OFF'C'AL

SruDY
GU'lDE

THEPRNKIS
S E R
Jssessmenfs
IE S
Prr,fpsstcnal lcr B,:grnr,ng
i:dcheri'

STAI'YOAII'E
,#ir?urkf,*.yledge

f11'1

[Link]:,.:!. Efr
't
4ffi;i'r:

111]li'!
' l;{,;l''':

Listening.
Learning,
Leading.
Chapter I
'lcsrs
Intr<rductionto the .\peciil Eluc,rtirttt:CoreKrtou,/edge lnd Suegcstions
firr Using rhis Srudv(luide

Chapter 2
BackgroundInfbrmarion on The Pra-xis
[Link]

Chapter 3
Study'Tbpics firr the SpecialEduc'ation:CoreKnou,ledge'lests t3

Chapter 4
D on'tB cDefeatedbyMultiple -Ch o ic e (f u e s t io n s ....... Jl

Chapter 5
1

PracticeQuesrionsfbr the SpecialEducdtion:CoreKnowledge

Tests. 4l

Chapter 6
Right Answersand Explanationsfor the SpecialEducation:CoreKnowledge
PracticeQuestions 59

Chapter 7
Are You Ready?Last-MinuteTips . . , . 75

Appendix A
StudyPlanSheet

Appendix B
F'orMore Infbrmarion . . 83
Chapter I
lrrrrocluction to the [Link]: Core Knowleilgt
Icsts and Suggestionsfor Using this StuclyGuide
\pccial [rlrtcirtion0-]50,0.]52.,0.]5 I ' {}.15-}

fntroduction to the Special Education: Core Knowledge Tesfs

Edtrcation:
I'he,special CoreKrtou/edge rcxs,rredesignedForprospectivesecondrrvspecialeducrtion
[Link] resrsaredcsignecl fbr knowledge,
to reflectcurrcntstandards skills,and abilitiesin special
[Link] TestingService(ETS)worksin collaboration with the Councilfor Exceptional
Children(CEC),alongwith reacher educarors, highereducarioncontenrspecialists, and accomplished
practicingteachersin rhe fieldof specialeducationro keepthe testsupdatcdand representative of
currentstandards.

'[']rerearefbur differenrSpecialEiducation: testscoveredin this guide:

CoreKnowledge
. SpecialEducation(0350)
, of Disability (0352)
SpecialEducation:Applicationof CorePrinciplesAcrossCategories
. SpecialEducrttion:Knowledge-BasedCorePrinc'ipks(0351)
. SpecialEducationCorePrinciples:ContentKnowledge(0353)

-l'[Link] of 150 multiple-choicequestionsand coversfive major areas,

Educationtest (0350)consisrs
in the followingproportions:
. Understanding ( l0%o)
Exceptionalities
. LegalAspectsof SpecialEducation(100/o)
. Assessmentand Evaluationin SpecialEducation(20o/o)
. ServiceDeliveryand Instruction(37o/o)
. ClassroomManagementand StudentBehavior(23o/o)

-['esttakershaverwo hoursto complerethe rcst.

of Disability test (0352) consistsof

'I"heSpecialEdtrcation:ApplicationoJ'CorePrinciplesAcrossCategories
50 mulriple-choicequestions and coversfivemajorareas,in the followingproportions:
. CurriculumQ\o/o)
. Insrruction(20o/o)
. Assessment (20o/o)
(20o/o)
' Managingthe [Link]
. Professional (20o/o)
Rolcs/lssucs/[.iterattve

'll'st takershaveonehour to complctethe rest.

 1-hc Specia/Education; Corr prirtciplr.,rcsr (0i51)consists
Knou.,ledge-Based of 60 multiplc-choice
que-srions
and c'r'[Link] major areas,in rhe [Link]:
. UndersrandingExceptionalities(25orc)
. Legaland SocicralIssues(13%)

' Dclivery of Sen'icesto StudenrsvyirhDisabilirics(620zo)

Tesrrakershaveone hour ro completethe test.

The SpecialEducationCorePrinciples:ContentKnou,ledgetest (0353) consisrs

of 60 mulriple-choice
questionsand coversrhreemajor areas,in the following proporrions:
. Understanding Exceptionalities(2J-j\o/o)
. Legaland SocietalIssues(15,20o/o)
. Delivery of Servicesto Srudentswith
Disabilities (J6-66o7oy

Test takershave one hour co complere the tesr.

None of the testsis intended to assess

teaching skills but rather to demonstratethe candidate's
fundamental knowledge in the major areasof specialeducation.

lygg"tJigns for using the "slvdy Topics,,Ghoprerof rhis

StudyGuide
The SpecialEducation:CoreKnowledgetestyou will takeis different from a final
examor other resgs
you
may havetakenin that it is comprehen5ivs
- that is, it coversmarerialyou may havelearnedin several
coursesduring more than [Link] requiresyou to synrhesizeinformationyou havelearnedfrom
many sourcesand to understandthe subjectasa whole.

This testis alsovery differentfrom the SAT@or orherassessmenrs of your reading,writing, and
[Link] may haveheardit saidthat you can'tstudyfor the SAT:
that is, you should
havelearnedtheseskillsthroughoutyour schoolyears,and you can'rlearnreading
or reasoningskills
shorrlybeforeyou takethe [Link] canpracticeakingrhe SAT and skillstests
like ir to becomemorc
adeptat applvingthe skillsto the particularformat of rhe [Link] Special Education:CoreKnowledge
tests'on the other hand' assess a domainyou can reviewfor and canprepareto be tesredon. Thereforc,
you shouldreviewfor and PrePare for your test,not merelypracricewith the quesrionformars,A
thoroughre'iew of the materialcovered on the resrwill significanrly
increaseiour [Link] success.
Moreover,studvingfor your licensingexamis a grearopportuniryto reflecron your
fielcland developa
deeperunderstanding of it beforeyou beginto teachthe subjecrmarrerto [Link] you prepareto rake
the test,vou mal' find ir particularlvhelpfulro think abouthow youwouldappll,rhcsrudy,topics and
sampleexercises to 1'orlrou'n clinicalexperienccrhatyou obrainedin schoolsduiing ynu, teacher
[Link] will be especialli,
rclevanrro your thinkingabout
thc materialsin [Link] guidc.
 Suggestionsfor using the "Practice Questions" and "Right Answers and Explanations for the
PracticeQuestions" Chapters

Readchapter4 ("Dont Be Defeatedby Multiple-Choice Questions").This chaprerwill sharpen

your skillsin readingand answeringquestions. Succeedingon multiple-choice requires
questions
carefulfocuson the question,an eyefor detail,and patientsiftingof rheans\4/er
choices.

Answer the practicequestionsin chapter 5. Make your own test-takingconditionsassimilarro

actualtesringconditionsasyou [Link] on the practicequestionsin a quiet placewithout
[Link] the practicequestionsareonly examples of the way the topicsare
coveredin the [Link] resryou takewill havedifferenrquesrions.

Scorethe [Link] throughthe derailedanswersin chaprer6 ("RighrAnswersand

Explanations")and mark the questionsyou answeredcorrecrlyand the [Link] [Link] over
the explanations
of the quesdonsyou missedand seewhetheryou undersrandthem.

Decide whether you need more [Link] you havelooked ar your resuhs,decidewhetheryou
needto brush up on certainsubjectareasbeforetaking the [Link] back to your rexrbooks
and referencematerialsto seewhetherthe topics [Link] mighr alsowanr ro go over
your questionswith a friend or reacherwho is familiarwith the subjects.

Assessyour [Link] you feel confident about your levelof understandingin eachof rhe areas?
If not, wheredo you needmorework?If you feel ready,complererhe checklisrin chapter7 ("Are
You Ready?")to double-checkthat you'vethought throughrhe [Link] you needrnoreinformation
aboutregistrationor the testingsituationimelf,usethe resources
in AppendixB: "For More
Information,"

I
 Chapter 2
Backgrouncl Informiltion rrn
Asse$sm€nts
I'he Praxis Series"I'M

c
Whor ore The Proxis SeriesSubiecrAssessmenfs?
l-hc PraxisSericsSubjccrr\sscssmcnts ilre .lesigncdbv E,.lucetional'li'stingScrvice(E"fS) to rssessvour
knowledgeof rhe subjccrrrca l,ou plan to terch, and thcv tre a part of rhe licensingprocedurein manv
\rrlrcs.-fhis srudy guide coversan rsscssmentthat testsyour knorvledgeof the actual content vou hope
ro be licensedro [Link] srarehasedopted'fhe PraxisSeriesrcstsbcclusc it wants to be ccrrain that
you haveachieveda specifiedlevelof masteryof your subjectareabefbreit grantsvou a licenseto teach
in a classroom.

The PraxisSeriesresrsare part of a narionaltesringprogram, meaningthat the test coveredin this study
guide is used in more rhan one [Link] advantageof taking Praxistestsis that if you want to move to
anorher starethat uses'['hePraxisSeriestests,you can rransfbryour scoresto that [Link]
set by sraresrhowever,so if you are planning to apply For licensurein another state,you may find that
passingscoresare diffbrent. You can find passingscoresfor all statesthat useThe PraxisSeriestestsin the
LlnderstandingYourPraxisScorespamphlet, availableeither in your college'sSchool of Education or by
calling(609)77r-7395.

Whqf is licensure?
I-icensurein any area- medicine,law,architecture, accounting,cosmetology - i5 2n assuranceto the
public that the personholding rhe licensehasdemonstrared a certainlevelof comPetence. The phrase
usedin licensureis that the personholdingthe licensewill do no [Link] the caseof teacherlicensing,a
the public that rhe personholdingthe licensecan be trustedto cducatechildrencomPete
license'tells ndy
and prof'essionally.

Because a licensemakessucha seriousclaimabout its holder,licensuretestsareusuallyquite demanding.

In sornefieldslicensurerestshavemore than one part and lastfor morethan one day,Candidatesfor
licensurein all fieldsplan inrensivestudyaspart of their professional preparation:somejoin study
groups,[Link] preparingto takea licensuretestis, in all cases, a professionalactiviry.
Because it assesscs your entirebody of knowledgeor skill for the field you walrt to enter,PreParingfor a
licensureexamtakcsplanning,discipline, and sustained [Link] highly
rccommended.

Why does my stofe require The Proxis SeriesAssessmenfs?

Ytrur srarechose'fhc PraxisSericsr\ssessments becausethe testsassessthe breadth and deprh of content -
ealleclrhe "domain" of rhe rest- thar your statewants its teachersto possess beforethey begin to teach.
-fhc lcvel1lfcontenr knowledge,rcflectedin the passingscore,is basedon recotnmcndationsof panelsof
'fhc statelicensingagencyand, in some
teachersand reachercducarorsin cachsubjectareain cach state.
rarifr the passingscoresthat havebeen recommendedby panclsof teachcrs.
srarcs,the [Link]
\ou crrnfincl our rhc passin*scorcrcquircdfi,r'fhc I'raris ScricsAssessmcnts irr vour statelrv lookine in
u'hich is fi-ccfionr I-'-l'S(sce'al'rovcl.
rlrc parrrplrlcrL'ttrl,,rst,tttdittgli,trt'Pntxis.\,'ort',i, If't'ott look through
rhis [Link].r'clus'ill secrhat not all statcsusc rhc [Link]. and u'ctr u'hctt tltct'do. rhc
can differ frttm statcto statc,
prissingscorc.s

Whol kinds of testsore The Prqxis SeriesSubiecr

Assessments?
'livo kinds of tesrscompriseThe PraxisSericsSubjectAsscssments: multiplc choicc (firr which vou selecr
your answerfiom a lisr of choices)and constructedresponse(foru'hich you write a resPonse of vour
own). Ir{uhiple-choicetestscan sur\.eva wider domain becausethel'can ask more questionsin a limited
pcriod of time. Constructed-response testshave far fewer questions,but the questionsrequire)'ou to
demonstrate rhe depth of your knowledge in the areacovered.

Whqf do the fesls meosure?

The PraxisSeriesSubjectAssessme nts aretestsof contentknowledge . I'hey measureyour understanding
of the subjectareayou wanr to [Link] multiple-choicetestsmeasurea broadrangeof knowledgc
acrossyour conrenrarea,The constructed-response testsmeasureyour ability to explainin deptha few
essenrialtopicsin your [Link] content-specific pedagogytests,most of which areconstructed-
response, measureyour understanding of how to teachcertainfundamentalconceptsin your [Link]
testsdo not measureyour actualteachingabilirv,[Link] measure your knowledgeof your subiect
and of how to teachit. The teachersin your field who help us designand write thesctests,and the states
thar requirerheseresrs,do so in the beliefthat knowledgeof subjectareais the first requirementfor
[Link] teachingabiliryis a skill that is measuredin otherways:observation, videotapedreaching,
or porrfoliosarewpically usedb1'statesto measur€[Link] combinesmanv complex
skills,only someof which canbe measuredby a [Link] PraxisSeriesSubjectAssessments are
designed to measurehou'thoroughlyvou undersrand the materialin the subjectareasin whichyou want
to be licensedto teach.

How were these fesfs develoPed?

ETS beganthe devclopmentof The PraxisSeriesSubiectAssessments with a surve)'.For cachsubiect,
reachersaround the countrf in variousteachingsituationswcre askedto iudge u'hich knou'lcdgcand
in schoolsof educationu'ho Prcparc
Professors
skills a bceinning [Link] thar subjecrncedsto possess.
teachers rvere askedthc sanrequestions.'fhese responscs rankcd in ordcr of importanceand sent
r,r'ere
osr ro hundredsof teachersfor rcvicu'.All of the rcsponscsto thcscsurveys(called"iob analvsissurvct's")
u,ereanalvzcclto summarizcthe judgnrcntsof [Link] consensrls, wc dcvelopecl
auclconstnrctccl-response
rhe specificarionsfor the mLrltiplc-choice [Link] [Link]{a
 eommitteeof pr:rcticingreachers and te:rchcreduclrorswho [Link] rhesespecificarions (guitlclincs).-f6e
s1'rccifications
t'ere reviewcdand c'cntuallv epprolcd bv rclchcrs.
Fr.r- ,h" [Link],cificrrri'ns,
[Link]
,rf
reachcrsand profbssi'[Link].

whcn vour sratetrdopted'fhe [Link],

local pa'cls trf practicingrcachersand
teachercducatorsin cach subjecttrea met to cxaminerhc'
resrsquesrionbv qucstion lnd cvalulte cac:h
questionfbr its relcvancero beginning teachersin vour state.-fhis
is callcd l "validiry stucly.,,A resri.s
considered"valid" fbr a job if it measureswhat peoplemusr know and be able to do on rhar job.
F.r rhe
tcst to be adopted in your state,teachersin vour sraremusr judge
thar it is valid.

f-heseteachersand teachereducatorsalsoperftlrmeda "standard-serring

srudy"; rhar is, rhev went
through the testsquestionby questionand decided,through
a rigorousprocess,how many cluesrionsa
beginning teacherwould be able to [Link]
study emergeda recommendedpassing
[Link] final passingscorelvas approved by your srare's
licensing ug"n.y.

