SFPC SPED PRACTICE TEST V2 PREMIUM PREP
PACK 2026 FULLY SOLVED MATERIAL
◉ Social skills group. Answer: composed of similar-aged peers with
and without disabilities; helps students learn to appropriately greet
others, begin conversations, respond appropriately, maintain
conversations, engage in turn-taking, and request help when needed.
◉ social skill deficits. Answer: acquisition deficits, performance
deficits, and fluency deficits
◉ acquisition deficits. Answer: student demonstrates an absence of
a skill or behavior
◉ performance deficits. Answer: student does not implement a
social skill consistently
◉ fluency deficits. Answer: student needs assistnace with
demonstrating a social skill effectively or fluently
◉ FAPE. Answer: Free Appropriate Public Education
,◉ IDEA (Individuals with Disabilities Education Act). Answer:
passed in 1975; requires public schools to provide free public
education for special needs kids
◉ LRE. Answer: Least Restrictive Environment
◉ Mainstreaming. Answer: integrating students with disabilities or
special needs into the overall educational program
◉ Inclusion. Answer: Educating a child with special education needs
full-time in the regular classroom.
◉ Students who need special education for more than ____ of the day
may be place in instructional settings that meet their LRE needs,
such as resource rooms or self-contained classrooms.. Answer: 50%
◉ IDEA mandates that school systems must educate students who
have disabilities with students who do not have disabilities
_____________________________________________________________.. Answer: to
the maximum extent that is appropriate
◉ IDEA also mandates that students may not take students out of
regular education classes unless _______________________________..
Answer: the classes are not beneffitting the students. Supplementary
,aids and support services must be in place before students can be
considered for removal.
◉ Schools must offer a continuum of SPED services that offer a
________ to _______ range. Answer: restrictive; least restrictive
◉ Continuum of Services. Answer: Regular classroom (full day)
Regular classroom with consultation, Regular classroom with
supplementary instruction and services, Resource room, Separate
classroom, Separate school, Residential school, Homebound or
hospital
◉ Students with disabilities often need to be taught skills for
promoting ____________ and ____________________. Answer: self-
determination; self-advocacy
◉ Self-determination. Answer: comprehensive understanding of
one's own strengths and limitations (choice-making skills, clear
consequences, problem-solving, self-management, goal-setting
skills, decision-making, involvement in educational planning, self-
instruction, self-monitoring, and self-evaluation)
◉ self-awareness. Answer: knowledge of oneself (awareness of
thoughts, feelings, actions; awareness of how one's actions, thoughts
and feelings affect others; identify strengths and weaknesses;
recognizing limitations; self-monitoring)
, ◉ self-advocacy. Answer: speaking on behalf of oneself
(communicating needs for support and accomodations)
◉ Functional living skills. Answer: skills students need to know to
live independently (applied behavior analysis; community-based
instruction)
◉ Applied Behavior Analysis (ABA). Answer: modern term for a
form of behavior modification that uses shaping techniques to mold
a desired behavior or response
◉ community-based instruction. Answer: Learning skills in the
community rather than a school classroom.
◉ Children with oral language acquisition difficulties often
experience difficulties in their ________ skills.. Answer: literacy
◉ Strategies that help students develop oral language abilities
include:. Answer: -developing appropriate speaking and listening
skills
-providing instruction that emphasizes vocabulary development
-providing students with opportunities to communicate wants,
needs, ideas, and information
PACK 2026 FULLY SOLVED MATERIAL
◉ Social skills group. Answer: composed of similar-aged peers with
and without disabilities; helps students learn to appropriately greet
others, begin conversations, respond appropriately, maintain
conversations, engage in turn-taking, and request help when needed.
◉ social skill deficits. Answer: acquisition deficits, performance
deficits, and fluency deficits
◉ acquisition deficits. Answer: student demonstrates an absence of
a skill or behavior
◉ performance deficits. Answer: student does not implement a
social skill consistently
◉ fluency deficits. Answer: student needs assistnace with
demonstrating a social skill effectively or fluently
◉ FAPE. Answer: Free Appropriate Public Education
,◉ IDEA (Individuals with Disabilities Education Act). Answer:
passed in 1975; requires public schools to provide free public
education for special needs kids
◉ LRE. Answer: Least Restrictive Environment
◉ Mainstreaming. Answer: integrating students with disabilities or
special needs into the overall educational program
◉ Inclusion. Answer: Educating a child with special education needs
full-time in the regular classroom.
◉ Students who need special education for more than ____ of the day
may be place in instructional settings that meet their LRE needs,
such as resource rooms or self-contained classrooms.. Answer: 50%
◉ IDEA mandates that school systems must educate students who
have disabilities with students who do not have disabilities
_____________________________________________________________.. Answer: to
the maximum extent that is appropriate
◉ IDEA also mandates that students may not take students out of
regular education classes unless _______________________________..
Answer: the classes are not beneffitting the students. Supplementary
,aids and support services must be in place before students can be
considered for removal.
◉ Schools must offer a continuum of SPED services that offer a
________ to _______ range. Answer: restrictive; least restrictive
◉ Continuum of Services. Answer: Regular classroom (full day)
Regular classroom with consultation, Regular classroom with
supplementary instruction and services, Resource room, Separate
classroom, Separate school, Residential school, Homebound or
hospital
◉ Students with disabilities often need to be taught skills for
promoting ____________ and ____________________. Answer: self-
determination; self-advocacy
◉ Self-determination. Answer: comprehensive understanding of
one's own strengths and limitations (choice-making skills, clear
consequences, problem-solving, self-management, goal-setting
skills, decision-making, involvement in educational planning, self-
instruction, self-monitoring, and self-evaluation)
◉ self-awareness. Answer: knowledge of oneself (awareness of
thoughts, feelings, actions; awareness of how one's actions, thoughts
and feelings affect others; identify strengths and weaknesses;
recognizing limitations; self-monitoring)
, ◉ self-advocacy. Answer: speaking on behalf of oneself
(communicating needs for support and accomodations)
◉ Functional living skills. Answer: skills students need to know to
live independently (applied behavior analysis; community-based
instruction)
◉ Applied Behavior Analysis (ABA). Answer: modern term for a
form of behavior modification that uses shaping techniques to mold
a desired behavior or response
◉ community-based instruction. Answer: Learning skills in the
community rather than a school classroom.
◉ Children with oral language acquisition difficulties often
experience difficulties in their ________ skills.. Answer: literacy
◉ Strategies that help students develop oral language abilities
include:. Answer: -developing appropriate speaking and listening
skills
-providing instruction that emphasizes vocabulary development
-providing students with opportunities to communicate wants,
needs, ideas, and information
