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Study Guide

Field 061: Dual Adolescence to Young Adult Special Education (7–12)
Sample Multiple-Choice Questions

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Domain I–Students with Disabilities

Competency 0001
Understand characteristics of students with disabilities.

1. According to the Individuals with Disabilities Education Act (IDEA) Section 300.8 (c) (9), for a student to be eligible for special education services under the category of Other Health Impaired (OHI) which of the following areas must be "determined to adversely affect a student's educational performance"?

  1. preferred mode of spoken and written communication
  2. limited strength, vitality, or alertness due to a chronic or acute condition
  3. cognitive ability as measured by a standardized assessment
  4. inability to maintain satisfactory interpersonal relationships with peers or adults
Answer
Correct Response: B. This question requires the examinee to demonstrate knowledge of types and characteristics of various disabilities. Under the criteria established in IDEA, Section 300.8 (c) (9), a student can be determined eligible for special education services under the category of OHI when their disability is the result of a chronic or acute health condition (e.g., diabetes, sickle cell disease, asthma, heart condition) causing "limited strength, vitality, or alertness and adversely affects the student's educational performance". The educational team must conclude that the student's health or medical condition adversely affects their education for the student to receive special education services and related services.

2. Established diagnostic criteria and learning characteristics most typically associated with autism spectrum disorder (ASD) include:

  1. difficulty developing preferences for activities or personal belongings.
  2. a strong attraction to brightly colored visual materials or complex visual stimuli.
  3. persistent delays in social communication and social interaction across multiple contexts.
  4. increased enjoyment for group interactions and socialization with peers.
Answer
Correct Response: C. This question requires the examinee to demonstrate knowledge of the types and characteristics of various types of disabilities. Established diagnostic criteria for autism spectrum disorder (ASD) includes persistent deficits in each of three areas of social communication and interaction: social-emotional reciprocity, nonverbal communication, and developing, maintaining, and understanding interpersonal relationships. The severity of an individual's manifestation of characteristics within these three areas is included as part of a diagnosis to support their access to educational, social, and communication interventions and accommodations.

Competency 0002
Understand factors that affect development, learning, and daily living in students with disabilities.

3. The parents/guardians of an eleventh-grade student asked the special education teacher about community resources that offer employment and training for students with disabilities. Which of the following agencies would most effectively meet the student's and family's needs?

  1. Disability Network of Ohio (DNOS)
  2. Special Education Regional Resource Centers (SERRC)
  3. Ohio Coalition for the Education of Children with Disabilities (OCECD)
  4. Opportunities for Ohioans with Disabilities Bureau of Vocational Rehabilitation (OODBVR)
Answer
Correct Response: D. This question requires the examinee to apply knowledge of the roles families and communities play in students' development and learning. Opportunities for Ohioans with Disabilities Bureau of Vocational Rehabilitation (OODBVR) assists individuals with disabilities age 14 and older with vocational training, work adjustment training, job search and placement, transportation, and counseling. Vocational education should be explored at the special education student's initial transition plan development meeting and discussed at subsequent education team meetings.

4. An Individualized Education Program (IEP) team has scheduled a student's annual review meeting for a mutually agreed-upon time. The parents/guardians have shared they are unable attend due to needing childcare for a newborn. Which of the following actions would be the next best step for the IEP team to take in this situation?

  1. proceeding with the IEP meeting as scheduled documenting attempts to invite the parents/guardians to attend
  2. requesting the parents/guardians participate at a time that is convenient for them via conference or video calls
  3. asking the parents/guardians to submit written information for the student's IEP prior to the scheduled meeting
  4. allowing the special education teacher to conduct a home visit so that the parents/guardians can sign the IEP                
Answer
Correct Response: B. This item requires the examinee to apply knowledge of the role of families in students' development and learning. Parents/guardians are an integral part of the IEP team. The Ohio Operating Standards for the Education of Children with Disabilities (2022) states that the parents/guardians of a student with a disability may be provided with alternative means of meeting participation, such as video conferences and conference calls. When a parent/guardian has expressed their inability to attend an in-person meeting, the IEP team is required to offer alternative means of participation to ensure the parents/guardians access to and participation in their student's IEP meeting.