In other words, throughout the developmenrprocess,practirioners

in the teaching field - reachersand
reachereducators- have determined whar the testswould
contain. T'he pracritioners in your state
determined which testswould be used for licensurein your
subject nr." rnd helped decide what score
would be neededto achievelicensure.'l'his is how professional
[Link] in most fields: those who
are already licensedove-rseethe licensing of new practitioners. when you pass'fhe praxis
seriessubject
Assessments'rou and rhe practitioners in your sratecan
be assuredth.t you have the knowledge required
to begin practicing your profession.
Chapter 3
StuclyTopics for the SpecialEducation:
Core KnowledguTests
 Introduction fo fhe test For cxlnrple, under rhe subropic,Basic concepts
in special education, krok lr
l'he .\pecialf,r/ucdtiort:(.oreKnou,/etlge rcsrslre
.lcsigncdro mcasure rhc subjecr-area knorvlcdge | [)cfinirionsof all mrjor carcgorics rrncl
rnd compercncies neccssary fbr a beginning specificdisrbilirics,esrvcllas rhe incidcnce
reacher of specialeducarion in a K-12serting.'['he and prcvalcnce of variousrvpcsof disabilirics
ropicsfor questions arerypicallythosecovercdin
inrroductorycollege-level ) fhe causarionand preventionof disabiliw
specialeducarion
courses, alrhoughsomequcsrions of a more ) fhe narureof bchaviors,including frequency,
advanced narureareincluded.T'hequcstions duration, intensiry,and degrcesof severirv
includedefinirionof rerms,comprehension of ) The classificarion of sru<Jentswirh disabiliries
criticalconceprs, application,analysis, and
[Link] the quesrionson the resrare Most inrroducrory rexrsdevoteindividual chaprers
multiple-choiceand requireyou ro selectan to [Link]
answerfrom a setof fbur or five options. with definitions,incidence,and prevalence,wirh
somediscussionof causation(erioloW) and
'I'his chapteris prevenrion,A descriprionof characterisrics,
intendedro help you organize your or rhe
preparationfor rhe testand to giveyou a clear nature of thc behaviors,generallyfollows.
indicationabourthe depth and breadthof rhe
knowledgerequiredfor success Your introductory specialeducation course
on the tesrs.
material providesonly a generalguide. Consult
Using the topic lists that follow: you arenor materialsand resourcesfrom all your core special
cxpectedro be an experron all aspects of rhe topics education [Link] should be able to
that [Link] shouldunderstandthe major match up specific topics and subtopics with what
characteristics of eachtopic, recognizethe minor you have coveredin your coursesin special
topics,and havesomefhmiliarirywirh rhe educationassessment, instructionalmethods,
[Link] all accrediredundergraduare or classroommanagernent,and so on. you will find
sraduatespecialeducarionprogramsaddress the thar rhe Delivery of Services to Students with
majoriryof rheseropics,subropics, and evenminor Disabilities section tends ro be organizeclaround
[Link],the contenrof ,special [Link] main topic areasthat are ofren [Link]
with
( )orePri ncip/es:ContentKnowledgegenerally [Link] ropicsby using
parallels rheCommonCoreKnowledgeand Skills rhe index of a texrbook tends ro be an eflective rvay
.Statemcnrs of the Councilfor Exceptional to refreshyour undersranding.
(ihildrens(CECI)SpecialEducationprogram
'liy not
.Standards. to be overwhelmedby rhe volume and
scopeof contenr knowlcdgc in rhis guicle.r\n
liru arerclarivelylikcly to flnd thar rhc overviewsuch as rhis rhat listsspecill education
organization of your [Link] topicsdoes not offcr vou a greatclealof conrexr.
cclucarion of' Although a spccificrt:rm may nor seenrfirrniliaras
tcxrbookis similarto the organization
rhe [Link] ropic secrions,Understanding you seeit here,vou nrighr flnd
.youcould
Exceptionalitiesand Legal and SocietalIssues. undersrandir when applicdro a rcal-lifesiruarion.
trlanvof thc questions on rhcactualPraxistcstrvill ans\\'era broad rangcof qucsrionson the [Link]
providerrruu'ith a contextto applvro thesc [Link] fblknvingbox u'irh l starappcarsin
topics()r [Link]',
rcachingstudcntsu'ith rhc lisr of srtrdvtopicsunder "classificetions as
cxccptionalitiesrcquirescommonscnse. Ansu'crs represcnted in Individuals*'ith Disabilitics
rhatarctechnicalh'accurate alsorendto be thc EducationAcr IDEA'9-]":
mostlogical,As a specialeducationteacher, I'ott
shouldhavedeveloped good decision-making skills
j* V'hat are the l2 categories
of disabilitiesunderi
in additionto l/ourknou4edge of [Link])'
i r DE A ' 9 7 ?
thoseskillson the [Link] knorvmorethan
vou think.
lf 1'outhink aboutwhat IDEA '97 coversand are
Specialquestionsmarked with stars: ableto jot down a list of the disabilirycategories
Interspersed throughoutthe list of topicsare included,you haveprobablypreparedyourselfto
questionsthat areoutlined in boxesand preceded answermultiple-choice questions similarto the
by stars(*). Thesequestions areintendedto help one below:
you testyour knowledgeof fundamentalconcePts
of IDEA'97
Nl of the followingarecomPonents
and your abiliry to apply fundamentalconceptsto
EXCEPT:
[Link] of the questions
requireyou to combineseveralpiecesof knowledge (A) Physicaltherapyis availableto studentswith
in orderto formulatean integratedunderstanding spinabifida.
and response. If you spendtime on these (B) Mental retardationis subdividedaccordingto
questions,you will gainincreased understanding an I.Q. scoreon a standardized test.
and facilirywith the subjectmattercoveredon the (C) The existence of multiple disabilitiesdoesnot
[Link] might want to discussthesequestionsand possiblefor any
limit the typesof services
your answerswith a teacheror mentor. student.
(D) ChildrenclassifiedasADD/ADHD must
Note that the questionsmarkedwith starsarenot havea behaviormanagementplan asa part of
short-answer The questions
or multiple-choice, theirIEP
markedwith snrs areintendedasstudyquestions,
(The correctansweris (D). UnderIDEA'97,
not [Link] aboutthe answers
of ADD/ADHI) is not a specificdisabilirycategory
to themshouldimproveyour understanding
and a behaviormanagement plan may not be
fundamental concepts andwill probablyhelpyou
for everychild.)
necessar)'
Undersfonding \leny textbooksdefine rhe exccprionalchild as()ne
Exceptionolities uho is diffcrenrfiom a normal child in rcrmsof
nrental(or cognitive)characreristics,
scnsory
An undcrsranding beginsw'ith
of exceptionaliries rbilities,communicarionabiliries,behavioralend
.rn understandingof human developmcnt.V'e cmotional developmenr,or physicalcharacterisrics
exceptionelitics
conceptualize bv using normal (Kirk, Gallagher,& Anastasiow,2000). Cultural
developmentas a ref'erence
point. Human and socioeconomicfactorsoften interactwirh
manv xvsx5-
developmentencompasses 56slxl thesecharacteristics,
raisingaddirionaleducarional
and emotional, language,cognition, and physical [Link] remind us of
and [Link] dcficits in the many wavschildren developand learn.
theseareasof devclopmentmay be indicationsof 'Icachingexceptional
children expandsour abilirv
cxceptionaliry. to teach all children.

Human development and behavior as Characteristicsof studentswith

related to students with disabilities disabilities,including the influence of
) Socialand emotionaldevelopmentand ) Cognirivefacrors
behavior
) Affecriveand social-adaptivefbctors,
. Identifring normal behavior includingculrural,linguistic,gender,and
socioeconomic factors
) Languagedevelopmentand behavior
. Earlychildhoodlanguagedevelopment ) Genetic,medical,motor, sensory,
and
chronological-agefaco rs
) Cognition
. Thinking,knowing,or processing
* How is it that individualswith the same
information disabilirycandiffer in rhe way theylearn?
. Historyof intelligence
testing
* What is the impactof chronological-age
including motor and
) Physicaldevelopmenr, f'actors?
sensory
. Bodilyimpairments ln mostcases, a disabiliryaffecrsmany
. Differencesin vision ,rndhearingthat characteristics,
cutringacrossdifferentareasof
affectperformance [Link] rharcontriburero a disabiliry
[Link] almosrall cases, the
characteristics
of a disabiliryarethe resulrof some
* \Vhat does the term deueloltmentaldisttbilities
combinationof natureand nurture,uniquein
mean?
everyindividualcircumsrance. Definirionsof a
* What are diffcrencesbetwecna devclopmcntal numberof differentdisabilities explicitlyrefbrence
delay and a dcvelopmcntaldcficit or disorder? a rangeof facrorsand characreristics.
At a programmatic level,the lndividuals with ) Understanding
peoplewith disabilities
I)isabilitiesEducationAct (Pt. 105-17),known as . N{cdical
modcl
IDEA'97, definesbasicconceptsin special
. Psychological
model
[Link] '97 definesrwelvecategoriesof
disabilirvand outlines the fundamentalprocesses . Sociological
model
of providing servicesto studentswho meet these
I The causation
and pro'entionof disabiliq,
[Link] educatorshave
. Biologicalperspectives
criticized the categoricalapproach for being
exclusionaryand have questioned its educational . Behavioral
perspectives
relevance.
. Psychodynamicperspectives

Basicconceptsin specialeducation, . Sociological-ecologicalapproach

including I Dimensionsby which behaviorsaremeasured

Definidonsof all major categories . Frequenry

and
specificdisabilities,aswell asthe incidence . Duration
and prevalence of varioustypesof disabilities
. Intensiry
Mental retardation
o Degreesof severiry
Specificlearningdisabilities
Seriousemotionaldisturbances * \X/hataresomebasicassumptions
underlying
behavioralapproaches?
Speechor languageimpairments
Vision impairments
I The classification
of studentswith disabilities
Hearingimpairments . Classifications in Individuals
asrepresented
Orthopedicimpairmenrs with DisabilitiesEducationAct
(IDEA',g7)
Other healthimpairments
Deafness'blindness
* \flhat arethe rwelvecategories
of disabilities
Multipledisabilities underIDEA'97?
Autism
. Labelingof students
Tiaumaticbraininjury

* Labelingstudentswith disabilities
hasbeen
* Be ableto identiS'thebasiccharacreristicsor
controversialsince
the passage
of PL,94-142.
dcfining factorsfor eachqvpeof disabiliry.
What aresomemajorarguments for and
* Is thereonly one definition for eachcarcgory againsrlabeling?
of specificdisabiliry?
 - Devclopment;rl .rpproach ebilirv to meet the demandsof rhe rvorkplace.
- [Link] Furrher,rhe posr-sehoolrvorld doesnor ofler the
- Individu,rlrrppro,rch rvpesof supportsfbund in IDEA'97. Adulrsrvirh
. .{D H D disabilitiesmusr takea proactiverole in
understandingthcir rightsundcr the ADA and in
seckingsupporrsand resourcesthey may need.
V'hat doesIDEA savilbout ADHD? How do
They also must make decisionsabout rhe cxtcnr ro
studentswith ADHD receivecducational
which thev identifr or considerthemselvesas
services?
"disabled."

. '['he implicarionsof the classification

The influence of (an) exceptional
processfor the pt:rsonsclassified condition(s) throughout an
individualt life span
W'hat is the noncategoricalpcrspective?
) Theoriesof life span and adult development
'Ihe influenceof levelof severityand
|
presenceof multipleexceptionalities
on * Doesdevelopmentend in adulthood?
studentswith disabilities
. Mild, moderate,severe/profbund
categories ) Education
within a specificdisabiliry
* How do we preparestudentsfor adulthood?
* No categoryof disabilityis a "onesizefits all"
[Link] severirywithin a caregory . Postsecondaryeducation
may be more tellingthan the categoryitself. . Continuingadulteducation
Educationirlgoals,approaches, and
considerations for studentswith severeand ) Employment
multiple disabilitiesarediffcrentfrom thosefb . Unemployment
and underemployment
studentswith mild and moderatedisabilities.
What otherpossible functionsneedto be * \{hat is underemployment, and why is it ofien
considered in designing education? a more salientissuethan unemployment For
many personswith disabiliries?
'['he
influenceof a disablingor exceptional
* What agenciescan aid in preparinga student
condition doesnot end after an individual has
fbr rvork?
cxited the schoolsystem.l)isabilitiesare lifelong
conditions,although the effectschangewith the
. r\mericanswith Disabilitiesr\ct (ADA)
variedchallengesof adulthood. For example,a
- ,\cccssibiliryand reasonable
tlifficulry with readingin .rdulchoodwill nor result
accommodrtions
in labeling,placemcnt,and instruction issues,but
- Nondiscrimination
it mav havea profcrundimpact on the individual's
 I Social-Emorional
j* Varydid Congresschange
rhenameof rhe i
. Disclosure
of a disabiliry Educationof theHandicapped
Acrto IDEA? i
I
. Self-advocacy
. Emphasis
on inclusion
I Family . Tiansitionand IndividualTransitionplan
. Continuingdependency (rTP)
. Changesin family roles . Autism and rraumaticbrain injury
. Marriageand parenring
) PublicLaw 105-17(IDEA'97)
) Recreation . Suspension
and expulsion
. tiennial evaluations
not mandated
Legol qnd Societql lssues
I Secrion504
In manyways,the historyof legislationdefinesrhe . RehabilitationAct of 1973
historyof services to studentswith disabiliries.
Moreover,legislationtendsto reflectchanging I Americanswirh DisabilitiesAct (ADA)
attitudesaboutand perceptionsof personswith . Nondiscriminatoryemployment
[Link] philosophyof whar constitutesa . Publicaccommodations and access
freeand appropriarepublic educationhaschanged
. Thansporration
and evolvedin the variousreauthorizationsof rhe
originalPL94-142. Other federallawsaddress . Telecommunications
basicissuesof civiland individualrightsof persons o Government
with [Link] disabilitieshave
sharedin the samesrrugglefor civil rights with
* \trflhataredifferencesberweenSection 504 and
other minority and disenfranchised groups.
the ADA?
Federallaws and legd issuesrelated to * How do Section504 andthe ADA define
special education disabiliw?

) PublicLaw 94-142 I Importantlegalissues,

suchasthoseraisedby
. Zero reject([Link].) rhe followingcases:

. Nondiscriminatoryassessment ' Rowlqtre: programappropriateness

. Tatrore: relatedservices
. Individualized
education
, Honigre: discipline
. Leasrresrrictiveenvironment
. Obertire: inclusion
. l)ue process
. Parenral Schoolsareincreasin gly awarerhar rhe purposeof
parriciparion
workingwith childrenrhroughthe firsr l8 yearsof
I PublicLaw l0l-476 (IDEA) their livesis ro preparethem for the next 70 vears,
In orderro prepare studenrsro live and work in
 [Link] ro parrner rvith [-hchistorvof speci,rl cducati<lnhrs a [Link]
,rl rhoscconrntttnitics- frrnrilics,
rrrcrnlrcrs (rcralclo
[Link] chlrrlctcrs. shltterirrq
Rivera'.s
ernpkrve [Link],.lnd
rs, .tnd sttpportrtgctte exposcof thc \Y'illorvbrookSchoolin l9ll ri'.rs
rfirl sinqlc fr,rcrorirr
IDF.A'97 rcquiresspccialedttcttrrrs lrgrratrlvthe nrost p<xve
[Link].
ro r:lkethc leaclin [Link] building public suppor(lbr dcinstiturionrtlizrrion
ir rnd cotnmunitv-bascd
rrlnsition planningfbr studcntsrvith disebilitics, phccments.()r'cr rhc plsr
interactionwith
processthet involvescttnsiderable +0 to 50 vears,il philosophvof inclusionin all
localcommunities. rrrcasof lifl'hes graduallvevolved,representedbv
chrngesin legislationasr,r'ellas public attitudes.[n
The school's connections with the many cases,ongoing advancesin rechnologymake
families, prospective and actual inclusiona practicalrcalirv'.Specialeducators
employers' and communities of should be awareof the largcrsocial,political,

students with disabilities, for examPle economic,and educationalfbrcesthat continue to

shapecurrent practiccs,
'leacher advocacyfbr students and fhmilies,
|
developing student self-advocacy Historicd movements/trends affecting
the connectionsbetweenspecial
What is learnedhclplessncss? education and the larger society' for
examPle
and roles
) Parentpartnerships
and community-based
I Deinstitutionalization
' Rightsand responsibilities
placements
. Tiansirionplanning
. Advocacyorganizations,
e.g,,CEC, LDA' * What does the term normctlizationmean?
ARC
) lnclusion
Publicattitudestowarclindividualswith
clisabilities
W'hat are differencesbetween mainstrcaming
(irlturaland communiryinfluences
on public and inclusion?
towarclindividualswith disabilities
attitucles
agreements
I nterrrgency I Applicationof technology
-lransition
)
What agenciesare ofien involved in transition [)evelopmentalserviccs
planning?
Vtrcationalrchabilitarion

) Ooopcrarivcnaturc of the transition planning cntplovment

Shclteredworkshops/suppttrtecl
process
-|
i- * [Link].A'97mand:rre
rcgarding
I
t* in the transitionplanning
\X'ho participatcs j rransition
planning? I
proccss?
|
 I Advocac' L,cological

I Accountal'rilin'
and meeringeducarional Therapcutic([Link]/lrrnguxse,
phvsical,
stanclards ancloccuparional)
and nrcclicirl
approachcs

Defivery of Servicesto * V'hat combinarionof approaches do special

Studenrswith Disqbilities cducariontcacherswpicallv usc?

* lb '*,harexrenrdo rheseconceprualapproaches
r
The approachesa reacherusesro inreracrwirh
overlap? :
srudentsare directlv relatedto the teacherbthcorerical
or [Link] example,in working to I Placement
and programissues
suchas
changea srudent'sbehavior,a teacherwirh a
. Earl)'intertention
behavioralorientation would focus on measuringthe
- Infanrsand ToddlersAct QL 99-457,
behavior and implementing a reward systemfor
ParrC)
improvement. A ceacherfrom a psychodynamic
- Preventionof secondarydisabiliries
background would spend more time tdking with rhe
student, tryrng to discoverthe feelingsand r Leastrestrictiveenvironment
motivations causingthe [Link] practice, mosr . Inclusion
teachersemploy combinations of conceptual
[Link] education teachersalso need to be
* \Whatarethe characreristics
of schoolswith
awareof generalissuesand trends wirhin the field
successful
inclusionprograms?
that drive placement and program [Link]
education teachersare part of a large sysrem. * \(hat skillsdo srudentsneedfor successful
Understanding how and why rhat systemworks is an inclusion?
important component of effectiveteaching.
. Roleof individualizededucationprogram
Background knowledge, including (lEP)team

Conceptualapproaches underlyingservice * \X'hoparricipares

on rhe IEP team?
deliverl'to srudents
wirh disabilities,
including
Due process
guidelines
. Cognitive
Categorical,noncaregorical,
and cross-
. Constructivist categorical
programs
Psvchodynamic
* Distinguishbeweencaregorical,
Behavioral
noncategorical,
and cross-carcgorical
grouping
Sociological ofsr udcnr s.
i
. (lontinuum of educarionaland relarcd
sen,iccs
 -I

Relatedserviccsand rheir inregrationinro Curriculum and instruction and their

thc cllssroom,includingrolesof orher implementation acrossthe continuum
profcssionals
of educationd placements,including
,{ccommodarions,including acccssto
essistiverechnology ) The individualized
flmily serviceplan
(IFSP)/individualized
educationprogram
(lEP) process
r* Is assistive always"hi-rech"?
technology i
i

. tansition of srudentsinro and within

the IEP? i
specialeducationplacements i

. (lommuniry-basedtraining
I Instructional
developmenrand
. Post-schooltransitions implementarion,
for example
) Integrating best practicesfrom . Instrucrionalactivities
multidisciplinary researchand profbssional
. Curricularmaterialsand resources
literature into rhe educational serring
. \Torking wirh classroomand supporr
. Cooperative learning
personnel

* Think of a srudent for whom cooperative

* \X/hatis the relarionshipbemeena special
learning might not be a good approach.
educationreacherand an instrucrional
Vhy nor?
assistantor paraeducator?

