PEL 238 (SCHOOL SW) CONTENT AREA EXAM NEWEST
VERSION 2025-2026 WITH COMPLETE 100
QUESTIONS AND SOLUTION 100% VERIFIED
ANSWERS A+ GRADED
The |school |IEP |team |is |having |difficult |time |with |parents |who |disagree |with |the |decisions
|being |made. |The |SSW |is |asked |to |talk |to |the |parents |about |their |disagreement. |What
|strategy |should |the |school |social |worker |use |with |the |parents?
a. Mediate/act |as |an |advocate |and |suggest |filing |a |due |process |hearing |and |supporting
|them |during/after.
b. Arrange |to |meet |with |the |parents |in |private |and |listen |to |them |with |intention/care.
c. Offer |to |ask |for |another |re-evaluation |from |another |agency.... |- |CORRECT |ANSWER
>>>b. Arrange to meet with the parents in private and listen to them with intention/care.
| | | | | | | | | | | | | |
A |rural |school |has |invited |an |Alateen |to |come |and |share |information. |How |does |this |best |help
|the |school?
A) Understand |how |alcoholism |impacts |students.
B) Students |learn |about |substance |abuse.
C) Have |a |community |referral |for |students.
D) Students |will |learn |how |to |confront |their |parent's |drinking. |- |CORRECT |ANSWER |>>>C)
|Have |a |community |referral |for |students.
According |to |the |IDEA, |what |is |the |role |of |the |school |social |worker?
A) Write |SDS |and |complete |behavioral |assessments.
1 || |P |a |g |e
,B) Advocate |for |families/students
C) Read |and |explain |the |parents' |rights |for |students |w/ |disabilities
D) Be |a |liaison |between |school |and |family |- |CORRECT |ANSWER |>>>A) |Write |SDS |and
|complete |behavioral |assessments.
A |turbulent |student:
A) Care |intensely |about |what |others |think
B) Changes |hair |color |often
C) Joined |a |different |religious |group.
D) Does |not |have |appetite |and |lack |of |sleep. |- |CORRECT |ANSWER |>>>D) |Does |not |have
|appetite |and |lack |of |sleep.
Two |teachers |of |a |refugee |student |go |to |the |school |social |worker |to |help |the |student. |What
|could |the |SSW |recommend?
A) Practice |English |by |using |flashcards
B) Change |the |curriculum |as |a |whole |context
C) More |opportunities |for |cooperative |learning
D) Get |students |with |similar |backgrounds |together |in |a |class |- |CORRECT |ANSWER |>>>C)
|More |opportunities |for |cooperative |learning
A |student |with |SLD |has |been |fighting |during |recess |and |in |another |classroom. |What |should |the
|IEP |team |consider |doing?
A) Functional |Behavior |Assessment |(FBA)
B) Behavioral |Intervention |Plan |(BIP)
2 || |P |a |g |e
, C) Adaptive |Behavior |Assessment
D) Behavior |Rating |Scale |- |CORRECT |ANSWER |>>>A) |Functional |Behavior |Assessment
|(FBA)
A |foster |parent |came |up |to |the |school |sw |and |shared |that |the |biological |mother |has |had
|unscheduled |visits, |and |the |student |is |not |completing |homework |because |of |this |situation.
|What |can |the |sw |assist |with?
A) Tell |foster |parents |to |help |the |student |with |-homework |assignments.
B) Talk |with |the |biological |mother |about |unexpected |scheduled |visits
C) Praise |the |student |when |he |does |complete |homework.
D) Tell |teachers |about |what |is |going |on |when |grading. |- |CORRECT |ANSWER |>>>C) |Praise
|the |student |when |he |does |complete |homework.
What |is |a |challenge |for |a |student |who |best |learns |and |processes |information |through |auditory
|learning?
A) Transitioning |by |hearing |a |bell |or |other |stimuli
B) Presenting |or |reading |out |loud
C) Reading |on |their |own
D) Verbal |cues |with |no |visuals |- |CORRECT |ANSWER |>>>C) |Reading |on |their |own
If |a |student |transfers |from |a |homogenous |culture |to |a |diverse |school, |what |will |be |best |for |the
|school |social |worker |to |work |on |with |the |student?
