PECT Special Education Prek-8 Module 1. Top Exam Questions and answers. Rated A+

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PECT Special Education Prek-8 Module 1. Top Exam Questions and answers. Rated A+ When determining the least restrictive environment (LRE) for a student with disabilities, the student's IEP team... should be guided primarily by which of the following factors? A. the credentials and experience of the district professionals who are available to work with the student B. the frequency, duration, and intensity of the identified services needed by the student C. the relative costs of the modifications, services, and placement options being considered for the student D. the collective opinion of the service providers who have previously worked with the student - ✔✔-B The parents of a student with a physical disability are unable to attend an IEP team meeting for their child. During the meeting, the IEP team recommends modifications to the student's transportation services and mobility supports. In this situation, the IEP team's next responsibility would be to: A. notify the providers of the student's transportation services and mobility supports about the upcoming changes. B. conduct a reevaluation of the student's need for other instructional supports and related services in light of the modifications. C. note the parents' absence at the IEP meeting in the student's IEP file and make plans to implement the modifications. D. document the IEP modifications and their reasons for recommending them and send this information to the parents. - ✔✔-D A new middle school special education teacher will be working with an experienced paraeducator who will assist in providing services to students in the special education program. Which of the following steps would be most effective for the teacher to take first as he prepares for his initial meeting with the paraeducator? A. gathering anecdotal information about the paraeducator from other teachers who have worked with her B. compiling a comprehensive list of program needs and associated tasks for a paraeducator to complete C. asking the paraeducator to provide a résumé and other documentation of her work experience D. familiarizing himself with the defined roles and expectations for paraeducators in his district - ✔✔-D A second-grade student is referred for a comprehensive individual evaluation because of an inability to recall the letters of the alphabet in sequential order and an inability to make letter-sound associations. When selecting assessment instruments to include in this student's evaluation, the team should first consider an assessment instrument's ability to: A. produce data relevant to the student's educational needs. B. measure the student's development across multiple domains. C. be modified to accommodate the student's disability. D. provide a baseline for measuring the student's future progress. - ✔✔-A A fifth-grade student receives special education services due to a specific learning disability and ADHD. He is easily distracted, fidgets with school materials when seated at his desk, and disturbs classmates. The most effective way for the special education teacher to accommodate this student's learning and behavioral needs during classroom assessments would be to alter which of the following aspects? A. response B. schedule C. setting D. presentation - ✔✔-C A fifth grader with a specific learning disability and ADHD receives services in a general education classroom. Although the fifth-grade teacher has implemented all the modifications in the student's IEP, she has not made the expected academic or behavioral progress. The fifth-grade teacher has now asked the IEP team to consider whether the student would benefit from receiving some of her services in an alternative setting. The IEP team's best initial response in this situation would be to: A. evaluate whether adjustments to the student's classroom instruction might lead to greater success. B. inform the student of the teacher's concerns and ask what she thinks of the proposed change. C. schedule daily study periods for the student in the resource room with the special education teacher. D. arrange for a paraeducator to be assigned to work with the student in her current placement. - ✔✔-A An IEP team has determined that a first-grade student with fine-motor deficits will receive instruction in the general education classroom with supplementary aids and services. Which of the following provisions included in the IEP would likely best address the student's motor deficits? A. allowing the student to choose whether to participate in activities requiring the use of fine-motor skills B. providing the student with alternate activities when the class is doing work requiring fine-motor skills C. providing the student multiple accommodations for physically performing tasks involving fine-motor skills D. using more lenient or flexible criteria to grade the student on tasks involving fine-motor skills - ✔✔-C According to Part C of the IDEA, which of the following instruments is used to document and guide early intervention services for infants and toddlers with developmental delays? A. Individualized Family Service Plan (IFSP) B. Individualized Education Program (IEP) C. Section 504 Plan D. Individualized Transition Plan (ITP) - ✔✔-A A second grader with ASD has been attending a general education class for several weeks. The student has spent most of her time with a paraeducator in a private area of the classroom working on activities designed to prepare her for inclusion in the class. Although the general education teacher is aware that the student's IEP specifies that she be included with her peers, the teacher has made little effort to involve her in class activities. The special education teacher decides to speak with the general education teacher about including the student more in class activities. The special education teacher also plans to spend more time in the classroom, facilitating the student's class participation and modeling ways to engage her productively with peers. The special education teacher's actions in this situation best demonstrate her understanding of how to: A. reflect on personal biases as related to teaching students with disabilities. B. advocate for the needs and rights of individual students with disabilities. C. engage in lifelong professional growth as related to teaching students with disabilities. D. fulfill the role of consultant to school personnel who serve students with disabilities. - ✔✔-B Which of the following is a guaranteed right of due process for parents/guardians of children with disabilities? A. selecting a special education teacher within their school district to be their child's main teacher B. determining which assessments will be administered to their child by each member of a school's multidisciplinary evaluation team C. viewing their child's comprehensive educational records at any point during the school year D. providing a specific sequence of goals for their child's teachers and other service providers to address within a given school year - ✔✔-C The theories and philosophies of Maria Montessori most strongly influenced which of the following approaches to special education? A. Family members should be involved in working in the classroom of a child needing special education services. B. Education should occur in a highly structured and ordered manner based on each child's chronological age. C. A child with a disability needs to begin vocational training as soon as possible in the child's educational career. D. Learning activities should be adjusted to each child's unique abilities, skills, and interests. - ✔✔-D In which of the following ways does the agreement reached in Gaskin v. Pennsylvania Department of Education most directly relate to the mandates of the IDEA? A. It provides funding to enable the IDEA-mandated participation of students with disabilities in extracurricular and nonacademic activities. B. It clarifies the meaning and execution in Pennsylvania schools of the IDEA requirement that students with disabilities be educated with students without disabilities to the maximum extent possible. C. It requires that the IDEA-mandated free and appropriate education for students with disabilities provision include requiring necessary supplementary aids and services at public expense. D. It defines the progression of placements in the continuum of placements required by the IDEA for students with disabilities. - ✔✔-B A special educator co-teaches in a first-grade classroom. One of the students has a pragmatic language disorder and receives services from an SLT within the classroom twice a week. The student would likely benefit most from these services if the teachers use which of the following strategies? A. arranging for the SLT to support the student during circle time and cooperative group times B. establishing a work area in a quiet corner of the room to reduce distractions while the student and the SLT work together C. scheduling the SLT to work with the student during classroom discussions to help clarify any statements he makes D. choosing a peer in the class to work with the SLT and the student on a regular basis - ✔✔-A A special education teacher and a general education teacher co-teach a kindergarten class that includes several students with disabilities. The teachers are designing a mathematics learning center to give students practice with shapes and patterns. The general education teacher wants to use some materials in the center that the special education teacher feels may not be very accessible to the students with disabilities. Which of the following strategies would likely be most effective for the special education teacher to use to promote communication and collaboration between the teachers? [Show More]

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