. Learning srrategies * What is the relationshipbeweena special

educationteacherand a generaleducarion
teacher?
* Give an exampleof a learningsrraregy.

. [Link]
[)cvelopingand implemenringcurriculum and
instruction are rhe hearrof the [Link]
'leachingstrategies
) and merhods,fcrrexample
addition to undersrandinggeneralceachingmodels . Modificationof marerials
and equipmenr
and straregies,a specialeducation teachershould
. Learningcenters
be able to modify and individualizecurriculum
rnd instruction ro meer [Link] . Facilitatedgroups
studentswith exceprionaliries.
Specialeducation . Studyskillsgroups
teachersmusr be awareof the many dimensionsof
. Self-managemcnr
curriculum and instrucrion,taking into account
instructionalformars,rype of curriculum, . C-o<lpcrarivc
learning
technology,and orher facrorswirhin the conrext
of the individual needsof the srudent. What are the [Link]/cross-
ageturoring and cooperativelearning?
 ' Diagnosric-prescriprive
merhod
* \X/henis specialeducationappropriatefor
childrenwho speaka language orherthan
* ri(har aremodaliryor learningsryle
English?Vhen is ir not appropriate?
approaches?
* Vhy arerheyconrroversial? . Languageand lireracy,
acquisirion
. Self-care
and daily living skills
Modeling,skilldrill . Pre-vocarional
and vocariondskills
Guidedpracrice
I Careerdevelopmentand rransirionissuesas
Conceptgeneralizarion relaredto curriculumdesignand
Learningstrategyinstrucdon implementationfor studentswith disabilities
accordingro rhe criteriaof ulrimare
funcrioning
* Vhar is meantby metacognitive approaches,
often a componentof learningstraregy . Functionelacademics
insrructionand conceptgeneralization? . Comrnuniry-based
instruction
. Direct instrucdon
* Communiry-based insrructionis an essential
- Precisely sequencedlessons
componenrfor the transitionfrom schoolro
- Modeling,drill, practiceand immediate
feedback the "red world" for many exceptionalsrudenm.
Studentsoften find it easierto learn skills in
- Teacher-centered
the settingsto which they apply rarherthan in
I Instrucrionalformarand componenrs,for the [Link] do teachersarrangefor
example: community-based instruction?
. Small-and large-groupinstruction
. IndividualTiansitionPlan (ITp)
- Faciliared group straregies
. Funcdonalacademics
* \ifho parricipares
in the developmenrof the
. Generalacademics
with focuson special ITP?
education
I Technologyfor teachingand learningin
* In manyschools,thereis no specialeducarion specideducationsertings,for example:
curriculumfor the majoriryof studentswith o Integratingassisrive
technologvinto the
exceprionaliries.
Rathet specialeducarors are classroom
expectedto adaprthe generaleducation
curriculumro makeir accessiblefor srudents * Did you know rhat assistive
technologyis not
in specialeducation. jusrhi-rech,compurer-based adaptations?
Can you namelower-rechdevicesthat help
. ESLand limitedEnglishproficienw
studentswith disabiliries
adaprro the
educarionalserring?
 . Computer-assisted
instrucrion ro know how to interprer theservpesoF
particularlyto gain a senseof the
;lsscssments,
instruction mean lcss
I *Does computer-assisted studenr'sstrengths,weaknesses, and [Link]
I rcacherinvolvement? for
the srudententersclass,assessment
[Link]
and alrernative
.{ugmentative find that observingand measuringthe student's
communication ebiliry on the classcurriculum providesrelevant
- Signlanguageand gestures(unaided) i nfo rmation for i nstructional decision-making.
- Communicarionboards(aided) Consequentlv,reachersneed to know how to

fbr microcomputers designor select,implement,and interpret informal

Adaptiveaccess
[Link], teachersneed to be able to use
Positioningand powermobiliry for measuresto evaluatethe instructional
assessment
studentswith physicaldisabilities processand determine wherher objectivesand
and usinginformation
Accessing goalshave been met.
technology
Assessment,includirg
Useof productivirytools
Technologyfor sensorydisabilities Useof assessrnent diagnosis,
for screening,
- Closedcaptioning placement,and makinginstructional
- Telecommunication devices decisions
- Cochlearimplant . How to selectand conduct
nondiscriminatoryand appropriate
* Many deafpersonsadamantlyopposethe assessments
cochlearimplant. Do you know why?
- Closed-circuittelevision(CCTV) * Vhat arethe provisionsfor nondiscriminatory
- Mobiliry devices testingprocedures
in IDEA'97?
- Braille'nSpeak,OptaconScanner
. How to interpretstandardizedand
. Voice-activated, speech-
speech-synthesis, specialized
assessmentresults
recognition,and word-predictionsoftware
. Understanding
of conceptssuchas
- Reliabiliry
Vhat are the usesof an assistivetechnology
- Validiry
device such as the Kurzweil Reading Machine?
- Standarddeviation
- Standarderror of measurement
Specialeducatorsinreractwith assessment in
How to effectivelyuse cvaluation resultsin
virtually everything they do. Specialeducation
initiated by a [Link] IFSP/lEP development
bcginswith assessment,
rhe [Link] the diagnosticand placement How to preparewritren reportsand
processthat fbllow - screening,
o$5gru31ion, communicatefindings
fbrmal and informal testing- are typeso[
'i'he
assessment. specialeducationteacherneeds
 ) Procedures and resrmarerials, both formal - Self-el'aluarionquestionnairesand
and inform al, rypicallyusedfor pre-referral, i n cerviervs
screening,referral,classificarion,
placemenr, -Journals and learninglogs
and ongoingprogrammonitoring - Portfolio assessmenr

* How doesdue processaffecrpre,referral, * Vhat might be includedin a portfolio

screening,referral,classifi
carion,placemenr, assessmenr
of a srudent?\X/harskillscan be
and ongoingprogrammoniroring? assessed
usingportfolios?
* \il(henyou apply for a teachingposirion,you
I How to select,construct,conduct,and
modify nondiscriminatorydevelopmentally may be askedto provide)'our own pordblio.
rJ(/hatareexamplesof rhingsyou would
and chronologicallyage-appropriare
informal
assessments includeasa beginningprofessional? Vhat
rypesof ponfolioscould you useasa teacher?
* How do teachersuseassessment measures asa Structuringand managingthe learning
meansfor developingappropriate, environmentarenot endsin themselves but means
individualizedinstruction?Iil/hat rypesof tests of facilitatingefficienrand effectiveinstruction.
do they use?How arerheyconsrructed? Structuringthe learningenvironmenteffectivelyis
. Teacher-made Preventative and proactiveteachingat irs best.A
tests
well-structured environmenraddresses the
arrangement of srudents,materials,and special
* \[Link] do teachersconsrrucrrheir own tesrs?
[Link] everyproblema well-structuredclass
How do teachers createreliableand valid tests?
prevents,the teacheris ableto devotemore time ro
Criterion-referencedrests [Link] positiveenvironmenrsrarrs
with understandingrhe individud needsof your
Curriculum-based assessmenr [Link],no marrerhow well the
Informal readinginventories learningenvironmenris strucrured,special
educationteachers must havea reperroireof
Other alternatives
to norm-referenced
classroom [Link] reachers
testing
employsomerypeof [Link] order
to manageor changestudentbehaviors,the teachcr
* \0(hatis authenricassessmenr?
must operarionalize behaviorsso rhar they are
- Observations observable and measurable. The teacherrhen musr
havea meansof recordingobservations to
* What aredifferenrwaysof recording determinethe effectiveness of intervenrions.
observations? Finally,havinga rangeof straregies encompassin{
behavioral and other(e.g,,psychodvnamic)
- Anecdoralrecords
perspecrives is a criricalcomponenrof efFccrivc
- Pls6yanalysis
classroom management.
- Miscueanalysis
Structuring and managing the ' [Link]
learning environment, including --- ( )[Link]
rhcrlrpv
._ l)[Link]:r1'rv
) Srructtrringthc leirrningcnvironnrcrrt -- Spccchrtnd lrrngu:rqctlrcr,rpv

V'hrt flcrors ,shouldbe consiclcredin * \{'hlt .rre clithrcnccs ['lcnvccn spccsh lrnr.l
Ir
srructurinqthe lcarningenvironment? [Link]?
ConsidercertainspecificcasesoIsrudentswith * ,'\ccording
ro [Link]
of
For eachone, how would you
disabilities. F,ducarion, l9 pcrcenrof dl srudenrsrcceiving
stnlcturethe environmcntto mcct the scrvicesthrough IDL{ havespreech or [Link]
studcnr'slearningnceds? difficultics,the [Link]
occurringdisabilirynexr ro learningdisabilirics.
'l-he physical-social
environment fbr
'
learning ) (,lassroommanagementrechniqucs
- Expectations . Behavioralanalysis
- Rules
- (Jclnsequences
!/hat is the S,-R-S-or the ABC model?
- Consistency
- Attitudes -
- I-ighting antecedents
- Acousticcharacteristics - Target bchavior
- Seating
- {66gsg * How clo you make a bchavior measurablei
- Safbtyprovisions
-- Oonscqucnt cvent.s
- .Strategies
fbr positiveinreractions
Positivereinfbrcernenr

* How would you arrangea classroclmwhere Ignoring

you and your studcntscan accessmaterials Itunishment
casily,scc and hear each <lther,and engagcin
. Bchavioralinrcrventions
activetcachingand learning?

. '['ransitionsberwcenlessonsand activitics What aresomeof rhe issucs

surrotrnding
rhe
uscof punishment?
* What strategiesare cff,ectivetbr having
' []unctionalanalysis
studcntsrnovearoLlndthe clrrssroomwithout
lrcinedisnrptive? l r-" F{owtlocsidcnrifvingrhc rrlreccdcnr,
_ r l* thc
. (iroupingof srudents consc(luetrce,
,rnd thc conclitittnsunder which
- I lcterogeneous
[Link] II rhe behavioroccurshclp a [Link],rp
arr
urouping
t intervcntioni
 Data-garhering procedures individualsinvolvedin rhespecialeducation
- Anecdntal data processtendsro benefitreachingeffectiveness.
- Frequencymethods Clear,direct,and accurarecommunication will
- Interval merhods protectyour credibiliryand prevenra plethoraof
- Duration nrethods problems.
Self-managementstrategiesand
Professiondroles,including
reinforcement

Cognitive-behavioral interventions ) Specificrolesand responsibilitiesof teachers,

for example:
Psychoeducationalmodels
- Life spaceinterview . Teacheras a collaboratclrwith
- Other teachers
Social skills training
- Teachereducators
- pxssns5
* How imponant is socialskillstraining?
- Communiry groups
Research indicatesthat successfuladaptation
- Outside agencies
ro adulthoodreliesmore on effectivesocial
. Teacheras a multidisciplinary team
and interpersonal skillsthan on academicor
even [Link] many studentswith member
exceptionalitieshavedeficitsin socialskills,
facilitatingsocialskillsdevelopmentis a * Vho participatesin an IEP meeting?
paramountreachingresponsibilityin preparing
. Maintainingeffectiveand efficient
studentsfor the world [Link]
educationteachersneedto be familiarwith a documentation
varieryof instructionalapproaches in this area.
* In a litigiousage,documentationis a critical
inherentin behavior
I Ethicalconsiderations componentof a specialeducationteachert
management responsibilities.
How do you ensureaccuracy
Specialeducationteachers aremore than just and adequacyof documentation?
[Link] arerequiredto fulfill numerous . Selectingappropriate environments and
professional roles,includingworkingwith a wide
servicesfor studenrs
rangeof professionals, and
paraprofessionals,
[Link] abiliry to work collaboratively is an
* How will you definethe leastresrrictive
essentialskill for specialeducationteachers.
environment(LRt) for eachindividual
Nevertheless, theirprimaryresponsibiliry is for
student?
What typesof conflictsmay be
goeson in the classroom.
r'*'har Consequentlv,
involvedin determiningthc LRE?
specialeducarionteachers mustbe gooddecision-
makcrs.I'hey mustbe ableto think criticallyabout . Critical evaluationand useof professional
thcir efTectiveness [Link] litcratureand organizations
cfTecriveand functionalrelationships with all
 Reflectingon one'sown reaching Vriting reportsdirectlyto parents
'Ieacher'srole in variety Meetingwirh parentsto discuss
a of teaching srudent
settings (self-con
tained classroom,resource concerns, and IEP's
progress,
room, itinerant,co-teacherin inclusion
Encouraging
parenrparticipation
serring,erc.)

Maintaining student confi dentialiry * \)/hat resources

in your communiryassisrparents
of childrenwirh specialneeds?
Localaffiliatesof
l* \fith whom can you discussvour students? CEC, LDA, ARC, CHADD and orhersarein
I placein [Link] no suchgroup
l* \Xlhatcanvou discuss?
I lVhen do you
exists,couldyou dwelop a suppongroup?
l* What is a "mandatedreporter"?
I becomeone? . Reciprocalcommunicationand rraining
with other serviceproviders
) Influenceofteacherattitudes,valuesand
behaviorson the learningof exceptional * Vhat can you do ro make parents feel more
students comfortable at IEP meerings?

* How might personalcultural biasesaffectone's

teaching?\)7hatcanone do to counteractthem?

) Communicatingwith parents,guardiansand
appropriatecommunirycollaborators,
for
example:
. directingparentsand guardiansto parent-
educatorsor to other groupsand resources

* Educatorsincreasinglyrecognizethat actively
includingparentsin decision-making processes
providesa numberof benefits. tVhen possible,
the studenrshouldbe an activeparticipantas
well. \X/hataresomeefltctive methodsof
maintainingcommunicarion with parents?
Chapter4
f)on't be Defeatedlry
Multi ple-Choice (|uestions
Why rhe Multiple-Choice UnderstondingMultiple-
Testi Toke Tim'e ChoiceQuestions
When you takethe pracrice questions, you will sce You rvill probably norice thar rhe word order (or
rhatrhereareveryf'ewsimpli idenrification svntax)in multiple-choicequestionsis dif'fcrent
rluestionsof the "V'hich of rhe fbllowingis a kind from the rvord order you'reusedto sceingin
of visualimpairmenr?" sort.W'henThe Praxis ordinary things you read,like newspapersor
SeriesrM Assessments werefirst beingdeveloped by [Link] of the reasonsfbr this differenceis
tcachersand teachereducatorsacross the country that many such questionscontain the phrase
it rvasalmostuniversallyagreedthar prospective "which of the fbllowing."
reachers shouldbe ablerc analyze situations,
svnthesize material,and applyknowledgeto The purposeof the phrase"which of the
specificexamples. In short,they shouldbe ableto fbllowing'l is to limit your choicg of answersonly
think aswell asto recallspecificFacts,figures,or to the list given. For example,look at rhis
[Link], you will find that you are question.
beingaskedto think and to solveproblemson
\X/hich of the followins is a flavor made fiom
your [Link] time than
beans?
simplyansweringidentificationquestions.
(A) Strawberry
In addition,questionsthat requireyou to analyze
(B) Cherry
situations,synthesizematerial,and apply
knowledgeareusuallylongerthan aresimple (C) Vanilla
[Link] PraxisSeriestest (D) Mint
questionsoften presentyou with somethingto
Vru may know that chocolateand coffee are flavors
read(a casestudy,a sampleof studentwork, a
made from beansalso. But they are nor lisred, and
chart or graph)and askyou questionsbasedon
the question asksyou to selecrfiom among rhe list
vour [Link],
thar follows ("which of rhe following"). So rhe
and you must [Link] on this testand
answer has to be the only bean-derivedflavor in
asa teacher,you will needto processand usewhat
you readefficiently. the list: vanilla.

