Q&A Hero

Q: Mrs. Loera is a middle-school special education teacher. She has a student with a learning disability who is transitioning from a resource room for reading and language arts to a regular education classroom. What can Mrs. Loera do to prepare the classroom teacher?

Q: Lydia knows that the "3" in 38 represents 3 tens and the "8" represents 8 ones. She understands: A) Regrouping. B) Discrimination. C) Place value. D) Fractions.

Q: Describe the family's role in planning and placement conferences.

Q: Charles made the following errors on his math test.45 - 36 = 1175 - 47 = 3886 - 47 = 43What concept does he have difficulty with?A) RegroupingB) Place valueC) CardinalityD) Ordinality

Q: Mr. Williams is a first-grade teacher with a new teacher aide this year. At the beginning of the year, the teacher aide said that she had 20 years of experience and they did not need to meet on a regular basis. Mr. Williams assigned four of his struggling readers to work with the teacher aide in a small group for 30 minutes a day. During the first month of progress monitoring, these students did not show any progress. What can Mr. Williams do to improve his relationship with the teacher aide and ensure that effective instruction is delivered?

Q: 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: A) Computation. B) Estimation. C) Regrouping. D) One-to-one correspondence.

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: Mr. Gergen has his kindergarten class line up by height. The shortest children are in front and the tallest children are in back. This activity focuses on which skill? A) Classification B) Seriation C) One-to-one correspondence D) Quantity discrimination

Q: All of the following are potential barriers to successful inclusion EXCEPT: A) The general education teacher may feel unable to meet the needs of an included student with disabilities. B) The general education teacher may not want to work with the student with disabilities. C) Most students with disabilities do not like inclusive settings. D) Finding time to meet with teachers is challenging.

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 B) Seriation C) Estimation D) Basic counting

Q: When a student with a learning or behavior problem is placed in the general education classroom, the special education teacher can take several steps to communicate effectively with the general education teacher. Which of the following choices is NOT one of those steps? A) Describe the type of learning or behavior problem the child has. B) Provide a copy of the child's IEP to the classroom teacher, and discuss the goals, objectives, special materials, and procedures needed. C) Describe the progress reports you will be providing to the home and putting in your files. D) Explain that regular meetings will be unnecessary and not to worry about finding time to do so.

Q: Which of the following choices is NOT a prenumber skill? A) One-to-one correspondence. B) Classification. C) Quantity discrimination. D) Seriation.

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? A) Seriation B) One-to-one correspondence C) Classification D) Numeration

Q: Which of the following statements about an IFSP is true? A) It is the same as an IEP. B) It can be developed by an early intervention teacher. C) It must be developed by a multidisciplinary team. D) It does not include related services (e.g., speech-language).

Q: Mrs. Harris is a speech therapist who works with a group of kindergarten children to sort different ideas. She asks them to sort animals that swim and animals that live on land. This activity addresses which important prenumber skill? A) Seriation B) One-to-one correspondence C) Classification D) Numeration

Q: Children of what age are eligible to receive a program of special education under the Individuals with Disabilities Act (IDEA), Part B?A) 3-18 yearsB) 6-21 yearsC) 3-21 yearsD) 5-18 years

Q: Which of the following principles does NOT reflect the RTI model for math? A) Screening all students for math ability B) Providing evidence-based math instruction C) Providing intervention for all students, whether they need it or not D) Regularly monitoring studentsʹ progress

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. C) Written reports about their child. D) Daily phone calls.

Q: Mr. Capolongo shows his students a pattern of numbers "5, 10, 15, ___, 25, 30, ___" and asks them to figure out what goes in the blanks. This activity provides practice in A) Computation. B) Identification of missing numbers. C) Number identification. D) Quantity discrimination.

Q: Conferences with family members provide teachers with the opportunity to do all of the following EXCEPT: A) Review the student's materials, grades, and work progress. B) Meet with other professionals to provide an overall review and report on student progress. C) Provide samples of the student's most recent work. D) Inform the parents that they are not doing enough at home to help their child.

Q: Mrs. Basir holds flash cards of numbers and asks kindergarten students to say the numbers when they see them. This activity provides practice in: A) Computation. B) Word problems. C) Number identification. D) Quantity discrimination.

