(Summary) NES Test Special Education Over 330
Questions And Answers With Verified Solution
2023/2024
Competency 1
Focuses on the characteristics of typical and atypical human growth and development
and the characteristics of students with various disabilities that special education
teachers are likely to encounter.
Learning Disabilities
Students with learning disabilities have average or above average intelligence but an
unexpected academic weakness in one or more content areas.
Dyslexia
Impacts a student's ability to learn to read, to recognize sound segments or letters,
following along in text comprehending what they read.
Dysgraphia
Impacts student's ability to learn to write, often their handwriting and/or spelling.
Dyscalculia
Impacts a student's ability to understand numbers and mathematical operations,
remembering math facts and the sequence of steps in math problems.
Intellectual Disabilities
Students qualify as having an intellectual disability when they show developmental
delays in most aspects of academic and social functioning.
Communication Disorders
Students who are more likely to mispronounce sounds or have speech that lacks
fluency are identified as having speech disorder.
Articulation Disorders
Affects a student's ability to produce certain sounds and sound combinations.
Fluency Disorders
Hesitations or stuttering
Specific language Impairment
Manifests as a delay in a student's language development but the student shows no
other conditions that would cause such a delay in language development (e.g., autism,
deafness)
Emotional Impairments
Typically, children who are identified as having emotional impairments show behaviors
or emotions that are not appropriate for setting. Often they have trouble making friends,
working in groups, and maintaining personal relationships.
Anxiety Disorders
Characterized by excessive fears or worry. Phobias, separation anxiety, and obsessive-
compulsive disorder.
Mood Disorders
Including depression and bipolar disorder (i.e., swings between elevated or manic mood
and depression). Students who are depressed may cry often, lose motivation for things
that were once enjoyable, lose weight and disregard hygiene, or have suicidal thoughts.
Oppositional Defiant Disorder
,Students show hostile and defiant behaviors, including temper tantrums, arguments,
and irritability.
Conduct Disorders
Students consistently engage in antisocial behaviors that interfere with others.
Attention Disorders
Students with attention deficit/hyperactivity disorder (ADHD) are more easily distracted
and divide their attention between multiple stimuli instead of staying on task when
compared to others at the same developmental level.
Autism Spectrum Disorders (ASD)
Range from mile to severe based on the degree to which they show characteristics.
Atypical Language Development and Communication Delays
Many never learn to communicate successfully using spoken language. Some engage
in echolalia, repeating pars of a sentence they just hear. Many show limited eye contact
or extreme focus or interest in one topic or conversation. Students with ASD often have
difficulty understanding figurative language and humor.
Atypical Social Development
Students with autism do not seem to recognize or respond to others' emotions, social
cues, and nonverbal signals. Many do not interact with others during play and/or do not
engage in reciprocal interactions.
Repetitive Behavior, Including Movement and Verbalizations
Tics (physical) and obsessions (attention) are common.
Undesirable Behaviors
Some children with autism are aggressive toward others or engage in repetitive self-
injurious behaviors.
Need for Predictability
Many students with autism gain security from environmental structure and experience
anxiety in unfamiliar situations. Some focus intensely on adherence to routines and
become upset if things are out of place or sequence.
Sensory and Movement Disorders
Some children are over-responsive to sensory stimuli, whereas others are under-
responsive, some show atypical movement of the head, trunk, and limbs; clumsiness or
posture; or an awkward (i.e., not smooth) gait.
Intellectual Disabilties
Although students with autism spectrum disorders may have very high intelligence or
low intelligence, more than half also have an intellectual disability.
Sensory Disorders
Hearing and visual impairments are the two most common sensory disorders that
special education teachers encounter.
Hearing Loss
Students who are deaf or hard of hearing often experience language delays, particularly
if their hearing loss goes undetected.
Visual Impairments
Individuals are considered totally blind if they cannot receive any meaningful visual
input. They rely on input from other senses.
Physical Disabilities and Health Impairments
,May be caused by congenital anomaly, disease, or injury such as fractures, burns, or
loss of a limb.
