Q&A Hero

Q: IDEA 2004 and ESEA 2001 place more emphasis on assessing all students in attaining the standards, leading to more students being included in the general education classroom and more students who receive special education services to receive a regular diploma.

Q: Summarize the best-practice procedures that include early intervening services and RTI and when an appropriate referral for special education may be made.

Q: The 2004 Amendments to IDEA emphasize that more than 30 years of research indicates that the education of children with disabilities can be made more effective by

Q: How might high-stakes testing improve the education of all students?

Q: Why are statewide tests called high-stakes tests?

Q: One way to document that strategies have been attempted before referral is to use

Q: Teachers who design assessment instruments from classroom materials are using ___.

Q: A student found to be eligible for services who is between the ages of 6 and 21 will have a personalized IEP written, whereas a(n) ___ will be designed for a student younger than school age.

Q: A test that compares a student's performance with a national sample of students of the same age or grade is known as a ___.

Q: If ___ prove to be unsuccessful, the team may conclude that the student requires additional assessment to determine if additional services are needed.

Q: ___ must be given in a specific manner as stated by the publisher, whereas informal tests include a variety of methods and strategies for collecting data.

Q: As a result of the ___, an IEP or an alternative plan would be developed for a student.

Q: When a child from a different linguistic background is assessed by providing cues or prompts, a form of ___ has been employed.

Q: When a teacher wants to determine how a student solved a problem incorrectly, the teacher completes a(n) ___.

Q: In order to assess all areas to obtain a view of the whole child, the ___ is designed for each individual student.

Q: Concerns regarding the ___ of students from diverse ethnic and cultural backgrounds emphasize the need for collecting assessment data in a variety of ways.

Q: When a teacher is concerned about a student's mastery of a specific math skill, the teacher may decide to use several measures, including ___.

Q: In order to measure student progress against a standard set for all students in the same grade, ___ tests may be used.

Q: The Teacher Assistance Team of a middle school receives a referral regarding a student who seems to have behavioral difficulty in only one of his classes during the day. In order to determine what is happening in this one classroom, the team decides that an ___ should be conducted.

Q: IEP team members are concerned that a student may be functioning within the range of mental retardation. In order to determine where the student's abilities are compared with other students his age, the team members determine that a ___ should be included on the assessment plan.

Q: If a teacher wants to determine the types of mistakes a student is making on written expression tasks such as sentence writing, the teacher may use ___.

Q: Each year the Mulberry Elementary School tests students to determine which students have mastered state curriculum standards. This testing is known as ___.

Q: Assessment devices in a school's language arts series provide skills and objectives for each level of English, creative writing, and literature. These are ___.

Q: A first-grade student has difficulty with fine motor skills. The teacher is concerned that the student may not have the developmental ability to learn manuscript handwriting. The handwriting series lists skills a student must master before writing letters. Using this device, the teacher has employed a ___.

Q: To determine whether a student has mastered a specific skill or objective, the teacher uses a ___.

Q: A student is not progressing as the teacher believes he should for his age expectancy. The teacher uses teacher-made tests, observation, and criterion-referenced tests to gather information about the student. This teacher is using different methods of ___ to discover why the student is not making progress.

Q: A classroom teacher along with a team of other educational professionals determined that John, who has multiple disabilities, is not able to participate in the statewide assessment. The team develops ___ to assess John's attainment of educational goals.

Q: For a teacher to determine a student's understanding of the solar system, the student is required to create a project that demonstrates the Earth's position relative to designated planets. This is ___.

Q: When a teacher assesses a student's potential to learn a new math skill by prompting or cuing the student, ___ has been used.

Q: A teacher collects class work, quizzes, book reports, and writing assignments to determine the students' strengths and weaknesses in language arts. This is known as ___.

Q: The spelling series used in one classroom contains tests that are directly tied to the spelling curriculum. When the teacher uses these tests, ___ is being used.

Q: A teacher wants to determine why a student who can multiply single-digit numbers cannot multiply double-digit numbers. The teacher asks the student to verbally describe the steps she is using in the process of multiplying double-digit numbers. This is ___.

Q: Under the 2004 IDEA, the emphasis shifted from the traditional model with prereferral strategies to early intervening services. Why did the 2004 IDEA include this change?

Q: Research studies of the referral and assessment process found many indications of bias in the process. What are some examples of this bias?

Q: According to the Traditional Assessment Model, what usually happened when a student was referred to a multidisciplinary team?

Q: Adequate planning time is an essential component of coteaching.

Q: An inclusion support specialist is usually a therapist who sees the child in an inclusive setting.

Q: One of the major barriers to successful inclusion is the philosophical differences between ECSC and ECE staff.

Q: As mandated by IDEA (P.L. 105-17), toddlers and preschoolers who have disabilities should be served in special education classrooms.

Q: The ways in which young children with special needs are supported in inclusive settings is highly variable.

Q: Teacher-initiated evaluations should not be necessary because teaching assistants can learn most from self-evaluations.