Q: Which of the following choices is NOT true about why families are so involved in special education? A) It ensures cooperation between home and school. B) It allows them to more easily exploit any flaws in the program to receive more benefits for their child. C) It ensures that families will have access to information about student evaluations and records. D) It allows them to better monitor appropriate placement and programming by the school.

Q: Asking students to count to 20 and count by tens are ways to measure a student's: A) Abstract reasoning. B) Problem solving skills. C) Number sense. D) Skills in mathematical operations.

Q: Which of the following statements is NOT true of having a sibling with a learning disability? A) Children can be affected very little by having a sibling with a learning disability. B) Children may have concerns about the causes of their sibling's disability. C) Children may ask for explanations for the unusual behaviors of their sibling. D) Children are generally ok with their sibling receiving all of their parents' attention.

Q: Paul's teacher pretested all of his multiplication facts in random order, timing him while he completed a worksheet and graphing the number of problems correct. Together, they planned for Paul to take a version of this test every week to determine whether he could increase the number of problems he got correct and decrease the amount of time he needed to complete the test. They kept a graph of Paul's progress. In this activity, Paul and his teacher are doing all of the following EXCEPT: A) Using a curriculum-based measurement B) Using assessment to motivate Paul. C) Using assessment to chart Paul's progress. D) Using individualized assessment.

Q: Many mental health professionals recommend an integrated approach to working with students with learning disabilities and behavior disorders. All of the following are true EXCEPT: A) All families who have children with learning and behavior problems need therapeutic assistance. B) An integrated approach typically involves all or part of the family in the program. C) An initial meeting could be held with the entire family. D) Family involvement could include selected family members.

Q: Whether a student's understanding of a number and of its use and meaning is flexible and fully developed refers to which of the following choices? A) Curriculum-based measures B) Number sense C) Progress monitoring measures D) Comprehensive math performance

Q: All of the following choices are ways in which families might initiate an unplanned conference EXCEPT: A) Calling the teacher B) Showing up to the school C) Scheduling a conference with very little notice D) Contacting a teacher via social networking site

Q: What is CBM for math? A) A way of documenting the extent to which the student is learning the critical elements in the targeted curriculum. B) A strategy to review mathematical facts. C) A way to justify and explain the operations of solving word problems. D) A standardized math assessment that is administered once a year.

Q: Which of the following choices is NOT a feature of effective listening? A) It is more than waiting politely for the person to finish. B) It requires hearing the message the person is sending. C) It often requires restating the message to ensure understanding. D) It is listening for only the content of the message, not any personal feelings that might have been included.

Q: The main advantage of group-administered math measures over individually administered math measures is that: A) Group-administered measures provide more specific information on an individual's performance as compared with their peers. B) Group-administered measures take less time to administer. C) Group-administered measures allow for more specific error analysis. D) Group-administered measures are more accurate.

Q: Acceptance of others is communicated by all of the following choices EXCEPT: A) How you listen to them. B) How you look at them. C) How you respond to them. D) How you avoid physical contact with them.

Q: Mr. Barnes has several students who speak Spanish in his class and who are from a variety of countries in Latin America. When trying to teach percentages, he brings into class some recent figures from the U.S. census on how many people speak more than one language at home. In teaching the math principles, Mr. Barnes also uses Spanish words for percent, percentage, and fraction in addition to the English terms. By incorporating these techniques in his instruction on percentages, Mr. Barnes is doing all of the following EXCEPT: A) Using applied mathematics. B) Using data about other cultures to illustrate mathematical concepts. C) Using the language of students in instruction. D) Using a cross-curricular strategy to teach his students both math and Spanish.

Q: Which of the following questions is NOT an example of an open question? A) What do you think might be happening? B) Are you pleased with your son's progress this year? C) How do you interpret it? D) How does this relate to his behavior at home?

Q: According to a report by the National Research Council (2001), "conceptual understanding" is a part of mathematical proficiency that refers to: A) Understanding mathematic concepts and operations. B) Being able to accurately and efficiently conduct operations and mathematical practices. C) The ability to formulate and conduct mathematical problems. D) Thinking about, explaining, and justifying mathematical work.

