TExES Special Education Certification Practice Test!

The most appropriate solution for Carrie's teachers to consider is to modify activities for her so that she can participate with her peers in PE. This would ensure that Carrie is included and able to actively participate in the class, despite her orthopedic impairment and leg braces. It promotes inclusivity and allows her to engage in physical activities along with her classmates.

The correct answer is to be sure that the work that Kendall is receiving is in her Zone of Proximal Development. This means that the teacher should provide Kendall with tasks that are challenging enough to promote growth and development, but not too difficult that they are overwhelming. By giving Kendall work that is within her Zone of Proximal Development, the teacher can support her learning and help her build confidence in her abilities. This approach takes into consideration Kendall's intellectual disability and ensures that she is receiving appropriate instruction and support.

A student who has difficulty with changes in daily activities, experiences repetitive or obsessive/compulsive behaviors, and is very sensitive to noise in the environment may be identified as a student with Autism Spectrum Disorder. Autism Spectrum Disorder is a neurodevelopmental disorder characterized by difficulties in social interaction, communication, and restricted and repetitive patterns of behavior. These difficulties can manifest in various ways, including resistance to change, repetitive behaviors, and sensory sensitivities. Therefore, the given symptoms align with the characteristics of Autism Spectrum Disorder.

Establishing contact with George and Shirley as soon as possible in the year is the best approach for the teacher to develop a good relationship with them. This shows the teacher's proactive approach and commitment to working together in supporting their child's special education needs. It allows for open communication, sharing of information, and building trust between the teacher and the parents. This early contact also provides an opportunity for the teacher to understand the child's specific needs and collaborate with the parents in developing an effective educational plan.

The best way for the paraprofessional to prepare for her duties is to review the IEP goals and objectives of all the special education students in the class. This will allow her to understand the specific needs and accommodations required for each student, enabling her to provide appropriate support and assistance. By familiarizing herself with the IEPs, she can effectively contribute to the students' educational progress and ensure that their individualized goals are being met.

To ensure that the interventions Mrs. O'Day is implementing are effective, she should use progress monitoring. Progress monitoring involves regularly assessing and tracking the students' progress in reading skills. This allows Mrs. O'Day to identify any areas where the students are still struggling and make necessary adjustments to the interventions. It also helps her determine if the interventions are having a positive impact on the students' reading abilities over time. By using progress monitoring, Mrs. O'Day can ensure that the interventions are tailored to each student's needs and are helping them improve their reading skills.

A student with Autism may have the most challenges in a physical education class with 80-90 students and free play for 20 minutes out of the 50-minute class. This placement option may be overwhelming for a student with Autism due to the large number of students and the unstructured nature of free play. Students with Autism often struggle with social interactions and may have difficulty navigating such a large group setting. Additionally, the lack of structure during free play may make it difficult for the student to understand and engage in the activities.

Most students with Autism can be placed in the regular education classroom with support to assist with communication and/or social skills. This statement acknowledges that while some students may require additional support, they can still benefit from being included in a mainstream educational setting. It emphasizes the importance of providing the necessary assistance to help these students succeed in a regular classroom environment.

For Dylan's transition from the Early Childhood Intervention Program to PPCD to be successful, continuous communication and collaboration between the two programs is necessary. This ensures that information about Dylan's needs, progress, and goals is effectively shared between the service providers. It also allows for coordination of services and the implementation of consistent strategies to support Dylan's speech and language development. Without this communication and collaboration, there is a risk of fragmented care and a lack of continuity in Dylan's intervention, which could hinder his progress.

The correct answer is "If his behavior was caused by his disability." In this scenario, John is a special education student with mild mental retardation. The manifestation determination hearing is conducted to determine whether his behavior, in this case, the fight, was a result of his disability. This is important because if his behavior is found to be a manifestation of his disability, the school cannot suspend him and must instead provide appropriate supports and interventions to address his behavior. This ensures that students with disabilities are not unfairly punished for behaviors that are a direct result of their disabilities.

A car accident is the most likely cause of a traumatic brain injury (TBI) in this scenario. The question mentions that Karen is a new student and has been diagnosed with a TBI. Among the given options, a car accident is a common cause of TBIs, as the impact and force involved in a car accident can result in head injuries. The other options, such as drug overdose, blood clot leading to a stroke, and delivery complications at birth, are not mentioned in the question and are less likely to be the cause of Karen's TBI.

Mr. Jones is using mental techniques such as keywords, rhymes, poems, and jingles to help the student with a learning disability retain information. These techniques are called mnemonics. Mnemonics are memory aids that help individuals remember information by associating it with familiar or easily remembered cues. By teaching the student these techniques, Mr. Jones is providing them with strategies to organize and recall information more effectively.

The correct answer is "A setting that can best meet her educational needs." This is because the concept of Least Restrictive Environment (LRE) aims to provide students with disabilities the opportunity to be educated alongside their non-disabled peers to the greatest extent possible. In Suzy's case, it is important to consider her individual educational needs and determine the most appropriate setting that can meet those needs while still providing opportunities for inclusion and social interaction with her peers.

The correct answer is handwriting. Dysgraphia is a learning disability that affects a person's ability to write coherently and legibly. Therefore, Ms. McDougald will need to spend extra time helping the student improve her handwriting skills.

Ms. Freeman chooses interventions that are research-based and validated because these interventions have been proven to be effective in improving reading skills. By selecting interventions that are supported by research and have been validated through studies and evidence, Ms. Freeman can have confidence that these interventions will likely yield positive results for her struggling students. This approach ensures that she is using the most effective strategies and techniques to support their reading development.

