject matter knowledge.• The supporting evidence is limited; there are few relevant examples.• The response reflects a limited, poorly reasoned understanding of the topic.

1The "1" response reflects a weak knowledge and understanding of the subject matter.• The purpose of the assignment is not achieved.• There is little or no appropriate or accurate application of subject matter knowledge.• The supporting evidence, if present, is weak; there are few or no relevant examples.• The response reflects little or no reasoning about or understanding of the topic.

U The response is unrelated to the assigned topic, illegible, primarily in a language other thanEnglish, not of sufficient length to score, or merely a repetition of the assignment.

B There is no response to the assignment.



Practice Performance Assignment

81. Read the information below; then complete the exercise that follows.

A general education teacher asks a special education teacher for advice about a mainstreamed studentwith mental retardation who is extremely distractible and has a hard time focusing on his schoolwork inclass.

Using your knowledge of students with mental retardation and ways to promote effective learning, writean essay in which you:

• describe one effective technique that the special education teacher could use to gain furtherinformation about the problem identified by the general education teacher;

• discuss two strategies that would help the student learn to manage his own behavior more effectively;and

• explain why the strategies you have suggested would be effective.



Sample Performance Assignment Response: Score Point 4

If a general education teacher sought advice about this student's distractibility, it would beimportant for the special education teacher to gather more information about the student'sspecific behaviors. In this case, observing the student in the general education classroomwould be an extremely effective method the special education teacher could use to gain furtherinformation because it would provide the special education teacher with first-hand objectiveinformation. The special education teacher should ask the classroom teacher whether andwhen this type of observation would be appropriate and convenient. By asking in advance,the special education teacher is taking steps to maintain a collaborative relationship with theother teacher. The observation should be conducted in the most natural and nonthreateningsituation possible. Both teachers need an accurate assessment of the student's behaviors andany environmental factors that might be prompting them, so that they can work together todevelop an effective plan to meet the student's needs.

While the teacher can take steps to monitor and direct the student's behavior, it is alsoimportant that the student learn strategies that he can use to manage his own behaviorand function more effectively in the classroom. One technique that could be effective forpromoting self-management would be to prompt him with questions rather than directionswhen he is off-task. For example, instead of ordering him to sit down at his desk and get backto work, the teacher could ask him questions such as, "Where should you be sitting right now?"and "What should you be doing right now?" These kinds of questions can help him learn toreflect on his own behavior instead of just learning to do what he is told. The teacher canalso prompt the student to ask himself similar questions under certain circumstances, forexample, if he starts to leave his desk, he could learn to ask himself, "Why am I getting upright now?" and to think about whether he has a good reason for doing so.

A second technique the teacher could use to help him manage his own behavior would be toprovide him with a way of reducing distractions when he is having trouble concentrating. Forinstance, the teacher could set up a desk that is somewhat secluded where the student could goif he is having trouble concentrating. The teacher could ask the student if he would like to workthere, or suggest that he go work there, or the student could choose to go there himself.

Both of these techniques are likely to be effective because they would prompt the studentto think about his own behavior while providing him with support from the teacher in makingappropriate decisions about how to behave. They give the student opportunities and specificactions to take to control his own behavior, while ensuring that the teacher helps him to do so.