Q: Which of the following questions is an example of an open question? A) Tell me about Juan's attitude toward homework. B) Does Juan dislike doing homework? C) Is Juan's attitude toward homework poor? D) Are you concerned about Juan's attitude toward homework?

Q: According to a report by the National Research Council (2001) "adaptive reasoning" is a part of mathematical proficiency that refers to: A) The understanding of mathematic concepts and operations. B) The ability to accurately and efficiently conduct operations and mathematical practices. C) The ability to formulate and conduct mathematical problems. D) Thinking about, explaining and justifying mathematical work.

Q: Matuszny and colleagues (2007) developed a four-step plan for collaborating with culturally and linguistically diverse families. The steps include all of the following EXCEPT: A) Initiation phase: The family members and teacher get to know each other in a personal manner. B) Building the foundation: The teacher provides the families with choices. C) Instruction on guidelines: The teacher provides families with instruction on school guidelines, policies, and terminology. D) Maintenance and support: Positive communication is delivered according to the family's preference.

Q: According to a report by the National Research Council (2001), "strategic competence" is a part of mathematical proficiency that refers to: A) The understanding of mathematic concepts and operations. B) The ability to accurately and efficiently conduct operations and mathematics practices. C) The ability to formulate and conduct mathematical problems. D) Thinking about, explaining, and justifying mathematical work.

Q: Linda, a speech-language pathologist, has just evaluated a second-grade child and determined that the child has an expressive and receptive language disorder. When she meets with the child's parents to explain the findings, the parents disagree and say that the child speaks well at home. Linda immediately argues with the parents that the test scores are valid and it is essential that the child be placed in speech and language therapy. In what way is Linda communicating poorly with the parents? A) She is not demonstrating respect for the parents' knowledge and understanding of their child. B) She is giving the parents an opportunity to speak or be heard. C) She is using closed questions. D) She is not staying directed and on topic.

Q: To practice using percentages, Ms. Rocchino had her students record their spending habits in an Excel spreadsheet. Each time a student bought something, they had to record the purchase under the appropriate category (e.g., food, clothes, entertainment). At the end of the month, the students needed to figure out the percentage of their spending for each of these categories. This activity is based on which principle of instruction? A) Situated cognition B) Goal setting C) Behavior modification D) Schema theory

Q: All of the following are true about family and school collaboration EXCEPT: A) Family involvement and collaboration is fundamental to students' success. B) The focus of any discussion should be on the needs and wants of the family and student and not on their values. C) Most family members are not trying hard enough to provide good parenting. D) Family and school collaboration can increase if you accept the family and student as they are.

Q: If a student is not succeeding with one approach or program, the teacher should A) Refer the student for a full evaluation. B) Provide extra homework for practice. C) Place the student in tier 3 instruction. D) Change the approach or program.

Q: Which of the following choices is NOT one of the key factors for working with paraprofessionals? A) Limited communication B) Planning and scheduling C) Instructional support D) Providing support for RTI

Q: Students in Mr. Roskey's class were given a worksheet to identify the missing number in a sequence. Mr. Roskey told the students to do only the first problem. After they completed the first problem, they were to check it and make any necessary changes. If they thought that their answer to problem one was correct, they were to put a small check by the answer. If they thought that it was incorrect, they should mark a small "i" next to the answer. By this activity, Mr. Roskey is teaching his students to: A) Edit their work. B) Check their work and monitor their errors. C) Complete problems quickly and efficiently. D) Ask him questions when they do not know the answer.

Q: Which of the following statements about paraprofessionals is NOT true? A) They may assist a student with special needs in the classroom. B) They are often supervised by special education teachers. C) They are always certified teachers. D) They often participate in planning, implementing, and evaluating a student's progress.

Q: The term "situated cognition" refers to the principle that students: A) Will learn complex ideas and concepts in the contexts in which they occur in day-to-day life. B) Learn best when they are given time to reflect upon their learning processes. C) Benefit from constructing meaning from interacting with people around them. D) Perform optimally within their zone of proximal development.

