Study Guide

Mild/Moderate Cross Categorical Special Education
Sample Questions

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Competency 0001
Understand characteristics of students with mild to moderate disabilities.

1. Students with nonverbal learning disabilities (NLD) and students with autism spectrum disorder (ASD) typically share which of the following characteristics?

  1. preference for visual-spatial tasks
  2. preference for group work
  3. good organizational skills
  4. difficulty interpreting social cues
Enter to expand or collapse answer.Answer expanded
Correct Response: D. Individuals with autism spectrum disorder (ASD) and individuals with nonverbal learning disabilities (NLD) often experience difficulties with communication and social interaction skills. Thus, interpreting social cues (e.g., facial expressions, body language) would be difficult for individuals with either ASD or NLD.

Competency 0002
Understand factors that affect development, learning, and daily living in students with mild to moderate disabilities.

2. A student with cystic fibrosis is most susceptible to:

  1. respiratory infection.
  2. brittle bones.
  3. migraine headaches.
  4. kidney failure.
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Correct Response: A. Cystic fibrosis is an inherited medical condition that causes an excessive amount of mucus in the lungs making the individual increasingly susceptible to infections. Students with cystic fibrosis may receive special education services as a result of frequent absences and health needs that affect their educational progress.

Competency 0003
Understand procedures for selecting, adapting, modifying, designing, and administering various types of formal and informal assessments used with students with mild to moderate disabilities.

3. A special education teacher is participating in a three-year reevaluation of a high school student with a moderate intellectual disability. As part of an assessment, the teacher accompanies the student to a store and asks the student to locate and purchase an item. This is an example of which of the following types of assessments?

  1. achievement
  2. portfolio
  3. authentic
  4. interview
Enter to expand or collapse answer.Answer expanded
Correct Response: C. An authentic assessment is a method of evaluating a student's problem-solving abilities in real-life situations. In this scenario, the high school student with a moderate intellectual disability is being assessed on the ability to perform life skills in a community-based setting. The individual's level of competence with this task is necessary to address transitioning skill needs.

Competency 0004
Understand strategies and procedures for developing, implementing, and monitoring individualized programs.

4. A fifth-grade student with autism spectrum disorder (ASD) attends a general education class full time with support from a special education teacher. The student has an Individualized Education Program (IEP) goal addressing increasing social interaction. Which of the following would be the most effective way for the IEP team to integrate social skills training into the general academic curriculum for this student?

  1. incorporating individual counseling services into the student's IEP
  2. posting classroom rules and procedures in a prominent location
  3. assigning the student a one-on-one aide to model appropriate behavior
  4. including peer-to-peer supports in the general education class as part of the student's IEP
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Correct Response: D. Research has shown that using peer-to-peer supports in a structured setting is an effective strategy for supporting students with autism spectrum disorder (ASD) in the general education setting. With training, peers may serve as role models, buddies, and a safe, social support system for students with ASD in fostering their development of academic and social skills.

Competency 0005
Understand strategies and procedures for planning, managing, and modifying the learning environment for students with mild to moderate disabilities.

5. A middle school social studies teacher consults with a special education teacher about a new student with cerebral palsy and speech dysfluency. The social studies teacher wants to know the best way to include the student in class discussions. Which of the following would be the special education teacher's most appropriate response?

  1. "Give the student five minutes to prepare a response to a question during discussions."
  2. "Ask the student questions at the beginning of discussions to minimize her anxiety."
  3. "Discuss with the student her preferred method of communication."
  4. "Position the student in the center of the classroom so that everyone can hear the student."
Enter to expand or collapse answer.Answer expanded
Correct Response: C. Depending on the degree of impairment, the student may have little or no control over the muscles involved in producing speech. For example, the student may have a mild to moderate speech disorder and use speech to communicate. On the other hand, the student may have a severe speech disorder and use an augmentative and alternative communication (AAC) system. To foster participation in social studies discussions, the general education teacher should support the student's preferred method of communication. By encouraging the student to share learning preferences and accommodations that have proven helpful in other settings, the student's participation and inclusion is valued and meaningful engagement is likely increased.

Competency 0006
Understand effective instructional practices for promoting success in the general curriculum for students with mild to moderate disabilities.

6. A sixth-grade student with a mild intellectual disability and attention deficit disorder (ADD) inconsistently comprehends information when reading content-area texts such as a social studies book. Which of the following strategies would be the best for the special education teacher to propose that the student use to help promote this skill?

