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PRAXIS Special Ed: Ck & Applications (5354) Practice Test
Questions (forms 2 &1)
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PRAXIS 5355 -FOUNDATIONAL KN... Special Education Praxis 5354 Praxis Special Education: Foundatio... Praxis 5
53 terms 152 terms 120 terms Teacher
Kayla_Travis32 Preview Kaley_McManus Preview acarinha_7527 Preview mr_
According to IDEA regulations, school districts must First: E.Identifying the student and referring or requesting an evaluation for a
address the needs of students with disabilities by disability
implementing an identification process. Place the Second: B. Conducting a comprehensive evaluation of the student in all areas of
following steps in the identification process in order suspected disability
from first to last. Third: C. Determining which of the disabilities defined by IDEA the student has
Fourth: A.Determining the special education and related services the student
First: requires
Second: Last: D. Writing an IEP and determining an appropriate placement for the student
Third:
Fourth:
Last:
A.Determining the special education and related services
the student requires
B. Conducting a comprehensive evaluation of the student
in all areas of suspected disability
C. Determining which of the disabilities defined by IDEA
the student has
D. Writing an IEP and determining an appropriate
placement for the student
E.Identifying the student and referring or requesting an
evaluation for a disability
,A fifth-grade student with cerebral palsy has average A.voice recognition software program
intelligence and intelligible speech but limited mobility
and, as a result, struggles greatly with both fine motor
and gross motor skills. To best help the student
successfully complete written assignments, the teacher
should provide a
A.voice recognition software program
B.pencil grip and raised-line paper
C.portable word processor
D.personal amplifier and FM system
In which of the following scenarios is it most appropriate C.A student reciprocates greetings only when the teacher provides verbal
for a teacher to begin to use prompt-fading techniques reminders.
to support a student’s skill development?
A.A student reads only assigned fiction texts and refuses
to read nonfiction texts.
B.A student often becomes argumentative after receiving
a grade below 80 percent on an assignment.
C.A student reciprocates greetings only when the teacher
provides verbal reminders.
D.A student ignores the gesture whenever the teacher
points to a clock to remind the student to stay on task.
, The teacher of a multigrade self-contained special C.Teaching the first and second graders together while the others work
education classroom considers the needs and abilities of independently
the following students to group them for an upcoming
mathematics lesson.
--Student 1 is a first grader with the following IEP goal.
“Given paper circles and squares, the student will fold the
papers and identify one-half and one-fourth of the whole
with at least 80% accuracy.”
--Student 2 is a second grader with the following IEP
goal. “Given a variety of concrete fraction models of
halves, fourths, and eighths, the student will correctly
name the fractional parts with at least 80% accuracy.”
--Student 3 is a third grader with the following IEP goal.
“Given a set of ten one-step problems involving addition
and subtraction of fractions with like denominators, the
student will solve them with at least 80% accuracy.”
--Student 4 is a fourth grader with the following IEP goal.
“When shown the first two steps of a pattern, the student
will extend the pattern twice with 80% accuracy on three
consecutive days.”
Based on the students’ IEP goals, which of the following
grouping formats is most appropriate?
A.Allowing the third and fourth graders to tutor the first
and second graders
B.Working with each student individually on specific
learning objectives
C.Teaching the first and second graders together while
the others work independently
D.Keeping all four students in a whole-group
differentiated lesson on fractions
Which of the following actions most effectively B.Identifying a red sweater, a red truck in the play area, and the red apple in a
demonstrates that a student with cognitive delays has basket of fruit
developed a generalization of the concept “red”?
