ILTS 290 I PRACTICE QUESTIONS AND CORRECT ANSWERS
A prekindergarten teacher notices that a child is having trouble lacing a shoelace through punched holes,
is only able to cut using loop scissors, uses an immature grip to draw with crayons, and needs help with
zippers on clothing. Based on these observations, this child would benefit most from activities that
develop which of the following types of skills?
A. fine-motor coordination
B. balance and agility
C. self-advocacy
D. following directions - Answers - A. fine-motor coordination
Using a pincer grasp to lace a shoelace; using scissors that have holes for fingers; holding crayons with a
pencil grasp; and grasping, aligning, and pulling a zipper are all examples of fine-motor developmental
skills. A child who has difficulty with these types of skills may need additional practice in the
developmental area of fine motor skills to attain expected skill level that will be important for
independence and future academic work.
A special education teacher is planning instruction for students who have Individualized Education
Program (IEP) goals targeting mathematics skills and is seeking information on evidence-based
instructional approaches. Which of the following resources would most likely have reliable information for
this educator?
A. a personal Web site created by special education teachers
B. a social media group for special education teachers
C. current research articles in peer-reviewed journals on special education
D. special education materials created by teachers available for purchase online - Answers - C. current
research articles in peer-reviewed journals on special education
Peer-reviewed journals focused on special education topics are good sources of information on current
research demonstrating approaches that are proven to be effective and efficient. It is important for
teachers to ensure that instructional approaches are grounded in research and are evidence-based to
avoid implementing ineffective instruction that will deter or delay effective learning.
For children born with a disability that includes both deafness and blindness, which of the following
factors is most critical in supporting the development of effective communication skills?
A. waiting until the child is able to make choices to determine communication modifications
B. working on orientation and mobility before starting to work on communication
C. beginning oral communication when the child becomes aware of vocal vibrations
D. establishing a consistent communication system within the first year - Answers - D. establishing a
consistent communication system within the first year
Infants require direct exposure to language and communication to develop these skills during early
childhood. Disabilities that affect sensory input require additional and intentional choices to establish
ways to communicate when typical routes for communication are not available, such as with a child who
has both hearing and vision loss.
An intervention team reviews the Tier 2 Response to Intervention (RtI) data of a second-grade student.
Which of the following determinations is most important for the intervention team to make when reviewing
the student's RtI data?
A. provision of related services
B. level of progress given targeted support
C. adaptive skills in comparison to peers
D. accommodations for state testing - Answers - B. level of progress given targeted support
, Part of the RtI process involves analyzing how well a student is responding to the interventions provided.
If a student is making progress with Tier 2 interventions, then the interventions appear to be effective;
depending on how much progress the student has made, interventions may need to be continued to meet
expected grade-level skills. If a student is not making progress with this level of intervention, more
intensive interventions may need to be initiated.
In which of the following situations would it be most warranted for a special education teacher or team to
initiate the process of conducting a functional behavior assessment (FBA) for a student?
A. when a student begins to show some initial signs indicating frustration when classwork is difficult
B. when a parent/guardian requests help because the student shows defiance primarily at home
C. when a student demonstrates consistent challenges with motivation and work completion
D. when a student returns to class following a first in-school suspension for leaving the school grounds
unaccompanied - Answers - C. when a student demonstrates consistent challenges with motivation and
work completion
A formal FBA is warranted in a case where the student's behavior challenges are not due to a temporary
fluctuation and are indicative of a longer-term concern. If the student is consistently demonstrating
challenges with motivation and work completion, it would be important to determine what triggers the
behavior and the function that behavior has for the student.
A special education teacher is writing progress summaries at the end of the first grading period for
students who receive services. Which of the following elements of a student's Individualized Education
Program (IEP) plays the most significant role in the teacher's determination of progress?
A. the vision statement by the IEP team
B. the student's previous present level of performance
C. the short-term benchmarks toward goals
D. the accommodations provided to the student - Answers - C. the short-term benchmarks toward goals
Short-term benchmarks indicate the measurable steps or elements of the broader annual goals and are
the measurement of growth toward achieving the annual goals. The teacher should be collecting data and
monitoring achievement using these benchmarks as measures of progress.
Which of the following statements best describes the way in which instituting a Multi-Tiered System of
Supports (MTSS) process contributes to more accurate identification of students with specific learning
disabilities?
A. Cognitive functioning is evaluated and addressed as part of advancing to progressive tiers, which
avoids the need for referral.
B. Universal screenings determine which students likely have learning disabilities and will need to be
referred for a full evaluation.
C. Students receive progressive tiers of support through the year so that all students are at grade-level
expectations by the end of the school year.
D. Interventions for at-risk students happen at an early stage and decisions on more intensive needs are
based on objective data. - Answers - D. Interventions for at-risk students happen at an early stage and
decisions on more intensive needs are based on objective data.
MTSS allows the school to ensure that if students are performing below grade level, and if the issue could
be inadequate learning opportunities rather than disability, there is an opportunity for these areas of
weakness to be addressed through providing needed and targeted interventions. This allows for closer
monitoring of the students' learning and can provide additional data that will contribute information if it is
determined a student should be referred for a more comprehensive evaluation.
A special education teacher co-teaches in an integrated kindergarten classroom. The teachers frequently
invite families into the classroom to share cultural traditions with students, such as language, holidays,
and foods. The teachers' action demonstrates knowledge of which of the following factors of creating a
positive classroom community?
