FTCE ESE Exam

FTCE ESE Exam All Answers Correct 2023 Which of the following is not a legal responsibility of the special education teacher? Ans- obtaining consent to evaluation on an annual bases. This is not a responsibility of the special education teacher because students are typically evaluated on a triennial basis unless there is a reason that the parent or IEP team requests an evaluation earlier. Raphael is a tenth-grade student with autism. While participating in his annual review IEP meeting, Raphael informed the team that he would like to attend a technical college and earn his driver's license after graduating from high school. Which of the following transition goals on Raphael's IEP will help him to prepare to meet these goals? Ans- Raphael will attend a college night and identify at least three programs of interest at local schools. Participating in the college night and identifying programs of study that interest Raphael will help him to prepare for his goal of earning a degree from a technical school. A student with a traumatic brain injury (TBI) recently returned to school after a period of absence. The student is able to follow along with consistent classroom routines but becomes overwhelmed with multi-step directions or changes in typical routines. Which of the following accommodations may best support this student? Ans- provide a written schedule or visual chart of daily routine Providing a written schedule or visual chart will help the student to follow along with class routines and anticipate changes in usual activities. Which of the following skills would be most appropriate to practice with high school students with intellectual disabilities using mock scenarios? Ans- making purchases using bills and coins Making purchases using bills and coins is an independent living skill that can be practiced in both mock scenarios and real life scenarios on community-based trips. They will also need to have this skill once they transition out of school. In a unit on personal finance, a sixth-grade teacher wants students to be able to identify the difference between fixed and variable costs. Which of the following examples would best highlight this difference? Ans- categorizing the expenses of a local restaurant into expenses that depend on the number of customers and expenses that do no not depend on the number of customers This will help students highlight the differences between variable and fixed costs because the student is actively having to categorize an expense into one of the two categories. A third-grade general education student, James, has been displaying limitations with social interactions for several years. James enjoys playing games with much younger children, but he struggles to be included with his peers during classroom activities and recess. John has difficulty interpreting body language and pragmatic language such as puns, idioms, and sarcasm. Recently, he has been sent to the school counselor's office for making inappropriate comments during class. He has started complaining that he doesn't want to go to school, although he is typically a student who earns As and Bs. Which of the following disability categories may be indicated by James' behavior? Ans- autism James' behavior is characteristic of a student with autism due to impairment with social interactions and pragmatic language. An elementary student who is blind is participating in a unit in his science class that focuses on learning the names and locations of 20 bones in the human body. At the end of the unit, students are required to label all 20 bones on a picture of a skeleton. What would be the most appropriate way to assess the student's mastery of this objective? Ans- Provide the student with a 3D skeleton on which he can locate and label 20 bones. Using a tactile model of a skeleton allows the student to learn and identify bones in the body using touch. A kindergarten student with autism has an IEP goal to independently complete the steps associated with washing and drying hands after using the restroom. The student has been working on this goal for eight weeks, but he has not made any progress toward initiating or completing the steps without partial physical prompts. The student is beginning to express frustration when the teacher intervenes. Which of the following is an appropriate next step for the teacher to take? Ans- Meet with the IEP committee to discuss ways to teach this skill. The IEP committee should discuss ways to support the student and consider whether there are strategies that related service providers can use to incorporate this goal into their therapy sessions. According to the Individuals with Disabilities Education Act (IDEA), which of the following criteria may indicate that a student may have a specific learning disability? Ans- The student demonstrates limited or lack of progress despite receiving research-based interventions. Many states use the response to intervention (RTI) process as a consideration in whether a student may have a specific learning disability. A student who fails to progress even after receiving interventions may have a specific learning disability. A third-grade teacher is preparing to teach a social studies lesson to an inclusion class. Many of the students read below grade level, so the teacher has chosen to play an audio version of a non-fiction text rather than having the students read the text independently. What is the primary reason for using an audio version of the text? Ans- The students struggle to read grade level texts fluently. Students who struggle to read fluently but have grade level or near grade level comprehension skills can access the curriculum through an audio version of the text. The special education teacher in an elementary school provides services in a resource room classroom for a portion of the school day. The teacher is considering student's present levels and needs when grouping the children for a language arts activity. Student 1 is a first grader with