Study Guide for Ohio Assessments for Educators-Special Education – Flashcards
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A special educator is scheduling a three-year reevaluation meeting for a student who is an English Language Learner. The student's parents prefer to communicate in their first language rather than in English. Which of the following steps should the special educator take to promote effective communication during this meeting? A. Ask the parents to bring a family member who speaks both languages. B. Request that the school administrator hire a translator. C. Learn to say some basic greetings in the parents' first language. D. Provide a dictionary for the parents to use.
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Correct Response: B. This question requires the examinee to apply knowledge of effective strategies for communicating and collaborating with students with disabilities and their parents/guardians. The parents/guardians of a student with a disability are considered to be key members of the student's Individualized Education Program (IEP) team. In order to collaborate effectively with parents/guardians whose preferred language is not English, a special educator must be able to communicate with them. In the scenario provided, the special education teacher has a professional obligation to ensure that a professional translator or interpreter is available to attend the meeting to ensure clear, accessible communication.
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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? A. The student's general education teacher must submit a list of assessments to include in the evaluation. B. A school administrator must allocate funding for the evaluation to take place. C. The student's parents/guardians must give written permission for the evaluation. D. An independent psychologist must review the referral information and determine that an evaluation is necessary.
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Correct Response: C. This question requires the examinee to apply knowledge of federal laws related to the education of students with disabilities. 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. For example, if 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.
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It would be especially important to take gender differences into account when a special education teacher is planning instruction for which of the following components of a functional curriculum? A. leisure activities B. personal hygiene C. money management D. vocational skills
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Correct Response: B. This question requires the examinee to demonstrate knowledge of strategies for developing and selecting instructional content that is responsive to students' gender differences. In addition to learning academic curricula, some students with disabilities receive instruction in functional living skills, including self-care skills. Learning skills related to personal hygiene enhances students' level of autonomy and independence. Of the categories of functional living skills listed, personal hygiene skills are most likely to be different depending on gender, particularly for older students (e.g., shaving, applying makeup).
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A middle school 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 educator to use in helping the student achieve this goal? A. including the student as a collaborator at his own IEP annual review meeting B. providing the student with opportunities to evaluate his own work C. assigning the student a research project to present to classmates orally D. providing the student with reading material to learn more about the IEP process
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Correct Response: A. This question requires the examinee to apply knowledge of strategies for developing students' self-advocacy skills, resulting in self-determination. Developing self-determination skills means that students learn to make choices and take an active role in their education and in transition planning. One way to help students develop these skills is to have them participate in setting goals for themselves during their annual Individualized Education Program (IEP) team meeting. By participating in their IEP meeting, students learn to take ownership of their education and ultimately their future.
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A special education teacher is planning to use drill-and-practice software to reinforce the mathematical computation skills of a student with a learning disability. This type of software would be especially useful for the teacher's intended purpose because of its ability to provide: A. virtually unlimited examples of any given type of problem. B. highly entertaining visual displays. C. direct comparisons with different students' performances. D. immediate feedback on answers.
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Correct Response: D. This question requires the examinee to apply knowledge of research-supported methods for providing mathematics instruction to all students with disabilities. Research has shown that using drill-and-practice software is an effective instructional strategy to use with students who have a specific learning disability in mathematics because such software provides students with repeated opportunities to practice facts, immediate feedback, and the opportunity to experience success. Immediate feedback helps ensure that students are not learning facts incorrectly.
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A middle school social studies teacher consults with a special educator about a new student who has cerebral palsy and an associated speech impairment. 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 educator's most appropriate response? A. "Give the student five minutes to prepare a response to a question during discussions." B. "Ask the student questions at the very beginning of discussions to minimize her anxiety." C. "Discuss with the student her preferred method of communication." D. "Position the student in the center of the classroom so that everyone can hear the student's contributions."