Domain II–Assessment and Program Planning

Competency 0003
Understand procedures for selecting, adapting, modifying, designing, and using various types of formal and informal assessments.

5. A student works afterschool at a community-based job training program. The special education teacher makes periodic visits to the site to assess their progress and to observe the student working on different tasks and engaging with co-workers. The teacher also uses this opportunity to identify the learning demands of the different activities and the interpersonal environment to determine the student's strengths and needs. The teacher is conducting which of the following methods of assessment?

  1. summative
  2. diagnostic
  3. ecological
  4. portfolio
Answer
Correct Response: C. This question requires the examinee to demonstrate knowledge of basic assessment terminology and the uses of various types of assessments. An ecological assessment is often used to document and evaluate an individual's skills and abilities in a work environment. While more typically used to evaluate social-interpersonal skills (or "soft" skills), an ecological assessment can provide relevant and authentic information to a teacher for the purpose of designing instruction and additional opportunities to meet students' needs related to job training and employment skills.

6. A special education student scored minus 1 standard deviation below the mean on a standardized normed-referenced assessment. Which of the following scores most accurately represents the student's standard score?

  1. 115
  2. 85
  3. 100
  4. 70
Answer
Correct Response: B. This question requires the examinee to demonstrate knowledge of basic assessment terminology and the characteristics of formal assessments. Normed-referenced assessments have standard scores which are based on an average range of 100. The standard deviation is plus or minus 15 points. When a student scores minus 1 standard deviation below the mean, they scored minus 15 from 100, which is 85. A normed-referenced test compares an individual student's scores to the scores of same age and grade level peers.

Competency 0004
Understand strategies and procedures for developing, implementing, and monitoring individualized programs.

7. A parent/guardian does not agree with the Individual Education Program's (IEP) team's recommendation of their child's area of eligibility and services for special education. The parent/guardian requests to adjourn this meeting without a decision and asks to schedule another meeting later in the month to discuss further. Which of the following actions is required by the IEP team in this scenario?

  1. determining the student is ineligible for special education and related services 
  2. asking the parent/guardian if they would agree to an additional evaluation
  3. reminding the parent/guardian to review information regarding due process in procedural safeguards handbook
  4. documenting the parent/guardian decision on Prior Written Notice (PWN) for all members of the team to sign
Answer
Correct Response: D. This question requires the examinee to apply knowledge of screening, prereferral, referral, and eligibility procedures. Parents/guardians are an integral part of the IEP team and must participate in all decisions as part of the team under the Individuals with Disabilities Education Act (IDEA. Section 1414(e)). If the parent/guardian disagrees with the team any provisions (e.g., eligibility, placement, goals, service delivery) and requests an additional meeting or further discussion, the team must end the meeting and is required to complete documentation in the Prior Written Notice (PWN) noting any concerns with team members' signatures.

8. An Individualized Education Program (IEP) team is planning for a student with decision-making capabilities who will reach the age of majority within the next year. Which of the following actions must the team take within a year before the student reaches the age of majority?

  1. meeting with the parents/guardians to document their level of involvement with the educational team
  2. determining whether additional standardized assessments should be administered before graduation
  3. providing written notice to parents/guardians and student that rights will transfer to the student at their birthday
  4. completing all transition planning assessments as part of the student's initial transition plan
Answer
Correct Response: C. This question requires the examinee to apply knowledge of strategies that promote successful transitions between various environments including postsecondary education or training. Ohio law requires school representatives to begin processes one year in advance of a student's eighteenth birthday, where they will reach age of majority. The student then, legally, takes on the responsibility of their education, including decision making and signing legal paperwork. While the student makes their educational decisions at this point, they have the right to involve their parents/guardians and/or other adults in the IEP process as they choose.

Domain III–Learning Environments and Instructional Practices

Competency 0005
Understand strategies and procedures for planning, managing, and modifying the learning environment for students with disabilities.

9. Which of the following strategies would a special education teacher use to de-escalate behavior before it reaches the "Shuts Down/Behavior Escalate" phase?