Notice that the answercan be

subsrituted for the
lf you know that your readingskillsarenot strong,
phrase"which of the following." In rhe questir:n
you maywant to takea [Link]
,rbove,yclu could insert "vanilla" for "which of rhe
campuseshavereadinglabsthar canhelp you
fcrllowing"and haverhe senrencc"\hnilla is a
your readingskills.
strengthen
flavor made from beans."S<.rmetimes ir helps ro
crossout "which of the fbllowing" and inserr rhc
[Link] may wrrnt to give rhis
techniquea try as you answervariousrnultiplc-
choicequcstionsin rhe pracricercsr.
 .{lso,Iookinecarcfirllvar rhe "ivhichof t}rc Sonrcrirnesit hclpsro pur rhequestion in vour
firilou'ing"'plu..rsc
hclpsyou ro locuson rvlur rhe [Link], r'oucouldpirrtphrasc the
quesri()ltis askingvou to fllrc-l
and on tl)r,llns\\,cr qucsrion es"V'hen researchcrs artcmptto
[Link] rhe sinrplccxrnrplcabovc,all of the dcrcrnrinc theprevalcnce of learningdisabilirics,
r-rns\\'cr
clroicc'sarc flrrrors.\bur job is ro dccidc u,harstopsrhcm?"I)efinirions of learning
r.r'hichof rhc flavrlrsis rhc onc madc from bcans. disabilirics
arcoftcn imprccisein specili,ingthc
'I'hc vanilla point at which a specificlearningproblcmshould
bcan question is prertv srraightfonvard.
bc classified
asa disabilirl',
and thisfactoraffccts
Ilur the phrasc"which of the fcrllou,ing"can also
identificarion of rhe condition.J'herefore
thc
bc ftrund in rnorechallengingquesrions. I-ook at correcransweris (D).
this quesrion;
\bu mar'find rhat ir helpsro circleor underline
\X'hich of the fbllou'ing is a factor rhat irnpedes
eachof rhecriticaldetailsof the quesrionin your
researchers'attemprs t<l determine with
testbook so rharyou don't missany of [Link]'s
cerraintythe prevalenceof learnjngdisabilities
only bv looking at all partsof the quesriorl
in the Unired Srates?
carefullyrharyou will haveall of the informarion
(A) The absenceof any definition of learning vou needto answerthe question,
disabiliriesin federal guidelines fcrr special
education Circleor underlinethe criticalparrsof whar is
beingaskedin this quesrion.
(B) A generalrelucranceon rhe part of
educarorsand diagnosticiansro classify \Xuhichof the following bestdescribes
an
studcntsas having learningdisabilities ecologicalinventorv?
(C) Thc overlap in idenrification criteria (A) An analysisof rhe curriculumof a given
berweenrhe classificatiorlsof severe schoolsysrem
learning disabilitiesand severeemorional
(B) A compilationof spccificbehavioral
disturbance
managemenr needsof a child wirh
(D) The lack of a preciselydefined cut-off
disabilities
point at vvhicha learningproblem
(C) A compilarionof life skillsneededby a
requiring remediationbecomcsa disabiliry
childwirh disabiliries
in prescntor furure
requiring specialeducation
serrings
'Ihe
placementof "which of the [Link]"rells
(D) A s)'nthesis
of rhepasteducarional
l'ou thar the lisr of choicesis a lisr of [Link]
impcdc "rescarchers'
achievcmenrs
of a [Link]
atremptsto determinerl,irh
ccrtainn'the prevalcnce of lcarningdisabilitiesin
thc United .\rates." lW'har
arc [Link] find
asan ans\r,er? Vlu arc supposedto flnd thc,choicc
that includcstlrc'frrctorrhat acrualh,inrpcdr,,,
rcscllrr'l)('l's
llt tcnt[)ts.
Here is one possibleway you may have annotated Considerthis quesrion.
rhe qucstion:
Brian,a high schoolsrudenrwith a learning
an
Vhich of the followingbesrdescribes disabiliryreceivesresource-room insrrucrionin
,ecrllogicalinventoryj? [Link]'sparenmhaverequesred a
(A) An analysisof the curriculumof a given conference with the resource-room teacherrwo
monthsafterrhe srartof the schoolyearro
schoolsystem
discusshis progressin writing. Vhich of rhe
(B) A compilationof specificbehavioral followingwould be the mosrappropriareirem
management needsof a childwith fbr the teacher's
agendafor this meeting?
disabilities
(A) Ask the parentsto compareBriant written
(C) A compilationof life skillsneededby a work with rhat of anothersrudent.
child with disabilitiesin presenror future
(B) Ask the parentsto proposenew
setrings
instructionalobjectivesfor the written-
(D) A synthesis
of the pasteducational expressionsectionof Brian'sindividualized
achievementsof a child with disabilities educationplan (IEP).
After spendinga minute with the question,you (C) Otrer a comparisonof Brian'srecenrgrades
can probablyseethat you arebeingaskedto define on writing assignments
with his
what an ecologicalinventoryis. An ecologicd achievement-testscoresfrom rhe previous
inventoryis designedto determinethoseskills yeet,
neededby a particularindividualin his or her
(D) Showthe parentsa folderof Briant written
currentand [Link] correct
work and discussapparentstrengthsand
answ€ris (C).
weaknesses.
The importantthing is understandingwhat the Beingableto selectrhe right answer,(D), depends
questionis [Link] enoughpractice,you on your understanding of rhe goalsof the
shouldbe ableto determinewhat any questionis conference with Briant [Link] the choices
[Link] the answeris, of course,a given,discussing examples of Briant work best
differenrmatter,but you haveto understanda addressesthe purposesof rhe [Link]
questionbeforeyou cananswerit. parentsto comparetheir childt work with that of
anotherstudent,asin option (A), is not
It takesmorework to understand'which of the
appropriate.(B) is nor correcrbecause rhis is nor
fbllowing"questionswhen thereareevenmore
an IEP meeting,and because, while rhe parenrs
wordsin a [Link] require
haveinput into theirchild'sIEP,it is not
invariablyrequire
applicationor interpretation
appropriatefor the reacherro askparenrsro
cxtrareading.
proposeobjectives.(C) is not correctbecause the
comparison ir suggesrs is unlikelyto be
informative.
 Understonding Quesfions effecrivecompurer-assisted instrucrion tendsto
Confnining ,NOT,' requireas much teachcrmoniroring and
"LEAST,T'oExcEPT, interventionas orhcr typcs of individualized
student work.
In addirionto "whichof the following"and derails
that must be understood, the words"NOT." It's easyto gerconfusedwhile you're
@
"EXCEPT,"and "LEAST" often make
processing the informarionto answera quesrion
comprehension of testguestions
moredifficult. with a LEAST,NOT, or EXCEPT in the quesrion.
Thesewordsarealwayscapiralized when they If you treatthe word "LMST," "NOT," or
appearin The PraxisSeriestestquesrions,but thel' "EXCEPT" asone of rhe derailsyou musrsatisfy
areeasily(and frequenrly)overlooked. you havea betterchanceof understanding what
the questionis [Link] when you checkyour
For the following tesrquestion,determinewhar
answetmake"LEASI" "NOI" oT"EXCEPT"
kind of answeryou'relooking for and what the
one of the detailsyou checkfor.
detailsof the questionare.

Computer-assisted instructionhasbeenshown
to be an imporrantteachingmethodfor
Understqnding Gluestions
studentswith mentalretardationfor all of the
Bosed on Cqse Srudies
following reasonsEXCEPT Casestudiesconraina body of inroductory
(A) The computerrequireslittle reacher materialfollowedby a group of relatedquesrions.
intervention,freeingthe teacherto prepare Questionsbasedon a casestudyrequirea careful
upcominglessons. strateg/that balancestime, efficiency,and critical
understanding.
(B) The computercan be programmedto
deliverimmediatefeedbackon rhe Sincethe casestudycan often be denseand
correctnessof a response. complex,you shouldreadthrough the descriprion
(C) The compurercan be programmedro of the situationbeforereadingthe questions,but
provideasmuch repetitionasa student you shouldnor spendtime nking noresor reading
needs, the situationmulriple dmesuntil you know whar
the questionsareaskingyou to do.
(D) Compurergraphicsand soundcan
maintaina studenr'smorivationand For example,you might encounrera casestudy
artenrionto rask. like this:
You'relooking for a reasonrhat doesNOT explain
why computer-assisted insrructionis usefulfor Michelle,a 19 yearold whoseparenrsare
studentswirh menralretardation. The correcr deceased, hasprofoundmenralretardationand
answeris (A), because all of thc otherchoicesare livesin a [Link] busedto a special
goodreasons for usingcomputer-assisted classby the [Link]
instructionfor thesesrudents. (A) is falsebecausc had frequent,exrended absencesfrom school
because of her frail physicalcondition.

tr
 Sheis nonambulatory and nonverbal; hervision The correctanswersro theserwo questionsare(B)
and [Link] and (C), respecrively.
a few basicneedsby meansof a pictorid
languageboard.
Be Fomiliorwith Multiple-
In your first reading,you shouldmakesurethat
ChoiceQuestionTypes
you understandthe basics.[n this example,you
shouldgraspthat Michellehasprofoundmental Now that you havereviewedthe basicsof
retardationand is nonambulatoryand nonverbal, succeeding at multiple-choicequestions,it should
and that her parenrsarenot living. In this first help to reviewthe mostcommonquestionformats
reading,you shouldalsoanticipatebeingasked you arelikely to see.
questionsaboutappropriatecurriculumand
methodsfor [Link] you havegainedan t, Comphtc thc statcment
overallunderstanding of the case,you should
In this rypeof question,you aregivenan
answerthe first question.
incompletestaternent. You must selectthe choice
Vhich of the followingis the appropriatefocus that will makethe completedstatementcorrect.
of Michellet individualizededucationplan
(IEP)? Accordingto the Individualswith Disabilities
EducationAct (IDEA), when parentsand
(A) Functionalacademics schoolsdisagreeovereducationalissuesfor a
(B) Self-careskills child with a disabiliry either pafty cenrequesta
(C) Basicacademicskills (A) mediator

(D) Prevocationdskills (B) due-process

hearing

For the secondquestion,you needto focuson the (C) new teacherfor the student
statusof Michelle'sparents. (D) court date

SinceMichellet parentsaredeceased,who is To checkyour answer,rereadthe questionand add

requiredto reviewand approveher educational your answerchoiceat the end. Be surethat your
program? choicebestcompletesthe sentence. The correct
answeris (B).
of the stateagencyfor
(A) A representative
childrentservices 2. Wbich of thefollowing
(B) A court-designated
staffmemberof the
grouphome in which sheresides This questiontypeis discussed in detailin a
[Link] questioncontainsthe details
(C) A surrogateparentappointedby the local
rhat must be satisfiedfor a correctanswer,and it
educationagency uses"which of the following"to limir the choices
(D) A blood relativewilling to assumethis to the four choicesshown,asthis example
responsibiliry dernonsrrates.
 Vhich of the followingis most clearlyan of time. StatementII is alsocorrecr,because
exampleof a studenrusinginappropriate must bc
federallaw specifiesthat rhe characteristics
syntax? presentto a marked degreeand adverselyafTect
[Link] is clearlv
(A) Saying,"l seefootballgame"
incorrectbecausefederallaw does not requirethat
wa" asa substitutefor "\7ater"
(B) Saving"'$7'a the studenrpreviousll'be diagnosedassocially
(C) Saying,"Me sistershoesnewh"ppy" [Link], the correct answer is (B).

(D) Saying,"He drinked his milk" 4, Quesrtons

containingLEA,ST,EXCEPT NOT
The correctansweris (C).
at [Link]
Thisquestionrypeis discussed
3. Roman numeral choices asksyou to selectthe choicethat doesn'tfit. You
must be very carefulwith this questionrype,
This format is usedwhen therecanbe more than because it's easyto forgetthat you'reselectingthe
one correctanswerin the list. Considerthe negative. This questionrypeis usedin situationsin
followingexample. which thereareseverdgood solutions,or waysto
approachsomething,but alsoa clearlywrongway
Under the Individualswith Disabilities to do sornething.
EducationAct (IDEA), which of the following
criteriamust be met beforea studentis 5, Other Formats
classifiedasseverely
emotionallydisturbed?
New formatsaredevelopedfrom time to time in
I. The condition must be observedovera
orderto find new waysof assessing knowledge
long periodof time.
with [Link] you seea format
affectthe
IL The condition must adversely you arenot familiarwith, readthe directions
student'seducationdperformance. [Link] readand approachthe questionthe
III. The studentmust previouslyhavebeen wayyou would any other question,askingyourself
diagnosedassociallymaladjusted. what you aresupposedto be looking for, and what
detailsaregivenin the questionthat help you find
(A) I only
the answer.
(B) I and II only
(C) II and III only
Useful Fqctsqbout fhe Tests
(D) I, II, andIII
l. You can answer the questions in any order.
One usefulsrrategyin this rypeof questionis to You can go through the questionsfrom
eachpossibleanswerbeforelooking at the
assess beginning to end, as many test takersdo, or you
answerchoicesand then evaluatethe answer can createyour own path. Perhapsyou will want
[Link] the questionabove,Statement I is to answerquestionsin your strongestfield first
correctbecause federallaw specifiesthat the and then move from your strengthsto your
mustbe observed
characterisrics overa long period [Link] is no right or wrong wa!'.
Use the approachthat works for you.

rii
ti
:i

4lJ
2. There are no trick questionson the tests. 2. Skip thc questionspu ftnd to bc extremely
\bu don'thaveto find any hiddenmeanings or difficult Therearebound to be some
worry abouttrick wording.,\ll of the questions questionsthat you think arehard. Ratherthan
on the testsaskaboutsubiectmatter trying to answertheseon vour first pass
knowledge manner.
in a straightfbrward rhroughthe test,leavethem blank and mark
rhem in your testbookletso rhat you can come
3 . Don't worry about answer [Link] is backto them. Payattentionro the time asyou
one mvth that saysthat answers on multiple-
answerthe restof the questionson the testand
choicetestsfollow [Link] is another
try to finishwith 10 or l5 minutesremaining
myth that therewill neverbe more than rwo
so that you cango backoverrhe questionsyou
questions with the sameletteredanswer
left blank. Evenif you don't know the answer
fbllowingeachother.'Ihereis no truth to
the secondtime you readthe questions'see
cither of [Link] answeryou
whetheryou cannarrowdown the possible
think is correct,basedon your knowledgeof
answers, and then guess.
rhesubject.
3. Keep track of the time. Bring a watch to the
4. There is no penalty for [Link] test
test,just in casethe clockin the testroom is
scoreis basedon the numberof correct
difficult for you to [Link], on
answersyou have,and incorrectanswersare
average,you haveabout one minute to answer
not countedagainstyou. W'henyou don't
eachof the [Link] minute may not
know the answerto a question'try to eliminate
seemlike much time, but you will be ableto
any obviouslywrong answersand then guessat
answera numberof questionsin only a few
the correctone.
[Link] probablyhaveplenryof
). It's OK to write in your test booklet. You can time to answerall of the questions,but if you
work problemsright on the pagesof the find yourselfbecomingboggeddown in one
booklet,makenotesto yourself,mark section,you might decideto moveon and
questionsyou want to reviewlater,or write comebackto that sectionlater.
anythingat [Link]
4, Read all of the possible answersbefore
destroyedafteryou arefinishedwith it, so use
selectingone - and then rereadthe question
it in any way that is helpful to you.
to be surethe answeryou haveselectedreally
answersthe [Link]
Smqrt Tips for Tqking fhe Tesf that a questionthat containsa phraselike
"\(rhich of the followingdoesNOT. . ." is
l. Put your answersin the right "bubbles." It
askingfor the one answerthat is NOT a
seemsobvious,but be surethat you are
correctstatement or conclusion.
"bubblingin" the answerto the right question
on your [Link] be surprised
at how manycandidates fill in a "bubble"
without checkingto seethat the number
matchesthe questiontheyareanswering.
). Check [Link] you haveextratime
ar the end ofthe tesr,look overeach
'<rur
left over
questionand makesurethat you havefilled in
the "bubble"on the answersheerasyou
[Link] candidates makecareless
mistakesthat could havebeencorrectedif they
had checkedtheir answers.
6. Don't worry about )rouf sconewhen you irre
talcing the test. No one is expectedto get all
of the [Link] this test
is not andogousto your scoreon the SAT,the
GRE, or other [Link] doesntmatter \
on this testwhetheryou scorevery high or
[Link] you meetthe minimum passing l,-\
rt\l
scoresfor your stateand you meetthe other
requirementsof the statefor obtaining a
teachinglicense,you will receivea [Link]
, - t -/ .'
" ,\, |
I . r \J"
actualscoredoesnt matter,aslong asit is
abovethe minimum requiredscore.lil7ithyour
scorereport you will receivea booklet entitled
IlnderstandingYourPraxisSrorrr, which lists
the passingscoresfor your state.
Chapter 5
PracticeQuestions fbr the SpecialEducation:
Core Knowletlgt Tests
PrqcficeQuestions llthough the proporrionof quesrionsin crrchlrea
lnd rnlior subarelrvill bc lpproximltclv rhe
Now rhat vou hlve studiedrhe contenr topics [Link] shorrldnor expccrthc pcrccnrlsetlf'
end haveworked through stretegies
rclatingto
[Link] thcscpractice
multiple-choicequestions,vou should rakerhe
qucsrionsto be exacrlvrhe slme rs w'hcnvou [Link]
fbllowing [Link] will probablyfind it
the restrt rn rctual ldministrarion,since
helpful ro simulareactualtescingconditions, numerotrsfacrorsaffect a pcrson'sperfirrmancein
giving yourselfabout 60 minutes to work on the anv given restingsiruarion.
[Link] can cut out and usethe answer
sheetprovidediFyou wish. Vthen you havefinishcdthe prac'ticequcsrions,\()u
can scoreyour answcrsand rcad rhe explanarionsof
Kcep in mind that the test you take at an acrual
the bcstanswerchoicesin chaprer6.
administration will have [Link],
 THEPRA)KIS
S E R IE S @
Professional
Assessments
forBeginning
Teachers

TEST
GOOE:

TEST
NAME:
0n:
Core

Practice
0uestions

Time-60 Minutes
60 Questions

(Note,at theofficialadministration
of test0350,therewill be 150questions,
andyou will beallowed
120minutesto complete thetest;for [Link] be 50 questions,
andyou will be allowed
60 minutesto completethetest;tbr tests0351and0353,therewill be60 questions,andyou will be
allowed60 minutesto complete thetest.)
 ; .f
o N

.(a tr N

-14 z
J

-*
o UJ lrt
\x
o
o !
d
i9 rO ,.o ,-E c .b) o e) ;,t 6 -
2
Fli
@
E
a
d
I €, l, -i ,; t-; otl p^
uti
5 I I I I

L o iF t l I I ti 4:
o U ld | | rl f?
= E tpiEgSai.E"sEE , F]
;i
o ri
t
,l) ,_);,J '] e) a> C) , ,, '): ,) ,-:
c o)29ri 1;',._l €-.o]
.O -) o ;).o c ; _ l D; ) r ) ;- ) i :

ll
ti

l. flF e t =y - , t - '- E - o ) 1 . ] a . , 9
O : O r ) ' .a e) ;)
OO9O' eOE€.ee,
:) '- r D

tr!=g
II o :) ' 0 o ,:,a o ' to a
tl
I l>
o
ld
t9
il
,o€).o,o,o.€)€)ee'Q.;
.O I 16 IG OF

,O lt 11 ld

0:!-g llF ( lo

,O
ft:}
1 H1
tl
tl
tt^ll
tc
tE
I
I
l-
I u,l
z
I
z
o

E
l*
to
lo
to
3a
6t
UF
v€

!.J E
Eg
k
t'
I
lot ct k ug
@E
I
lo I
6 o
ld
t=t
I
uJ o
q
I
I
5E
4?

