TEXES 181 PRACTICE TEST 2026 TEST BANK
QUESTIONS AND SOLUTIONS ACCURATE
ANSWERS VERIFIED A+
●● Which of the following best explains why it can be important to
know if a child's hearing loss is congenital?
A. To comfort parents who feel responsible for their child's hearing loss
B. To understand whether the hearing loss is likely to get worse over
time
C. To determine whether or not there are co-occurring conditions
D. To prepare appropriately for the child's special education placement.
Answer: B. To understand whether the hearing loss is likely to get worse
over time
Option B is correct because it is helpful for parents and caregivers to
understand the course a hearing loss might take over time and prepare
for possible future developments. Option A is incorrect because, even if
the hearing loss is congenital, this knowledge is not likely to comfort the
child's parents. It is more likely that others who have experienced the
same situation can help the parents come to acceptance. Option C is
incorrect because co-occurring conditions must be determined through
appropriate testing by trained personnel. Option D is incorrect because
regardless of the cause of a child's hearing loss, planning the child's
education must begin as soon as the loss is determined.
,●● Which of the following is the most significant difference between
American Sign Language (ASL) and spoken English language?
A. The primary articulators of ASL are mostly hidden, but they are
obvious in spoken English
B. The primary articulators of ASL are obvious, but they are mostly
hidden in spoken English.
C. ASL does not have a system of grammar, but spoken English does.
D. ASL uses gestures, but spoken English does not..
Answer: B. The primary articulators of ASL are obvious, but they are
mostly hidden in spoken English.
Option B is correct because the primary articulators of sign languages
(facial expressions and the hands) are normally always visible. In
contrast, the oral articulators (lips, tongue, teeth and jaw) are difficult to
observe, and indeed, some words appear similarly on the lips. Option A
is incorrect because the primary articulators of sign language (the hands
and facial expressions) are always visible. Option C is incorrect because
both languages have a system of grammar. Option D is incorrect because
observation of English speakers reveals they often use gestures to
indicate approval, disapproval, success or victory.
●● Early hearing intervention and early exposure to language learning
for deaf and hard-of-hearing children is normally associated with
,A. slow language progress in spite of increased language exposure.
B. significant increases in verbal IQ and achievement scores.
C. more efficient vocabulary learning and word use.
D. reading on grade level in the elementary grades..
Answer: C. more efficient vocabulary learning and word use.
Option C is correct because there is research to support the fact that
children who are deaf or hard-of-hearing and who receive early hearing
intervention and early exposure to language learning can expand their
vocabularies and learn words at the same rate as children who are not
deaf. Option A is incorrect because early hearing interventions and early
exposure to language learning do not usually equate to slow language
progress for deaf or hard-of-hearing students. Option B is incorrect
because early hearing intervention and early exposure to language
learning will not equate to an increase in IQ scores in deaf or hard-of-
hearing students. Such scores are not based on learned skills. Option D
is incorrect because early hearing intervention and early exposure to
language learning do not often equate to being able to read on grade
level. They do equate to learning how to read, however.
●● Juan is a deaf student who uses American Sign Language (ASL) as
his primary means of communication. He also has a slight visual
impairment and severe cognitive delay. Which of the following
educational placements is most likely to provide the greatest opportunity
for his cognitive and language development?
, A. A general education classroom with resource support from special
education teachers
B. A life-skills classroom and full-time interpreter services C. A self-
contained deaf education classroom
D. A resource classroom with support from an itinerant teacher of the
visually impaired.
Answer: C. A self-contained deaf education classroom
ption C is correct because a selfcontained deaf education option provides
access to a functional curriculum, a deaf peer group and professional
staff who use ASL and understand how deafness and additional
disabilities impact learning. Option A is incorrect because a general
education classroom with support from special education teachers would
not provide access to a functional curriculum, a peer group that the
student can directly communicate with or professional staff who can use
the student's mode of communication. Option B is incorrect because
although a life-skills classroom with interpreter services provides a
functional curriculum, it does not provide access to a peer group that the
student can directly communicate with. This option includes an
interpreter, but there are no opportunities for direct communication in
the student's language mode. The student's cognitive delay would make
it difficult to utilize an interpreter effectively; the interpreter would be
more like a tutor or aide than someone who facilitates communication
between student and teacher. Option D is incorrect because a resource
classroom with support from an itinerant teacher does not provide access
to a functional curriculum or to a peer group that the student can directly
communicate with. If the visual impairment is slight, the student is likely
QUESTIONS AND SOLUTIONS ACCURATE
ANSWERS VERIFIED A+
●● Which of the following best explains why it can be important to
know if a child's hearing loss is congenital?