A) Recognizing |differences |among |cultures
B) Navigating |interactions |with |a |staff |of |diverse |backgrounds
3 || |P |a |g |e
VERSION 2025-2026 WITH COMPLETE 100
QUESTIONS AND SOLUTION 100% VERIFIED
ANSWERS A+ GRADED
The |school |IEP |team |is |having |difficult |time |with |parents |who |disagree |with |the |decisions
|being |made. |The |SSW |is |asked |to |talk |to |the |parents |about |their |disagreement. |What
|strategy |should |the |school |social |worker |use |with |the |parents?
a. Mediate/act |as |an |advocate |and |suggest |filing |a |due |process |hearing |and |supporting
|them |during/after.
b. Arrange |to |meet |with |the |parents |in |private |and |listen |to |them |with |intention/care.
c. Offer |to |ask |for |another |re-evaluation |from |another |agency.... |- |CORRECT |ANSWER
>>>b. Arrange to meet with the parents in private and listen to them with intention/care.
| | | | | | | | | | | | | |
A |rural |school |has |invited |an |Alateen |to |come |and |share |information. |How |does |this |best |help
|the |school?
A) Understand |how |alcoholism |impacts |students.
B) Students |learn |about |substance |abuse.
C) Have |a |community |referral |for |students.
D) Students |will |learn |how |to |confront |their |parent's |drinking. |- |CORRECT |ANSWER |>>>C)
|Have |a |community |referral |for |students.
According |to |the |IDEA, |what |is |the |role |of |the |school |social |worker?
A) Write |SDS |and |complete |behavioral |assessments.
1 || |P |a |g |e
,B) Advocate |for |families/students
C) Read |and |explain |the |parents' |rights |for |students |w/ |disabilities
D) Be |a |liaison |between |school |and |family |- |CORRECT |ANSWER |>>>A) |Write |SDS |and
|complete |behavioral |assessments.
A |turbulent |student:
A) Care |intensely |about |what |others |think
B) Changes |hair |color |often
C) Joined |a |different |religious |group.
D) Does |not |have |appetite |and |lack |of |sleep. |- |CORRECT |ANSWER |>>>D) |Does |not |have
|appetite |and |lack |of |sleep.
Two |teachers |of |a |refugee |student |go |to |the |school |social |worker |to |help |the |student. |What
|could |the |SSW |recommend?
A) Practice |English |by |using |flashcards
B) Change |the |curriculum |as |a |whole |context
C) More |opportunities |for |cooperative |learning
D) Get |students |with |similar |backgrounds |together |in |a |class |- |CORRECT |ANSWER |>>>C)
|More |opportunities |for |cooperative |learning
A |student |with |SLD |has |been |fighting |during |recess |and |in |another |classroom. |What |should |the
|IEP |team |consider |doing?
A) Functional |Behavior |Assessment |(FBA)
B) Behavioral |Intervention |Plan |(BIP)
2 || |P |a |g |e
, C) Adaptive |Behavior |Assessment
D) Behavior |Rating |Scale |- |CORRECT |ANSWER |>>>A) |Functional |Behavior |Assessment
|(FBA)
A |foster |parent |came |up |to |the |school |sw |and |shared |that |the |biological |mother |has |had
|unscheduled |visits, |and |the |student |is |not |completing |homework |because |of |this |situation.
|What |can |the |sw |assist |with?
A) Tell |foster |parents |to |help |the |student |with |-homework |assignments.
B) Talk |with |the |biological |mother |about |unexpected |scheduled |visits
C) Praise |the |student |when |he |does |complete |homework.
D) Tell |teachers |about |what |is |going |on |when |grading. |- |CORRECT |ANSWER |>>>C) |Praise
|the |student |when |he |does |complete |homework.
What |is |a |challenge |for |a |student |who |best |learns |and |processes |information |through |auditory
|learning?
A) Transitioning |by |hearing |a |bell |or |other |stimuli
B) Presenting |or |reading |out |loud
C) Reading |on |their |own
D) Verbal |cues |with |no |visuals |- |CORRECT |ANSWER |>>>C) |Reading |on |their |own
If |a |student |transfers |from |a |homogenous |culture |to |a |diverse |school, |what |will |be |best |for |the
|school |social |worker |to |work |on |with |the |student?
A) Recognizing |differences |among |cultures
B) Navigating |interactions |with |a |staff |of |diverse |backgrounds
3 || |P |a |g |e
