GACE - Special Education Test 081,
082, 581, 083, 084, 583-Graded A
C.1.S.1.
Which of the following describes atypical development for a first-grade student?
a. frequent changes in the friend group
b. recurring fear and crying when dropped off at school by a parent
c. challenging rules, such as the established bedtime
d. a desire to do many things independently - ANS-b. recurring fear and crying when
dropped off at school by a parent.
Most typically developing first graders will be able to separate easily from a parent at a
familiar place, such as school.
Explanations:
a. This is very typical development of a first-grade student; the friend group may change
with great frequency.
b. Correct
c. It is normal for children of this age to challenge some rules to see which rules are
flexible and which are not.
d. First-grade students may delight in being able to complete many tasks independently.
C.1.S.1.
C.1.S.2.
By what grade do most typically developing children form an understanding of the
difference between reality and make-believe?
a. preschool (age 3)
b. prekindergarten (age 4)
c. kindergarten
d. first grade - ANS-c. kindergarten
Typically developing kindergartners generally develop and understanding of the
difference between reality and make-believe.
Explanations:
a. Preschool-aged children typically have trouble understanding the differences
between reality and make-believe.
b. While prekindergartners generally enjoy playing make-believe, they may not clearly
understand what i real and what is pretend.
c. Correct
d. Most typically developing children should have this mastered prior to first grade.
,C.1.S.2.
C.1.S.3.
Tristan is a third grader who is struggling with identification of sight words and letter-
sound correspondence. What can be said about Tristan?
a. His cognitive development is typical of his age and grade.
b. He is ready to begin the transition from learning to read to reading to learn.
c. He could benefit from further practice on distinguishing cause-and-effect relationship.
d. He should be targeted for intervention as his development is atypical. - ANS-d. He
should be targeted for intervention as his development is atypical.
By third grade, Tristan should definitely have mastered letter-sound-correspondence
and recognition of most sight words.
Explanations:
a. By third grade, Tristan should be reading with some fluency.
b. Tristan is still learning to read.
c. Tristan might need to work on distinguishing cause-and-effect relationships, but this is
not the problem described here.
d. Correct
C.1.S.3.
C.1.S.4.
Mrs. Howard gives a math activity to her prekindergarten class in which she asks them
to write the different addition equations that lead to an answer of ten (for example: 9+1,
8+2, 7+3, and so forth). What will be the likely result?
a. Most typically developing children in her class will be able to complete this activity
independently and with ease.
b. Most typically developing children in her class will be able to complete this activity
with some scaffolding.
c. This activity will be a great assessment tool to enable Mrs. Howard to screen for
developmental delays.
d. Most students in the class will not be able to complete this activity as it is not
developmentally appropriate. - ANS-d. Most students in the class will not be able to
complete this activity as it is not developmentally appropriate.
This is more appropriate for an elementary school class, not a prekindergarten class.
Explanations:
a. This activity is often introduced in first grade per the Common Core State Standards,
but it is not necessarily "typical" until second or third grade and is certainly not
appropriate for prekindergarten.
b. This is not developmentally appropriate activity for prekindergarten.
c. This is neither and appropriate activity to screen for developmental delays nor is it
appropriate for this age group in general.
d. Correct
, C.1.S.4.
C.1.S.5.
Marcus is a first grader in Mrs. Hyatt's class who very rarely speaks. she notices that his
is unable to answer the following question: "When is your birthday?" What would her
most likely reaction be?
a. She would not be concerned since a first grader wouldn't be expected to know this
answer.
b. She would likely be concerned about a possible speech or language problem.
c. She would assume that his family simply does not celebrate birthdays.
d. She would likely have concerns about a possible emotional disturbance. - ANS-b.
She would likely be concerned about a possible speech or language problem.
Marcus's inability to respond to a simple "when" question and his uncommunicativeness
are concerning and might indicate a speech or language problem.
Explanations:
a. A first grader should be able to explain when his or her birthday is.
b. Correct.
c. His family might not celebrate birthdays, but Marcus's overall uncommunicativeness
is a problem here.
d. A emotional disturbance could be an additional concern. but Marcus's atypical
development is more indicative of a possibly speech or language delay.
C.1.S.5.
C.1.S.6.
Zakk. a second grader, is overheard by his teacher using a mildly profane word. What
would be her best response?
a. to call his parents to express concern that he likely had an emotional disturbance.
b. to meet with his parents to discuss his television and internet use habits.
c. to speak with Zakk about the word and explain how it is not a nice word to use.
d. to provide immediate punitive consequences. - ANS-c. to speak with Zakk about the
word and explain how it is not a nice word to use.
Zakk is likely experimenting with "bad" words and needs to understand that the word he
used is not appropriate.
Explanations:
a. Experimenting with language is part of Zakk's typical development.
b. Zakk may have heard the word on TV or the internet, but i tis an overreaction to call a
meeting with his parents about it. His experimentation with the word is not unusual at
his stage of development.
c. Correct.
