NYSTCE: Students with Disabilities Exam Prep #2 — Questions and Answers

Question 1: Before kindergarten teacher Mrs. Matthews expects children to work independently, she always shows them how to do a project or assignment by doing it herself. This is an example of which technique?

KWL chart
Modeling the process (Correct answer)
Direct feedback
None of the above

Correct answer: Modeling the process

Modeling the process involves demonstrating a task or skill for students before expecting them to perform it independently. By showing children how to do a project herself, Mrs. Matthews provides a clear visual and auditory example, breaking down the steps and clarifying expectations. This technique is highly effective, especially for young learners, as it helps them understand the procedure and build confidence before attempting it on their own.

Question 2: Once Mrs. Christensen has completed a lesson plan, she files it away for the next year. Which final step is she missing in the planning process?

Save a copy of the lesson plan on her computer
Send a copy of the lesson plan to other teachers for recommendations
Evaluate the lesson’s effectiveness and make notes for the following year (Correct answer)
None of the above

Correct answer: Evaluate the lesson’s effectiveness and make notes for the following year

The planning process is cyclical and includes reflection and evaluation. After a lesson is completed, it is essential for a teacher to assess its effectiveness, considering what worked well and what could be improved. Making notes for the following year allows the teacher to refine the lesson, adapt it to future students, and continuously enhance their instructional practices, ensuring ongoing professional growth.

Question 3: On the first day of school, Mrs. Williams orients students about the classroom. Which of the following might she do to ensure a safe, comfortable classroom?

Instructs the students on which types of apples she prefers
Shows the students where to put their backpacks and supplies and offers instructions on lining up (Correct answer)
Shows students how to run the microphone system
Asks the students to vacuum and mop the floors after class

Correct answer: Shows the students where to put their backpacks and supplies and offers instructions on lining up

Orienting students to the classroom on the first day is crucial for establishing a safe, comfortable, and organized learning environment. By showing students where to store their belongings and providing clear instructions for routines like lining up, Mrs. Williams sets expectations for behavior and classroom procedures. This proactive approach helps reduce anxiety, promotes independence, and ensures a smooth start to the school year.

Question 4: Kindergarten teacher Mrs. Simonton knows that the principal is planning a fire drill for today. This fire drill is the first drill of the year and the first one Mrs. Simonton’s students have ever experienced. How can she prepare her students?

Surprise is usually the best strategy.
Talk with them about all the horrible things that can happen during a fire.
Explain what a fire drill is and how it helps us be prepared. (Correct answer)
Send those children who may be frightened to the principal’s office.

Correct answer: Explain what a fire drill is and how it helps us be prepared.

For young children, especially those experiencing a fire drill for the first time, clear and calm preparation is essential to prevent fear and ensure safety. Explaining the purpose of the drill and the procedures involved helps demystify the event and empowers students with knowledge. This proactive communication reduces anxiety and teaches them how to respond appropriately in an emergency situation.

Question 5: In Miss Anderson’s class, students go immediately to math after morning recess. Miss Anderson has noticed that many of the children are disruptive and fidgety during this time. Which of the following lesson plan strategies might help?

Build a warm-up time into the lesson plan when children first come in from outside recess. (Correct answer)
Send those children who are disruptive out into the hall until they settle down.
Skip math and move on to something else.
Hand out treats to the children who are sitting quietly.

Correct answer: Build a warm-up time into the lesson plan when children first come in from outside recess.

Children often need a transition period to shift from active play to focused academic work. Building a warm-up time, such as a calming activity or a brief review, allows students to settle down, regulate their energy, and mentally prepare for the next subject. This strategy helps reduce disruptive behavior and improves their ability to concentrate on the math lesson.

Question 6: Veteran teacher Mrs. Williams prepares several posters that provide simple directions with visuals. She laminates them and posts them in the classroom where they usually remain most of the year. These posters are known as what?

Strategy boards (Correct answer)
Learning visuals
Visual schedule
Social story

Correct answer: Strategy boards

Strategy boards are visual aids that provide students with clear, concise directions, steps, or reminders for tasks, routines, or problem-solving. By laminating and posting these simple directions with visuals, Mrs. Williams creates a consistent and accessible reference point for students throughout the year. This promotes independence, reduces the need for constant verbal redirection, and supports diverse learners.

Question 7: Mrs. Mueller’s classroom has large fluorescent ceiling lights. She often turns these lights off, though, and relies on natural light and table lamps she’s brought from home. What benefit does this approach provide?

