SPECIAL AND INCLUSIVE

EDUCATION
Theories and Causation
101. It refers to the process of organ formation and the
appearance of body organs during the first two months.

A. Oroganogenesis
B. Organogenesis
C. Organigenesis
D. Organnogenesis
101. It refers to the process of organ formation and the
appearance of body organs during the first two months.

A. Oroganogenesis
B. Organogenesis (Organ –tissue with specific function. Genesis –
beginning) formation of organs from germ layers
C. Organigenesis
D. Organnogenesis
102. It is when the buttocks instead of the head presents
itself first during the birth process and poses substantial
danger because the head reaches the pelvic girdle during
later stages of labor when there is more pressure exerting
on it.

A. Precipitous Birth
B. Normal Birth
C. Lateral Flexion
D. Breech Birth
102. It is when the buttocks instead of the head presents
itself first during the birth process and poses substantial
danger because the head reaches the pelvic girdle during
later stages of labor when there is more pressure exerting
on it.

A. Precipitous Birth
B. Normal Birth
C. Lateral Flexion
D. Breech Birth
103. This is the process of cell division in which each
pair of chromosomes in the cell separates with one
member of each pair going into each gamete or
daughter cell.

A. Meiosis
B. Mitosis
C. Meriosis
D. Metaiosis
103. This is the process of cell division in which each
pair of chromosomes in the cell separates with one
member of each pair going into each gamete or
daughter cell.

A. Meiosis
B. Mitosis
C. Meriosis
D. Metaiosis
104. It is when the infant is deprived of adequate
supply of oxygen for a period long enough to damage
the brain. The infant depends entirely on the
umbilical cord as a source of oxygen until birth is
completed.
A. Apraxia
B. Aphasia
C. Anoxia
D. Anorexia
104. It is when the infant is deprived of adequate
supply of oxygen for a period long enough to damage
the brain. The infant depends entirely on the
umbilical cord as a source of oxygen until birth is
completed.
A. Apraxia
B. Aphasia
C. Anoxia
D. Anorexia
105. What do you call the initial stage of
prenatal development that covers the first two
weeks after fertilization?

A. Infantile
B. Germinal
C. Embryonic
D. Fetal
105. What do you call the initial stage of
prenatal development that covers the first two
weeks after fertilization?

A. Infantile
B. Germinal
C. Embryonic
D. Fetal
106. These systems are needed in order to transfer
important molecules such as oxygen, water, salt, and food
from the mother’s blood to the embryo to develop its cell.
These are also responsible for transferring Carbon Dioxide
and digestive waste from the embryo’s blood to the
mother’s blood.
A. Life service systems
B. Life systems
C. Life support systems
D. Service Life Systems
106. These systems are needed in order to transfer
important molecules such as oxygen, water, salt, and food
from the mother’s blood to the embryo to develop its cell.
These are also responsible for transferring Carbon Dioxide
and digestive waste from the embryo’s blood to the
mother’s blood.
A. Life service systems
B. Life systems
C. Life support systems
D. Service Life Systems
107. The following are not the significant
developments during embryonic phase EXCEPT.

A. Development of the support systems for continued cell

development.
B. Attachment of the zygote to uterine wall.
C. Genitals can be identified as male and female.
D. Structures of skin, toenails and fingernails are formed.
107. The following are not the significant
developments during embryonic phase EXCEPT.

A. Development of the support systems for continued

cell development.
B. Attachment of the zygote to uterine wall.
C. Genitals can be identified as male and female.
D. Structures of skin, toenails and fingernails are formed.
108. This molecule consists of two strands of twisted
ladder-shaped structure called double helix that
wrap around each other. It also contains genes, the
basic and functional hereditary formation.

A. deoxyribonucliec acid
B. deoxyribonucleic acid
C. ribonucleic acid
D. double helix
108. This molecule consists of two strands of twisted
ladder-shaped structure called double helix that
wrap around each other. It also contains genes, the
basic and functional hereditary formation.

A. deoxyribonucliec acid
B. deoxyribonucleic acid
C. ribonucleic acid
D. double helix
 109. What will be the result if the illustration
below will happen to the child during cell
division?

