FTCE Exceptional Student Education K-12
FTCE EXCEPTIONAL STUDENT EDUCATION K-12 NEWEST
ACTUAL EXAM COMPLETE QUESTIONS AND CORRECT
DETAILED ANSWERS (VERIFIED ANSWERS) |ALREADY GRADED
A+||BRAND NEW VERSION COMPLETE EXAM FOR STUDY
Terms in this set (297)
A collection of work produced by a student to check
student effort, progress and achievement such as a
Portfolio Assessment
list of books that the student read, a collection of
tests and homework, etc.
Florida Alternative a performance-based alternative assessment of
Assessment student mastery of Access Point
students from certain racial/ethnic, low
socioeconomic status, non-majority linguistic
Disproportionality
backgrounds and English language learners are
overrepresented in special education programs
when certain groups consistently score differently
Test Bias from other groups (e.g., females tend to score lower
than males)
Curriculum-based provides information about student mastery of the
measurement (CBM) general education curriculum
, the process of evaluation student achievement at the
end of an instructional period (a quiz administrated by
the teacher at the end of an instructional unit, a
Summative Assessment
student's report card, a "high stakes", state
achievement test administrated at the end of the
school year.
childhood apraxia of If the apraxia is not the result of illness or injury, the
speech (CAS) problem is referred to as...
Disorders that are reflected in difficulties producing
articulation disorders
certain speech sounds
articulation disorders omissions, substitutions and distortions are types of ...
It occurs when the child leaves out sounds, as in the
omissions
sentence " I ha a boo" (I have a book").
It occurs when the child uses an incorrect sound in
place of the correct one. In such cases, the incorrect
substitutions
sound is usually easier to imitate (e.g., "wight" instead
of "right.")
It occurs when the child produces the correct sound
distortations
but does not articulate it clearly (e.g., a slight lisp).
Disorders that are reflected in difficulties with the
fluency disorder
rhythm and timing of speech.
stuttering and cluttering are two prominent examples
fluency disorders
of ....
Speech is disrupted by involuntary pauses, also
stuttering known as blocks, as well as repetitions or
prolongations of sounds, syllables, words or phrases.
Speaking rate is unusually fast or irregular; may occur
cluttering together with stuttering although they are distinct
disorders.
,3/16/25, 4:26 PM FTCE Exceptional Student Education K-12
Disorders that manifest as difficulties in producing
voice disorders language sounds of appropriate quality, pitch or
loudness.
voice disorders Phonation and resonace disorders are types of ....
excessive hoarseness, raspiness, sudden changes in
phonation disorders
volume, and sudden changes in pitch while speaking
too much or too little nasal emission of air while
resonance disorders
speaking
phonological, expressive language and mixed
language impairments receptive-expressive language disorders are types of
...
impairments in the ability to distinguish specific
phonological disorders
phonemes.
A child with a phonological disorder does not
recognize difference between certain phonemes, and
the ability to distinguish
a s a result may pronounce different phonemes the
phoneme contrast
same. So phonological disorders reflect limitations in
...
/ 2/36
, 3/16/25, 4:26 PM FTCE Exceptional Student Education K-12
assessments are "low stakes", their main purpose is not
to judge students performance but rather to monitor
Formative Assessment student progress and identify ways that instruction
can be improved overall or tailored to specific
students.
The three levels of intensity, or tiers are as in Tier 1 - at
risk students receive additional instruction for several
weeks; in Tier 2 - students receive more intensive and
Response to Intervention
longer-lasting interventions if they have not
(RTI)
responded to Tier 1; in Tier 3 - students receive more
intensive, individualized interventions if they have not
responded to Tier 2
Piaget divided this stage into six substages: Reflexes
(0-1 month); Primary Circular Reactions (1-4 months);
Secondary Circular Reactions (4-8 months);
Sensorimotor stage
Coordination of Reactions (8-12 months), Tertiary
Circular Reactions (12-18 months); Early
Representational Thought (18-24 months)
18-24 months, children begin representing things or
Early Representational events with symbols. A significant sensorimotor
Thought development is object permanence, i.e., realizing
things still exist when they are out of sight.
0-1 month Reflexes (sensorimotor stage) What age?
infants find accidental actions like thumb-sucking
pleasurable and then intentionally repeat them
1-4 months
(Primary Circular Reactions of sensorimotor stage)
What age?
Secondary Circular Reactions (Sensorimotor stage):
4-8 months infants intentionally repeat actions to evoke
environmental effects. What age?
Coordination of Reactions (sensorimotor stage):
children repeat actions intentionally, comprehend
8-12 months
cause and effect and combine schemas (concepts).
What age?