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Correct Response: C. This question requires the examinee to apply knowledge of effective methods for fostering students' active participation in large-group settings. Depending on the student's degree and type 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 this student's participation in social studies discussions, the general education teacher should encourage the student to use the student's preferred method of communication.
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A fifth-grade student with autism spectrum disorder (ASD) attends a general education class full time with support from a special education teacher. Which of the following would be the most effective way for the Individualized Education Program (IEP) team to integrate social skills training into the general academic curriculum for this student? A. Incorporate individual counseling services into the student's IEP. B. Establish clear expectations for appropriate classroom behavior. C. Assign the student a one-on-one aide to model appropriate behavior. D. Include peer-to-peer supports in the general education class as part of the student's IEP.
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Correct Response: D. This question requires the examinee to apply knowledge of strategies for integrating social skills with academic curricula. Research has shown that using peer-to-peer supports is an effective strategy for supporting students with autism spectrum disorder (ASD) in the general education setting. The peers serve as role models to students with ASD in supporting their development of academic and social skills.
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A special education teacher is participating in a three-year reevaluation of a high school student with an 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? A. ecological B. portfolio C. authentic D. interview
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Correct Response: C. This question requires the examinee to demonstrate knowledge of the characteristics of various types of assessments. 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 is being assessed on the ability to perform life skills in a community-based setting.
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A student with cystic fibrosis is most susceptible to which of the following? A. respiratory infection B. brittle bones C. migraine headaches D. kidney failure
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Correct Response: A. This question requires the examinee to recognize the unique medical needs that accompany various disabilities. Cystic fibrosis is an inherited medical condition that causes an individual's lungs to become increasingly susceptible to infections due to excessive production of mucus.
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Students with nonverbal learning disabilities and students with autism spectrum disorder (ASD) typically share which of the following characteristics? A. preference for visual-spatial tasks B. limited range of interests C. good organizational skills D. difficulty interpreting social cues
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Correct Response: D. This question requires the examinee to demonstrate knowledge of the similarities among students with disabilities. Individuals with autism spectrum disorder (ASD) and individuals with nonverbal learning disabilities 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 nonverbal learning disabilities.
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Supplementary aids and services
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Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate
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Adapted Physical Education (APE)
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Specially designed physical education program, using accommodations designed to fit the needs of students who require developmental or corrective instruction in PE.
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Accommodations
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Changes that allow a person with a disability to participate fully in an activity. Examples include, extended time, different test format, and alterations to a classroom.
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ADD/ADHD
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Attention deficit disorder and attention deficit hyperactivity disorder are medical conditions characterized by a child's inability to focus, while possessing impulsivity, fidgeting and inattention.
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Anxiety in Children
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Defined as extreme agitation, filled with tension and dread. Anxiety is different than fear. Children with anxiety may or may not qualify for special education. Those who need modifications to their school day can achieve this through a 504 plan.
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Assessment or Evaluation
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Term used to describe the testing and diagnostic processes leading up to the development of an appropriate IEP for a student with special education needs.
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Asperger's Syndrome
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A type of pervasive developmental disorder (PDD) that involves delays in the development of basic skills, including socializing, coordination and the ability to communicate.
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Autism
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A brain development disorder characterized by impaired social interaction, communication and by restricted and repetitive behavior. Signs usually begin before a child is 3 years old.
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Behavior Intervention Plan (BIP)
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Special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. May include program modifications and supplementary aids and services.
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Bipolar Disorders
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Characterized by cycles of mania alternating with depression. It is difficult to diagnose children with this disorder and often controversial.
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Blindness
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Condition defined by lacking visual perception due to physiological or neurological factors.
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Cerebral Palsy
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A series of motor problems and physical disorders related to brain injury. CP causes uncontrollable reflex movements and muscle tightness and may cause problems in balance and depth perception. Severe cases can result in mental retardation, seizures or vision and hearing problems.
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Cumulative File
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The records maintained by the local school district for any child enrolled in school. The file may contain evaluations and information about a child's disability and placement. It also contains grades and the results of standardized assessments. Parents have the right to inspect these files at any time.
