TeXes SPED EC-12 161 Study Questions Latest
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______________ is a skill that teachers help students develop to sustain learning
throughout life. (Skill 8.07) (RIGOROUS) - CORRECT ANSWER: Critical thinking
_________________________ is a method used to increase student engaged learning
time by having students teach other students. (Skill 5.04) (EASY) - CORRECT
ANSWER: Collaborative learning
A Behavioral Intervention Plan (BIP): (Skill 6.10) (RIGOROUS) - CORRECT ANSWER:
Should be written by a team
A container of milk is 3/8 full. What percentage of the container is full? - CORRECT
ANSWER: 3/8 converts to 0.375 in decimal form. This can be found by dividing 3 by 8
on a calculator.
A fifth-grade student with learning disabilities consistently procrastinates in completing
his assignments and is in danger of failing two subjects due to incomplete assignments.
The student's teacher has just assigned the class a research paper that will weigh
heavily on the language arts grade. An appropriate behavioral intervention for this
student would be to - CORRECT ANSWER: provide a daily planner and map out partial
completion dates as well as the final completion date.
When a student's procrastination behaviors interfere with academic performance, the
procrastination must be addressed in as proactive and positive a way as possible.
Teaching a student how to use a planner and set smaller deadlines leading up to the
final deadline will help the student both in school and beyond.
A first-grade teacher sets up several math stations for students to rotate through in
groups of four to five. The teacher sits at a large table that serves as one station and
,assigns students to work in pairs or groups of three to represent and solve addition
problems using plastic teddy bears. As students solve the problems, the teacher
observes and immediately points out mistakes so that students can try again. The
teacher praises each pair or small group upon successful completion of the problem.
The instructional approach that this teacher is utilizing is - CORRECT ANSWER:
teacher-directed cooperative learning.
Teacher-directed cooperative learning is a targeted instruction approach that involves
students working in small cooperative groupings while the teacher is nearby and able to
observe student strategies and provide direct and immediate feedback.
A five-year-old child and his parents have just moved into the school district's
boundaries. The parents bring the child to the school to register for kindergarten and
explain that he is not yet speaking. The school psychologist immediately begins the
paperwork to refer the child for Special Education evaluation. In selecting assessments
for this child to complete, the psychologist and test administrators must keep in mind
that - CORRECT ANSWER: tests must be selected and administered so that the child's
inability to speak does not interfere with the assessment of the child's aptitude or
achievement level, if at all possible.
When administering diagnostic assessments for Special Education eligibility,
diagnosticians and school psychologists must seek out assessments that ensure a
student's disability or first language do not interfere with the assessment of the student's
aptitude or achievement level where possible. For a child who does not speak, this
means that the diagnostic tests must give the child an opportunity to demonstrate
aptitude without the necessity of a verbal response.
A fourth-grade student who recently immigrated to the United States with her family
never looks her teacher in the eye. The teacher, after several months of documenting
this behavior, refers the student for evaluation by the district's autism team. An important
factor for the campus Special Education review team to consider is that - CORRECT
ANSWER: cultural norms and expectations impact student behavior and teacher
interpretation.
In some cultures, it is disrespectful to look an authority figure in the eye. This may well
be a factor in the scenario described. It is critical that Special Education teachers
analyze how culturally and/or linguistically diverse backgrounds can impact behavior.
,A fourth-grade teacher assigns several three-digit multiplication problems for her
students to complete. In reviewing the papers, the teacher finds one with over 50
percent of the answers incorrect. Attempting to see what caused the mistakes, the
teacher notices that the student has misaligned many of the numbers. The computation
that was done is correct, but the wrong numbers were often multiplied or added
together. In reflecting on this student's past math performance, the teacher recalls that
geometry also proved difficult for the student. The assumption that would most likely be
true about this student is that the student - CORRECT ANSWER: seems to be exhibiting
visual-spatial deficits that are affecting academic performance.
Visual-spatial deficits cause difficulty with conceptualizing geometric figures and aligning
numbers. Based on the teacher's observations of this student, visual-spatial deficits
seem likely.
A fourth-grade teacher has a class of 22 students, including four students with IEPs and
two English learners. At the beginning of the school year, the teacher administers an
inventory with questions about how students approach different learning tasks and what
subjects they like best. She also structures a variety of activities, including a memory
game similar to Concentration, a classroom scavenger hunt for clues to the answer to a
question, and a math game with manipulatives. As students complete the activities, the
teacher observes and makes notes on a clipboard. The teacher is most likely -
CORRECT ANSWER: observing and noting each student's learning strengths so that
she can plan appropriate activities.
the teacher is providing learning activities that cover all of the major modalities: visual,
auditory, tactile, and kinesthetic. Between her observations during the activities and the
students' answers to the informal inventory, she will have a good grasp of each
student's learning strengths so she can plan instruction accordingly.
A functional curriculum includes: (Skills 6.10) (AVERAGE) - CORRECT ANSWER: Life
Skills
A good method to teach ethical understanding to those in the functional curriculum is:
(Skill 3.02) (RIGOROUS) - CORRECT ANSWER: The unfinished Story
, A grade 4 student with learning disabilities is struggling with language arts. The student
likes to compose stories, but her handwriting is extremely difficult to read and she
makes numerous spelling errors. What assistive technology would you recommend the
child be evaluated for? - CORRECT ANSWER: Word processor with a spell checker
Based on the description, the student's primary difficulty with writing appears to be fine
motor (poor handwriting) and lack of the alphabetic principle or difficulty with memory
(poor spelling). While Special Education testing can give a much better picture of the
causes, a simple accommodation such as providing access to a computer or word
processor (where the student can type her papers and use a spell checker to identify
misspelled words and correct them) can be provided with or without a Special Education
designation.
A life space interview is used for? (Skill 4.04) (RIGOROUS) - CORRECT ANSWER: To
create awareness of distorted perceptions
A middle-school Special Education teacher is teaching a mathematics class to seventh
graders who failed the sixth-grade STAAR math test. The teacher provides highlighters
to each student and shows them a list of keywords to look for and highlight in a series of
word problems. Each time the students are assigned word problems, the teacher has
them highlight keywords. She tells her students that this technique will help them on the
test. The strategy that the teacher is providing her students is - CORRECT ANSWER:
generic problem-solving strategy.
Teaching students to highlight keywords every time they encounter a word problem is a
generic problem-solving strategy that can help struggling learners slow down and think
about the clues the words provide for solving the problem.
A middle-school Special Education teacher reviews a student's grades as part of
planning her IEP goals for the next ARD. She sees the following:
Jane Doe Report Card
Reading: 80
LA: 60
Math: 88
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