AZ026 Arizona Special
Education: Hearing
Impaired
,QUESTIONS
Question 1
Match each brief to its focus: first, “deaf-blindness, learning disabilities, autism
spectrum disorder, cognitive impairments”; second, “Building effective
partnerships with parents and families; empowering families to make informed
choices regarding communication modes, assistive technology, and educational
programming”. Which ordered pair is correct?
A. First: Characteristics, implications, and educational considerations for students who are DHH
with additional exceptionalities; second: Collaboration with Families and Caregivers
B. First: Collaboration with Families and Caregivers; second: Collaboration with Families and
Caregivers
C. First: Collaboration with Families and Caregivers; second: Characteristics, implications, and
educational considerations for students who are DHH with additional exceptionalities
D. First: Characteristics, implications, and educational considerations for students who are DHH
with additional exceptionalities; second: Characteristics, implications, and educational
considerations for students who are DHH with additional exceptionalities
Correct Answer: A
Full Explanation: Characteristics, implications, and educational considerations for students who
are DHH with additional exceptionalities: deaf-blindness, learning disabilities, autism spectrum
disorder, cognitive impairments. Collaboration with Families and Caregivers: Building effective
partnerships with parents and families; empowering families to make informed choices regarding
communication modes, assistive technology, and educational programming. B: Repeating the
second assignment does not address the first requirement. C: The two roles are reversed: the first
assignment belongs with the second focus, and vice versa. D: Repeating the first assignment
leaves the second requirement without its own matching focus.
Question 2
Compare these two needs: “pure-tone audiometry, bone conduction,
tympanometry, otoacoustic emissions, auditory brainstem response”; then
“Cognitive development in children who are DHH; social-emotional milestones,
identity development, self-advocacy, and the impact of hearing status on peer
and family dynamics”. Which ordered pairing best distinguishes them?
A. First: Cognitive, Social, and Emotional Development; second: Cognitive, Social, and
Emotional Development
B. First: Types of hearing tests; second: Types of hearing tests
C. First: Types of hearing tests; second: Cognitive, Social, and Emotional Development
D. First: Cognitive, Social, and Emotional Development; second: Types of hearing tests
Correct Answer: C
Full Explanation: Types of hearing tests: pure-tone audiometry, bone conduction, tympanometry,
otoacoustic emissions, auditory brainstem response. Cognitive, Social, and Emotional
Development: Cognitive development in children who are DHH; social-emotional milestones,
identity development, self-advocacy, and the impact of hearing status on peer and family
dynamics. A: Repeating the second assignment does not address the first requirement. B:
Repeating the first assignment leaves the second requirement without its own matching focus. D:
The two roles are reversed: the first assignment belongs with the second focus, and vice versa.
2
,QUESTIONS
Question 3
Two responsibilities must remain distinct: “Impact of Hearing Loss on
Communication and Literacy” and “Developing measurable annual goals and
short-term objectives; determining appropriate accommodations,
modifications, and related services”. Which first/second pairing preserves their
roles?
A. First: Effects of auditory deprivation and reduced access to acoustic signals on speech
perception, phonological awareness, vocabulary development, syntax, and reading/writing
skills; second: educational interpreting, speech-language therapy
B. First: educational interpreting, speech-language therapy; second: Effects of auditory
deprivation and reduced access to acoustic signals on speech perception, phonological
awareness, vocabulary development, syntax, and reading/writing skills
C. First: Effects of auditory deprivation and reduced access to acoustic signals on speech
perception, phonological awareness, vocabulary development, syntax, and reading/writing
skills; second: Effects of auditory deprivation and reduced access to acoustic signals on
speech perception, phonological awareness, vocabulary development, syntax, and
reading/writing skills
D. First: educational interpreting, speech-language therapy; second: educational interpreting,
speech-language therapy
Correct Answer: A
Full Explanation: Impact of Hearing Loss on Communication and Literacy: Effects of auditory
deprivation and reduced access to acoustic signals on speech perception, phonological awareness,
vocabulary development, syntax, and reading/writing skills. Developing measurable annual goals
and short-term objectives; determining appropriate accommodations, modifications, and related
services: educational interpreting, speech-language therapy. B: The two roles are reversed: the
first assignment belongs with the second focus, and vice versa. C: Repeating the first assignment
leaves the second requirement without its own matching focus. D: Repeating the second
assignment does not address the first requirement.
