OFF'C'AL

SruDY
GU'lDE

THEPRNKIS
S E R
Jssessmenfs
IE S
Prr,fpsstcnal lcr B,:grnr,ng
i:dcheri'

STAI'YOAII'E
,#ir?urkf,*.yledge

f11'1

t.t.it:,.:!. Efr
't
4ffi;i'r:

111]li'!
' l;{,;l''':

Listening.
Learning,
Leading.
Chapter I
'lcsrs
Intr<rductionto the .\peciil Eluc,rtirttt:CoreKrtou,/edge lnd Suegcstions
firr Using rhis Srudv(luide

Chapter 2
BackgroundInfbrmarion on The Pra-xis
SeriesrMAsses.smenrs

Chapter 3
Study'Tbpics firr the SpecialEduc'ation:CoreKnou,ledge'lests t3

Chapter 4
D on'tB cDefeatedbyMultiple -Ch o ic e (f u e s t io n s ....... Jl

Chapter 5
1

PracticeQuesrionsfbr the SpecialEducdtion:CoreKnowledge

Tests. 4l

Chapter 6
Right Answersand Explanationsfor the SpecialEducation:CoreKnowledge
PracticeQuestions 59

Chapter 7
Are You Ready?Last-MinuteTips . . , . 75

Appendix A
StudyPlanSheet

Appendix B
F'orMore Infbrmarion . . 83
Chapter I
lrrrrocluction to the Speci.rtlEtlucation: Core Knowleilgt
Icsts and Suggestionsfor Using this StuclyGuide
\pccial [rlrtcirtion0-]50,0.]52.,0.]5 I ' {}.15-}

fntroduction to the Special Education: Core Knowledge Tesfs

Edtrcation:
I'he,special CoreKrtou/edge rcxs,rredesignedForprospectivesecondrrvspecialeducrtion
teachers.The resrsaredcsignecl fbr knowledge,
to reflectcurrcntstandards skills,and abilitiesin special
cducation.Educational TestingService(ETS)worksin collaboration with the Councilfor Exceptional
Children(CEC),alongwith reacher educarors, highereducarioncontenrspecialists, and accomplished
practicingteachersin rhe fieldof specialeducationro keepthe testsupdatcdand representative of
currentstandards.

'[']rerearefbur differenrSpecialEiducation: testscoveredin this guide:

CoreKnowledge
. SpecialEducation(0350)
, of Disability (0352)
SpecialEducation:Applicationof CorePrinciplesAcrossCategories
. SpecialEducrttion:Knowledge-BasedCorePrinc'ipks(0351)
. SpecialEducationCorePrinciples:ContentKnowledge(0353)

-l'he.specinl of 150 multiple-choicequestionsand coversfive major areas,

Educationtest (0350)consisrs
in the followingproportions:
. Understanding ( l0%o)
Exceptionalities
. LegalAspectsof SpecialEducation(100/o)
. Assessmentand Evaluationin SpecialEducation(20o/o)
. ServiceDeliveryand Instruction(37o/o)
. ClassroomManagementand StudentBehavior(23o/o)

-['esttakershaverwo hoursto complerethe rcst.

of Disability test (0352) consistsof

'I"heSpecialEdtrcation:ApplicationoJ'CorePrinciplesAcrossCategories
50 mulriple-choicequestions and coversfivemajorareas,in the followingproportions:
. CurriculumQ\o/o)
. Insrruction(20o/o)
. Assessment (20o/o)
(20o/o)
' Managingthe l.earningEnvironment
. Professional (20o/o)
Rolcs/lssucs/[.iterattve

'll'st takershaveonehour to complctethe rest.

 1-hc Specia/Education; Corr prirtciplr.,rcsr (0i51)consists
Knou.,ledge-Based of 60 multiplc-choice
que-srions
and c'r'er.sthrec major areas,in rhe follou.ingproportions:
. UndersrandingExceptionalities(25orc)
. Legaland SocicralIssues(13%)

' Dclivery of Sen'icesto StudenrsvyirhDisabilirics(620zo)

Tesrrakershaveone hour ro completethe test.

The SpecialEducationCorePrinciples:ContentKnou,ledgetest (0353) consisrs

of 60 mulriple-choice
questionsand coversrhreemajor areas,in the following proporrions:
. Understanding Exceptionalities(2J-j\o/o)
. Legaland SocietalIssues(15,20o/o)
. Delivery of Servicesto Srudentswith
Disabilities (J6-66o7oy

Test takershave one hour co complere the tesr.

None of the testsis intended to assess

teaching skills but rather to demonstratethe candidate's
fundamental knowledge in the major areasof specialeducation.

lygg"tJigns for using the "slvdy Topics,,Ghoprerof rhis

StudyGuide
The SpecialEducation:CoreKnowledgetestyou will takeis different from a final
examor other resgs
you
may havetakenin that it is comprehen5ivs
- that is, it coversmarerialyou may havelearnedin several
coursesduring more than oneyear.It requiresyou to synrhesizeinformationyou havelearnedfrom
many sourcesand to understandthe subjectasa whole.

This testis alsovery differentfrom the SAT@or orherassessmenrs of your reading,writing, and
mathematicalskills.You may haveheardit saidthat you can'tstudyfor the SAT:
that is, you should
havelearnedtheseskillsthroughoutyour schoolyears,and you can'rlearnreading
or reasoningskills
shorrlybeforeyou takethe exam.You canpracticeakingrhe SAT and skillstests
like ir to becomemorc
adeptat applvingthe skillsto the particularformat of rhe rest.The Special Education:CoreKnowledge
tests'on the other hand' assess a domainyou can reviewfor and canprepareto be tesredon. Thereforc,
you shouldreviewfor and PrePare for your test,not merelypracricewith the quesrionformars,A
thoroughre'iew of the materialcovered on the resrwill significanrly
increaseiour likelih.odof success.
Moreover,studvingfor your licensingexamis a grearopportuniryto reflecron your
fielcland developa
deeperunderstanding of it beforeyou beginto teachthe subjecrmarrerto others.As you prepareto rake
the test,vou mal' find ir particularlvhelpfulro think abouthow youwouldappll,rhcsrudy,topics and
sampleexercises to 1'orlrou'n clinicalexperienccrhatyou obrainedin schoolsduiing ynu, teacher
preparationProgram.Yourstudentteachingexperience will be especialli,
rclevanrro your thinkingabout
thc materialsin rhc.studv guidc.
 Suggestionsfor using the "Practice Questions" and "Right Answers and Explanations for the
PracticeQuestions" Chapters

Readchapter4 ("Dont Be Defeatedby Multiple-Choice Questions").This chaprerwill sharpen

your skillsin readingand answeringquestions. Succeedingon multiple-choice requires
questions
carefulfocuson the question,an eyefor detail,and patientsiftingof rheans\4/er
choices.

Answer the practicequestionsin chapter 5. Make your own test-takingconditionsassimilarro

actualtesringconditionsasyou can.lifork on the practicequestionsin a quiet placewithout
distractions.Rememberthat the practicequestionsareonly examples of the way the topicsare
coveredin the test.The resryou takewill havedifferenrquesrions.

Scorethe practicequestions.Go throughthe derailedanswersin chaprer6 ("RighrAnswersand

Explanations")and mark the questionsyou answeredcorrecrlyand the ones.you missed.Look over
the explanations
of the quesdonsyou missedand seewhetheryou undersrandthem.

Decide whether you need more review.After you havelooked ar your resuhs,decidewhetheryou
needto brush up on certainsubjectareasbeforetaking the actualrest.Go back to your rexrbooks
and referencematerialsto seewhetherthe topics arecoveredrhere.You mighr alsowanr ro go over
your questionswith a friend or reacherwho is familiarwith the subjects.

Assessyour readiness.Do you feel confident about your levelof understandingin eachof rhe areas?
If not, wheredo you needmorework?If you feel ready,complererhe checklisrin chapter7 ("Are
You Ready?")to double-checkthat you'vethought throughrhe details.If you needrnoreinformation
aboutregistrationor the testingsituationimelf,usethe resources
in AppendixB: "For More
Information,"

I
 Chapter 2
Backgrouncl Informiltion rrn
Asse$sm€nts
I'he Praxis Series"I'M

c
Whor ore The Proxis SeriesSubiecrAssessmenfs?
l-hc PraxisSericsSubjccrr\sscssmcnts ilre .lesigncdbv E,.lucetional'li'stingScrvice(E"fS) to rssessvour
knowledgeof rhe subjccrrrca l,ou plan to terch, and thcv tre a part of rhe licensingprocedurein manv
\rrlrcs.-fhis srudy guide coversan rsscssmentthat testsyour knorvledgeof the actual content vou hope
ro be licensedro rcach.lbur srarehasedopted'fhe PraxisSeriesrcstsbcclusc it wants to be ccrrain that
you haveachieveda specifiedlevelof masteryof your subjectareabefbreit grantsvou a licenseto teach
in a classroom.

The PraxisSeriesresrsare part of a narionaltesringprogram, meaningthat the test coveredin this study
guide is used in more rhan one srate.The advantageof taking Praxistestsis that if you want to move to
anorher starethat uses'['hePraxisSeriestests,you can rransfbryour scoresto that srate.Passingscoresare
set by sraresrhowever,so if you are planning to apply For licensurein another state,you may find that
passingscoresare diffbrent. You can find passingscoresfor all statesthat useThe PraxisSeriestestsin the
LlnderstandingYourPraxisScorespamphlet, availableeither in your college'sSchool of Education or by
calling(609)77r-7395.

Whqf is licensure?
I-icensurein any area- medicine,law,architecture, accounting,cosmetology - i5 2n assuranceto the
public that the personholding rhe licensehasdemonstrared a certainlevelof comPetence. The phrase
usedin licensureis that the personholdingthe licensewill do no barm.In the caseof teacherlicensing,a
the public that rhe personholdingthe licensecan be trustedto cducatechildrencomPete
license'tells ndy
and prof'essionally.

Because a licensemakessucha seriousclaimabout its holder,licensuretestsareusuallyquite demanding.

In sornefieldslicensurerestshavemore than one part and lastfor morethan one day,Candidatesfor
licensurein all fieldsplan inrensivestudyaspart of their professional preparation:somejoin study
groups,othersstudyalone.But preparingto takea licensuretestis, in all cases, a professionalactiviry.
Because it assesscs your entirebody of knowledgeor skill for the field you walrt to enter,PreParingfor a
licensureexamtakcsplanning,discipline, and sustained effort.Studyingthoroughlyis highly
rccommended.

Why does my stofe require The Proxis SeriesAssessmenfs?

Ytrur srarechose'fhc PraxisSericsr\ssessments becausethe testsassessthe breadth and deprh of content -
ealleclrhe "domain" of rhe rest- thar your statewants its teachersto possess beforethey begin to teach.
-fhc lcvel1lfcontenr knowledge,rcflectedin the passingscore,is basedon recotnmcndationsof panelsof
'fhc statelicensingagencyand, in some
teachersand reachercducarorsin cachsubjectareain cach state.
rarifr the passingscoresthat havebeen recommendedby panclsof teachcrs.
srarcs,the srarelcgi.slature
\ou crrnfincl our rhc passin*scorcrcquircdfi,r'fhc I'raris ScricsAssessmcnts irr vour statelrv lookine in
u'hich is fi-ccfionr I-'-l'S(sce'al'rovcl.
rlrc parrrplrlcrL'ttrl,,rst,tttdittgli,trt'Pntxis.\,'ort',i, If't'ott look through
rhis p.rnrphlcr.r'clus'ill secrhat not all statcsusc rhc silnletestntodr.rlcs. and u'ctr u'hctt tltct'do. rhc
can differ frttm statcto statc,
prissingscorc.s

Whol kinds of testsore The Prqxis SeriesSubiecr

Assessments?
'livo kinds of tesrscompriseThe PraxisSericsSubjectAsscssments: multiplc choicc (firr which vou selecr
your answerfiom a lisr of choices)and constructedresponse(foru'hich you write a resPonse of vour
own). Ir{uhiple-choicetestscan sur\.eva wider domain becausethel'can ask more questionsin a limited
pcriod of time. Constructed-response testshave far fewer questions,but the questionsrequire)'ou to
demonstrate rhe depth of your knowledge in the areacovered.

Whqf do the fesls meosure?

The PraxisSeriesSubjectAssessme nts aretestsof contentknowledge . I'hey measureyour understanding
of the subjectareayou wanr to teach.The multiple-choicetestsmeasurea broadrangeof knowledgc
acrossyour conrenrarea,The constructed-response testsmeasureyour ability to explainin deptha few
essenrialtopicsin your subjectarea.The content-specific pedagogytests,most of which areconstructed-
response, measureyour understanding of how to teachcertainfundamentalconceptsin your field.The
testsdo not measureyour actualteachingabilirv,however.They measure your knowledgeof your subiect
and of how to teachit. The teachersin your field who help us designand write thesctests,and the states
thar requirerheseresrs,do so in the beliefthat knowledgeof subjectareais the first requirementfor
licelsing.Your teachingabiliryis a skill that is measuredin otherways:observation, videotapedreaching,
or porrfoliosarewpically usedb1'statesto measur€teachingabiliry.taching combinesmanv complex
skills,only someof which canbe measuredby a singletest.The PraxisSeriesSubjectAssessments are
designed to measurehou'thoroughlyvou undersrand the materialin the subjectareasin whichyou want
to be licensedto teach.

How were these fesfs develoPed?

ETS beganthe devclopmentof The PraxisSeriesSubiectAssessments with a surve)'.For cachsubiect,
reachersaround the countrf in variousteachingsituationswcre askedto iudge u'hich knou'lcdgcand
in schoolsof educationu'ho Prcparc
Professors
skills a bceinning teachc.rin thar subjecrncedsto possess.
teachers rvere askedthc sanrequestions.'fhese responscs rankcd in ordcr of importanceand sent
r,r'ere
osr ro hundredsof teachersfor rcvicu'.All of the rcsponscsto thcscsurveys(called"iob analvsissurvct's")
u,ereanalvzcclto summarizcthe judgnrcntsof rhcscproflssionals.Frctmdteir consensrls, wc dcvelopecl
auclconstnrctccl-response
rhe specificarionsfor the mLrltiplc-choice tests.Each sr.rbicctareahac{a
 eommitteeof pr:rcticingreachers and te:rchcreduclrorswho rvr.re rhesespecificarions (guitlclincs).-f6e
s1'rccifications
t'ere reviewcdand c'cntuallv epprolcd bv rclchcrs.
Fr.r- ,h" rcsr.spc,cificrrri'ns,
gr.rr1.rs
,rf
reachcrsand profbssi'nalrest.levcloperscrearcdresrquesrions.

whcn vour sratetrdopted'fhe PraxisseriessubjecrAs.sessnrcnts,

local pa'cls trf practicingrcachersand
teachercducatorsin cach subjecttrea met to cxaminerhc'
resrsquesrionbv qucstion lnd cvalulte cac:h
questionfbr its relcvancero beginning teachersin vour state.-fhis
is callcd l "validiry stucly.,,A resri.s
considered"valid" fbr a job if it measureswhat peoplemusr know and be able to do on rhar job.
F.r rhe
tcst to be adopted in your state,teachersin vour sraremusr judge
thar it is valid.

f-heseteachersand teachereducatorsalsoperftlrmeda "standard-serring

srudy"; rhar is, rhev went
through the testsquestionby questionand decided,through
a rigorousprocess,how many cluesrionsa
beginning teacherwould be able to answercorrectly.Frornrhis
study emergeda recommendedpassing
score.The final passingscorelvas approved by your srare's
licensing ug"n.y.

