When determining the least restrictive environment (LRE) for a student with
disabilities, the student's IEP team should be guided primarily by which of the
following factors?
A. the credentials and experience of the district professionals who are available
to work with the student
B. the frequency, duration, and intensity of the identified services needed by the
student
C. the relative costs of the modifications, services, and placement options being
considered for the student
D. the collective opinion of the service providers who have previously worked
with the student - ANSWER B
The parents of a student with a physical disability are unable to attend an IEP
team meeting for their child. During the meeting, the IEP team recommends
modifications to the student's transportation services and mobility supports. In this
situation, the IEP team's
next responsibility would be to:
A. notify the providers of the student's transportation services and mobility
supports about the upcoming changes.
B. conduct a reevaluation of the student's need for other instructional supports
and related services in light of the modifications.
C. note the parents' absence at the IEP meeting in the student's IEP file and
make plans to implement the modifications.
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,D. document the IEP modifications and their reasons for recommending them
and send this information to the parents. - ANSWER D
A new middle school special education teacher will be working with an
experienced paraeducator who will assist in
providing services to students in the
special education program. Which of the following steps would be most effective
for the teacher to take
first as he prepares for his initial meeting with the paraeducator?
A. gathering anecdotal information about the paraeducator from other teachers
who have worked with her
B. compiling a comprehensive list of program needs and associated tasks for a
paraeducator to complete
C. asking the paraeducator to provide a résumé and other documentation of her
work experience
D. familiarizing himself with the defined roles and expectations for paraeducators
in his district - ANSWER D
A second-grade student is referred for a comprehensive individual evaluation
because of an inability to recall the letters of the alphabet in sequential order and
an inability to make letter-sound associations. When selecting assessment
instruments to include in this student's evaluation, the team should
first consider an assessment instrument's ability to:
A. produce data relevant to the student's educational needs.
B. measure the student's development across multiple domains.
C. be modified to accommodate the student's disability.
D. provide a baseline for measuring the student's future progress. - ANSWER A
2
, A fifth-grade student receives special education services due to a specific learning
disability and ADHD. He is easily distracted, fidgets with school materials when
seated at his desk, and disturbs classmates. The most effective way for the
special education teacher to accommodate this student's learning and behavioral
needs during classroom assessments would be to alter which of the following
aspects?
A. response
B. schedule
C. setting
D. presentation - ANSWER C
A fifth grader with a specific learning
disability and ADHD receives services in a
general education classroom. Although the fifth-grade teacher has implemented
all the modifications in the student's IEP, she has not made the expected
academic or behavioral progress. The fifth-grade teacher has now asked the IEP
team to consider whether the student would benefit from receiving some of her
services in an alternative setting. The IEP team's best initial response in this situation would
be to:
A. evaluate whether adjustments to the student's classroom instruction might
lead to greater success.
B. inform the student of the teacher's concerns and ask what she thinks of the
proposed change.
C. schedule daily study periods for the student in the resource room with the
special education teacher.
D. arrange for a paraeducator to be assigned to work with the student in her
current placement. - ANSWER A
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disabilities, the student's IEP team should be guided primarily by which of the
following factors?
A. the credentials and experience of the district professionals who are available
to work with the student
B. the frequency, duration, and intensity of the identified services needed by the
student
C. the relative costs of the modifications, services, and placement options being
considered for the student
D. the collective opinion of the service providers who have previously worked
with the student - ANSWER B
The parents of a student with a physical disability are unable to attend an IEP
team meeting for their child. During the meeting, the IEP team recommends
modifications to the student's transportation services and mobility supports. In this
situation, the IEP team's
next responsibility would be to:
A. notify the providers of the student's transportation services and mobility
supports about the upcoming changes.
B. conduct a reevaluation of the student's need for other instructional supports
and related services in light of the modifications.
C. note the parents' absence at the IEP meeting in the student's IEP file and
make plans to implement the modifications.
1
,D. document the IEP modifications and their reasons for recommending them
and send this information to the parents. - ANSWER D
A new middle school special education teacher will be working with an
experienced paraeducator who will assist in
providing services to students in the
special education program. Which of the following steps would be most effective
for the teacher to take
first as he prepares for his initial meeting with the paraeducator?
A. gathering anecdotal information about the paraeducator from other teachers
who have worked with her
B. compiling a comprehensive list of program needs and associated tasks for a
paraeducator to complete
C. asking the paraeducator to provide a résumé and other documentation of her
work experience
D. familiarizing himself with the defined roles and expectations for paraeducators
in his district - ANSWER D
A second-grade student is referred for a comprehensive individual evaluation
because of an inability to recall the letters of the alphabet in sequential order and
an inability to make letter-sound associations. When selecting assessment
instruments to include in this student's evaluation, the team should
first consider an assessment instrument's ability to:
A. produce data relevant to the student's educational needs.
B. measure the student's development across multiple domains.
C. be modified to accommodate the student's disability.
D. provide a baseline for measuring the student's future progress. - ANSWER A
2
, A fifth-grade student receives special education services due to a specific learning
disability and ADHD. He is easily distracted, fidgets with school materials when
seated at his desk, and disturbs classmates. The most effective way for the
special education teacher to accommodate this student's learning and behavioral
needs during classroom assessments would be to alter which of the following
aspects?
A. response
B. schedule
C. setting
D. presentation - ANSWER C
A fifth grader with a specific learning
disability and ADHD receives services in a
general education classroom. Although the fifth-grade teacher has implemented
all the modifications in the student's IEP, she has not made the expected
academic or behavioral progress. The fifth-grade teacher has now asked the IEP
team to consider whether the student would benefit from receiving some of her
services in an alternative setting. The IEP team's best initial response in this situation would
be to:
A. evaluate whether adjustments to the student's classroom instruction might
lead to greater success.
B. inform the student of the teacher's concerns and ask what she thinks of the
proposed change.
C. schedule daily study periods for the student in the resource room with the
special education teacher.
D. arrange for a paraeducator to be assigned to work with the student in her
current placement. - ANSWER A
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