CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

1) A middle school French teacher wishes to

build her next language unit around learning
the famous French paintings. She is
concerned that some of her students will not
find artwork engaging enough to stay
focused. Which of the following approaches
would most likely motivate the entire class to
learn the material effectively?
A. Providing a choice several learning
activities, some focusing a lot on the artwork,
others little or not at all.
B. First elicit students' own experiences with
art in the target language, and then connect
these to French art.
C. Use the five E's: engage, explore, explain,
elaborate, and evaluate, in a joint
art/language spiral curriculum.
D. Assign each student a work of art, in
which he or she can take ownership and
present to the class as the expert.

2) What is true about unlocked time out

rooms when used as a corrective measure?

3)All of the following would classify as

markers of autism except:
A. Resistance to changes in daily routine or
environment.
B. Failure to appropriately interpret social
cues.
C. Weak listening skills.
D. An inability to hold interest on one task
for very long.

4) Maryanne's mother has stated firmly to

you that at the upcoming CSE meeting, she
intends to argue that her 5 year old daughter,
who has moderate mental retardation,
deserves full inclusion. Maryanne has the
right, she asserts, to have a chance at learning
to read without pictures and gain basic
knowledge of social studies in general ed as
far as possible before turning to a functional
curriculum. Your role should be to:

A. Explain that no specific curriculum

content in the general classroom is mandated
to be in an IEP.
A. Teachers may only use them for students B. Help her realize that even though the
whose IEP gives explicit permission to do so. committee may determine her requests to be
B. More than one student may occupy it at a reasonable, that this will not be the best
placement.
time if there are enough seats and both
C. Offer to explore with her the different
remain calm.
issues facing her daughter, and help her
C. Students placed in them must be
continuously observable by staff at all times. prioritize educational objectives.
D. Respect the mother's strong position and
D. A student who states that he or she is
ready to return to the classroom may not be promise to help advocate for the placement
and modifications she wants.
kept inside if the teacher thinks otherwise.

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CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

5) In what way does the IFSP differ from the 7) What happens when the CSE determines
IEP?
that a student no longer needs special
education services?
A. The IEP offers flexibility on the use of
short term goals.
B. The IEP focuses exclusively on the
student in school, the IFSP involves the
family and other settings.
C. The IFSP is more suited for physical
disabilities, the IEP is more suited to mental
disabilities.
D. Parents have more autonomy in deciding
the content of the IFSP, while educators have
more input into the IEP.

A. The interventions of the IEP are

abandoned and the student returns to the
general education setting as soon as possible.
B. The long term goals of the IEP may be
carried out at the parents request, but the
student loses all special education
classification afterward.
C. The CSE determines the necessary support
services for the student, who is fully
declassified in the following academic year.
D. Depending on the nature of the disability,
students will be observed and assessed
regularly to ensure that they are properly
th
6) You have a boy in your 8 grade class with adjusting.
spastic diplegia cerebral palsy who uses
braces to walk around school. He can walk
on his own, albeit much more slowly. At
recess, you notice from afar that some of his
8) Which of the following criteria is NOT
classmates begin playfully taunting him
used by the CSE in determining eligibility for
about wearing the braces when running
around during a game of tag. Later that day, alternative assessment?
he asks if he can take them off for
tomorrow's recess. How do you respond?
A. Percentile rank on past norm-referenced
assessments as compared with other students
A. Explain to him that the braces help him
state-wide with the same disability.
compete with everyone else and not to pay
B. Having a severe cognitive disability along
attention to a few insensitive comments.
with significant deficits in communication
B. Subtly direct his interest to try a new
activity where his disability will not present and adaptive behavior.
C. Placement in a highly specialized
such a problem.
educational program designed to build skills
C. Reprimand the other students involved,
across natural environments.
and contact their parents if necessary.
D. An IEP that includes assistive technology,
D. Find out whether wearing the braces is
required all day by the IEP and if not, allow health/medical services, or other support
systems.
him to play as he likes.
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CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

9) A teaching assistant in your preschool

inclusion class for students with language
delays is leading a small group of students
through show and tell. A girl is describing her
pony doll's daily imaginary activities in a
random sequence, and the assistant interrupts
the narrative to ask the girl guided questions
in order to help her retell certain disordered
parts more logically. Your response is to:

11) A mother has come to you with concerns

about the development of the IEP for her son
with mental retardation. She is not familiar
with special education laws and simply wants
to be sure that her son receives academic
work that is suitably challenging with the
proper modifications. How appropriate are
the mother's requirements?

A. Very appropriate: her aims are in line with

F.A.P.E.
A. Do nothing: the assistant is using positive, B. Adequate: the IEP can be changed year to
engaging feedback to correct narrative skill year as needed.
C. Adequate: the CSE team can help her fill
errors.
B. Explain to the assistant later that it is more in the gaps.
appropriate simply to let the children tell the D. Insufficient: she should be sure the
curriculum targets social maladaptation,
stories as they see fit.
being common to mental retardation.
C. Have her structure the activity next time
so that students can prepare in advance the
narrative before they present.
D. Stop the activity and disallow the assistant 12)Ms. Goldberg is perplexed about the
to lead this kind of small group show and tell behavior of one of her students and has asked
in the future.
you to help her determine whether to begin a
referral process. She mentions repeated
instances of the child losing things necessary
10) Rebecca, a 4th grader, performs
for tasks, frequently interrupting others, and
adequately in math but reads at about 2nd
using scissors, rulers, and other class
grade level. IQ testing revealed a score of
implements in potentially dangerous ways.
105. She is generally well-liked by the other What other behaviors do you suspect to find
girls and is rarely in trouble with her teacher. in a more formal analysis?
Her mother reports that she has no medical
problems. Rebecca probably has:
A. Difficulty following instructions, often out
of seat, restlessness.
B. Bullying/threatening, blaming others for
A. Problems outside of school that should be own faults, disregard for others' property.
delicately investigated.
C. Trouble generalizing knowledge,
B. A receptive language disorder..
immaturity, poor coping skills.
C. An undiagnosed learning disability.
D. Preoccupation with few interests,
difficulty interpreting tone of voice, avoiding
D. A natural strength in some subjects over
others, and dislikes working her weak areas. eye-contact.
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CST 060 Students with Disabilities BONUS Questions. Visit www.jbbtestprep.com to learn more.

Answer Key
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1) B [(A) Misses goal (C) Off topic (D)
Misses entire class]
2) C [(A) Too specific (B)(D) Against
rulebook]
3) D [(A)(B) Classic autism: social
maladaptation (C) Good, but not best.]
4) C [(A)(B) Misses firmly, asserts (D)
Not proper role.]
5) B [(A)Doesn't make a comparison (C)
Must know basic IFSP: this is off topic. (D)
Outside of role.]
6) D [(A)(C) Misses 8th grade (B) Does
not address social needs.]
7) C [(A) Extreme (B) Outside of role (D)
Too specific.]
8) A [(C)(D) Match rulebook on assessments.
(B) More likely than (A)]
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9) B [(A)(C) Misses preschool (D)

Extreme.]
10) C [(A) Off topic. (B) Misses "well-liked
by other girls" (D) Off topic, outside of role.]
11) D [(A)(B) Good but not best. (C) omits
actor.]
12) A [(B) Extreme. This is sociopathic
behavior. (C) Cognitive difficulties: off topic.
(D) Markers of autism: unlikely from
interrupts frequently.]