In other words, throughout the developmenrprocess,practirioners

in the teaching field - reachersand
reachereducators- have determined whar the testswould
contain. T'he pracritioners in your state
determined which testswould be used for licensurein your
subject nr." rnd helped decide what score
would be neededto achievelicensure.'l'his is how professional
licensurew.rks in most fields: those who
are already licensedove-rseethe licensing of new practitioners. when you pass'fhe praxis
seriessubject
Assessments'rou and rhe practitioners in your sratecan
be assuredth.t you have the knowledge required
to begin practicing your profession.
Chapter 3
StuclyTopics for the SpecialEducation:
Core KnowledguTests
 Introduction fo fhe test For cxlnrple, under rhe subropic,Basic concepts
in special education, krok lr
l'he .\pecialf,r/ucdtiort:(.oreKnou,/etlge rcsrslre
.lcsigncdro mcasure rhc subjecr-area knorvlcdge | [)cfinirionsof all mrjor carcgorics rrncl
rnd compercncies neccssary fbr a beginning specificdisrbilirics,esrvcllas rhe incidcnce
reacher of specialeducarion in a K-12serting.'['he and prcvalcnce of variousrvpcsof disabilirics
ropicsfor questions arerypicallythosecovercdin
inrroductorycollege-level ) fhe causarionand preventionof disabiliw
specialeducarion
courses, alrhoughsomequcsrions of a more ) fhe narureof bchaviors,including frequency,
advanced narureareincluded.T'hequcstions duration, intensiry,and degrcesof severirv
includedefinirionof rerms,comprehension of ) The classificarion of sru<Jentswirh disabiliries
criticalconceprs, application,analysis, and
problemsolving.All the quesrionson the resrare Most inrroducrory rexrsdevoteindividual chaprers
multiple-choiceand requireyou ro selectan to disabilirycategories.Chairtersusuallybcgin
answerfrom a setof fbur or five options. with definitions,incidence,and prevalence,wirh
somediscussionof causation(erioloW) and
'I'his chapteris prevenrion,A descriprionof characterisrics,
intendedro help you organize your or rhe
preparationfor rhe testand to giveyou a clear nature of thc behaviors,generallyfollows.
indicationabourthe depth and breadthof rhe
knowledgerequiredfor success Your introductory specialeducation course
on the tesrs.
material providesonly a generalguide. Consult
Using the topic lists that follow: you arenor materialsand resourcesfrom all your core special
cxpectedro be an experron all aspects of rhe topics education coursework.you should be able to
that fbllow.You shouldunderstandthe major match up specific topics and subtopics with what
characteristics of eachtopic, recognizethe minor you have coveredin your coursesin special
topics,and havesomefhmiliarirywirh rhe educationassessment, instructionalmethods,
subtopics.Virtually all accrediredundergraduare or classroommanagernent,and so on. you will find
sraduatespecialeducarionprogramsaddress the thar rhe Delivery of Services to Students with
majoriryof rheseropics,subropics, and evenminor Disabilities section tends ro be organizeclaround
topic.s.Moreover,the contenrof ,special Edu.tation main topic areasthat are ofren a.ssociared
with
( )orePri ncip/es:ContentKnowledgegenerally specificcourses.Reviewingminor ropicsby using
parallels rheCommonCoreKnowledgeand Skills rhe index of a texrbook tends ro be an eflective rvay
.Statemcnrs of the Councilfor Exceptional to refreshyour undersranding.
(ihildrens(CECI)SpecialEducationprogram
'liy not
.Standards. to be overwhelmedby rhe volume and
scopeof contenr knowlcdgc in rhis guicle.r\n
liru arerclarivelylikcly to flnd thar rhc overviewsuch as rhis rhat listsspecill education
organization of your inrroductionto.spccial topicsdoes not offcr vou a greatclealof conrexr.
cclucarion of' Although a spccificrt:rm may nor seenrfirrniliaras
tcxrbookis similarto the organization
rhe fir.srrwo ropic secrions,Understanding you seeit here,vou nrighr flnd
.youcould
Exceptionalitiesand Legal and SocietalIssues. undersrandir when applicdro a rcal-lifesiruarion.
trlanvof thc questions on rhcactualPraxistcstrvill
providerrruu'ith a contextto applvro thesc
topics()r terms.Finallr',
rcachingstudcntsu'ith
cxccptionalitiesrcquirescommonscnse. Ansu'crs
rhatarctechnicalh'accurate alsorendto be thc
mostlogical,As a specialeducationteacher, I'ott
shouldhavedeveloped good decision-making skills
in additionto l/ourknou4edge of content.APPI)'
thoseskillson the test.Youmav knorvmorethan
vou think.
Specialquestionsmarked with stars:
Interspersed throughoutthe list of topicsare
questionsthat areoutlined in boxesand preceded
by stars(*). Thesequestions areintendedto help
you testyour knowledgeof fundamentalconcePts
and your abiliry to apply fundamentalconceptsto
rypicalclassroomsituations.Most of the questions
requireyou to combineseveralpiecesof knowledge
in orderto formulatean integratedunderstanding
and response. If you spendtime on these
questions,you will gainincreased understanding
and facilirywith the subjectmattercoveredon the
test.You might want to discussthesequestionsand
your answerswith a teacheror mentor.
Note that the questionsmarkedwith starsarenot
short-answer The questions
or multiple-choice,
markedwith snrs areintendedasstudyquestions,
not practicequestions.Thinking aboutthe answers
of
to themshouldimproveyour understanding
fundamental concepts andwill probablyhelpyou
ans\\'era broad rangcof qucsrionson the tcst.For
exanrple.rhc fblknvingbox u'irh l starappcarsin
rhc lisr of srtrdvtopicsunder "classificetions as
represcnted in Individuals*'ith Disabilitics
EducationAcr IDEA'9-]":
j* V'hat are the l2 categories
of disabilitiesunderi
i r DE A ' 9 7 ?
lf 1'outhink aboutwhat IDEA '97 coversand are
ableto jot down a list of the disabilirycategories
included,you haveprobablypreparedyourselfto
answermultiple-choice questions similarto the
one below:
of IDEA'97
Nl of the followingarecomPonents
EXCEPT:
(A) Physicaltherapyis availableto studentswith
spinabifida.
(B) Mental retardationis subdividedaccordingto
an I.Q. scoreon a standardized test.
(C) The existence of multiple disabilitiesdoesnot
possiblefor any
limit the typesof services
student.
(D) ChildrenclassifiedasADD/ADHD must
havea behaviormanagementplan asa part of
theirIEP
(The correctansweris (D). UnderIDEA'97,
ADD/ADHI) is not a specificdisabilirycategory
and a behaviormanagement plan may not be
for everychild.)
necessar)'
Undersfonding \leny textbooksdefine rhe exccprionalchild as()ne
Exceptionolities uho is diffcrenrfiom a normal child in rcrmsof
nrental(or cognitive)characreristics,
scnsory
An undcrsranding beginsw'ith
of exceptionaliries rbilities,communicarionabiliries,behavioralend
.rn understandingof human developmcnt.V'e cmotional developmenr,or physicalcharacterisrics
exceptionelitics
conceptualize bv using normal (Kirk, Gallagher,& Anastasiow,2000). Cultural
developmentas a ref'erence
point. Human and socioeconomicfactorsoften interactwirh
manv xvsx5-
developmentencompasses 56slxl thesecharacteristics,
raisingaddirionaleducarional
and emotional, language,cognition, and physical considerations.Exceprionalchildren remind us of
and scnsory.Significantdifferencesor dcficits in the many wavschildren developand learn.
theseareasof devclopmentmay be indicationsof 'Icachingexceptional
children expandsour abilirv
cxceptionaliry. to teach all children.

Human development and behavior as Characteristicsof studentswith

related to students with disabilities
) Socialand emotionaldevelopmentand
behavior
. Identifring normal behavior
) Languagedevelopmentand behavior
. Earlychildhoodlanguagedevelopment
) Cognition
. Thinking,knowing,or processing
information
. Historyof intelligence
testing
including motor and
) Physicaldevelopmenr,
sensory
. Bodilyimpairments
. Differencesin vision ,rndhearingthat
affectperformance
* \Vhat does the term deueloltmentaldisttbilities
mean?
* What are diffcrencesbetwecna devclopmcntal
delay and a dcvelopmcntaldcficit or disorder?
disabilities,including the influence of
) Cognirivefacrors
) Affecriveand social-adaptivefbctors,
includingculrural,linguistic,gender,and
socioeconomic factors
) Genetic,medical,motor, sensory,
and
chronological-agefaco rs
* How is it that individualswith the same
disabilirycandiffer in rhe way theylearn?
* What is the impactof chronological-age
f'actors?
ln mostcases, a disabiliryaffecrsmany
characteristics,
cutringacrossdifferentareasof
functioning.Facrors rharcontriburero a disabiliry
arealsomultifaceted.In almosrall cases, the
characteristics
of a disabiliryarethe resulrof some
combinationof natureand nurture,uniquein
everyindividualcircumsrance. Definirionsof a
numberof differentdisabilities explicitlyrefbrence
a rangeof facrorsand characreristics.
At a programmatic level,the lndividuals with ) Understanding
peoplewith disabilities
I)isabilitiesEducationAct (Pt. 105-17),known as . N{cdical
modcl
IDEA'97, definesbasicconceptsin special
. Psychological
model
educaticin.IDEA '97 definesrwelvecategoriesof
disabilirvand outlines the fundamentalprocesses . Sociological
model
of providing servicesto studentswho meet these
I The causation
and pro'entionof disabiliq,
categoricalrequirements.Many educatorshave
. Biologicalperspectives
criticized the categoricalapproach for being
exclusionaryand have questioned its educational . Behavioral
perspectives
relevance.
. Psychodynamicperspectives

Basicconceptsin specialeducation, . Sociological-ecologicalapproach

including I Dimensionsby which behaviorsaremeasured

Definidonsof all major categories . Frequenry

and
specificdisabilities,aswell asthe incidence . Duration
and prevalence of varioustypesof disabilities
. Intensiry
Mental retardation
o Degreesof severiry
Specificlearningdisabilities
Seriousemotionaldisturbances * \X/hataresomebasicassumptions
underlying
behavioralapproaches?
Speechor languageimpairments
Vision impairments
I The classification
of studentswith disabilities
Hearingimpairments . Classifications in Individuals
asrepresented
Orthopedicimpairmenrs with DisabilitiesEducationAct
(IDEA',g7)
Other healthimpairments
Deafness'blindness
* \flhat arethe rwelvecategories
of disabilities
Multipledisabilities underIDEA'97?
Autism
. Labelingof students
Tiaumaticbraininjury

* Labelingstudentswith disabilities
hasbeen
* Be ableto identiS'thebasiccharacreristicsor
controversialsince
the passage
of PL,94-142.
dcfining factorsfor eachqvpeof disabiliry.
What aresomemajorarguments for and
* Is thereonly one definition for eachcarcgory againsrlabeling?
of specificdisabiliry?
 - Devclopment;rl .rpproach
- C-ulturrl.rpproech
- Individu,rlrrppro,rch
. .{D H D
V'hat doesIDEA savilbout ADHD? How do
studentswith ADHD receivecducational
services?
ebilirv to meet the demandsof rhe rvorkplace.
Furrher,rhe posr-sehoolrvorld doesnor ofler the
rvpesof supportsfbund in IDEA'97. Adulrsrvirh
disabilitiesmusr takea proactiverole in
understandingthcir rightsundcr the ADA and in
seckingsupporrsand resourcesthey may need.
They also must make decisionsabout rhe cxtcnr ro
which thev identifr or considerthemselvesas
"disabled."

. '['he implicarionsof the classification

The influence of (an) exceptional
processfor the pt:rsonsclassified condition(s) throughout an
individualt life span
W'hat is the noncategoricalpcrspective?
) Theoriesof life span and adult development
'Ihe influenceof levelof severityand
|
presenceof multipleexceptionalities
on * Doesdevelopmentend in adulthood?
studentswith disabilities
. Mild, moderate,severe/profbund
categories ) Education
within a specificdisabiliry
* How do we preparestudentsfor adulthood?
* No categoryof disabilityis a "onesizefits all"
situation.Degreeof severirywithin a caregory . Postsecondaryeducation
may be more tellingthan the categoryitself. . Continuingadulteducation
Educationirlgoals,approaches, and
considerations for studentswith severeand ) Employment
multiple disabilitiesarediffcrentfrom thosefb . Unemployment
and underemployment
studentswith mild and moderatedisabilities.
What otherpossible functionsneedto be * \{hat is underemployment, and why is it ofien
considered in designing education? a more salientissuethan unemployment For
many personswith disabiliries?
'['he
influenceof a disablingor exceptional
* What agenciescan aid in preparinga student
condition doesnot end after an individual has
fbr rvork?
cxited the schoolsystem.l)isabilitiesare lifelong
conditions,although the effectschangewith the
. r\mericanswith Disabilitiesr\ct (ADA)
variedchallengesof adulthood. For example,a
- ,\cccssibiliryand reasonable
tlifficulry with readingin .rdulchoodwill nor result
accommodrtions
in labeling,placemcnt,and instruction issues,but
- Nondiscrimination
it mav havea profcrundimpact on the individual's
 I Social-Emorional
j* Varydid Congresschange
rhenameof rhe i
. Disclosure
of a disabiliry Educationof theHandicapped
Acrto IDEA? i
I
. Self-advocacy
. Emphasis
on inclusion
I Family . Tiansitionand IndividualTransitionplan
. Continuingdependency (rTP)
. Changesin family roles . Autism and rraumaticbrain injury
. Marriageand parenring
) PublicLaw 105-17(IDEA'97)
) Recreation . Suspension
and expulsion
. tiennial evaluations
not mandated
Legol qnd Societql lssues
I Secrion504
In manyways,the historyof legislationdefinesrhe . RehabilitationAct of 1973
historyof services to studentswith disabiliries.
Moreover,legislationtendsto reflectchanging I Americanswirh DisabilitiesAct (ADA)
attitudesaboutand perceptionsof personswith . Nondiscriminatoryemployment
disabilities.The philosophyof whar constitutesa . Publicaccommodations and access
freeand appropriarepublic educationhaschanged
. Thansporration
and evolvedin the variousreauthorizationsof rhe
originalPL94-142. Other federallawsaddress . Telecommunications
basicissuesof civiland individualrightsof persons o Government
with disabilities.Personswith disabilitieshave
sharedin the samesrrugglefor civil rights with
* \trflhataredifferencesberweenSection 504 and
other minority and disenfranchised groups.
the ADA?
Federallaws and legd issuesrelated to * How do Section504 andthe ADA define
special education disabiliw?

) PublicLaw 94-142 I Importantlegalissues,

suchasthoseraisedby
. Zero reject(F.A.PE.) rhe followingcases:

. Nondiscriminatoryassessment ' Rowlqtre: programappropriateness

. Tatrore: relatedservices
. Individualized
education
, Honigre: discipline
. Leasrresrrictiveenvironment
. Obertire: inclusion
. l)ue process
. Parenral Schoolsareincreasin gly awarerhar rhe purposeof
parriciparion
workingwith childrenrhroughthe firsr l8 yearsof
I PublicLaw l0l-476 (IDEA) their livesis ro preparethem for the next 70 vears,
In orderro prepare studenrsro live and work in
 l.r.rrlcommttnitiss.schottlsnccd ro parrner rvith [-hchistorvof speci,rl cducati<lnhrs a strrpri.sirru
,rl rhoscconrntttnitics- frrnrilics,
rrrcrnlrcrs (rcralclo
c.tsrof chlrrlctcrs. shltterirrq
Rivera'.s
ernpkrve ics.tlcrlvtlrks,.lnd
rs, .tnd sttpportrtgctte exposcof thc \Y'illorvbrookSchoolin l9ll ri'.rs
rfirl sinqlc fr,rcrorirr
IDF.A'97 rcquiresspccialedttcttrrrs lrgrratrlvthe nrost p<xve
orqlniz.irriotts.
ro r:lkethc leaclin initiating.rntlcoordinrrting building public suppor(lbr dcinstiturionrtlizrrion
ir rnd cotnmunitv-bascd
rrlnsition planningfbr studcntsrvith disebilitics, phccments.()r'cr rhc plsr
interactionwith
processthet involvescttnsiderable +0 to 50 vears,il philosophvof inclusionin all
localcommunities. rrrcasof lifl'hes graduallvevolved,representedbv
chrngesin legislationasr,r'ellas public attitudes.[n
The school's connections with the many cases,ongoing advancesin rechnologymake
families, prospective and actual inclusiona practicalrcalirv'.Specialeducators
employers' and communities of should be awareof the largcrsocial,political,

students with disabilities, for examPle economic,and educationalfbrcesthat continue to

shapecurrent practiccs,
'leacher advocacyfbr students and fhmilies,
|
developing student self-advocacy Historicd movements/trends affecting
the connectionsbetweenspecial
What is learnedhclplessncss? education and the larger society' for
examPle
and roles
) Parentpartnerships
and community-based
I Deinstitutionalization
' Rightsand responsibilities
placements
. Tiansirionplanning
. Advocacyorganizations,
e.g,,CEC, LDA' * What does the term normctlizationmean?
ARC
) lnclusion
Publicattitudestowarclindividualswith
clisabilities
W'hat are differencesbetween mainstrcaming
(irlturaland communiryinfluences
on public and inclusion?
towarclindividualswith disabilities
attitucles
agreements
I nterrrgency I Applicationof technology
-lransition
)
What agenciesare ofien involved in transition [)evelopmentalserviccs
planning?
Vtrcationalrchabilitarion

) Ooopcrarivcnaturc of the transition planning cntplovment

Shclteredworkshops/suppttrtecl
process
-|
i- * What.loesIDF.A'97mand:rre
rcgarding
I
t* in the transitionplanning
\X'ho participatcs j rransition
planning? I
proccss?
|
 I Advocac' L,cological

I Accountal'rilin'
and meeringeducarional Therapcutic(spe.ech/lrrnguxse,
phvsical,
stanclards ancloccuparional)
and nrcclicirl
approachcs

Defivery of Servicesto * V'hat combinarionof approaches do special

Studenrswith Disqbilities cducariontcacherswpicallv usc?