Q: Teachers cannot avoid focusing on the paraprofessional's personality when giving constructive criticism to the paraprofessional.

Q: Planning is the key for using a paraprofessional's time and talents.

Q: Extreme disillusionment with one's job is common among paraprofessionals.

Q: One-on-one assistants should be viewed as temporary whenever possible.

Q: A one-on-one assistant is a great help to the classroom teacher because the assistant will meet the needs of that one child, thus freeing the teacher to help the others.

Q: The use of a one-on-one assistant can actually impede the progress of a child.

Q: Performance effectiveness of paraprofessionals should be evaluated only in an informal session with the teacher.

Q: A paraprofessional need only have the motivation to serve to be a good aide or volunteer.

Q: All states are required by IDEA to develop training for paraprofessionals.

Q: An optimal working relationship between teacher and paraprofessional is highly dependent on a. Recognition of the paraprofessional's job b. Independence of the paraprofessional c. Skills of the paraprofessional d. Communication between early interventionist and paraprofessional

Q: The job design is the responsibility of the a. Teacher b. Paraprofessional c. Team including parents d. Both a and b

Q: A service or services commonly provided by teaching assistants are a. Planning individual goals for the children b. Greeting the children and assisting with all routines c. Representing the teacher in IEP meetings d. All of the above

Q: One-to-one assistants should a. Provide whatever degree of intervention they think is necessary b. Act as a buffer between the child and her peers c. Avoid stigmatizing the child as the only one in the class who requires a personal assistant d. View their position in the classroom as permanent

Q: Which of the following does not contribute to effective coteaching? a. Adequate planning time b. The one teaching, one supporting structure c. Commitment to collaboration d. Strict adherence to one's own teaching philosophy

Q: Which of the following is not a reason for professional burnout among paraprofessionals? a. Recognition of a job well done b. Inadequate training that keeps them off the team c. Undefined role description d. No opportunity for advancement

Q: Which role is not appropriate for the teacher in the teacher-paraprofessional relationship? a. Role model b. Manager c. Leader d. Boss

Q: Which of the following give an indication that a paraprofessional knows how to begin successful involvement with young children? a. Say that he/she loves children b. Get on eye level with the children c. Show a real interest in the families d. Has raised children of his or her own

Q: A job description for a paraprofessional should be a. Kept on the wall of the classroom b. Written and kept by the teacher c. Written at least once a year d. Written by the principal

Q: Important components of effective collaboration include a. Effective communication b. Problem solving c. Conflict resolution d. All of the above

Q: The preferred consultation approach in education today is a. Collaborative consultation model b. Clinical consultation model c. Itinerant consultation model d. ECSE consultation model

Q: Itinerant consultant strategies and activities should include a. Ongoing therapy b. Lesson plans c. Observation d. Only working directly with the child, to give the staff release time

Q: A common inclusion support model approach is a. Peer coaching b. Coteaching c. Administrative support d. Inclusion therapy

Q: Examples of support that an inclusion specialist might provide include: a. Inservice and information to staff members b. Ongoing observation and assessment of child c. Demonstration/modeling of specific interventions d. All of the above

Q: Which of the following is not a factor in the successful inclusion of a child with special needs in a community-based setting? a. Well-trained, flexible ECE staff b. Family involvement c. Potty trained d. Mutual respect between ECE staff and special education therapeutic staff

Q: The most obvious characteristic of children with intellectual delay is their slower rate of development.

Q: Symbolic play usually comes before functional play.

Q: A good game for object permanence is peek-a-boo.

Q: Teaching must be activity-based.

Q: Object permanence is mastered in children without disabilities by the sensorimotor substage 3 at 5 to 8 months.

Q: Children are able to master rote memory almost from birth.

Q: Most teachers tend to teach predominately through talking.

Q: The term "developmental delay" can be misleading because it implies that children will eventually "catch up" to their peers who do not have disabilities.

Q: A cognitive skill appropriate for a preschool child is symbolic representation.

Q: Preschool programs should emphasize the direct instruction of reading with reading readiness activities.

Q: In a structured learning experience centered on fine motor activities in an inclusive early education classroom, which is the desired makeup of children and adults in groups? a. One large group with adults in groups b. Small groups with the children with disabilities making up one group with one adult c. Small groups of children with and without disabilities in each group with one adult. d. Small groups of children with and without disabilities in each group without an adult

Q: Children with significant intellectual disabilities a. Have short-term memory deficits and language problems b. Have difficulty focusing and sitting still c. Have difficulty solving problems and using symbolic play d. Have significant motor problems and are talkative

Q: _________, or ordering according to relative differences, is thought to be an early step towards understanding number concepts. a. Assimilation b. Cognition c. Object permanence d. Seriation

Q: In the preoperational stage, children can a. Perform logical thinking and reasoning b. Engage in symbolic, pretend play c. Use processes for hypothesis testing d. Decenter

Q: Children without disabilities begin to act out "what would happen if..." scenarios at about age a. 1 or 1 years b. 2 or 3 years c. 4 or 5 years d. 6 or 7 years