NYSTCE: Students with Disabilities Exam Prep Flashcards

Mrs. Williams has two children in her class who are hearing impaired. Which of the following assistive technologies might help increase their ability to hear and communicate?

Answer: FM sound system

For children with hearing impairments, an FM sound system is a highly effective assistive technology. It works by transmitting the teacher's voice directly to the student's hearing aids or cochlear implants, reducing background noise and improving the clarity of speech. This system significantly enhances a student's ability to hear and process verbal information in a classroom setting, thereby improving communication and learning.

Augmentative communication devices can help a child with physical or cognitive barriers communicate effectively at school and at home. However, these tools may not work for a child who demonstrates no communicative intent. Which of the following explains the reason for this?

Answer: Augmentative communication devices do not teach a child to communicate.

Augmentative communication devices are tools that help individuals with communication challenges express themselves. However, these devices are aids for expression, not teachers of the fundamental desire or understanding of communication. If a child demonstrates no communicative intent, meaning they do not understand the purpose of communication or have the internal drive to express themselves, the device itself cannot create that intent.

The cost of assistive technology is often high and can present a challenge to parents. Which of the following funding sources might provide help?

Answer: State programs for children with special health needs

The cost of assistive technology can be a significant barrier for families. State programs for children with special health needs are often established to provide financial assistance and resources for necessary medical equipment and assistive devices. These programs recognize the importance of such technology for a child's development and well-being, offering a vital funding source beyond individual school budgets or welfare.

Brandon also has difficulty copying work from the board or Smart Board. Mrs. Williams should try which of the following strategies?

Answer: Place Brandon at the front of the class so he can see the board more clearly.

Brandon's difficulty copying from the board suggests a visual processing or attention issue. Placing him at the front of the class directly addresses this by minimizing visual distractions and making the board content larger and clearer. This simple accommodation can significantly improve his ability to see and accurately transcribe information, reducing frustration and improving task completion.

Casey has an auditory processing deficit and cannot effectively tune out extraneous noises. This makes it very hard for him to focus during class time and process verbal directions. Which of the following strategies might help him?

Answer: Write the instructions on the board or use visuals.

Casey's auditory processing deficit makes it difficult for him to filter out noise and understand verbal directions. Providing instructions in written form or using visuals directly addresses this challenge by presenting information through a different sensory channel. This strategy bypasses his auditory processing difficulties, allowing him to access and understand directions more effectively and independently.

Janie has an auditory processing deficit. She does not understand or process auditory directions and often seems lost during class time. Which of the following strategies might help her?

Answer: Give Janie a written handout of the directions and ask her to follow it as you give the directions verbally.

Janie's auditory processing deficit means she struggles to understand verbal directions. Giving her a written handout of the directions while simultaneously giving them verbally provides multi-modal input. This allows her to refer to the written instructions if she misses or misinterprets parts of the verbal delivery, ensuring she has a clear and accessible guide to follow during class activities.

Ben has difficulty with social skills and reading body language. As a result, he doesn’t relate to the other children and is often isolated. He may respond inappropriately to their play, which in turn, alienates them. Which of the following strategies might help Ben?

Answer: Role-play social situations in class.

Ben's difficulties with social skills and reading body language can be effectively addressed through direct instruction and practice. Role-playing social situations in class provides a safe and structured environment for him to learn and practice appropriate social responses and interpret non-verbal cues. This strategy helps him develop the necessary skills to interact positively with peers and reduce social isolation.

Mrs. Williams has an animal therapist bring her therapy dog to class weekly. The therapist teaches the children how to care for and treat the dog, and the children enjoy reading to him or talking to him. What are some of the benefits associated with animal therapy?

Answer: Children can learn empathy and the ability to read social cues by learning to respond appropriately to an animal’s behavior.

Animal therapy, particularly with trained therapy dogs, offers numerous benefits for children, especially those with social or emotional challenges. Interacting with animals can teach empathy, as children learn to understand and respond to an animal's needs and behaviors. This interaction can also help children practice reading non-verbal cues and develop appropriate social responses in a non-threatening and engaging context.

First grader Duncan has difficulty differentiating words in a sentence. When writing, he forgets to include spaces. When reading, he runs the words together. Which of the following strategies might help?

Answer: Ask Duncan to think of a sentence. Write lines on the paper to indicate the appropriate number of words. Have Duncan fill in the spaces with the words.

Duncan's difficulty differentiating words in a sentence, both in writing and reading, indicates a lack of phonological awareness, specifically segmenting words. The strategy of writing lines for each word and having him fill them in provides a concrete visual and kinesthetic representation of word boundaries. This helps him understand that sentences are made up of individual words separated by spaces, improving both his writing and reading fluency.

Aaron, who has been classified with ADHD, rushes through work assignments so he can go do more enjoyable activities. His work is often incomplete or poorly done, even though he has demonstrated the skills necessary for high academic achievement. Which of the following strategies might help Aaron focus and slow down?

Answer: Talk with Aaron before starting the assignment about expectations. Check the work before allowing Aaron to move on.