Cerebral Palsy
Disorder of voluntary movement and posture. The majority of students with cerebral
palsy show spastic movement, although others may be more likely to display
uncoordinated or abrupt involuntary movements. Some students with cerebral palsy
also experience seizures. Many have sensory (i.e., hearing or vision) and/or language
impairments as well.
Spina Bifida
Congenital malformation of the spinal cord or vertebrae. Students with the mildest form
(occulta) or more serious form known as meningocele do not show challenges with
movement, but students with mylomeningocle form typically have leg weakness and are
unable to control their bowels or bladder. Does not affect intelligence.
Epilepsy
A condition in which individuals experience seizures, caused by abnormal electrical
discharges in the brain. In the most severe cases the individual experiences
uncontrollable jerking, stops breathing, and loses consciousness. During partial
seizures, which are more common, the individual is more likely to experience an altered
state of consciousness and some alteration in movement (e.g., twitching).
Asthma
Chronic lung condition characterized by episodic bouts of wheezing, coughing, difficulty
breathing.
AIDS
Acquired immune deficiency syndrome. Students cannot resist or fight off infections.
Cystic Fibrosis
A genetic disease in which the body's exocrine glands excrete thick mucus that can
block lungs and parts of digestive system.
Muscular Dystrophy
Inherited disease marked by progressive atrophy (wasting away) of muscles. Duchenne
muscular dystrophy is most common and most severe, affecting only boys.
Competency 2
Requires that you understand the various factors that affect the development of
students with disabilities and the impact these factors have on their learning and daily
life.
The Family's Role
Parents/guardians wear many hats raising children with disabilities-they are caregivers,
providers,teachers, counselors, behaviors support specialist, parents of other children
without disabilities, marriage partners, information specialist/trainers of significant other
family members and advocates.
Role of the Parent
Provide transportation to school, activities medical care and other locations. Learning
about he focus of the child's school program and reinforcing those learning behaviors
efforts in the home. Implementing intervention if necessary, such as behavior
management. Teaching social skills.
Special Educators can Support Families in these roles:
, Promoting partnership between school and home. Encouraging open communication
about the student's strengths and needs, both within the family and with educators
Helping the student work toward skills that increase independence and helping the
families learn ways to encourage those skills at home.
The Community's Role in Supporting Students with Disabilities:
Support students with disabilities through physical, social services, and training
supports. Providing for physical supports, such as modified walkways or ramps.
Providing access to public areas such as restrooms, voting booths, and government
offices.
Implication for Education and Learning:
Students with disabilities show characteristic patterns of behavior that can affect their
learning and development. Special educators should recognize.
Students with learning disabilities may show inconsistent or poor academic
performance and may be disruptive to other students in the classroom.
They may have difficulty working independently and may give up easily when
challenged. Special educators can support these students by teaching strategies to
organize their work schedule, using differentiated instruction, and providing frequent
assessment and feedback regarding progress.
Students with communication disorders may be reluctant to participate in class
discussions and writing task.
They may withdraw from large-group activities or social interactions during free-play
periods. Special educators can support these students by providing assessments that
reduce writing or speaking (e.g., multiple choice tests), scaffolded activities for writing
and reading, and small-group instructional activities.
Students with emotional or behavioral impairments may be frequently off task,
refuse to follow directions, or engage in inappropriate behavior or language.
They may fight with peers or may be socially withdrawn. Special educators can support
these students by teaching social skills, including conflict-resolution strategies, and
creating opportunities for the students to make positive contributions to the group.
Students with ADHD without hyperactivity may be inattentive, forgetful, or
withdrawn while students with ADHD with hyperactivity may be restless, easily
distracted, impulsive, and talkative.
In both cases, students' work is typically incomplete or disorganized, and their
motivation is often low. Special educators can support these students by structuring the
environment and instructional tasks to minimize disruptions. They can help students set
goals and develop prompts and cues that help keep them on task.
Students with intellectual disabilities may engage in distracting or inappropriate
classroom behaviors.
They may lack motivation and be reluctant to try new activities. Special educators can
help students learn self-regulatory skills and can provide opportunities for adaptive and
community-based activities that are relevant to the students. Students may need
frequent repetition of new skills and opportunities to generalize new skills to different
situations.
Students with severe and multiple disabilities may have limited functional skills
and may not be able to read, write, or communicate effectively.
