OSAT OSAT Mild-Moderate Disabilities 2 — Questions and Answers
Question 1: A special education teacher notices a student with a learning disability consistently reverses letters and struggles with phoneme-grapheme correspondence. Which evidence-based reading intervention is MOST appropriate?
- Guided reading with leveled texts
- Orton-Gillingham multisensory phonics instruction (Correct answer)
- Sustained silent reading practice
- Whole-language immersion approach
Correct answer: Orton-Gillingham multisensory phonics instruction
Orton-Gillingham uses multisensory techniques (visual, auditory, kinesthetic) specifically designed to address phonological and decoding deficits common in students with dyslexia.
Question 2: Under IDEA, what is the primary purpose of the Individualized Education Program (IEP) annual review?
- To determine if the student should be reclassified under a different disability category
- To evaluate progress toward current goals and revise the IEP as needed (Correct answer)
- To inform parents of district-wide assessment results
- To decide whether the student qualifies for extended school year services only
Correct answer: To evaluate progress toward current goals and revise the IEP as needed
The annual IEP review is required by IDEA to assess the student's progress toward goals and update the plan to reflect current needs and services.
Question 3: A student with mild intellectual disability is struggling with multi-step math word problems. Which instructional strategy would MOST effectively support this student?
- Reducing the number of problems assigned
- Using graphic organizers and task analysis to break problems into sequential steps (Correct answer)
- Allowing calculator use without explicit strategy instruction
- Grouping the student exclusively with peers at the same level
Correct answer: Using graphic organizers and task analysis to break problems into sequential steps
Task analysis and graphic organizers scaffold complex problems into manageable steps, directly addressing the sequential processing challenges common in students with mild intellectual disabilities.
Question 4: Which co-teaching model has one teacher delivering instruction while the other circulates and provides individual support throughout the classroom?
- Station teaching
- Parallel teaching
- One teach, one assist (Correct answer)
- Team teaching
Correct answer: One teach, one assist
In the 'one teach, one assist' model, one teacher leads the lesson while the other provides support, monitoring, and assistance to individual students.
Question 5: A teacher suspects a student may have an emotional or behavioral disorder. According to IDEA, how long must the behaviors be observed before an EBD classification can be considered?
- Two weeks
- One month
- A marked degree over a long period of time (Correct answer)
- One academic semester
Correct answer: A marked degree over a long period of time
IDEA requires that EBD characteristics exist to a marked degree and over a long period of time, distinguishing chronic patterns from temporary situational responses.
Question 6: A student with ADHD frequently loses materials and misses assignment deadlines. Which accommodation addresses executive function challenges MOST directly?
- Extended time on standardized tests
- Preferential seating near the teacher
- Structured checklists and organizational systems paired with regular check-ins (Correct answer)
- Reduced homework quantity
Correct answer: Structured checklists and organizational systems paired with regular check-ins
Checklists and check-ins directly target executive function deficits by providing external structure for planning, organizing, and self-monitoring.
Question 7: During transition planning for a 16-year-old student with mild disabilities, IDEA requires the IEP to include postsecondary goals based on:
- Teacher recommendations and standardized test scores alone
- Age-appropriate transition assessments reflecting the student's interests, preferences, and strengths (Correct answer)
- Parent preferences documented in the prior year's IEP
- State-mandated career pathways for students with disabilities
Correct answer: Age-appropriate transition assessments reflecting the student's interests, preferences, and strengths
IDEA mandates that transition goals be grounded in age-appropriate transition assessments that capture the student's own interests, preferences, and strengths.
OSAT OSAT Mild-Moderate Disabilities 2
A special education teacher notices a student with a learning disability consistently reverses letters and struggles with phoneme-grapheme correspondence.
Which evidence-based reading intervention is MOST appropriate?