A. To comfort parents who feel responsible for their child's hearing loss
B. To understand whether the hearing loss is likely to get worse over
time
C. To determine whether or not there are co-occurring conditions
D. To prepare appropriately for the child's special education placement.
Answer: B. To understand whether the hearing loss is likely to get worse
over time
Option B is correct because it is helpful for parents and caregivers to
understand the course a hearing loss might take over time and prepare
for possible future developments. Option A is incorrect because, even if
the hearing loss is congenital, this knowledge is not likely to comfort the
child's parents. It is more likely that others who have experienced the
same situation can help the parents come to acceptance. Option C is
incorrect because co-occurring conditions must be determined through
appropriate testing by trained personnel. Option D is incorrect because
regardless of the cause of a child's hearing loss, planning the child's
education must begin as soon as the loss is determined.
,●● Which of the following is the most significant difference between
American Sign Language (ASL) and spoken English language?
A. The primary articulators of ASL are mostly hidden, but they are
obvious in spoken English
B. The primary articulators of ASL are obvious, but they are mostly
hidden in spoken English.
C. ASL does not have a system of grammar, but spoken English does.
D. ASL uses gestures, but spoken English does not..
Answer: B. The primary articulators of ASL are obvious, but they are
mostly hidden in spoken English.
Option B is correct because the primary articulators of sign languages
(facial expressions and the hands) are normally always visible. In
contrast, the oral articulators (lips, tongue, teeth and jaw) are difficult to
observe, and indeed, some words appear similarly on the lips. Option A
is incorrect because the primary articulators of sign language (the hands
and facial expressions) are always visible. Option C is incorrect because
both languages have a system of grammar. Option D is incorrect because
observation of English speakers reveals they often use gestures to
indicate approval, disapproval, success or victory.
●● Early hearing intervention and early exposure to language learning
for deaf and hard-of-hearing children is normally associated with
,A. slow language progress in spite of increased language exposure.
B. significant increases in verbal IQ and achievement scores.
C. more efficient vocabulary learning and word use.
D. reading on grade level in the elementary grades..
Answer: C. more efficient vocabulary learning and word use.
Option C is correct because there is research to support the fact that
children who are deaf or hard-of-hearing and who receive early hearing
intervention and early exposure to language learning can expand their
vocabularies and learn words at the same rate as children who are not
deaf. Option A is incorrect because early hearing interventions and early
exposure to language learning do not usually equate to slow language
progress for deaf or hard-of-hearing students. Option B is incorrect
because early hearing intervention and early exposure to language
learning will not equate to an increase in IQ scores in deaf or hard-of-
hearing students. Such scores are not based on learned skills. Option D
is incorrect because early hearing intervention and early exposure to
language learning do not often equate to being able to read on grade
level. They do equate to learning how to read, however.
●● Juan is a deaf student who uses American Sign Language (ASL) as
his primary means of communication. He also has a slight visual
impairment and severe cognitive delay. Which of the following
educational placements is most likely to provide the greatest opportunity
for his cognitive and language development?
, A. A general education classroom with resource support from special
education teachers
B. A life-skills classroom and full-time interpreter services C. A self-
contained deaf education classroom
D. A resource classroom with support from an itinerant teacher of the
visually impaired.
Answer: C. A self-contained deaf education classroom
ption C is correct because a selfcontained deaf education option provides
access to a functional curriculum, a deaf peer group and professional
staff who use ASL and understand how deafness and additional
disabilities impact learning. Option A is incorrect because a general
education classroom with support from special education teachers would
not provide access to a functional curriculum, a peer group that the
student can directly communicate with or professional staff who can use
the student's mode of communication. Option B is incorrect because
although a life-skills classroom with interpreter services provides a
functional curriculum, it does not provide access to a peer group that the
student can directly communicate with. This option includes an
interpreter, but there are no opportunities for direct communication in
the student's language mode. The student's cognitive delay would make
it difficult to utilize an interpreter effectively; the interpreter would be
more like a tutor or aide than someone who facilitates communication
between student and teacher. Option D is incorrect because a resource
classroom with support from an itinerant teacher does not provide access
to a functional curriculum or to a peer group that the student can directly
communicate with. If the visual impairment is slight, the student is likely