* lb '*,harexrenrdo rheseconceprualapproaches
r
The approachesa reacherusesro inreracrwirh
overlap? :
srudentsare directlv relatedto the teacherbthcorerical
or conceptualorientarion.For example,in working to I Placement
and programissues
suchas
changea srudent'sbehavior,a teacherwirh a
. Earl)'intertention
behavioralorientation would focus on measuringthe
- Infanrsand ToddlersAct QL 99-457,
behavior and implementing a reward systemfor
ParrC)
improvement. A ceacherfrom a psychodynamic
- Preventionof secondarydisabiliries
background would spend more time tdking with rhe
student, tryrng to discoverthe feelingsand r Leastrestrictiveenvironment
motivations causingthe behavior.In practice, mosr . Inclusion
teachersemploy combinations of conceptual
approaches.Specid education teachersalso need to be
* \Whatarethe characreristics
of schoolswith
awareof generalissuesand trends wirhin the field
successful
inclusionprograms?
that drive placement and program issues.Special
education teachersare part of a large sysrem. * \(hat skillsdo srudentsneedfor successful
Understanding how and why rhat systemworks is an inclusion?
important component of effectiveteaching.
. Roleof individualizededucationprogram
Background knowledge, including (lEP)team

Conceptualapproaches underlyingservice * \X'hoparricipares

on rhe IEP team?
deliverl'to srudents
wirh disabilities,
including
Due process
guidelines
. Cognitive
Categorical,noncaregorical,
and cross-
. Constructivist categorical
programs
Psvchodynamic
* Distinguishbeweencaregorical,
Behavioral
noncategorical,
and cross-carcgorical
grouping
Sociological ofsr udcnr s.
i
. (lontinuum of educarionaland relarcd
sen,iccs
 -I

Relatedserviccsand rheir inregrationinro Curriculum and instruction and their

thc cllssroom,includingrolesof orher implementation acrossthe continuum
profcssionals
of educationd placements,including
,{ccommodarions,including acccssto
essistiverechnology ) The individualized
flmily serviceplan
(IFSP)/individualized
educationprogram
(lEP) process
r* Is assistive always"hi-rech"?
technology i
i

. tansition of srudentsinro and within

the IEP? i
specialeducationplacements i

. (lommuniry-basedtraining
I Instructional
developmenrand
. Post-schooltransitions implementarion,
for example
) Integrating best practicesfrom . Instrucrionalactivities
multidisciplinary researchand profbssional
. Curricularmaterialsand resources
literature into rhe educational serring
. \Torking wirh classroomand supporr
. Cooperative learning
personnel

* Think of a srudent for whom cooperative

* \X/hatis the relarionshipbemeena special
learning might not be a good approach.
educationreacherand an instrucrional
Vhy nor?
assistantor paraeducator?

. Learning srrategies * What is the relationshipbeweena special

educationteacherand a generaleducarion
teacher?
* Give an exampleof a learningsrraregy.

. Ti.rtoringoptions
[)cvelopingand implemenringcurriculum and
instruction are rhe hearrof the teachingprocess.In
'leachingstrategies
) and merhods,fcrrexample
addition to undersrandinggeneralceachingmodels . Modificationof marerials
and equipmenr
and straregies,a specialeducation teachershould
. Learningcenters
be able to modify and individualizecurriculum
rnd instruction ro meer the.specialneedsof . Facilitatedgroups
studentswith exceprionaliries.
Specialeducation . Studyskillsgroups
teachersmusr be awareof the many dimensionsof
. Self-managemcnr
curriculum and instrucrion,taking into account
instructionalformars,rype of curriculum, . C-o<lpcrarivc
learning
technology,and orher facrorswirhin the conrext
of the individual needsof the srudent. What are the differencc.sberweenpecr/cross-
ageturoring and cooperativelearning?
 ' Diagnosric-prescriprive
merhod
* ri(har aremodaliryor learningsryle
approaches?
* Vhy arerheyconrroversial?
Modeling,skilldrill
Guidedpracrice
Conceptgeneralizarion
Learningstrategyinstrucdon
* Vhar is meantby metacognitive approaches,
often a componentof learningstraregy
insrructionand conceptgeneralization?
. Direct instrucdon
- Precisely sequencedlessons
- Modeling,drill, practiceand immediate
feedback
- Teacher-centered
I Instrucrionalformarand componenrs,for
example:
. Small-and large-groupinstruction
- Faciliared group straregies
. Funcdonalacademics
. Generalacademics
with focuson special
education
* In manyschools,thereis no specialeducarion
curriculumfor the majoriryof studentswith
exceprionaliries.
Rathet specialeducarors are
expectedto adaprthe generaleducation
curriculumro makeir accessiblefor srudents
in specialeducation.
. ESLand limitedEnglishproficienw
* \X/henis specialeducationappropriatefor
childrenwho speaka language orherthan
English?Vhen is ir not appropriate?
. Languageand lireracy,
acquisirion
. Self-care
and daily living skills
. Pre-vocarional
and vocariondskills
I Careerdevelopmentand rransirionissuesas
relaredto curriculumdesignand
implementationfor studentswith disabilities
accordingro rhe criteriaof ulrimare
funcrioning
. Functionelacademics
. Comrnuniry-based
instruction
* Communiry-based insrructionis an essential
componenrfor the transitionfrom schoolro
the "red world" for many exceptionalsrudenm.
Studentsoften find it easierto learn skills in
the settingsto which they apply rarherthan in
the classroom.How do teachersarrangefor
community-based instruction?
. IndividualTiansitionPlan (ITp)
* \ifho parricipares
in the developmenrof the
ITP?
I Technologyfor teachingand learningin
specideducationsertings,for example:
o Integratingassisrive
technologvinto the
classroom
* Did you know rhat assistive
technologyis not
jusrhi-rech,compurer-based adaptations?
Can you namelower-rechdevicesthat help
studentswith disabiliries
adaprro the
educarionalserring?
 . Computer-assisted
instrucrion ro know how to interprer theservpesoF
particularlyto gain a senseof the
;lsscssments,
instruction mean lcss
I *Does computer-assisted studenr'sstrengths,weaknesses, and needs.Once
I rcacherinvolvement? for
the srudententersclass,assessment
instructionalpurposesbegins.Teachersgenerally
and alrernative
.{ugmentative find that observingand measuringthe student's
communication ebiliry on the classcurriculum providesrelevant
- Signlanguageand gestures(unaided) i nfo rmation for i nstructional decision-making.
- Communicarionboards(aided) Consequentlv,reachersneed to know how to

fbr microcomputers designor select,implement,and interpret informal

Adaptiveaccess
assessments.Finally, teachersneed to be able to use
Positioningand powermobiliry for measuresto evaluatethe instructional
assessment
studentswith physicaldisabilities processand determine wherher objectivesand
and usinginformation
Accessing goalshave been met.
technology
Assessment,includirg
Useof productivirytools
Technologyfor sensorydisabilities Useof assessrnent diagnosis,
for screening,
- Closedcaptioning placement,and makinginstructional
- Telecommunication devices decisions
- Cochlearimplant . How to selectand conduct
nondiscriminatoryand appropriate
* Many deafpersonsadamantlyopposethe assessments
cochlearimplant. Do you know why?
- Closed-circuittelevision(CCTV) * Vhat arethe provisionsfor nondiscriminatory
- Mobiliry devices testingprocedures
in IDEA'97?
- Braille'nSpeak,OptaconScanner
. How to interpretstandardizedand
. Voice-activated, speech-
speech-synthesis, specialized
assessmentresults
recognition,and word-predictionsoftware
. Understanding
of conceptssuchas
- Reliabiliry
Vhat are the usesof an assistivetechnology
- Validiry
device such as the Kurzweil Reading Machine?
- Standarddeviation
- Standarderror of measurement
Specialeducatorsinreractwith assessment in
How to effectivelyuse cvaluation resultsin
virtually everything they do. Specialeducation
initiated by a referral.All IFSP/lEP development
bcginswith assessment,
rhe componcnr.sof the diagnosticand placement How to preparewritren reportsand
processthat fbllow - screening,
o$5gru31ion, communicatefindings
fbrmal and informal testing- are typeso[
'i'he
assessment. specialeducationteacherneeds
 ) Procedures and resrmarerials, both formal
and inform al, rypicallyusedfor pre-referral,
screening,referral,classificarion,
placemenr,
and ongoingprogrammonitoring
* How doesdue processaffecrpre,referral,
screening,referral,classifi
carion,placemenr,
and ongoingprogrammoniroring?
I How to select,construct,conduct,and
modify nondiscriminatorydevelopmentally
and chronologicallyage-appropriare
informal
assessments
* How do teachersuseassessment measures asa
meansfor developingappropriate,
individualizedinstruction?Iil/hat rypesof tests of facilitatingefficienrand effectiveinstruction.
do they use?How arerheyconsrructed?
. Teacher-made
tests
* \V.hy do teachersconsrrucrrheir own tesrs?
How do teachers createreliableand valid tests?
Criterion-referencedrests
Curriculum-based assessmenr
Informal readinginventories
Other alternatives
to norm-referenced
testing
* \0(hatis authenricassessmenr?
- Observations
* What aredifferenrwaysof recording
observations?
- Anecdoralrecords
- Pls6yanalysis
- Miscueanalysis
- Self-el'aluarionquestionnairesand
i n cerviervs
-Journals and learninglogs
- Portfolio assessmenr
* Vhat might be includedin a portfolio
assessmenr
of a srudent?\X/harskillscan be
assessed
usingportfolios?
* \il(henyou apply for a teachingposirion,you
may be askedto provide)'our own pordblio.
rJ(/hatareexamplesof rhingsyou would
includeasa beginningprofessional? Vhat
rypesof ponfolioscould you useasa teacher?
Structuringand managingthe learning
environmentarenot endsin themselves but means
Structuringthe learningenvironmenteffectivelyis
Preventative and proactiveteachingat irs best.A
well-structured environmenraddresses the
arrangement of srudents,materials,and special
areas.For everyproblema well-structuredclass
prevents,the teacheris ableto devotemore time ro
instruction.Creatinga positiveenvironmenrsrarrs
with understandingrhe individud needsof your
srudents.Obviously,no marrerhow well the
learningenvironmenris strucrured,special
educationteachers must havea reperroireof
classroom managementskills.Most reachers
employsomerypeof behavioralapproach.In order
to manageor changestudentbehaviors,the teachcr
must operarionalize behaviorsso rhar they are
observable and measurable. The teacherrhen musr
havea meansof recordingobservations to
determinethe effectiveness of intervenrions.
Finally,havinga rangeof straregies encompassin{
behavioral and other(e.g,,psychodvnamic)
perspecrives is a criricalcomponenrof efFccrivc
classroom management.
Structuring and managing the ' Iltrcqrlrionr.rfrelrrrcdscrviccs
learning environment, including --- ( )ccrrprrtirln.rl
rhcrlrpv
._ l)hvsic.rlrhcr:r1'rv
) Srructtrringthc leirrningcnvironnrcrrt -- Spccchrtnd lrrngu:rqctlrcr,rpv

V'hrt flcrors ,shouldbe consiclcredin * \{'hlt .rre clithrcnccs ['lcnvccn spccsh lrnr.l
Ir
srructurinqthe lcarningenvironment? l.rngurgc?
ConsidercertainspecificcasesoIsrudentswith * ,'\ccording
ro rheU.S.Dcparrmcnr
of
For eachone, how would you
disabilities. F,ducarion, l9 pcrcenrof dl srudenrsrcceiving
stnlcturethe environmcntto mcct the scrvicesthrough IDL{ havespreech or llngu.rec
studcnr'slearningnceds? difficultics,the sccondmo.srfrequcntlv
occurringdisabilirynexr ro learningdisabilirics.
'l-he physical-social
environment fbr
'
learning ) (,lassroommanagementrechniqucs
- Expectations . Behavioralanalysis
- Rules
- (Jclnsequences
!/hat is the S,-R-S-or the ABC model?
- Consistency
- Attitudes -
- I-ighting antecedents
- Acousticcharacteristics - Target bchavior
- Seating
- {66gsg * How clo you make a bchavior measurablei
- Safbtyprovisions
-- Oonscqucnt cvent.s
- .Strategies
fbr positiveinreractions
Positivereinfbrcernenr

* How would you arrangea classroclmwhere Ignoring

you and your studcntscan accessmaterials Itunishment
casily,scc and hear each <lther,and engagcin
. Bchavioralinrcrventions
activetcachingand learning?

. '['ransitionsberwcenlessonsand activitics What aresomeof rhe issucs

surrotrnding
rhe
uscof punishment?
* What strategiesare cff,ectivetbr having
' []unctionalanalysis
studcntsrnovearoLlndthe clrrssroomwithout
lrcinedisnrptive? l r-" F{owtlocsidcnrifvingrhc rrlreccdcnr,
_ r l* thc
. (iroupingof srudents consc(luetrce,
,rnd thc conclitittnsunder which
- I lcterogeneous
vs.honrogcnorrs II rhe behavioroccurshclp a rcacher.lcvcl,rp
arr
urouping
t intervcntioni
 Data-garhering procedures individualsinvolvedin rhespecialeducation
- Anecdntal data processtendsro benefitreachingeffectiveness.
- Frequencymethods Clear,direct,and accurarecommunication will
- Interval merhods protectyour credibiliryand prevenra plethoraof
- Duration nrethods problems.
Self-managementstrategiesand
Professiondroles,including
reinforcement

Cognitive-behavioral interventions ) Specificrolesand responsibilitiesof teachers,

for example:
Psychoeducationalmodels
- Life spaceinterview . Teacheras a collaboratclrwith
- Other teachers
Social skills training
- Teachereducators
- pxssns5
* How imponant is socialskillstraining?
- Communiry groups
Research indicatesthat successfuladaptation
- Outside agencies
ro adulthoodreliesmore on effectivesocial
. Teacheras a multidisciplinary team
and interpersonal skillsthan on academicor
even vocationalskills.As many studentswith member
exceptionalitieshavedeficitsin socialskills,
facilitatingsocialskillsdevelopmentis a * Vho participatesin an IEP meeting?
paramountreachingresponsibilityin preparing
. Maintainingeffectiveand efficient
studentsfor the world beyondschool.Special
educationteachersneedto be familiarwith a documentation
varieryof instructionalapproaches in this area.
* In a litigiousage,documentationis a critical
inherentin behavior
I Ethicalconsiderations componentof a specialeducationteachert
management responsibilities.
How do you ensureaccuracy
Specialeducationteachers aremore than just and adequacyof documentation?
teachers.They arerequiredto fulfill numerous . Selectingappropriate environments and
professional roles,includingworkingwith a wide
servicesfor studenrs
rangeof professionals, and
paraprofessionals,
parents.The abiliry to work collaboratively is an
* How will you definethe leastresrrictive
essentialskill for specialeducationteachers.
environment(LRt) for eachindividual
Nevertheless, theirprimaryresponsibiliry is for
student?
What typesof conflictsmay be
goeson in the classroom.
r'*'har Consequentlv,
involvedin determiningthc LRE?
specialeducarionteachers mustbe gooddecision-
makcrs.I'hey mustbe ableto think criticallyabout . Critical evaluationand useof professional
thcir efTectiveness asteachers.Maintaining litcratureand organizations
cfTecriveand functionalrelationships with all
 Reflectingon one'sown reaching Vriting reportsdirectlyto parents
'Ieacher'srole in variety Meetingwirh parentsto discuss
a of teaching srudent
settings (self-con
tained classroom,resource concerns, and IEP's
progress,
room, itinerant,co-teacherin inclusion
Encouraging
parenrparticipation
serring,erc.)

Maintaining student confi dentialiry * \)/hat resources

l* \fith whom can you discussvour students?
I placein manycommunities.If no suchgroup
l* \Xlhatcanvou discuss?
I lVhen do you
l* What is a "mandatedreporter"?
I becomeone?
) Influenceofteacherattitudes,valuesand
behaviorson the learningof exceptional
students
in your communiryassisrparents
of childrenwirh specialneeds?
Localaffiliatesof
CEC, LDA, ARC, CHADD and orhersarein
exists,couldyou dwelop a suppongroup?
. Reciprocalcommunicationand rraining
with other serviceproviders
* Vhat can you do ro make parents feel more
comfortable at IEP meerings?

* How might personalcultural biasesaffectone's

teaching?\)7hatcanone do to counteractthem?

