BEACON EDUCATOR REVISED EXAM
WITH VERIFIED ANSWERS
specific learning disability (SLD) - ANSWERS -disorder in one or more of the basic
learning processes involved in understanding or in using language, spoken or written,
that may manifest itself in the imperfect ability to listen, speak, read, write, spell, or do
mathematical calculations, including conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
General Characteristics of Students with a SLD - ANSWERS -trouble learning the
alphabet, rhyming words, or connecting letters to their sounds;
oral reading mistakes, word repetition, frequent pausing;
difficulty with spelling;
messy handwriting, awkwardness in holding a pencil;
struggling to express ideas in writing or conversation;
learning language late, having a limited vocabulary;
trouble remembering the sounds that letters make, hearing slight differences between
words;
trouble understanding jokes, comic strips, and/or sarcasm;
trouble following directions;
mispronouncing words, using a wrong word that sounds familiar;
not following the social rules of conversation (such as taking turns), and may stand too
close to the listener;
confusing math symbols, misreading numbers;
inability retelling a story in order (what happened first, second, third); and/or
having difficulty with sequencing.
Speech and/or Language Impairment (SLI) - ANSWERS -"a communication disorder
such as stuttering,
impaired articulation, language impairment, or a voice impairment that adversely affects
their educational performance" (IDEA, 2004).
General Characteristics of Students with Speech disorders - ANSWERS -Speech
disorders refer to difficulties producing speech sounds or problems with voice quality. A
speech disorder may be characterized as
a voice disorder (difficulty with the pitch, volume or quality of the voice);
an articulation or phonological disorder (the failure to produce and use sounds
appropriately, substituting one sound for another or omitting sounds); or
stuttering (an interruption of the flow or rhythm of speech, which is called dysfluency).
There may also be a combination of several problems. Students with speech disorders
have trouble using some speech sounds, which can also be a symptom of a delay. They
may say "see" when they mean "ski" or they may have trouble using other sounds like
,"l" or "r". Listeners may have trouble understanding what someone with a speech
disorder is trying to say as people with voice disorders have trouble sounding words
correctly.
General Characteristics of Students with Language disorders - ANSWERS -A language
disorder is impairment in
Receptive Language - the ability to understand and comprehend what is being said or
read and/or,
Expressive Language - the ability to use words in context, both verbally and/or
nonverbally, to communicate with others.
Some characteristics of language disorders include improper use of words and their
meanings, inability to express ideas, inappropriate grammatical patterns, reduced
vocabulary, and the inability to follow directions. One or a combination of these
characteristics may occur in children who are affected by language learning disabilities
or a developmental language delay. Children may hear or see a word but not be able to
understand its meaning. They may have trouble getting others to understand what they
are trying to communicate (NICHCY, 2012).
4 categories of high instance disabilities - ANSWERS -Specific Learning Disability,
Speech or Language Impairment,
Intellectual Disability, and
Emotional/Behavior Disorder.
Intellectual Disability (InD) - ANSWERS -Students who are intellectually disabled (InD)
have "significantly sub-average general intellectual functioning, existing concurrently [at
the same time] with deficits in adaptive behavior and manifested during the
developmental period, that adversely affects the child's educational performance"
(IDEA, 2004).
Previously referred as students with "mental retardation" prior to 2013 Rosa's law which
removed the word from all federal programs bc derogatory
Statewide Assessments - ANSWERS -Most students with disabilities are required to
participate in all statewide and district wide assessments. The specially designed
instruction and special education services and supports provided through the IEP
should allow students with disabilities to successfully master the general education
curriculum.
IDEA provides for the use of accommodations on statewide and district-wide
assessments as indicated in the student's individual education program
Accommodations must not alter what the assessment is designed to assess.