Q: If student assessment shows that coteaching for a particular group of students is not effective, what is the next best course of action? A) Spend more time coplanning. B) Increase the intensity of instruction by decreasing the teacher-student ratio. C) Increase the total instructional time. D) Discontinue coteaching and resume a pull-out model.

Q: Individualized programming means A) Providing independent work for individual students. B) Providing computerized programs so that students can learn individually. C) Providing instruction that is designed to meet the individual needs of a student. D) Working with students individually.

Q: What is the minimum planning time required for teachers to have a successful coteaching experience? A) 2 hours a week B) 45 minutes a week C) 1 hour every two weeks D) 1 hour a month

Q: Which of the following is NOT an appropriate alternative approach to instruction? A) Adjusting textbooks and/or workbooks B) Implementing math stations C) Provide students with calculators D) Utilizing manipulatives

Q: Special education teachers are used to grading based on effort, motivation and the abilities of their students. In contrast, general education teachers consider grades: A) As accurately reflecting an individualʹs strengths and weaknesses. B) From the perspective of a uniform set of expectations. C) To be adjusted according to individual needs. D) As a way of separating poor students from good ones.

Q: Students with math difficulties frequently display all of the following traits EXCEPT: A) Number deficits. B) Problems with retrieving math facts. C) Difficulty operating a calculator. D) Conceptual misunderstandings of math.

Q: Which of the following is NOT a coteaching model? A) Two mixed-ability groups B) Multiple groups C) Individual instruction D) Two same-ability groups

Q: Which of the following choices is NOT one of the deficits that can hinder math acquisition? A) Sensory and motor ability (gross and fine motor skills) B) Education factors (quality and amount of instruction) C) Self-regulation factors (persistence, attitude toward math, and math anxiety) D) Neuropsychological patterns (perception and visual spatial skills)

Q: Which of the following statements about coteaching is NOT true? A) The special education and general classroom teachers lead instruction during the same instructional period. B) The special education teachers work only with the special education students. C) Complementary instruction and supportive learning activities are part of the teachers' coplanning and instruction. D) Most of the instructional time involves teachers working with small groups or individuals.

Q: Many students who have learning disabilities and experience difficulty with mathematics tend to: A) Do well applying money concepts despite their difficulties in other areas. B) Do well with spatial relations. C) Have good memory skills despite their difficulties understanding mathematical concepts. D) Lack the prerequisite skills required to move from one area to the next.

Q: Particularly at the upper elementary and secondary grade levels, general education teachers focus on teaching the content and less on teaching individual students. This contrasts with the focus of special education teachers, whose planning and instruction is aimed at the needs of individual students. Which of the following choices is NOT something a special education teacher could do to successfully connect with the general education teacher? A) Develop materials including assessments and homework that are content-appropriate. B) Develop materials that enhance learning for all students. C) Develop materials that meet the needs of students with disabilities. D) Develop materials that only the general education students are required to complete.

Q: What are the three types of study skills and why are they important to learning?

Q: Special education teachers spend the majority of their time in general education classrooms either monitoring the learning and behavior of target students or teaching a large group of students (6 or more but not the entire class). Which of the following choices is one of the less frequently occurring activities? A) Referring student comments or questions to the general education teacher B) Small group instruction (fewer than 6 students) C) Individual student interaction D) Managing behavior

Q: Mr. Ellis agrees to do some textbook adaptations. However, he is concerned because he is unsure about what he can do. How can Mr. Ellis adapt the textbooks for the students in his class who need adaptations?

Q: The traditional roles and responsibilities of a special education teacher have been changing. These roles can include all of the following choices EXCEPT: A) Supporting special education students in the general education classroom. B) Teaching with another teacher in a content area in which they have little or no background knowledge. C) Helping students with assignments. D) Engaging in disciplining and classroom management of a fewer number of students.

Q: What are some features teachers should look for when assessing a textbook?

Q: Mrs. Rodriguez is a fifth-grade teacher who has several students in her class who struggle with reading. The special education teacher gives her some ideas on how to modify their assignments and homework. Mrs. Rodriguez is resistant to make these accommodations because she believes that all students should receive the same assignments and everyone should be expected to do the same work. After all, when these students finish school, they will not get accommodations, so why should they now? What dilemma is illustrated by Mrs. Rodriguez's situation? A) Individual versus class focus B) Content versus accommodation C) Real world versus the student's world D) New roles for special education teachers

Q: How can teachers help students understand how to use context to determine the meanings of unfamiliar words?