Phases of a Student in Crisis

The diagram depicts the phases of a student in crisis. Two diagonal lines with arrows form a triangular shape. The diagonal on the left points up and the diagonal on the right points down. Five phases appear in ascending order inside the left diagonal. The phases are listed as follows from bottom to top: 1 Calming Phase, 2 Negative Reaction Toward Stimulus, 3 Shuts Down/Behavior Increase, 4 Negative Engagement, and 5 Loss of Control. Two phases appear in descending order inside the right diagonal. The phases are listed as follows from top to bottom: De-escalation 3, which appears on the same level as the third phase on the left, and Recovery 1, which appears on the same level as the first phase on the left.

  1. removing the student from the class to ensure safety of classmates
  2. providing reasonable choices in a calm, quiet tone of voice to redirect the student
  3. announcing to the class that they should ignore the student's behaviors 
  4. asking the student to relocate to another group to work on a different task
Answer
Correct Response: B. This question requires the examinee to apply knowledge of strategies for providing positive behavioral supports for students with disabilities. The teacher should be aware of the escalation stages of behavior and accompanying observable behaviors to enact crisis prevention strategies to support the student. Quietly redirecting the student by providing reasonable choices gives the student a feeling of control and can prevent further escalation of the situation. The teacher should use a calming tone and succinct wording to avoid confusion. This strategy allows the teacher to later pursue individual talks with the student to deconstruct the problem and work towards appropriate intervention supports to avoid future incidents.

10. Which of the following reading comprehension skills is best supported by the graphic organizer shown below?

Biography Graphic Organizer

The image depicts a biography graphic organizer. An oval is surrounded by six other ovals, each oval has a line connecting it to the center oval. There are three ovals on top and three ovals on the bottom. The center oval is titled Name of Historical Figure. The top left oval is titled Birth. The top center oval is titled Childhood. The top right oval is titled Schooling. The bottom left oval is titled Contribution. The bottom center oval is titled Death. Lastly, the bottom right oval is titled Quote.

  1. sequencing events
  2. cause and effect
  3. identifying key details
  4. drawing conclusions
Answer
Correct Response: C. This question requires the examinee to apply knowledge of research-supported methods for providing reading and written language instruction to all students with disabilities. Research shows that graphic organizers are an effective strategy to assist students with a variety organizational concepts and ideas. They promote understanding and recall because information is presented clearly. This graphic organizer allows the student to identify key information from a given source and display it visually. It can support the student's comprehension and recall of relevant information which can be used to complete writing activities.

Competency 0006
Understand effective instructional practices for promoting students' success in the general curriculum.

11. A special education teacher conducts a task analysis to teach a daily living skill to a student with a moderate intellectual disability. The teacher is using an errorless teaching technique in which the teacher prompts the student to make a correct response and immediately provides full support and verbal praise to reinforce the student's understanding of the correct response. Prompting is systematically and slowly faded as the student demonstrates the skill in future activities. A primary benefit for the use of this technique is it:

  1. enables the student to achieve the skill in the shortest amount of time.
  2. ensures the student will generalize the performance of the skill in multiple settings.
  3. promotes the student's participation and engagement in the task or activity.
  4. reduces the amount of frustration the student experiences learning a new skill.
Answer
Correct Response: D. Errorless teaching strategy provides immediate positive reinforcement to correct responses to facilitate understanding and learning. It is an evidence-based instructional strategy based on the idea that students learn through modeling and prompting of correct responses. This decreases the likelihood that the student will repeat errors when initially engaged in learning new skills or activities, reducing students' frustration and the need for correction or reteaching while promoting their retention of the learning.

12. A special education teacher uses a game-based digital application to reinforce the computational fluency of a student with a learning disability in mathematics. Game-based applications that include which of the following elements would be most effective to reinforce the student's mathematical computation skills?

  1. repeated examples of any given type of problem
  2. activities that include engaging musical accompaniment
  3. a scoreboard comparing the student's score to their classmates' scores 
  4. immediate visual and auditory feedback for the student's correct responses
Answer
Correct Response: D. This question requires the examinee to apply knowledge of research-supported methods for providing mathematics instruction to all students with disabilities. Research has shown that using game-based applications can be an effective instructional strategy to use with students who have a specific learning disability in mathematics because they provide students with repeated opportunities to practice facts, receive immediate feedback, and present opportunities for the student to experience success. Immediate feedback helps ensure that students are not learning facts incorrectly.

