NYSTCE: Students with Disabilities Exam Prep Flashcards

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?

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.

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?

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.

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?

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.

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?

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.

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?

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.

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?

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.

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?

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.

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?

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.

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?

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.

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?

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.

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?

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.

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

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.

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?

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.

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?

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.

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?

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.

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?

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.

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

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.

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

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.

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?

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.

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

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.