Q: Mr. Henderson is an eighth-grade social studies teacher. His state requires that all eighth-grade students take a social studies achievement test at the end of the year. The scores of students at his school have been poor in the past and Mr. Henderson is under pressure from the principal to raise the scores. He covers a large amount of material each day to prepare his students for this test and some of his struggling students are falling behind. What barrier to successful inclusion is Mr. Henderson experiencing? A) Student ownership B) Content versus accommodation C) Individual versus class focus D) Lack of preparation time

Q: Mrs. Gawn is asked by the reading coach at her school if she teaches specific vocabulary words to her fifth-grade students. "Of course I do," she answers. "We have a spelling list every week. These words are our vocabulary words. I use words with similar spelling patterns and have the students look up their definitions." What can Mrs. Gawn do to make the vocabulary instruction in her class more effective?

Q: Which statement is NOT true about teacher assistance teams? A) They discuss ways to promote successful learning and behavior for students with learning and behavior needs. B) They are school-based teams that assist teachers in meeting individual students' needs. C) They are made up exclusively of special education teachers. D) They work at with all grade levels and content areas.

Q: Expression skills are study skills that include all of the following skills EXCEPT: A) Retrieval skills. B) Time management skills. C) Test-taking skills. D) Using oral/written expression to demonstrate understanding.

Q: All of the following statements are benefits of consultation and collaboration EXCEPT: A) Reduced mislabeling of students as disabled B) Better understanding across education disciplines C) Suitability in meeting the needs of secondary school students D) Increased time for lesson planning

Q: A study skill called SQ3R has the following five steps: Survey, Question, Read, Recite, and Review. SQ3R is a technique for: A) Peer partner in reading text. B) Editing text. C) Working cooperatively to construct meaning. D) Studying text.

Q: A potential misuse and perceived drawback of collaboration and consultation includes all of the follow statements EXCEPT: A) Excessive caseload management of special education teachers. B) The guarantee that the programs will be effective. C) Inadequate support and cooperation from classroom teachers. D) Unrealistic expectations for change and social acceptance.

Q: The SLANT strategy is an acronym for: 1. Sit up. 2. Lean forward. 3. Activate your thinking. 4. Name key information. 5. Track the talker. This strategy is intended to improve: A) Cursive writing. B) Classroom participation. C) Reading comprehension. D) Manuscript writing.

Q: Many special education teachers work with general education teachers at least what percentage of time? A) 10% B) 75% C) 98% D) 50%

Q: Henry often tries to stay up late to finish book reports the night before they are due. He often falls asleep and his mother has to wake him up early to finish the assignment. Even if he gets up early, he often doesn"t have time to complete the work. Although he knows in advance when the assignments are due, he always waits until the last minute to start. His mom is frustrated because she encourages him to start early but he doesn"t listen. He makes C's on his work but would be able to get B's or A's if he started them earlier. Henry has difficulty with which of the following study skills? A) Personal development skills B) Process skills C) Expression skills D) Revising skills

Q: Which of the following is NOT considered crucial for teacher collaboration? A) Time B) Space C) An established friendship D) Knowledge of the collaboration processes

Q: Ms. Parker demonstrated how her students could predict the questions that will be asked on a test. The students can use what they know about the teacher's testing style, their class notes, their maps, and other study aids to predict questions. Two days before a test, Ms. Parker had the students work in cooperative groups and write what they thought would be the most important questions on the test and then answer them. What was the main purpose of Ms. Parker's instruction? A) To improve reading comprehension B) To practice study skills C) To reinforce cooperative learning D) To model goal setting

Q: With regard to resources, what is the main impediment to successful collaboration? A) Time B) Material resources C) Financial compensation D) Space to collaborate

Q: Study skills can be categorized into which three areas? A) Expressive skills, receptive skills, and written skills B) Oral skills, writing skills, and reading skills C) Personal development skills, process skills, and expression skills D) Academic skills, social skills, and personal skills