Online Assessments - ANSWERS -New online assessments are built using universal
design principles which increase access for all students. Different accommodations will
be needed ...
text-to-speech options for assessments that are not evaluating reading skills,
line reader tool to move text on the screen,
masking to cover answer options,
, American Sign Language video of test content - Deaf/hearing impaired students view
assessment content and ASL video on the same screen, and/or
paper and pencil exam if the IEP team determines online assessments are not
appropriate.
significant cognitive disability - ANSWERS -severely behind their peers;
typically have difficulty with mental tasks and processing information; and
may be non-readers who struggle with problem solving, memory, attention, and
comprehension.
Accommodations alone are not sufficient to support the students in the general
education curriculum. Modifications to the curriculum are necessary (National Center of
Accessible Instructional Materials, 2013)
General Characteristics of Students with InD - ANSWERS -Children and youth who are
intellectually disabled receive low scores on intelligence tests, typically an IQ score of
69 or below - a score that falls in the lower 2.3% of the population. (Note: Average IQ
scores range from 85 to 115.)
Limits in adaptive behavior which are typically demonstrated in developmental
period/period birth-18
varies from person to person
87% of ppl w it are just slower than average
13% are below 50 on IQ scale and may need more help and sustained care throughout
life time
adaptive behavior - ANSWERS -This includes the skills necessary to function
independently in daily life such as grooming, dressing, following school rules, using
appropriate social skills, and taking personal responsibility for one's actions.
Emotional/Behavior Disorder (ED) - ANSWERS -IDEA defines emotional disturbance
(ED) as "a condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects a child's educational
performance (IDEA, 2004):
inability to learn that cannot be explained by intellectual, sensory, or health factors;
inability to build or maintain satisfactory interpersonal relationships with peers and
teachers;
inappropriate types of behavior or feelings under normal circumstances;
general pervasive mood of unhappiness or depression; and/or
tendency to develop physical symptoms or fears associated with personal or school
problems."
General Characteristics of Students with ED - ANSWERS -causes cannot be
adequately determined
characteristics:
hyperactivity (short attention span, impulsiveness);
aggression/self-injurious behavior (acting out, fighting);
WITH VERIFIED ANSWERS
specific learning disability (SLD) - ANSWERS -disorder in one or more of the basic
learning processes involved in understanding or in using language, spoken or written,
that may manifest itself in the imperfect ability to listen, speak, read, write, spell, or do
mathematical calculations, including conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
General Characteristics of Students with a SLD - ANSWERS -trouble learning the
alphabet, rhyming words, or connecting letters to their sounds;
oral reading mistakes, word repetition, frequent pausing;
difficulty with spelling;
messy handwriting, awkwardness in holding a pencil;
struggling to express ideas in writing or conversation;
learning language late, having a limited vocabulary;
trouble remembering the sounds that letters make, hearing slight differences between
words;
trouble understanding jokes, comic strips, and/or sarcasm;
trouble following directions;
mispronouncing words, using a wrong word that sounds familiar;
not following the social rules of conversation (such as taking turns), and may stand too
close to the listener;
confusing math symbols, misreading numbers;
inability retelling a story in order (what happened first, second, third); and/or
having difficulty with sequencing.
Speech and/or Language Impairment (SLI) - ANSWERS -"a communication disorder
such as stuttering,
impaired articulation, language impairment, or a voice impairment that adversely affects
their educational performance" (IDEA, 2004).
General Characteristics of Students with Speech disorders - ANSWERS -Speech
disorders refer to difficulties producing speech sounds or problems with voice quality. A
speech disorder may be characterized as
a voice disorder (difficulty with the pitch, volume or quality of the voice);
an articulation or phonological disorder (the failure to produce and use sounds
appropriately, substituting one sound for another or omitting sounds); or
stuttering (an interruption of the flow or rhythm of speech, which is called dysfluency).
There may also be a combination of several problems. Students with speech disorders
have trouble using some speech sounds, which can also be a symptom of a delay. They
may say "see" when they mean "ski" or they may have trouble using other sounds like
,"l" or "r". Listeners may have trouble understanding what someone with a speech
disorder is trying to say as people with voice disorders have trouble sounding words
correctly.