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Deafness
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Hearing impairment so severe that a child is impaired in possessing any linguistic information through hearing.
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Due Process
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Special education term used to describe the process where parents may disagree with the program recommendations of the school district. The notice must be given in writing within 30 days. IDEA provides two methods for resolving disputes, mediation or fair hearing.
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Early Intervention
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Programs for developmentally delayed infants and toddlers through 35 months of age; designed to help prevent problems as the child matures.
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Emotional Disturbance
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Term used to describe a diagnosable mental, behavioral or emotional disorder that lasts for a significant duration that meets the criteria within the Diagnostic and Statistical Manual of Mental Disorders.
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Hearing Impairment
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Full or partial decrease in the ability to detect or understand sounds.
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Inclusion
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Term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a special education teacher.
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Individuals with Disabilities Education Act (IDEA 2004)
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The original legislation was written in 1975 guaranteeing students with disabilities a free and appropriate public education and the right to be educated with their non-disabled peers. Congress has reauthorized this federal law. The most recent revision occurred in 2004.
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Individualized Education Plan (IEP)
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Special education term outlined by IDEA to define the written document that states the disabled child's goals, objectives and services for students receiving special education.
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Individualized Family Service Plan: (IFSP)
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A process of providing early intervention services for children ages 0-3 with special needs. Family based needs are identified and a written plan is developed and reviewed periodically.
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Individualized Transition Plan (ITP)
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This plan starts at age 14 and addresses areas of post-school activities, post secondary education, employment, community experiences and daily living skills.
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Least Restrictive Environment (LRE)
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The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population. Placement options are offered on a continuum including regular classroom with no support services, regular classroom with support services, designated instruction services, special day classes and private special education programs.
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Mainstreaming
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Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.
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Intellectually Disabled
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This disorder is characterized by below average cognitive functioning in two or more adaptive behaviors with onset before age 18.
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Multiple Disabilities
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An IEP term used to define a combination of disabilities that causes severe educational needs that require multiple special education programs such as mental retardation with blindness.
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Obsessive-Compulsive Disorder(OCD)
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OCD is an anxiety disorder that presents itself as recurrent, persistent obsessions or compulsions. Obsessions are intrusive ideas, thoughts or images while compulsions are repetitive behaviors or mental acts that the child feels they must perform.
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Orthopedic Impairment
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Term used to define impairments caused by congenital anomaly, impairments by diseases and impairments by other causes.
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Other Health Impaired
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Term used to describe limited strength, vitality and alertness that results in limited ability in the educational environment. Impairment could be a result of chronic health problems such as asthma, attention deficit disorder, epilepsy, heart condition, hemophilia, leukemia, nephritis, rheumatic fever and sickle cell anemia.
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Sensory Processing Disorder
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A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.
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Specific Learning Disability (SLD)
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Special education term used to define a disorder in one or more of the basic psychological processes involved in understanding or using language spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical equations.
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Speech and Language Impairments
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Communication disorders such as stuttering, impaired articulation, language impairment or voice impairment.
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Tourette's Syndrome
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Disorder that includes multiple motor and one or more vocal tics, which occur many times per day, nearly daily. If a child has Tourette's syndrome, symptoms tend to appear between the ages of 3-10 years old.
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Traumatic Brain Injury
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An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment. Applies to open or closed head injuries.
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Transition IEP
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IDEA mandates that at age 16, the IEP must include a statement about transition including goals for post-secondary activities and the services needed to achieve these goals. This is referred to an Individual Transition Plan or (ITP).
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Turner's Syndrome
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This rare genetic disorder affects females and is characterized by the absence of an X chromosome. Characteristics include small stature, limited development of sexual characteristics, low hairline and abnormal eye and bone development.
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Visual Impairment
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Impairment in vision that even with correction adversely affects a child's educational performance.
