1. Mr. Jones is a fourth-grade general education teacher. A student in his class has an IEP for learning disabilities in mathematics, is easily distracted, and fails to complete math tasks. Mr. Jones implements strategies to help the student self-monitor the completion of tasks. Which of the following student skills is Mr. Jones primarily addressing?
A. Executive functioning skills Correct
B. Social-emotional skills
C. Advanced academic skills
D. Transitional skills
Explanation
Self-monitoring task completion directly builds executive functioning skills. These include abilities like starting work, staying focused, managing attention, organizing steps, and checking whether a task is finished. A student who is easily distracted and often leaves math incomplete benefits from strategies such as checklists, goal cards, or self-questions ('Have I done all the problems?'). This helps the student regulate behavior and follow through independently — a hallmark of executive functioning, especially important for math-related learning disabilities. Social-emotional skills (B) focus on emotions, empathy, friendships, and self-regulation of feelings — not primarily task completion. Advanced academic skills (C) refer to higher-level content like algebra or proofs — the issue here is basic follow-through, not advanced math. Transitional skills (D) involve changing activities, classes, or life stages (e.g., moving to middle school) — self-monitoring helps with finishing work, not mainly with changing routines.
2. Which of the following activities best develops a student’s fine motor skills and personal domestic living skills?
A. Sorting laundry into piles of whites, lights, and darks Correct
B. Opening cans using a manual can opener
C. Sweeping and mopping a kitchen floor
D. Planning a weekly menu for a family of four
Explanation
Sorting laundry develops fine motor skills through precise pinching, grasping, sorting, and moving individual items — building hand strength, finger dexterity, and eye-hand coordination. It also teaches a practical domestic living skill (household chore) that promotes independence in daily self-care. Both goals are met effectively in one activity. Opening cans (B) requires grip and twisting but is riskier and less varied in fine motor practice for most students. Sweeping/mopping (C) mainly uses gross motor skills (large arm/shoulder movements, balance) rather than small-hand precision. Planning a menu (D) is a cognitive/planning task with no hand-movement component, so it does not target fine motor development.
3. Angel is a fifth-grade English learner who receives special education services in an inclusive classroom. Angel has a low to average IQ and has difficulty paying attention for extended periods of time. His disability is attributed to lead poisoning as a young child. Which of the following classifications would most likely appear on Angel’s IEP?
A. Orthopedic Impairment
B. Other Health Impairment Correct
C. Specific Learning Disability
D. Traumatic Brain Injury
Explanation
Other Health Impairment (OHI) fits best. IDEA defines OHI as chronic or acute health conditions (including ADHD-like attention issues from toxic exposure) that limit strength, vitality, or alertness and adversely affect educational performance. Lead poisoning often causes lasting attention deficits and reduced focus — matching the description — without fitting orthopedic, specific learning, or traumatic brain injury categories. Orthopedic Impairment (A) involves physical mobility issues (e.g., cerebral palsy) — attention problems are not orthopedic. Specific Learning Disability (C) requires unexpected underachievement in specific academic areas despite instruction — the primary issue here is attention from lead exposure. Traumatic Brain Injury (D) applies to acquired brain damage from external physical force (e.g., accident) — lead is a chemical/toxic cause, not traumatic force.
4. According to IDEA, to qualify for special education services, a student must have a disability and meet which of the following conditions?
A. The student must be failing at least one subject.
B. The disability adversely affects the student’s educational performance. Correct
C. The disability must cause the student a physical limitation.
D. The parent of the student must provide proof that the student is receiving outside services.
Explanation
IDEA eligibility requires that the disability adversely affects educational performance. This means the condition creates barriers to learning, participating, or benefiting from the general curriculum — even if the student is passing some classes. The impact can be academic, functional, behavioral, or social. Failing one subject (A) is too narrow — a student can qualify without failing if the disability significantly hinders access or progress. Physical limitation (C) is incorrect — many qualifying disabilities (learning disabilities, speech issues, ADHD) are not physical. Parental proof of outside services (D) is not required — eligibility comes from school evaluation and team decision.
5. Vanessa is a tenth-grade student with ASD who also has sensory impairment. She is sensitive to background noise that may not bother her peers. She wears a noise canceling headset in the classroom and at home. In which of the following ways can Vanessa’s teacher and family address Vanessa’s auditory sensitivity issues and help her prepare for a smooth transition to community living?
A. Providing Vanessa with a visual checklist of her daily living schedule
B. Taking Vanessa to crowded places to allow her to ease into her surroundings by socializing
C. Teaching Vanessa emergency protocols that will allow her to safely respond to alarms Correct
D. Ensuring that Vanessa is able to handle basic financial transactions independently
Explanation
Teaching safe responses to alarms directly tackles auditory sensitivity while preparing for real-world community safety. Alarms (fire, school, smoke detector) are loud and sudden; explicit instruction (using headphones briefly, following visual steps, exiting calmly) helps Vanessa manage overwhelm and respond correctly in apartments, jobs, or public spaces. Visual checklist (A) aids routine but does not address noise or alarms. Crowded places (B) risks sensory overload without structured support — not a safe way to build tolerance. Financial transactions (D) are valuable life skills but unrelated to auditory sensitivity.