the following IEP goal: "Given 10 letters of the alphabet, the student will identify 8/10 letters accurately." Student 2 is a second grader with the following IEP goal: "Given a grade level text, the student will properly identify three sequences of events with 100% accuracy." Student 3 is a third grader with the following IEP goal: "Given a fiction story, the student will respond to 4/5 comprehension questions orally or in writing with 80% accuracy." Student 4 is a fourth grader with the following IEP goal: "Given a fiction text, the student will respond to a writing prompt by writing a five-sentence paragraph that includes at least two details from the story." What is the best way to group the students to provide differentiated instruction? Ans- Provide instruction to the second and third graders together while the other students work independently. The second and third graders are both working on goals related to reaching comprehension, so it would be appropriate to have the students read together and work in a pair to respond to comprehension questions Which of the following IEP goals would best prepare a student to meet postsecondary employment goals? Ans- The student with participate in a summer internship related to a career field of interest and will develop a resume which includes four relevant experiences from the internship by October. This is a measurable goal which will help the student to gain experiences and develop a resume in preparation for gaining employment after high school. A speech/language therapist is unable to attend an annual IEP meeting for a student who is identified as having a specific learning disability (primary) and speech/language impairment (secondary). The student's current IEP will expire in three days. How can the IEP team address the speech/language therapist's absence? Ans- Ask the parents if they are willing to excuse the speech/language therapist if recommendations are provided by the therapist prior to the meeting. Due to the student's secondary disability of speech/language impairment, the speech/language therapist is a required team member. The parents may agree to excuse the therapist if input is provided prior to the meeting. Lana is a sixth-grade student whose younger sister, Natalie, has Down Syndrome. Recently, Lana's friends have asked questions about Natalie, and Lana is unsure of how to respond. What advice may Lana's parents share with her? Ans- Lana should consider the types of questions she is typically asked and practice her responses so that she feels comfortable sharing information with her friends. By practicing her responses, Lana will feel more comfortable answering her friends' questions. This type of response will help Lana to advocate for Natalie while also promoting diversity and inclusion with her friends. Which of the following characteristics is most commonly associated with a receptive language disorder? Ans- difficulty understanding spoken language Students with receptive language disorders demonstrate difficulty understanding spoken language. Which of the following is a protection under Section 504 that may be provided for an eligible student with a disability? Ans- A student is provided with the use of an elevator in order to physically access second floor classes in the school building. Allowing the student to use an elevator is an accommodation. Using an elevator to attend classes prevents the student from being excluded from an educational program that receives federal funds. A kindergarten student with developmental delays uses a picture and symbol board for communication. What is the primary reason that students use this type of tool? Ans- A picture and symbol board allows students with limited language abilities to communicate needs, wants, and choices. For younger students or students who are unable to read, a picture and symbol board can provide a method of communicating needs and preferences. Which of the following behaviors is not common for a seven-year-old student? Ans- able to write paragraphs This is a skill that is more often developed at age nine. A third-grade teacher is preparing to teach a unit on mythical creatures. A parent has asked why the teacher has selected this topic when it is not an assigned topic in the state's learning standards for third grade. How should the teacher respond? Ans- Confirm that topics within the unit align with the state standards. Identify learning outcomes and share these with the parent. When planning a unit, the teacher should first consider the state's learning standards and what the learning outcomes will be. While the teacher did not pre-plan in this manner, the unit's activities can still be used or modified to align with state standards. The IEP for a student with multiple disabilities contains the following language arts objective. The student will write a sentence using appropriate punctuation and spelling in 4 out of 5 trials. Which of the following classroom activities would be most appropriate to provide data to meet this objective? Ans- creating a thank you card for a staff member that includes a greeting Creating a thank you card is an opportunity to practice fine motor skills as well as writing skills by including a sentence inside the card that demonstrates proper spelling and punctuation. Which of the following is the most appropriate way for a second-grade teacher to ensure that a student who uses a hearing aid will be able to participate in class discussions? Ans- turn toward the student when speaking and use an amplification system Turning toward the student when speaking will allow the student to read lips. Using an amplification system will allow the student to hear the teacher more easily Which of the following procedures must occur before evaluating a student to determine initial eligibility for special education services? Ans- Request and receive signed consent from the parents to proceed with the evaluation. Parents must be informed of the request for evaluation and must sign