GACE - Special Education Test 081, 082, 581, 083, 084,
583 Complete Compilation Review (Based off of Cirrus Study
Guide) Actual Test Questions with Detailed Verified Answers &
Rationales / Already Graded A.
Terms in this set (115)
C.1.S.1. b. recurring fear and crying when dropped off at school by a
Which of the following parent.
describes atypical Most typically developing first graders will be able to
development for a separate easily from a parent at a familiar place, such as
firstgrade student? school.
a. frequent changes in
thefriend group Explanations:
b. recurring fear a. This is very typical development of a first-grade
andcrying when dropped off student; the friend group may change with great
at school by a parent frequency. b. Correct
c. challenging rules, c. It is normal for children of this age to challengesome rules
suchas the established to see which rules are flexible and which are not.
bedtime d. First-grade students may delight in being able tocomplete
d. a desire to do many tasks independently.
manythings independently
C.1.S.1.
,C.1.S.2. c. kindergarten
By what grade do most Typically developing kindergartners generally
typically developing children develop and understanding of the difference
form an understanding of the between reality and make-believe.
difference between reality
and make-believe? Explanations:
a. preschool (age 3) a. Preschool-aged children typically have troubleunderstanding
b. prekindergarten (age 4) the differences between reality and make-believe.
c. kindergarten b. While prekindergartners generally enjoy playingmake-
d. first grade believe, they may not clearly understand what i real and what is
pretend. c. Correct
d. Most typically developing children should have this
mastered prior to first grade. C.1.S.2.
,C.1.S.3. d. He should be targeted for intervention as his development is
Tristan is a third grader who atypical.
is struggling with By third grade, Tristan should definitely have mastered
identification of sight words letter-sound-correspondence and recognition of most sight
and letter-sound words.
correspondence. What can
be said about Tristan? a. His Explanations:
cognitive development is a. By third grade, Tristan should be reading with somefluency.
typical of his age and grade. b. Tristan is still learning to read.
b. He is ready to begin c. Tristan might need to work on distinguishing cause-and-effect
thetransition from learning relationships, but this is not the problem described here. d. Correct
C.1.S.3.
to read to reading to learn.
c. He could benefit
fromfurther practice on
distinguishing cause-
andeffect relationship.
d. He should be
targetedfor intervention as
his development is atypical.
, C.1.S.4. d. Most students in the class will not be able to complete this
Mrs. Howard gives a math activity as it is not developmentally appropriate.
activity to her This is more appropriate for an elementary school class, not a
prekindergarten class in prekindergarten class.
which she asks them to write
the different addition Explanations:
equations that lead to an a. This activity is often introduced in first grade per
answer of ten (for example: theCommon Core State Standards, but it is not necessarily
9+1, 8+2, 7+3, and so forth). "typical" until second or third grade and is certainly not
What will be the likely result? appropriate for prekindergarten.
a. Most b. This is not developmentally appropriate activity
typicallydeveloping children forprekindergarten.
in her class will be able to c. This is neither and appropriate activity to screen
complete this activity fordevelopmental delays nor is it appropriate for this age
group in general. d. Correct C.1.S.4.
independently and with
ease.
b. Most
typicallydeveloping children
in her class will be able to
complete this activity with
some scaffolding.
c. This activity will be
agreat assessment tool to
enable Mrs. Howard to
screen for developmental
delays.
d. Most students in
theclass will not be able to
complete this activity as it is
not developmentally
appropriate.
583 Complete Compilation Review (Based off of Cirrus Study
Guide) Actual Test Questions with Detailed Verified Answers &
Rationales / Already Graded A.
Terms in this set (115)
C.1.S.1. b. recurring fear and crying when dropped off at school by a
Which of the following parent.
describes atypical Most typically developing first graders will be able to
development for a separate easily from a parent at a familiar place, such as
firstgrade student? school.
a. frequent changes in
thefriend group Explanations:
b. recurring fear a. This is very typical development of a first-grade
andcrying when dropped off student; the friend group may change with great
at school by a parent frequency. b. Correct
c. challenging rules, c. It is normal for children of this age to challengesome rules
suchas the established to see which rules are flexible and which are not.
bedtime d. First-grade students may delight in being able tocomplete
d. a desire to do many tasks independently.
manythings independently
C.1.S.1.
,C.1.S.2. c. kindergarten
By what grade do most Typically developing kindergartners generally
typically developing children develop and understanding of the difference
form an understanding of the between reality and make-believe.
difference between reality
and make-believe? Explanations:
a. preschool (age 3) a. Preschool-aged children typically have troubleunderstanding
b. prekindergarten (age 4) the differences between reality and make-believe.
c. kindergarten b. While prekindergartners generally enjoy playingmake-
d. first grade believe, they may not clearly understand what i real and what is
pretend. c. Correct
d. Most typically developing children should have this
mastered prior to first grade. C.1.S.2.
,C.1.S.3. d. He should be targeted for intervention as his development is
Tristan is a third grader who atypical.
is struggling with By third grade, Tristan should definitely have mastered
identification of sight words letter-sound-correspondence and recognition of most sight
and letter-sound words.
correspondence. What can
be said about Tristan? a. His Explanations:
cognitive development is a. By third grade, Tristan should be reading with somefluency.
typical of his age and grade. b. Tristan is still learning to read.
b. He is ready to begin c. Tristan might need to work on distinguishing cause-and-effect
thetransition from learning relationships, but this is not the problem described here. d. Correct
C.1.S.3.
to read to reading to learn.
c. He could benefit
fromfurther practice on
distinguishing cause-
andeffect relationship.
d. He should be
targetedfor intervention as
his development is atypical.
, C.1.S.4. d. Most students in the class will not be able to complete this
Mrs. Howard gives a math activity as it is not developmentally appropriate.
activity to her This is more appropriate for an elementary school class, not a
prekindergarten class in prekindergarten class.
which she asks them to write
the different addition Explanations:
equations that lead to an a. This activity is often introduced in first grade per
answer of ten (for example: theCommon Core State Standards, but it is not necessarily
9+1, 8+2, 7+3, and so forth). "typical" until second or third grade and is certainly not
What will be the likely result? appropriate for prekindergarten.
a. Most b. This is not developmentally appropriate activity
typicallydeveloping children forprekindergarten.
in her class will be able to c. This is neither and appropriate activity to screen
complete this activity fordevelopmental delays nor is it appropriate for this age
group in general. d. Correct C.1.S.4.
independently and with
ease.
b. Most
typicallydeveloping children
in her class will be able to
complete this activity with
some scaffolding.
c. This activity will be
agreat assessment tool to
enable Mrs. Howard to
screen for developmental
delays.
d. Most students in
theclass will not be able to
complete this activity as it is
not developmentally
appropriate.
