Study Guide

Field 129: Mild-Moderate Disabilities
Sample Selected-Response Questions

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General Test Directions

This test consists of two sections: 1) a section with selected-response questions and 2) a constructed-response section.

Each question in the first section is a selected-response question with four answer choices. Read each question and answer choice carefully and choose the ONE best answer.

Try to answer all questions. Even if you are unsure of an answer, it is better to guess than not to answer a question at all. You will NOT be penalized for guessing.

The second section of this test consists of one constructed-response assignment. You will be asked to provide a written response to the assignment. Directions for completing your written response to the constructed-response assignment appear immediately before the assignment.

You may NOT use any type of calculator or reference materials during the test session.

Sample Selected-Response Questions

Competency 0001
Apply knowledge of human development and factors, including disabilities, that affect development and learning.

1. Which of the following goals can best be achieved through the provision of early intervention services for children who have developmental disabilities?

  1. promoting families' understanding of their children's disability and how to enhance development and learning
  2. ensuring that children gain the skills needed to function in a general education preschool class
  3. facilitating interactions with children in the same age group who do not have disabilities
  4. determining the highest level of development and learning the children are likely to achieve across domains

Competency 0002
Apply knowledge of the various types of disabilities (e.g., developmental delay, specific learning disability, intellectual disability, autism spectrum disorder [ASD], multiple disabilities, emotional disturbance, other health impairment, orthopedic impairment, traumatic brain injury [TBI]), including in students from culturally and linguistically diverse backgrounds, from birth through age 21.

2. Which of the following descriptions most clearly suggests the need for a comprehensive evaluation for a possible developmental disability?

  1. A three-year-old is not achieving developmental milestones in the social/emotional and cognitive domains.
  2. A five-year-old with a significant hearing impairment is experiencing delays in language development.
  3. A seven-year-old is slower than same-age peers in meeting developmental expectations in the social domain.
  4. A nine-year-old with a visual impairment is experiencing delays in adaptive skills development.

Competency 0003
Apply knowledge of assessment instruments and procedures for evaluating the strengths and needs of students with mild/moderate disabilities.

3. A fourth-grade student has been referred for a comprehensive evaluation to determine whether the student is eligible for special education services. The student has lived in the United States for approximately one year and has limited English proficiency. The Multidisciplinary Evaluation and Eligibility Group Summary (MEEG) can best avoid bias during the assessment process for this student by first:

  1. providing a brief program of instruction of basic English literacy skills in the student's primary language.
  2. investigating the availability of appropriate testing instruments in the student's primary language.
  3. determining the student's dominant language as well as the student's level of proficiency in the primary language and in English.
  4. locating an individual who fluently speaks the student's primary language to explain testing procedures to the student.

Competency 0004
Demonstrate knowledge of the policies, principles, and procedures related to referral, eligibility, program planning, instruction, and placement of students with mild/moderate disabilities, including students from culturally and linguistically diverse backgrounds.

4. A sixth-grade student who was first identified with emotional disturbance in fourth grade was placed in a self-contained class with full-time special education instruction. The student has met Individualized Education Program (IEP) goals for the past two years and the IEP team believes that the student is ready for part-time instruction in a general education setting. Which of the following supports is most likely to facilitate the student's successful integration into a general education setting?

  1. specific adaptations to the general education curriculum such as simplified learning objectives and shorter assignments
  2. a positive behavioral intervention plan that addresses expectations for the general education classroom
  3. frequent verbal praise from the general education teacher when the student behaves according to expectations
  4. a personal paraprofessional to accompany and remain with the student in the general education classroom

Competency 0007
Apply knowledge of evidence- and research-based strategies and instructional methods in the instruction of reading to students with mild/moderate disabilities.

5. A special education teacher is providing instruction to a fourth-grade student with a learning disability in reading. The teacher's lesson follows the sequence shown below.

  1. Show the student a printed list of five high-frequency words.
  2. Point to and pronounce each word for the student.
  3. Read the word list chorally with the student.
  4. Read aloud a passage that includes the targeted words and have the student raise his or her hand each time he or she hears a word from the list.
  5. Have the student read the passage aloud several times.

Which of the following areas of reading development will this instructional sequence most effectively promote?

  1. fluency
  2. phonemic awareness
  3. phonics
  4. comprehension

Competency 0008
Apply knowledge of evidence- and research-based strategies and instructional methods in the instruction of mathematics to students with mild/moderate disabilities.