) Communicatingwith parents,guardiansand
appropriatecommunirycollaborators,
for
example:
. directingparentsand guardiansto parent-
educatorsor to other groupsand resources

* Educatorsincreasinglyrecognizethat actively
includingparentsin decision-making processes
providesa numberof benefits. tVhen possible,
the studenrshouldbe an activeparticipantas
well. \X/hataresomeefltctive methodsof
maintainingcommunicarion with parents?
Chapter4
f)on't be Defeatedlry
Multi ple-Choice (|uestions
Why rhe Multiple-Choice
Testi Toke Tim'e
When you takethe pracrice questions, you will sce
rhatrhereareveryf'ewsimpli idenrification
rluestionsof the "V'hich of rhe fbllowingis a kind
of visualimpairmenr?" sort.W'henThe Praxis
SeriesrM Assessments werefirst beingdeveloped by
tcachersand teachereducatorsacross the country
it rvasalmostuniversallyagreedthar prospective
reachers shouldbe ablerc analyze situations,
svnthesize material,and applyknowledgeto
specificexamples. In short,they shouldbe ableto
think aswell asto recallspecificFacts,figures,or
fiormulas.Consequently, you will find that you are
beingaskedto think and to solveproblemson
your test.Suchactivitytakesmore time than
simplyansweringidentificationquestions.
In addition,questionsthat requireyou to analyze
situations,synthesizematerial,and apply
knowledgeareusuallylongerthan aresimple
identificationquestions.The PraxisSeriestest
questionsoften presentyou with somethingto
read(a casestudy,a sampleof studentwork, a
chart or graph)and askyou questionsbasedon
vour reading.Strongreadingskillsarerequired,
and you must readcarefully.Both on this testand
asa teacher,you will needto processand usewhat
you readefficiently.
lf you know that your readingskillsarenot strong,
phrase"which of the following." In rhe questir:n
you maywant to takea readingcourse.Oollege
campuseshavereadinglabsthar canhelp you
your readingskills.
strengthen
UnderstondingMultiple-
ChoiceQuestions
You rvill probably norice thar rhe word order (or
svntax)in multiple-choicequestionsis dif'fcrent
from the rvord order you'reusedto sceingin
ordinary things you read,like newspapersor
rextbooks.One of the reasonsfbr this differenceis
that many such questionscontain the phrase
"which of the fbllowing."
The purposeof the phrase"which of the
fbllowing'l is to limit your choicg of answersonly
to the list given. For example,look at rhis
question.
\X/hich of the followins is a flavor made fiom
beans?
(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint
Vru may know that chocolateand coffee are flavors
made from beansalso. But they are nor lisred, and
the question asksyou to selecrfiom among rhe list
thar follows ("which of rhe following"). So rhe
answer has to be the only bean-derivedflavor in
the list: vanilla.
Notice that the answercan be
subsrituted for the
,rbove,yclu could insert "vanilla" for "which of rhe
fcrllowing"and haverhe senrencc"\hnilla is a
flavor made from beans."S<.rmetimes ir helps ro
crossout "which of the fbllowing" and inserr rhc
variouschoices.You may wrrnt to give rhis
techniquea try as you answervariousrnultiplc-
choicequcstionsin rhe pracricercsr.
 .{lso,Iookinecarcfirllvar rhe "ivhichof t}rc Sonrcrirnesit hclpsro pur rhequestion in vour
firilou'ing"'plu..rsc
hclpsyou ro locuson rvlur rhe orvnntrrds.Ilcrc, r'oucouldpirrtphrasc the
quesri()ltis askingvou to fllrc-l
and on tl)r,llns\\,cr qucsrion es"V'hen researchcrs artcmptto
choiccs.In rhe sinrplccxrnrplcabovc,all of the dcrcrnrinc theprevalcnce of learningdisabilirics,
r-rns\\'cr
clroicc'sarc flrrrors.\bur job is ro dccidc u,harstopsrhcm?"I)efinirions of learning
r.r'hichof rhc flavrlrsis rhc onc madc from bcans. disabilirics
arcoftcn imprccisein specili,ingthc
'I'hc vanilla point at which a specificlearningproblcmshould
bcan question is prertv srraightfonvard.
bc classified
asa disabilirl',
and thisfactoraffccts
Ilur the phrasc"which of the fcrllou,ing"can also
identificarion of rhe condition.J'herefore
thc
bc ftrund in rnorechallengingquesrions. I-ook at correcransweris (D).
this quesrion;
\bu mar'find rhat ir helpsro circleor underline
\X'hich of the fbllou'ing is a factor rhat irnpedes
eachof rhecriticaldetailsof the quesrionin your
researchers'attemprs t<l determine with
testbook so rharyou don't missany of rhem.Ir's
cerraintythe prevalenceof learnjngdisabilities
only bv looking at all partsof the quesriorl
in the Unired Srates?
carefullyrharyou will haveall of the informarion
(A) The absenceof any definition of learning vou needto answerthe question,
disabiliriesin federal guidelines fcrr special
education Circleor underlinethe criticalparrsof whar is
beingaskedin this quesrion.
(B) A generalrelucranceon rhe part of
educarorsand diagnosticiansro classify \Xuhichof the following bestdescribes
an
studcntsas having learningdisabilities ecologicalinventorv?
(C) Thc overlap in idenrification criteria (A) An analysisof rhe curriculumof a given
berweenrhe classificatiorlsof severe schoolsysrem
learning disabilitiesand severeemorional
(B) A compilationof spccificbehavioral
disturbance
managemenr needsof a child wirh
(D) The lack of a preciselydefined cut-off
disabilities
point at vvhicha learningproblem
(C) A compilarionof life skillsneededby a
requiring remediationbecomcsa disabiliry
childwirh disabiliries
in prescntor furure
requiring specialeducation
serrings
'Ihe
placementof "which of the follow.ing"rells
(D) A s)'nthesis
of rhepasteducarional
l'ou thar the lisr of choicesis a lisr of factor.srhat
impcdc "rescarchers'
achievcmenrs
of a childw.irhdisabiliries
atremptsto determinerl,irh
ccrtainn'the prevalcnce of lcarningdisabilitiesin
thc United .\rates." lW'har
arc vol.rsupposcdto find
asan ans\r,er? Vlu arc supposedto flnd thc,choicc
that includcstlrc'frrctorrhat acrualh,inrpcdr,,,
rcscllrr'l)('l's
llt tcnt[)ts.
Here is one possibleway you may have annotated
rhe qucstion:
an
Vhich of the followingbesrdescribes
,ecrllogicalinventoryj?
(A) An analysisof the curriculumof a given
schoolsystem
(B) A compilationof specificbehavioral
management needsof a childwith
disabilities
(C) A compilationof life skillsneededby a
child with disabilitiesin presenror future
setrings
(D) A synthesis
of the pasteducational
achievementsof a child with disabilities
After spendinga minute with the question,you
can probablyseethat you arebeingaskedto define
what an ecologicalinventoryis. An ecologicd
inventoryis designedto determinethoseskills
neededby a particularindividualin his or her
currentand futureenvironment.The correct
answ€ris (C).
The importantthing is understandingwhat the
questionis asking.With enoughpractice,you
shouldbe ableto determinewhat any questionis
asking.Knowing the answeris, of course,a
differenrmatter,but you haveto understanda
questionbeforeyou cananswerit.
It takesmorework to understand'which of the
fbllowing"questionswhen thereareevenmore
wordsin a question.Questionsthat require
invariablyrequire
applicationor interpretation
cxtrareading.
Considerthis quesrion.
Brian,a high schoolsrudenrwith a learning
disabiliryreceivesresource-room insrrucrionin
English.Brian'sparenmhaverequesred a
conference with the resource-room teacherrwo
monthsafterrhe srartof the schoolyearro
discusshis progressin writing. Vhich of rhe
followingwould be the mosrappropriareirem
fbr the teacher's
agendafor this meeting?
(A) Ask the parentsto compareBriant written
work with rhat of anothersrudent.
(B) Ask the parentsto proposenew
instructionalobjectivesfor the written-
expressionsectionof Brian'sindividualized
educationplan (IEP).
(C) Otrer a comparisonof Brian'srecenrgrades
on writing assignments
with his
achievement-testscoresfrom rhe previous
yeet,
(D) Showthe parentsa folderof Briant written
work and discussapparentstrengthsand
weaknesses.
Beingableto selectrhe right answer,(D), depends
on your understanding of rhe goalsof the
conference with Briant parents.Of the choices
given,discussing examples of Briant work best
addressesthe purposesof rhe meeting.Asking
parentsto comparetheir childt work with that of
anotherstudent,asin option (A), is not
appropriate.(B) is nor correcrbecause rhis is nor
an IEP meeting,and because, while rhe parenrs
haveinput into theirchild'sIEP,it is not
appropriatefor the reacherro askparenrsro
proposeobjectives.(C) is not correctbecause the
comparison ir suggesrs is unlikelyto be
informative.
 Understonding Quesfions
Confnining ,NOT,'
"LEAST,T'oExcEPT,
In addirionto "whichof the following"and derails
that must be understood, the words"NOT."
"EXCEPT,"and "LEAST" often make
comprehension of testguestions
moredifficult.
Thesewordsarealwayscapiralized when they
appearin The PraxisSeriestestquesrions,but thel'
areeasily(and frequenrly)overlooked.
For the following tesrquestion,determinewhar
kind of answeryou'relooking for and what the
detailsof the questionare.
Computer-assisted instructionhasbeenshown
to be an imporrantteachingmethodfor
studentswith mentalretardationfor all of the
following reasonsEXCEPT
(A) The computerrequireslittle reacher
intervention,freeingthe teacherto prepare Questionsbasedon a casestudyrequirea careful
upcominglessons.
(B) The computercan be programmedto
deliverimmediatefeedbackon rhe
correctnessof a response.
(C) The compurercan be programmedro
provideasmuch repetitionasa student
needs,
(D) Compurergraphicsand soundcan
maintaina studenr'smorivationand
artenrionto rask.
You'relooking for a reasonrhat doesNOT explain
why computer-assisted insrructionis usefulfor
studentswirh menralretardation. The correcr
answeris (A), because all of thc otherchoicesare
goodreasons for usingcomputer-assisted
instructionfor thesesrudents. (A) is falsebecausc
tr
effecrivecompurer-assisted instrucrion tendsto
requireas much teachcrmoniroring and
interventionas orhcr typcs of individualized
student work.
It's easyto gerconfusedwhile you're
@
processing the informarionto answera quesrion
with a LEAST,NOT, or EXCEPT in the quesrion.
If you treatthe word "LMST," "NOT," or
"EXCEPT" asone of rhe derailsyou musrsatisfy
you havea betterchanceof understanding what
the questionis asking.And when you checkyour
answetmake"LEASI" "NOI" oT"EXCEPT"
one of the detailsyou checkfor.
Understqnding Gluestions
Bosed on Cqse Srudies
Casestudiesconraina body of inroductory
materialfollowedby a group of relatedquesrions.
strateg/that balancestime, efficiency,and critical
understanding.
Sincethe casestudycan often be denseand
complex,you shouldreadthrough the descriprion
of the situationbeforereadingthe questions,but
you shouldnor spendtime nking noresor reading
the situationmulriple dmesuntil you know whar
the questionsareaskingyou to do.
For example,you might encounrera casestudy
like this:
Michelle,a 19 yearold whoseparenrsare
deceased, hasprofoundmenralretardationand
livesin a grouphome.Sheis busedto a special
classby the localschooldisrrict.Michellehas
had frequent,exrended absencesfrom school
because of her frail physicalcondition.
 Sheis nonambulatory and nonverbal; hervision The correctanswersro theserwo questionsare(B)
and hearingareintact.Shecancornmunicate and (C), respecrively.
a few basicneedsby meansof a pictorid
languageboard.
In your first reading,you shouldmakesurethat
you understandthe basics.[n this example,you
shouldgraspthat Michellehasprofoundmental
retardationand is nonambulatoryand nonverbal,
and that her parenrsarenot living. In this first
reading,you shouldalsoanticipatebeingasked
questionsaboutappropriatecurriculumand
methodsfor Michelle.Once you havegainedan
overallunderstanding of the case,you should
answerthe first question.
Vhich of the followingis the appropriatefocus
of Michellet individualizededucationplan
(IEP)?
(A) Functionalacademics
(B) Self-careskills
(C) Basicacademicskills
(D) Prevocationdskills
For the secondquestion,you needto focuson the
statusof Michelle'sparents.
SinceMichellet parentsaredeceased,who is
requiredto reviewand approveher educational
program?
of the stateagencyfor
(A) A representative
childrentservices
(B) A court-designated
staffmemberof the
grouphome in which sheresides
(C) A surrogateparentappointedby the local
educationagency
(D) A blood relativewilling to assumethis
responsibiliry
Be Fomiliorwith Multiple-
ChoiceQuestionTypes
Now that you havereviewedthe basicsof
succeeding at multiple-choicequestions,it should
help to reviewthe mostcommonquestionformats
you arelikely to see.
t, Comphtc thc statcment
In this rypeof question,you aregivenan
incompletestaternent. You must selectthe choice
that will makethe completedstatementcorrect.
Accordingto the Individualswith Disabilities
EducationAct (IDEA), when parentsand
schoolsdisagreeovereducationalissuesfor a
child with a disabiliry either pafty cenrequesta
(A) mediator
(B) due-process
hearing
(C) new teacherfor the student
(D) court date
To checkyour answer,rereadthe questionand add
your answerchoiceat the end. Be surethat your
choicebestcompletesthe sentence. The correct
answeris (B).
2. Wbich of thefollowing
This questiontypeis discussed in detailin a
previoussection.The questioncontainsthe details
rhat must be satisfiedfor a correctanswer,and it
uses"which of the following"to limir the choices
to the four choicesshown,asthis example
dernonsrrates.
 Vhich of the followingis most clearlyan
exampleof a studenrusinginappropriate
syntax?
(A) Saying,"l seefootballgame"
wa" asa substitutefor "\7ater"
(B) Saving"'$7'a
(C) Saying,"Me sistershoesnewh"ppy"
of time. StatementII is alsocorrecr,because
must bc
federallaw specifiesthat rhe characteristics
presentto a marked degreeand adverselyafTect
educationalperformance.StatemenrIII is clearlv
incorrectbecausefederallaw does not requirethat
the studenrpreviousll'be diagnosedassocially
maladjusted.Therefore, the correct answer is (B).

(D) Saying,"He drinked his milk" 4, Quesrtons

containingLEA,ST,EXCEPT NOT
The correctansweris (C).
at lengthabove.It
Thisquestionrypeis discussed
3. Roman numeral choices asksyou to selectthe choicethat doesn'tfit. You
must be very carefulwith this questionrype,
This format is usedwhen therecanbe more than because it's easyto forgetthat you'reselectingthe
one correctanswerin the list. Considerthe negative. This questionrypeis usedin situationsin
followingexample. which thereareseverdgood solutions,or waysto
approachsomething,but alsoa clearlywrongway
Under the Individualswith Disabilities to do sornething.
EducationAct (IDEA), which of the following
criteriamust be met beforea studentis 5, Other Formats
classifiedasseverely
emotionallydisturbed?
New formatsaredevelopedfrom time to time in
I. The condition must be observedovera
orderto find new waysof assessing knowledge
long periodof time.
with multiple-choicequestions.If you seea format
affectthe
IL The condition must adversely you arenot familiarwith, readthe directions
student'seducationdperformance. carefully.Then readand approachthe questionthe
III. The studentmust previouslyhavebeen wayyou would any other question,askingyourself
diagnosedassociallymaladjusted. what you aresupposedto be looking for, and what
detailsaregivenin the questionthat help you find
(A) I only
the answer.
(B) I and II only
(C) II and III only
Useful Fqctsqbout fhe Tests
(D) I, II, andIII
l. You can answer the questions in any order.
One usefulsrrategyin this rypeof questionis to You can go through the questionsfrom
eachpossibleanswerbeforelooking at the
assess beginning to end, as many test takersdo, or you
answerchoicesand then evaluatethe answer can createyour own path. Perhapsyou will want
choices.In the questionabove,Statement I is to answerquestionsin your strongestfield first
correctbecause federallaw specifiesthat the and then move from your strengthsto your
mustbe observed
characterisrics overa long period weakerareas.There is no right or wrong wa!'.
Use the approachthat works for you.

