Which of the following is the most appropriate way for a student with a mild
intellectual disability to demonstrate emerging phonological skills?
Give this one a try later!
Recognizing two rhyming words in a group of three words.
For a student with a mild intellectual disability who is just learning to read,
identifying rhyming words is developmentally appropriate and aligns with
early phonological awareness milestones. This skill helps build the auditory
discrimination necessary for later phonemic awareness activities, setting a
solid foundation for future reading success.
Victoria is a seventh-grade English learner who is enrolled in a general education
classroom. Victoria avoids interacting with peers, has difficulty responding to text-
related questions, struggles to complete reading tasks, and becomes upset when
there is an unexpected change in the schedule. The school obtained consent from
Victoria's parents to conduct an initial evaluation because of these behaviors.
,Evaluation results have determined that Victoria does not qualify for special education
services.
Which of the following is the most likely factor influencing Victoria's learning and
behaviors in the classroom?
Assimilation to a new culture
Give this one a try later!
Victoria is navigating significant cultural adjustments, including differences
in social norms, educational practices, and daily routines. This cultural
transition can affect Victoria's comfort level, confidence in interacting with
peers, and ability to engage with classroom activities, leading to the
challenges she is facing.
Which of the following phonological skills best identifies the typical linguistic
development expected for a 7-year-old second-grade student?
Give this one a try later!
Deleting sounds in the initial and final positions of a word.
Students in the second grade, around the age of 7, are expected to show
mastery of the phonological skill of deletion in the initial and final positions
of a word.
Which of the following is most important for an IEP team to consider before writing
IEP goals as part of a transition plan for a high school student with a specific learning
disability?
Give this one a try later!
, The student's post-school interests.
When developing a transition plan, the IEP team must prioritize the
student's post-school interests to ensure that the goals are meaningful and
relevant to the student's future aspirations. Taking these interests into
account helps create a personalized plan that motivates the student and
prepares them for success in their post-secondary life, whether it involves
further education, employment, or independent living.
Sara, a second-grade student in a general education classroom, is struggling during
language arts instruction. The teacher notices that Sara has trouble remembering
letter sounds and confuses letters that look similar, such as "b" and "d." Sara also
struggles with familiar words such as "cat" or "dog" during choral reading. When the
teacher calls on Sara to read out loud, Sara often substitutes words, such as saying
"house" when the text shows "home." During writing activities, Sara has difficulty
remembering how words are spelled.
Which of the following may explain why Sara is having difficulties in the classroom?
Give this one a try later!
Sara may have dyslexia.
Dyslexia often involves having a lack of accurate or fluent word recognition
as well as having poor spelling and decoding abilities. Sara's trouble with
remembering letter sounds, confusing similar-looking letters and words,
and substituting words when reading aloud are indicative of dyslexia.
A middle school student with an intellectual disability is currently in a self-contained
classroom and excels in math compared with other students in that classroom. The
teacher recommends that the student be placed in an inclusion classroom the
following year.
Which of the following IDEA principles is the teacher adhering to?
Give this one a try later!
, Least restrictive environment. (LRE)
By recommending the student's placement in an inclusion classroom, the
teacher is ensuring that the student has the opportunity to learn alongside
peers without disabilities, which aligns with the goals of LRE to provide a
more inclusive and integrated educational experience.
A third-grade student with dyscalculia is enrolled in an inclusion classroom. The
special education teacher has documented the student's performance for the fall
reporting period. The student struggles with basic math computation, largely due to
difficulty with staying on task and paying attention during math lessons. Consequently,
most of the classwork is either incomplete or contains many errors.
Which of the following is the most appropriate way to share the data with the
student's parents?
Give this one a try later!
Sharing with the parents visual presentations of the data with connected
work samples at an in‑person meeting.
Sharing visual presentations of the data with connected work samples at an
in-person meeting allows for a clear and comprehensive discussion of the
student's performance. This enables the parents to see specific examples of
their child's work and understand the context of the data, which fosters
effective communication and a collaborative relationship.
A seventh-grade language arts teacher has a student, Anne, who recently moved
from another country and is an English learner. Anne is unable to keep up with the
rest of the class and struggles with spelling, organization, and using correct grammar
in her writing. The teacher suspects that Anne may have a learning disability.