6. A middle school special education teacher provides direct instruction to students with learning disabilities in mathematics reasoning. When solving reasoning problems, the teacher allows students to use calculators for computation. This approach is likely to facilitate the students' progress in solving mathematics reasoning problems in which of the following ways?

  1. increasing the relevance of reasoning skills to students' daily lives and activities
  2. fostering in the students a positive disposition toward mathematics learning
  3. enabling the students to devote more mental energy to developing reasoning skills
  4. promoting the students' generalization of mathematics concepts

Competency 0009
Apply knowledge of evidence- and research-based strategies for developing social skills and providing effective positive behavior interventions for students with mild/moderate disabilities.

7. Nate is a third-grade student with a specific learning disability who often gets up and walks around the classroom, seeking others to talk to, when he should be focusing on his work. Nate's general education teacher has noted that Nate has fully completed only three assignments during the past two weeks. Nate has had five office referrals over the past six weeks for refusing to cooperate with the teacher. The teacher has provided Nate with various seating options and quiet work areas, but Nate's behavior has continued. Nate's Individualized Education Program (IEP) team has determined that a functional behavior assessment (FBA) should be conducted. In this process, which of the following steps would be most helpful for the special education teacher to take next?

  1. calling Nate's parents to discuss their feelings about Nate's inappropriate behavior
  2. creating a behavior intervention plan (BIP) to provide Nate with positive reinforcement for on-task behavior
  3. arranging for a paraprofessional to work directly with Nate during class to reinforce on-task behavior
  4. interviewing the general education teacher to identify possible causes and consequences of Nate's behavior

Competency 0010
Apply knowledge of evidence- and research-based strategies and instructional methods for promoting the academic achievement and independent learning of students with mild/moderate disabilities.

8. A high school student with a degenerative neurological disorder has begun experiencing difficulty with the fine-motor movements required for written assignments. The student has been using a computer with word-processing software, but this accommodation alone is no longer sufficient for the student's needs. Which of the following additional solutions would best support this student in completing written assignments and projects?

  1. a wireless, flexible keyboard that can be positioned to facilitate access
  2. an adapted keyboard tailored so that single keystrokes produce frequently used words and phrases
  3. a tablet device that receives input through an on-screen touch keyboard
  4. an alternate keyboard with the letters arranged in alphabetical order instead of the standard configuration

Competency 0012
Apply knowledge of principles, strategies, and procedures for promoting successful transitions for students with mild/moderate disabilities.

9. Use the information below to answer the question that follows.

Jermaine is an 18-year-old student with an intellectual disability. For the past year, Jermaine has attended high school classes in functional academics for half of the day and participated in a supervised work program at a restaurant for the other half of the day. The special education teacher is reviewing a work readiness assessment completed by the restaurant manager. An excerpt of the assessment is shown below.

SkillObserved by Employer
Interpersonal Interactions
   1.  Speaks in an appropriate tone of voice. X
   2.  Accepts responsibility for actions. X
   3.  Dresses appropriately. X
   4.  Respects personal space of others. X
   5.  Responds appropriately to feedback. X
Work Habits and Behavior
   6.  Demonstrates punctuality. X
   7.  Checks in with supervisor. X
   8.  Listens to and follows directions. X
   9.  Remembers instructions from day to day. X
  10.  Maintains productivity with change in routine. X
  11.  Seeks assistance when needed. X
  12.  Follows safety procedures. X
  13.  Demonstrates ability to learn job-specific skills. X
  14.  Maintains work productivity with reduced supervisor contact. X

Jermaine's work readiness assessment most clearly indicates a need for continued support in which of the following areas?

  1. interacting appropriately with supervisor and coworkers
  2. practicing skills and tasks specific to the job
  3. adhering to explicit procedures and directions
  4. developing personal responsibility and independence

Competency 0014
Demonstrate knowledge of strategies and practices for promoting effective school–home collaborations and encouraging families' involvement in their children's education.

10. An elementary school includes students with disabilities whose families hold diverse views regarding their children's disabilities. The special education teacher wants to establish communication with families that will promote positive learning outcomes for all students. Which of the following strategies is likely to provide the strongest foundation for achieving this goal?

  1. surveying families regularly to determine their level of satisfaction with their children's developmental and academic progress
  2. adopting an explicitly welcoming and student-centered approach that focuses on families' goals for their children's development and learning
  3. holding meetings for families whose children have special learning needs to promote open and constructive discussions and shared goals
  4. making it a priority to share with families research studies supporting specific practices that they should adopt with their children at home