/ 3/36
FTCE EXCEPTIONAL STUDENT EDUCATION K-12 NEWEST
ACTUAL EXAM COMPLETE QUESTIONS AND CORRECT
DETAILED ANSWERS (VERIFIED ANSWERS) |ALREADY GRADED
A+||BRAND NEW VERSION COMPLETE EXAM FOR STUDY
Terms in this set (297)
A collection of work produced by a student to check
student effort, progress and achievement such as a
Portfolio Assessment
list of books that the student read, a collection of
tests and homework, etc.
Florida Alternative a performance-based alternative assessment of
Assessment student mastery of Access Point
students from certain racial/ethnic, low
socioeconomic status, non-majority linguistic
Disproportionality
backgrounds and English language learners are
overrepresented in special education programs
when certain groups consistently score differently
Test Bias from other groups (e.g., females tend to score lower
than males)
Curriculum-based provides information about student mastery of the
measurement (CBM) general education curriculum
, the process of evaluation student achievement at the
end of an instructional period (a quiz administrated by
the teacher at the end of an instructional unit, a
Summative Assessment
student's report card, a "high stakes", state
achievement test administrated at the end of the
school year.
childhood apraxia of If the apraxia is not the result of illness or injury, the
speech (CAS) problem is referred to as...
Disorders that are reflected in difficulties producing
articulation disorders
certain speech sounds
articulation disorders omissions, substitutions and distortions are types of ...
It occurs when the child leaves out sounds, as in the
omissions
sentence " I ha a boo" (I have a book").
It occurs when the child uses an incorrect sound in
place of the correct one. In such cases, the incorrect
substitutions
sound is usually easier to imitate (e.g., "wight" instead
of "right.")
It occurs when the child produces the correct sound
distortations
but does not articulate it clearly (e.g., a slight lisp).
Disorders that are reflected in difficulties with the
fluency disorder
rhythm and timing of speech.
stuttering and cluttering are two prominent examples
fluency disorders
of ....
Speech is disrupted by involuntary pauses, also
stuttering known as blocks, as well as repetitions or
prolongations of sounds, syllables, words or phrases.
Speaking rate is unusually fast or irregular; may occur
cluttering together with stuttering although they are distinct
disorders.
,3/16/25, 4:26 PM FTCE Exceptional Student Education K-12
Disorders that manifest as difficulties in producing
voice disorders language sounds of appropriate quality, pitch or
loudness.
voice disorders Phonation and resonace disorders are types of ....
excessive hoarseness, raspiness, sudden changes in
phonation disorders
volume, and sudden changes in pitch while speaking
too much or too little nasal emission of air while
resonance disorders
speaking
phonological, expressive language and mixed
language impairments receptive-expressive language disorders are types of
...
impairments in the ability to distinguish specific
phonological disorders
phonemes.
A child with a phonological disorder does not
recognize difference between certain phonemes, and
the ability to distinguish
a s a result may pronounce different phonemes the
phoneme contrast
same. So phonological disorders reflect limitations in
...
/ 2/36
, 3/16/25, 4:26 PM FTCE Exceptional Student Education K-12
assessments are "low stakes", their main purpose is not
to judge students performance but rather to monitor
Formative Assessment student progress and identify ways that instruction
can be improved overall or tailored to specific
students.
The three levels of intensity, or tiers are as in Tier 1 - at
risk students receive additional instruction for several
weeks; in Tier 2 - students receive more intensive and
Response to Intervention
longer-lasting interventions if they have not
(RTI)
responded to Tier 1; in Tier 3 - students receive more
intensive, individualized interventions if they have not
responded to Tier 2
Piaget divided this stage into six substages: Reflexes
(0-1 month); Primary Circular Reactions (1-4 months);
Secondary Circular Reactions (4-8 months);
Sensorimotor stage
Coordination of Reactions (8-12 months), Tertiary
Circular Reactions (12-18 months); Early
Representational Thought (18-24 months)
18-24 months, children begin representing things or
Early Representational events with symbols. A significant sensorimotor
Thought development is object permanence, i.e., realizing
things still exist when they are out of sight.
0-1 month Reflexes (sensorimotor stage) What age?
infants find accidental actions like thumb-sucking
pleasurable and then intentionally repeat them
1-4 months
(Primary Circular Reactions of sensorimotor stage)
What age?
Secondary Circular Reactions (Sensorimotor stage):
4-8 months infants intentionally repeat actions to evoke
environmental effects. What age?
Coordination of Reactions (sensorimotor stage):
children repeat actions intentionally, comprehend
8-12 months
cause and effect and combine schemas (concepts).
What age?
/ 3/36
