Practice Quiz

NYSTCE: Students with Disabilities Exam Prep - Question List

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36. Mr. Simmons has also noticed that many children have difficulty waiting their turn to talk during group time. These children blurt out comments or fail to listen to their friends’ comments. Mr. Simmons wants to help them learn to engage in reciprocal conversation. Which strategy might help?
  1. A talking stick or other device
  2. Asking disruptive children to leave
  3. Assistive technology
  4. Motor breaks
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37. At the beginning of each year, Mrs. Williams develops class rules. Which of the following are principles associated with effectively writing class rules?
  1. Allow the children to provide input.
  2. Make a lengthy list of rules so the children know what to expect.
  3. Use the same rules every year.
  4. Make them yourself so the children know you’re the boss.
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38. Mrs. Williams knows that setting the classroom tone is her responsibility and can make a big difference in her students’ behaviors. Which of the following principles is she most likely to use?
  1. Clear expectations, adequate structure, mutual respect
  2. A fun, party-like atmosphere will keep the children engaged in learning.
  3. “Children should be seen and not heard.”
  4. The teacher is in charge, always.
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39. Preschooler Katie has low muscle tone and has difficulty chewing her food. At snack time, she often drools or may “pocket” the food in the corners of her mouth. Which of the following strategies might help her eat food more successfully?
  1. Do warm-up exercises, such as songs, blowing through a straw, etc. to “warm-up” her mouth.
  2. Puree foods so Katie doesn’t have to work as hard.
  3. Ask Katie’s mom to feed her snacks at home.
  4. Give Katie one piece of food at a time.
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40. Fourth-grader Isabella has a specific learning disability (SLD), but she spends her days in an integrated classroom. Mrs. Williams has discovered that she is not ready for the regular curriculum. Which of the following strategies can Mrs. Williams use to help Isabella access the curriculum?
  1. Work with the special ed teacher to adapt the curriculum to Isabella’s level of learning.
  2. Use a curriculum from a lower grade level.
  3. Send Isabella to the resource room.
  4. Ask Isabella’s parents to homeschool her until she is at grade level.
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