Questions And Answers With Verified Solution
2023/2024
Competency 1
Focuses on the characteristics of typical and atypical human growth and development
and the characteristics of students with various disabilities that special education
teachers are likely to encounter.
Learning Disabilities
Students with learning disabilities have average or above average intelligence but an
unexpected academic weakness in one or more content areas.
Dyslexia
Impacts a student's ability to learn to read, to recognize sound segments or letters,
following along in text comprehending what they read.
Dysgraphia
Impacts student's ability to learn to write, often their handwriting and/or spelling.
Dyscalculia
Impacts a student's ability to understand numbers and mathematical operations,
remembering math facts and the sequence of steps in math problems.
Intellectual Disabilities
Students qualify as having an intellectual disability when they show developmental
delays in most aspects of academic and social functioning.
Communication Disorders
Students who are more likely to mispronounce sounds or have speech that lacks
fluency are identified as having speech disorder.
Articulation Disorders
Affects a student's ability to produce certain sounds and sound combinations.
Fluency Disorders
Hesitations or stuttering
Specific language Impairment
Manifests as a delay in a student's language development but the student shows no
other conditions that would cause such a delay in language development (e.g., autism,
deafness)
Emotional Impairments
Typically, children who are identified as having emotional impairments show behaviors
or emotions that are not appropriate for setting. Often they have trouble making friends,
working in groups, and maintaining personal relationships.
Anxiety Disorders
Characterized by excessive fears or worry. Phobias, separation anxiety, and obsessive-
compulsive disorder.
Mood Disorders
Including depression and bipolar disorder (i.e., swings between elevated or manic mood
and depression). Students who are depressed may cry often, lose motivation for things
that were once enjoyable, lose weight and disregard hygiene, or have suicidal thoughts.
Oppositional Defiant Disorder
,Students show hostile and defiant behaviors, including temper tantrums, arguments,
and irritability.
Conduct Disorders
Students consistently engage in antisocial behaviors that interfere with others.
Attention Disorders
Students with attention deficit/hyperactivity disorder (ADHD) are more easily distracted
and divide their attention between multiple stimuli instead of staying on task when
compared to others at the same developmental level.
Autism Spectrum Disorders (ASD)
Range from mile to severe based on the degree to which they show characteristics.
Atypical Language Development and Communication Delays
Many never learn to communicate successfully using spoken language. Some engage
in echolalia, repeating pars of a sentence they just hear. Many show limited eye contact
or extreme focus or interest in one topic or conversation. Students with ASD often have
difficulty understanding figurative language and humor.
Atypical Social Development
Students with autism do not seem to recognize or respond to others' emotions, social
cues, and nonverbal signals. Many do not interact with others during play and/or do not
engage in reciprocal interactions.
Repetitive Behavior, Including Movement and Verbalizations
Tics (physical) and obsessions (attention) are common.
Undesirable Behaviors
Some children with autism are aggressive toward others or engage in repetitive self-
injurious behaviors.
Need for Predictability
Many students with autism gain security from environmental structure and experience
anxiety in unfamiliar situations. Some focus intensely on adherence to routines and
become upset if things are out of place or sequence.
Sensory and Movement Disorders
Some children are over-responsive to sensory stimuli, whereas others are under-
responsive, some show atypical movement of the head, trunk, and limbs; clumsiness or
posture; or an awkward (i.e., not smooth) gait.
Intellectual Disabilties
Although students with autism spectrum disorders may have very high intelligence or
low intelligence, more than half also have an intellectual disability.
Sensory Disorders
Hearing and visual impairments are the two most common sensory disorders that
special education teachers encounter.
Hearing Loss
Students who are deaf or hard of hearing often experience language delays, particularly
if their hearing loss goes undetected.
Visual Impairments
Individuals are considered totally blind if they cannot receive any meaningful visual
input. They rely on input from other senses.
Physical Disabilities and Health Impairments
,May be caused by congenital anomaly, disease, or injury such as fractures, burns, or
loss of a limb.
Cerebral Palsy
Disorder of voluntary movement and posture. The majority of students with cerebral
palsy show spastic movement, although others may be more likely to display
uncoordinated or abrupt involuntary movements. Some students with cerebral palsy
also experience seizures. Many have sensory (i.e., hearing or vision) and/or language
impairments as well.