Mrs. Mueller is trying to save money for the school district by turning off the lights.
Mrs. Mueller knows that some children become overstimulated by fluorescent lights. (Correct answer)
Mrs. Mueller has sensitive eyes.
Mrs. Mueller wants to get the children’s attention.

Correct answer: Mrs. Mueller knows that some children become overstimulated by fluorescent lights.

Fluorescent lighting can be harsh and overstimulating for some individuals, particularly those with sensory sensitivities or certain learning differences. By using natural light and softer table lamps, Mrs. Mueller creates a more calming and comfortable classroom environment. This thoughtful adjustment can significantly reduce sensory overload, helping students focus better and feel more at ease in the classroom.

Question 8: Kindergartner Cori has difficulty focusing on his work and keeping his hands to himself. He often touches or hugs the other children during group times, or sits inappropriately close to them. Which of the following strategies might help Cori sit successfully through group time?

Provide individual mats or a carpet divided into separate squares. (Correct answer)
Remove Cori to another part of the room until he can keep his hands to himself.
Have an assistant sit behind Cori to remind him to stay still.
Have Cori sit with the teacher during group time.

Correct answer: Provide individual mats or a carpet divided into separate squares.

For children who struggle with personal space and maintaining appropriate boundaries, providing clear visual cues like individual mats or marked squares can be highly effective. These physical boundaries help Cori understand where his space begins and ends, reducing instances of touching or sitting too close to others. This strategy promotes self-regulation and respectful interaction during group activities.

Question 9: Kindergartner Sebastian has experienced many transitions in his home life. He is easily agitated and has frequent angry outbursts. Which of the following strategies can his teacher use in the classroom to help him calm down?

Ask him to sit on a chair until he calms down.
Take away recess or other privileges to discourage outbursts.
Monitor his behavior for signs that he is becoming agitated and provide a “cozy corner” for him to go to safely calm down. (Correct answer)
Ask his mother to come get him when he acts out.

Correct answer: Monitor his behavior for signs that he is becoming agitated and provide a “cozy corner” for him to go to safely calm down.

For children like Sebastian who experience frequent angry outbursts, proactive and supportive strategies are crucial. Monitoring for early signs of agitation allows the teacher to intervene before an outburst escalates. A "cozy corner" or designated calm-down space provides a safe, quiet, and predictable environment where the child can self-regulate and regain control, teaching coping skills rather than just punishing behavior.

Question 10: First grader Duncan has been classified with ADHD. His teacher uses music and activity in the classroom as often as possible, and also encourages the children to get up and stretch or move at least once an hour. This technique seems to help Duncan focus and is an example of using which strategy?

Sensory input
Assistive technology
Sensory diet
Motor breaks (Correct answer)

Correct answer: Motor breaks

Motor breaks are short periods of physical activity integrated into the school day, designed to help students release excess energy, improve focus, and regulate their bodies. For students with ADHD like Duncan, these breaks are particularly beneficial as they address the need for movement and can significantly enhance attention and on-task behavior. Incorporating music and stretching provides structured opportunities for these essential physical outlets.

Question 11: 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?

A talking stick or other device (Correct answer)
Asking disruptive children to leave
Assistive technology
Motor breaks

Correct answer: A talking stick or other device

A talking stick or similar designated object is a simple yet effective strategy to teach reciprocal conversation and turn-taking skills. By establishing a rule that only the person holding the object can speak, it provides a clear visual and physical cue for students to wait their turn and listen actively. This promotes respectful communication and helps children practice self-regulation during group discussions.

Question 12: At the beginning of each year, Mrs. Williams develops class rules. Which of the following are principles associated with effectively writing class rules?

Allow the children to provide input. (Correct answer)
Make a lengthy list of rules so the children know what to expect.
Use the same rules every year.
Make them yourself so the children know you’re the boss.

Correct answer: Allow the children to provide input.

Involving students in the rule-making process fosters a sense of ownership and responsibility, making them more likely to understand, remember, and adhere to the rules. When children contribute to creating the rules, they feel respected and empowered, which strengthens classroom community and promotes positive behavior. This collaborative approach leads to more meaningful and effective classroom management.

Question 13: 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?

Clear expectations, adequate structure, mutual respect (Correct answer)
A fun, party-like atmosphere will keep the children engaged in learning.
“Children should be seen and not heard.”
The teacher is in charge, always.

