ILTS 290 EXAM QUESTIONS AND 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
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
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
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
B. level of progress given targeted support
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.
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
B. fostering students' awareness of the unique identities of others
C. decreasing students' adverse behaviors in the classroom
D. allowing families to observe their child interacting in the school setting
B. fostering students' awareness of the unique identities of others
Ensuring that family cultures and traditions are shared and respected, and that students
get a chance to interact with many kinds of families leads to greater understanding of
how the classroom community of learners and families all contribute in different and
positive ways to the collective environment.
A sixth-grade general education teacher implements a universal design for learning
(UDL) approach and integrates several forms of technology into the classroom. This
UDL approach is particularly supportive of students with specific learning disabilities for
which of the following reasons?
A. Students experience reduced barriers to learning with access to a variety of
technology options.
B.. Students using technology have improved metacognition that generalizes to other
learning activities.
C. Students need little training in order to use technology effectively.
D. Students learn faster when technology increases efficiency of completing work
A. Students experience reduced barriers to learning with access to a variety of
technology options.
By integrating forms of technology that students can access with independence,
supports are built into the overall classroom environment. All students can use these
technological supports to benefit their learning regardless of whether they have been
identified as needing it or not. UDL has as a core tenet that there is a benefit for all
students in an environment that includes accommodations that are available to
everyone.
At a transition meeting, the parents of an eleventh-grade student with an emotional
disability express concern that their child has difficulty interacting with peers outside of
school and that this social isolation will only increase when their child graduates from
school. Which of the following actions should the Individualized Education Program
, (IEP) team take to address the parents' concern?
A. providing information about organizations that have support groups for parents
B. enrolling the student in a school club that develops a personal interest
C. integrating transition goals addressing behavior to support participation in community
activities
D. asking the speech language pathologist to work with the student on pragmatics and
social skills
C. integrating transition goals addressing behavior to support participation in community
activities
Part of transition planning is developing goals that will prepare students for post-
secondary life, including social activities and integration into the community. The most
appropriate action for the IEP team to take to address the parents' concern in this
situation would be to ensure that appropriate goals are part of this student's transition
plan.
An elementary school speech language pathologist (SLP) collaborates with the teachers
of a co-taught kindergarten classroom where several students require services by the
SLP within the classroom as part of their Individualized Education Program (IEP). Which
of the following recommendations by the special education teacher would most
effectively integrate the SLP's services into the instructional program?
A. asking the SLP to observe regularly and offer suggestions on ways to promote
speech and language development
B. using speech and language materials provided by the SLP to work with the students
who require services
C. inviting the SLP to come to circle time to read a story to the class related to the
weekly theme
D. designing a center during center time where the SLP can work with small groups on
speech and language goals
D. designing a center during center time where the SLP can work with small groups on
speech and language goals
Of the various options for integrating services into a classroom setting, it would be most
effective for the SLP to provide services to several students as part of center time,
where the SLP can support the students' speech and language skills in an authentic
context. This kind of model integrates services into existing classroom activities in an
organic way and provides direct time between the SLP and the students who need
services.
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
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
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
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
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
B. level of progress given targeted support
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.
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
B. fostering students' awareness of the unique identities of others
C. decreasing students' adverse behaviors in the classroom
D. allowing families to observe their child interacting in the school setting
B. fostering students' awareness of the unique identities of others
Ensuring that family cultures and traditions are shared and respected, and that students
get a chance to interact with many kinds of families leads to greater understanding of
how the classroom community of learners and families all contribute in different and
positive ways to the collective environment.
A sixth-grade general education teacher implements a universal design for learning
(UDL) approach and integrates several forms of technology into the classroom. This
UDL approach is particularly supportive of students with specific learning disabilities for
which of the following reasons?
A. Students experience reduced barriers to learning with access to a variety of
technology options.
B.. Students using technology have improved metacognition that generalizes to other
learning activities.
C. Students need little training in order to use technology effectively.
D. Students learn faster when technology increases efficiency of completing work
A. Students experience reduced barriers to learning with access to a variety of
technology options.
By integrating forms of technology that students can access with independence,
supports are built into the overall classroom environment. All students can use these
technological supports to benefit their learning regardless of whether they have been
identified as needing it or not. UDL has as a core tenet that there is a benefit for all
students in an environment that includes accommodations that are available to
everyone.
At a transition meeting, the parents of an eleventh-grade student with an emotional
disability express concern that their child has difficulty interacting with peers outside of
school and that this social isolation will only increase when their child graduates from
school. Which of the following actions should the Individualized Education Program
, (IEP) team take to address the parents' concern?
A. providing information about organizations that have support groups for parents
B. enrolling the student in a school club that develops a personal interest
C. integrating transition goals addressing behavior to support participation in community
activities
D. asking the speech language pathologist to work with the student on pragmatics and
social skills
C. integrating transition goals addressing behavior to support participation in community
activities
Part of transition planning is developing goals that will prepare students for post-
secondary life, including social activities and integration into the community. The most
appropriate action for the IEP team to take to address the parents' concern in this
situation would be to ensure that appropriate goals are part of this student's transition
plan.
An elementary school speech language pathologist (SLP) collaborates with the teachers
of a co-taught kindergarten classroom where several students require services by the
SLP within the classroom as part of their Individualized Education Program (IEP). Which
of the following recommendations by the special education teacher would most
effectively integrate the SLP's services into the instructional program?
A. asking the SLP to observe regularly and offer suggestions on ways to promote
speech and language development
B. using speech and language materials provided by the SLP to work with the students
who require services
C. inviting the SLP to come to circle time to read a story to the class related to the
weekly theme
D. designing a center during center time where the SLP can work with small groups on
speech and language goals
D. designing a center during center time where the SLP can work with small groups on
speech and language goals
Of the various options for integrating services into a classroom setting, it would be most
effective for the SLP to provide services to several students as part of center time,
where the SLP can support the students' speech and language skills in an authentic
context. This kind of model integrates services into existing classroom activities in an
organic way and provides direct time between the SLP and the students who need
services.
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
