OAE 013 Early Childhood Special Education
. Emily is a second grader with a cognitive disability. Her
individualized education program states that she will be included in a
general education second grade class with consultation support from
the special education teacher. Twice since school has started, the
second grade teacher has approached the special education teacher
and explained that Emily does not "fit in" with the other children, is
not making academic progress, and belongs full time in a resource
room. The IEP team has identified accommodations for Emily within
the general education class. The special education teacher meets
weekly with the general education teacher to provide support. The
second grade teacher continues to show resistance to including Emily.
Which of the following steps should the special education teacher
take next?
,A. arranging for the school psychologist to observe Emily in class to
determine the nature of the problem
B. schedu -✔ ✔ Correct AnswersD. arranging to meet with the
second grade teacher and the school principal to discuss the issues.
- Having already met with the second grade teacher several times to
collaborate on Emily's academic program, the special education
teacher's next step would be to include the principal in discussions
regarding Emily's access to the general education environment and
the implementation of the accommodations written into Emily's IEP.
In the role of advocate for the child, as well as with the understanding
of policies and procedures, the special education teacher should
involve the school administration to support the child's access and
success in the least restrictive environment.
1. A special education teacher is meeting with the parents of
Michaela, a kindergarten student who has an orthopedic impairment.
Michaela's parents are anxious about speaking to the evaluation team
,members at the upcoming meeting. Both parents are worries that
they will become overwhelmed and unable to speak about their child.
Which of the following suggestions would be most helpful for the
teacher to recommend that the parents do before the meeting?
A. "Consider hiring an advocate to accompany you to the eligibility
team meeting."
B. "Observe Michaela in school for a day to get a better understanding
of her school routine."
C. "Prepare a simple statement and some questions regarding your
concerns about Michaela and school."
D. "Read a book on special education rights and laws to familiarize
yourselves with the process. -✔ ✔ Correct AnswersC. "Prepare a
simple statement and some questions regarding your concerns about
Michaela and school."
, -One of the many important considerations discussed when
determining eligibility and placement and in developing an
Individualized Education Program (IEP) is the concerns of the
parents/guardians for improving their child's education. In this
situation, suggesting that Michaela's parents write down their
questions and concerns before the meeting will allow them to be
prepared and less anxious or overwhelmed during the team meeting.
2. Jasiel is a third-grade student with a specific learning disability in
mathematics and moderate ADHD. His Individualized Education
Program (IEP) goals for mathematics address completing assignments
and solving word problems. The special education teacher recently
received this note from Jasiel's parent:
Dear Teacher,
The math teacher called yesterday and told me that Jasiel did not
pass the last 4 month testing and is failing math this grading period.
. Emily is a second grader with a cognitive disability. Her
individualized education program states that she will be included in a
general education second grade class with consultation support from
the special education teacher. Twice since school has started, the
second grade teacher has approached the special education teacher
and explained that Emily does not "fit in" with the other children, is
not making academic progress, and belongs full time in a resource
room. The IEP team has identified accommodations for Emily within
the general education class. The special education teacher meets
weekly with the general education teacher to provide support. The
second grade teacher continues to show resistance to including Emily.
Which of the following steps should the special education teacher
take next?
,A. arranging for the school psychologist to observe Emily in class to
determine the nature of the problem
B. schedu -✔ ✔ Correct AnswersD. arranging to meet with the
second grade teacher and the school principal to discuss the issues.
- Having already met with the second grade teacher several times to
collaborate on Emily's academic program, the special education
teacher's next step would be to include the principal in discussions
regarding Emily's access to the general education environment and
the implementation of the accommodations written into Emily's IEP.
In the role of advocate for the child, as well as with the understanding
of policies and procedures, the special education teacher should
involve the school administration to support the child's access and
success in the least restrictive environment.
1. A special education teacher is meeting with the parents of
Michaela, a kindergarten student who has an orthopedic impairment.
Michaela's parents are anxious about speaking to the evaluation team
,members at the upcoming meeting. Both parents are worries that
they will become overwhelmed and unable to speak about their child.
Which of the following suggestions would be most helpful for the
teacher to recommend that the parents do before the meeting?
A. "Consider hiring an advocate to accompany you to the eligibility
team meeting."
B. "Observe Michaela in school for a day to get a better understanding
of her school routine."
C. "Prepare a simple statement and some questions regarding your
concerns about Michaela and school."
D. "Read a book on special education rights and laws to familiarize
yourselves with the process. -✔ ✔ Correct AnswersC. "Prepare a
simple statement and some questions regarding your concerns about
Michaela and school."
, -One of the many important considerations discussed when
determining eligibility and placement and in developing an
Individualized Education Program (IEP) is the concerns of the
parents/guardians for improving their child's education. In this
situation, suggesting that Michaela's parents write down their
questions and concerns before the meeting will allow them to be
prepared and less anxious or overwhelmed during the team meeting.
2. Jasiel is a third-grade student with a specific learning disability in
mathematics and moderate ADHD. His Individualized Education
Program (IEP) goals for mathematics address completing assignments
and solving word problems. The special education teacher recently
received this note from Jasiel's parent:
Dear Teacher,
The math teacher called yesterday and told me that Jasiel did not
pass the last 4 month testing and is failing math this grading period.