082, 581, 083, 084, 583-Graded A
C.1.S.1.
Which of the following describes atypical development for a first-grade student?
a. frequent changes in the friend group
b. recurring fear and crying when dropped off at school by a parent
c. challenging rules, such as the established bedtime
d. a desire to do many things independently - ANS-b. recurring fear and crying when
dropped off at school by a parent.
Most typically developing first graders will be able to separate easily from a parent at a
familiar place, such as school.
Explanations:
a. This is very typical development of a first-grade student; the friend group may change
with great frequency.
b. Correct
c. It is normal for children of this age to challenge some rules to see which rules are
flexible and which are not.
d. First-grade students may delight in being able to complete many tasks independently.
C.1.S.1.
C.1.S.2.
By what grade do most typically developing children form an understanding of the
difference between reality and make-believe?
a. preschool (age 3)
b. prekindergarten (age 4)
c. kindergarten
d. first grade - ANS-c. kindergarten
Typically developing kindergartners generally develop and understanding of the
difference between reality and make-believe.
Explanations:
a. Preschool-aged children typically have trouble understanding the differences
between reality and make-believe.
b. While prekindergartners generally enjoy playing make-believe, they may not clearly
understand what i real and what is pretend.
c. Correct
d. Most typically developing children should have this mastered prior to first grade.
,C.1.S.2.
C.1.S.3.
Tristan is a third grader who is struggling with identification of sight words and letter-
sound correspondence. What can be said about Tristan?
a. His cognitive development is typical of his age and grade.
b. He is ready to begin the transition from learning to read to reading to learn.
c. He could benefit from further practice on distinguishing cause-and-effect relationship.
d. He should be targeted for intervention as his development is atypical. - ANS-d. He
should be targeted for intervention as his development is atypical.
By third grade, Tristan should definitely have mastered letter-sound-correspondence
and recognition of most sight words.
Explanations:
a. By third grade, Tristan should be reading with some fluency.
b. Tristan is still learning to read.
c. Tristan might need to work on distinguishing cause-and-effect relationships, but this is
not the problem described here.
d. Correct
C.1.S.3.
C.1.S.4.
Mrs. Howard gives a math activity to her prekindergarten class in which she asks them
to write the different addition equations that lead to an answer of ten (for example: 9+1,
8+2, 7+3, and so forth). What will be the likely result?
a. Most typically developing children in her class will be able to complete this activity
independently and with ease.
b. Most typically developing children in her class will be able to complete this activity
with some scaffolding.
c. This activity will be a great assessment tool to enable Mrs. Howard to screen for
developmental delays.
d. Most students in the class will not be able to complete this activity as it is not
developmentally appropriate. - ANS-d. Most students in the class will not be able to
complete this activity as it is not developmentally appropriate.
This is more appropriate for an elementary school class, not a prekindergarten class.
Explanations:
a. This activity is often introduced in first grade per the Common Core State Standards,
but it is not necessarily "typical" until second or third grade and is certainly not
appropriate for prekindergarten.
b. This is not developmentally appropriate activity for prekindergarten.
c. This is neither and appropriate activity to screen for developmental delays nor is it
appropriate for this age group in general.
d. Correct
, C.1.S.4.
C.1.S.5.
Marcus is a first grader in Mrs. Hyatt's class who very rarely speaks. she notices that his
is unable to answer the following question: "When is your birthday?" What would her
most likely reaction be?
a. She would not be concerned since a first grader wouldn't be expected to know this
answer.
b. She would likely be concerned about a possible speech or language problem.
c. She would assume that his family simply does not celebrate birthdays.
d. She would likely have concerns about a possible emotional disturbance. - ANS-b.
She would likely be concerned about a possible speech or language problem.
Marcus's inability to respond to a simple "when" question and his uncommunicativeness
are concerning and might indicate a speech or language problem.
Explanations:
a. A first grader should be able to explain when his or her birthday is.
b. Correct.
c. His family might not celebrate birthdays, but Marcus's overall uncommunicativeness
is a problem here.
d. A emotional disturbance could be an additional concern. but Marcus's atypical
development is more indicative of a possibly speech or language delay.
C.1.S.5.
C.1.S.6.
Zakk. a second grader, is overheard by his teacher using a mildly profane word. What
would be her best response?
a. to call his parents to express concern that he likely had an emotional disturbance.
b. to meet with his parents to discuss his television and internet use habits.
c. to speak with Zakk about the word and explain how it is not a nice word to use.
d. to provide immediate punitive consequences. - ANS-c. to speak with Zakk about the
word and explain how it is not a nice word to use.
Zakk is likely experimenting with "bad" words and needs to understand that the word he
used is not appropriate.
Explanations:
a. Experimenting with language is part of Zakk's typical development.
b. Zakk may have heard the word on TV or the internet, but i tis an overreaction to call a
meeting with his parents about it. His experimentation with the word is not unusual at
his stage of development.
c. Correct.