ANSWER KEY


QuestionNumber

CorrectResponse

Objective

1. A Understand typical learning processes and the significance of various disabilities forlearning.

2. B Understand typical learning processes and the significance of various disabilities forlearning.

3. C Understand typical learning processes and the significance of various disabilities forlearning.

4. D Understand types and characteristics of emotional disabilities.

5. C Understand types and characteristics of emotional disabilities.

6. C Understand the effects of emotional disabilities on human development and learning.

7. A Understand the effects of emotional disabilities on human development and learning.

8. D Understand types and characteristics of specific learning disabilities.

9. C Understand types and characteristics of specific learning disabilities.

10. B Understand types and characteristics of specific learning disabilities.

11. B Understand the effects of specific learning disabilities on human development and learning.

12. B Understand the effects of specific learning disabilities on human development and learning.

13. A Understand the effects of specific learning disabilities on human development and learning.

14. D Understand types and characteristics of mild, moderate, and severe mental retardation.

15. C Understand types and characteristics of mild, moderate, and severe mental retardation.

16. A Understand the effects of mild, moderate, and severe mental retardation on humandevelopment and learning.

17. B Understand the effects of mild, moderate, and severe mental retardation on humandevelopment and learning.

18. C Understand the effects of mild, moderate, and severe mental retardation on humandevelopment and learning.

19. B Understand types and characteristics of orthopedic (physical) and other health impairments.

20. A Understand types and characteristics of orthopedic (physical) and other health impairments.

21. C Understand types and characteristics of orthopedic (physical) and other health impairments.

22. D Understand the effects of orthopedic (physical) and other health impairments on humandevelopment and learning.

23. A Understand the effects of orthopedic (physical) and other health impairments on humandevelopment and learning.

24. B Understand types and characteristics of assessment instruments and methods.

25. A Understand types and characteristics of assessment instruments and methods.

(continued on next page)



QuestionNumber

CorrectResponse

Objective

26. B Understand types and characteristics of assessment instruments and methods.

27. D Understand assessment procedures of the multidisciplinary evaluation team for evaluatingindividual differences and making placement and programming decisions for students withdisabilities.

28. C Understand assessment procedures of the multidisciplinary evaluation team for evaluatingindividual differences and making placement and programming decisions for students withdisabilities.

29. D Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with emotional disabilities.

30. A Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with emotional disabilities.

31. D Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with specific learning disabilities.

32. D Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with specific learning disabilities.

33. B Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with specific learning disabilities.

34. C Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with mental retardation.

35. D Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with mental retardation.

36. B Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with orthopedic (physical) or other health impairments.

37. D Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with orthopedic (physical) or other health impairments.

38. C Understand procedures and criteria for evaluating and identifying the educational strengthsand needs of students with orthopedic (physical) or other health impairments.

39. B Understand the uses of ongoing assessment in the education of students with special needs.

40. C Understand the uses of ongoing assessment in the education of students with special needs.

41. A Understand the uses of ongoing assessment in the education of students with special needs.

42. D Understand procedures for developing and implementing Individualized EducationPrograms (IEPs) for students with special needs.

43. B Understand procedures for developing and implementing Individualized EducationPrograms (IEPs) for students with special needs.

44. A Understand procedures for developing and implementing Individualized EducationPrograms (IEPs) for students with special needs.

45. A Understand how to establish a positive and productive learning environment for allstudents.




QuestionNumber

CorrectResponse

Objective

46. C Understand how to establish a positive and productive learning environment for allstudents.

47. D Understand approaches and techniques used to improve students' reading skills.

48. B Understand approaches and techniques used to improve students' reading skills.

49. A Understand approaches and techniques used to improve students' reading skills.

50. A Understand strategies and techniques used to promote students' written expression.

51. B Understand strategies and techniques used to promote students' written expression.

52. D Understand strategies and techniques used to promote students' written expression.

53. A Understand strategies and techniques used to promote students' math skills.

54. B Understand strategies and techniques used to promote students' math skills.

55. D Understand strategies and techniques used to promote students' math skills.

56. A Understand strategies and techniques used to promote students' acquisition of academicskills.

57. D Understand strategies and techniques used to promote students' acquisition of academicskills.

58. B Understand strategies and techniques used to promote students' acquisition of academicskills.

59. C Understand strategies and techniques used to promote students' acquisition of functionalskills.

60. B Understand strategies and techniques used to promote students' acquisition of functionalskills.

61. A Understand strategies and techniques used to improve students' independent learning skills.

62. C Understand strategies and techniques used to improve students' independent learning skills.

63. B Understand strategies and techniques used to improve students' independent learning skills.

64. A Understand the development and implementation of behavior interventions.

65. D Understand the development and implementation of behavior interventions.

66. D Understand strategies and techniques used to improve students' transition to adult life roles.

67. B Understand strategies and techniques used to improve students' transition to adult life roles.

68. A Understand strategies and techniques used to improve students' transition to adult life roles.

69. D Understand principles of and procedures for supporting students' transition from school toemployment and/or post-secondary education and training.