I
tn I I ts

O l* l
tl
z
E
o
z
I
I [Link]

tl o.
l!
G I !;{
9tr

O
tl
l^l
to

tE
I

t8 i tr
ut
z
Et
Q'
E
I
I
l-
.n4
lz
w2
r,6

,tE3
9r

i.
jf
o z . ts?
O l€ l! a l(J
:iY6
e=e
:I
il
t;
lH
tE
lo
lrJ o
I 'E+lt
E6 5
A@ E
ra \
FI

i'I
Irii
lo
l:
lX
d I d ,4 Ev
lF ld
tz to .;)
t6 g) .g) .;_) o) O 1r ;t) i-t

Y
lri
t .. d
Itr e g) .3 ri) @'9
'.1
:D -G) ,D O e-
to ut
= l6
Iut
@
= t= tr ") , .g C.; t D "i_r r..t *-., a)
'E :t < ul a- '0
IIJ z qo ' O.3' O O' - D,o e' e
o $? " ul 6= 'i)

i
z rii
za ,;) ,:) i-t 1: i; €t r,; ; , o
f G

FI te
tr^ =^
o
I
o,
)
F
<z
a 'O e .o) O .D t g) i; a 2
ol ut z d i;; i-t rl o) J-, f j-.
zl FE =E ul
F
o
a g,:1 ti l 1' 9o* o;
i,, it -;
o
o
9'O
r
g ':a)€s ,2) ;, ,j, IJ o) ;l
2 *_) z) ;\ 0- ) v,:
v.)
t)
t
3 Pl) li-r =-
-/ :::: =: --:T _::. :::- I- :
t
v) 9) e:) -::-
_nJ)
: E-r 'z_) _:- +.) 9..' 6., 3. *:
O t <) :-,) -i:(J) ;- it_) \)
i"i t-) it Y) o-) -: 3- 1,1
-j

a
O
llJ
=:
t
d ,9 ?: ,a (:=
L) t!)
:=
o)
;=
.,L)
-=:- --=-
L>) 'z)
_^\ ,;l ;'
?-, 7., -
gt _- :
t a) ,) , ,t";
:=-
'.-.) -,o.-)
: Ii
:J :; 4,) ; ":
-:::-
9)
v

{ --/
:
7,
-j

-
N
-_1

=-
(t e> : :
-3 :a-
O FiE 5 6) ( o) h-i ,-.) q) rt 'i ) n tL)-./
Y/
;1-\ t.
a
 PAGE2
CEFTIFICAnON STATEMENT: (Pleasewriteth€loltowing slatsmentbelow'DONOTPRINT') a
.l hlrry lgr.! to tht condl{ont!.t lbrti lntir F grrtfruonEuttcttnudf',fity tirt lun th! plnor whotcmm. md rddror rppor onthlt lntwff rtnd" a

SIGIIATIJFE:
,/ 1_

ISDARK
MARK
BESUREEACH INTENDED
FILLSTHE
ANDCOMPLETELY SPACE HEHE: O
ASILLUSTRATED

41 @@ 81 @@@@ 121 G) @ @ @

jil
/-F\ 16\
1@@@@ v

2 @ @@@ 42@@ /F\

w/ /7i'1
v 82@@@@ 122 @ @ @ @
3 @@@@ 43@@ /'1F\
\!// @ 83@@@@ 123 @ @ @ @
4 @@@@ 44@@ v
/'f,\
\Jl./ 84@@@@ 124 @) @ @ @
J!
, . {i
5 @@@@ 45@@ /a\
g-/ 1F\
v

rF\
85@@@@
86@@@@
125 @ @ @ @
126 @ @ @ @
46@@ /F\

fii 6 @@@@
7 @@@@ 47@@
v
/'^\
v
v
/f\
v 87@@@@
88@@@@
127 @) @ @ @
128 @ @ @ @
i'ffi
/i-\
8 @@@@ 48@@ v @
e @@@@ 49@@ v v 8e@@@@ 129 @ @ @ @
irtlli 50@@ /:-\ /6\ e0@@@@ 130 @ @ @ @

i{lili 10@@@@ v v

11 @@@@ 51 @@ v @ el @@@@ 131@ @ @ @

12@@@@ s2@@ /-F\
\Y./ @ e2@@@@ 132 G) @ @ @

$ilIi 13@@@@ 5e@@ /lA

\9/ @ e3@@@@ 133 @ @ @ @
14@@@@ 54@@ /'F\
v \9) 94@@@@ 134 @ @ @ @
-Fi

#}f;, 15@@@@ 55@@ a;\

\Y-l
/F\
v e5@@@@ 135 @ @ @ @
16@@@@ 56@@ @ @ e6@@@@ 136 @ @ @ @
e7@@@@ 137 @ @ @ @
IIfl
fi{'
17@@@@
18@@@Ce)
le@@@@
57@@
58@@
5e@@
@ 6'r
A
v
\!../
;6
v
rF\
v

@
e8@@@@
es@@@@
138 @ @ @ @
139 @ @ @ @

i,lil
,,lil,,
20@@@@
21 @@@@
22@@@@
60@@
61 @@
62@@
@
a;r\
v
v
f6-)
.g

16-\
v
,/A\
\!1,/
100@@@@
10lG)@@@
102@@@@
140 @ @ @ @
141 @ @ @ @
142 @ @ @ @
6:r @"@- tGj /f;\ 103@@@@- 143-@ @ @ @ -
fi- 2E - @ @ @ @ -
24@@@@ 64@@
v
/F\
v
v
/i\
\9 104@@@@ 144 @ @ @ @
65@@ /F\ 105@@@@ 145 @ @ @ @
,,li 2s @@@@ v v

66@@ //\ 106@@@@ 148 @ @ @ @

26@@@@ \v v

27@@@@ 67@@ /F\

v
/?i
v 107G)@@@ 147 @ @ @ @
28@@@@ 68@@ a;\
v/
/F\
v 108@@@@) 148 @ @ @ @
2s @@@@ 6e@@ /F\
v
rF\
v 10e@@@@ 149 @ @ @ @
30@@@@ 70@@ .A
v
/F\
v 110@@@@ 150 @ @ @ @
71 @@ /-\ rlrG)@@@ 151 G) @ @ @
31 @@@@ w./ v

32@@@@ 72@@ \9.J

/fi\
v 112@@@@ 1s2 G) @ @ @
33@@@@ 73@@ v
/Fr
v 113@@@@ 153 @ @ @ G)
34@@@@ 74@@ /-\
v rfi\
v r14G)@@@ 154 G) @ @ @
35@@@@ 75@@ .A
v
/?i\
v 115@@@)@ 155 @ @ @ @)
36@@@@ 76@@ v
fn=\
v 116@@@@ 1s6 @ @ @ @
37@@@@ n@@ /-s,
v
rff'\ 1176)@@@ 1s7 @ @ @ @
38@@@@ 78@@ v
fFl
v 118@@@@ 158 @ @ G)@
3e@@@@ 79@@ /F\
\e/
rF,, lle@@@@ 159 @ @ @ @
40@@@@ 80@@ \-!,,/ 120@@@@ 160 @ @ @ G)

I Forsr8t[corv I Fl I

t ll
 SPECIATEDUCAilON: CORE KNOWLEDGE

In makingdecisions aboutcurriculumirnd 4. Whichof the fbllowingis NOT a characrcrisric

instructionfbr a studentwith a disabilirv, of effectiveinclusiveschoolsi
whichof the followingrypesof infbrmationis
(A) Collaborationamongprofessionals
generallythe most useful? (B) R philosophythat cclebrates
diversiry
(A) Scores from standardized
tests (C) Useof cooperativelearning
tB) The categoryof the disabiliry (D) An emphasison cacegoricalplacement of
(C) Curriculum-based assessment studentswith disabilities
(D) fhe amountof time the studentspendsin
the resourceroom 5 "Fillingout applications,""after-schooljob
workingwith electrician," and "tutoringin
2 . Randiis a L2 yearold who scoreswithin the functionalreadingskills"areall activitieslisted
averagerangefor her ageon the'W'oodcock- on Jeff'sindividualizedrransitionplan (ITP).
JohnsonCognitiveBatterybut is significantly Jeff'slong-termgoalis most likely to
belowgradelevelin readingand writing, and
(A) attenda four-yearcollege
at gradelevelin [Link] profileis most
(B) obtain skilledor semiskilledemployment
consistentwirh a possiblediagnosisof
(C) live in a group home
(A) mild mentalretardation (D) work in a shelreredworkshop
(B) specificlearningdisabiliry
(C) attention-deficitdisorder 6 . Mobility trainingfor srudentswho arevisually
(D) autism impairedcan involveall of the following
devicesEXCEPT
4 IDEA '97 requireswhich of the followingon
(A) a Mowarsensor
educationplan (lEP)?
an individualizecl,
(B) a lasercane
(A) A statementthat explainswhy the (C) a sonicguide
placementis the least-restrictive (D) an C)ptacon scanner
cnvironment
(B) A multiyearoutlineof instructional 'fwo teststhat couldbe
usedro idcntifva
objectives studentashavingmentalrerardation
are
(C) A guarantee that the studcntwill achieve (A) \flSc-lll andWJ'lesrsof Achicvement
the goalsof the IEP (B) \flJ CognitiveBarteryand WJ 'lestso[
(D) A budgetfor the scrvices the studcntwill
,\chievemenr
receive (C) N,IMPIand lvlevcrs-Briggs
tl)) Stanford-Biner
and Scalesof lndependcnt
Behavior
8 . The mostfrequcntlvoccurringpermanentlv ll. In orderto identi& a studenrwith learning
by an mostexaminers
disabilities, art:concerned r+'ith
disablingbirth defect,characterized
abnormalopeningin thespinalcolumn,is a discrepancl'berween
callcd (A) abiliryand achievement tests,wirh abilin'
(A) spinabifida beinghigherthan achievement
(B) cerebral
palsv (B) abiliryand achievement tests,with
(C) musculardystrophv achievement beinghigherthan abilirl'
(C) curriculum-basedassessment (CBA) and
(D) multiplesclerosis
achievement rests,with CBA beinghigher
9 . A curriculumthat focuseson reaching thanachievement
functionaland independentliving skills, (D) CBA and achievement tests'with
utilizesaugmentative communicationand beinghigher than CBA
achievement
assistivetechnology,and providesfor extensive
supportin the classroomis most likely used t2. IDEA '97 containsall the followingprovisions
with studentswith EXCEPT

(A) learningdisabilities (A) nondiscriminatorytesting

(B) multiple and severedisabilities (B) IEP'Sfor collegestudents21 or younger
(C) emotionalor behavioraldisorders (C) educationin the least-restrictive
(D) atention-deficit/hyperactivirydisorder environment
(D) mandatedtransitionPlanning
I0. Dianav. StateBoardof Education,1970,Larry
P v. Riles,1972,andLauv, Nichols,7974, 13,On the basisof casessuchx [Link]
influencedthe draftingof the Individualswith (1982),the courtshavedeterminedthat
DisabilitiesEducationAct (IDEA) and "appropriateeducation"meansthat
addressed the issueof (A) studentswill haveall the resourcesand
(A) [Link] relatedservicesneededto fulfill their
(B) expulsions potential
(C) nondiscriminatoryassessment (B) servicesthat maximizeachievemenr will be
(D) out-of-stateschooling providedaslong asthe costis not
prohibitive
(C) learners willhavethe
with disabilities
opportunityto achievecommensurate
with peers
will be providedfor all deaf
(D) interpreters
students
 to srttdents
14. In a firll-inclusionrnodcl,services Iti. Vhich of the fbllorvingis truc rbout a firll-
in
arc rrveilablc
rvith [Link] inclusionprogram?
'l'hc
lA) gencral-cdttcation
classrrloms tA) studenrspcndsprrt of rhc clayin the
(B) rcsourccrooms gcneral [Link] plrt in
((.) sclf-containcd
classrooms the resourceroom.
([)) specialschools rB) fhc studentspcndsthe entire dav in the
resourceroom.
((l) -fhe student doesnot need any suPPort
15. From aJimction,tlperspecrive, deafhessis
relatedto difficultieswith rhe abiliry to services.
rD) l'he generaleducationteacherand special
t,{) hcar sounds
educarionteachersharethe responsibiliry
(B) hear and understandsPeech
fbr the student'seducation.
(O) readlips
(D) hear frequenciesabove l0'000 Hz
19. Shaniais a student with lcarning disabilitiesin
rhe tenth grade. Becauseher reading level is
l(r. Many studentswith disabilitiesreceive low, she receivesdirect instruction in clecoding
instruction in socialskills because
skills to fhcilitate recognition of high-frequency
(A) social skills are crucial for successful words. Shaniasinstruction rePresents a
inclusive education (A) remedial approach
(B) they are unable to benefit from
(B) compensatoryapproach
educationaltraining (C) holisdc approach
(C) teachersin generaleducation focus
(D) learning modality approach
prirnarily on social skills instruction
(D) socialskills are easierto teachthan
20. The most likely reasonfor administering the
academicskills entire \Toodcock-Johnson Psychoeducational
Battery,'I'hirdEdition, to a studeRtwould be
17. According to a behavioralclassroom in an evaluation fbr
managementmodel, if a student exhibitsan
inappropriatebehavior,the teachershould (A) mental retardation
(B) learningdisabilities
(A) reinforcethe inappropriatebehavior
(C) seriousemotional disturbance
tl3) reinforcean aPproPriatebut incompatiblc (D) attention-deficitdisorcler
behavior
((l) negativelyreinfirrcethe inappropriate
21. tn order to meet the needsof an infant or
hehavior
toddler with disabilitics,the resultsof an
il)) talk about the reasonsfbr the problem cvaluationare usedto devclopan
with the student
(,{) IF.P
( B) IFSP
((_)I1'P
( t) )tsP
22. \X&ichof rhe foilo*ing insrrucrional 26. Most peoplewirh severeand multiple
approachesdoesNOT involvestudent-to- disabilities
havea primarycondirionof
studentinteraction?
(A) emorionaldisrurbance
(A) Cooperarivelearning (B) cerebral
palsy
(B) Cross-agetutoring (C) sensory
impairment
(C) Directinstruction (D) mentalretardation
(D) Srudyskillsgroups
27. Studentswith mild menralrerardarionmake
23. Adaptingexistingvocalor gestural
abilities; up what percentageof all srudenrsidentified
teachingmanualsigning,staticsymbols,or with menralretardation?
icons;and usingtechnologicaldevicesfor
(A) 90o/o
speechand languageareall examplesof
(B) 70o/o
(A) assistive
technology (C) 50o/o
(B) Blissymbols (D) Lessthan 50o/o
(C) synthesizedspeech
(D) augmentative communication 28. Usingobjectivesfrom the student'swork in
classasa meansro evaluateprogressand adapr
24. Mitch is a college-bound high schoolsenior instructionis known as
with [Link] IEP indicates
(A) curriculum-based assessment
that he usesa taperecorderin his Englishclass
(B) standardized achievemenr tesring
and a calculatorfor takingtestsin Ngebra2.
(C) adaptiveskill insrruction
Theseaccomrnodations areexamples of
(D)'guidedpractice
(A) assistive
technology
(B) personalcomputingsupporr [Link] of the followingarecomponentsof
(C) remediarion IDEA'97 EXCEPf':
(D) self-management
(A) Parentswho believethe schoolt evaluarion
is inadequatemay requestan independent
25. About 80 percentof all speechdisordersare
evaluation.
characterized
by difficultieswith
(B) Autism is considereda specificdisabiliry
(A) fluenry category.
(B) delayedspeechonset (C) A studenrwirh a disabilirywho brings
(C) articulation drugsor weaponsro schoolmay be
(D) voice expelled.
(D) ADD/ADHD is considered a specific
disabilin'caregory.
10. Plrrcingstudcntsrvith the semedisabilities .[Link] of thc follorvinewould bc most
a irrdicativcoi: ir reccptivelanguagedisordcr?
[Link] instructionalpurposcsrcprescllts
(,'\) A student usesthe satnervc'rdslnd phrirscs
,,\) [Link]
approach .rvcrand over again in dif'ferentsitu;rtiotrs'
t IJ) cross-c:ttcgorical
(B) A student hesiratesbcfbre talkins lrnd
(C) norrcategorical aPProach
ronment apprnach
( f)) le:rst-restrictive-cnvi rarelyi nitiltes convcrsation'
(C) A student looks at other studentsto see
what they are doing when directionsare
Jl. Bruceand Lou, [Link] to cachorher'
given.
distracteachother in rhe classroom'The
(D) A student cannot hear the teacherunlcss
tcacherhastricd rewardingthcm for
the teacherraiseshis or her voice'
appropriatebehavior,but their behaviorhas
not changed.'fhe teacherthen changestheir
seatingso charthey are on oppositeendsof the 35. A psychoanalyticapproachwould explain
behavior disordersas resulting from
classroom.'fheynow rarelydistracteachother'
This is an examPleof (A) an individual's self-concePt
(B) learnedinappropriatebehaviors
(A) manipulatingthe consequentstimulus
(C) neurologicalabnormalities
(B) maniPulatingthe antecedentstimulus
(D) early traumatic exPeriences
(C) ignoring inappropriate behavior
(D) using the PremackPrinciPle
36. A teacherwho setsexplicit and clear goals for
each lesson,Presentsa logical sequenceof
[Link] to be identified as having mental
tasks,givesclear directions on how to do each
retardation, a child must demonstrate
task, models the task, engagesthe stu<lentin
significantly subaverageintellectual
guided practice, asksfrequent questions,gives
functioning and
fbedback,and does not move on to the next
(,\) a discrePancyberweenability and task until the student mastersthe one at hand
achievement is using
(B) geneticabnormalities
(A) a metacognitiveaPProach
(C) seizuresyndromeand brain dysfunction
( tl) diagnostic-prescriptivemethod
(f)) relatedlimitati<lnson rwo or more areasof
((l) clirectinscruction
adaPtiveskills
([)) cooperativelelrning