A. Down Syndrome
B. Klinefelter’s Syndrome
C. Fragile X Syndrome
D. Tourette’s Syndrome
 109. What will be the result if the illustration
below will happen to the child during cell
division?

A. Down Syndrome
B. Klinefelter’s Syndrome
C. Fragile X Syndrome
D. Tourette’s Syndrome
110. What will be the result if the illustration
below will happen to the child during cell
division?

A. Down Syndrome
B. Klinefelter’s Syndrome
C. Fragile X Syndrome
D. Tourette’s Syndrome
110. What will be the result if the illustration
below will happen to the child during cell
division?

A. Down Syndrome
B. Klinefelter’s Syndrome
C. Fragile X Syndrome
D. Tourette’s Syndrome
111. What will be the result if the illustration
below will happen to the child’s chromosome?

A. Down Syndrome
B. Klinefelter’s Syndrome
C. Fragile X Syndrome
D. Tourette’s Syndrome
111. What will be the result if the illustration
below will happen to the child’s chromosome?

A. Down Syndrome
B. Klinefelter’s Syndrome
C. Fragile X Syndrome
D. Tourette’s Syndrome
112. He believes that “every child is a
potential genius” and proposed the
multiple intelligence theory.

A. Jean Piaget
B. Erik Erikson
C. Edward Lee Thorndike
D. Howard Gardner
112. He believes that “every child is a
potential genius” and proposed the
multiple intelligence theory.

A. Jean Piaget
B. Erik Erikson
C. Edward Lee Thorndike
D. Howard Gardner
113. In a class there maybe one who has
difficulty in simple tasks, comprehension
or in seeing. These differences are also
known as _______.

A. Exceptionalities
B. Thinking Style
C. Learning Style
D. Special talent
113. In a class there maybe one who has
difficulty in simple tasks, comprehension
or in seeing. These differences are also
known as _______.

A. Exceptionalities
B. Thinking Style
C. Learning Style
D. Special talent
114. He was the first person who coined the
term “Learning Disability” in April 6, 1963.

A. Lev Vygotsky
B. Carl Jung
C. Samuel Kirk
D. Howard Gardner
114. He was the first person who coined the
term “Learning Disability” in April 6, 1963.

A. Lev Vygotsky
B. Carl Jung
C. Samuel Kirk
D. Howard Gardner
SAMUEL A. KIRK [1904-1996]
115. He is a German neurologist and psychiatrist who worked with
young men with brain injuries who had returned after the World
War I. His book entitled The Organism focused in patients with
psychological disorders, particularly cases of schizophrenia and war
trauma and the ability of their bodies to readjust to substantial
losses in central control. This creation contributed a lot of
information of the said conditions eventually understanding them
and pointing out proper interventions to help them

A. Lewis Terman
B. Sigmund Freud
C. Jean Piaget
D. Kurt Goldstein
115. He is a German neurologist and psychiatrist who worked with
young men with brain injuries who had returned after the World
War I. His book entitled The Organism focused in patients with
psychological disorders, particularly cases of schizophrenia and war
trauma and the ability of their bodies to readjust to substantial
losses in central control. This creation contributed a lot of
information of the said conditions eventually understanding them
and pointing out proper interventions to help them

A. Lewis Terman
B. Sigmund Freud
C. Jean Piaget
D. Kurt Goldstein
Kurt Goldstein
1878 - 1965
116. He is a Swiss psychiatrist and humanist notable for his
contribution to the understanding of mental illness. He first coined
the term “Autism” in 1919.

A. Paul Eugen Bleuler

B. Jean Marc Gaspard Itard
C. Gregor Johann Mendel
D. Stephen Hawking
116. He is a Swiss psychiatrist and humanist notable for his
contribution to the understanding of mental illness. He first coined
the term “Autism” in 1919.

A. Paul Eugen Bleuler

B. Jean Marc Gaspard Itard
C. Gregor Johann Mendel
D. Stephen Hawking
Paul Eugene
Bleuler
117. He is the father of Special Education.

