D531 Student Teaching II in Special Education
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Free D531 Student Teaching II in Special Education Questions
1. A student with learning disabilities who reads at grade level is enrolled in a regular biology class. The special education teacher is trying to determine what strategies to use to help the student perform well in the class and pass the required tests. Which of the following steps should the special education teacher take first?
- Determine how well the student organizes and retains material that is representative of the course.
- Obtain the required reading materials and highlight important concepts for the student.
- Secure a tape recorder for the student to use to tape the lectures and other teacher presentations.
- Use a readability index to determine the difficulty of the required reading materials.
Explanation
Before implementing specific supports, the teacher must identify the student’s current strengths and weaknesses in learning and retaining course content. Since the student reads at grade level, the issue likely lies in comprehension, organization, or memory. Assessing how the student processes and retains biology material will help the teacher tailor strategies—such as note-taking supports or visual aids—based on actual needs rather than assumptions.
2. A fourth-grade student with a learning disability in reading comprehension struggles with understanding and recalling information presented in content-area text. Which strategy would the special education teacher most likely employ to address the student's comprehension needs?
- encouraging the student to vocalize while reading to create stronger connections to the content
- focusing on the content within the chapter rather than addressing side content
- reviewing key vocabulary words and the student's prior knowledge of the topic before reading
- treating each reading session as an independent session with new reading material to keep the student interested
Explanation
Activating prior knowledge and previewing key vocabulary before reading are effective strategies for improving comprehension, especially for students with reading difficulties. When the teacher reviews essential terms and connects new material to what the student already knows, it helps the student build a mental framework for understanding the text. This pre-reading activity enhances retention, clarifies unfamiliar concepts, and improves engagement with the material. Without this support, students may struggle to make sense of new information or fail to grasp the relationships among ideas in the text.
3. A dimension that distinguishes attention deficit hyperactivity disorder (ADHD) from learning disability is:
- activity level.
- success in school.
- emotional maturity.
- level of intelligence.
Explanation
The key distinguishing factor between ADHD and a learning disability is activity level. ADHD primarily affects attention regulation, impulsivity, and hyperactivity, whereas learning disabilities impact specific areas of academic performance such as reading, writing, or math. Students with ADHD may struggle to focus or remain still, even when they have average or above-average intelligence. Activity level, therefore, is a defining behavioral dimension of ADHD rather than a learning disability.
4. When an admission review dismissal (ARD) committee developing a student's individualized education program (IEP) is determining whether an assistive technology device is necessary for that student, the Individuals with Disabilities Education Act (IDEA) states that the ARD committee must consider
- The cost of the device relative to the parents/guardians’ gross income
- How the device affects the student's access to free, appropriate public education
- The potential for the student to gain new functional capabilities relative to the cost of the device
- How much training the student will need to use the device safely
Explanation
Under IDEA, the primary consideration when determining the need for assistive technology is how the device will support the student's access to a Free Appropriate Public Education (FAPE). The focus should be on whether the technology enables the student to participate and progress in the general education curriculum or meet IEP goals—not on the financial cost or amount of training required. Ensuring equitable educational access is the central purpose of the decision.
5. In accordance with federal regulations, Early Childhood Intervention (ECI) services should primarily be delivered in which of the following environments to ensure inclusivity for children with disabilities?
- Specialized educational institutions designed for children with disabilities
- Home and community environments that are similar to those of children without disabilities
- Clinical settings focused solely on therapeutic interventions
- Residential facilities for children with special needs
Explanation
Federal regulations under the Individuals with Disabilities Education Act (IDEA) emphasize that Early Childhood Intervention (ECI) services should be provided in natural environments—settings typical for same-aged peers without disabilities, such as the child’s home, daycare, or community programs. Delivering services in natural settings promotes inclusion, generalization of skills, and meaningful participation in daily routines. This approach allows children with disabilities to learn and interact alongside their peers, fostering both developmental and social growth in the most integrated environment possible.