rii
ti
:i

4lJ
2. There are no trick questionson the tests. 2. Skip thc questionspu ftnd to bc extremely
\bu don'thaveto find any hiddenmeanings or difficult Therearebound to be some
worry abouttrick wording.,\ll of the questions questionsthat you think arehard. Ratherthan
on the testsaskaboutsubiectmatter trying to answertheseon vour first pass
knowledge manner.
in a straightfbrward rhroughthe test,leavethem blank and mark
rhem in your testbookletso rhat you can come
3 . Don't worry about answer Patterns.There is backto them. Payattentionro the time asyou
one mvth that saysthat answers on multiple-
answerthe restof the questionson the testand
choicetestsfollow Patterns.fhere is another
try to finishwith 10 or l5 minutesremaining
myth that therewill neverbe more than rwo
so that you cango backoverrhe questionsyou
questions with the sameletteredanswer
left blank. Evenif you don't know the answer
fbllowingeachother.'Ihereis no truth to
the secondtime you readthe questions'see
cither of thesemyths.Selectthe answeryou
whetheryou cannarrowdown the possible
think is correct,basedon your knowledgeof
answers, and then guess.
rhesubject.
3. Keep track of the time. Bring a watch to the
4. There is no penalty for guessing.Your test
test,just in casethe clockin the testroom is
scoreis basedon the numberof correct
difficult for you to see.Rememberthat, on
answersyou have,and incorrectanswersare
average,you haveabout one minute to answer
not countedagainstyou. W'henyou don't
eachof the questions.One minute may not
know the answerto a question'try to eliminate
seemlike much time, but you will be ableto
any obviouslywrong answersand then guessat
answera numberof questionsin only a few
the correctone.
secondseach.Youwill probablyhaveplenryof
). It's OK to write in your test booklet. You can time to answerall of the questions,but if you
work problemsright on the pagesof the find yourselfbecomingboggeddown in one
booklet,makenotesto yourself,mark section,you might decideto moveon and
questionsyou want to reviewlater,or write comebackto that sectionlater.
anythingat all.Yourtestbookletwillbe
4, Read all of the possible answersbefore
destroyedafteryou arefinishedwith it, so use
selectingone - and then rereadthe question
it in any way that is helpful to you.
to be surethe answeryou haveselectedreally
answersthe questionbeingasked.Remember
Smqrt Tips for Tqking fhe Tesf that a questionthat containsa phraselike
"\(rhich of the followingdoesNOT. . ." is
l. Put your answersin the right "bubbles." It
askingfor the one answerthat is NOT a
seemsobvious,but be surethat you are
correctstatement or conclusion.
"bubblingin" the answerto the right question
on your answersheet.Youwould be surprised
at how manycandidates fill in a "bubble"
without checkingto seethat the number
matchesthe questiontheyareanswering.
). Check answers.If you haveextratime
ar the end ofthe tesr,look overeach
'<rur
left over
questionand makesurethat you havefilled in
the "bubble"on the answersheerasyou
inrended.Many candidates makecareless
mistakesthat could havebeencorrectedif they
had checkedtheir answers.
6. Don't worry about )rouf sconewhen you irre
talcing the test. No one is expectedto get all
of the questionscorrect.Yourscoreon this test
is not andogousto your scoreon the SAT,the
GRE, or other similartests.It doesntmatter \
on this testwhetheryou scorevery high or
barelypass.If you meetthe minimum passing l,-\
rt\l
scoresfor your stateand you meetthe other
requirementsof the statefor obtaining a
teachinglicense,you will receivea license.Your
, - t -/ .'
" ,\, |
I . r \J"
actualscoredoesnt matter,aslong asit is
abovethe minimum requiredscore.lil7ithyour
scorereport you will receivea booklet entitled
IlnderstandingYourPraxisSrorrr, which lists
the passingscoresfor your state.
Chapter 5
PracticeQuestions fbr the SpecialEducation:
Core Knowletlgt Tests
PrqcficeQuestions
Now rhat vou hlve studiedrhe contenr topics
end haveworked through stretegies
rclatingto
multiple-choicequestions,vou should rakerhe
fbllowing practicetcst.You will probablyfind it
helpful ro simulareactualtescingconditions,
giving yourselfabout 60 minutes to work on the
questions.You can cut out and usethe answer
sheetprovidediFyou wish.
Kcep in mind that the test you take at an acrual
administration will have diffc.rentquesrions,
llthough the proporrionof quesrionsin crrchlrea
lnd rnlior subarelrvill bc lpproximltclv rhe
same.You shorrldnor expccrthc pcrccnrlsetlf'
quesrions-voui.lnswcrcorrccrlvin thcscpractice
qucsrionsto be exacrlvrhe slme rs w'hcnvou r.rke
the restrt rn rctual ldministrarion,since
numerotrsfacrorsaffect a pcrson'sperfirrmancein
anv given restingsiruarion.
Vthen you havefinishcdthe prac'ticequcsrions,\()u
can scoreyour answcrsand rcad rhe explanarionsof
the bcstanswerchoicesin chaprer6.
 THEPRA)KIS
S E R IE S @
Professional
Assessments
forBeginning
Teachers

TEST
GOOE:

TEST
NAME:
0n:
Core

Practice
0uestions

Time-60 Minutes
60 Questions

(Note,at theofficialadministration
of test0350,therewill be 150questions,
andyou will beallowed
120minutesto complete thetest;for test0352.therewill be 50 questions,
andyou will be allowed
60 minutesto completethetest;tbr tests0351and0353,therewill be60 questions,andyou will be
allowed60 minutesto complete thetest.)
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 PAGE2
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I Forsr8t[corv I Fl I

t ll
 SPECIATEDUCAilON: CORE KNOWLEDGE
In makingdecisions aboutcurriculumirnd
instructionfbr a studentwith a disabilirv,
whichof the followingrypesof infbrmationis
generallythe most useful?
(A) Scores from standardized
tests
tB) The categoryof the disabiliry
(C) Curriculum-based assessment
(D) fhe amountof time the studentspendsin
the resourceroom
2 . Randiis a L2 yearold who scoreswithin the
averagerangefor her ageon the'W'oodcock-
JohnsonCognitiveBatterybut is significantly
belowgradelevelin readingand writing, and
at gradelevelin math.This profileis most
consistentwirh a possiblediagnosisof
(A) mild mentalretardation
(B) specificlearningdisabiliry
(C) attention-deficitdisorder
(D) autism
4 IDEA '97 requireswhich of the followingon
educationplan (lEP)?
an individualizecl,
(A) A statementthat explainswhy the
placementis the least-restrictive
cnvironment
(B) A multiyearoutlineof instructional
objectives
(C) A guarantee that the studcntwill achieve
the goalsof the IEP
(D) A budgetfor the scrvices the studcntwill
receive
4. Whichof the fbllowingis NOT a characrcrisric
of effectiveinclusiveschoolsi
(A) Collaborationamongprofessionals
(B) R philosophythat cclebrates
diversiry
(C) Useof cooperativelearning
(D) An emphasison cacegoricalplacement of
studentswith disabilities
5 "Fillingout applications,""after-schooljob
workingwith electrician," and "tutoringin
functionalreadingskills"areall activitieslisted
on Jeff'sindividualizedrransitionplan (ITP).
Jeff'slong-termgoalis most likely to
(A) attenda four-yearcollege
(B) obtain skilledor semiskilledemployment
(C) live in a group home
(D) work in a shelreredworkshop
6 . Mobility trainingfor srudentswho arevisually
impairedcan involveall of the following
devicesEXCEPT
(A) a Mowarsensor
(B) a lasercane
(C) a sonicguide
(D) an C)ptacon scanner
'fwo teststhat couldbe
usedro idcntifva
studentashavingmentalrerardation
are
(A) \flSc-lll andWJ'lesrsof Achicvement
(B) \flJ CognitiveBarteryand WJ 'lestso[
,\chievemenr
(C) N,IMPIand lvlevcrs-Briggs
tl)) Stanford-Biner
and Scalesof lndependcnt
Behavior
8 . The mostfrequcntlvoccurringpermanentlv
by an
disablingbirth defect,characterized
abnormalopeningin thespinalcolumn,is
callcd
(A) spinabifida
(B) cerebral
palsv
(C) musculardystrophv
(D) multiplesclerosis
9 . A curriculumthat focuseson reaching
functionaland independentliving skills,
utilizesaugmentative communicationand
assistivetechnology,and providesfor extensive
supportin the classroomis most likely used
with studentswith
(A) learningdisabilities
(B) multiple and severedisabilities
(C) emotionalor behavioraldisorders
(D) atention-deficit/hyperactivirydisorder
I0. Dianav. StateBoardof Education,1970,Larry
P v. Riles,1972,andLauv, Nichols,7974,
influencedthe draftingof the Individualswith
DisabilitiesEducationAct (IDEA) and
addressed the issueof
(A) zerore.iect
(B) expulsions
(C) nondiscriminatoryassessment
(D) out-of-stateschooling
ll. In orderto identi& a studenrwith learning
mostexaminers
disabilities, art:concerned r+'ith
a discrepancl'berween
(A) abiliryand achievement tests,wirh abilin'
beinghigherthan achievement
(B) abiliryand achievement tests,with
achievement beinghigherthan abilirl'
(C) curriculum-basedassessment (CBA) and
achievement rests,with CBA beinghigher
thanachievement
(D) CBA and achievement tests'with
beinghigher than CBA
achievement
t2. IDEA '97 containsall the followingprovisions
EXCEPT
(A) nondiscriminatorytesting
(B) IEP'Sfor collegestudents21 or younger
(C) educationin the least-restrictive
environment
(D) mandatedtransitionPlanning
13,On the basisof casessuchx Hudsonv.Rowley
(1982),the courtshavedeterminedthat
"appropriateeducation"meansthat
(A) studentswill haveall the resourcesand
relatedservicesneededto fulfill their
potential
(B) servicesthat maximizeachievemenr will be
providedaslong asthe costis not
prohibitive
(C) learners willhavethe
with disabilities
opportunityto achievecommensurate
with peers
will be providedfor all deaf
(D) interpreters
students
 to srttdents
14. In a firll-inclusionrnodcl,services
in
arc rrveilablc
rvith dis.rbilitics
lA) gencral-cdttcation
classrrloms
(B) rcsourccrooms
((.) sclf-containcd
classrooms
([)) specialschools
15. From aJimction,tlperspecrive, deafhessis
relatedto difficultieswith rhe abiliry to
t,{) hcar sounds
(B) hear and understandsPeech
(O) readlips
(D) hear frequenciesabove l0'000 Hz
l(r. Many studentswith disabilitiesreceive
instruction in socialskills because
(A) social skills are crucial for successful
inclusive education
(B) they are unable to benefit from
educationaltraining
(C) teachersin generaleducation focus
prirnarily on social skills instruction
(D) socialskills are easierto teachthan
academicskills
17. According to a behavioralclassroom
managementmodel, if a student exhibitsan
inappropriatebehavior,the teachershould
(A) reinforcethe inappropriatebehavior
tl3) reinforcean aPproPriatebut incompatiblc
behavior
((l) negativelyreinfirrcethe inappropriate
hehavior
il)) talk about the reasonsfbr the problem
with the student
Iti. Vhich of the fbllorvingis truc rbout a firll-
inclusionprogram?
'l'hc
tA) studenrspcndsprrt of rhc clayin the
gcneral educ.rtionclassroomarrd plrt in
the resourceroom.
rB) fhc studentspcndsthe entire dav in the
resourceroom.
((l) -fhe student doesnot need any suPPort
services.
rD) l'he generaleducationteacherand special
educarionteachersharethe responsibiliry
fbr the student'seducation.
19. Shaniais a student with lcarning disabilitiesin
rhe tenth grade. Becauseher reading level is
low, she receivesdirect instruction in clecoding
skills to fhcilitate recognition of high-frequency
words. Shaniasinstruction rePresents a
(A) remedial approach
(B) compensatoryapproach
(C) holisdc approach
(D) learning modality approach
20. The most likely reasonfor administering the
entire \Toodcock-Johnson Psychoeducational
Battery,'I'hirdEdition, to a studeRtwould be
in an evaluation fbr
(A) mental retardation
(B) learningdisabilities
(C) seriousemotional disturbance
(D) attention-deficitdisorcler
21. tn order to meet the needsof an infant or
toddler with disabilitics,the resultsof an
cvaluationare usedto devclopan
(,{) IF.P
( B) IFSP
((_)I1'P
( t) )tsP
22. \X&ichof rhe foilo*ing insrrucrional 26. Most peoplewirh severeand multiple
approachesdoesNOT involvestudent-to- disabilities
havea primarycondirionof
studentinteraction?
(A) emorionaldisrurbance
(A) Cooperarivelearning (B) cerebral
palsy
(B) Cross-agetutoring (C) sensory
impairment
(C) Directinstruction (D) mentalretardation
(D) Srudyskillsgroups
27. Studentswith mild menralrerardarionmake
23. Adaptingexistingvocalor gestural
abilities; up what percentageof all srudenrsidentified
teachingmanualsigning,staticsymbols,or with menralretardation?
icons;and usingtechnologicaldevicesfor
(A) 90o/o
speechand languageareall examplesof
(B) 70o/o
(A) assistive
technology (C) 50o/o
(B) Blissymbols (D) Lessthan 50o/o
(C) synthesizedspeech
(D) augmentative communication 28. Usingobjectivesfrom the student'swork in
classasa meansro evaluateprogressand adapr
24. Mitch is a college-bound high schoolsenior instructionis known as
with learningdisabilities.His IEP indicates
(A) curriculum-based assessment
that he usesa taperecorderin his Englishclass
(B) standardized achievemenr tesring
and a calculatorfor takingtestsin Ngebra2.
(C) adaptiveskill insrruction
Theseaccomrnodations areexamples of
(D)'guidedpractice
(A) assistive
technology
(B) personalcomputingsupporr 29.Nl of the followingarecomponentsof
(C) remediarion IDEA'97 EXCEPf':
(D) self-management
(A) Parentswho believethe schoolt evaluarion
is inadequatemay requestan independent
25. About 80 percentof all speechdisordersare
evaluation.
characterized
by difficultieswith
(B) Autism is considereda specificdisabiliry
(A) fluenry category.
(B) delayedspeechonset (C) A studenrwirh a disabilirywho brings
(C) articulation drugsor weaponsro schoolmay be
(D) voice expelled.
(D) ADD/ADHD is considered a specific
disabilin'caregory.
10. Plrrcingstudcntsrvith the semedisabilities .14.Which of thc follorvinewould bc most
a irrdicativcoi: ir reccptivelanguagedisordcr?
t.rgctherfbr instructionalpurposcsrcprescllts
(,'\) A student usesthe satnervc'rdslnd phrirscs
,,\) c.ttcsorical.rpproech
approach .rvcrand over again in dif'ferentsitu;rtiotrs'
t IJ) cross-c:ttcgorical
(B) A student hesiratesbcfbre talkins lrnd
(C) norrcategorical aPProach
ronment apprnach
( f)) le:rst-restrictive-cnvi rarelyi nitiltes convcrsation'
(C) A student looks at other studentsto see
what they are doing when directionsare
Jl. Bruceand Lou, who.sirnext to cachorher'
given.
distracteachother in rhe classroom'The
(D) A student cannot hear the teacherunlcss
tcacherhastricd rewardingthcm for
the teacherraiseshis or her voice'
appropriatebehavior,but their behaviorhas
not changed.'fhe teacherthen changestheir
seatingso charthey are on oppositeendsof the 35. A psychoanalyticapproachwould explain
behavior disordersas resulting from
classroom.'fheynow rarelydistracteachother'
This is an examPleof (A) an individual's self-concePt
(B) learnedinappropriatebehaviors
(A) manipulatingthe consequentstimulus
(C) neurologicalabnormalities
(B) maniPulatingthe antecedentstimulus
(D) early traumatic exPeriences
(C) ignoring inappropriate behavior
(D) using the PremackPrinciPle
36. A teacherwho setsexplicit and clear goals for
each lesson,Presentsa logical sequenceof
32.Inorder to be identified as having mental
tasks,givesclear directions on how to do each
retardation, a child must demonstrate
task, models the task, engagesthe stu<lentin
significantly subaverageintellectual
guided practice, asksfrequent questions,gives
functioning and
fbedback,and does not move on to the next
(,\) a discrePancyberweenability and task until the student mastersthe one at hand
achievement is using
(B) geneticabnormalities
(A) a metacognitiveaPProach
(C) seizuresyndromeand brain dysfunction
( tl) diagnostic-prescriptivemethod
(f)) relatedlimitati<lnson rwo or more areasof
((l) clirectinscruction
adaPtiveskills
([)) cooperativelelrning

