1
Students with Disabilities CST|
Assessment 2.0 Questions and Answer
sheet| 2025 Updated
A student with dyslexia is being pulled out of class regularly for reading support. What’s one risk
of this approach on their social development?
They might feel left out or different from peers, which can hurt confidence and social
relationships.
An IEP meeting is being held but the student’s general education teacher can’t attend. What’s a
possible consequence of that?
The team might miss insights about how the student functions in the regular classroom,
which can make the plan less effective.
A student with ADHD constantly interrupts during group lessons. What’s a simple classroom
strategy that could help reduce this?
Giving them a small “wait” card or teaching hand signals can remind them to pause before
speaking.
Why might a student with an emotional disturbance have inconsistent behavior across different
classes?
They may respond differently based on the teacher’s style, classroom expectations, or peer
dynamics in each setting.
, 2
A teacher notices a student with a physical disability is always late to class. What’s something to
consider before disciplining them?
They might need more time or support moving between rooms, so punishing them could be
unfair.
During a fire drill, a student with sensory processing issues covers their ears and cries. What
should staff plan for next time?
They should make a sensory-friendly safety plan, like using noise-cancelling headphones or
prepping the student beforehand.
A kindergartener with autism is non-verbal but shows interest in toys and peers. What’s one way
to build communication with them?
Using picture exchange systems or gestures helps them express needs and interact with
others.
A high school student with a learning disability is given 30 extra minutes on tests, but still fails.
What might need to be adjusted?
Extra time alone might not help if they don’t understand the material—maybe they need
more scaffolding or different test formats.
, 3
Why would a student with a mild intellectual disability benefit from repeated practice with life
skills?
They often need more time and repetition to remember steps and apply them consistently.
A student with anxiety panics during oral presentations. What’s a way to assess their knowledge
fairly?
Letting them do a recorded video or a one-on-one presentation avoids the stress of speaking
in front of a crowd.
What’s a sign that a student’s behavior problem might be related to an unmet communication
need?
If they act out more during times they’re expected to ask for help or express choices, that’s a
red flag.
If a student with limited mobility struggles with traditional PE activities, what’s the next step for
their teacher?
Adapt the activities so they can still participate safely and meaningfully, like using seated
options or assistive equipment.
Why would a student with a traumatic brain injury be inconsistent in memory or attention?
TBI can affect parts of the brain in uneven ways, so some days they might function better
than others.
Students with Disabilities CST|
Assessment 2.0 Questions and Answer
sheet| 2025 Updated
A student with dyslexia is being pulled out of class regularly for reading support. What’s one risk
of this approach on their social development?
They might feel left out or different from peers, which can hurt confidence and social
relationships.
An IEP meeting is being held but the student’s general education teacher can’t attend. What’s a
possible consequence of that?
The team might miss insights about how the student functions in the regular classroom,
which can make the plan less effective.
A student with ADHD constantly interrupts during group lessons. What’s a simple classroom
strategy that could help reduce this?
Giving them a small “wait” card or teaching hand signals can remind them to pause before
speaking.
Why might a student with an emotional disturbance have inconsistent behavior across different
classes?
They may respond differently based on the teacher’s style, classroom expectations, or peer
dynamics in each setting.
, 2
A teacher notices a student with a physical disability is always late to class. What’s something to
consider before disciplining them?
They might need more time or support moving between rooms, so punishing them could be
unfair.
During a fire drill, a student with sensory processing issues covers their ears and cries. What
should staff plan for next time?
They should make a sensory-friendly safety plan, like using noise-cancelling headphones or
prepping the student beforehand.
A kindergartener with autism is non-verbal but shows interest in toys and peers. What’s one way
to build communication with them?
Using picture exchange systems or gestures helps them express needs and interact with
others.
A high school student with a learning disability is given 30 extra minutes on tests, but still fails.
What might need to be adjusted?
Extra time alone might not help if they don’t understand the material—maybe they need
more scaffolding or different test formats.
, 3
Why would a student with a mild intellectual disability benefit from repeated practice with life
skills?
They often need more time and repetition to remember steps and apply them consistently.
A student with anxiety panics during oral presentations. What’s a way to assess their knowledge
fairly?
Letting them do a recorded video or a one-on-one presentation avoids the stress of speaking
in front of a crowd.
What’s a sign that a student’s behavior problem might be related to an unmet communication
need?
If they act out more during times they’re expected to ask for help or express choices, that’s a
red flag.
If a student with limited mobility struggles with traditional PE activities, what’s the next step for
their teacher?
Adapt the activities so they can still participate safely and meaningfully, like using seated
options or assistive equipment.
Why would a student with a traumatic brain injury be inconsistent in memory or attention?
TBI can affect parts of the brain in uneven ways, so some days they might function better
than others.