A. King Robert II
B. Jean Marc Gaspard Itard
C. Nicolas Flamel
D. Stephen Hawking
117. He is the father of Special Education.

A. King Robert II
B. Jean Marc Gaspard Itard
C. Nicolas Flamel
D. Stephen Hawking
Jean Marc Gaspard Itard
118. He was considered as the first student who received
special education services. He was a student of Itard.

A. Robert
B. Niklaus
C. Victor
D. Albert
118. He was considered as the first student who received
special education services. He was a student of Itard.

A. Robert
B. Niklaus
C. Victor (The Wild Boy of Aveyron)
D. Albert
Victor (The Wild Boy of
Aveyron)
119. They expanded the works of Goldstein about the
Learning Disability which led to the discovery of three
major types – dysgraphia, dyslexia and dyscalculia.

A. Anita Harrow and Lawrence Kohlberg

B. Carl Jung and Sigmund Freud
C. Benjamin Bloom and Lorin Anderson
D. Alfred Strauss and Heinz K. Werner
119. They expanded the works of Goldstein about the
Learning Disability which led to the discovery of three
major types – dysgraphia, dyslexia and dyscalculia.

A. Anita Harrow and Lawrence Kohlberg

B. Carl Jung and Sigmund Freud
C. Benjamin Bloom and Lorin Anderson
D. Alfred Strauss and Heinz Werner
Alfred Strauss Heinz Werner
120. He was the first person who identified Autism as
syndrome.

A. Leo Kanner
B. Jean Marc Gaspard Itard
C. Heinz Werner
D. Samuel Kirk
120. He was the first person who identified Autism as
syndrome.

A. Leo Kanner
B. Jean Marc Gaspard Itard
C. Heinz Werner
D. Samuel Kirk
Leo Kanner
1894 - 1981
121. He was the first person to use the term “gifted” to
refer adults who demonstrated exceptional talent in some
area.

A. Leo Kanner
B. Francis Galton
C. Lewis Terman
D. Samuel Kirk
121. He was the first person to use the term “gifted” to
refer adults who demonstrated exceptional talent in some
area.

A. Leo Kanner
B. Francis Galton
C. Lewis Terman
D. Samuel Kirk
Francis Galton
122. He expanded Galton’s view if gifted children which
includes high IQ. He defined gifted children with IQ’s of 140
or more.

A. Leo Kanner
B. Francis Galton
C. Lewis Terman
D. Samuel Kirk
122. He expanded Galton’s view if gifted children which
includes high IQ. He defined gifted children with IQ’s of 140
or more.

A. Leo Kanner
B. Francis Galton
C. Lewis Terman
D. Samuel Kirk
Lewis Terman
123. She believed that giftedness is not surely inherited but
can also be developed by providing good environment.

A. Sidney Marland
B. Marie Clay
C. Karen Horney
D. Leta Hollingworth
123. She believed that giftedness is not surely inherited but
can also be developed by providing good environment.

A. Sidney Marland
B. Marie Clay
C. Karen Horney
D. Leta Hollingworth
Leta Hollingworth
124. He believed that true gifted and talented individuals
are those who are identified by professionally qualified
persons who by virtue of outstanding abilities are capable
of high performance. These children can demonstrate
achievement and or potential ability in areas specified –
general intellectual aptitude, specific academic aptitude,
creative and productive thinking, leadership ability, visual
and performing arts and psychomotor ability.

A. Sidney Marland
B. Marie Clay
C. Karen Horney
D. Leta Hollingworth
124. He believed that true gifted and talented individuals
are those who are identified by professionally qualified
persons who by virtue of outstanding abilities are capable
of high performance. These children can demonstrate
achievement and or potential ability in areas specified –
general intellectual aptitude, specific academic aptitude,
creative and productive thinking, leadership ability, visual
and performing arts and psychomotor ability.

A. Sidney Marland
B. Marie Clay
C. Karen Horney
D. Leta Hollingworth
 Sidney Marland
(Sidney P. Marland, Jr.)
125. He suggested that those who have three cluster of
characteristics (Above average ability, creativity and task
commitment) should be considered Gifted.