33. Having studentskeep track of their own

behavior and then receivcrewardsfor
appropriatebehavioris known as

self-management
(A) contingency-bascd
(B) Functionalasscssment
(C) realitYtheraPY
t t)) ecologicalasscssment
 37. A resourceroom reacherwould be mosrlikely
to conracran occuparional
rherapistfor help
with
(A) counseling
a high schoolstudenrwirh
learningdisabilities
abourapplyingro
college
(B) teachinga srudenrwith muscular
dysrrophyhow ro painr wirh a brush
(C) ralkingro parenrsabourtheir genericrisk
of producinga seriouslyill infant
(D) arranginga play-therapygroup for.young
srudentswirh disabilities
38. Approximarelyrwo-thirdsof childrenwith
artenriondeficirdisorderor arrenriondeficir
hyperactivirydisorderalsohavesomekind of
(A) conductdisorder
(B) learningdisabiliry
(C) menml retardation
(D) tic or witching
39. Studentswith learningdisabilitiesaccounrfor
approximately what percenageof the students
in specialeducation?
(A) 5o/o
(B) l0olo
(C) 33o/o
(D) 5oo/o
40. Cedricis a fourth graderwho seems to be
havingdifficulrvkeepingup with reading
tasks.His parenrsareinreresred in lookinginro
the possibilig'of specialeducationservices.
Thevhavemadcan appointmenrwith Cedric's
teacherand rhespecialeducationreacher who
workswirh fourrh-gradesrudents.The likelv
firsr stepthe schoolrn'illtakeis
(A) prereferralscreeningand in-class
observarion
(B) formal resringand evaluarionfor learnin$
disabiliries
(C) havingthe parenrsmeerwirh the principal
to discouragerhem from looking inro
specialeducarionservices
(D) orderingbooks-on-rape for all of Cedric's
fourth-graderexrs
41. Chelsea, a studentwith a mild hearingloss,
often hasdifficulry followingthe teachert
directionsin class,particularlywhen the
teacheris doing work at the blackboard.
Vhich of rhe followingsuggesrions would be a
most appropriarefirst stepfor the teacherro
try to improveChelsea's behavior?
(A) Repeatall directionsdirecdyinto Chelsea'.s
ear.
(B) Do not givedirectionswhen facingthe
board.
(C) Providean inrerprererfor Chelsea,
(D) Haveanorhersrudentwrite down all
assignments for Chelsea.
42. Nickv is a fifth-gradesrudent.On an informal
readinginventoryhis independent grade-
readinglevelwas3.0, his instructionallevel
was3.7, md his frusrrationlevelwas4.2.
\X/hichof the followingis rhemostsensible
advicefor a specialcducationteacherto giveto
Nicky'ssocialstudiesteacher?
(A) Continueto usefifth-gradereading
material,which will forceNicky to catch
uP.
(B) Try to find and usecontent-appropriate
readingar a fourth-gradelevel.
(C) Try to find and usecontenr-appropriate
readingat a third-gradelevel.
(D) ExcuseNicky from socialstudiesreading.
43. Roberto,who spealaEnglishasa second
language, hasbeenhavingdifficulry with
readirigand writing taslain his third-grade
class.After he is referredfor tesdng,his scores
on the \7ISC-lII aresignificantlysubaverage.
His family conteststhe resultsof the testing.
\7hich of the followingprinciplesfrom
IDEA '97 cantheycite asinconsistentwith
the test?
(A) Zero reiecr
(B) Nondiscriminatoryassessment
(C) Parentparticipation
(D) Individualizededucation
45. All of the followingmethodsaredesignedro
decrease or extinguishbehaviorLXCEPT
(A) ignoringthe targerbehavior
(B) costresponse for the targetbehavior,
(C) punishmentof the targetbehavior
(D) negarivereinforcementof the target
behavior
46. \7hich of the fbllowingperspectives attributes
emotionaland behavioraldisordersto poor
interactionwith the environment,in which the
srudentand the environmentaffecteachother
reciprocally,
and often advocates interventions
that involvedtering the entiresocialsystem?
(A) Behavioral
(B) Ecological
(C) Humanisric
(D) Psychoanalytic
47. Requiringall membersof a group to achievea
certaingod beforeany memberof the group
receivesan awardis an exampleof
(A) group-contingency contracting
(B) operant conditioning
(C) response cosr
(D) cognitivebehaviormodification
48. The VinelandAdaptiveBehaviorScaleswould
mostlikely be usedin rhe diagnosisof

44. ril./hichof the followingwould be an (A) gifted and talented

appropriatefunctionalwriting unit for high (B) learningdisabilities
schoolstudentswith mild mentalretardation? (C) mentalretardation
(D) fragileX syndrome
(A) Systematicpracticein cursivewriting
(B) Learningro fill out applicarions
fbr college
(C) Learningto fill our job applications
(D) Learningto spellbasicsightwords
41).l)lanning thar includesgoalsand objectives
future employment,indcpendent
addressing
living, adulr scrvices,
and communiq'
parricipationfor students14 yearsand oldcr
u'ith disabilitiesis known as
(A) an individualizededucationplan (lF,P)
(B) an individualizedtransirionplan (lTP)
(C) an individualizedfamily sen'iceplan
(rFSP)
(D) a regulareducarioninitiative(REI)
50. Tim is a studentwith a behaviordisorder
who talksbackto his teacherso much that
he consistentlydisruptsthe reit of the class.
The teacherhasaskedthe administrationto
suspendTim for severaldays.The
administrationrespondsthat it will not
suspendTim because his behavioris connected
to his disability.Suspendinghim would be
discriminatingagainstTim on the basisof his
disabiliry.The principleof IDEA'97 rhar
supportsthe administration's decisionis
(A) due process
(B) nondiscriminatoryassessment
(C) parentalparticipation
(l)) zeroreject
51. I'he approachto readinginstructionthat uses
studen$'language and in
and experiences
which readingis taughtasa meaning-oriented,
integratedactiviryratherthanasa collectionof
separaceskillsis called
52. Vi hich principlc of IDF-A '97 requires
including srudentsrvith disabiliriesin general
educationsertingsto the exrenrthat the
individual needsof the srudcnrarc met?
(A) Zero rcject
(B) Due process
(C) Individualizededucation
(f) ) Least-restrictiveenvironment
53. A 14 year old boy with mild autism would be
LEAST likely to have which of the following
componentsin his curriculum?
(A) Functional acadedricson how to read bus
schedules
(B) Social-skillstraining in how ro join a
conversation
(C) Reading instruction in a second-gradetext
(D) Career interest development
54. Nataliehasoccasional outburstsor temper
tantrumsduring class.Shetendsto be
{disruptivebecause her outburstsoften lastfor
long periodsof time. Her teacherwantsto
intervenebut knowsthat it is importantto dcr
baselineassessment. The most usefulr,vpeof
assessrnent for this behavioiwould comefiom
(A) intervalrecording
(B) eventrecording
(C) time sampling
(D) durationrecording

(A) wholclanguage
(B) phonics
((i) linguistic
( D ) ba sll
55. ."\llof the tbllorvinelrc thc comPonclltsof thc
.\,{\1R dcflnirion,ri tncntll rctrtrclltiotr
F..XCt'.l'}'f
tA) sieniflclntlvsublvcrlgc intcllecttrll
perfbrmancc
rB) dcficits in nvo or rnore areasof a.laptive
58. .\n orgrtni?-ation rhat rv*sfiruncledin l92l to
.tdvr:crrtfirr .rll children rvirh clisribiliticsrv.rs
for Retarded(litizcns(ARC)
(,\) .'\ssociation
(]hildrcn (CEC)
l[J) Council fbr F.xceprional
((l) LcarningDisabilities,{ssociation (LDA)
(D) (lhildrcn and Adulrswith ,'\ttention-

behavior Deficitl HyperacriviryDisorder (CHAD D)

rC) Primerilygenericcausation
during dcvelopmental
tD) rnanifestation 59. -fhe approachthat categorizes exceptionalirvas

pcriod rhc statisticaldcgrceto which an individual

dcviatesfiom the averagein terms of cognitive,
5(r. Somestudentswith disabilitieshavea social-emotional,and physicalabilitiesis called
tendencyto give up becausethey think that (A) sociological
they will fail no matter how hard they try. T'his (B) cultural
phenomenon is known as (C) developmental
(A) conduct disorder (D) individual
(B) learnedhelplessness
(C) socialmaladjustment (r0. Andrea is a student with a mild conductive

(D) metacognition hearing loss.She is likely to make use of

(A) a cochlearimplant
57, \flhich of the fbllowing activitieswould be (B) ASI. as her primary language
LEAS'I likely to foster parent'teacher (C) a hearing aid
cooperation? (D) a hearingguide dog
(A) Inviting Parentsto ParticiPatein the
classroom
(B) Frequentcommunication
(C) Listening to parents
(D) Inviting all the student'stcachcrsto the
lL.P meeting
 Chapter 6
il.ight,'\nswer$trnd H*plir"nrrtic:rrrs
inr
:tte Spednl hrluuttioyt: {)'ore Kytoru/r:olr,,,
ilrirctice Qriestions
r>
Right Answers ond Explonqtionsfor the ProcficeQuesfions

Quesdol Corrtcl ConteotCatcgort Queodot Cotrect

\umbcr .{nffe Iumber Ans"cr Cont€ntCaFgorT

I C thliveryofServices roStudenbslth Dlsabilties .il B Delfuery

of Services to Studenrs
relthDisabilirier
2 B DeliveryofScnices to Students
wirhDisabifities
or l) D LndentilndingErceprionalities
Lndersunding [xceptionalitles .t.l A Deliveryof Sen'lce$ to S$dentswtthDisabllities
.1 A LegalandSociaal lssue 34 C I ndentanding Lxceptionalities
{ D LegalandSocietal Issues J5 D [ndenundingf-rcepdonalldes or Delh'ery
of Ser"vices
5 B Delheryof Servlcer to StudenB
$ith Dlsabilider toStudents wltbDlsabltdes
6 D Delivery ofServicer to Studenrs
withDisabilities .16 c Delivery
ofServices toSrudenh wirhDisabifities
7 D Deltvely ofServlce$ to Students
sith Dlsabilldec
or 37 B Deltuery
of &rvic6 roStudents wlthDlsahilitiec
Lhdentanding [xceptionalide* J8 B Understanding Exccptionalities
EA Lndersunding Exceptionalities .t9 D lJndentanding Excepdonalidc
9B Delheryofsenicesto Students withDtsabllltles 10 A DeliveryofSenices to StudentswithDtsabilides
l0c legalandSocietal Issues 4l B DeliveryofServlces to Studenh wlrhDlsabilities
ilA Undentanding &rceptlonalitic 42 C Deliveryof Senices to StudeilswithDisabilities
lzB Legal andSocietal Issues 43 B legalandSrrcletal lssuc
HC kgnl andSoclhalhsuer 4/+ c Deliveryof Services to Students
withDlsabilities
t4A DeliveryofServices to Students
widrDisabilities 15 D betveryof krvic$ to Students withDtsabilitier
t5B LlndenEndng fJceptlonalitiec 46 B Understandin g Exceptionalities
1 6A Deliveryof Services to StudenhwithDlsabilities 1/ A Deliveryof &rvlce to Students withDisabiUdes
t7B "- Deliveryof $ervices to Studeo$wlthDlsabllido 18 C Deliveryof Senices to Students
withDisabilities
l8 D, DeliveryofServices to Students
withDisabilties 49 B ksal andSocietal Issuer
19A . Dellveryof$ervlcerto StudentswlthDlsabllltler 50 D LegalandSocietal Issues
208 DeliveryofServtces to Students
withDlsabilitles il A DeltueryofServlc$to Stud€nts wlrhDlsahillder
2 tr . Ddlveryof frertcsst0 Studeflts
wlthDtsrbthtlesr- <, D LegalandSocletal Issues
2 2C Deliveryof Services toStudents
withDisabilities 53 c Deliveryof Services toStudentswithDlsabllitles
230 - Dellveryof Scnlcesto StudentswithDlsrbillder )1 D DeliveryofServices to Students
withDisabilities
21 A Delivery ofSenlces to Students
withDisabiltties )) c - Linderstanrlng F.rcepdonalltie.s
zr c : tndent$dngExcefdom[dcs . " 56 B tjnderstandlng Exceptlonalltles
2 6D Undersandlng Excepttonalittes )/ D Dellveryof Sbrvlces to StudenbwithDlsabiliries
2 7A Lindenhndtrg kcepdonaltler t8 B LegalandSocietal Issues
2 8A , Delivery ofSenices toStudentswithDisabillties 59 c lindustantllng Exceptiorurlities
!9 D " legalandSocielal lssues 60 c Underslanding Exceptionalitles
.10 A DeliveryofServlces toStudentswithDisabilides
Explonotionsof Right
Answers
l. ['histlrrcstion.rsks\'()uto choosct]tc trtost
I i n firrnrationfbr dcsignirre individuil
rclcr',ur
instrucrion.,{lrhoughscorcstiom stirndlrdizcd
. rcsrstA), rhe c;rtegorvof the disabilitv(B), and
-,
rhe amount of rime spent in the resourceroom
i[)) mav ;rrovidea degreeof pertinent
infbrrnationalrout the studcnt'soverall
functioning, nonc is directly connectedto thc
curriculum and instnrction the srudcnt
currently receives.On rhe other hand,
tclls rhe teacher
curriculum-basedassessment
how the student is perfbrming on the current
curriculum under current teachingconditions
and is thc most relevantfbr making decisions
about curriculum and instruction.-fhe corrccr
answer,thercfbre,is (C).
'['his
2. questiontestsyour knowlcdgeof
and iclentificarionof disability
characteristics
categories.You should be able to rulc out (A)
becausethis .studenthns averageintelligence.
Sirnilarly,thc profile is inconsistcntwith
.rurisricbehavior(t)). Although ir is po.ssible
rhat the student docs haveattention-deficit
.lisordcr(Cl), nonc of the infirrmation in the
stem is uscd for diagnosingADD. On the
othcr hand, a discrepancybetweenability and
achievementis one of thc primary
.haracteristicsin the idcntification of a specific
.fhc
learningdisability. corrcct answer,
thercfore,is (B).
]. 1'hi.srlucstiontcstsvour knorvlcdgeof the
of an IEII Obicctivcsitt rrn [[:P
e()mp()ncnts
rrrctlrdinirrilvfirr a singlevclr, rvhichrulcsout
t ll). l[:l''s .trepl:rrrs.r]ot gurlri.lntecs,
rtt.tkirrrl
t(.) incorrcct.Ncitherrlo lb.l)'scorrtrrirt
bttclgets r [)). ()rr rlrc otltcr lrrrncl,
thc lLl' is
rhc cl<lctrnrcnt
rhlrrprovidesfilr rlrelcrrst
re.strictivc
cnvironrncnr.,{,tircuson irrcltrsi.rrr
in IDLA '97 beeinsrr,irhtlrc lssunrptionrh.rr
the gcnerelcla.ssroonr
is usulllv thc le,rsr
restrictiveenvironn"lcnt; anv orhcr prlrrcenrcnr
must be iustifiedaccordinsh'.T'he correct
thcrefbre,is (;\).
ill'rswer,
.l This qucstion restsyour unclerstandingoi
inclusivcapproachesto cducarion.Rcsearch
has identified collaboration(A), divcrsity (B),
and coopcrativelearning(O) as factors;these
all seemreasonablyconnectcdwith rhe
cffectiveinclusionof specialcducationstudents
in the gcneralclassroom.Incltrsiveeducrrtion
crcatesdiverse,he,te,rogenc<l
us classro..r
ms; i t
cffectivelyrejectsplacingstuclcntstogcther
solclyon the basisof disabilirycategory(1.)).
'['he correct
answcr,therefore,is (D).
-l'his
). questiontest.syour unclcrstanclingof'
transitionplanning.Jeff is purstringactivities
that poinr him towarclemploymenrand
inclependence.'l'heseactivitiesdo not indicate
a nccd firr incrcasc,cl
support in adulthood ltC;t
and (D)1. Arrcnclinscollcsc (A) doe.snor sccrn
prarticularlyrelevantto theseactivities.Jcff rnay
be pursuinga specificgoal of becoming an
clecrrician,or hc may L'rcgetting generaljotr
experience.We can safl'lyconcludethat he is
krokingfbr skilledor semi.skilled cmploynrcnt.
'['hc (B).
eorrccttnstver,rhercfilrc,is
 'l'his
6. questiontests.r-ourknowledgeof adaptive
tcchnologvfbr personswho are blind. You can
answerthis questionby a processof
elirnination.'l'hetermsin (A), (ts),and (C)
indicatcan associationwith movement.
Additionally,you should recognizethat an
()ptacon scannerconvertswrirten tcxt into
tactilercproductions.Consequentll',the
()ptacon scannerwould nor be usedin
mobilitv training. The correct answer,
thcrefore,is (D).
10.l'his questionaddressesprecedents
T'hisquestiontestsboth your knowledgeof the
AAMR definition of mentalrenrdationand
your understandingof psychoeducational
measurcs. Mental retardationinvolvesboth
subaverage intellectualfunctioningand
limitationsin two or more adaptiveskillsareas.
Only one answer,(D), includesa measureto
assessintelligence(Stanford-Binet) and a
measureto assess adaptivebehavior(Scalesof
lndependentBehavior).l'he correctanswer,
thcrefore,is (D).
I l. l'his questiontestsyour understanding
8 . T'hisquestiontestsyour familiarirywith
variousphysicaldisabilities. The questiongivcs
you rwo significantpiecesof information,each
of which independentlyprovidesthe answer.
In addition,of rhechoices, the term "spina'
seems to "spinal."While you
logically'related
shouldnot relvon possible embedded answers,
theconnecrionshouldreinforceyourselcction
of spinabifida.The correctans*'er,therefore,
i s ( A) .
'l'hisquestionl.sk.s to make a gcttcral
9, ]'ou
conncctionbenvccncurriculunrand
charactcristics. Although onc or rw<l
of' thc curriculunrrvouldpossiblv
conrp()r'lcnts
bc appropriate for studentswith variousrypes
of disabilitic.s,
augmentative communicationis
not a commonsupportfor studentsu'ith
learningdisabilities(A), cmotionaldisorders
(C), or AI)D/ADHD (D). The particular
combinationof functionalbehaviors utilizing
extensiveparentsupportwould applyto
students u,ith moreinvolveddisabilities.Thc:
correctanswer,thercfore,is (B).
that have
influencedthe basicconstructsof special
educationlegislation-Concernsabout
evaluationand instructionof Hispanic
Americanstudents(Diana v. StateBoardof
Education), AfricanAmericanstudents(Larry
P v. Riles),and AsianAmerican students(Lau
v. Nichols)helpedto craft the tenet of
nondiscriminatoryassessment of studentsfrom
diverseculturalbackgrounds. The correct
answer,theref,ore,
is (C).
of a
criticalconceptualcomponentof learning
The conceptualframeworkis that
disabilities.
studentswith learningdiiabilitiesare
intelligent,but thel'havespecificlearning
problemsthat interferewith achievement in
particularsubjectareas.Although controversl'
existsaboutthe useof a discrepancy approach
in thc identificationof learningdisabilities,
mostexaminers comparescores on
standardized abiliryor intelligencetestswith
scores on standardized tesrsof achievement.
CBA mayactuallyoffcr moreautltcntic
rcprcsentation of studentwork,but it is not
uscdasa dcfinitivecomponcntof the
discrcpanq'approach. If thescoreson
standardiz.cd abiliri'testsarchieherthan scorcs
 on standardizedachievement tests(andother in that setting.An inclusiveapproachbegins
causescanbe ruledout), the studenrmaybe rvith the assumption rhatall studentshaverhe
idenrifiedaslearningdisabled.The correcr righrto be educated in the generaleducation
answer, is (A).
therefbre, classroom. In this model,the specialeducarion
teacherworkswirh the generaleducation
teacherin the generaleducationclassroom.
12.This guestionrequires that you understand
The specialeducationteacheris ableto provide
that IDEA'97 did not alterthe fundamental
services to studentswithout removingthem
principlesof (A) and (C). IDEA '97 did
from the generdeducationclassroom. The
mandatetransirionplanningby age14,(D).
correctanswer,rherefore,is (A).
Although IDEA '97 mayprovideservices to
studentsthrough2l yearsof age,thoseservices
arealmostalwayspart of the K-12 public 15.This questionfocuses on the term
schoolsystem.IDEA'97 doesnot require "Functional." Deafness can be definedin terms
IEPI for collegestudentswith disabilities.The of hearingloss (decibelthreshold),but (D)
correctanswer,therefore,is (B). refersto frequencies, not loudness.Functional
deafness is not abouthearingsoundsper se,
(A). It certainlyis not about problemswith
13. This questiontestswhetheryou canapplythe
lipreading,(C); manydeafpersonscan lip-read
Rowleycaseto a more generalprinciple.In
well. However,when a hearinglossinterferes
Rowley,a studentwho wasdeafwasdeniedan
with understanding and usingspoken
interpreterbecause shewasachieving
language, it becomes a functionalissuethat
without one.This ruling
satisfactorily
warrantsspecialeducationservices. The correct
demonstrated that "appropriateeducation"
answer,therefore,is (B).
doesnot meanthe besteducation[(A) and
(B)1.It alsoshowedthat deafstudentsdo not
auromaticallygetinterpreters(D). Rather,it 16.This questionasksyou to be awareof a
madeclearthat aslong asstudentswith special significantareaof instruCtionfor studentswith
needsaredoing aswell astheir peers,they are disabilities.Socialskillsinstructionoften serves
receivingan appropriateeducation.The asthe basisfor educationalsuccess in the
correctanswer,therefore,is (C). inclusiveclassroom. Teachingsocialskills
requiresthe sameskillsasthoseusedin all
areasof education.Socialskillstrainingdoes
14.This questionexploressomeof the differences
not receiveasmuch affentionin general
berweenmainstreaming and inclusion.In rhe
education,but recognitionof its importanceto
mainstreaming model,studentswith
rhe success of inclusiveeducationis growing,
disabilitiesoften receiveservicesoutsideof rhe -fhe correctanswer,thereFore, is (A).
generaleducarionclassroom, frequendyin the
r€sourceroom. Studentswith disabilities
attendthe generaleducationclassroom only
when rheyareableto function independently
 17.'Ihis guestionlooksat rhemosrcommon suchasauditorvor visual.Ir doesatremptto
approachto classroom mana€lcment, a remediarc bv teaching fundamental skills.'l-he
behavior-oriented program.Accordingto a corrcctans\t'cr, rhcrefore, is (A).
behavioral cxplanation, reinforcemenr, (A),
includingnegativereinforcement, (C), onlv
20. This questiontestsvour farniliarity'*'iththe
maintainsor increases rheinappropriare
Voodcock-Johnson Psychoeducational Bartery
behavior.(D) couldbe incorporated ar somc
Revised(VJ), .r well asyour understanding of
point, but a behavioral approachinvolvesan
rypicaltestingin the idenrificationof learning
active,measurable plan.(B) allowsrhe reacher
disabilities.The entirebaneryconsists of both
to increase an appropriarebehaviorrhat
cognitiveand achievement sections.It can
excludes the inappropriate one.The correcr
providea discrepanq'score berweenabilirvand
answer, therefore, is (B).
achievement, which is rypicallya major
'i componentof the diagnosisof learning
18. This questionhighlightsa fundamentalshift in disabilities.The correctanswer,therefore, is (B).
;t philosophyand responsibiliry in a full- (Note that somedistrictsdo not accepttheVJ
inclusionprogram.In full inclusion,the asa sufficientmeasure of abiliry but requirea
studentspendsthe entireday in rhegeneral \71SC,Kauffrnan,or Stanford-Binet.)
educationclassroom, which rulesout (A) and
(B). However,the studentstill receives
21. This questiontestsyour knowledgeof different
necessary additionalsupporrin the general
kinds of individualplansaswellas your
educationclassroom, ruling out (C). An
recognitionof cornmonlyusedacronyms.An
importantchangein inclusiveprogramsis rhat
IEB (A), is an educationalplan for usewith
the specialeducationteacherno longeris rhe
studentswho arein school.An ITB (C), is a
soleteacherwith primaryresponsibiliryfor the
transitionplan, usuallybeginningwith
studentwith specialneeds.Instead,the general
students who are14.lfi ISB (D), is a service
educationteacherassumes much of the
plan for adultswho haveexitedthe school
responsibiliry for rhe studenr'seducation.The
system.In working with infanrsand toddlers,
correctanswer,therefore,is (D).
it is criticalto involvethe whole family,asthat
is wherethe child spendsthe most time. The
19.This questionasksyou ro think aboutthe rype IFSPis an individualizedfamily serviceplan,
of instructionShaniareceives in the conrexrof the most appropriateapproachfor working
her gradelevel.Directinstructionin decoding with y'oungchildren.The correcrans\r'er,
skillsis nor rypicalinstrucrionin the renrh thercfore, is (B).
grade;it is morerypicalin elementary'sctcings.
This methoddoesnor providecompensarions
22. This questionasksyou to disringuish teacher-
in ordcrto access thc normalrenth-grade
directedfrom srudent-cenrercd insrructional
curriculum, (B).It is not holistic,(C), nor does
approaches. Cooperarive learning,(A), cross-
it focuson diFferent learninsmodalities, ([)),
agctutoring,(B), and study-skills groups,(l),),