Competency 0007
Understand strategies for developing students' communication and social skills and for providing effective behavioral interventions for students with disabilities.

13. A student with autism spectrum disorder (ASD) has the following Individualized Education Program (IEP) goal.

Given time throughout the school day, the student will participate in reciprocal conversations in 3 to 4 exchanges in topics initiated by themselves or others in 4/5 opportunities by the end of this IEP.

Which of the following strategies would be most appropriate for the special education teacher to use to incorporate this IEP goal into the student's daily classroom routine?

  1. establishing morning meetings for all students to discuss current topics and events
  2. calling on students to answer content-related questions
  3. providing written prompts for students to follow when engaged in class discussions
  4. reminding the student to ask questions during whole group instruction
Answer
Correct Response: A. This question requires the examinee to apply knowledge of strategies for fostering students' social skills for increasing self-awareness. Incorporating a morning meeting into the daily schedule has been shown to promote students' language and active listening skills, as well as build a responsive, supportive, and student-focused classroom culture. In this scenario, the student would have a safe and structured setting to practice skills related to their goal, allowing the teacher to observe their progress and adjust future instruction.

14. A special education teacher provides students with an independent writing assignment for morning work. Students select one prompt to respond to in their weekly correspondence journal. The teacher follows up with a written personalized comment based on the student's response.

How do you use technology to support your learning and everyday activities?

What qualities do you look for in a friend?

If you could have a job or career, what would you choose and why?

In what ways can your teachers support you in your learning right now?

The use of this type of interactive writing activity is most effective for building rapport and promoting students':

  1. self-determination skills.
  2. perceptual skills.
  3. social language.
  4. emotional resilience.
Answer
Correct Response: A. This question requires the examinee to apply knowledge of strategies for fostering students' self-awareness and self-determination. The question prompts encourage the student to think personally about a topic and explain their thoughts with supporting information. Students' responses and their perceptions provide a way for the teacher to make meaningful connections with each student. Students at this age want and need to communicate their thoughts, feelings, preferences, and dislikes and to feel that they are being heard and respected. This activity is an effective initial strategy to develop student self-determination skills.

Competency 0008
Understand strategies for teaching functional living skills and promoting successful transitions for students with disabilities.

15. A special education teacher works with a high school student to develop their professional writing by developing a resume to apply for a summer job. Which of the following questions would best help the student when considering information to include in a professional resume?

  1. What experiences have developed your leadership skills?
  2. How has your schooling prepared you for your next steps?
  3. How comfortable are you with completing difficult tasks?
  4. Do you prefer to attend college or work in the morning or evening?
Answer
Correct Response: A. This question requires the examinee to apply knowledge of strategies for teaching skills to promote students' vocational/career competence. Adding experience in leadership roles to a resume allows the prospective employer to see that the student has knowledge of these "soft" skills and has begun to develop them.

16. A student is working on transitioning between classes. The special education teacher and general education teacher initially provide verbal prompting and modeling supports for the student to record their homework and to take their tablet, weekly agenda notebook, and pencils to class. Without these verbal supports, the special education teacher observes that the student randomly forgets items. Which of the following strategies would most support the student to develop independent skills needed to transition effectively between classes?

  1. marking the materials needed for each class using a color-coding system
  2. identifying a peer to provide reminders to the student before leaving the room to go to their next class
  3. creating a short checklist with pictures and words of the materials and activities needed for each class
  4. asking general education teachers to send the student back to get materials when needed
Answer
Correct Response: C. This question requires the examinee to apply knowledge of strategies that promote successful transitions between various environments. It is beneficial for both general education teachers and special education teachers to use every opportunity during the school day to teach students how to transition efficiently and quickly. Visual supports for organizers, such as a chart with words, pictures, or diagrams help students remember various materials needed for transitions. Visual cues can be added to assistive technology supports, rather than paper or notes, to make them readily available and interactive.

Domain IV–Foundations and Professional Practice

Competency 0009
Understand the historical, legal, and ethical foundations of the field of special education.