33. Having studentskeep track of their own

behavior and then receivcrewardsfor
appropriatebehavioris known as

self-management
(A) contingency-bascd
(B) Functionalasscssment
(C) realitYtheraPY
t t)) ecologicalasscssment
 37. A resourceroom reacherwould be mosrlikely 40. Cedricis a fourth graderwho seems to be
to conracran occuparional
rherapistfor help havingdifficulrvkeepingup with reading
with [Link] parenrsareinreresred in lookinginro
(A) counseling the possibilig'of specialeducationservices.
a high schoolstudenrwirh
Thevhavemadcan appointmenrwith Cedric's
learningdisabilities
abourapplyingro
college teacherand rhespecialeducationreacher who
(B) teachinga srudenrwith muscular workswirh [Link] likelv
firsr stepthe schoolrn'illtakeis
dysrrophyhow ro painr wirh a brush
(C) ralkingro parenrsabourtheir genericrisk (A) prereferralscreeningand in-class
of producinga seriouslyill infant observarion
(D) arranginga play-therapygroup [Link] (B) formal resringand evaluarionfor learnin$
srudentswirh disabilities disabiliries
(C) havingthe parenrsmeerwirh the principal
38. Approximarelyrwo-thirdsof childrenwith to discouragerhem from looking inro
artenriondeficirdisorderor arrenriondeficir specialeducarionservices
hyperactivirydisorderalsohavesomekind of (D) orderingbooks-on-rape for all of Cedric's
(A) conductdisorder fourth-graderexrs
(B) learningdisabiliry
(C) menml retardation 41. Chelsea, a studentwith a mild hearingloss,
(D) tic or witching often hasdifficulry followingthe teachert
directionsin class,particularlywhen the
39. Studentswith learningdisabilitiesaccounrfor teacheris doing work at the blackboard.
approximately what percenageof the students Vhich of rhe followingsuggesrions would be a
in specialeducation? most appropriarefirst stepfor the teacherro
try to improveChelsea's behavior?
(A) 5o/o
(B) l0olo (A) Repeatall directionsdirecdyinto Chelsea'.s
(C) 33o/o ear.
(D) 5oo/o (B) Do not givedirectionswhen facingthe
board.
(C) Providean inrerprererfor Chelsea,
(D) Haveanorhersrudentwrite down all
assignments for Chelsea.
42. Nickv is a [Link] an informal 45. All of the followingmethodsaredesignedro
readinginventoryhis independent grade- decrease or extinguishbehaviorLXCEPT
readinglevelwas3.0, his instructionallevel (A) ignoringthe targerbehavior
was3.7, md his frusrrationlevelwas4.2.
(B) costresponse for the targetbehavior,
\X/hichof the followingis rhemostsensible
(C) punishmentof the targetbehavior
advicefor a specialcducationteacherto giveto
(D) negarivereinforcementof the target
Nicky'ssocialstudiesteacher?
behavior
(A) Continueto usefifth-gradereading
material,which will forceNicky to catch 46. \7hich of the fbllowingperspectives attributes
uP. emotionaland behavioraldisordersto poor
(B) Try to find and usecontent-appropriate interactionwith the environment,in which the
readingar a fourth-gradelevel. srudentand the environmentaffecteachother
(C) Try to find and usecontenr-appropriate reciprocally,
and often advocates interventions
readingat a third-gradelevel. that involvedtering the entiresocialsystem?
(D) ExcuseNicky from socialstudiesreading.
(A) Behavioral
(B) Ecological
43. Roberto,who spealaEnglishasa second
(C) Humanisric
language, hasbeenhavingdifficulry with
(D) Psychoanalytic
readirigand writing taslain his third-grade
[Link] he is referredfor tesdng,his scores
47. Requiringall membersof a group to achievea
on the \7ISC-lII aresignificantlysubaverage.
certaingod beforeany memberof the group
His family conteststhe resultsof the testing.
receivesan awardis an exampleof
\7hich of the followingprinciplesfrom
IDEA '97 cantheycite asinconsistentwith (A) group-contingency contracting
the test? (B) operant conditioning
(C) response cosr
(A) Zero reiecr
(D) cognitivebehaviormodification
(B) Nondiscriminatoryassessment
(C) Parentparticipation
48. The VinelandAdaptiveBehaviorScaleswould
(D) Individualizededucation
mostlikely be usedin rhe diagnosisof

44. ril./hichof the followingwould be an (A) gifted and talented

appropriatefunctionalwriting unit for high (B) learningdisabilities
schoolstudentswith mild mentalretardation? (C) mentalretardation
(D) fragileX syndrome
(A) Systematicpracticein cursivewriting
(B) Learningro fill out applicarions
fbr college
(C) Learningto fill our job applications
(D) Learningto spellbasicsightwords
41).l)lanning thar includesgoalsand objectives 52. Vi hich principlc of IDF-A '97 requires
future employment,indcpendent
addressing including srudentsrvith disabiliriesin general
living, adulr scrvices,
and communiq' educationsertingsto the exrenrthat the
parricipationfor students14 yearsand oldcr individual needsof the srudcnrarc met?
u'ith disabilitiesis known as
(A) Zero rcject
(A) an individualizededucationplan (lF,P) (B) Due process
(B) an individualizedtransirionplan (lTP) (C) Individualizededucation
(C) an individualizedfamily sen'iceplan (f) ) Least-restrictiveenvironment
(rFSP)
(D) a regulareducarioninitiative(REI) 53. A 14 year old boy with mild autism would be
LEAST likely to have which of the following
50. Tim is a studentwith a behaviordisorder componentsin his curriculum?
who talksbackto his teacherso much that
(A) Functional acadedricson how to read bus
he consistentlydisruptsthe reit of the class.
schedules
The teacherhasaskedthe administrationto (B) Social-skillstraining in how ro join a
suspendTim for [Link]
conversation
administrationrespondsthat it will not
(C) Reading instruction in a second-gradetext
suspendTim because his behavioris connected (D) Career interest development
to his [Link] would be
discriminatingagainstTim on the basisof his
54. Nataliehasoccasional outburstsor temper
[Link] principleof IDEA'97 rhar
tantrumsduring [Link] be
supportsthe administration's decisionis {disruptivebecause her outburstsoften lastfor
(A) due process long periodsof time. Her teacherwantsto
(B) nondiscriminatoryassessment intervenebut knowsthat it is importantto dcr
(C) parentalparticipation baselineassessment. The most usefulr,vpeof
(l)) zeroreject assessrnent for this behavioiwould comefiom
(A) intervalrecording
51. I'he approachto readinginstructionthat uses (B) eventrecording
studen$'language and in
and experiences
(C) time sampling
which readingis taughtasa meaning-oriented,
(D) durationrecording
integratedactiviryratherthanasa collectionof
separaceskillsis called

(A) wholclanguage
(B) phonics
((i) linguistic
( D ) ba sll
55. ."\llof the tbllorvinelrc thc comPonclltsof thc 58. .\n orgrtni?-ation rhat rv*sfiruncledin l92l to
.\,{\1R dcflnirion,ri tncntll rctrtrclltiotr .tdvr:crrtfirr .rll children rvirh [Link]
F..XCt'.l'}'f for Retarded(litizcns(ARC)
(,\) .'\ssociation
(]hildrcn (CEC)
l[J) Council fbr [Link]
tA) sieniflclntlvsublvcrlgc intcllecttrll
((l) LcarningDisabilities,{ssociation (LDA)
perfbrmancc
rB) dcficits in nvo or rnore areasof [Link] (D) (lhildrcn and Adulrswith ,'\ttention-

behavior Deficitl HyperacriviryDisorder (CHAD D)

rC) Primerilygenericcausation
during dcvelopmental
tD) rnanifestation 59. -fhe approachthat categorizes exceptionalirvas

pcriod rhc statisticaldcgrceto which an individual

dcviatesfiom the averagein terms of cognitive,
5(r. Somestudentswith disabilitieshavea social-emotional,and physicalabilitiesis called
tendencyto give up becausethey think that (A) sociological
they will fail no matter how hard they try. T'his (B) cultural
phenomenon is known as (C) developmental
(A) conduct disorder (D) individual
(B) learnedhelplessness
(C) socialmaladjustment (r0. Andrea is a student with a mild conductive

(D) metacognition hearing [Link] is likely to make use of

(A) a cochlearimplant
57, \flhich of the fbllowing activitieswould be (B) ASI. as her primary language
LEAS'I likely to foster parent'teacher (C) a hearing aid
cooperation? (D) a hearingguide dog
(A) Inviting Parentsto ParticiPatein the
classroom
(B) Frequentcommunication
(C) Listening to parents
(D) Inviting all the student'stcachcrsto the
lL.P meeting
 Chapter 6
[Link],'\nswer$trnd H*plir"nrrtic:rrrs
inr
:tte Spednl hrluuttioyt: {)'ore Kytoru/r:olr,,,
ilrirctice Qriestions
r>
Right Answers ond Explonqtionsfor the ProcficeQuesfions

Quesdol Corrtcl ConteotCatcgort Queodot Cotrect

\umbcr .{nffe Iumber Ans"cr Cont€ntCaFgorT

I C thliveryofServices roStudenbslth Dlsabilties .il B Delfuery

of Services to Studenrs
relthDisabilirier
2 B DeliveryofScnices to Students
wirhDisabifities
or l) D LndentilndingErceprionalities
Lndersunding [xceptionalitles .t.l A Deliveryof Sen'lce$ to S$dentswtthDisabllities
.1 A LegalandSociaal lssue 34 C I ndentanding Lxceptionalities
{ D LegalandSocietal Issues J5 D [ndenundingf-rcepdonalldes or Delh'ery
of Ser"vices
5 B Delheryof Servlcer to StudenB
$ith Dlsabilider toStudents wltbDlsabltdes
6 D Delivery ofServicer to Studenrs
withDisabilities .16 c Delivery
ofServices toSrudenh wirhDisabifities
7 D Deltvely ofServlce$ to Students
sith Dlsabilldec
or 37 B Deltuery
of &rvic6 roStudents wlthDlsahilitiec
Lhdentanding [xceptionalide* J8 B Understanding Exccptionalities
EA Lndersunding Exceptionalities .t9 D lJndentanding Excepdonalidc
9B Delheryofsenicesto Students withDtsabllltles 10 A DeliveryofSenices to StudentswithDtsabilides
l0c legalandSocietal Issues 4l B DeliveryofServlces to Studenh wlrhDlsabilities
ilA Undentanding &rceptlonalitic 42 C Deliveryof Senices to StudeilswithDisabilities
lzB Legal andSocietal Issues 43 B legalandSrrcletal lssuc
HC kgnl andSoclhalhsuer 4/+ c Deliveryof Services to Students
withDlsabilities
t4A DeliveryofServices to Students
widrDisabilities 15 D betveryof krvic$ to Students withDtsabilitier
t5B LlndenEndng fJceptlonalitiec 46 B Understandin g Exceptionalities
1 6A Deliveryof Services to StudenhwithDlsabilities 1/ A Deliveryof &rvlce to Students withDisabiUdes
t7B "- Deliveryof $ervices to Studeo$wlthDlsabllido 18 C Deliveryof Senices to Students
withDisabilities
l8 D, DeliveryofServices to Students
withDisabilties 49 B ksal andSocietal Issuer
19A . Dellveryof$ervlcerto StudentswlthDlsabllltler 50 D LegalandSocietal Issues
208 DeliveryofServtces to Students
withDlsabilitles il A DeltueryofServlc$to Stud€nts wlrhDlsahillder
2 tr . Ddlveryof frertcsst0 Studeflts
wlthDtsrbthtlesr- <, D LegalandSocletal Issues
2 2C Deliveryof Services toStudents
withDisabilities 53 c Deliveryof Services toStudentswithDlsabllitles
230 - Dellveryof Scnlcesto StudentswithDlsrbillder )1 D DeliveryofServices to Students
withDisabilities
21 A Delivery ofSenlces to Students
withDisabiltties )) c - Linderstanrlng [Link].s
zr c : tndent$dngExcefdom[dcs . " 56 B tjnderstandlng Exceptlonalltles
2 6D Undersandlng Excepttonalittes )/ D Dellveryof Sbrvlces to StudenbwithDlsabiliries
2 7A Lindenhndtrg kcepdonaltler t8 B LegalandSocietal Issues
2 8A , Delivery ofSenices toStudentswithDisabillties 59 c lindustantllng Exceptiorurlities
!9 D " legalandSocielal lssues 60 c Underslanding Exceptionalitles
.10 A DeliveryofServlces toStudentswithDisabilides
Explonotionsof Right t ll). l[:l''s .trepl:rrrs.r]ot [Link],
[Link]
Answers t(.) [Link] lb.l)'scorrtrrirt
bttclgets r [)). ()rr rlrc otltcr lrrrncl,
thc lLl' is
rhc cl<lctrnrcnt
rhlrrprovidesfilr rlrelcrrst
l. ['[Link]\'()uto choosct]tc trtost
[Link]
cnvironrncnr.,{,tircuson [Link]
I i n firrnrationfbr dcsignirre individuil
rclcr',ur
in IDLA '97 beeinsrr,irhtlrc [Link]
instrucrion.,{lrhoughscorcstiom stirndlrdizcd
. rcsrstA), rhe c;rtegorvof the disabilitv(B), and the [Link]
is usulllv thc le,rsr
-,
restrictiveenvironn"lcnt; anv orhcr prlrrcenrcnr
rhe amount of rime spent in the resourceroom
must be iustifiedaccordinsh'.T'he correct
i[)) mav ;rrovidea degreeof pertinent
thcrefbre,is (;\).
ill'rswer,
infbrrnationalrout the studcnt'soverall
functioning, nonc is directly connectedto thc
curriculum and instnrction the srudcnt .l This qucstion restsyour unclerstandingoi
currently [Link] rhe other hand, inclusivcapproachesto [Link]
tclls rhe teacher
curriculum-basedassessment has identified collaboration(A), divcrsity (B),
how the student is perfbrming on the current and coopcrativelearning(O) as factors;these
curriculum under current teachingconditions all seemreasonablyconnectcdwith rhe
and is thc most relevantfbr making decisions cffectiveinclusionof specialcducationstudents
about curriculum and instruction.-fhe corrccr in the [Link]
answer,thercfbre,is (C). crcatesdiverse,he,te,rogenc<l
us classro..r
ms; i t
cffectivelyrejectsplacingstuclcntstogcther
'['his solclyon the basisof disabilirycategory(1.)).
2. questiontestsyour knowlcdgeof '['he correct
answcr,therefore,is (D).
and iclentificarionof disability
characteristics
[Link] should be able to rulc out (A)
-l'his
becausethis .studenthns averageintelligence. ). [Link] unclcrstanclingof'
Sirnilarly,thc profile is inconsistcntwith [Link] is purstringactivities
.rurisricbehavior(t)). Although ir is [Link] that poinr him towarclemploymenrand
rhat the student docs haveattention-deficit inclependence.'l'heseactivitiesdo not indicate
.lisordcr(Cl), nonc of the infirrmation in the a nccd firr incrcasc,cl
support in adulthood ltC;t
stem is uscd for diagnosingADD. On the and (D)1. Arrcnclinscollcsc (A) [Link] sccrn
othcr hand, a discrepancybetweenability and prarticularlyrelevantto [Link] rnay
achievementis one of thc primary be pursuinga specificgoal of becoming an
.haracteristicsin the idcntification of a specific clecrrician,or hc may L'rcgetting generaljotr
.fhc
learningdisability. corrcct answer, [Link] can safl'lyconcludethat he is
thercfore,is (B). krokingfbr skilledor [Link] cmploynrcnt.
'['hc (B).
eorrccttnstver,rhercfilrc,is