j1

i'
,li
]I
fi,
 .rll relv,ln stttdents'taking activerolcs.tnd
interlcting lvirh cachother. Direcr itrstrttction
is ln rpprortchin rvhich the rclchcr uscs
prccisclvscquenccdlessotr.s rhar involveoltlv
"l'l-re
tt udcnt- reacheri n teractions. corrcct
.lnswer,rherefbre,is (C).
2-1.-t'hisquestionprovidesseveral:rnswersthat
may be true in some circumstanccsbut only
is, (A),
one answcrthat is trtre in all cases.'['hat
(B), and (Cl) all can be usedto support and
improve communication, but cach represcntsa
fhirly specificmeansor approach.On the othcr
hand, augmentativecommunication is the
more generalapproach that encompassesmany
diflbrent merhodsto build or augment
communication.'fhe correctanswer,therefore,
is (D).
24. l'his questionemphasizesthat assistive
technologyis not always"hi-tech." Useof a
tape recorderand calculator does allow the
grade-levelmaterial, ruling
student to acces.s
our (C). Vhile thesedevicesdo help the
student becomemore independent,they are
not a part of a self-managementplan, (D), nor
are they computer-related,(B). Thesedevices
are relativelysimplc but effectivc examplesof
rechnology.'I'hecorrectanswer,
:rssistive
therefbre,is (A).
25. -l'his questiontouchcson a major concernin
the field of communication disorders.
,{rriculariondisordersarc by far the most
prevalcntof all corlmunication disordcrs.
f{owcver,meny't'oungchildrenmake
;rrticulationerrorsas a normal p,rrt of spcech
dcvckrpmcnt.Someprote'ssionals
bclievethrrt
.rrticulrtionclisordcrs
shouldbc trerrtcdonlv irr
studentsl0 or older,u'hich rvould
tundoubtedlyrcducerhc prevllc'nce,
Ncverthelcss,
lt thc prcsenttime, mrnv \'olltlg
'childrcn rcceivescrviccsfirr erticuletion
disorders,The correctanswcr,therefbre,is {(-).
2(r. This questionexploresan undcrlying theme in
dealingwith personswith severeand multiple
disabilities.lv{anyof theseindividuals rcquire
specializedand inrensiveinstrucrion in urdcr
to acquire and use basicskills becausethey
havediminished learningand memory
capabilities.Although individuals may have
multiple disabilitiesthat do not include mental
retardation,mental retardation is relatively
pervasivein this population.'l'he correct
answer,therefore,is (D).
27.'This questionis a relativelystraightForward
knowledge item, testing your awarenessthat
rhe vast majorigv of students with mental
retardationhavemild mental retardation.'fhe
implicationsof this fact are significant.Most
studentswith mental retardation do not go tcr
specialschools;specialeducationteachersmay
need to hclp preparegeneraleducationteachcrs
to work with thesestudentsin rhe general
educationclassroom.Many peoplehave
stereorypesof Down syndrome as rvpical of
mental rerardation.In realiry mosr studcnts
rvith mental retardationare not that different
fiom other students.'I'hecorrecranswer.
rhcreforc,is (A).
 28. This quesrionhighlighrsan approachrhat
man)'teachersusefor specificinstructional
purposesand planning.By focusingon rhe
studenr!work in classand on rhecurriculum,
the reacheris assessing
the srudentin rhe
contexrof the currenrinstrucdon(A). If rhe
studentis nor achievingobjectives,the reacher
can usecurriculum-based assessment asa basis
for modifring or adaptinginstruction.The
correcranswer,rherefore,is (A).
29. This questionrequiresafairly specific
understanding of IDEA'97. Although
studentswith ADD/ADHD may access
servicesunderthe IDEA caregoryof Other
Health Impairmentsor through"504 plans,"
Congresshasyet to include it asa specific
disabilirycaregory.(A), (B), and (C) areall
provisionsin IDEA '97.The correctanswer,
therefore,is (D).
30. This questionasksyou to distinguish
approachesto grouping studentswith
disabilities.In a cross-categoricalapproach,
(B), studentswith differentdisabilirycategories
but similar instructional needsareplaced
together.A noncategorical approach,(C),
avoidsspecificlabelingaltogether. placing
studentswith the samedisabilitiestogether
may not be consistentwith current
interpretations of the leastrestrictive
environmenr,(D), bur it doesdefinerhe
categoricalapproachto specideducarion.The
correctanswer,rherefore,is (A).
3l. This quesrionresrsyour undersranding
of a
behavioralapproachto changingbehavior.
Many teachers understand the useof
consequences, both positiveand negarive,on
behavior,(A). Howeuer,this did not work for
the reacher.Ratherthan spendingmore rime
buildingwhat areoftentimeselaboratereward
systems, the teacherdiscoveredrhat taking
awaythe causeof the problem(i.e.,their
proximiryto eachother)changedrhe behavior,
(B). The reacherdid not focuson ignoringthe
behavior,(C), or on usinga reinforcing
activiry (D). The correcranswettherefore,
is (B).
32. This quesrionfocuseson rhe broadeningof the
definition of mentalretardation.IQ testsare
far from perfectand may not predict overallor
adapdvefunctioning.Consequently, rhe
AAMR includesdeficirsin adapriveskills asa
criticd componenr.(A) appliesto studenrs
with learningdisabilities.(B) and (C) are
much rarerin peoplewith menralrerardation
than generdlyassumed. The correctanswer,
therefore,is (D).
33. This quesrionrestsyour knowledgeof
approaches to classroommanagemenr.
Functiond assessmenr (B) identifies
antecedents, consequences, and sertingsand is
usudly conductedby the reacher.Realiry
therapy,(C), involvesan inrerviewof the
studenrby the teacher. An ecological
assessmenr, (D), examinesthe individual's
interactionwith the environment.
Contingenry-based self-managernent makes
the srudenrresponsible for monitoring
behaviorand may be parricularlyeffecrivefor
students with ADHD. The correcranswer.
therefore, is (A).
i.i.
'l'his
qLlestiotl centcrson \'(ltlrundcrstlncling
s r'{t'(?Iirt' end Ii It { tItt (c'r/i sorr/rr'
,ri rlrc tc t't-lt
Both (r\) end lll) rcfc'rto pttssiblccxprcssivc'
n()t rcccptive.lrlnsttasedisordcrs.V'hilc tl))
could rcsultin somekind of languageproblcrn'
the most logicalconclttsionis that thc lrchevior
is due ro a helrinq problcm rlthcr than
diflicultv with languagcproccssingPerse'
Flclwcver,a studcnt who is lorlking to seewhar
orher stttclenrsare doing mav be having
-fhe
clifficultyproccssingspokenlanguage'
correctanswcr'thcrefbrc,is ((l).
15. l'his questionexaminesdifferent rheoretical
cxplanationsof behaviordisorders.A
phenomenologicalapproachwould focus on
selflconcePt,(A). Behavioristsposit that all
behavioris learned,(B)' Neurological
abnormalitieswould fit bestwith the biological
persPective,(C). A psychoanalyticapproach
would take into account internal motivations
and f'eelings,which are shapedbv early
childhood experiences.'fhecorrectanswer'
therefore,is (D).
36. This questiuneisentiallygivesyou a definition
of clircctinstrucrion. f)irect instruction is
tcacher-centered, which rulcsout (D)' [t docs
nor fbcus cxclusivelyon executivefunctioning,
tA). It doesnot useasses.smentto diagnose
specificprocessingproblerns,an approach
essociatcd tcaching
with diagnostic-prescriptive
is (C)'
rB).'fhe correctanswer,thereflore,
J7. I'his questionexploresthe rype of role that ln
occupatittnal thcrapi.stplevs.Occupatir"rnal
therapyis not careercoutrscling. it is
'\lthough
conccrnedwith instruction rclatcdro Porenfial
rvrlrklctivitics.thcrrpistsrrlstthelp sttt.lertts
clerclop birsichabilirltivclnd indepen.lcnce
skills.r,'\),l(l), ancl([)) do Itot rtcldrcss
tltcsc
'l'hc al'rswcr.
of skills.{B) cloes.
tvp'rcs correct
rhcrctirrc,is rB).
38. l'his qucstionlooksat the relationbenvcen
.\DD/.\DHD and learningdisabilitics'V'hilc
there is not universalagrcementon an exact
number, most professionals estimilrcrhat lbout
rwo-thirdsof chilclrenwith attention-deficit
disorderor attcntion-deticit/hyperactivity
disorderalsohavesomc kind of lcarning
tlisabiliry.(lhildren with ADD/Af)HD often
have some type of behavior difficulty, but most
do not exhibit specificconduct disorders,(A)'
Almost all children identified with ADD or
ADHD are of normal intclligence,which rules
our (C). They do not have unusualrics or
rwitches' (D). The correct answer,therefbre,
is (B).
39. 'fhis question underscoresthe f'actthat if you
irre a specialeducation teacher,it is highly
likely that you will teachat lcastsome students
with learningclisabilities..Srudents with
make trp the largestsinglc
lcarningclisabilities
catcgorvin spccialcducation' Accordine to the
Ittth Reportto Congressof IDEA (199(r),of
the 4,915,168studentsbetwccn(r and 2l
rcceivingspecialeducationservices,2,513,977,
or slightly morc than 50 pcrcent,were
classificc{as having lcarning disabilities.'I'he
corrt:ctanswcr,therctirre,is (D),
 40. This quesrionsuggesrs thar beforeeducarors readup ro rhe4.2level, founh-gradematerial
rushro labela srudenrro €tranreligibiliwfor is alsolikelyto frusrratehim, (B). He is ableto
specialeducationservices, rhevshouldexamine read,however,and excusinghim from reading
whetherrhesrudenrcanfunctionin rhe is inappropriare, (D). Findinginstructional
generaleducarionsettingwirh minor marerialar his independent/instructional level
modificarions. Thar is, beforedecidingrhat is the besrwav ro usethe readingskill thar he
rhereis a problem,educarorsshoulddo doeshave.The correctanswer.rherefore.
informalobservarions and screening.(B) and is (C).
(D) represenr decisionsbasedon insufficienr
informationat this momenr.Ir is to be hoped
43. This questionposesa siruationin which a
that principalswould nor generallyadopt rhe
studenttakesa resrrhar is nor in his narive
pracriceof (C). The correcranswer,rherefore,
language. The principleof nondiscriminarory
is (A).
assessmenr, (B), existsto ensurethat scoresare
valid indicatorsof a student'sabiliry.A" IQ
41. This quesrionillustratesa dilemmafacedby testthat is nor adminisreredin the studenrt
many studentswith mild hearingloss.These nativelanguageis not necessarily measuring
studenrsofrenfunction quirewell in face-ro- inrelligence;the scoremay reflectdifficulry
facesituationswheretheymakeuseof many with the Englishlanguage.Principlesin (A),
communicationcues.As a result,teachers and (C), and (D) arenor concernedwirh this
others may forgetthat the hearinglossis specificissueof testingin rhe studentbnative
significant.Tirrning awayfrom a studentwith language. The correctanswer,therefore,is (B).
a mild hearinglossmay breakdown
communicationsignificantly.Chelseadoesnot
44.This quesrionfocuseson teachingfunctiond
needrhe teacherto shoutin her ear,(A), which
skillsto olderstudentswith disabilides.(A)
could alsobe humiliating.As a srudentwith a
and (D) referto basicwriting skills,but they
mild hearingloss,sheis unlikelyto usesign
arenor tied to a specific,pracricdapplieation.
languageasa primary meansof
(B) is a functionalskill but is unlikely to be
communication,(C). Havinganorhersrudenr
relevantfor rhe mrjoriry of studentswith mild
wrire down assignments, (D), takesaway
mentalrerardation.On the other hand.mosr
Chelseatresponsibiliryand mighr leadto
of thesesrudentswill be enteringrhe
learnedhelplessness. Making sureChelseahas
workforce.Learninghow ro fill out an
communicarioncuesshecan useseemsmosr
applicationis a criticalfirsr srep.The correct
sensible. The correctanswer,therefore,is (B).
answer,therefore,is (C).

