IL159ILTS LBS II Deaf Blind Specialist Practice Exam
Question 1. Which federal law specifically guarantees a free appropriate public
education (FAPE) for students who are deaf‑blind?
A) Section 504 of the Rehabilitation Act
B) Individuals with Disabilities Education Act (IDEA)
C) Americans with Disabilities Act (ADA)
D) Every Student Succeeds Act (ESSA)
Answer: B
Explanation: IDEA mandates FAPE for all children with disabilities, including those
who are deaf‑blind, and requires an individualized education program (IEP).
Question 2. The legal definition of deaf‑blindness requires a severe impairment in
which two sensory domains?
A) Vision and touch
B) Hearing and smell
C) Vision and hearing
D) Taste and hearing
Answer: C
Explanation: Deaf‑blindness is defined by severe functional loss in both vision and
hearing, limiting access to information through those senses.
Question 3. Which historical figure is credited with founding the first school for
the deaf‑blind in the United States?
A) Helen Keller
,IL159ILTS LBS II Deaf Blind Specialist Practice Exam
B) Anne Sullivan
C) Thomas Hopkins Gallaudet
D) Samuel Gridley Howe
Answer: D
Explanation: Samuel Gridley Howe established the Perkins School for the Blind
and later the first school for the deaf‑blind, the "School for the Deaf‑Blind" at
Perkins.
Question 4. In the context of deaf‑blind education, an “intervener” primarily
provides what type of support?
A) Speech‑language therapy
B. One‑to‑one human support to facilitate access to information and
communication
C. Physical therapy for mobility
D. Administrative assistance for IEP paperwork
Answer: B
Explanation: An intervener works closely with a deaf‑blind learner to provide
consistent, individualized support that enhances communication and learning.
Question 5. Which communication theory emphasizes the co‑construction of
meaning through interaction, and is often applied in deaf‑blind instruction?
A) Behaviorist Theory
B) Constructivist Theory
,IL159ILTS LBS II Deaf Blind Specialist Practice Exam
C) Interactionist Theory
D. Cognitive Load Theory
Answer: C
Explanation: Interactionist theory focuses on how communication partners shape
meaning together, aligning with the collaborative nature of deaf‑blind
communication.
Question 6. The developmental milestone of “object permanence” typically
emerges at what age for children with congenital deaf‑blindness compared to
typically developing peers?
A) Earlier than peers
B) At the same age as peers
C) Later than peers
D) It does not develop at all
Answer: C
Explanation: Dual sensory loss often delays the acquisition of object permanence
because the child has reduced access to visual and auditory cues that support this
concept.
Question 7. Which syndrome is characterized by progressive hearing loss and
retinitis pigmentosa, making it a common etiology of deaf‑blindness?
A) Down syndrome
B) Usher syndrome
C) Turner syndrome
, IL159ILTS LBS II Deaf Blind Specialist Practice Exam
D) Marfan syndrome
Answer: B
Explanation: Usher syndrome involves congenital hearing loss and progressive
vision loss, leading to deaf‑blindness in many individuals.
Question 8. When assessing a learner who is deaf‑blind, which type of assessment
provides the most accurate picture of functional vision?
A) Standardized visual acuity chart
B) Functional vision assessment using tactile and auditory cues
C. Color vision test
D. Peripheral vision field test
Answer: B
Explanation: Functional vision assessments consider how the learner uses residual
vision in real‑world tasks, incorporating tactile and auditory information.
Question 9. In an IEP for a deaf‑blind student, a communication goal should be
written using which of the following characteristics?
A. Vague and broad
B. Measurable, functional, and developmentally appropriate
C. Focused only on academic outcomes
D. Written in technical jargon
Answer: B
Question 1. Which federal law specifically guarantees a free appropriate public
education (FAPE) for students who are deaf‑blind?
A) Section 504 of the Rehabilitation Act
B) Individuals with Disabilities Education Act (IDEA)
C) Americans with Disabilities Act (ADA)
D) Every Student Succeeds Act (ESSA)
Answer: B
Explanation: IDEA mandates FAPE for all children with disabilities, including those
who are deaf‑blind, and requires an individualized education program (IEP).
Question 2. The legal definition of deaf‑blindness requires a severe impairment in
which two sensory domains?
A) Vision and touch
B) Hearing and smell
C) Vision and hearing
D) Taste and hearing
Answer: C
Explanation: Deaf‑blindness is defined by severe functional loss in both vision and
hearing, limiting access to information through those senses.
Question 3. Which historical figure is credited with founding the first school for
the deaf‑blind in the United States?
A) Helen Keller
,IL159ILTS LBS II Deaf Blind Specialist Practice Exam
B) Anne Sullivan
C) Thomas Hopkins Gallaudet
D) Samuel Gridley Howe
Answer: D
Explanation: Samuel Gridley Howe established the Perkins School for the Blind
and later the first school for the deaf‑blind, the "School for the Deaf‑Blind" at
Perkins.
Question 4. In the context of deaf‑blind education, an “intervener” primarily
provides what type of support?
A) Speech‑language therapy
B. One‑to‑one human support to facilitate access to information and
communication
C. Physical therapy for mobility
D. Administrative assistance for IEP paperwork
Answer: B
Explanation: An intervener works closely with a deaf‑blind learner to provide
consistent, individualized support that enhances communication and learning.
Question 5. Which communication theory emphasizes the co‑construction of
meaning through interaction, and is often applied in deaf‑blind instruction?
A) Behaviorist Theory
B) Constructivist Theory
,IL159ILTS LBS II Deaf Blind Specialist Practice Exam
C) Interactionist Theory
D. Cognitive Load Theory
Answer: C
Explanation: Interactionist theory focuses on how communication partners shape
meaning together, aligning with the collaborative nature of deaf‑blind
communication.
Question 6. The developmental milestone of “object permanence” typically
emerges at what age for children with congenital deaf‑blindness compared to
typically developing peers?
A) Earlier than peers
B) At the same age as peers
C) Later than peers
D) It does not develop at all
Answer: C
Explanation: Dual sensory loss often delays the acquisition of object permanence
because the child has reduced access to visual and auditory cues that support this
concept.
Question 7. Which syndrome is characterized by progressive hearing loss and
retinitis pigmentosa, making it a common etiology of deaf‑blindness?
A) Down syndrome
B) Usher syndrome
C) Turner syndrome
, IL159ILTS LBS II Deaf Blind Specialist Practice Exam
D) Marfan syndrome
Answer: B
Explanation: Usher syndrome involves congenital hearing loss and progressive
vision loss, leading to deaf‑blindness in many individuals.
Question 8. When assessing a learner who is deaf‑blind, which type of assessment
provides the most accurate picture of functional vision?
A) Standardized visual acuity chart
B) Functional vision assessment using tactile and auditory cues
C. Color vision test
D. Peripheral vision field test
Answer: B
Explanation: Functional vision assessments consider how the learner uses residual
vision in real‑world tasks, incorporating tactile and auditory information.
Question 9. In an IEP for a deaf‑blind student, a communication goal should be
written using which of the following characteristics?
A. Vague and broad
B. Measurable, functional, and developmentally appropriate
C. Focused only on academic outcomes
D. Written in technical jargon
Answer: B
