ILTS 290 EXAM QUESTIONS AND CORRECT ANSWERS ALREADY PASSED
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Course
ILTS 290
Institution
ILTS 290
ILTS 290 EXAM QUESTIONS AND CORRECT ANSWERS ALREADY PASSED
Which of the following steps must be completed when developing transition plans as part of a high school student's IEP?
a. extending an IEP meeting invitation to agencies or networks that will support the student's transition to various...
ILTS 290 EXAM QUESTIONS AND
CORRECT ANSWERS ALREADY
PASSED
Which of the following steps must be completed when developing transition plans as
part of a high school student's IEP?
a. extending an IEP meeting invitation to agencies or networks that will support the
student's transition to various adult life roles
b. developing long-term IEP goals based primarily on the student's interests and the
family's hope for their future
c. focusing on specific transition areas that are the most likely to be associated with the
student's particular disability category
d. using aptitude assessments to guide vocational experiences for students who will
pursue employment after graduation - Answer- a. extending an IEP meeting invitation to
agencies or networks that will support the student's transition to various adult life roles
an IEP team is working on developing standards-based educational goals and
benchmarks for a student in second grade who has a specific learning disability. which
of the following steps in this goals development process is most important to take after
reviewing the student's present level of performance?
a. determining in what setting the student should receive specially designed instruction
and who will be responsible for providing these services
b. identifying a grade-level learning outcome affected by the area of need and writing a
goal addressing the outcome
c. modifying the previous year's benchmarks and goals to increase the performance
levels expected by year's end
d. using developmental skill profiles to develop benchmarks and goals that will support
acquisition of foundational academic skills - Answer- b. identifying a grade-level learning
outcome affected by the area of need and writing a goal addressing the outcome
which of the following scenarios illustrates a teacher who is interpreting student's
communication patterns based on their own personal cultural background?
a. a teacher reads about student's cultures and adapts communication styles toward
various cultural norms
b. a teacher views students' active verbal participation as a sign of engagement and
competence
, c. a teacher ignores interpersonal disagreements among students who spend time
together outside of school
d. a teacher treats all learned the same and has the same expectations and standards
regardless of students' backgrounds or cultures - Answer- b. a teacher views students'
active verbal participation as a sign of engagement and competence
a special ed teacher is working with students in a life skills program on specific
vocational skills that will be needed to participate in a community employment program.
the teacher is using a backward design approach and has determined the desired skills
and developed a rubric that assesses student learning outcomes. which of the following
questions would the teacher address next in evaluating what is needed for effective
instruction?
a. what accommodations and modifications are listed in the students' IEP for
assessments
b. for which students and prospective vocational settings is this assessment approach
most appropriate
c. do planned lessons contribute to student success on the competencies measured by
the assessment
d. are students able to participate in the same activities and be assessed on the same
timeline - Answer- c. do planned lessons contribute to student success on the
competencies measured by the assessment
which of the following strategies would best support the communication needs of a 3rd
grade student who uses a speech-generating communication device when engaging in
group work?
a. showing students in the class how the device works so they can help their peer
b. ensuring the device has appropriate words and phrases for social interactions as well
as academic work
c. asking the speech language pathologist to come into the classroom to provide the
student's services
d. having a paraprofessional sit with the student's group to make sure the student is
included in the conversation - Answer- b. ensuring the device has appropriate words
and phrases for social interactions as well as academic work
a special education teacher develops an individualized work completion plan to support
a 4th grade student with ADHD. this strategy best supports the student in which of the
following ways?
a. increasing self-esteem and confidence
b. improving internal motivation
c. developing executive functioning skills
d. encouraging positive behavior - Answer- c. developing executive functioning skills
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