C340 Cohort Seminar in Special Education
Access The Exact Questions for C340 Cohort Seminar in Special Education
💯 100% Pass Rate guaranteed
🗓️ Unlock for 1 Month
Rated 4.8/5 from over 1000+ reviews
- Unlimited Exact Practice Test Questions
- Trusted By 200 Million Students and Professors
Starting from
$30/month
What’s Included:
- Unlock 100 + Actual Exam Questions and Answers for C340 Cohort Seminar in Special Education on monthly basis
- Well-structured questions covering all topics, accompanied by organized images.
- Learn from mistakes with detailed answer explanations.
- Easy To understand explanations for all students.
Your Master Study Collection: Unlocked C340 Cohort Seminar in Special Education : Practice Questions & Answers
Free C340 Cohort Seminar in Special Education Questions
1. 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.
2. Ren's teacher perceives a lack of confidence in them. Ren often seems unmotivated. Which psychosocial concern (risk) matches the scenario?
- Unhealthy perfectionism
- Asynchronous development
- Low self-esteem
- Poor social skills
Explanation
When a student demonstrates low confidence and a lack of motivation, it often indicates low self-esteem. Students with low self-esteem tend to doubt their abilities, feel inadequate compared to peers, and may avoid challenges to protect themselves from perceived failure. This affects their engagement, participation, and overall academic performance.
3. What should teachers focus on while using visual cues, timers, and checklists in order to avoid negating the benefits by triggering anxiety and too much stress?
- Body language
- Work accomplished
- Social interactions
- Time spent on task
Explanation
When teachers use tools such as visual cues, timers, and checklists, the goal is to help students with focus, organization, and time management. However, overemphasis on time spent on task can create anxiety, especially for students who process information more slowly or need additional support. Instead, teachers should pay attention to students’ body language—signs of stress, frustration, or confusion—to ensure these tools are enhancing rather than hindering learning. Monitoring emotional and physical cues allows teachers to adjust pacing and provide reassurance, maintaining a calm and productive classroom environment.
4. What are implicit biases?
- the conscious preference for or against a person, thing, or group
- the hidden preference for or against a person, thing, or group
- beliefs that a person states about other people, thing or groups
- actions a person takes that align with their stated values
Explanation
Implicit biases are the unconscious or hidden attitudes and stereotypes that influence how people think, feel, and act toward others without deliberate awareness. These biases can affect decisions and interactions in subtle ways, even when individuals consciously believe in fairness and equality. Unlike explicit biases, which are openly expressed and intentional, implicit biases operate below conscious awareness and can lead to unintentional discrimination or unfair treatment.
5. Difficulty participating in classroom discussions and activities, but often has many related and relevant thoughts on the topic at hand
- Language processing disorder
- Nonverbal learning disorder
- Dyslexia
- Dysgraphia
Explanation
A Language Processing Disorder (LPD) affects the ability to understand and express language. Students with LPD often have insightful ideas but struggle to process spoken language quickly or organize their thoughts for verbal expression. This can make classroom participation difficult even though their comprehension and cognition remain strong.
6. Which of the following statements accurately describes the requirements of Section 504 compared to an Individualized Education Program (IEP)?
- Section 504 mandates the creation of detailed educational plans for students with disabilities.
- Section 504 provides accommodations without the need for formalized educational plans.
- Section 504 requires regular assessments and progress reports similar to an IEP.
- Section 504 is exclusively for students with learning disabilities.
Explanation
Section 504 of the Rehabilitation Act ensures that students with disabilities have equal access to education through accommodations that remove barriers to learning. Unlike an IEP, which provides specialized instruction and detailed educational goals under IDEA, a 504 plan typically offers accommodations without a formalized instructional plan or periodic assessments. It applies to any student with a physical or mental impairment that limits a major life activity—not just those with learning disabilities.
7. According to the PBIS website, how do we know if tier 2 interventions are effective?
- Teachers report that the student is making positive changes in academic outcomes.
- The interventions result in measurable changes in behavior and improvements in a student's quality of life.
- Families report that the student is more positively engaged in family activities and in following family rules.
- The student participates in the intervention, actively monitoring his/her own behavior.
Explanation
According to Positive Behavioral Interventions and Supports (PBIS), the effectiveness of Tier 2 interventions is determined by measurable changes in behavior and improvements in a student’s overall quality of life. Tier 2 focuses on targeted group interventions for students at risk, and effectiveness is data-driven—schools look for evidence that the intervention leads to observable, positive behavioral outcomes rather than relying solely on anecdotal reports.
8. A classroom setting in which a General Education Teacher and Special Education Teacher work together with students who are typical and have disabilities is best described in Part 200 of the Regulations of the New York State Commissioner of Education as a(n)
- integrated co-teaching class
- resource room class
- special education class
- inclusion class
Explanation
According to Part 200 of the New York State Commissioner of Education Regulations, an integrated co-teaching class (ICT) is a setting where a general education teacher and a special education teacher jointly provide instruction to a diverse group of students, including those with disabilities and their typically developing peers. This model promotes inclusive education while ensuring individualized support through collaboration and shared instructional responsibility.
9. Culturally critical curriculum challenges teachers and students to
- celebrate our own cultural identities and beliefs.
- accept societal norms and values as they exist in the world.
- work for cultural harmony and sensitivity to others.
- raise issues of inequity, power and oppression from a social justice perspective.
Explanation
A culturally critical curriculum encourages both teachers and students to question and analyze the structures of power, privilege, and inequality within society. Instead of merely promoting cultural harmony or celebrating diversity, this approach focuses on developing critical consciousness — the ability to recognize and challenge systemic injustices that affect marginalized communities. By engaging in discussions about inequity, power, and oppression, learners become empowered to advocate for social change and justice. This aligns with the principles of critical pedagogy, which seek to transform education into a tool for liberation and equity.
10. Which of the following best describes a characteristic of a student with a language processing disorder?
- The student excels in verbal communication and often leads discussions.
- The student struggles to express their thoughts verbally despite having relevant ideas.
- The student frequently interrupts others during conversations.
- The student shows no interest in classroom discussions.
Explanation
A language processing disorder affects how a student understands and uses spoken language. Students with this condition often have strong ideas but struggle to put their thoughts into words or comprehend verbal instructions quickly. Their difficulty lies not in thinking or intelligence, but in the ability to process, organize, and express language effectively.
How to Order
1
Select Your Exam
Click on your desired exam to open its dedicated page with resources like practice questions, flashcards, and study guides.Choose what to focus on, Your selected exam is saved for quick access Once you log in.
2
Subscribe
Hit the Subscribe button on the platform. With your subscription, you will enjoy unlimited access to all practice questions and resources for a full 1-month period. After the month has elapsed, you can choose to resubscribe to continue benefiting from our comprehensive exam preparation tools and resources.
3
Pay and unlock the practice Questions
Once your payment is processed, you’ll immediately unlock access to all practice questions tailored to your selected exam for 1 month .