Practice Quiz

Praxis II: Special Education Exam Prep - Question List

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51.
A second-grade teacher works several times a week with a Tier 2 intervention group. At the beginning of the intervention, all the students in the group had strengths in oral reading fluency and challenges in text comprehension. As instruction proceeds, which of the following actions best aligns with key principles of a Multi-Tiered Systems of Support (MTSS) model of instruction?
  1. Providing reading materials written at the most accessible level for the students.
  2. Adjusting instruction for individual students according to their responses to the Intervention.
  3. Changing materials and resources frequently according to students' interests.
  4. Following a scripted intervention program verbatim with the students from beginning to end.
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52.
An entering third-grade student with a specific learning disability demonstrates reading comprehension that is below grade-level expectations. The student can read aloud narrative texts that are aligned with second-grade expectations with accuracy and fluency; however, the student does not consistently remember key details or events after reading the texts. In keeping with evidence-based best practices, which of the following strategies would be most appropriate for the teacher to try first to support the student's reading comprehension with literary texts?
  1. Providing the student with explicit instruction in story elements using a graphic organizer.
  2. Engaging the student in repeated oral reading of grade-level texts with explicit teacher feedback
  3. Providing the student with explicit instruction and guided practice in grade-level, Tier Three vocabulary
  4. Having the student practice reading two- and three-sentence grade-level narrative paragraphs
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53. Stanley is a third-grade student who has an identified learning disability in mathematics. He receives direct, small-group instruction in a resource classroom setting per his IEP. Over the course of the first three weeks, the special education teacher notices that Stanley struggles significantly with decoding words and obtaining comprehension. After asking him several questions, she is concerned that his delay is significant. Which of the following actions would be appropriate for the teacher to take?
  1. Immediately begin using his scheduled times to do direct instruction in literacy
  2. Speak with Stanley’s classroom teacher to share her concerns and review his current psychological report along with the documents from prior IEP meetings
  3. Call Stanley’s mother and tell her that he also has a learning disability in reading
  4. Sit down and alter Stanley’s IEP to include services for his reading disability
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54. What restriction does the Individuals with Disabilities Education Act (IDEA) place on school systems to keep them from placing a student with a mild learning disability in a self-contained classroom for students with severe mental disabilities based only on the fact that they do not have another special educational setting to serve them in?
  1. A Local Education Representative (LEA) must be present
  2. Students must receive instruction in their least restrictive environment (LRE)
  3. Students have a right to due process prior to being expelled from school
  4. The continuum of services is established by a panel of experts
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55. Which of the following groups of people are involved in creating an Individualized Education Plan (IEP) for a student with a disability that requires additional services in an educational setting?
I) Principals
II) Teachers
III) Counselors
IV) Parents
  1. I, II and III
  2. II, III and IV
  3. I, II, III and IV
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