Correct answer: Clear expectations, adequate structure, mutual respect

A positive classroom tone is built upon a foundation of clear expectations, which provide students with a sense of predictability and security. Adequate structure helps students understand routines and boundaries, while mutual respect between teacher and students fosters a supportive and inclusive learning environment. These principles collectively promote student engagement, cooperation, and a sense of belonging, leading to better behavior and academic outcomes.

Question 14: 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?

Do warm-up exercises, such as songs, blowing through a straw, etc. to “warm-up” her mouth. (Correct answer)
Puree foods so Katie doesn’t have to work as hard.
Ask Katie’s mom to feed her snacks at home.
Give Katie one piece of food at a time.

Correct answer: Do warm-up exercises, such as songs, blowing through a straw, etc. to “warm-up” her mouth.

For children with low muscle tone affecting oral motor skills, "warming up" the mouth muscles before eating can significantly improve their ability to chew and swallow effectively. Activities like blowing through a straw, making specific mouth movements, or singing songs help strengthen and coordinate the muscles involved in eating. This proactive approach can reduce issues like drooling and food pocketing, making snack time more successful.

Question 15: 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?

Work with the special ed teacher to adapt the curriculum to Isabella’s level of learning. (Correct answer)
Use a curriculum from a lower grade level.
Send Isabella to the resource room.
Ask Isabella’s parents to homeschool her until she is at grade level.

Correct answer: Work with the special ed teacher to adapt the curriculum to Isabella’s level of learning.

For students with Specific Learning Disabilities (SLD) in an integrated classroom, the goal is to provide access to the general education curriculum with appropriate support. Adapting the curriculum, in collaboration with a special education teacher, involves modifying content, instructional methods, or assessment to meet Isabella's individual learning needs without lowering expectations. This ensures she can engage with grade-level material in a meaningful way.

Question 16: Fifth-grader Simon was often disruptive in class. He was unfocused and refused to complete his work on time. Mrs. Williams decided to try a contingency contract to motivate Simon to stay on task. Which of the following is necessary for a successful contingency contract?

The contract must use complicated legal jargon.
Specific goals and a timeline are clearly outlined, as well as potential consequences or rewards. (Correct answer)
The entire class should vote on the contract.
The contract must be signed by a witness.

Correct answer: Specific goals and a timeline are clearly outlined, as well as potential consequences or rewards.

A successful contingency contract is a written agreement that clearly defines the target behavior, the specific goals the student needs to achieve, and the timeframe for achieving them. Crucially, it also explicitly states the positive consequences (rewards) for meeting the goals and any negative consequences for not meeting them. This clarity and mutual understanding motivate the student and provide a framework for behavior change.

Question 17: Ms. Simons uses reinforcers in her classroom to motivate and encourage students. A reinforcer is which of the following?

A tool, similar to a stapler
A large, burly bodyguard
Prizes or privileges that students can gain by earning points (Correct answer)
A visit to the principal

Correct answer: Prizes or privileges that students can gain by earning points

In behavioral psychology, a reinforcer is anything that increases the likelihood of a behavior being repeated. In a classroom context, reinforcers are typically positive consequences, such as prizes, privileges, or points that can be exchanged for desired items, used to motivate students to engage in desired behaviors. They serve to strengthen positive actions and encourage continued effort.

Question 18: Classroom paraprofessionals can be a valuable resource for teachers. Which of the following strategies demonstrates effective ways of using a classroom aide?

Assign the classroom aide to chores only to keep roles separate and clear
Ask the classroom aide to talk to parents for you when your meeting schedule is too busy
Train the classroom aide and provide information on IEPs (Correct answer)
Use the classroom aide to help you handle really difficult behavioral issues

Correct answer: Train the classroom aide and provide information on IEPs

Classroom aides are valuable support staff who can significantly enhance a teacher's ability to meet student needs. Training them and providing information on IEPs (Individualized Education Programs) ensures they understand student accommodations and can effectively support instruction and individualized goals. This strategy empowers the aide to contribute meaningfully to the educational process, rather than being limited to custodial tasks or inappropriate responsibilities like parent communication for the teacher.

Question 19: Sean, who has a classification of ADHD, needs frequent motor breaks to stay on task. He is embarrassed by his condition and doesn’t want the other children to know. Mrs. Williams has worked out which of the following strategies with Sean to communicate a need for a motor break?

Sean uses a subtle hand signal. (Correct answer)
Sean just leaves.
Sean whistles.
Sean jumps up and down.

Correct answer: Sean uses a subtle hand signal.