3
, QUESTIONS
Question 4
When the objective moves from “Classroom Acoustics and Environmental
Management” to “Connecting students and families with local, state, and
national agencies, support networks, and community resources”, what should
replace the emphasis on “Managing classroom noise levels, reverberation, and
lighting; optimizing physical seating arrangements and visual access for
students who rely on sign language, speechreading, or assistive devices”?
A. Working effectively with educational audiologists, speech-language pathologists,
interpreters, general education teachers, paraprofessionals, and medical/rehabilitation
professionals
B. educational interpreting, speech-language therapy
C. Arizona State Schools for the Deaf and the Blind - ASSDB
D. Managing classroom noise levels, reverberation, and lighting; optimizing physical seating
arrangements and visual access for students who rely on sign language, speechreading, or
assistive devices
Correct Answer: C
Full Explanation: Connecting students and families with local, state, and national agencies,
support networks, and community resources: Arizona State Schools for the Deaf and the Blind -
ASSDB. Classroom Acoustics and Environmental Management: Managing classroom noise levels,
reverberation, and lighting; optimizing physical seating arrangements and visual access for
students who rely on sign language, speechreading, or assistive devices. A: This describes
“Interdisciplinary Collaboration and Teamwork”, rather than the requested focus. B: This describes
“Developing measurable annual goals and short-term objectives; determining appropriate
accommodations, modifications, and related services”, rather than the requested focus. D: This
describes “Classroom Acoustics and Environmental Management”, rather than the requested
focus.
4
Education: Hearing
Impaired
,QUESTIONS
Question 1
Match each brief to its focus: first, “deaf-blindness, learning disabilities, autism
spectrum disorder, cognitive impairments”; second, “Building effective
partnerships with parents and families; empowering families to make informed
choices regarding communication modes, assistive technology, and educational
programming”. Which ordered pair is correct?
A. First: Characteristics, implications, and educational considerations for students who are DHH
with additional exceptionalities; second: Collaboration with Families and Caregivers
B. First: Collaboration with Families and Caregivers; second: Collaboration with Families and
Caregivers
C. First: Collaboration with Families and Caregivers; second: Characteristics, implications, and
educational considerations for students who are DHH with additional exceptionalities
D. First: Characteristics, implications, and educational considerations for students who are DHH
with additional exceptionalities; second: Characteristics, implications, and educational
considerations for students who are DHH with additional exceptionalities
Correct Answer: A
Full Explanation: Characteristics, implications, and educational considerations for students who
are DHH with additional exceptionalities: deaf-blindness, learning disabilities, autism spectrum
disorder, cognitive impairments. Collaboration with Families and Caregivers: Building effective
partnerships with parents and families; empowering families to make informed choices regarding
communication modes, assistive technology, and educational programming. B: Repeating the
second assignment does not address the first requirement. C: The two roles are reversed: the first
assignment belongs with the second focus, and vice versa. D: Repeating the first assignment
leaves the second requirement without its own matching focus.
Question 2
Compare these two needs: “pure-tone audiometry, bone conduction,
tympanometry, otoacoustic emissions, auditory brainstem response”; then
“Cognitive development in children who are DHH; social-emotional milestones,
identity development, self-advocacy, and the impact of hearing status on peer
and family dynamics”. Which ordered pairing best distinguishes them?