A. Louis Braille
B. Joseph Renzulli
C. Lewis Terman
D. Howard Gardner
125. He suggested that those who have three cluster of
characteristics (Above average ability, creativity and task
commitment) should be considered Gifted.

A. Louis Braille
B. Joseph Renzulli
C. Lewis Terman
D. Howard Gardner
Joseph Renzulli
126. Who was the first to describe the condition before it
was popularly known as ADHD?

A. Heinrich Hoffman
B. Joseph Renzulli
C. George Still
D. Howard Gardner
126. Who was the first to describe the condition before it
was popularly known as ADHD?

A. Heinrich Hoffman
B. Joseph Renzulli
C. George Still
D. Howard Gardner
Dr. Heinrich Hoffman
• ADHD was first described by Dr. Heinrich Hoffman in 1845. A
physician who wrote books on medicine and psychiatry, Dr.
Hoffman was also a poet who became interested in writing for
children when he couldn't find suitable materials to read to his 3-
year-old son. The result was a book of poems, complete with
illustrations, about children and their characteristics. "The Story of
Fidgety Philip" was an accurate description of a little boy who had
attention deficit hyperactivity disorder.
127. In 1902, he published a series of lectures to the Royal
College of Physicians in England in which he described a
group of impulsive children with significant behavioral
problems, cause by a genetic dysfunction and not by poor
child rearing – children who today recognized as ADHD.
Since then, scientific papers about the disorder have been
published information on its nature, course, causes and
treatment.

A. Heinrich Hoffman
B. Joseph Renzulli
C. George Still
D. Howard Gardner
127. In 1902, he published a series of lectures to the Royal
College of Physicians in England in which he described a
group of impulsive children with significant behavioral
problems, cause by a genetic dysfunction and not by poor
child rearing – children who today recognized as ADHD.
Since then, scientific papers about the disorder have been
published information on its nature, course, causes and
treatment.

A. Heinrich Hoffman
B. Joseph Renzulli
C. George Still
D. Howard Gardner
128. He is a Swiss psychiatrist and psychoanalyst that described the
dissociation identity disorder as a universal and necessary psychic
activity for the development of personality through the
differentiation of functions. However, when the cohesion of
consciousness is shattered by extreme childhood trauma, then this
will possibly lead to the development of multiple personality. This
natural differentiation of function will then intensified
and the dissociative splits between autonomous forces will become
a solid split identities in an individual.

A. Carl Jung
B. Joseph Renzulli
C. George McKinley
D. Howard Gardner
128. He is a Swiss psychiatrist and psychoanalyst that described the
dissociation identity disorder as a universal and necessary psychic
activity for the development of personality through the
differentiation of functions. However, when the cohesion of
consciousness is shattered by extreme childhood trauma, then this
will possibly lead to the development of multiple personality. This
natural differentiation of function will then intensified
and the dissociative splits between autonomous forces will become
a solid split identities in an individual.

A. Carl Jung
B. Joseph Renzulli
C. George McKinley
D. Howard Gardner
Carl Gustav Jung
129. Grace is going to have a prenatal check-up this
month. She plans to have an ultrasound check-up to
find out what if her baby is a boy or a girl. Based on
the information given by the situation, in what
period of prenatal development is Grace’s baby in?

A. Germinal
B. Embryonic
C. Fetal
D. Conception
129. Grace is going to have a prenatal check-up this
month. She plans to have an ultrasound check-up to
find out what if her baby is a boy or a girl. Based on
the information given by the situation, in what
period of prenatal development is Grace’s baby in?

A. Germinal
B. Embryonic
C. Fetal
D. Conception
130. The first three years of human
development is called formative years.
Why is this called formative years?

A. Because the formation of the physical self if founded in

these years
B. Because this period of development is the most critical
period
C. Because the baby in this period starts to form and develop
D. Because this is the period when character formation and
emotional self emerges
130. The first three years of human
development is called formative years.
Why is this called formative years?

