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Special Education Supplemental (163) Questions and Answers (A+Rated)2024.
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Special Education Supplemental (163)Questions and Answers (A+Rated)2024
1. A third-grade student with a learning disability in mathematics calculations has
difficulty recalling basic math facts. To best help the student succeed, the teacher
should
A. provide a pocket-sized chart of basic facts as a reference guide. B. encourage the
memorization of basic facts through drill and practice. C. allow the use of a calculator to
complete basic fact calculations. D. administer weekly timed assessments of basic
facts. - ANS-Option A is correct because providing a chart can help promote
independence and the use of a reference tool, which will enable the student to move to
more complex math tasks. Option B is incorrect because memorization can be a very
difficult task for a student with a learning disability in math. Option C is incorrect
because a portable chart is preferable to an electronic calculator for use as a basic fact
reference. Using a chart is faster, plus students still have to perform some operations.
Option D is incorrect because frequent timed assessments will not be a useful strategy
for ensuring the success of a student who struggles with calculations. Timing the test
will make it much more difficult for the student.
2. A fifth-grade inclusion teacher prepares a lesson in which students match a numeral
card with a word card naming the numeral. The lesson is most appropriate for students
with which of the following disabilities?
A. Autism spectrum disorder
B. Developmental delay
C. Intellectual disability
D. Learning disability - ANS-Option C is correct because students with an intellectual
disability develop more slowly than other children. Students with intellectual disabilities
learn best from concrete activities. Option A is incorrect because research indicates that
there is no relationship between autism spectrum disorder and learning ability; the
activity described is inappropriate for students with average or higher learning abilities.
Option B is incorrect because developmental delay as defined by IDEA part B only
includes children ages 3 to 9. Option D is incorrect because by definition students with
learning disabilities are capable of learning grade-level content but may need
accommodated instruction; the activity described is far below fifth-grade content.
3. Chris, a third-grade student with cystic fibrosis, receives intermittent tube feedings
during the school day. With support from the school nurse, a teacher should encourage
,the student to use which of the following positions to prevent reflux and to aid with
digestion?
A. Lying down on his left side with a pillow under his head
B. Sitting upright at a 90-degree angle with his arms above his head
C. Lying down on his right side with no pillow under his head
D. Sitting upright at a 30-degree angle with his head above the level of his stomach -
ANS-Option D is correct because sitting upright with the head above stomach level aids
digestion. Option A is incorrect because lying down is not the best position for aiding
digestion. Option B is incorrect because although the student should be sitting upright, a
90-degree angle is not the best position because compression of the abdomen will
occur, which may interfere with digestion. Option C is incorrect because lying down is
not the best position for aiding in digestion. Also lying flat can increase the likelihood of
reflux.
4. A high school student consistently defies established norms and rules and
demonstrates behavior that is intimidating and aggressive toward others. The student's
behavior is most indicative of which of the following disabilities?
A. Intermittent explosive disorder
B. Conduct disorder
C. Anxiety disorder
D. Oppositional defiant disorder - ANS-Option B is correct because students with
conduct disorders exhibit socially inappropriate behaviors such as being aggressive,
destroying property, deceitfulness and other behaviors that violate the rights of others.
Option A is incorrect because students with intermittent explosive disorder typically have
explosive episodes that are characterized by an overreaction to events. There is no
reflection of this in the given scenario. Option C is incorrect because students with
anxiety disorders typically have irrational fears on a consistent basis. There is no
reflection of this in the given scenario. Option D is incorrect because students with
oppositional defiant disorder typically resist authority and are argumentative. Conduct
disorder is used to describe older students who engage in behaviors that actually violate
the rights of others.
5. A student with a severe anxiety disorder is prescribed a tranquilizer to help reduce
the risk of panic attacks at school. After the student begins taking the medication, the
teachers notice an increase in irritability, aggression, and impulsivity. The student's
reaction to the medication is best explained as which of the following? A. A
paradoxical reaction to the tranquilizer
B. An allergic reaction to the tranquilizer
C. A toxic reaction to the tranquilizer
, D. An insignificant reaction to the tranquilizer - ANS-Option A is correct because the
student is experiencing unintended effects of the tranquilizer. When individuals
experience the opposite of the intended result, this is referred to as a paradoxical
reaction. Option B is incorrect because the student is experiencing a paradoxical
reaction not an allergic reaction. Option C is incorrect because the student is
experiencing a paradoxical reaction to a tranquilizer not a toxic or poisonous reaction.
Option D is incorrect because the student is experiencing a paradoxical reaction to a
tranquilizer, and to the student the reaction cannot be considered insignificant.
6. A third-grade student with a learning disability in reading comprehension is preparing
to take a teacher-made assessment. Which of the following is the most appropriate
strategy to address the student's need?
A. Providing highlighters for use during testing
B. Utilizing graphic organizers during the assessment
C. Giving the student unlimited time for testing
D. Administering the assessment in a small group - ANS-Option B is correct because
using graphic organizers helps students organize content for increased understanding.
Option A is incorrect because the use of highlighters would not improve the student's
comprehension. Option C is incorrect because extended time would not improve the
student's ability to comprehend the content. Option D is incorrect because administering
the assessment in a small group is more appropriate for those who may need an
assessment read to them or are testing with a different version of the test.
7. Sean is diagnosed at his initial Admission Review Dismissal (ARD) committee
meeting with a specific learning disability in written expression. His Individualized
Education Program (IEP) states that he will receive additional in-class support for
writing. After several months, Sean continues to struggle with writing and is also
showing evidence of reading difficulties. The most appropriate next step in addressing
Sean's deficit should be to
A. utilize text-to-speech software to develop proper sentence structure.
B. include a reduction in written tasks as a modification to his IEP.
C. have the ARD committee reconvene to discuss additional testing. D. suggest ways
for his parents to provide additional in-home support. - ANS-Option C is correct
because the student is classified as learning disabled in written expression and is
showing evidence of increased reading difficulties; therefore, it would be appropriate
for the committee to reconvene to discuss testing. Option A is incorrect because using
text-to-speech software will not be beneficial in addressing reading difficulties. Option
B is incorrect because reducing written tasks will not address the reading difficulties
that the student is experiencing. Option D is incorrect because if the
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