  1. creating mnemonic phrases with topics from the chapter prior to reading
  2. using context clues while reading to determine the meaning of vocabulary words
  3. completing a KWL graphic organizer to reinforce active reading
  4. skimming the chapter for key words and text features before beginning to read
Enter to expand or collapse answer.Answer expanded
Correct Response: C. Readers who make connections to text are more likely to recall and synthesize new information. Strong readers learn to independently incorporate metacognitive strategies to increase comprehension of new or complex text. For a student demonstrating difficulties with attention and memory, a KWL graphic organizer is an active reading strategy that would help the student independently address these needs. It allows the reader to make connections to what is known about a topic, ask questions regarding what he or she would like to learn about a topic, and then synthesize the information in what the reader has learned. This strategy also allows for scaffolding of skills as the reader becomes more adept or for more complex text.

Competency 0007
Understand strategies for developing students' communication and social skills and for providing effective behavioral interventions for students with mild to moderate disabilities.

7. A fifth-grade student with specific learning disabilities has an Individualized Education Program (IEP) goal to develop self-determination skills. Which of the following would be most effective for the special education teacher to use in helping the student achieve this goal?

  1. including the student as a collaborator at his own IEP annual review meeting
  2. providing the student with opportunities to evaluate his own work
  3. assigning the student a research project to present to classmates orally
  4. providing the student with reading material to learn more about his learning disability
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Correct Response: A. Developing self-determination skills refers to teaching a student how to take an active role in their education and in transition planning. By fifth grade, most students are familiar with goal setting in the classroom environment. A reasonable transition for a student with an Individualized Education Program (IEP) would be to become familiar with his or her IEP goals and objectives and be included in the development of the IEP. By participating in their IEP meeting, students will learn to take ownership of their education and ultimately their future.

Competency 0008
Understand strategies for teaching functional living skills and promoting successful transitions for students with mild to moderate disabilities.

8. A high school student with a mild intellectual disability takes an elective course in home economics and is learning to cook. After high school, the student has expressed an interest in enrolling in a two-year cooking school. Which of the following steps would be best for the special education teacher to take first to help the student achieve this goal?

  1. arranging for the student to meet with the school's guidance counselor
  2. assisting the student in locating a program that will accommodate the student's needs
  3. suggesting the student read a book about obtaining a career in the culinary field
  4. assisting the student's family in determining finances necessary for the student to attend school
Enter to expand or collapse answer.Answer expanded
Correct Response: B. Transition planning for postsecondary training and education are a requirement for high school students with disabilities under the Individuals with Disabilities Education Improvement Act (IDEA). In this scenario, procedures in the IEP should be in place with regards to the federal, state, and local rules to guide teachers and students in creating a career plan. In general, students should be already working with the school guidance counselor in coordination with the special education teacher and parents. The special education teacher should be knowledgeable of vocational and academic programs that support a variety of student interests and needs, including career training and development programs, internships, shadowing opportunities, as well as locating programs related to students' interests.

Competency 0009
Understand the historical, legal, and ethical foundations of the field of special education.

9. According to the Individuals with Disabilities Education Improvement Act (IDEA), which of the following steps must take place before a student can be evaluated for special education services?

  1. The IEP team must submit a list of assessments to include in the evaluation.
  2. A school administrator must allocate funding for the evaluation to take place.
  3. The student's parents/guardians must give written permission for the evaluation.
  4. An independent psychologist must review the referral information and determine that an evaluation is necessary.
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Correct Response: C. The Individuals with Disabilities Education Improvement Act (IDEA) provides students with disabilities and their parents/guardians with a number of procedural safeguards to protect their rights. When a student is referred for a comprehensive individual evaluation to determine eligibility for special education services, the student's parents/guardians must give written permission before this evaluation can take place. Without informed parental written consent by a parent or guardian, an evaluation cannot take place.

Competency 0010
Understand the professional roles and responsibilities of the special education teacher.

10. A special education teacher is scheduling a three-year reevaluation meeting for a student who is an English language learner. The student's parents prefer to communicate in Spanish rather than in English. Which of the following steps should the special education teacher take to promote effective communication during this meeting?

  1. requesting the parents bring a family member who speaks both Spanish and English
  2. requesting that the school administrator hire a Spanish translator
  3. learning to say some basic greetings in Spanish
  4. providing a Spanish-English dictionary for the parents to use
Enter to expand or collapse answer.Answer expanded
Correct Response: B. The parents/guardians of a student with a disability are integral members of the student's Individualized Education Program (IEP) team. Informed written parental consent is required by law before a student is evaluated. In order to collaborate effectively with parents/guardians whose preferred language is not English, a special education teacher must be able to communicate with them. In the scenario provided, the special education teacher has a professional and legal obligation to ensure that a qualified translator or interpreter is available to attend the meeting to ensure clear, accessible communication.