Spina Bifida
Congenital malformation of the spinal cord or vertebrae. Students with the mildest form
(occulta) or more serious form known as meningocele do not show challenges with
movement, but students with mylomeningocle form typically have leg weakness and are
unable to control their bowels or bladder. Does not affect intelligence.
Epilepsy
A condition in which individuals experience seizures, caused by abnormal electrical
discharges in the brain. In the most severe cases the individual experiences
uncontrollable jerking, stops breathing, and loses consciousness. During partial
seizures, which are more common, the individual is more likely to experience an altered
state of consciousness and some alteration in movement (e.g., twitching).
Asthma
Chronic lung condition characterized by episodic bouts of wheezing, coughing, difficulty
breathing.
AIDS
Acquired immune deficiency syndrome. Students cannot resist or fight off infections.
Cystic Fibrosis
A genetic disease in which the body's exocrine glands excrete thick mucus that can
block lungs and parts of digestive system.
Muscular Dystrophy
Inherited disease marked by progressive atrophy (wasting away) of muscles. Duchenne
muscular dystrophy is most common and most severe, affecting only boys.
Competency 2
Requires that you understand the various factors that affect the development of
students with disabilities and the impact these factors have on their learning and daily
life.
The Family's Role
Parents/guardians wear many hats raising children with disabilities-they are caregivers,
providers,teachers, counselors, behaviors support specialist, parents of other children
without disabilities, marriage partners, information specialist/trainers of significant other
family members and advocates.
Role of the Parent
Provide transportation to school, activities medical care and other locations. Learning
about he focus of the child's school program and reinforcing those learning behaviors
efforts in the home. Implementing intervention if necessary, such as behavior
management. Teaching social skills.
Special Educators can Support Families in these roles:
, Promoting partnership between school and home. Encouraging open communication
about the student's strengths and needs, both within the family and with educators
Helping the student work toward skills that increase independence and helping the
families learn ways to encourage those skills at home.
The Community's Role in Supporting Students with Disabilities:
Support students with disabilities through physical, social services, and training
supports. Providing for physical supports, such as modified walkways or ramps.
Providing access to public areas such as restrooms, voting booths, and government
offices.
Implication for Education and Learning:
Students with disabilities show characteristic patterns of behavior that can affect their
learning and development. Special educators should recognize.
Students with learning disabilities may show inconsistent or poor academic
performance and may be disruptive to other students in the classroom.
They may have difficulty working independently and may give up easily when
challenged. Special educators can support these students by teaching strategies to
organize their work schedule, using differentiated instruction, and providing frequent
assessment and feedback regarding progress.
Students with communication disorders may be reluctant to participate in class
discussions and writing task.
They may withdraw from large-group activities or social interactions during free-play
periods. Special educators can support these students by providing assessments that
reduce writing or speaking (e.g., multiple choice tests), scaffolded activities for writing
and reading, and small-group instructional activities.
Students with emotional or behavioral impairments may be frequently off task,
refuse to follow directions, or engage in inappropriate behavior or language.
They may fight with peers or may be socially withdrawn. Special educators can support
these students by teaching social skills, including conflict-resolution strategies, and
creating opportunities for the students to make positive contributions to the group.
Students with ADHD without hyperactivity may be inattentive, forgetful, or
withdrawn while students with ADHD with hyperactivity may be restless, easily
distracted, impulsive, and talkative.
In both cases, students' work is typically incomplete or disorganized, and their
motivation is often low. Special educators can support these students by structuring the
environment and instructional tasks to minimize disruptions. They can help students set
goals and develop prompts and cues that help keep them on task.
Students with intellectual disabilities may engage in distracting or inappropriate
classroom behaviors.
They may lack motivation and be reluctant to try new activities. Special educators can
help students learn self-regulatory skills and can provide opportunities for adaptive and
community-based activities that are relevant to the students. Students may need
frequent repetition of new skills and opportunities to generalize new skills to different
situations.
Students with severe and multiple disabilities may have limited functional skills
and may not be able to read, write, or communicate effectively.