]. 1'[Link] knorvlcdgeof the

of an IEII Obicctivcsitt rrn [[:P
e()mp()ncnts
rrrctlrdinirrilvfirr a singlevclr, rvhichrulcsout
 'l'his bc appropriate for studentswith variousrypes
6. questiontests.r-ourknowledgeof adaptive
tcchnologvfbr personswho are blind. You can of disabilitic.s,
augmentative communicationis
answerthis questionby a processof not a commonsupportfor studentsu'ith
elirnination.'l'hetermsin (A), (ts),and (C) learningdisabilities(A), cmotionaldisorders
indicatcan associationwith movement. (C), or AI)D/ADHD (D). The particular
Additionally,you should recognizethat an combinationof functionalbehaviors utilizing
()ptacon scannerconvertswrirten tcxt into extensiveparentsupportwould applyto
[Link]',the students u,ith [Link]:
()ptacon scannerwould nor be usedin correctanswer,thercfore,is (B).
mobilitv training. The correct answer,
thcrefore,is (D). that have
10.l'his questionaddressesprecedents
influencedthe basicconstructsof special
T'hisquestiontestsboth your knowledgeof the educationlegislation-Concernsabout
AAMR definition of mentalrenrdationand evaluationand instructionof Hispanic
your understandingof psychoeducational Americanstudents(Diana v. StateBoardof
measurcs. Mental retardationinvolvesboth Education), AfricanAmericanstudents(Larry
subaverage intellectualfunctioningand P v. Riles),and AsianAmerican students(Lau
limitationsin two or more adaptiveskillsareas. v. Nichols)helpedto craft the tenet of
Only one answer,(D), includesa measureto nondiscriminatoryassessment of studentsfrom
assessintelligence(Stanford-Binet) and a diverseculturalbackgrounds. The correct
measureto assess adaptivebehavior(Scalesof answer,theref,ore,
is (C).
lndependentBehavior).l'he correctanswer,
thcrefore,is (D). of a
I l. l'his questiontestsyour understanding
criticalconceptualcomponentof learning
8 . T'hisquestiontestsyour familiarirywith The conceptualframeworkis that
disabilities.
variousphysicaldisabilities. The questiongivcs studentswith learningdiiabilitiesare
you rwo significantpiecesof information,each intelligent,but thel'havespecificlearning
of which independentlyprovidesthe answer. problemsthat interferewith achievement in
In addition,of rhechoices, the term "spina' [Link] controversl'
seems to "spinal."While you
logically'related existsaboutthe useof a discrepancy approach
shouldnot relvon possible embedded answers, in thc identificationof learningdisabilities,
theconnecrionshouldreinforceyourselcction mostexaminers comparescores on
of [Link] correctans*'er,therefore, standardized abiliryor intelligencetestswith
i s ( A) . scores on standardized tesrsof achievement.
CBA mayactuallyoffcr moreautltcntic
'l'[Link].s to make a gcttcral rcprcsentation of studentwork,but it is not
9, ]'ou
uscdasa dcfinitivecomponcntof the
conncctionbenvccncurriculunrand
discrcpanq'approach. If thescoreson
charactcristics. Although onc or rw<l
[Link] abiliri'testsarchieherthan scorcs
of' thc curriculunrrvouldpossiblv
conrp()r'lcnts
 on standardizedachievement tests(andother in that [Link] inclusiveapproachbegins
causescanbe ruledout), the studenrmaybe rvith the assumption rhatall studentshaverhe
[Link] correcr righrto be educated in the generaleducation
answer, is (A).
therefbre, classroom. In this model,the specialeducarion
teacherworkswirh the generaleducation
teacherin the generaleducationclassroom.
[Link] guestionrequires that you understand
The specialeducationteacheris ableto provide
that IDEA'97 did not alterthe fundamental
services to studentswithout removingthem
principlesof (A) and (C). IDEA '97 did
from the generdeducationclassroom. The
mandatetransirionplanningby age14,(D).
correctanswer,rherefore,is (A).
Although IDEA '97 mayprovideservices to
studentsthrough2l yearsof age,thoseservices
arealmostalwayspart of the K-12 public [Link] questionfocuses on the term
[Link]'97 doesnot require "Functional." Deafness can be definedin terms
IEPI for collegestudentswith [Link] of hearingloss (decibelthreshold),but (D)
correctanswer,therefore,is (B). refersto frequencies, not [Link]
deafness is not abouthearingsoundsper se,
(A). It certainlyis not about problemswith
13. This questiontestswhetheryou canapplythe
lipreading,(C); manydeafpersonscan lip-read
Rowleycaseto a more [Link]
well. However,when a hearinglossinterferes
Rowley,a studentwho wasdeafwasdeniedan
with understanding and usingspoken
interpreterbecause shewasachieving
language, it becomes a functionalissuethat
without [Link] ruling
satisfactorily
warrantsspecialeducationservices. The correct
demonstrated that "appropriateeducation"
answer,therefore,is (B).
doesnot meanthe besteducation[(A) and
(B)[Link] alsoshowedthat deafstudentsdo not
auromaticallygetinterpreters(D). Rather,it [Link] questionasksyou to be awareof a
madeclearthat aslong asstudentswith special significantareaof instruCtionfor studentswith
needsaredoing aswell astheir peers,they are [Link] serves
receivingan [Link] asthe basisfor educationalsuccess in the
correctanswer,therefore,is (C). inclusiveclassroom. Teachingsocialskills
requiresthe sameskillsasthoseusedin all
areasof [Link]
[Link] questionexploressomeof the differences
not receiveasmuch affentionin general
berweenmainstreaming and [Link] rhe
education,but recognitionof its importanceto
mainstreaming model,studentswith
rhe success of inclusiveeducationis growing,
disabilitiesoften receiveservicesoutsideof rhe -fhe correctanswer,thereFore, is (A).
generaleducarionclassroom, frequendyin the
r€sourceroom. Studentswith disabilities
attendthe generaleducationclassroom only
when rheyareableto function independently
 17.'Ihis guestionlooksat rhemosrcommon suchasauditorvor [Link] doesatremptto
approachto classroom mana€lcment, a remediarc bv teaching fundamental skills.'l-he
behavior-oriented [Link] a corrcctans\t'cr, rhcrefore, is (A).
behavioral cxplanation, reinforcemenr, (A),
includingnegativereinforcement, (C), onlv
20. This questiontestsvour farniliarity'*'iththe
maintainsor increases rheinappropriare
Voodcock-Johnson Psychoeducational Bartery
behavior.(D) couldbe incorporated ar somc
Revised(VJ), .r well asyour understanding of
point, but a behavioral approachinvolvesan
rypicaltestingin the idenrificationof learning
active,measurable plan.(B) allowsrhe reacher
[Link] entirebaneryconsists of both
to increase an appropriarebehaviorrhat
cognitiveand achievement [Link] can
excludes the inappropriate [Link] correcr
providea discrepanq'score berweenabilirvand
answer, therefore, is (B).
achievement, which is rypicallya major
'i componentof the diagnosisof learning
18. This questionhighlightsa fundamentalshift in [Link] correctanswer,therefore, is (B).
;t philosophyand responsibiliry in a full- (Note that somedistrictsdo not accepttheVJ
[Link] full inclusion,the asa sufficientmeasure of abiliry but requirea
studentspendsthe entireday in rhegeneral \71SC,Kauffrnan,or Stanford-Binet.)
educationclassroom, which rulesout (A) and
(B). However,the studentstill receives
21. This questiontestsyour knowledgeof different
necessary additionalsupporrin the general
kinds of individualplansaswellas your
educationclassroom, ruling out (C). An
recognitionof [Link]
importantchangein inclusiveprogramsis rhat
IEB (A), is an educationalplan for usewith
the specialeducationteacherno longeris rhe
studentswho arein [Link] ITB (C), is a
soleteacherwith primaryresponsibiliryfor the
transitionplan, usuallybeginningwith
studentwith [Link],the general
students who [Link] ISB (D), is a service
educationteacherassumes much of the
plan for adultswho haveexitedthe school
responsibiliry for rhe studenr'[Link]
[Link] working with infanrsand toddlers,
correctanswer,therefore,is (D).
it is criticalto involvethe whole family,asthat
is wherethe child spendsthe most time. The
[Link] questionasksyou ro think aboutthe rype IFSPis an individualizedfamily serviceplan,
of instructionShaniareceives in the conrexrof the most appropriateapproachfor working
her [Link] decoding with y'[Link] correcrans\r'er,
skillsis nor rypicalinstrucrionin the renrh thercfore, is (B).
grade;it is morerypicalin elementary'sctcings.
This methoddoesnor providecompensarions
22. This questionasksyou to disringuish teacher-
in ordcrto access thc normalrenth-grade
directedfrom srudent-cenrercd insrructional
curriculum, (B).It is not holistic,(C), nor does
approaches. Cooperarive learning,(A), cross-
it focuson diFferent learninsmodalities, ([)),
agctutoring,(B), and study-skills groups,(l),),

j1

i'
,li
]I
fi,
 .rll relv,ln stttdents'taking [Link] [Link]'ssionals
bclievethrrt
interlcting lvirh cachother. Direcr itrstrttction .rrticulrtionclisordcrs
shouldbc trerrtcdonlv irr
is ln rpprortchin rvhich the rclchcr uscs studentsl0 or older,u'hich rvould
prccisclvscquenccdlessotr.s rhar involveoltlv tundoubtedlyrcducerhc prevllc'nce,
"l'l-re Ncverthelcss,
tt udcnt- reacheri n teractions. corrcct lt thc prcsenttime, mrnv \'olltlg
.lnswer,rherefbre,is (C). 'childrcn rcceivescrviccsfirr erticuletion
disorders,The correctanswcr,therefbre,is {(-).

2-1.-t'hisquestionprovidesseveral:rnswersthat
may be true in some circumstanccsbut only 2(r. This questionexploresan undcrlying theme in
is, (A),
one answcrthat is trtre in all cases.'['hat dealingwith personswith severeand multiple
(B), and (Cl) all can be usedto support and [Link]{anyof theseindividuals rcquire
improve communication, but cach represcntsa specializedand inrensiveinstrucrion in urdcr
fhirly specificmeansor [Link] the othcr to acquire and use basicskills becausethey
hand, augmentativecommunication is the havediminished learningand memory
more generalapproach that encompassesmany [Link] individuals may have
diflbrent merhodsto build or augment multiple disabilitiesthat do not include mental
communication.'fhe correctanswer,therefore, retardation,mental retardation is relatively
is (D). pervasivein this population.'l'he correct
answer,therefore,is (D).

24. l'his questionemphasizesthat assistive

technologyis not always"hi-tech." Useof a 27.'This questionis a relativelystraightForward
tape recorderand calculator does allow the knowledge item, testing your awarenessthat
grade-levelmaterial, ruling
student to acces.s rhe vast majorigv of students with mental
our (C). Vhile thesedevicesdo help the retardationhavemild mental retardation.'fhe
student becomemore independent,they are implicationsof this fact are [Link]
not a part of a self-managementplan, (D), nor studentswith mental retardation do not go tcr
are they computer-related,(B). Thesedevices specialschools;specialeducationteachersmay
are relativelysimplc but effectivc examplesof need to hclp preparegeneraleducationteachcrs
rechnology.'I'hecorrectanswer,
:rssistive to work with thesestudentsin rhe general
therefbre,is (A). [Link] peoplehave
stereorypesof Down syndrome as rvpical of
mental [Link] realiry mosr studcnts
25. -l'his questiontouchcson a major concernin
rvith mental retardationare not that different
the field of communication disorders.
fiom other students.'I'hecorrecranswer.
,{rriculariondisordersarc by far the most
rhcreforc,is (A).
prevalcntof all corlmunication disordcrs.
f{owcver,meny't'oungchildrenmake
;rrticulationerrorsas a normal p,rrt of spcech
 28. This quesrionhighlighrsan approachrhat consequences, both positiveand negarive,on
man)'teachersusefor specificinstructional behavior,(A). Howeuer,this did not work for
purposesand [Link] focusingon rhe the [Link] spendingmore rime
studenr!work in classand on rhecurriculum, buildingwhat areoftentimeselaboratereward
the reacheris assessing
the srudentin rhe systems, the teacherdiscoveredrhat taking
contexrof the currenrinstrucdon(A). If rhe awaythe causeof the problem(i.e.,their
studentis nor achievingobjectives,the reacher proximiryto eachother)changedrhe behavior,
can usecurriculum-based assessment asa basis (B). The reacherdid not focuson ignoringthe
for modifring or [Link] behavior,(C), or on usinga reinforcing
correcranswer,rherefore,is (A). activiry (D). The correcranswettherefore,
is (B).
29. This questionrequiresafairly specific
understanding of IDEA'97. Although 32. This quesrionfocuseson rhe broadeningof the
studentswith ADD/ADHD may access definition of [Link] testsare
servicesunderthe IDEA caregoryof Other far from perfectand may not predict overallor
Health Impairmentsor through"504 plans," [Link], rhe
Congresshasyet to include it asa specific AAMR includesdeficirsin adapriveskills asa
disabilirycaregory.(A), (B), and (C) areall criticd componenr.(A) appliesto studenrs
provisionsin IDEA '[Link] correctanswer, with learningdisabilities.(B) and (C) are
therefore,is (D). much rarerin peoplewith menralrerardation
than generdlyassumed. The correctanswer,
30. This questionasksyou to distinguish therefore,is (D).
approachesto grouping studentswith
[Link] a cross-categoricalapproach, 33. This quesrionrestsyour knowledgeof
(B), studentswith differentdisabilirycategories approaches to classroommanagemenr.
but similar instructional needsareplaced Functiond assessmenr (B) identifies
together.A noncategorical approach,(C), antecedents, consequences, and sertingsand is
avoidsspecificlabelingaltogether. placing usudly conductedby the [Link]
studentswith the samedisabilitiestogether therapy,(C), involvesan inrerviewof the
may not be consistentwith current studenrby the teacher. An ecological
interpretations of the leastrestrictive assessmenr, (D), examinesthe individual's
environmenr,(D), bur it doesdefinerhe interactionwith the environment.
categoricalapproachto [Link] Contingenry-based self-managernent makes
correctanswer,rherefore,is (A). the srudenrresponsible for monitoring
behaviorand may be parricularlyeffecrivefor
3l. This quesrionresrsyour undersranding students with ADHD. The correcranswer.
of a
behavioralapproachto changingbehavior. therefore, is (A).
Many teachers understand the useof
i.i.
'l'his
qLlestiotl centcrson \'(ltlrundcrstlncling [Link] [Link]
s r'{t'(?Iirt' end Ii It { tItt (c'r/i sorr/rr'
,ri rlrc tc t't-lt clerclop birsichabilirltivclnd [Link]
Both (r\) end lll) rcfc'rto pttssiblccxprcssivc' skills.r,'\),l(l), ancl([)) do Itot rtcldrcss
tltcsc
'l'hc al'rswcr.
of skills.{B) cloes.
tvp'rcs correct
n()t [Link].V'hilc tl))
could rcsultin somekind of languageproblcrn' rhcrctirrc,is rB).
the most logicalconclttsionis that thc lrchevior
is due ro a helrinq problcm rlthcr than 38. l'his qucstionlooksat the relationbenvcen
diflicultv with languagcproccssingPerse' .\DD/.\DHD and learningdisabilitics'V'hilc
Flclwcver,a studcnt who is lorlking to seewhar there is not universalagrcementon an exact
orher stttclenrsare doing mav be having number, most professionals estimilrcrhat lbout
-fhe
clifficultyproccssingspokenlanguage' rwo-thirdsof chilclrenwith attention-deficit
correctanswcr'thcrefbrc,is ((l). disorderor attcntion-deticit/hyperactivity
disorderalsohavesomc kind of lcarning
tlisabiliry.(lhildren with ADD/Af)HD often
15. l'his questionexaminesdifferent rheoretical
cxplanationsof behaviordisorders.A have some type of behavior difficulty, but most
phenomenologicalapproachwould focus on do not exhibit specificconduct disorders,(A)'
selflconcePt,(A). Behavioristsposit that all Almost all children identified with ADD or

behavioris learned,(B)' Neurological ADHD are of normal intclligence,which rules

abnormalitieswould fit bestwith the biological our (C). They do not have unusualrics or
persPective,(C). A psychoanalyticapproach rwitches' (D). The correct answer,therefbre,
would take into account internal motivations is (B).