General Characteristics of Students with Language disorders - ANSWERS -A language
disorder is impairment in
Receptive Language - the ability to understand and comprehend what is being said or
read and/or,
Expressive Language - the ability to use words in context, both verbally and/or
nonverbally, to communicate with others.
Some characteristics of language disorders include improper use of words and their
meanings, inability to express ideas, inappropriate grammatical patterns, reduced
vocabulary, and the inability to follow directions. One or a combination of these
characteristics may occur in children who are affected by language learning disabilities
or a developmental language delay. Children may hear or see a word but not be able to
understand its meaning. They may have trouble getting others to understand what they
are trying to communicate (NICHCY, 2012).
4 categories of high instance disabilities - ANSWERS -Specific Learning Disability,
Speech or Language Impairment,
Intellectual Disability, and
Emotional/Behavior Disorder.
Intellectual Disability (InD) - ANSWERS -Students who are intellectually disabled (InD)
have "significantly sub-average general intellectual functioning, existing concurrently [at
the same time] with deficits in adaptive behavior and manifested during the
developmental period, that adversely affects the child's educational performance"
(IDEA, 2004).
Previously referred as students with "mental retardation" prior to 2013 Rosa's law which
removed the word from all federal programs bc derogatory
Statewide Assessments - ANSWERS -Most students with disabilities are required to
participate in all statewide and district wide assessments. The specially designed
instruction and special education services and supports provided through the IEP
should allow students with disabilities to successfully master the general education
curriculum.
IDEA provides for the use of accommodations on statewide and district-wide
assessments as indicated in the student's individual education program
Accommodations must not alter what the assessment is designed to assess.
Online Assessments - ANSWERS -New online assessments are built using universal
design principles which increase access for all students. Different accommodations will
be needed ...
text-to-speech options for assessments that are not evaluating reading skills,
line reader tool to move text on the screen,
masking to cover answer options,
, American Sign Language video of test content - Deaf/hearing impaired students view
assessment content and ASL video on the same screen, and/or
paper and pencil exam if the IEP team determines online assessments are not
appropriate.
significant cognitive disability - ANSWERS -severely behind their peers;
typically have difficulty with mental tasks and processing information; and
may be non-readers who struggle with problem solving, memory, attention, and
comprehension.
Accommodations alone are not sufficient to support the students in the general
education curriculum. Modifications to the curriculum are necessary (National Center of
Accessible Instructional Materials, 2013)
General Characteristics of Students with InD - ANSWERS -Children and youth who are
intellectually disabled receive low scores on intelligence tests, typically an IQ score of
69 or below - a score that falls in the lower 2.3% of the population. (Note: Average IQ
scores range from 85 to 115.)
Limits in adaptive behavior which are typically demonstrated in developmental
period/period birth-18
varies from person to person
87% of ppl w it are just slower than average
13% are below 50 on IQ scale and may need more help and sustained care throughout
life time
adaptive behavior - ANSWERS -This includes the skills necessary to function
independently in daily life such as grooming, dressing, following school rules, using
appropriate social skills, and taking personal responsibility for one's actions.
Emotional/Behavior Disorder (ED) - ANSWERS -IDEA defines emotional disturbance
(ED) as "a condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects a child's educational
performance (IDEA, 2004):
inability to learn that cannot be explained by intellectual, sensory, or health factors;
inability to build or maintain satisfactory interpersonal relationships with peers and
teachers;
inappropriate types of behavior or feelings under normal circumstances;
general pervasive mood of unhappiness or depression; and/or
tendency to develop physical symptoms or fears associated with personal or school
problems."
General Characteristics of Students with ED - ANSWERS -causes cannot be
adequately determined
characteristics:
hyperactivity (short attention span, impulsiveness);
aggression/self-injurious behavior (acting out, fighting);