A.Learning how to brush one’s teeth with a red
toothbrush, a red cup, and a red toothpaste
B.Identifying a red sweater, a red truck in the play area,
and the red apple in a basket of fruit
C.Separating a pile of red blocks and blue blocks into
two sets of blocks by color
D.Naming the letters in the word “red” and finding the
word in easy-to-read picture books
PRAXIS Special Ed: Ck & Applications (5354) Practice Test
Questions (forms 2 &1)
Save
Students also studied
PRAXIS 5355 -FOUNDATIONAL KN... Special Education Praxis 5354 Praxis Special Education: Foundatio... Praxis 5
53 terms 152 terms 120 terms Teacher
Kayla_Travis32 Preview Kaley_McManus Preview acarinha_7527 Preview mr_
According to IDEA regulations, school districts must First: E.Identifying the student and referring or requesting an evaluation for a
address the needs of students with disabilities by disability
implementing an identification process. Place the Second: B. Conducting a comprehensive evaluation of the student in all areas of
following steps in the identification process in order suspected disability
from first to last. Third: C. Determining which of the disabilities defined by IDEA the student has
Fourth: A.Determining the special education and related services the student
First: requires
Second: Last: D. Writing an IEP and determining an appropriate placement for the student
Third:
Fourth:
Last:
A.Determining the special education and related services
the student requires
B. Conducting a comprehensive evaluation of the student
in all areas of suspected disability
C. Determining which of the disabilities defined by IDEA
the student has
D. Writing an IEP and determining an appropriate
placement for the student
E.Identifying the student and referring or requesting an
evaluation for a disability
,A fifth-grade student with cerebral palsy has average A.voice recognition software program
intelligence and intelligible speech but limited mobility
and, as a result, struggles greatly with both fine motor
and gross motor skills. To best help the student
successfully complete written assignments, the teacher
should provide a
A.voice recognition software program
B.pencil grip and raised-line paper
C.portable word processor
D.personal amplifier and FM system
In which of the following scenarios is it most appropriate C.A student reciprocates greetings only when the teacher provides verbal
for a teacher to begin to use prompt-fading techniques reminders.
to support a student’s skill development?
A.A student reads only assigned fiction texts and refuses
to read nonfiction texts.
B.A student often becomes argumentative after receiving
a grade below 80 percent on an assignment.
C.A student reciprocates greetings only when the teacher
provides verbal reminders.
D.A student ignores the gesture whenever the teacher
points to a clock to remind the student to stay on task.
, The teacher of a multigrade self-contained special C.Teaching the first and second graders together while the others work
education classroom considers the needs and abilities of independently
the following students to group them for an upcoming
mathematics lesson.
--Student 1 is a first grader with the following IEP goal.
“Given paper circles and squares, the student will fold the
papers and identify one-half and one-fourth of the whole
with at least 80% accuracy.”
--Student 2 is a second grader with the following IEP
goal. “Given a variety of concrete fraction models of
halves, fourths, and eighths, the student will correctly
name the fractional parts with at least 80% accuracy.”
--Student 3 is a third grader with the following IEP goal.
“Given a set of ten one-step problems involving addition
and subtraction of fractions with like denominators, the
student will solve them with at least 80% accuracy.”
--Student 4 is a fourth grader with the following IEP goal.
“When shown the first two steps of a pattern, the student
will extend the pattern twice with 80% accuracy on three
consecutive days.”
Based on the students’ IEP goals, which of the following
grouping formats is most appropriate?
A.Allowing the third and fourth graders to tutor the first
and second graders
B.Working with each student individually on specific
learning objectives
C.Teaching the first and second graders together while
the others work independently
D.Keeping all four students in a whole-group
differentiated lesson on fractions
Which of the following actions most effectively B.Identifying a red sweater, a red truck in the play area, and the red apple in a
demonstrates that a student with cognitive delays has basket of fruit
developed a generalization of the concept “red”?
A.Learning how to brush one’s teeth with a red
toothbrush, a red cup, and a red toothpaste
B.Identifying a red sweater, a red truck in the play area,
and the red apple in a basket of fruit
C.Separating a pile of red blocks and blue blocks into
two sets of blocks by color
D.Naming the letters in the word “red” and finding the
word in easy-to-read picture books