42.This quesrionassesses your understanding of

45. This quesrionresrsyour undersrandingof
usinginformalreadinginvenrories (lRI's).
negativereinforcement. Negarive
Because Nickv'sinsrructionallevelis within rhe
reinforcementis designedro maintainor
rhird grade,fifth-gradereadingmaterialis not
increase
a behaviorby removingan aversive
appropriare, (A). Alrhoughhe mighr be ablero
i
t,,
ili
lli
tl!
IJ '

Il
 stimulusrvhcnthe t:rrgetLrehtvioroccurs.It is ,r8. This questioncxpkrrcsthc purposefor
or cxtillguish
nrlt dc.signcJr.r .lecre,r.se asscssinglcl:rptivcbchavitlr.Sttrdcnrsrvho ,,rrc
bch*r'iors.(,\), (B). rnd ((l) all involvencsrtivc gificd and tulcnted,t,\), rre idcnriflednrost
collsequcnces, but ncgltiveconsequct'lccs arc oficn through tcechcrrecommcnd:rtionrtnd
quite difllrcnt from negxtivereinfbrccment. fbr learning
possiblvI(f tcstinu.'fe'sting
'['he correctrnswer,rhcrefbre,is (D). (B), usuallvinvolvesaptitrrdcand
disabilities,
achievemen!measurcs.FragileX syndrome,
(D), is identifiedthrough genetictesting.The
-i(r.This questionasksvou to diflirentiate thcories
diagnosisof mental retardationdependsnot
rhat are applied to emotional end behavioral
only on significantlysubaverageintellectual
disorders.Both humanistic,(C), and
functioning but alsoon concurrentdcficits in
psychoanalytic,(D), persPectivesfoctrson the
adaptivebehavior,as measuredon instrumcnts
individuals ftelingsand motivationsrather
such as the Vincland. ]'he correctanswer,
than on interacrionswith the environment.
thcrcforc,is (C).
Behavioralperspectives,(A), acknowledgethe
impact of the environment but concentrateon
the learning of new, appropriate behavior.The 49. This questionemphasizesthat transition
ecologicalmodel, with some behavioral planning encompassesrnor€ than simply the
underpinnings,examinesinteractionsof the transition fiom school ro work. IDEA'97
student and the environment.The correct defines transition planning as a coordinated set
answer,therefbre,is (B). of activitiesleadingto outcomesin post-school
education,vocational
activities:postsecondary
training, integratedemployment, continuing
a7 . This question highlights a behavioral
and adult education, adult services,
techniquefor working with groupsof students.
independentliving, or communiry
ln many ways, almost all teachersuse
participation.'[he IEB (A), may contain
contingencies:rewardsare contingent upon
transition plinning, but it is a much broader
demonstrating desiredbehaviors,or goirls.
clocument.l'he IFSB (C), generallyis used
(lontingenciescan be applied to groLlP 'fhe REI,
with familiesof infants and toddlers.
bchavioraswell as individual. Operant (D), was lv{adeline\fill's initiative that spurred
conditioning, (B), whilc it may incorporate
practicesof inclusion.The cclrrectanswcr'
contingencies,is too broad a term, Response
thercfbre,is (B).
cost, (C), focusesmore on withholding or
removingprivilegesas a consequence for
inappropriatebehavior.Cognitive behavior
modification, (D), is a techniquefor acquiring
specificeducationalskills, usuallyusedin onc-
ro-one tcaching,'fhe correctanswcr,thcrcfbrc,
is (A),
 50.This qucsrionrackles an oftenthornvissuein
educarion. Suspending a srudenrbecau.se of r
disabiliwis a form of discriminarion.lt is nor
an issueof nondiscriminarory assessment, (B).
Parenrsarcnor playinga rolein rhisdecision,
(C), and no menrionis madeof timelines or
orherconcerns perrinenrro dueprocess, (A).
Zero reject,(D), rhe principlethat every
studentis endtledro a freeand appropriate
educarion(F.A.PE.)and that no srudentcanbe
rejecredor deniedan educarionbecause ofa
disabilirydoessupportrhe administrarion's
rationaleand decision.The correcranswer.
therefore, is (D).
il
i or durarionof rime involved,nor so much
51. This questionasksyou to identi$,rhe whole-
i
I Ianguageapproachto readinginsrruction.A
t.
key in rhis questionis the differentiarionof
rhis approachfrom onesrhar breakdown
readinginro a collectionof separate skills.(B),
(C), and (D) all approachreadingby
strengtheningcomponentskillsof reading.In
contrast,whole-language insrruction
emphasizes a holisticapproach,in which all
instructionfocuseson readingfor meaning.
The correctanswer,rherefore,is (A).
53. This qucsrionasksyou ro be awareof age-
appropriate acrivirics.Fora l4-vear-old
srudenr,(A), (B), and (D) all address issues
thar arerelevantro a reenager. Readingfrom a
second-grade rexr,.u.n rhuughhis reading
abilirl'mar.'be poor,is nor ageappropriare for
Benjamin.Adaptingmaterialor usinghigh-
interesrlow-vocabularv readingrexrswould be
moresensible. The correcranswer,therefore,
is (C),
54. This quesrionresrsyour knowledgeof different
observational recordingtechniques.Naralie's
tantrumsaredisruprivebecause of rhe length
because of how often rheyoccur.(A), (B), and
(C) areall differenrwaysof assessing
the
frequencyof a behavior,which is nor the
teachertfocus.Duration recording,(D),
providesthe amountof time a studentengages
in a behavior.By knowing durarion,rhe
teachercanserreasonable goalsso rharNaralie
can reducethe lengthof the disruptive
behaviorunril it is exringuished or ar leasrnor
disruprive.The correctanswer,therefore,is
(D).

52. This questionexamines rhecurrenrconsrrucrof 55. This quesrionresrsyour knowledge

rheleastrestricrive
environment.UnderpL g4_
L42, theleastrestrictiveenvironmenrwasthe
serringclosesrto the mainstreamrhatmer
srudenrneeds.By the time of IDEA ,97, rhe
ideahad evolvedrharall srudentshaverhe righr
to be educatedin, not near,rhegeneral
educarion sening.Connected wirh rheinclusion primarvknown cause;the causeof mental
philosophy, rhiscurrentnorionmeansrhar
suppon,services, and adjusrmenrs areprovided
u'irhin the generaleducationclassroom. Thc
correcranswer,therefore,is (D).
of both the
definirionof menal rerardationand a mwh of
menralretardarion.The AAMR definirion
refersro intellecr,(A), adaptivebehavior,(B),
and developmentalperiod, (D), in
conceptualizing mentalrerardarion.Conrrary
to popularbeliefigeneticfactorsarenor the
retardarion in mostindividualsis cultural-
familial.The correctanswer, therefore,is (C).

l
 -fhis questionaddresses
56. a characteristicshared
bv a numberof srudents with disabilities.This
behaviorof givingup, combinedwith the
dcficitsassociaredwith disabilities,
presenrsa
significant to specialeducation
challenge
teachers. Most educatorsbelievethis behavior
is learned,a learnedhelplessness,(B). (A) and
(C) areproblematic behaviors but not
specificallyconnectedwith giving up. (D)
refersto executivefunctioningor self-
monitoring.The correctanswer,therefore,
i s ( B) .
57. This questionexaminesparenr-teacher
relationships. (A), (B), and (C) all suggestways
to bring parentsinto the educationdprocess.
The teacheris not settingthe agendabut
ratheris empoweringthe parents.Inviting all
the studentt teachers to the IEP meeting
would likely havethe oppositeeffect.Being
<lutnumbered may put parentson the
defensive. The correctanswer,therefore,is (D).
58. This questiontestsyour familiaritywith
advocacyand professional organizations for
individualswith learningdisabilities.If you
know the foundingdatesof all the different
organizations (ARC, 1950;CEC, 7922;LDA,
1964;CHADD, 1987),you will answerthe
quesrioncorrecdy.You may alsodeterminethe
correctanswerby focusingon "all children
with disabilities," whicheffectively rulesout
(A), (C), and (D).The correctanswer,
therefore, is (B).
'fhis
59. question looks at how we decidewhat is
normal and rvhat is not. A sociologicd
rpproach, (A), rvould focuson how individuals
deviate fiom social standards.A cultural
approach,(B), rvould examinethe dominant
cultural valueslnd how they may conflict with
other cultural values.Exceptiondiry may also
be self-defined,(D). The developmental
approach comparesan individual's growth
pattern to a group average,thereby providing
developmental norms and milestones.The
correct answer,therefore,is (C).
60. This questionasksthat you understandsome
of the implicationsof a mild conducttve
hearingloss.A conductiveloss,associated with
mechanicaltransmission of soundin the
middle ear,tendsto respondto a hearingaid.
With a mild loss,the prognosisis evenbetter.
(A) may be appropriatefor someindividuals
with a sensorineural(ratherthan conductive)
hearingloss.(B) and (D) aregenerally
appropriateto personswith moderateto severe
hearingloss.The correctanswer,therefore,
is (C).
 Chapter 7
1,. iril r"rllrr:lttlv : l".;rsr-5f i;: l,li** 1:iytu
r-u,:

r>
Checkfisr

J thetesring
requirements
forvourreaching
fiel<lin rhesrare(s)
whereyouplan
,?t#l"tw

'J Havevou fbllowedat of rhe tesrregistrarion

procedures?
f Do you know rhe ropicsrharwiil be covered
in eachresryou pranto rake?
f Haveyou reviewedany textbooks,class
notes'and coursereadingsthat relate
covered? ro rhe ropics

c l)o you know how long the testwill take

and the numberof quesrionsit contains?
consideredhow you will paceyour work? Haveyou

tr Are you fbmiliarwith the testdirections

and rhe rypesof questionsfor your
test?
f Are you fhmiliarwirh the recommended
rest-takingstrategies
and rips?
c Haveyou practicedby working through
the practicerestquestionsar a pace
an acrualrest? similarro that of

tl questionsarepart of your rest,do you

understandrhescoringcrireria
fff::Xed-response

:l If you arerepeatinga Praxisseries'rM

Assessmenr,have you analyzed your previousscore
rePortto determineareaswhereaclditional
sru<lyand ,.r, pr.p.r"tion could be
usefirl?

l
I
The Doy of rhe Tesf
\bu should havc endedvour rcvicw a day or rn'o beforerhe acrualresrdare.And many clichdsyou may
haveheardabout the day ofthe test are true. You should

Bewell resrcd
'lbke photo idenrificationwirh you

#2 pencils(at leastthree)
Takea supplvof well-sharpened
Eat beforeyou takethe tesr

' Be preparedto standin line to checkin or to wait while other testtakersarebeingcheckedin

Youcan'rcontrol the testingsituarion,but you cancontrolyourself Sraycalm.The supervisorsarewell
trainedand makeeveryeffort to provideuniform testingconditions,but dont let it botheryou if the resr
doesn'tstartexactlyon time. Youwill havethe necessaryarnountof time onceir doesstan.

Youcan think of preparingfor this testastrainingfor an athlericevent.Once you'vetrained,and

prepared,and rested,giveit everythingyou'vegot. Good luck,
Srudy Plon Sheet
SeechapterI for suggesrions
on usingrhisStudyPlanSheet.

Contentcoveitd Howwell do I Vhatmat€riddo I Vhatrnatcrlatdo I Vherccould| flnd Ilatesplannedfor Date!

on test hnowtheconlentl havefor studylng needfor studylng th'emarerlalr studyof contrnt completed
thh contetrtt thlscontent? I needl
 Educariondtsting serviceofrersadditional
informarionro assisryou in preparingfbr'rhe praxisSeries,"
The Registration
'{sse'ssments' Bulletinis availablewirhour charge(see
belowro orcler).you can also
obtain more infbrmarion,and reviewTists
at a Gknceby visiringour rfleb sire:
uulltg*otg/praxis.

Generolfnquiries
Phone:800-772-947
6 or 609-77t -7 395(Monday-Friday,
8:00A.M.ro 7:45 p.u.,Easrern
time)
Fax:6A9-771-7906

ExtendedTime
If you havea learningdisabiliryor if English
is not your primary language, you canapply to be given
more tirne to takeyour test.The Registration
Bulletin t.ll, you ho* ylu ;;;";;tfor
extendedtime.

DisqbifirySeruices
Phone:866-i87-86A2or 609-77
t -7780
Fax 609-771-7906
TTy (for deafor hard-of-hearing
callers)
: 609-771_7714

Moifing Address
ETS-The PraxisSeries
PO.Box6051
Princeton,
NJ 08j41-60jI

Overnighf Defivery Address

ETS-The PraxisSeries
f)istribution Center
225 Phillips Blvd.
Ewing,NJ 0S623
 Educariondtsting serviceofrersadditional
informarionro assisryou in preparingfbr'rhe praxisSeries,"
The Registration
'{sse'ssments' Bulletinis availablewirhour charge(see
belowro orcler).you can also
obtain more infbrmarion,and reviewTists
at a Gknceby visiringour rfleb sire:
uulltg*otg/praxis.

Generolfnquiries
Phone:800-772-947
6 or 609-77t -7 395(Monday-Friday,
8:00A.M.ro 7:45 p.u.,Easrern
time)
Fax:6A9-771-7906

ExtendedTime
If you havea learningdisabiliryor if English
is not your primary language, you canapply to be given
more tirne to takeyour test.The Registration
Bulletin t.ll, you ho* ylu ;;;";;tfor
extendedtime.

DisqbifirySeruices
Phone:866-i87-86A2or 609-77
t -7780
Fax 609-771-7906
TTy (for deafor hard-of-hearing
callers)
: 609-771_7714

Moifing Address
ETS-The PraxisSeries
PO.Box6051
Princeton,
NJ 08j41-60jI

Overnighf Defivery Address

ETS-The PraxisSeries
f)istribution Center
225 Phillips Blvd.
Ewing,NJ 0S623