6. Which of the following choices is NOT appropriate regarding the purpose(s) of conducting progress monitoring and using its data?
- To improve student learning based on learning objectives
- To increase the rate of special education referrals
- To better communicate with other professionals and service providers
- To modify instructional methods and materials
Explanation
Progress monitoring is a systematic process used to assess a student’s academic and behavioral progress over time, allowing teachers to make informed instructional decisions. Its purposes include identifying whether students are meeting learning goals, adjusting teaching strategies or materials, and facilitating communication among educators and service providers. However, increasing the rate of special education referrals is not an appropriate purpose of progress monitoring. Instead, the goal is to enhance instruction and intervention before considering referral, ensuring data-driven support within the general education setting when possible.
7. A special education teacher works with a student classified with an emotional disturbance. The student demonstrates grade-level strengths in reading; however, during some types of reading assignments, the student often becomes extremely disruptive and argumentative and refuses to comply with teacher requests. To address this issue, which step would be most appropriate for the teacher to take first?
- applying a small, predetermined consequence when the student refuses to comply with directions
- dividing the student's reading assignments into smaller subtasks and monitoring the completion of each task
- allowing the student to continue working on familiar tasks until the student feels ready to transition to reading activities
- assessing the antecedent events and reinforcing consequences of the student's behavior during reading
Explanation
Before implementing interventions or consequences, it is critical for the teacher to understand the function and triggers of the student's behavior. Conducting a functional behavioral assessment (FBA) helps identify the antecedents (events leading up to the behavior), the behavior itself, and the consequences that reinforce it. This data-driven approach allows for developing effective behavioral interventions tailored to the student’s specific needs, rather than applying general disciplinary or instructional strategies without understanding the root cause.
8. In what way does participating in a community service project, such as organizing a local clean-up day, enhance the functional skills of students with special needs?
- It provides opportunities for teamwork and responsibility in a real-world context.
- It allows students to work independently without guidance.
- It focuses solely on academic skills without practical application.
- It limits interactions to only their peers in the classroom.
Explanation
Community service projects offer valuable experiential learning opportunities where students with special needs can practice functional, social, and adaptive skills in meaningful, real-world settings. Activities like organizing a clean-up day encourage teamwork, responsibility, communication, and problem-solving. These experiences enhance independence and prepare students for post-school life. The other options misrepresent the purpose of such activities, as they neither isolate students nor focus solely on academics.
9. What is the main benefit of integrating a student with autism spectrum disorder (ASD) into a general education classroom environment?
- To provide the student with access to advanced academic content
- To enhance the student's social skills through interaction with peers
- To ensure the student receives individualized instruction at all times
- To minimize the need for special education services
Explanation
Inclusion in a general education classroom offers students with ASD valuable opportunities for social interaction and communication development with typically developing peers. These interactions help build social understanding, appropriate behavior modeling, and a sense of belonging—key areas often challenging for students with ASD. While academic benefits can occur, the primary goal of integration is fostering social competence and inclusion, not replacing individualized instruction or reducing services.
10. Roy is an eleventh-grade student with an intellectual disability. During his annual IEP meeting, Roy indicates that he wants to get a job and share an apartment within four years of graduating from high school. Which of the following IEP transition goals best supports Roy's goal?
- Roy will be able to read traffic signs independently while traveling.
- Roy will be able to clean the kitchen floors with staff assistance on a weekly basis.
- Roy will be able to write a check to pay monthly rent and utility bills.
- Roy will be able to socialize with new friends and seek help when needed.
Explanation
Transition goals in an IEP should align with the student's postsecondary aspirations, such as employment and independent living. For Roy, learning functional money management skills directly supports his goal of living independently and maintaining an apartment. Being able to write checks for rent and utilities reflects practical financial competence needed for adult living. While other options (e.g., cleaning or socializing) are valuable, they are secondary to his primary independence goals.
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