Which of the following is the teacher most likely to consider to avoid misidentifying
Anne?
intellectual disability to demonstrate emerging phonological skills?
Give this one a try later!
Recognizing two rhyming words in a group of three words.
For a student with a mild intellectual disability who is just learning to read,
identifying rhyming words is developmentally appropriate and aligns with
early phonological awareness milestones. This skill helps build the auditory
discrimination necessary for later phonemic awareness activities, setting a
solid foundation for future reading success.
Victoria is a seventh-grade English learner who is enrolled in a general education
classroom. Victoria avoids interacting with peers, has difficulty responding to text-
related questions, struggles to complete reading tasks, and becomes upset when
there is an unexpected change in the schedule. The school obtained consent from
Victoria's parents to conduct an initial evaluation because of these behaviors.
,Evaluation results have determined that Victoria does not qualify for special education
services.
Which of the following is the most likely factor influencing Victoria's learning and
behaviors in the classroom?
Assimilation to a new culture
Give this one a try later!
Victoria is navigating significant cultural adjustments, including differences
in social norms, educational practices, and daily routines. This cultural
transition can affect Victoria's comfort level, confidence in interacting with
peers, and ability to engage with classroom activities, leading to the
challenges she is facing.
Which of the following phonological skills best identifies the typical linguistic
development expected for a 7-year-old second-grade student?
Give this one a try later!
Deleting sounds in the initial and final positions of a word.
Students in the second grade, around the age of 7, are expected to show
mastery of the phonological skill of deletion in the initial and final positions
of a word.
Which of the following is most important for an IEP team to consider before writing
IEP goals as part of a transition plan for a high school student with a specific learning
disability?
Give this one a try later!
, The student's post-school interests.
When developing a transition plan, the IEP team must prioritize the
student's post-school interests to ensure that the goals are meaningful and
relevant to the student's future aspirations. Taking these interests into
account helps create a personalized plan that motivates the student and
prepares them for success in their post-secondary life, whether it involves
further education, employment, or independent living.
Sara, a second-grade student in a general education classroom, is struggling during
language arts instruction. The teacher notices that Sara has trouble remembering
letter sounds and confuses letters that look similar, such as "b" and "d." Sara also
struggles with familiar words such as "cat" or "dog" during choral reading. When the
teacher calls on Sara to read out loud, Sara often substitutes words, such as saying
"house" when the text shows "home." During writing activities, Sara has difficulty
remembering how words are spelled.
Which of the following may explain why Sara is having difficulties in the classroom?
Give this one a try later!
Sara may have dyslexia.
Dyslexia often involves having a lack of accurate or fluent word recognition
as well as having poor spelling and decoding abilities. Sara's trouble with
remembering letter sounds, confusing similar-looking letters and words,
and substituting words when reading aloud are indicative of dyslexia.
A middle school student with an intellectual disability is currently in a self-contained
classroom and excels in math compared with other students in that classroom. The
teacher recommends that the student be placed in an inclusion classroom the
following year.
Which of the following IDEA principles is the teacher adhering to?
Give this one a try later!
, Least restrictive environment. (LRE)
By recommending the student's placement in an inclusion classroom, the
teacher is ensuring that the student has the opportunity to learn alongside
peers without disabilities, which aligns with the goals of LRE to provide a
more inclusive and integrated educational experience.
A third-grade student with dyscalculia is enrolled in an inclusion classroom. The
special education teacher has documented the student's performance for the fall
reporting period. The student struggles with basic math computation, largely due to
difficulty with staying on task and paying attention during math lessons. Consequently,
most of the classwork is either incomplete or contains many errors.
Which of the following is the most appropriate way to share the data with the
student's parents?
Give this one a try later!
Sharing with the parents visual presentations of the data with connected
work samples at an in‑person meeting.
Sharing visual presentations of the data with connected work samples at an
in-person meeting allows for a clear and comprehensive discussion of the
student's performance. This enables the parents to see specific examples of
their child's work and understand the context of the data, which fosters
effective communication and a collaborative relationship.
A seventh-grade language arts teacher has a student, Anne, who recently moved
from another country and is an English learner. Anne is unable to keep up with the
rest of the class and struggles with spelling, organization, and using correct grammar
in her writing. The teacher suspects that Anne may have a learning disability.
Which of the following is the teacher most likely to consider to avoid misidentifying
Anne?