70. A Understand principles of and procedures for supporting students' transition from school toemployment and/or post-secondary education and training.

71. D Understand how to establish partnerships with other members of the school community toenhance learning opportunities for students with special needs.




QuestionNumber

CorrectResponse

Objective

72. D Understand how to establish partnerships with other members of the school community toenhance learning opportunities for students with special needs.

73. C Understand how to promote strong school-home relationships.

74. C Understand how to promote strong school-home relationships.

75. D Understand how to promote strong school-home relationships.

76. C Understand how to encourage school-community interactions that enhance learningopportunities for students with special needs.

77. A Understand how to encourage school-community interactions that enhance learningopportunities for students with special needs.

78. D Understand the history and philosophy of special education, key issues and trends, rolesand responsibilities, and legal and ethical issues relevant to special education.

79. C Understand the history and philosophy of special education, key issues and trends, rolesand responsibilities, and legal and ethical issues relevant to special education.

80. A Understand the history and philosophy of special education, key issues and trends, rolesand responsibilities, and legal and ethical issues relevant to special education.


PREPARATION RESOURCES


The resources listed below may help you prepare for the AEPA® test in this field. These preparation resourceshave been identified by content experts in the field to provide up-to-date information that relates to the field ingeneral. You may wish to use current issues or editions to obtain information on specific topics for study andreview.

Online Sources:

Arizona Department of Education Exceptional Student Serviceswww.azed.gov/ess

Arizona Department of Education, Functional Standardswww.azed.gov/standards/functionalstandards.asp

Council for Exceptional Childrenwww.cec.sped.org

Learning Disabilities Association of Americawww.ldonline.org

National Dissemination Center for Children with Disabilitieswww.nichcy.org

Journals:

Journal of Emotional and Behavioral Disorders, Pro-Ed, Inc.

Journal of Learning Disabilities, Pro-Ed, Inc.

Teaching Exceptional Children, Council for Exceptional Children.

Other Sources:

Beirne-Smith, M., Patton, J.R., & Kim, S. Mental Retardation, 7th ed. Upper Saddle River, NJ: PrenticeHall, 2006.

Cullinan, D. Students with Emotional and Behavioral Disorders: An Introduction for Teachers and OtherHelping Professionals, 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2007.

Hallahan, D. P., & Kauffman, J. M. Exceptional Learners: An Introduction to Special Education, 10th ed.Boston, MA: Allyn & Bacon, 2006.

Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. Learning Disabilities:Foundations, Characteristics, and Effective Teaching, 3rd ed. Boston, MA: Allyn & Bacon, 2005.



Heward, W. L. Exceptional Children: An Introduction to Special Education, 8th ed. Upper Saddle River, NJ:Prentice Hall, 2006.

Jennings, J.H., Caldwell, J., & Lerner, J.W. Reading Problems: Assessment and Teaching Strategies, 5th ed.Boston, MA: Allyn & Bacon, 2006.

Kauffman, J. M. Characteristics of Emotional and Behavioral Disorders of Children and Youth, 8th ed. UpperSaddle River, NJ: Prentice Hall, 2005.

Mercer, C. D., & Pullen, P. C. Students with Learning Disabilities, 6th ed. Upper Saddle River, NJ: PrenticeHall, 2005.

Pierangelo, R., & Giuliani, G. Learning Disabilities: A Practical Approach to Foundations, Assessment,Diagnosis, and Teaching. Boston: Allyn & Bacon, 2006.

Strichart, S. S., & Mangrum II, C. T. Teaching Learning Strategies and Study Skills to Students with LearningDisabilities, Attention Deficit Disorders, or Special Needs, 3rd ed. Boston: Allyn & Bacon, 2002.

Turnbull, A., & Turnbull, H. R. Exceptional Lives: Special Education in Today's Schools, 5th ed. Upper SaddleRiver, NJ: Prentice Hall, 2007.

Wehman, P. Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, 4th ed.Baltimore, MD: Paul H. Brookes Publishing Co., 2006.

Wehman, P., & Kregel, J. (Eds.). Functional Curriculum for Elementary, Middle, & Secondary Age Students withSpecial Needs, 2nd ed. Austin, TX: Pro-Ed, 2003.

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