A. Because the formation of the physical self if founded in

these years
B. Because this period of development is the most critical
period (conditions are most likely evident in the age of 3)
C. Because the baby in this period starts to form and develop
D. Because this is the period when character formation and
emotional self emerges
131. The baby inside the mother’s womb is on the
period when its organs starts to appear, cell
differentiation intensifies and life support system
like the placenta, umbilical cord, and amnion
develop. Based on the facts given, at what period of
prenatal development is the baby in?
A.Germinal
B.Embryonic
C. Fetal
D.Zygote
131. The baby inside the mother’s womb is on the
period when its organs starts to appear, cell
differentiation intensifies and life support system
like the placenta, umbilical cord, and amnion
develop. Based on the facts given, at what period of
prenatal development is the baby in?
A.Germinal
B.Embryonic
C. Fetal
D.Zygote
132. Jen is depressed because she still does not want
a baby. Every night, to put herself to sleep, she drinks
3 to 5 bottles of beer. Jen’s baby will likely to have
_____________, a condition characterized by facial
deformities and defective limbs, face and heart.

A.Autism
B.Down syndrome
C. Fetal Alcohol Syndrome
D.Syphilis
132. Jen is depressed because she still does not want
a baby. Every night, to put herself to sleep, she drinks
3 to 5 bottles of beer. Jen’s baby will likely to have
_____________, a condition characterized by facial
deformities and defective limbs, face and heart.

A.Autism
B.Down syndrome
C.Fetal Alcohol Syndrome
D.Syphilis
133. Édouard Séguin most contributed to
developments in the history of special
education by:

A. proving that it was possible to teach individuals who are

deaf to communicate.
B. conducting research studies on the effects of
institutionalization.
C. founding the first school for the blind in the United States.
D. establishing a system for educating youth with
intellectual disabilities.
133. Édouard Séguin most contributed to
developments in the history of special
education by:

A. proving that it was possible to teach individuals who are

deaf to communicate.
B. conducting research studies on the effects of
institutionalization.
C. founding the first school for the blind in the United States.
D. establishing a system for educating youth with
intellectual disabilities.
Édouard Séguin
134. Signs of depression in a high school
student would most typically include:

A. irritability.
B. pervasive feelings of sadness.
C. rapid weight gain.
D. absenteeism.
134. Signs of depression in a high school
student would most typically include:

A. irritability.
B. pervasive feelings of sadness.
C. rapid weight gain.
D. absenteeism.
135. Which of the following behavior patterns in a third-
grade student most clearly indicates a delay in the area of
social-emotional development?

A. expressing uncertainty with regard to personal life goals

B. choosing to interact primarily with same-gender peers
C. exhibiting moodiness and sensitivity in interactions with
adults
D. tantruming, tearing papers, or throwing things around
135. Which of the following behavior patterns in a third-
grade student most clearly indicates a delay in the area of
social-emotional development?

A. expressing uncertainty with regard to personal life goals

B. choosing to interact primarily with same-gender peers
C. exhibiting moodiness and sensitivity in interactions with
adults
D. tantruming, tearing papers, or throwing things
around
136. Which of the following disabilities is characterized
primarily by impairments in social perception, interactions,
and with significant repetitive activities, but no significant
cognitive delays?

A. Williams syndrome
B. pervasive developmental disorder
C. Asperger syndrome
D. ADHD
136. Which of the following disabilities is characterized
primarily by impairments in social perception, interactions,
and with significant repetitive activities, but no significant
cognitive delays?

A. Williams syndrome
B. Pervasive developmental disorder (Not otherwise
specified. Sometimes called Mild Autism)
C. Asperger syndrome (having the symptoms of
ASD but unimpaired intelligence and language)
D. ADHD
137. Which of the following sets of symptoms
typically distinguishes psychotic disorders from
other types of emotional disturbances?

A. delusions and hallucinations

B. social phobia and pervasive feelings of
unhappiness
C. panic attacks and mood swings
D. persistent anxiety and repetitive, ritualistic
behaviors
137. Which of the following sets of symptoms
typically distinguishes psychotic disorders from
other types of emotional disturbances?