A. ensuring families participate in their student's educational meetings
A prekindergarten teacher notices that a child is having trouble lacing a shoelace through punched holes,
is only able to cut using loop scissors, uses an immature grip to draw with crayons, and needs help with
zippers on clothing. Based on these observations, this child would benefit most from activities that
develop which of the following types of skills?
A. fine-motor coordination
B. balance and agility
C. self-advocacy
D. following directions - Answers - A. fine-motor coordination
Using a pincer grasp to lace a shoelace; using scissors that have holes for fingers; holding crayons with a
pencil grasp; and grasping, aligning, and pulling a zipper are all examples of fine-motor developmental
skills. A child who has difficulty with these types of skills may need additional practice in the
developmental area of fine motor skills to attain expected skill level that will be important for
independence and future academic work.
A special education teacher is planning instruction for students who have Individualized Education
Program (IEP) goals targeting mathematics skills and is seeking information on evidence-based
instructional approaches. Which of the following resources would most likely have reliable information for
this educator?
A. a personal Web site created by special education teachers
B. a social media group for special education teachers
C. current research articles in peer-reviewed journals on special education
D. special education materials created by teachers available for purchase online - Answers - C. current
research articles in peer-reviewed journals on special education
Peer-reviewed journals focused on special education topics are good sources of information on current
research demonstrating approaches that are proven to be effective and efficient. It is important for
teachers to ensure that instructional approaches are grounded in research and are evidence-based to
avoid implementing ineffective instruction that will deter or delay effective learning.
For children born with a disability that includes both deafness and blindness, which of the following
factors is most critical in supporting the development of effective communication skills?
A. waiting until the child is able to make choices to determine communication modifications
B. working on orientation and mobility before starting to work on communication
C. beginning oral communication when the child becomes aware of vocal vibrations
D. establishing a consistent communication system within the first year - Answers - D. establishing a
consistent communication system within the first year
Infants require direct exposure to language and communication to develop these skills during early
childhood. Disabilities that affect sensory input require additional and intentional choices to establish
ways to communicate when typical routes for communication are not available, such as with a child who
has both hearing and vision loss.
An intervention team reviews the Tier 2 Response to Intervention (RtI) data of a second-grade student.
Which of the following determinations is most important for the intervention team to make when reviewing
the student's RtI data?
A. provision of related services
B. level of progress given targeted support
C. adaptive skills in comparison to peers
D. accommodations for state testing - Answers - B. level of progress given targeted support
, Part of the RtI process involves analyzing how well a student is responding to the interventions provided.
If a student is making progress with Tier 2 interventions, then the interventions appear to be effective;
depending on how much progress the student has made, interventions may need to be continued to meet
expected grade-level skills. If a student is not making progress with this level of intervention, more
intensive interventions may need to be initiated.
In which of the following situations would it be most warranted for a special education teacher or team to
initiate the process of conducting a functional behavior assessment (FBA) for a student?
A. when a student begins to show some initial signs indicating frustration when classwork is difficult
B. when a parent/guardian requests help because the student shows defiance primarily at home
C. when a student demonstrates consistent challenges with motivation and work completion
D. when a student returns to class following a first in-school suspension for leaving the school grounds
unaccompanied - Answers - C. when a student demonstrates consistent challenges with motivation and
work completion
A formal FBA is warranted in a case where the student's behavior challenges are not due to a temporary
fluctuation and are indicative of a longer-term concern. If the student is consistently demonstrating
challenges with motivation and work completion, it would be important to determine what triggers the
behavior and the function that behavior has for the student.
A special education teacher is writing progress summaries at the end of the first grading period for
students who receive services. Which of the following elements of a student's Individualized Education
Program (IEP) plays the most significant role in the teacher's determination of progress?
A. the vision statement by the IEP team
B. the student's previous present level of performance
C. the short-term benchmarks toward goals
D. the accommodations provided to the student - Answers - C. the short-term benchmarks toward goals
Short-term benchmarks indicate the measurable steps or elements of the broader annual goals and are
the measurement of growth toward achieving the annual goals. The teacher should be collecting data and
monitoring achievement using these benchmarks as measures of progress.
Which of the following statements best describes the way in which instituting a Multi-Tiered System of
Supports (MTSS) process contributes to more accurate identification of students with specific learning
disabilities?
A. Cognitive functioning is evaluated and addressed as part of advancing to progressive tiers, which
avoids the need for referral.
B. Universal screenings determine which students likely have learning disabilities and will need to be
referred for a full evaluation.
C. Students receive progressive tiers of support through the year so that all students are at grade-level
expectations by the end of the school year.
D. Interventions for at-risk students happen at an early stage and decisions on more intensive needs are
based on objective data. - Answers - D. Interventions for at-risk students happen at an early stage and
decisions on more intensive needs are based on objective data.
MTSS allows the school to ensure that if students are performing below grade level, and if the issue could
be inadequate learning opportunities rather than disability, there is an opportunity for these areas of
weakness to be addressed through providing needed and targeted interventions. This allows for closer
monitoring of the students' learning and can provide additional data that will contribute information if it is
determined a student should be referred for a more comprehensive evaluation.
A special education teacher co-teaches in an integrated kindergarten classroom. The teachers frequently
invite families into the classroom to share cultural traditions with students, such as language, holidays,
and foods. The teachers' action demonstrates knowledge of which of the following factors of creating a
positive classroom community?
A. ensuring families participate in their student's educational meetings
