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Question
Many special education teachers work with general education teachers at least what percentage of time?A) 10%
B) 75%
C) 98%
D) 50%
Answer
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Related questions
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Which of the following would be a language skill that is too advanced for a 6-year-old?
A) Asking others for information
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C) Expressing hostility appropriately
D) Making deliberate use of metaphors
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Figurative language includes which of the following components of language?
A) Similes
B) Syntax
C) Nouns
D) Adjectives
Q:
Difficulties with traditional math curricula have included all of the following EXCEPT:
A) The reading vocabulary is too difficult and the reading level is too high.
B) Too many applied problems and not enough that focus on basic computation.
C) The sequencing of material presented is poor.
D) There is too much variance in the formatting of the pages.
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Which of the following instructional procedures emphasizes self-instruction and relies on the use of internalized language to facilitate the problem-solving process?
A) Cognitive behavior modification
B) Constant time delay
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"Eddie had a birthday party. Albert gave him two turtles. Alan gave him four dinosaurs. Matthew gave him three turtles. How many turtles did Eddie receive altogether?" Which of the following factors that can cause difficulties when solving story problems is most evident in this problem?
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B) Complicated sentence structure
C) Extraneous information
D) Unsuitable content
Q:
Students with learning disabilities struggle with story problems in mathematics because they have difficulty with all of the following choices EXCEPT:
A) Reading.
B) Problem solving.
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Q:
Describe three ways that special educators collaborate with general education teachers.
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Bobby is a third grader with learning disabilities. He is asked to write a grocery list and then predict how much a dozen eggs, a gallon of milk, and three apples would cost. He said $50.00. Bobby has poor skills in:
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Q:
Mrs. Henderson has one student who struggles in reading in her first-grade class. He speaks English fluently, but his parents do not. Mrs. Henderson is constantly frustrated because the student's family does not show up to meetings. When the mother does attend meetings, she usually brings a baby with her and seems distracted and passive. Mrs. Henderson believes that this family does not care about the academic performance of the student. She wishes they would respond to her concerns. What issues should she consider when working with this family and assist them in participating in a collaborative relationship?
Q:
Kendra is a kindergarten student who is asked to sort food by fruits and vegetables and then asked to sort those groups by size. After that, she has to make a list of how many items are in each pile. This activity involves all of the following skills EXCEPT:
A) Classification
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Q:
An IFSP may include all of the following choices EXCEPT:
A) A description of the student's level of functioning across the developmental areas.
B) An IQ assessment.
C) A designated case manager.
D) Specific information on the start and duration of the intervention.
Q:
Mrs. Fleming is a preschool teacher who uses every opportunity to teach students the relationship between number words (e.g., one, two, three, four) and objects. For example, "Here are two paintbrushes: one for you and one for Madju." "There are six students in our group, and we need a book for each student." Which prenumber skill is she focusing on in these conversations?
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Q:
Dembinski & Mauser (1977) conducted a survey of 200 families of children with learning disabilities and results showed that families want all of the following EXCEPT:
A) Communication without jargon.
B) Conferences to accommodate all family members.
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Q:
The intensity of instruction be increased by all of the following choices EXCEPT:
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B) By increasing the amount of instructional time
C) By ensuring that the instruction is even more carefully tailored to the student's needs
D) By increasing the number of teachers in the room
Q:
What is repeated reading and what are some of its benefits?
Q:
Three schools in the same district have implemented RTI at their schools. Their frameworks for implementing RTI are all different. Which of the following is NOT considered a critical and essential component?
A) Screening and progress monitoring
B) The ratio of students to teachers
C) Implementation of effective classroom instructional practices so that all students have an opportunity to learn (Tier 1).
D) Provision of secondary intervention when students fall behind (Tier 2)
Q:
The following are recommendations of IDEIA (2004) EXCEPT:
A) IDEIA (2004) recommends but does not require abandoning the IQ-achievement discrepancy criterion.
B) IDEIA (2004) recommends that English language learners not take part in the RTI model because instruction has not yet been validated for their population.
C) IDEIA (2004) recommends a multi-tiered intervention strategy.
D) IDEIA (2004) requires better integration of services between general and special education.
Q:
Over the past 30 years, the field of learning disabilities has struggled with the following challenges EXCEPT:
A) A decrease of students who have qualified with a learning disability.
B) Subjectivity in student referral for services.
C) Variation from state to state concerning identification procedures.
D) Problematic assessment procedures.
Q:
Rolling Hills Elementary does not implement RTI and currently adheres to a traditional method of identifying students with learning disabilities (IQ-achievement discrepancy). Jose is a child who is struggling in reading in the second grade. His teacher refers him for an evaluation and his scores indicate below average performance on an IQ test as well as on an achievement test. Which of the following choices best describes Jose?
A) He does not qualify for services based upon the IQ-achievement discrepancy model.
B) He does qualify for services based upon the IQ-achievement discrepancy model.
C) He will receive intensive Tier 2 support.
D) He will receive intensive Tier 3 support.
Q:
Traditionally, when students first showed signs of struggling academically or behaviorally, the prevailing approach was to wait and hope that their progress would improve over time. This is often referred to as:
A) "stop and wait" model
B) "wait to fail" model
C) "wait to test" model
D) "wait for progress" model
Q:
Activating background knowledge, preteaching critical vocabulary, generating questions, and finding the main ideas are all considered:
A) Fluency strategies.
B) Decoding strategies.
C) Comprehension strategies.
D) Before reading strategies.
Q:
Which of the following categories of comprehension refers to information that is not stated in the text, and where readers have to active and use their background knowledge to obtain the information?
A) Textually explicit
B) Textually implicit
C) Scriptually explicit
D) Scriptually implicit
Q:
All of the following choices are examples of instructional features that incorporate executive functioning EXCEPT:
A) Activating prior knowledge
B) Relating new learning to existing schemas
C) Teaching and monitoring the use of metacognitive strategies
D) Decreasing undesirable behavior through consequences
Q:
After reading Where the Wild Things Are, Mrs. Lillman asked her students what they thought the boy would dream about next. What type of information will the students need to answer this question?
A) Textually explicit
B) Textually implicit
C) Scripted
D) Scriptually implicit
Q:
Which of the following choices is NOT a component of metacognition?
A) An awareness of what skills, strategies, and resources are needed to perform a cognitive task
B) The ability to use self-regulatory strategies to monitor the thinking processes
C) The ability to undertake fix-up strategies when processing is not going smoothly
D) An awareness of your own behavior and which reinforcers works and do not work
Q:
Which of the following is used as a "before reading" activity?
A) Activate relevant background knowledge
B) Summarize the text
C) Interpret nonliteral information
D) Monitor comprehension
Q:
Which of the following strategies involves matching higher readers with less able readers to practice rereading text and asking and answering questions about text meaning?
A) Peer-supported reading
B) Buddy reading
C) Readers' theater
D) DIBELS
Q:
Johnny is a second grader who continues to sound out many words when he reads and who reads very slowly. He uses so much effort in identifying the words that he frequently misses the main points of the story. He concentrates his effort on unlocking the word rather than on reading the word automatically. Johnny's main barrier to comprehension is his:
A) Background knowledge
B) Fluency
C) Self-monitoring skills
D) Vocabulary knowledge
Q:
When a target behavior transfers across settings, persons, and materials, which stage of learning has been completed?
A) Maintenance
B) Entry
C) Acquisition
D) Generalization