A. delusions and hallucinations

B. social phobia and pervasive feelings of
unhappiness
C. panic attacks and mood swings
D. persistent anxiety and repetitive, ritualistic
behaviors
138. An eighth-grade student has recently
begun taking a prescribed stimulant
medication for ADHD. The student's teachers
should be aware that common side effects of
taking such medication include:
A. low blood pressure and feeling faint.
B. loss of appetite.
C. fidgeting and inability to concentrate.
D. poor circulation and chills.
138. An eighth-grade student has recently
begun taking a prescribed stimulant
medication for ADHD. The student's teachers
should be aware that common side effects of
taking such medication include: (27)
A. low blood pressure and feeling faint.
B. loss of appetite. (reducing sugar
consumption)
C. fidgeting and inability to concentrate.
D. poor circulation and chills.
139. A high school student with autism receives
instruction in daily living skills. Which of the
following related tasks would likely be most difficult
for this student?

A. recognizing everyday materials such as cups and

towels
B. generalizing previously learned skills to different
environments
C. sharing materials with other students in the class
D. developing personal preferences such as types of food
items
139. A high school student with autism receives
instruction in daily living skills. Which of the
following related tasks would likely be most difficult
for this student?

A. recognizing everyday materials such as cups and towels

B. generalizing previously learned skills to different
environment (because of permanence and repetitive
patterns)
C. sharing materials with other students in the class
D. developing personal preferences such as types of food
items
140. According to research, the most favorable
classroom environment for students with emotional
and behavioral disorder is characterized by frequent:

A. reminders about the consequences of inappropriate

behavior.
B. opportunities for independent, self-directed learning.
C. praise and positive reinforcement of desired behavior.
D. reevaluation of class rules and expectations based on
student input.
140. According to research, the most favorable
classroom environment for students with emotional
and behavioral disorder is characterized by frequent:

A. reminders about the consequences of inappropriate

behavior.
B. opportunities for independent, self-directed learning.
C. praise and positive reinforcement of desired
behavior. (limiting the use of punishment)
D. reevaluation of class rules and expectations based on
student input.
141. Teaching a student to use manual signs or
sign language to communicate wants and needs
is most appropriate when the student's
disability primarily affects his or her ability to:

A. control gross-motor movements.

B. understand basic concepts of symbolism.
C. produce oral language.
D. process auditory signals correctly.
141. Teaching a student to use manual signs or
sign language to communicate wants and needs
is most appropriate when the student's
disability primarily affects his or her ability to:

A. control gross-motor movements.

B. understand basic concepts of symbolism.
C. produce oral language.
D. process auditory signals correctly.
142. Which of the following high school students with
disabilities is likely to have the greatest difficulty with
reading comprehension?

A. a student with a language impairment who has good social

communication skills but significant deficits in the areas of
morphology, syntax, and semantics
B. a student with Asperger syndrome who has above-average
intelligence but impaired language skills in the area of
pragmatics
C. a student with a communication disorder who has good
receptive language skills but uses a communication board to
produce speech
D. a student with cerebral palsy who has average intelligence
but great difficulty grasping and manipulating books
142. Which of the following high school students with
disabilities is likely to have the greatest difficulty with
reading comprehension?
A. a student with a language impairment who has good
social communication skills but significant deficits in
the areas of morphology, syntax, and semantics
B. a student with Asperger syndrome who has above-average
intelligence but impaired language skills in the area of
pragmatics
C. a student with a communication disorder who has good
receptive language skills but uses a communication board to
produce speech
D. a student with cerebral palsy who has average intelligence
but great difficulty grasping and manipulating books
143. The primary purpose of specially designed
instruction (SDI) for a student with disabilities is to:

A. establish an alternative set of academic standards on which

to base short- and long-term learning goals for the student.
B. provide necessary support for the student to make progress
in the general education curriculum.
C. outline educational strategies for any subject in which the
student will require pullout or resource room
accommodation.
D. designate benchmarks for determining whether
educational and behavioral goals are being met within the
general education classroom.
143. The primary purpose of specially designed
instruction (SDI) for a student with disabilities is to:
A. establish an alternative set of academic standards on which
to base short- and long-term learning goals for the student.
B. provide necessary support for the student to make
progress in the general education curriculum. (special
education services, IEP and other individualization helps to
assist the child to cope with Gen Ed competencies)
C. outline educational strategies for any subject in which the
student will require pullout or resource room
accommodation.
D. designate benchmarks for determining whether
educational and behavioral goals are being met within the
general education classroom.
144. A special education teacher is planning an initial
discussion about postschool transition with a 14-year-old
student and her parents. Which of the following factors
would likely be most important to consider in the context
of this discussion?
A. the number of local organizations that offer the possibility
of future employment
B. the student's current level of knowledge about the skills
needed for various jobs
C. the types of vocational training that are available at the
school
D. the family's values and expectations regarding the student's
adult life
144. A special education teacher is planning an initial
discussion about postschool transition with a 14-year-old
student and her parents. Which of the following factors
would likely be most important to consider in the context
of this discussion?
A. the number of local organizations that offer the possibility
of future employment
B. the student's current level of knowledge about the skills
needed for various jobs
C. the types of vocational training that are available at the
school
D. the family's values and expectations regarding the
student's adult life (meeting the desired values and skill
and also uniformity of goal)
145. Compared to peers without disabilities, a 17-year-old
student with a mild intellectual disability is likely to have
more difficulty with which of the following vocational
tasks?

A. completing a two-step task while being coached by a job

trainer
B. recalling a specific sequence of job tasks that a supervisor
stated a few minutes earlier
C. using appropriate greetings when arriving at a job site
D. communicating with coworkers in a friendly way during an
assigned task
145. Compared to peers without disabilities, a 17-year-old
student with a mild intellectual disability is likely to have
more difficulty with which of the following vocational
tasks?

A. completing a two-step task while being coached by a job

trainer
B. recalling a specific sequence of job tasks that a
supervisor stated a few minutes earlier
C. using appropriate greetings when arriving at a job site
D. communicating with coworkers in a friendly way during an
assigned task
146. A tenth-grade student has a moderate traumatic brain injury
(TBI) that has affected his short-term memory and his ability to
concentrate. He also has difficulty processing auditory input and
expressing himself verbally. The student learns best when
supported by visual stimuli, and he uses an assignment book to
keep track of his work in various classes. His English teacher has
assigned students a research project that involves conducting
research on a topic of their choice and writing a report. Given the
student's characteristics, which of the following parts of the project
is likely to be most difficult for him?

A. Creating a visual concept framework to start his research

B. following a checklist as he edits a final draft of his report
C. using a graphic organizer to help structure the first draft of his report
D. participating in a small-group peer review of draft reports and then
revising his report based on oral peer feedback
146. A tenth-grade student has a moderate traumatic brain injury
(TBI) that has affected his short-term memory and his ability to
concentrate. He also has difficulty processing auditory input and
expressing himself verbally. The student learns best when
supported by visual stimuli, and he uses an assignment book to
keep track of his work in various classes. His English teacher has
assigned students a research project that involves conducting
research on a topic of their choice and writing a report. Given the
student's characteristics, which of the following parts of the project
is likely to be most difficult for him?

A. Creating a visual concept framework to start his research

B. following a checklist as he edits a final draft of his report
C. using a graphic organizer to help structure the first draft of his report
D. participating in a small-group peer review of draft reports and
then revising his report based on oral peer feedback
147. Which of the following factors is likely to have
the most significant positive impact on the quality of
the adult life of a student with ADHD?

A. the extent to which the student develops compensatory

strategies for functioning in a variety of environments
B. the number of years the student spends receiving special
education services
C. the degree to which the student is aware of the legal rights
to full participation and access to academic and
nonacademic services
D. the age at which the student begins to receive training in
career or vocational skills
147. Which of the following factors is likely to have
the most significant positive impact on the quality of
the adult life of a student with ADHD?

A. the extent to which the student develops compensatory

strategies for functioning in a variety of environment
(willingness to do task consecutively and becoming
adaptive)
B. the number of years the student spends receiving special
education services
C. the degree to which the student is aware of the legal rights
to full participation and access to academic and
nonacademic services
D. the age at which the student begins to receive training in
career or vocational skills
148. A special education teacher works with several
students with specific learning disabilities in reading who
have very little motivation to read for pleasure. Which of
the following strategies is likely to be most effective in
promoting students' interest in independent reading
activities?