Aaron's tendency to rush through work due to ADHD, resulting in incomplete or poor quality, requires strategies that build accountability and reinforce thoroughness. Talking with him about expectations before starting and checking his work before allowing him to move on provides clear boundaries and immediate feedback. This helps him internalize the importance of quality over speed and ensures he completes tasks to an acceptable standard.

How common are reading deficits in children identified with special needs?

Answer: 80 percent

Reading deficits are remarkably common among children identified with special needs, with statistics often cited around 80 percent. This high prevalence underscores the critical importance of early identification and targeted interventions for reading difficulties in special education. Addressing these deficits is fundamental to academic success across all subjects.

Kindergarten teacher Mrs. Christensen plays a game called the “rubber band game” with her students. She says a word and then stretches it out so each letter is extended and pronounced. She opens her hands wide at the same time to give a visual of a rubber band stretching. She claps her hands back together and says the word once more, quickly. Which of the following is this an example of?

Answer: Phonemic awareness

Mrs. Christensen's 'rubber band game' is a classic example of an activity designed to develop phonemic awareness. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. By stretching out words and then bringing them back together, she is explicitly teaching students to segment and blend sounds, which is a foundational skill for learning to read.

Kindergartner Duncan is struggling to hear sounds and learn to read. He seems embarrassed and discouraged, which is reducing his motivation to try. Which of the following strategies can Mrs. Christensen employ to encourage Duncan?

Answer: Approach reading tasks playfully, avoid making comparisons, and praise Duncan for his efforts.

Duncan's discouragement and reduced motivation due to struggling with reading require a supportive and positive approach. Approaching reading tasks playfully, avoiding comparisons with peers, and praising his efforts fosters a growth mindset and reduces anxiety. This strategy builds his confidence and intrinsic motivation to engage with reading, which is crucial for long-term learning success.

Which of the following describes a word clump?

Answer: A portion of a word that can make other common words

A 'word clump' refers to a portion of a word that can be found in or used to make other common words. For example, the 'at' in 'cat' can also be found in 'hat' or 'mat'. Understanding word clumps helps students recognize patterns in words, improve decoding skills, and build vocabulary more efficiently, as they can apply their knowledge of common letter combinations to new words.

What are “ear” words?

Answer: Words in which every sound can be heard

'Ear words' are words in which every sound can be distinctly heard and isolated, making them ideal for teaching phonemic awareness and early decoding skills. These words typically follow regular phonetic patterns, allowing children to practice segmenting and blending sounds without encountering complex spelling rules or silent letters. They are fundamental for developing a strong phonics foundation.

Mr. Jones often uses a technique known as “choral reading” in his first grade reading groups, in which all the children read a passage out loud together. What benefits does this technique have over having the children read out loud alone?

Answer: Choral reading decreases feelings of self-consciousness and fear of failure, while still allowing the teacher to assess knowledge and fluidity.

Choral reading offers significant benefits over individual reading aloud, particularly for students who may be self-conscious or fear making mistakes. Reading together in a group decreases feelings of anxiety and embarrassment, allowing students to practice fluency and pronunciation in a less intimidating environment. It also enables the teacher to assess overall fluidity and engagement while building confidence in struggling readers.

Mr. Jones is ordering books for a new classroom. What types of books will best meet the needs of his students?

Answer: A variety of fiction and non-fiction books on many topics and at many reading levels

To meet the diverse needs of students in a new classroom, Mr. Jones should order a variety of books across different genres, topics, and reading levels. This ensures that all students can find engaging materials that match their interests and abilities, fostering a love of reading and supporting differentiated instruction. A rich and varied classroom library is essential for promoting literacy development for every learner.

Which of the following describes environmental print?

Answer: Environmental print refers to words and signage children regularly see in their environment.

Environmental print consists of the everyday words and symbols children encounter in their surroundings, such as logos on cereal boxes, street signs, and store names. Recognizing these familiar words helps young children develop early literacy skills and understand that print carries meaning, even before they can formally read books. It connects their world to the act of reading in a meaningful and accessible way.

Many occupational therapists recommend teaching children to write upper case letters first. Which of the following best describes the philosophy behind this practice?

Answer: Uppercase letters are all the same size and have simple strokes, making them easier for young children to master than lowercase strokes.

Occupational therapists often recommend teaching uppercase letters first because they are typically formed with simpler, straighter lines and fewer curves compared to many lowercase letters. Additionally, all uppercase letters occupy the same vertical space, which simplifies spatial awareness and motor control for young children who are still developing fine motor skills. This foundational practice helps build confidence and proper grip before moving to the more complex and varied forms of lowercase letters.

Sophie’s short-term memory scores are below the 10th percentile, and she has difficulty remembering rote facts, such as multiplication tables. Which of the following strategies might help her?

Answer: Allow Sophie to use a calculator.

Sophie's difficulty with short-term memory and rote facts like multiplication tables indicates a challenge in recalling information quickly. Allowing her to use a calculator bypasses the need for immediate recall of these facts, enabling her to focus on understanding the mathematical concepts and problem-solving strategies. This accommodation supports her learning by reducing the cognitive load associated with her specific deficit, ensuring she can still progress in math.