and f'eelings,which are shapedbv early

childhood experiences.'fhecorrectanswer' 39. 'fhis question underscoresthe f'actthat if you
therefore,is (D). irre a specialeducation teacher,it is highly
likely that you will teachat lcastsome students
with learningclisabilities..Srudents with
36. This questiuneisentiallygivesyou a definition
make trp the largestsinglc
lcarningclisabilities
of clircctinstrucrion. f)irect instruction is
tcacher-centered, which rulcsout (D)' [t docs catcgorvin spccialcducation' Accordine to the
nor fbcus cxclusivelyon executivefunctioning, Ittth Reportto Congressof IDEA (199(r),of

tA). It doesnot [Link] diagnose the 4,915,168studentsbetwccn(r and 2l

specificprocessingproblerns,an approach rcceivingspecialeducationservices,2,513,977,
essociatcd tcaching
with diagnostic-prescriptive or slightly morc than 50 pcrcent,were
is (C)'
rB).'fhe correctanswer,thereflore, classificc{as having lcarning disabilities.'I'he
corrt:ctanswcr,therctirre,is (D),

J7. I'his questionexploresthe rype of role that ln

occupatittnal [Link]"rnal
therapyis not careercoutrscling. it is
'\lthough
conccrnedwith instruction rclatcdro Porenfial
 40. This quesrionsuggesrs thar beforeeducarors readup ro rhe4.2level, founh-gradematerial
rushro labela srudenrro €tranreligibiliwfor is alsolikelyto frusrratehim, (B). He is ableto
specialeducationservices, rhevshouldexamine read,however,and excusinghim from reading
whetherrhesrudenrcanfunctionin rhe is inappropriare, (D). Findinginstructional
generaleducarionsettingwirh minor marerialar his independent/instructional level
modificarions. Thar is, beforedecidingrhat is the besrwav ro usethe readingskill thar he
rhereis a problem,educarorsshoulddo [Link] [Link].
informalobservarions and screening.(B) and is (C).
(D) represenr decisionsbasedon insufficienr
informationat this [Link] is to be hoped
43. This questionposesa siruationin which a
that principalswould nor generallyadopt rhe
studenttakesa resrrhar is nor in his narive
pracriceof (C). The correcranswer,rherefore,
language. The principleof nondiscriminarory
is (A).
assessmenr, (B), existsto ensurethat scoresare
valid indicatorsof a student'sabiliry.A" IQ
41. This quesrionillustratesa dilemmafacedby testthat is nor adminisreredin the studenrt
many studentswith mild [Link] nativelanguageis not necessarily measuring
studenrsofrenfunction quirewell in face-ro- inrelligence;the scoremay reflectdifficulry
facesituationswheretheymakeuseof many with the [Link] (A),
[Link] a result,teachers and (C), and (D) arenor concernedwirh this
others may forgetthat the hearinglossis specificissueof testingin rhe studentbnative
[Link] awayfrom a studentwith language. The correctanswer,therefore,is (B).
a mild hearinglossmay breakdown
[Link]
[Link] quesrionfocuseson teachingfunctiond
needrhe teacherto shoutin her ear,(A), which
skillsto olderstudentswith disabilides.(A)
could alsobe [Link] a srudentwith a
and (D) referto basicwriting skills,but they
mild hearingloss,sheis unlikelyto usesign
arenor tied to a specific,pracricdapplieation.
languageasa primary meansof
(B) is a functionalskill but is unlikely to be
communication,(C). Havinganorhersrudenr
relevantfor rhe mrjoriry of studentswith mild
wrire down assignments, (D), takesaway
[Link] the other [Link]
Chelseatresponsibiliryand mighr leadto
of thesesrudentswill be enteringrhe
learnedhelplessness. Making sureChelseahas
[Link] ro fill out an
communicarioncuesshecan useseemsmosr
applicationis a criticalfirsr [Link] correct
sensible. The correctanswer,therefore,is (B).
answer,therefore,is (C).

[Link] quesrionassesses your understanding of

45. This quesrionresrsyour undersrandingof
usinginformalreadinginvenrories (lRI's).
negativereinforcement. Negarive
Because Nickv'sinsrructionallevelis within rhe
reinforcementis designedro maintainor
rhird grade,fifth-gradereadingmaterialis not
increase
a behaviorby removingan aversive
appropriare, (A). Alrhoughhe mighr be ablero
i
t,,
ili
lli
tl!
IJ '

Il
 stimulusrvhcnthe t:[Link] is ,r8. This questioncxpkrrcsthc purposefor
or cxtillguish
nrlt [Link].r .lecre,[Link] asscssinglcl:[Link] ,,rrc
bch*r'iors.(,\), (B). rnd ((l) all involvencsrtivc gificd and tulcnted,t,\), rre idcnriflednrost
collsequcnces, but ncgltiveconsequct'lccs arc oficn through tcechcrrecommcnd:rtionrtnd
quite difllrcnt from negxtivereinfbrccment. fbr learning
possiblvI(f tcstinu.'fe'sting
'['he correctrnswer,rhcrefbre,is (D). (B), usuallvinvolvesaptitrrdcand
disabilities,
achievemen![Link] syndrome,
(D), is identifiedthrough [Link]
-i([Link] questionasksvou to diflirentiate thcories
diagnosisof mental retardationdependsnot
rhat are applied to emotional end behavioral
only on significantlysubaverageintellectual
[Link] humanistic,(C), and
functioning but alsoon concurrentdcficits in
psychoanalytic,(D), persPectivesfoctrson the
adaptivebehavior,as measuredon instrumcnts
individuals ftelingsand motivationsrather
such as the Vincland. ]'he correctanswer,
than on interacrionswith the environment.
thcrcforc,is (C).
Behavioralperspectives,(A), acknowledgethe
impact of the environment but concentrateon
the learning of new, appropriate [Link] 49. This questionemphasizesthat transition
ecologicalmodel, with some behavioral planning encompassesrnor€ than simply the
underpinnings,examinesinteractionsof the transition fiom school ro work. IDEA'97
student and the [Link] correct defines transition planning as a coordinated set
answer,therefbre,is (B). of activitiesleadingto outcomesin post-school
education,vocational
activities:postsecondary
training, integratedemployment, continuing
a7 . This question highlights a behavioral
and adult education, adult services,
techniquefor working with groupsof students.
independentliving, or communiry
ln many ways, almost all teachersuse
participation.'[he IEB (A), may contain
contingencies:rewardsare contingent upon
transition plinning, but it is a much broader
demonstrating desiredbehaviors,or goirls.
clocument.l'he IFSB (C), generallyis used
(lontingenciescan be applied to groLlP 'fhe REI,
with familiesof infants and toddlers.
bchavioraswell as individual. Operant (D), was lv{adeline\fill's initiative that spurred
conditioning, (B), whilc it may incorporate
practicesof [Link] cclrrectanswcr'
contingencies,is too broad a term, Response
thercfbre,is (B).
cost, (C), focusesmore on withholding or
removingprivilegesas a consequence for
[Link] behavior
modification, (D), is a techniquefor acquiring
specificeducationalskills, usuallyusedin onc-
ro-one tcaching,'fhe correctanswcr,thcrcfbrc,
is (A),
 [Link] qucsrionrackles an oftenthornvissuein 53. This qucsrionasksyou ro be awareof age-
educarion. Suspending a [Link] of r appropriate [Link] l4-vear-old
disabiliwis a form of [Link] is nor srudenr,(A), (B), and (D) all address issues
an issueof nondiscriminarory assessment, (B). thar arerelevantro a reenager. Readingfrom a
Parenrsarcnor playinga rolein rhisdecision, second-grade rexr,.u.n rhuughhis reading
(C), and no menrionis madeof timelines or abilirl'mar.'be poor,is nor ageappropriare for
orherconcerns perrinenrro dueprocess, (A). [Link] usinghigh-
Zero reject,(D), rhe principlethat every interesrlow-vocabularv readingrexrswould be
studentis endtledro a freeand appropriate moresensible. The correcranswer,therefore,
educarion([Link].)and that no srudentcanbe is (C),
rejecredor deniedan educarionbecause ofa
disabilirydoessupportrhe administrarion's
rationaleand [Link] correcranswer. 54. This quesrionresrsyour knowledgeof different
therefore, is (D). observational [Link]'s
il tantrumsaredisruprivebecause of rhe length
i or durarionof rime involved,nor so much
51. This questionasksyou to identi$,rhe whole- because of how often rheyoccur.(A), (B), and
i
I Ianguageapproachto readinginsrruction.A (C) areall differenrwaysof assessing
t. the
key in rhis questionis the differentiarionof frequencyof a behavior,which is nor the
rhis approachfrom onesrhar breakdown [Link] recording,(D),
readinginro a collectionof separate skills.(B), providesthe amountof time a studentengages
(C), and (D) all approachreadingby in a [Link] knowing durarion,rhe
strengtheningcomponentskillsof [Link] teachercanserreasonable goalsso rharNaralie
contrast,whole-language insrruction can reducethe lengthof the disruptive
emphasizes a holisticapproach,in which all behaviorunril it is exringuished or ar leasrnor
instructionfocuseson readingfor meaning. [Link] correctanswer,therefore,is
The correctanswer,rherefore,is (A). (D).

52. This questionexamines rhecurrenrconsrrucrof 55. This quesrionresrsyour knowledge

of both the
rheleastrestricrive
[Link] g4_ definirionof menal rerardationand a mwh of
L42, theleastrestrictiveenvironmenrwasthe [Link] AAMR definirion
serringclosesrto the mainstreamrhatmer refersro intellecr,(A), adaptivebehavior,(B),
[Link] the time of IDEA ,97, rhe and developmentalperiod, (D), in
ideahad evolvedrharall srudentshaverhe righr conceptualizing [Link]
to be educatedin, not near,rhegeneral to popularbeliefigeneticfactorsarenor the
educarion [Link] wirh rheinclusion primarvknown cause;the causeof mental
philosophy, rhiscurrentnorionmeansrhar retardarion in mostindividualsis cultural-
suppon,services, and adjusrmenrs areprovided [Link] correctanswer, therefore,is (C).
u'irhin the generaleducationclassroom. Thc
correcranswer,therefore,is (D).

l
 -fhis questionaddresses 'fhis
56. a characteristicshared 59. question looks at how we decidewhat is
bv a numberof srudents with [Link] normal and rvhat is not. A sociologicd
behaviorof givingup, combinedwith the rpproach, (A), rvould focuson how individuals
dcficitsassociaredwith disabilities,
presenrsa deviate fiom social standards.A cultural
significant to specialeducation
challenge approach,(B), rvould examinethe dominant
teachers. Most educatorsbelievethis behavior cultural valueslnd how they may conflict with
is learned,a learnedhelplessness,(B). (A) and other cultural [Link] may also
(C) areproblematic behaviors but not be self-defined,(D). The developmental
specificallyconnectedwith giving up. (D) approach comparesan individual's growth
refersto executivefunctioningor self- pattern to a group average,thereby providing
[Link] correctanswer,therefore, developmental norms and [Link]
i s ( B) . correct answer,therefore,is (C).

57. This questionexaminesparenr-teacher 60. This questionasksthat you understandsome

relationships. (A), (B), and (C) all suggestways of the implicationsof a mild conducttve
to bring parentsinto the educationdprocess. hearingloss.A conductiveloss,associated with
The teacheris not settingthe agendabut mechanicaltransmission of soundin the
ratheris empoweringthe [Link] all middle ear,tendsto respondto a hearingaid.
the studentt teachers to the IEP meeting With a mild loss,the prognosisis evenbetter.
would likely havethe [Link] (A) may be appropriatefor someindividuals
<lutnumbered may put parentson the with a sensorineural(ratherthan conductive)
defensive. The correctanswer,therefore,is (D). hearingloss.(B) and (D) aregenerally
appropriateto personswith moderateto severe
[Link] correctanswer,therefore,
58. This questiontestsyour familiaritywith
is (C).
advocacyand professional organizations for
individualswith [Link] you
know the foundingdatesof all the different
organizations (ARC, 1950;CEC, 7922;LDA,
1964;CHADD, 1987),you will answerthe
[Link] may alsodeterminethe
correctanswerby focusingon "all children
with disabilities," whicheffectively rulesout
(A), (C), and (D).The correctanswer,
therefore, is (B).
 Chapter 7
1,. iril r"rllrr:lttlv : l".;rsr-5f i;: l,li** 1:iytu
r-u,:

r>
Checkfisr

J thetesring
requirements
forvourreaching
fiel<lin rhesrare(s)
whereyouplan
,?t#l"tw

'J Havevou fbllowedat of rhe tesrregistrarion

procedures?
f Do you know rhe ropicsrharwiil be covered
in eachresryou pranto rake?
f Haveyou reviewedany textbooks,class
notes'and coursereadingsthat relate
covered? ro rhe ropics

c l)o you know how long the testwill take

and the numberof quesrionsit contains?
consideredhow you will paceyour work? Haveyou

tr Are you fbmiliarwith the testdirections

and rhe rypesof questionsfor your
test?
f Are you fhmiliarwirh the recommended
rest-takingstrategies
and rips?
c Haveyou practicedby working through
the practicerestquestionsar a pace
an acrualrest? similarro that of

tl questionsarepart of your rest,do you

understandrhescoringcrireria
fff::Xed-response

:l If you arerepeatinga Praxisseries'rM

Assessmenr,have you analyzed your previousscore
rePortto determineareaswhereaclditional
sru<lyand ,.r, pr.p.r"tion could be
usefirl?

l
I
The Doy of rhe Tesf
\bu should havc endedvour rcvicw a day or rn'o beforerhe [Link] many clichdsyou may
haveheardabout the day ofthe test are true. You should

Bewell resrcd
'lbke photo idenrificationwirh you

#2 pencils(at leastthree)
Takea supplvof well-sharpened
Eat beforeyou takethe tesr

' Be preparedto standin line to checkin or to wait while other testtakersarebeingcheckedin

Youcan'rcontrol the testingsituarion,but you cancontrolyourself [Link] supervisorsarewell
trainedand makeeveryeffort to provideuniform testingconditions,but dont let it botheryou if the resr
doesn'tstartexactlyon time. Youwill havethe necessaryarnountof time onceir doesstan.

Youcan think of preparingfor this testastrainingfor an [Link] you'vetrained,and

prepared,and rested,giveit everythingyou'vegot. Good luck,
Srudy Plon Sheet
SeechapterI for suggesrions
on usingrhisStudyPlanSheet.

Contentcoveitd Howwell do I Vhatmat€riddo I Vhatrnatcrlatdo I Vherccould| flnd Ilatesplannedfor Date!

on test hnowtheconlentl havefor studylng needfor studylng th'emarerlalr studyof contrnt completed
thh contetrtt thlscontent? I needl
 Educariondtsting serviceofrersadditional
informarionro assisryou in preparingfbr'rhe praxisSeries,"
The Registration
'{sse'ssments' Bulletinis availablewirhour charge(see
belowro orcler).you can also
obtain more infbrmarion,and reviewTists
at a Gknceby visiringour rfleb sire:
uulltg*otg/praxis.

Generolfnquiries
Phone:800-772-947
6 or 609-77t -7 395(Monday-Friday,
8:[Link] 7:45 p.u.,Easrern
time)
Fax:6A9-771-7906

ExtendedTime
If you havea learningdisabiliryor if English
is not your primary language, you canapply to be given
more tirne to takeyour [Link] Registration
Bulletin [Link], you ho* ylu ;;;";;tfor
extendedtime.

DisqbifirySeruices
Phone:866-i87-86A2or 609-77
t -7780
Fax 609-771-7906
TTy (for deafor hard-of-hearing
callers)
: 609-771_7714

Moifing Address
ETS-The PraxisSeries
PO.Box6051
Princeton,
NJ 08j41-60jI

Overnighf Defivery Address

ETS-The PraxisSeries
f)istribution Center
225 Phillips Blvd.
Ewing,NJ 0S623
 Educariondtsting serviceofrersadditional
informarionro assisryou in preparingfbr'rhe praxisSeries,"
The Registration
'{sse'ssments' Bulletinis availablewirhour charge(see
belowro orcler).you can also
obtain more infbrmarion,and reviewTists
at a Gknceby visiringour rfleb sire:
uulltg*otg/praxis.

Generolfnquiries
Phone:800-772-947
6 or 609-77t -7 395(Monday-Friday,
8:[Link] 7:45 p.u.,Easrern
time)
Fax:6A9-771-7906

ExtendedTime
If you havea learningdisabiliryor if English
is not your primary language, you canapply to be given
more tirne to takeyour [Link] Registration
Bulletin [Link], you ho* ylu ;;;";;tfor
extendedtime.

DisqbifirySeruices
Phone:866-i87-86A2or 609-77
t -7780
Fax 609-771-7906
TTy (for deafor hard-of-hearing
callers)
: 609-771_7714

Moifing Address
ETS-The PraxisSeries
PO.Box6051
Princeton,
NJ 08j41-60jI

Overnighf Defivery Address

ETS-The PraxisSeries
f)istribution Center
225 Phillips Blvd.
Ewing,NJ 0S623