A. giving public recognition to other students who demonstrate good

reading habits
B. providing students with a wide range of interactive and print
materials at their independent reading levels
C. arranging for the students to spend time in the school library on a
regular basis
D. establishing a reward system through which students receive special
privileges when they engage in independent reading
148. A special education teacher works with several
students with specific learning disabilities in reading who
have very little motivation to read for pleasure. Which of
the following strategies is likely to be most effective in
promoting students' interest in independent reading
activities?

A. giving public recognition to other students who

demonstrate good reading habits
B. providing students with a wide range of interactive and
print materials at their independent reading levels
C. arranging for the students to spend time in the school
library on a regular basis
D. establishing a reward system through which students
receive special privileges when they engage in independent
reading
149. A teacher wishes to use positive reinforcement to
address the frequent out-of-seat behavior of a seventh-
grade student with ADHD. Which of the following teacher
actions would best serve this purpose?

A. smiling at the student when he is working at his

desk
B. moving toward the student when he starts to get up
from his desk
C. ignoring the student when he leaves his desk
D. praising the student's classmates for remaining at
their desks
149. A teacher wishes to use positive reinforcement to
address the frequent out-of-seat behavior of a seventh-
grade student with ADHD. Which of the following teacher
actions would best serve this purpose?

A. smiling at the student when he is working at his

desk
B. moving toward the student when he starts to get up
from his desk
C. ignoring the student when he leaves his desk
D. praising the student's classmates for remaining at
their desks
150. A high school student with a learning disability finds transitions between
classes confusing. At the beginning of each class, she has difficulty orienting to
the subject and attending to the teacher's instructions. The student frequently
misses important information and must then either ask the teacher to repeat
the instructions or seek assistance from a classmate. Which of the following
would be the special education teacher's best strategy for addressing this
issue?

A. helping the student learn how to travel between classrooms quickly

and efficiently so she will have time to adjust to each new class
B. asking each teacher to create a printout of the day's lesson plan for
the student to refer to when entering the classroom
C. taking steps to ensure that the student is seated next to classmates
who are willing to explain the instructions to her
D. working with teachers to establish a set of consistent cues to help the
student become focused when the day's activities are being
introduced
150. A high school student with a learning disability finds
transitions between classes confusing. At the beginning of each
class, she has difficulty orienting to the subject and attending to the
teacher's instructions. The student frequently misses important
information and must then either ask the teacher to repeat the
instructions or seek assistance from a classmate. Which of the
following would be the special education teacher's best strategy for
addressing this issue?
A. helping the student learn how to travel between classrooms quickly
and efficiently so she will have time to adjust to each new class
B. asking each teacher to create a printout of the day's lesson plan for
the student to refer to when entering the classroom
C. taking steps to ensure that the student is seated next to classmates
who are willing to explain the instructions to her
D. working with teachers to establish a set of consistent cues to help
the student become focused when the day's activities are being
introduced
151. A special education teacher wants to help a group of
high school students with moderate intellectual disabilities
learn social skills needed for successful participation in
school dances and other social events. The teacher could
best begin working toward this goal by:

A. providing the students with direct instruction and practice in using

common social skills.
B. showing the students a video of a social event and then having them
identify the social skills they observe in the video.
C. leading the students in a discussion about their previous experiences
with different kinds of social events.
D. engaging the students in a role play of a familiar type of social event
and then having them critique their own performance.
151. A special education teacher wants to help a group of
high school students with moderate intellectual disabilities
learn social skills needed for successful participation in
school dances and other social events. The teacher could
best begin working toward this goal by:
A. providing the students with direct instruction and
practice in using common social skills.
B. showing the students a video of a social event and then
having them identify the social skills they observe in the
video.
C. leading the students in a discussion about their previous
experiences with different kinds of social events.
D. engaging the students in a role play of a familiar type of
social event and then having them critique their own
performance.