CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

1) A middle school French teacher wishes to build her next language unit around learning the famous French paintings. She is concerned that some of her students will not find artwork engaging enough to stay focused. Which of the following approaches would most likely motivate the entire class to learn the material effectively? A. Providing a choice several learning activities, some focusing a lot on the artwork, others little or not at all. B. First elicit students' own experiences with art in the target language, and then connect these to French art. C. Use the five E's: engage, explore, explain, elaborate, and evaluate, in a joint art/language spiral curriculum. D. Assign each student a work of art, in which he or she can take ownership and present to the class as the expert.

3)All of the following would classify as markers of autism except: A. Resistance to changes in daily routine or environment. B. Failure to appropriately interpret social cues. C. Weak listening skills. D. An inability to hold interest on one task for very long.

4) Maryanne's mother has stated firmly to you that at the upcoming CSE meeting, she intends to argue that her 5 year old daughter, who has moderate mental retardation, deserves full inclusion. Maryanne has the right, she asserts, to have a chance at learning to read without pictures and gain basic knowledge of social studies in general ed as far as possible before turning to a functional curriculum. Your role should be to:

2) What is true about unlocked time out rooms when used as a corrective measure?

A. Explain that no specific curriculum content in the general classroom is mandated to be in an IEP. A. Teachers may only use them for students B. Help her realize that even though the whose IEP gives explicit permission to do so. committee may determine her requests to be B. More than one student may occupy it at a reasonable, that this will not be the best placement. time if there are enough seats and both C. Offer to explore with her the different remain calm. issues facing her daughter, and help her C. Students placed in them must be continuously observable by staff at all times. prioritize educational objectives. D. Respect the mother's strong position and D. A student who states that he or she is ready to return to the classroom may not be promise to help advocate for the placement and modifications she wants. kept inside if the teacher thinks otherwise.

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CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

5) In what way does the IFSP differ from the 7) What happens when the CSE determines IEP? that a student no longer needs special education services? A. The IEP offers flexibility on the use of short term goals. B. The IEP focuses exclusively on the student in school, the IFSP involves the family and other settings. C. The IFSP is more suited for physical disabilities, the IEP is more suited to mental disabilities. D. Parents have more autonomy in deciding the content of the IFSP, while educators have more input into the IEP. A. The interventions of the IEP are abandoned and the student returns to the general education setting as soon as possible. B. The long term goals of the IEP may be carried out at the parents request, but the student loses all special education classification afterward. C. The CSE determines the necessary support services for the student, who is fully declassified in the following academic year. D. Depending on the nature of the disability, students will be observed and assessed regularly to ensure that they are properly th 6) You have a boy in your 8 grade class with adjusting. spastic diplegia cerebral palsy who uses braces to walk around school. He can walk on his own, albeit much more slowly. At recess, you notice from afar that some of his 8) Which of the following criteria is NOT classmates begin playfully taunting him used by the CSE in determining eligibility for about wearing the braces when running around during a game of tag. Later that day, alternative assessment? he asks if he can take them off for tomorrow's recess. How do you respond? A. Percentile rank on past norm-referenced assessments as compared with other students A. Explain to him that the braces help him state-wide with the same disability. compete with everyone else and not to pay B. Having a severe cognitive disability along attention to a few insensitive comments. with significant deficits in communication B. Subtly direct his interest to try a new activity where his disability will not present and adaptive behavior. C. Placement in a highly specialized such a problem. educational program designed to build skills C. Reprimand the other students involved, across natural environments. and contact their parents if necessary. D. An IEP that includes assistive technology, D. Find out whether wearing the braces is required all day by the IEP and if not, allow health/medical services, or other support systems. him to play as he likes.
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CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

9) A teaching assistant in your preschool inclusion class for students with language delays is leading a small group of students through show and tell. A girl is describing her pony doll's daily imaginary activities in a random sequence, and the assistant interrupts the narrative to ask the girl guided questions in order to help her retell certain disordered parts more logically. Your response is to:

11) A mother has come to you with concerns about the development of the IEP for her son with mental retardation. She is not familiar with special education laws and simply wants to be sure that her son receives academic work that is suitably challenging with the proper modifications. How appropriate are the mother's requirements?

A. Very appropriate: her aims are in line with F.A.P.E. A. Do nothing: the assistant is using positive, B. Adequate: the IEP can be changed year to engaging feedback to correct narrative skill year as needed. C. Adequate: the CSE team can help her fill errors. B. Explain to the assistant later that it is more in the gaps. appropriate simply to let the children tell the D. Insufficient: she should be sure the curriculum targets social maladaptation, stories as they see fit. being common to mental retardation. C. Have her structure the activity next time so that students can prepare in advance the narrative before they present. D. Stop the activity and disallow the assistant 12)Ms. Goldberg is perplexed about the to lead this kind of small group show and tell behavior of one of her students and has asked in the future. you to help her determine whether to begin a referral process. She mentions repeated instances of the child losing things necessary 10) Rebecca, a 4th grader, performs for tasks, frequently interrupting others, and adequately in math but reads at about 2nd using scissors, rulers, and other class grade level. IQ testing revealed a score of implements in potentially dangerous ways. 105. She is generally well-liked by the other What other behaviors do you suspect to find girls and is rarely in trouble with her teacher. in a more formal analysis? Her mother reports that she has no medical problems. Rebecca probably has: A. Difficulty following instructions, often out of seat, restlessness. B. Bullying/threatening, blaming others for A. Problems outside of school that should be own faults, disregard for others' property. delicately investigated. C. Trouble generalizing knowledge, B. A receptive language disorder.. immaturity, poor coping skills. C. An undiagnosed learning disability. D. Preoccupation with few interests, difficulty interpreting tone of voice, avoiding D. A natural strength in some subjects over others, and dislikes working her weak areas. eye-contact.
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CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

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9) B [(A)(C) Misses preschool (D) Extreme.] 10) C [(A) Off topic. (B) Misses "well-liked by other girls" (D) Off topic, outside of role.] 11) D [(A)(B) Good but not best. (C) omits actor.] 12) A [(B) Extreme. This is sociopathic behavior. (C) Cognitive difficulties: off topic. (D) Markers of autism: unlikely from interrupts frequently.]

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1) B [(A) Misses goal (C) Off topic (D) Misses entire class] 2) C [(A) Too specific (B)(D) Against rulebook] 3) D [(A)(B) Classic autism: social maladaptation (C) Good, but not best.] 4) C [(A)(B) Misses firmly, asserts (D) Not proper role.] 5) B [(A)Doesn't make a comparison (C) Must know basic IFSP: this is off topic. (D) Outside of role.] 6) D [(A)(C) Misses 8th grade (B) Does not address social needs.] 7) C [(A) Extreme (B) Outside of role (D) Too specific.] 8) A [(C)(D) Match rulebook on assessments. (B) More likely than (A)]
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