Susan's difficulty in organizing tasks, lack of focus, not appearing to listen when spoken to directly, and being easily distracted by her surroundings are all symptoms of inattention, rather than hyperactivity or impulsivity. This suggests that Susan is most likely diagnosed with predominantly inattentive type ADHD.

The purpose of Ms. Robinson having her students use a computer program to drill and practice addition and subtraction of fractions is to maintain their existing skills. This suggests that the students already have some knowledge and proficiency in these math skills, and the program is being used to ensure they continue to practice and reinforce their understanding. The activity is not focused on acquiring new skills or generalizing skills to a new situation, but rather on keeping the students' existing skills sharp.

Based on the given information, Joey's intense anger and emotional outbursts when asked to complete an assignment suggest that he is experiencing difficulties in managing his emotions. This is indicative of an emotional disturbance, which refers to a condition where an individual has difficulty regulating their emotions and behaviors in a way that is socially and academically appropriate. The other options, such as pervasive developmental disorder, social maladjustment, and oppositional defiant disorder, do not align with the specific symptoms described in the scenario.

Based on the information provided, Carol's difficulties in class, such as refusing to do work, being disruptive, and being defiant, suggest that she may have a learning disability. Learning disabilities can manifest in various ways, including difficulties with academic tasks, attention, and behavior.

Based on the information provided, Shawna has significant intellectual disabilities and demonstrates her knowledge best through activities rather than traditional tests. Therefore, the ARD committee should seriously consider the STAAR-Alt assessment for Shawna. The STAAR-Alt is designed for students with significant cognitive disabilities and allows them to demonstrate their knowledge and skills through alternative methods, such as hands-on activities and portfolios, instead of traditional paper and pencil tests.

Ms. Anthony can look for information about special education law and procedures by accessing the Legal Framework for IDEA 2004 on Region 18's website. This resource is specifically designed to provide information and guidance on the Individuals with Disabilities Education Act (IDEA) and its legal framework. It is a reliable source of information that can help Ms. Anthony understand her daughter's rights and the procedures involved in special education.

According to the Individuals with Disabilities Education Act (IDEA), the direct responsibility of providing a student with a disability a free, appropriate, public education (FAPE) lies with the local education agency-school district. This means that it is the responsibility of the school district to ensure that students with disabilities receive an education that meets their individual needs, at no cost to the parents. The federal government and the Texas Education Agency may provide guidance and support, but the primary responsibility lies with the local education agency-school district.

According to IDEA (Individuals with Disabilities Education Act), the appropriate response from the school when parents request another ARD meeting to discuss services is to schedule the meeting at the earliest, mutually agreeable time. This shows that the school is willing to address the parents' concerns and ensure that Ray is receiving appropriate services.

According to IDEA 2004, if the parents of a student with special education needs request in writing for their child to be removed from all special education services, the appropriate response from the district is to agree to their request. This is because IDEA 2004 emphasizes the importance of parental involvement and decision-making in the education of students with disabilities. Therefore, if the parents believe that their child is not benefiting from the special education program, it is their right to request the removal of these services.

CBM-Curriculum Based Monitoring Assessment is not a formal assessment because it is an ongoing, frequent assessment that is used to monitor students' progress and inform instruction. It is typically administered by teachers within the classroom and is not a standardized test like the other options listed. IQ tests, TAKS/STAAR, and the GRE are all formal assessments that are typically administered under standardized conditions and have specific scoring criteria.

Cognitive-behavior training is the most suitable answer because it refers to a method that focuses on changing behavior by teaching individuals to think about their actions. This approach combines cognitive strategies, such as identifying and challenging negative thoughts, with behavioral techniques, such as practicing new skills and behaviors. It aims to help individuals understand the connection between their thoughts, feelings, and behaviors, and develop more positive and adaptive ways of thinking and behaving. Behavior modification, positive behavior supports, and planned ignoring of behaviors do not specifically encompass the cognitive aspect of this method.

An ecological assessment is a comprehensive evaluation that takes into account multiple aspects of an individual's life, including their environment, relationships, and personal experiences. By conducting interviews with Sandra's parents, the LSSP aims to gather information about her behavior, interests, and other relevant factors that can help determine her need and eligibility for special education services. This approach allows for a holistic understanding of Sandra's needs and ensures that her educational plan is tailored to her specific circumstances.

Encouraging other students to talk with the student while using the device helps to integrate the device into the daily routine by promoting social interaction and communication between the student with multiple disabilities and their peers. This not only provides opportunities for the student to practice using the augmentative speech device in a natural context but also fosters a sense of inclusivity and acceptance within the classroom.

PL 94-142 is the correct answer because it is the federal law that made it mandatory for schools to provide an education for all students, including those with disabilities. This law, also known as the Education for All Handicapped Children Act, was enacted in 1975 and ensured that children with disabilities were given the right to a free and appropriate public education in the least restrictive environment. It prohibited schools from denying children with disabilities an education solely based on their disability, and it also established the Individualized Education Program (IEP) to ensure that each student's educational needs were met.

According to IDEA 2004, the options for changing the IEP include modifying it without a meeting as long as there is approval from both the school administrator and the parent. This means that Mr. Dowdy can make changes to the IEP without conducting an ARD meeting, as long as he has the necessary approvals. This allows for flexibility in updating the IEP to better meet the needs of the student with a learning disability.