C340 Cohort Seminar in Special Education
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Free C340 Cohort Seminar in Special Education Questions
1. Which of the following is false? An ELL student _____________.
- Does not have an increased risk of academic failure
- Enriches the experience of other children whose first language is English
- Need not be tested in their native language
- Benefits from a transition program to English-only instruction
Explanation
English Language Learners (ELLs) bring valuable linguistic and cultural diversity to classrooms, but they also face unique challenges in mastering academic content while learning a new language. According to educational policy and best practice, ELL students must be tested in their native language whenever possible to ensure that assessments measure their actual knowledge rather than their English proficiency. Therefore, the statement “Need not be tested in their native language” is false. Proper testing in a student’s first language allows educators to make accurate instructional decisions and provide equitable educational opportunities.
2. Which of the following characteristics is most commonly associated with behavioral disorders in students?
- Difficulty in understanding abstract concepts
- Excessive energy and impulsive actions
- Struggles with reading comprehension
- Inability to focus on tasks for extended periods
Explanation
Students with behavioral disorders often display excessive energy, impulsivity, and difficulty regulating emotions or behavior, which can lead to challenges in maintaining attention, following rules, and interacting appropriately with peers and teachers. These behaviors can interfere with learning and classroom functioning but are not typically linked to cognitive deficits like difficulty understanding abstract concepts. Unlike learning disabilities, which primarily affect academic processing, behavioral disorders primarily impact emotional regulation and self-control.
3. Match the appropriate MTSS essential component with the special education and MTSS relationship connection example. MTSS restructures the educational system by creating shared responsibility and collaboration between general and special education to ensure the needs of all students are met.
- Shared leadership
- Data-based problem-solving and decision-making
- Layered continuum of supports
- Family, school, and community partnering
Explanation
The description highlights collaboration, shared responsibility, and the integration of general and special education—all of which are hallmarks of shared leadership within MTSS. Shared leadership ensures that educators, administrators, and specialists work together to design and deliver coordinated support that meets every student's needs. Rather than separating roles by program or label, this approach emphasizes collective accountability for all learners.
4. Deciding if a student qualifies for special education services means the assessment accomplished which goal:
- Determined eligibility
- Determined placement
- Diagnosed a problem
- Provided feedback
Explanation
When assessments are conducted to decide if a student qualifies for special education, the main purpose is to determine eligibility. This process identifies whether the student meets the specific criteria under IDEA (Individuals with Disabilities Education Act) for receiving specialized services. Once eligibility is established, further steps—like developing an Individualized Education Program (IEP)—can be taken to support the student appropriately.
5. Difficulty with written information on exams or essays, despite solid comprehension of a topic. Which learning disability matches the example?
- Nonverbal learning disorder
- Dyslexia
- Dysgraphia
- Language processing disorder
Explanation
Dysgraphia affects a student’s ability to express ideas in writing, even when they understand the material. This disorder impacts handwriting, spelling, and the organization of written work. Students with dysgraphia often know the answers but have trouble putting their thoughts on paper clearly and legibly, especially under timed conditions such as exams or essay assignments.
6. Which of the following is a child with low self-esteem in academics likely to do?
- Quit following a failure
- Blame the teacher when failure occurs
- Persist when failure occurs
- Withdraw from teachers, classmates, and parents
Explanation
Children with low academic self-esteem often react to failure by giving up or withdrawing. They may internalize failure as a reflection of their abilities and lose the confidence to try again. Rather than seeking support, they often isolate themselves from peers and teachers, which further hinders learning and personal growth.
7. Which of the following professionals is required to be part of the team that develops an Individualized Education Program (IEP)?
- A school psychologist
- A general education teacher
- A special education teacher
- A school nurse
Explanation
An Individualized Education Program (IEP) is a legally mandated document under the Individuals with Disabilities Education Act (IDEA) designed to meet the unique learning needs of students with disabilities. The IEP team must include specific members to ensure that all aspects of a student’s education are addressed appropriately. One of the required members is a special education teacher, who brings expertise in instructional strategies and accommodations tailored to students with disabilities. This teacher plays a key role in developing and implementing educational goals, ensuring that the student receives appropriate support in the least restrictive environment.
8. Which of the following behaviors is most likely associated with gifted and talented students experiencing perfectionism in the classroom?
- Frequently asking for help with assignments
- Completing assignments quickly without concern for quality
- Avoiding challenging tasks due to fear of failure
- Engaging in group work and collaboration
Explanation
Gifted and talented students who struggle with perfectionism often fear making mistakes or not meeting high expectations—whether self-imposed or external. This can lead them to avoid challenging tasks altogether to prevent the possibility of failure. Instead of viewing mistakes as learning opportunities, they may feel anxious or frustrated when outcomes are less than perfect, hindering risk-taking and creativity.
9. Which of the following is considered a DIRECT assessment?
- Completing a behavior rating scale from memory for a problem behavior
- Conducting an interview with a parent
- Event recording by taking ABC data on a behavior that you observe as it occurs
- Giving a teacher a VBMAPP checklist
Explanation
A direct assessment involves observing and recording a behavior as it happens, providing objective and immediate data. In contrast, indirect assessments rely on secondhand reports, interviews, or checklists. Event recording with ABC data (Antecedent, Behavior, Consequence) captures what happens before, during, and after a behavior in real time, making it a clear example of direct assessment used to analyze behavioral patterns accurately.
10. Which of the following strategies can teachers implement to actively reduce implicit biases in their classrooms?
- Encourage students to compete against each other based on their cultural backgrounds
- Create a classroom environment that celebrates diverse perspectives and encourages open dialogue about cultural differences
- Limit discussions about culture to avoid discomfort among students
- Focus solely on standardized testing to measure student success
Explanation
Reducing implicit bias begins with fostering inclusivity and cultural awareness in the classroom. Teachers can do this by creating an environment that values diverse perspectives and encourages open conversations about culture, identity, and experience. Such practices build empathy, respect, and mutual understanding while challenging stereotypes. Avoiding cultural discussions or emphasizing competition and standardized testing can reinforce bias rather than reduce it.
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