For a student like Sean, who needs frequent motor breaks but is embarrassed by his condition, a subtle hand signal is an effective and respectful strategy. This allows him to communicate his need privately and discreetly, maintaining his dignity and minimizing disruption to the class. It provides a clear, non-verbal cue to the teacher without drawing unwanted attention from peers, fostering a supportive and inclusive classroom environment.

Question 20: Roberta has a mild learning disability. Which of the following placements is most appropriate for her?

A regular classroom with consultation and support from the resource specialist (Correct answer)
A resource specialist pull-out program
A special day class
Homeschooling

Correct answer: A regular classroom with consultation and support from the resource specialist

For a student with a mild learning disability, the most appropriate placement often emphasizes inclusion in the general education classroom. A regular classroom with consultation and support from a resource specialist provides access to the general curriculum while offering targeted interventions and accommodations as needed. This approach aligns with the principle of Least Restrictive Environment (LRE), ensuring the student learns alongside peers to the maximum extent possible.

Question 21: Mrs. Williams frequently uses tests that teach to assess students’ knowledge while teaching important facts. Which of the following is an example of a test that teaches?

Multiple choice questions with an answer key that provides additional clarification (Correct answer)
Spelling bees
Game show-type games
Class opinion polls

Correct answer: Multiple choice questions with an answer key that provides additional clarification

A 'test that teaches' is designed not just to assess knowledge but also to reinforce learning and provide immediate feedback. Multiple-choice questions with an answer key that offers additional clarification exemplify this by explaining why an answer is correct or incorrect. This method transforms assessment into a learning opportunity, helping students deepen their understanding and correct misconceptions directly after attempting the questions.

Question 22: Bobby has a classification of ADHD. Mrs. Williams sometimes lets him learn information digitally, as opposed to other methods. What are the benefits of this approach?

Mrs. Williams needs a break.
Using the computer keeps Bobby entertained.
Research has shown that children with ADHD can sometimes learn better using digital technology. (Correct answer)
Bobby downloads iTunes for Mrs. Williams while he’s working.

Correct answer: Research has shown that children with ADHD can sometimes learn better using digital technology.

Research indicates that digital technology can be particularly beneficial for children with ADHD. Interactive and engaging digital platforms can help maintain focus, provide immediate feedback, and offer varied sensory input, which can be more stimulating than traditional methods. This approach leverages technology to accommodate specific learning styles and attention challenges associated with ADHD, potentially improving engagement and learning outcomes.

Question 23: What is the optimum student-teacher dynamic in a developmental classroom?

Teacher is in charge, students follow
Teacher serves as a mentor and collaborator, students actively participate in learning (Correct answer)
Teacher is an entertainer and friend, students view the teacher as equal
Teacher takes a passive role, students approach teacher only when necessary

Correct answer: Teacher serves as a mentor and collaborator, students actively participate in learning

In a developmental classroom, the optimal dynamic fosters active student engagement and a supportive learning environment. The teacher acts as a mentor and collaborator, guiding students through discovery and problem-solving, rather than simply dictating information. This approach encourages students to take ownership of their learning, develop critical thinking skills, and participate meaningfully in classroom activities.

Question 24: Which of the following describes an obstacle course used by occupational therapists and special ed teachers?

An obstacle course is a fun, outside activity for field day.
An obstacle course describes a teacher training method.
An obstacle course provides motor activities to warm up the body and mind. (Correct answer)
An obstacle course is a P.E. activity.

Correct answer: An obstacle course provides motor activities to warm up the body and mind.

In occupational therapy and special education, an obstacle course is a structured activity designed to engage students in various motor tasks. It provides opportunities for developing gross motor skills, balance, coordination, and spatial awareness. These activities can also help with sensory integration and prepare students' bodies and minds for learning by providing necessary movement and sensory input.

Question 25: Which of the following describes the definition of assistive technology?

High-tech computers or language systems
Technology that assists the teacher in record keeping
Any mechanical device that aids a person limited by a disability (Correct answer)
A robotized personal assistant

Correct answer: Any mechanical device that aids a person limited by a disability

Assistive technology encompasses any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. This broad definition includes a wide range of tools, from low-tech devices like pencil grips to high-tech systems like communication devices. Its purpose is to help individuals with disabilities overcome barriers and participate more fully in daily activities.

NYSTCE: Students with Disabilities Exam Prep #2

Before kindergarten teacher Mrs.
Matthews expects children to work independently, she always shows them how to do a project or assignment by doing it herself.
This is an example of which technique?