A. First: Cognitive, Social, and Emotional Development; second: Cognitive, Social, and
Emotional Development
B. First: Types of hearing tests; second: Types of hearing tests
C. First: Types of hearing tests; second: Cognitive, Social, and Emotional Development
D. First: Cognitive, Social, and Emotional Development; second: Types of hearing tests
Correct Answer: C
Full Explanation: Types of hearing tests: pure-tone audiometry, bone conduction, tympanometry,
otoacoustic emissions, auditory brainstem response. Cognitive, Social, and Emotional
Development: Cognitive development in children who are DHH; social-emotional milestones,
identity development, self-advocacy, and the impact of hearing status on peer and family
dynamics. A: Repeating the second assignment does not address the first requirement. B:
Repeating the first assignment leaves the second requirement without its own matching focus. D:
The two roles are reversed: the first assignment belongs with the second focus, and vice versa.
2
,QUESTIONS
Question 3
Two responsibilities must remain distinct: “Impact of Hearing Loss on
Communication and Literacy” and “Developing measurable annual goals and
short-term objectives; determining appropriate accommodations,
modifications, and related services”. Which first/second pairing preserves their
roles?
A. First: Effects of auditory deprivation and reduced access to acoustic signals on speech
perception, phonological awareness, vocabulary development, syntax, and reading/writing
skills; second: educational interpreting, speech-language therapy
B. First: educational interpreting, speech-language therapy; second: Effects of auditory
deprivation and reduced access to acoustic signals on speech perception, phonological
awareness, vocabulary development, syntax, and reading/writing skills
C. First: Effects of auditory deprivation and reduced access to acoustic signals on speech
perception, phonological awareness, vocabulary development, syntax, and reading/writing
skills; second: Effects of auditory deprivation and reduced access to acoustic signals on
speech perception, phonological awareness, vocabulary development, syntax, and
reading/writing skills
D. First: educational interpreting, speech-language therapy; second: educational interpreting,
speech-language therapy
Correct Answer: A
Full Explanation: Impact of Hearing Loss on Communication and Literacy: Effects of auditory
deprivation and reduced access to acoustic signals on speech perception, phonological awareness,
vocabulary development, syntax, and reading/writing skills. Developing measurable annual goals
and short-term objectives; determining appropriate accommodations, modifications, and related
services: educational interpreting, speech-language therapy. B: The two roles are reversed: the
first assignment belongs with the second focus, and vice versa. C: Repeating the first assignment
leaves the second requirement without its own matching focus. D: Repeating the second
assignment does not address the first requirement.
3
, QUESTIONS
Question 4
When the objective moves from “Classroom Acoustics and Environmental
Management” to “Connecting students and families with local, state, and
national agencies, support networks, and community resources”, what should
replace the emphasis on “Managing classroom noise levels, reverberation, and
lighting; optimizing physical seating arrangements and visual access for
students who rely on sign language, speechreading, or assistive devices”?
A. Working effectively with educational audiologists, speech-language pathologists,
interpreters, general education teachers, paraprofessionals, and medical/rehabilitation
professionals
B. educational interpreting, speech-language therapy
C. Arizona State Schools for the Deaf and the Blind - ASSDB
D. Managing classroom noise levels, reverberation, and lighting; optimizing physical seating
arrangements and visual access for students who rely on sign language, speechreading, or
assistive devices
Correct Answer: C
Full Explanation: Connecting students and families with local, state, and national agencies,
support networks, and community resources: Arizona State Schools for the Deaf and the Blind -
ASSDB. Classroom Acoustics and Environmental Management: Managing classroom noise levels,
reverberation, and lighting; optimizing physical seating arrangements and visual access for
students who rely on sign language, speechreading, or assistive devices. A: This describes
“Interdisciplinary Collaboration and Teamwork”, rather than the requested focus. B: This describes
“Developing measurable annual goals and short-term objectives; determining appropriate
accommodations, modifications, and related services”, rather than the requested focus. D: This
describes “Classroom Acoustics and Environmental Management”, rather than the requested
focus.
4