17. A student who performs on grade level was recently diagnosed with attention deficit disorder (ADD). The student currently has a 504 plan. To best address the student's identified area of need, a 504 plan would be designed to include which of the following elements?

  1. an instructional or environmental accommodation 
  2. an academic modification to the general education curriculum 
  3. direct service delivery schedule for special education services
  4. access to specialized instruction for reading and writing    
Answer
Correct Response: A. This question requires the examinee to apply knowledge of federal laws and policies on 504 and ethical guidelines related to the education of students with disabilities. A 504 plan provides for reasonable accommodations provided in the general education setting that provides a student with access to grade level general education instruction. An academic accommodation such as preferential seating, extra time for work completion, or an environmental accommodation such as a study carrel or quiet work area for testing would be found on a 504 plan. The primary difference between a 504 plan and an Individualized Education Program (IEP) is that an IEP provides for a student with a disability to receive specialized instruction and related services from special education teachers and providers, as well as accommodations and modifications to access the general education setting and curriculum. A 504 plan does not provide for specialized instruction and related services or individualized instruction from special education teachers.

18. A school district must provide the procedural safeguard notice, known as A Guide to Parent Rights in Special Education, to parents/guardians of students who receive special education services in which of the following instances?

  1. at least once per school year, whether or not an Individualized Education Program (IEP) team meeting is scheduled or held
  2. at the conclusion of every meeting attended by the special education teacher and a student's parents/guardians
  3. prior to the meeting scheduled when a student's eligibility ends because the student is graduating with a regular diploma
  4. when the school district releases any personally identifiable information about a student to an agency responsible for delivery of transition services
Answer
Correct Response: A. This question requires the examinee to apply knowledge of federal laws and policies (e.g., IDEA, ADA, Section 504). The procedural safeguard notice provides parents/guardians/students with documentation and an explanation of their legal rights under IDEA and accompanying state and federal policies. Procedural safeguards also outline educational evaluation requirements and due process provisions including dispute resolution procedures such as mediation services.

Competency 0010
Understand the professional roles and responsibilities of the special education teacher.

19. A middle school student receives pull-out services twice a month from a related service provider taking them out of their general education class. The student has expressed to the special education teacher that they no longer need these service provisions. The student shares they feel singled out when they must leave their class for their sessions. Which of the following actions would be most responsive for the special education teacher to take in this scenario?

  1. scheduling a meeting with the parents/guardians to suggest they call the related service provider to discuss the student's concern
  2. recommending the student involve the general education teacher to suggest better times for the related service provider to meet with the student outside the classroom
  3. facilitating a meeting to include the related service provider and the student to present their concerns and discuss how best to proceed
  4. asking the related service provider to present current progress monitoring information to determine the student's continued need for services   
Answer
Correct Response: C. This question requires the examinee to apply knowledge of strategies for communicating and collaborating with students with disabilities. A direct meeting between all parties would provide the best opportunity to share their perspectives, explore potential solutions, and forge a mutual understanding of how to meet the student's needs across domains. It would also provide the student with an opportunity to advocate for themselves as they learn to navigate their special education services.

20. A special education teacher and a general education teacher are co-teaching and are meeting to plan for the first nine weeks of school. As an initial activity, they each complete a co-teaching survey that consists of questions about preference of co-teaching model, preparation, problem solving, teaching style, and planning. The teachers review each other's survey responses together. Which of the following benefits supports the teachers' engagement in the use of a co-teaching survey?

  1. allowing for easier scheduling for co-teaching to take place
  2. providing the school administration with the data needed for additional professional development
  3. promoting collaborative decision making and effective communication skills to support their co-teaching 
  4. determining the materials and activities needed to provide individualized instruction for special education students
Answer
Correct Response: C. This question requires the examinee to demonstrate knowledge of effective strategies for engaging in reflection and self-assessment activities to identify one's own strengths and weaknesses. Completing a co-teaching survey allows the teachers to reflect on their teaching practices and expectations while co-teaching. Successful co-teaching requires effective, ongoing communication and professional collaboration between the teachers, with a continued focus on their student learners.